Home Page

Year 4

Knowledge, Skills and Understanding breakdown for

Working Scientifically


Year 4



Obtaining and presenting

Considering evidence and







•  Can they set up a simple fair test

•  Can they take measurements

•  Can they find any patterns in their


to make comparisons?

using different equipment and

evidence or measurements?


•  Can they plan a fair test and

units of measure and record what

•  Can they make a prediction


isolate variables, explaining why it

they have found in a range of

based on something they have


was fair and which variables have


found out?


been isolated?

•  Can they make accurate

•  Can they evaluate what they


•  Can they suggest improvements

measurements using standard

have found using scientific


and predictions?


language, drawings, labelled


•  Can they decide which

•  Can they explain their findings in

diagrams, bar charts and tables?


information needs to be collected

different ways (display,

•  Can they use straightforward


and decide which is the best way

presentation, writing)?

scientific evidence to answer


for collecting it?


questions or to support their


•  Can they use their findings to draw




a simple conclusion?


•  Can they identify differences,




similarities or changes related to




simple scientific ideas or











Year 4 (Challenging)






  • Can they plan and carry out an investigation by controlling variables fairly and accurately?


  • Can they use test results to make further predictions and set up further comparative tests?
  • Can they record more complex data and results using scientific diagrams, classification keys, tables, bar charts, line graphs and models?


  • Can they report findings from investigations through written explanations and conclusions?


  • Can they use a graph or diagram to answer scientific questions?



Living Things, their Habitats and Animals, including humans



Animals, including humans

Living Things and their Habitats



•  Can they identify and name the basic parts of the

•  Can they recognise that living things can be

digestive system in humans?

grouped in a variety of ways?

•  Can they describe the simple functions of the basic

•  Can they explore and use a classification key to

parts of the digestive system in humans?

group, identify and name a variety of living things?

•  Can they identify the simple function of different

(plants, vertebrates, invertebrates)

types of teeth in humans?

•  Can they compare the classification of common

•  Can they compare the teeth of herbivores and

plants and animals to living things found in other


places? (under the sea, prehistoric)

•  Can they explain what a simple food chain shows?

•  Do they recognise that environments can change

•  Can they construct and interpret a variety of food

and this can sometimes pose a danger to living

chains, identifying producers, predators and prey?





Year 4 (Challenging)



  • 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 give reasons for how they have classified animals and plants, using their characteristics and how they are suited to their environment?
  • Can they explore the work of pioneers in classification? (e.g. Carl Linnaeus)
  • Can they name and group a variety of living things based on feeding patterns? (producer, consumer, predator, prey, herbivore, carnivore, omnivore)

States of Matter


  • Can they compare and group materials together, according to whether they are solids, liquids or gases?


  • Can they explain what happens to materials when they are heated or cooled?


  • Can they measure or research the temperature at which different materials change state in degrees Celsius?
  • Can they use measurements to explain changes to the state of water?


  • Can they identify the part that evaporation and condensation has in the water cycle?


  • Can they associate the rate of evaporation with temperature?


Year 4 (Challenging)


  • Can they group and classify a variety of materials according to the impact of temperature on them?
  • Can they explain what happens over time to materials such as puddles on the playground or washing hanging on a line?
  • Can they relate temperature to change of state of materials?



Sound and Electricity


Year 4




•  Can they describe a range of sounds and explain how

•  Can they identify common appliances that run on

they are made?


•  Can they associate some sounds with something

•  Can they construct a simple series electric circuit?


•  Can they identify and name the basic part in a series

•  Can they compare sources of sound and explain how the

circuit, including cells, wires, bulbs, switches and buzzers?

sounds differ?

•  Can they identify whether or not a lamp will light in a

•  Can they explain how to change a sound (louder/softer)?

simple series circuit, based on whether or not the lamp is

•  Can they recognise how vibrations from sound travel

part of a complete loop with a battery?

through a medium to a ear?

•  Can they recognise that a switch opens and closes a

•  Can they find patterns between the pitch of a sound and


features of the object that produce it?

•  Can they associate a switch opening with whether or not

•  Can they find patterns between the volume of the sound

a lamp lights in a simple series circuit?

and the strength of the vibrations that produced it?

•  Can they recognise some common conductors and

•  Can they recognise that sounds get fainter as the distance


from the sound source increases?

•  Can they associate metals with being good conductors?

•  Can they explain how you could change the pitch of a




•  Can they investigate how different materials can affect


the pitch and volume of sounds?



Year 4 (Challenging)

  • Can they explain why sound gets fainter or louder according to the distance?
  • Can they explain how pitch and volume can be changed in a variety of ways?
  • Can they work out which materials give the best insulation for sound?
  • Can they explain how a bulb might get lighter?
  • Can they recognise if all metals are conductors of electricity?
  • Can they work out which metals can be used to connect across a gap in a circuit?
  • Can they explain why cautions are necessary for working safely with electricity?