PLAN Primary Science is a set of resources produced to enable teachers to have a clearer understanding of National Curriculum expectations for meeting the standard. Annotated collections of children’s work provide examples of what working at the expected standard for primary science might look like for the knowledge and conceptual understanding statements of the programmes of study (POS).

It is not the intention of these resources to specifically exemplify the working scientifically statements.  However, aspects of working scientifically have been shown as an integral part of the teaching and learning of the knowledge and concepts.

The resources provided have been cross moderated multiple times before publishing so that they can be used with confidence by teachers and subject leaders.

Each collection of work shows one example of how a pupil has met National Curriculum statements for a particular area of content but these are not intended to be the definitive way of teaching these statements.

PLAN Primary Science - Supporting Assessment

Key Learning Possible Evidence

Secure Show understanding of a concept by using scientific vocabulary correctly

Overview paragraph describing curriculum

Key vocabulary – list of words

Possible ways to demonstrate key learning, particularly correct usage of vocabulary

Apply knowledge in familiar related contexts

Suggestions of contexts to use. Possible ways to demonstrate that a pupil has gone beyond recall of facts and can apply the key learning, for example using the vocabulary and basic principles to produce explanations, usually within Working Scientifically contexts.

Each resource contains the relevant National Curriculum statements for the unit of work and prior learning, a planning matrix, annotated work and a summary sheet.  The matrix provides an interpretation of the key learning of the National Curriculum statements, and suggestions of key vocabulary.  In order to be meet the expectations pupils must firstly understand the key concept and then be provided with opportunities to apply that knowledge. This is a key planning tool.

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Structure of the resources

Please note: The NC statements for each topic area for the relevant year group are stated on the slide. Only the statements in bold on that slide have been exemplified. In these cases the teachers have chosen to split the statements within the topic area to teach at different times.

The prior NC statements relevant to the topic area are also stated and use to determine pupils knowledge at the start of the unit.

Each slide has been annotated with coloured text. Please see key below:

Red Commentary to explain how evidence meets/does not meet NC statements

Blue Commentary to highlight features of working scientifically

Green   Pupil Speak

Grey Other relevant information eg. vocabulary used

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Contents of the materials

Pupils should be taught to:

•distinguish between an object and the material from which it is made •identify and name a variety of everyday materials, including wood, plastic, glass, metal, water, and rock •describe the simple physical properties of a variety of everyday materials •compare and group together a variety of everyday materials on the basis of their simple physical properties

Year 1 Statements – Prior Learning

Pupils should be taught to:

•identify and compare the suitability of a variety of everyday materials, including wood, metal, plastic, glass, brick, rock, paper and cardboard for particular uses •find out how the shapes of solid objects made from some materials can be changed by squashing, bending, twisting and stretching

Year 2 Statements – Prior Learning

Pupils should be taught to:

•compare and group together different kinds of rocks on the basis of their appearance and simple physical properties

Year 3 Statements – Prior Learning

Pupils should be taught to:

•compare and group materials together, according to whether they are solids, liquids or gases •observe that some materials change state when they are heated or cooled, and measure or research the temperature at which this happens in degrees Celsius (°C) •identify the part played by evaporation and condensation in the water cycle and associate the rate of evaporation with temperature

Year 4 Statements – Prior Learning

Pupils should be taught to:

•compare and group together everyday materials on the basis of their properties, including their hardness, solubility, transparency, conductivity (electrical and thermal), and response to magnets•know that some materials will dissolve in liquid to form a solution, and describe how to recover a substance from a solution•use knowledge of solids, liquids and gases to decide how mixtures might be separated, including through filtering, sieving and evaporating•give reasons, based on evidence from comparative and fair tests, for the particular uses of everyday materials, including metals, wood and plastic•demonstrate that dissolving, mixing and changes of state are reversible changes•explain that some changes result in the formation of new materials, and that this kind of change is not usually reversible, including changes associated with burning and the action of acid on bicarbonate of soda (not covered in these materials as these objectives were taught as a separate unit)

Year 5 Statements

Assessment guidance

Key learning Possible evidence

Shows understanding of a concept using scientific vocabulary correctly

Materials have different uses depending on their properties and state (liquid, solid gas). Properties include hardness, transparency, electrical and thermal conductivity and attraction to magnets. Some materials will dissolve in a liquid and form a solution while others are insoluble and form sediment. Mixtures can be separated by filtering, sieving and evaporation. Some changes to materials such as dissolving, mixing and changes of state are reversible, but some changes such as burning wood and vinegar with bicarbonate of soda result in the formation of new materials and these are not reversible.Key vocabularysoft, hard, stretchy, rigid, flexible, waterproof, absorbent, thermal conductivity, melting, solid, liquid, gas, dissolve, solution, soluble.

