Autumn Term 

In the autumn term of Year 4, children learn about the digestive system, again making comparisons to
other animals, in the project Animals, including humans. The second autumn term project Sound introduces the concept of sound, with children identifying how sounds are made and travel. They learn and use new vocabulary, such as pitch and volume, and identify properties of materials associated with these concepts.

Spring Term 1 - States of Matter 

In the States of Matter project, your child will identify and classify solids, liquids and gases. They will learn the properties of solids, liquids and gases and discover that some materials have properties of more than one state. They will learn that particles make up all matter and how their arrangement determines whether the material is a solid, liquid or gas. They will find that materials can change from one state to another and learn about how materials can change state. They will use thermometers to measure the temperature of water and observe what happens when water changes state. They will investigate melting ice and record their data on graphs. They will also learn about melting and boiling points, researching various materials' melting and boiling points.

The curriculum objectives we cover in this unit are: 

• I can recognise that environments can change and that this can sometimes pose dangers to living things.
• I can identify the part played by evaporation and condensation in the water cycle and associate the rate of evaporation with temperature.
• I can observe that some materials change state when they are heated or cooled, and measure or research the temperature at which this happens in degrees Celsius (°C).
• I can compare and group materials together, according to whether they are solids, liquids or gases.

The working scientifically objectives we cover are: 

• I can set up simple practical enquiries, comparative and fair tests.
• I can make systematic and careful observations and, where appropriate, take accurate measurements using standard units, using a range of equipment, including thermometers and data loggers.
• I can gather, record, classify and present data in a variety of ways to help in answering questions.
• I can record findings using simple scientific language, drawings, labelled diagrams, keys, bar charts, and tables.
• I can report on findings from enquiries, including oral and written explanations, displays or presentations of results and conclusions.
• I can use results to draw simple conclusions, make predictions for new values, suggest improvements and raise further questions.
• I can identify differences, similarities or changes related to simple scientific ideas and processes.
• I can use straightforward scientific evidence to answer questions or to support my findings.

Here is a knowledge organiser, which tells you everything we need to learn.

Spring Term - Grouping & Classifying

In the Grouping and Classifying project, your child will learn why we sort and group things and the important classification skills of observing and questioning. They will learn what classification keys are and how they identify living things. Your child will learn the characteristics of the five vertebrate groups and the six main invertebrate groups. They will learn how to identify vascular and non-vascular plants and sort vascular plants into the three main groups. They will also examine and classify real plants and create a classification key based on their observations. They will learn about some newly discovered plants and animals and use a classification key to classify each discovery. 

The objectives covered in this unit are: 

• I can recognise that living things can be grouped in a variety of ways.
• I can explore and use classification keys to help group, identify and name a variety of living things in their local and wider environment.

The working scientifically objectives covered are: 

• I can ask relevant questions and using different types of scientific enquiries to answer them.
• I can make systematic and careful observations and, where appropriate, take accurate measurements using standard units, using a range of equipment, including thermometers and data loggers.
• I can gather, record, classify and present data in a variety of ways to help in answering questions.
• I can record findings using simple scientific language, drawings, labelled diagrams, keys, bar charts, and tables.
• I can report on findings from enquiries, including oral and written explanations, displays or presentations of results and conclusions.
• I can use results to draw simple conclusions, make predictions for new values, suggest improvements and raise further questions.
• I can identify differences, similarities or changes related to simple scientific ideas and processes.
• I can use straightforward scientific evidence to answer questions or to support their findings.

Here is a knowledge organiser of all the information we need to learn:

Summer Term - Electricity

In the Electrical Circuits and Conductors project, your child will learn about the importance of electricity to our daily lives and the two sources, mains electricity and cells or batteries. They will discuss the dangers of mains electricity and safety measures. They will learn about a range of electrical components, such as cells, batteries, wires, lamps, buzzers and motors, and use them to construct series circuits, exploring the effect of adding and removing different components. Your child will learn to recognise the difference between a complete and incomplete circuit and examine ways of fixing incomplete circuits. They will also learn about conductivity and investigate various materials to discover which are conductive or non-conductive. Your child will learn about electrical conductors and insulators and use this knowledge to make switches and examine plugs, identifying their parts, materials and safety features. They will ask and answer research questions about incandescent light bulbs and write a scientific report. They will learn about programmable technologies and then create programs to control a set of traffic lights. Your child will use the knowledge gained throughout the project to design, make and evaluate a nightlight. They will complete their learning by discussing the future of electricity and the natural resources harnessed to create sustainable energy.

The curriculum objectives covered in this unit are: 

• I can identify common appliances that run on electricity. 
• I can construct a simple series electrical circuit, identifying and naming its basic parts, including cells, wires, bulbs, switches and buzzers.
• I can 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.
• I can recognise that a switch opens and closes a circuit and associate this with whether or not a lamp lights in a simple series circuit.
• I can recognise some common conductors and insulators, and associate metals with being good conductors.
• I can develop scientific knowledge and conceptual understanding through the specific disciplines of biology, chemistry and physics.

The working scientifically objectives covered in this unit are: 

• I can ask relevant questions and using different types of scientific enquiries to answer them.
• I can set up simple practical enquiries, comparative and fair tests.
• I can make systematic and careful observations and, where appropriate, take accurate measurements using standard units, using a range of equipment, including thermometers and data loggers.
• I can gather, record, classify and present data in a variety of ways to help in answering questions.
• I can record findings using simple scientific language, drawings, labelled diagrams, keys, bar charts, and tables.
• I can report on findings from enquiries, including oral and written explanations, displays or presentations of results and conclusions.
• I can use results to draw simple conclusions, make predictions for new values, suggest improvements and raise further questions.
• I can identify differences, similarities or changes related to simple scientific ideas and processes.
• I can use straightforward scientific evidence to answer questions or to support my findings.

Here is a knowledge organiser, which tells you all we need to learn for this unit.