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"Every Child Flourishing"

Year 4 Science


Autumn 1

Autumn 2


Summer 1

Summer 2

Year 4


1. How are sounds made?

2. How do we hear sounds?

3. What happens to sound over long distances?

4. Who was Alexander Graham Bell and what did he contribute to science?

5. How can we change the pitch of sounds?

6. How can we stop sound from being heard?

7. Assessment – make a musical instrument

8.  Review of insecure concepts / deeper learning


1. Why do we need electricity?

2. What is a simple circuit?

3. How can I figure out why a circuit is not working?

4. How can I switch a buzzer on or off?

5. Do all materials conduct electricity?

6. Assessment

7. Review of insecure concepts / deeper learning


States of matter

1. What are the difference between solids, liquids and gases?

2. How can we change a solid to a liquid?

3. How can we change a liquid to a solid?

4. How can we change how quickly a solid melts?

5. How can we change how quickly a liquid freezes?

6. Can we reverse scientific changes?

7. How can a solid behave like a liquid?

8. What happens when solids are added to water?

9. How can we separate a mixture of solids?

10. What is the water cycle?

11. Assessment

12. Review of insecure concepts / deeper learning


Animals including humans

1. What happens to the food that we swallow?

2. What are teeth made of?

3. Are all teeth the same?

4. What’s the best way to look after our teeth?

5. How do animals get the energy they need?

6. Assessment

7. Review of insecure concepts / deeper learning

All living things

1. What different types of living things are there?

2. How do scientists decide what group a living thing belongs to?

3. What’s the difference between a vertebrate and an invertebrate?

4. What types of invertebrates are there?

5. How do habitats change over time?

6. What is deforestation?

7. Assessment

8. Review of insecure concepts / deeper learning

Working scientifically

1.1  asking relevant questions and using different types of scientific enquiries to answer them

1.2  setting up simple practical enquiries, comparative and fair tests

1.3  making systematic and careful observations and, where appropriate, taking accurate measurements using standard units, using a range of equipment, including thermometers and data loggers

1.4  gathering, recording, classifying and presenting data in a variety of ways to help in answering questions

1.5  recording findings using simple scientific language, drawings, labelled diagrams, keys, bar charts, and tables

1.6  reporting on findings from enquiries, including oral and written explanations, displays or presentations of results and conclusions

1.7  using results to draw simple conclusions, make predictions for new values, suggest improvements and raise further questions

1.8  identifying differences, similarities or changes related to simple scientific ideas and processes

1.9  using straightforward scientific evidence to answer questions or to support their findings