Switched on Science Year 5 (2nd edition)

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Our school had been searching for a good science scheme, linked to the new curriculum, which also included progress measures. I had heard good things about Switched on Science and the Rising Stars Assessment Progress Tests from teaching colleagues. the concept of cause and effect in explaining such links as those between force and acceleration, or between changes in atomic nuclei and radioactive emissions simple techniques for separating mixtures: filtration, evaporation, distillation and chromatography

taking measurements, using a range of scientific equipment, with increasing accuracy and precision, taking repeat readings when appropriate Pupils should explore a variety of everyday materials and develop simple descriptions of the states of matter (solids hold their shape; liquids form a pool not a pile; gases escape from an unsealed container). Pupils should observe water as a solid, a liquid and a gas and should note the changes to water when it is heated or cooled. uses in the radio, microwave, infra-red, visible, ultra-violet, X-ray and gamma-ray regions, hazardous effects on bodily tissues Pupils should read and spell scientific vocabulary at a level consistent with their increasing word-reading and spelling knowledge at key stage 1. Key stage 1 programme of study - years 1 and 2 Working scientifically separation of positive or negative charges when objects are rubbed together: transfer of electrons, forces between charged objects

Additional materials for teaching science

forces being needed to cause objects to stop or start moving, or to change their speed or direction of motion (qualitative only)

cells as the fundamental unit of living organisms, including how to observe, interpret and record cell structure using a light microscope waves on water as undulations which travel through water with transverse motion; these waves can be reflected, and add or cancel – superposition The national curriculum for science reflects the importance of spoken language in pupils’ development across the whole curriculum – cognitively, socially and linguistically. The quality and variety of language that pupils hear and speak are key factors in developing their scientific vocabulary and articulating scientific concepts clearly and precisely. They must be assisted in making their thinking clear, both to themselves and others, and teachers should ensure that pupils build secure foundations by using discussion to probe and remedy their misconceptions. School curriculum the properties of the different states of matter (solid, liquid and gas) in terms of the particle model, including gas pressure

Outstanding Science has all the resources your primary school needs for the National Curriculum in KS1 and KS2.

You'll find Twinkl resources for KS2 subjects with PowerPoints, worksheets, displays, lesson plans, and all kinds of informative materials made by experienced teachers. Many are editable, come in different formats, or you can make your own custom items easily using Create. conservation of material and of mass, and reversibility, in melting, freezing, evaporation, sublimation, condensation, dissolving

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

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Pupils should continue to learn about the importance of nutrition and should be introduced to the main body parts associated with the skeleton and muscles, finding out how different parts of the body have special functions. Pupils might work scientifically by: using and making simple guides or keys to explore and identify local plants and animals; making a guide to local living things; raising and answering questions based on their observations of animals and what they have found out about other animals that they have researched. Animals, including humans

the differences in arrangements, in motion and in closeness of particles explaining changes of state, shape and density; the anomaly of ice-water transition Note: pupils should be warned that it is not safe to look directly at the sun, even when wearing dark glasses.explore and use classification keys to help group, identify and name a variety of living things in their local and wider environment