Can create a chart or table grouping/comparing everyday materials by different properties. Can use knowledge of liquids, gases and solids to suggest how materials can be recovered from solutions or mixtures by evaporation, filtering or sieving.Can observe and describe some simple non reversible changes to materials.

Applying knowledge in familiar related contexts, including a range of enquiries

Investigate the properties of different materials and recommend materials for particular functions depending on their properties.Recognise that some solids are soluble and explain that they will dissolve in water and can be recovered using evaporation.Recognise that some solids are insoluble, remaining as a sediment when mixed with water and can be recovered by filtration and sieving.Recognise that some changes result in the formation of new materials and explain that this kind of change is usually not reversible therefore the original materials cannot be recovered.

Can investigate a particular property of a range of different materials and suggest which might be appropriate for a related purpose. For example thermal conductivity of materials to suggest which might be used to keep a cup of tea warm or as a winter coat?Can use understanding of properties to explain everyday uses of materials. For example how bricks, wood, glass and metals are used in buildings.Can choose equipment and methods to separate a given solution or mixture such as salt or sand in water. Can explain features of changes such as rusting and vinegar with bicarbonate that make these changes not reversible.

Exploring uses of materials in the school building•compare and group together everyday materials on the basis of their properties, including their hardness, solubility, transparency, conductivity (electrical and thermal), and response to magnets

As an initial activity to engage their previous learning about materials the children were taken on a tour of the school building, identifying different materials used for different purposes and why they were chosen.

Lucas has identified a number of different materials – clay, bricks, steel, rock, metal and plastic and has used some properties to describe them – strong, does not decay, does not rust. The scaffolded approach to recording here limits the child’s ability to demonstrate the full range of materials and properties that he may be familiar with.

Identifying properties of materials•compare and group together everyday materials on the basis of their properties, including their hardness, solubility, transparency, conductivity (electrical and thermal), and response to magnets

As a class the children discussed the materials identified in the first lesson and why they were fit for purpose. The children were then asked to select materials to write about stating why they were used for a particular purpose based on their properties.

This writing shows that Lucas draws on a range of properties when describing the materials and can link these to a particular use. He is secure in the knowledge objectives linked to materials and their properties in previous year groups.

This shows an understanding of friction. It would be expected in year 5 for Lucas to use the word transparent rather than see through.

Carrier bag investigation•give reasons, based on evidence from comparative and fair tests, for the particular uses of everyday materials, including metals, wood and plastic

The children were given four bags to handle and think about which would be the best to recommend to Mr Bryant’s a store manager wanting to purchase new carrier bags. Based on his observations Lucas made the following prediction.

Lucas has identified and considered a range of properties that are important when making a bag – flexibility, durability, stretchiness and ability to hold weight.

Key vocabulary ‘strength’ is missing here.

Here Lucas uses the key property vocabulary and shows his understanding of this in relation to the use of the bag.

Carrier bag investigation (contd.)•give reasons, based on evidence from comparative and fair tests, for the particular uses of everyday materials, including metals, wood and plastic

Through the structured questions Lucas has analysed his results thinking about the implications of his findings to the use of the bags.

The children were shown a method to test carrier bags. The bags were hung on a round coat peg that had modelling clay smoothed over it. A heavy weight was added to the bag. The extension of the handles was measured and the depth of indent.

Carrier bag investigation (contd.)•give reasons, based on evidence from comparative and fair tests, for the particular uses of everyday materials, including metals, wood and plastic

To consolidate their learning the children were asked to write a letter to Mr Bryant to explain why they would recommend their chosen bags based on their evidence.

The conclusion letter uses evidence collected from the investigation to support recommendations using appropriate vocabulary.

Thermal insulation investigation•give reasons, based on evidence from comparative and fair tests, for the particular uses of everyday materials, including metals, wood and plastic

The teacher presented the children with the scenario of selecting the most suitable material to keep his drink warm. The children were given a range of materials to handle and consider as possible options. The vocabulary thermal insulator was introduced to the children.

This prediction shows that Lucas has an understanding that a thermal insulator will keep the liquid warm for longer but that if left for a long period of time it will still cool to room temperature.

