Forces and Magnets

• Observe how magnets attract or repel each other and attract some materials and not others
• Compare and group together a variety of everyday materials on the basis of whether they are attracted to a magnet, and identify some magnetic materials
• Pupils should observe that magnetic forces can act without direct contact
• Pupils might work scientifically by: exploring the strength of different magnets and suggesting creative uses for different magnets. 

Earth and Space

• Describe the movement of the Earth and other planets relative to the Sun in the solar system
• Use the idea of the Earth’s rotation to explain day and night and the apparent movement of the Sun across the sky
• Pupils might work scientifically by: comparing the time of day at different places on the Earth through internet links and direct communication; constructing simple shadow clocks and sundials, calibrated to show midday and the start and end of the school day; finding out why some people think that structures such as Stonehenge might have been used as astronomical clocks.

Forces

• Explain that unsupported objects fall towards the Earth because of the force of gravity acting between the Earth and the falling object
• Identify the effects of air resistance, water resistance and friction, that act between moving surfaces
• Pupils might find out how scientists, for example, Galileo Galilei and Isaac Newton helped to develop the theory of gravitation
• Pupils might work scientifically by: exploring falling paper cones or cupcake cases, and designing and making a variety of parachutes and carrying out fair tests to determine which designs are the most effective.

Living things and their habitats

•  Name a variety of plants and animals in their habitats, including microhabitats
• Describe how animals obtain their food from plants and other animals, using the idea of a simple food chain, and identify and name different sources of food
• Construct a simple food chain

  Electricity

• Construct a simple series electrical circuit, identifying and naming its basic parts, including cells, wires, bulbs, switches and buzzers
• Identify whether or not a lamp will light in a simple series circuit, based on whether or not the lamp is part of a complete loop with a battery
• Recognise that a switch opens and closes a circuit and associate this with whether or not a lamp lights in a simple series circuit
• Recognise some common conductors and insulators, and associate metals with being good conductors
• Use recognised symbols when representing a simple circuit in a diagram