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"Every Child Flourishing"

Year 5 Science


Autumn 1

Autumn 2


Summer 1

Summer 2

Year 5


1. Why do objects fall to the ground?

2. Who was Isaac Newton and what did he contribute to science?
3. How can we slow a falling object?

4. Why does a rolling ball come to a stop?

5. How can we change the distance that a toy car rolls?

6. Why is it harder to walk in water?

7. How can we make a small force move a heavy object?

8. Assessment

9. Review of insecure concepts / deeper learning

Properties and changes of materials

1. In what ways can materials be sorted?

2. What happens to a solute when it is added to water?

3. How can we separate a solution?

4. Is every object equally hard?

5. What ate the best materials to make a …?

6. Why do we make new materials?

7. Can changes be reversed?

8. Assessment

9. Review of insecure concepts / deeper learning

Earth and space

1. What is in in our solar system?

2. Are all planets the same?

3. Who was Nicolas Copernicus and what did he contribute to science?

4. In what ways do planets move?

5. What is special about the moon?

6. What do scientists think is the origin of the solar system?

7. How does day and night work?

8. How do sundials work?

9. Assessment

10. Review of insecure concepts / deeper learning

Animals including humans

1. How long do mammals develop in the womb?

2. How does a baby develop before it is born?

3. How do children develop throughout childhood?

4. What changes happen between childhood and adulthood?

5. How are men and women different?

6. What happens to humans in old age?

7. Assessment

8. Review of insecure concepts / deeper learning

Living things and their habitats

1. How do amphibians change in their lifetime?

2. How do mammals change in their lifetime?

3. How do insects change in their lifetime?

4. How do birds change in their lifetime?

5. How do plants change in their lifetime?

6. How do plants reproduce?

7. How do animals reproduce?

8. Assessment

9. Review of insecure concepts / deeper learning

Working scientifically

1.1  planning different types of scientific enquiries to answer questions, including recognising and controlling variables where necessary
1.2  taking measurements, using a range of scientific equipment, with increasing accuracy and precision
1.3  recording data and results of increasing complexity using scientific diagrams and labels, classification keys, tables, and bar and line graphs
1.4  using test results to make predictions to set up further comparative and fair tests
1.5  reporting and presenting findings from enquiries, including conclusions, causal relationships and explanations of results, in oral and written forms such as displays and other presentations
1.6  identifying scientific evidence that has been used to support or refute ideas or arguments.