Thermal insulation investigation (contd.)•give reasons, based on evidence from comparative and fair tests, for the particular uses of everyday materials, including metals, wood and plastic

Again the children were given a method to follow and a table to complete as the teacher wanted to focus the lesson around writing a conclusion. They were then asked to share and compare their results with a group testing different materials.

The temperature loss for both our materials was quite similar whereas for your tin foil the temperature loss was much bigger. Tin foil is not a good thermal insulator.

Lucas is able to compare the results from different groups and use his subject knowledge to explain the differences.

Thermal insulation investigation (contd.)•give reasons, based on evidence from comparative and fair tests, for the particular uses of everyday materials, including metals, wood and plastic

Lucas was able to draw the axes and scale and plot the points on his line graph. He has added a key to identify the materials.

Thermal insulation investigation (contd.)•give reasons, based on evidence from comparative and fair tests, for the particular uses of everyday materials, including metals, wood and plastic

This comment in response to the teacher’s question shows that Lucas recognises that the felt was also a good thermal insulator.

Lucas is able to write a conclusion based on the evidence gathered.

Lucas uses his understanding about thermal insulators to explain his findings. He has now demonstrated that he is secure on this objective.

Instant snow investigation•give reasons, based on evidence from comparative and fair tests, for the particular uses of everyday materials, including metals, wood and plastic

First the children had a little instant snow on their hands and they were amazed at how this responded when drop of water were added. They were then asked to investigating systematically adding more water to the ‘snow’. They added 5 ml of water at a time and measured the height of the ‘snow’ in a beaker.

Lucas uses appropriate vocabulary from KS1 without prompting.

These two comments together show that Lucas picked up and understands this vocabulary although it was not taught explicitly.

Lucas has written a conclusion based on both his observations and measurements.

Instant snow investigation (contd.)•give reasons, based on evidence from comparative and fair tests, for the particular uses of everyday materials, including metals, wood and plastic

The children were asked to think about what this could be used for. ‘It would be really good to have this inside a cloth that you were using to dry something.’

This investigation again shows that Lucas is able to use investigative evidence to consider the uses of materials.

Skittles in water observation•know that some materials will dissolve in liquid to form a solution, and describe how to recover a substance from a solution

This was an introductory activity to the work on dissolving. The children placed skittles on a shallow layer of water on a plate and observed the effect over time.

This shows that Lucas understands the process of dissolving.

He also uses the key vocabulary – dissolve, before this is explicitly taught

Separating mixtures use knowledge of solids, liquids and gases to decide how mixtures might be separated, including through filtering, sieving and evaporating

Our first sieve separated the rice and lentils from the sand a salt. We then made the holes a little bigger to separate the lentils and rice.

The children first explored the contents of a mixture and were then shown the resources they would be able to use to try and separate it. Before starting they recorded their plan.

This plan shows that Lucas is already aware of some separating techniques – using a magnet and sieves.

At this stage Lucas is not secure on how to separate a soluble and insoluble material.

Mixing solids and liquids investigation•know that some materials will dissolve in liquid to form a solution, and describe how to recover a substance from a solution

The children were first shown the materials that they would be adding to water and to select one that they thought would dissolve and one that they thought would not dissolve. They were asked to write a couple of sentences to justify their thinking.

This writing shows that Lucas has a good understanding of the key vocabulary shared by the teacher – dissolve, soluble, insoluble, solution, mixture,

Mixing solids and liquids investigation (contd.)•know that some materials will dissolve in liquid to form a solution, and describe how to recover a substance from a solution

The children mixed a range of solids with water and observed what happened. They used key vocabulary to describe observations and reach conclusions

Lucas can confidently talk about which materials dissolved and which didn’t based on his observations.

He is consistently using the key vocabulary – dissolved.

Separating solids from water•use knowledge of solids, liquids and gases to decide how mixtures might be separated, including through filtering, sieving and evaporating

The children were provided with a range of materials to use as filters in order to try and separate a mixture of solids in water.

This writing shows that Lucas has a good understanding that multiple filters can be used to separate solids of different sizes. He is now secure on this objective.

These comments show that he understands that filtering cannot be used to separate a solid that has dissolved. He now knows that this will need to be done by evaporating the water away.

SecureLucas is able to compare everyday materials by observing their properties and to suggest materials appropriate for particular uses by considering properties. through investigation. Lucas has made observations on dissolving and investigated separation of solids from liquids using filters, sieves and evaporation.

These examples do not cover all the year 5 materials objectives as the teacher chose to teach objectives relating to reversible changes and changes that produce new materials in a separate unit.

Overall Summary

All materials created in school

Acknowledgements