Autumn  Term - Animals including Humans

In Year 6, the final body system children learn about is the circulatory system and its roles in transporting
water, nutrients and gases in the autumn term project Animals, including humans.

Spring Term - Classification

For this unit, our science work comes through our topic, Frozen Kingdoms. We learn about classification and classification keys in addition to learning about adaptations. We then focus in on polar adaptations. 

The curriculum objectives covered in this unit are: 

• I can identify how animals and plants are adapted to suit their environment in different ways and that adaptation may lead to evolution.
• I can give reasons for classifying plants and animals based on specific characteristics.
• I can describe how living things are classified into broad groups according to common observable characteristics and based on similarities and differences, including micro-organisms, plants and animals.

The working scientifically objectives covered are: 

• I can plan different types of scientific enquiries to answer questions, including recognising and controlling variables where necessary.

   

Here is our topic knowledge organiser, which includes what we need to learn in Science.  

Spring Term - Electricity 

In the Electrical Circuits and Components project, your child will consolidate their understanding of the

components that make up a circuit, such as a lamp, cell, wire and switch. They will make a range of circuits and use symbols to draw circuit diagrams. Your child will learn about electric currents and measure the voltage of different cells. They will discover how cells produce electricity and research questions about cells and batteries. Your child will also learn how the voltage across a circuit affects the performance of different components. They will explore how programmable devices are used in everyday life and create a program to switch a light on and off via a light sensor. They will use the knowledge gained throughout the project to design, make and evaluate a programmable home device.

The curriculum objectives covered in this unit are: 

• I can associate the brightness of a lamp or the volume of a buzzer with the number and voltage of cells used in the circuit.
• I can compare and give reasons for variations in how components function, including the brightness of bulbs, the loudness of buzzers and the on/off position of switches.
• I can use recognised symbols when representing a simple circuit in a diagram.

The working scientifically objectives covered are: 

• I can plan different types of scientific enquiries to answer questions, including recognising and controlling variables where necessary.
• I can take measurements, using a range of scientific equipment, with increasing accuracy and precision, taking repeat readings when appropriate.
• I can record data and results of increasing complexity using scientific diagrams and labels, classification keys, tables, scatter graphs, bar and line graphs.
• I can use test results to make predictions to set up further comparative and fair tests.
• I can report and present findings from enquiries, including conclusions, causal relationships and explanations of and degree of trust in results, in oral and written forms such as displays and other presentations.
• I can identify scientific evidence that has been used to support or refute ideas or arguments.

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

Summer Term 1 - Light Theory

In the Light Theory project, your child will create a mind map to recap their prior learning about light sources, reflectors, day and night, sun safety and shadows. They will observe how light travels in straight lines. They will use their research skills to discover what happens to light when it enters the eye and how this relates to how we see. They will learn about the electromagnetic spectrum, finding out about visible light in detail. They will investigate how we perceive colour, learning that the stimulation of cells in the eye helps us perceive light, dark and colour. Using a torch for a light source, they will explore how shadows change, including their shape, size and how they become distorted. They will discuss what happens to light when it strikes a surface, learning about absorption, reflection, scattering and transmitted light. They will use different mirrors, including plane, concave and convex, to explore how they affect reflections. They will use a light meter to measure light and will observe refraction, and ask and answer scientific questions about the phenomena.

The curriculum objectives covered in this unit are: 

• I can recognise that light appears to travel in straight lines.
• I can use the idea that light travels in straight lines to explain that objects are seen because they give out or reflect light into the eye.
• I can explain that we see things because light travels from light sources to our eyes or from light sources to objects and then to our eyes.
• I can use the idea that light travels in straight lines to explain why shadows have the same shape as the objects that cast them.

The working scientifically objectives covered are: 

• I can plan different types of scientific enquiries to answer questions, including recognising and controlling variables where necessary. 
• I can take measurements, using a range of scientific equipment, with increasing accuracy and precision, taking repeat readings when appropriate.
• I can record data and results of increasing complexity using scientific diagrams and labels, classification keys, tables, scatter graphs, bar and line graphs.
• I can use test results to make predictions to set up further comparative and fair tests.
• I can report and present findings from enquiries, including conclusions, causal relationships and explanations of and degree of trust in results, in oral and written forms such as displays and other presentations.
• I can identify scientific evidence that has been used to support or refute ideas or arguments.
• I can develop scientific knowledge and conceptual understanding through the specific disciplines of biology, chemistry and physics.
• I am equipped with the scientific knowledge required to understand the uses and implications of science, today and for the future.

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