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Year 3

Knowledge, Skills and Understanding breakdown for

Working Scientifically

 

Year 3

 

Planning

Obtaining and presenting

Considering evidence and

 

evidence

evaluating

 

 

 

 

 

 

 

•  Can they use different ideas

•  Can they measure using

•  Can they explain what they

 

and suggest how to find

different equipment and units

have found out and use their

 

something out?

of measure?

measurements to say whether it

 

•  Can they make and record a

•  Can they record their

helps to answer their question?

 

prediction before testing?

observations in different ways?

•  Can they use a range of

 

•  Can they plan a fair test and

<labelled diagrams, charts etc>

equipment (including a data-

 

explain why it was fair?

•  Can they describe what they

logger) in a simple test?

 

•  Can they set up a simple fair

have found using scientific

 

 

test to make comparisons?

language?

 

 

•  Can they explain why they

•  Can they make accurate

 

 

need to collect information to

measurements using standard

 

 

answer a question?

units?

 

 

 

 

 

 

 

Year 3 (Challenging)

 
  • Can they record and present what they have found using scientific language, drawings, labelled diagrams, bar charts and tables?
  • Can they explain their findings in different ways (display, presentation, writing)?
  • Can they use their findings to draw a simple conclusion?
  • Can they suggest improvements and predictions for further tests?
  • Can they suggest how to improve their work if they did it again?
 

 

Plants and Animals, including Humans

 

Animals, including humans

Plants

 

 

•  Can they explain the importance of a nutritionally

•  Can they identify and describe the functions of

balanced diet?

different parts of flowering plants? (roots, stem/trunk,

•  Can they describe how nutrients, water and oxygen

leaves and flowers)?

are transported within animals and humans?

•  Can they explore the requirement of plants for life

•  Can they identify that animals, including humans,

and growth (air, light, water, nutrients from soil, and

cannot make their own food: they get nutrition from

room to grow)?

what they eat?

•  Can they explain how they vary from plant to plant?

•  Can they describe and explain the skeletal system of

•  Can they investigate the way in which water is

a human?

transported within plants?

•  Can they describe and explain the muscular system

•  Can they explore the part that flowers play in the life

of a human?

cycle of flowering plants, including pollination, seed

 

formation and seed dispersal?

 

 

 

Year 3 (Challenging)

 

 

  • Can they explain how the muscular and skeletal systems work together to create movement?
  • Can they classify living things and non-living things by a number of characteristics that they have thought of?
  • Can they explain how people, weather and the environment can affect living things?
  • Can they explain how certain living things depend on one another to survive?
  • Can they classify a range of common plants according to many criteria (environment found, size, climate required, etc.)?

 

Rocks

 

  • Can they compare and group together different rocks on the basis of their appearance and simple physical properties?
  • Can they describe and explain how different rocks can be useful to us?

 

  • Can they describe and explain the differences between sedimentary and igneous rocks, considering the way they are formed?
  • Can they describe in simple terms how fossils are formed when things that have lived are trapped within rock?
  • Can they recognise that soils are made from rocks and organic matter?

 

Year 3 (Challenging)

 

  • Can they classify igneous and sedimentary rocks?

 

  • Can they begin to relate the properties of rocks with their uses?

 

 

Light, Forces and Magnets

 

Forces and magnets

Light

•  Can they compare how things move on different surfaces?

•  Can they recognise that they need light in order to see

•  Can they observe that magnetic forces can be transmitted

things?

without direct contact?

•  Can they recognise that dark is the absence of light?

•  Can they observe how some magnets attract or repel each

•  Can they notice that light is reflected from surfaces?

other?

•  Can they recognise that light from the sun can be

•  Can they classify which materials are attracted to magnets

dangerous and that there are ways to protect their eyes?

and which are not?

•  Can they recognise that shadows are formed when the light

•  Can they notice that some forces need contact between

from a light source is blocked by a solid object?

two objects, but magnetic forces can act at a distance?

•  Can they find patterns in the way that the size of shadows

•  Can they compare and group together a variety of

change?

everyday materials on the basis of whether they are

 

attracted to a magnet?

 

  • Can they identify some magnetic materials?
  • Can they describe magnets have having two poles (N & S)?
  • Can they predict whether two magnets will attract or repel each other depending on which poles are facing?

 

Year 3 (Challenging)

 

  • Can they investigate the strengths of different magnets and find fair ways to compare them?
  • Can they explain why lights need to be bright or dimmer according to need?
  • Can they explain the difference between transparent, translucent and opaque?
  • Can they explain why lights need to be bright or dimmer according to need?
  • Can they make a bulb go on and off?
  • Can they say what happens to the electricity when more batteries are added?
  • Can they explain why their shadow changes when the light source is moved closer or further from the object?
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