Topic - Ancient Egypt
- Place events from period studied on timeline.
- Use terms related to the period and begin to date events.
- Understand more complex terms e.g. BC/AD.
- Use evidence to reconstruct life in time studied.
- Identify key features and events of time studied.
- Look for links and effects in time studied.
- Offer a reasonable explanation for some events.
- Look at evidence available.
- Begin to evaluate the usefulness of different sources.
- Use textbooks and historical knowledge.
- Use evidence to build up a picture of a past event.
- Choose relevant material to present a picture of one aspect of life in time past.
- Ask a variety of questions.
- Use the library and internet for research.
- Recall, select and organise historical information.
- Communicate their knowledge and understanding.
Topic - Sound
- Identify how sounds are made, associating some of them with something vibrating.
- Recognise that vibrations from sounds travel through a medium to the ear.
- Find patterns between the pitch of a sound and features of the object that produced it.
- Find patterns between the volume of a sound and the strength of the vibrations that produced it.
- Recognise that sounds get fainter as the distance from the sound source increases.
- Asking relevant questions and using different types of scientific enquiries to answer them.
- Setting up simple practical enquiries, comparative and fair tests.
- Making systematic and careful observations and, where appropriate, taking accurate measurements using standard units, using a range of equipment, including thermometers and data loggers.
- Gathering, recording, classifying and presenting data in a variety of ways to help in answering questions.
- Recording findings using simple scientific language, drawings, labelled diagrams, keys, bar charts, and tables.
- Reporting on findings from enquiries, including oral and written explanations, displays or presentations of results and conclusions.
- Using results to draw simple conclusions, make predictions for new values, suggest improvements and raise further questions.
- Identifying differences, similarities or changes related to simple scientific ideas and processes.
- Using straightforward scientific evidence to answer questions or to support their findings.
Topic - Electricity
- Identify common appliances that run on electricity.
- Construct a simple series electrical circuit, identifying and naming its basic parts, including cells, wires, bulbs, switches and buzzers.
- 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,
- Recognise that a switch opens and closes a circuit and associate this with whether or not a lamp lights in a simple series circuit,
- Recognise some common conductors and insulators, and associate metals with being good conductors.