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Year 5

Knowledge, Skills and Understanding breakdown for

Working Scientifically

 

Year 5

 

Planning

Obtaining and presenting

Considering evidence and

 

evidence

evaluating

 

 

 

•  Can they plan and carry out a

•  Can they take measurements

•  Can they report and present

 

scientific enquiry to answer

using a range of scientific

findings from enquiries through

 

questions, including recognising

equipment with increasing

written explanations and

 

and controlling variables where

accuracy and precision?

conclusions?

 

necessary?

•  Can they take repeat readings

•  Can they use a graph to answer

 

•  Can they make a prediction with

when appropriate?

scientific questions?

 

reasons?

•  Can they record more complex

•  Can

 

•  Can they use test results to make

data and results using scientific

 

 

predictions to set up comparative

diagrams, labels, classification

 

 

and fair tests?

keys, tables, scatter graphs, bar

 

 

•  Can they present a report of their

and line graphs?

 

 

findings through writing, display

 

 

 

and presentation?

 

 

 

 

Year 5 (Challenging)

 

 

 

 

 

 
 
  • Can they explore different ways to test an idea, choose the best way and give reasons?
  • Can they vary one factor whilst keeping the others the same in an experiment?
  • Can they use information to help make a prediction?
  • Can they explain, in simple terms, a scientific idea and what evidence supports it?
  • Can they decide which units of measurement they need to use?
  • Can they explain why a measurement needs to be repeated?
  • Can they find a pattern from their data and explain what it shows?
  • Can they link what they have found out to other science?
  • Can they suggest how to improve their work and say why they think this?
 

 

Living Things, their Habitats and Animals, including humans

 

 

Year 5

 

 

Animals, including humans

Living things and their habitats

•  Can they describe the changes as humans

•  Can they describe the differences in the life

develop to old age?

cycles of a mammal, an amphibians, an insects

 

and a bird?

 

•  Can they describe the life cycles of common

 

plants?

 

•  Can they explore the work of well know

 

naturalists and animal behaviourists? (David

 

Attenborough and Jane Goodall)

 

Year 5 (Challenging)

 
  • Can they create a timeline to indicate stages of growth in certain animals, such as frogs and butterflies?
  • Can they describe the changes experienced in puberty?
  • Can they draw a timeline to indicate stages in the growth and development of humans?
  • Can they observe their local environment and draw conclusions about life-cycles, e.g. plants in the vegetable garden or flower borders?
  • Can they compare the life cycles of plants and animals in their local environment with the life cycles of those around the world, e.g. rainforests?

 

Properties and Changes to Materials

 

  • Can they compare and group together everyday materials on the basis of their properties, including hardness, solubility, transparency, conductivity (electrical and thermal), and response to magnets?

 

  • Can they explain how some materials dissolve in liquid to form a solution?

 

  • Can they describe how to recover a substance from a solution?

 

  • Can they use their knowledge of solids, liquids and gases to decide how mixtures might be separated, including through filtering, sieving, evaporating?
  • Can they give reasons, based on evidence for comparative and fair tests for the particular uses of everyday materials, including metals wood and plastic?

 

  • Can they describe changes using scientific words? (evaporation, condensation)

 

  • Can they demonstrate that dissolving, mixing and changes of state are reversible changes?

 

  • Can they explain that some changes result in the formation of new materials, and that this kid of change is not usually reversible, including changes associated with burning and the action of acid on bicarbonate of soda?

 

  • Can they use the terms ‘reversible’ and ‘irreversible’?

 

Year 5 (challenging)

 

  • Can they describe methods for separating mixtures? (filtration, distillation)
  • Can they work out which materials are most effective for keeping us warm or for keeping something cold?
  • Can they use their knowledge of materials to suggest ways to classify? (solids, liquids, gases)
  • Can they explore changes that are difficult to reverse, e.g. burning, rusting and reactions such as vinegar with bicarbonate of soda?
  • Can they explore the work of chemists who created new materials, e.g. Spencer Silver (glue on sticky notes) or Ruth Benerito (wrinkle free cotton)?

  

Earth, Space and Forces

 

Year 5

 

Earth and Space

 

Forces

 

 

 

•  Can they identify and explain the movement of

•  Can they explain that unsupported objects fall

the Earth and other plants relative to the sun in

 

towards the earth because of the force of gravity

the solar system?

 

acting between the earth and the falling object?

•  Can they explain how seasons and the

 

•  Can they identify the effects of air resistance,

associated weather is created?

 

water resistance and friction that act between

•  Can they describe and explain the movement of

 

moving surfaces?

the Moon relative to the Earth?

 

•  Can they recognise that some mechanisms,

•  Can they describe the sun, earth and moon as

 

including levers, pulleys and gears, allow a

approximately spherical bodies?

 

smaller force to have a greater effect?

•  Can they use the idea of the earth’s rotation to

 

 

explain day and night and the apparent

 

 

movement of the sun across the sky?

 

 

 

 

 

 

Year 5 (Challenging)

 
  • Can they compare the time of day at different places on the earth?
  • Can they create shadow clocks?
  • Can they begin to understand how older civilizations used the sun to create astronomical clocks, e.g. Stonehenge?
  • Can they explore the work of some scientists? (Ptolemy, Alhazen, Copernicus)
  • Can they describe and explain how motion is affected by forces? (including gravitational attractions, magnetic attraction and friction)
  • Can they design very effective parachutes?
  • Can they work out how water can cause resistance to floating objects?
  • Can they explore how scientists, such as Galileo Galilei and Isaac Newton helped to develop the theory of gravitation
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