Skip to content ↓

Year Six

Throughout the year, children will be developing their Working Scientifically Skills. This includes:

recognising things change over time, and asking pertinent questions and suggesting reasons for similarities and differences over time
asking questions about patterns in data and being able to explain why something has happened
using prior knowledge to make appropriate predictions
reporting and presenting findings from enquiries
forming suitable conclusions in oral and written forms such as displays and other presentations
developing and using keys and prior knowledge to classify and describe objects
taking measurements, using a range of scientific equipment, with increasing accuracy and precision, taking repeated readings when appropriate
using secondary sources to help interpret results seen
making their own decisions and selecting the most appropriate type of scientific enquiry to use
recognising how to set up a comparative and fair test

In Summer 1 and Summer 2, children have been learning about Living Things and Classification. This includes:

explaining what a classification system is and why it is necessary to classify plants and animals
grouping animals and plants according to certain observable characteristics or similarities and differences, e.g. animals that have wings, plants that produce flowers
knowing that the broad groups can be subdivided, e.g. animals into invertebrates/invertebrates
using a classification system or key (e.g. a branching tree) to help identify animals or plants common to their immediate environment
understanding that not all animals of a class have every feature of that class e.g. dolphins are mammals. They produce milk but they don't have hair
learning about Carl Linnaeus, who devised the modern system of naming organisms

Why don't you use some of these games and websites to continue your learning at home:

In Spring 2, children have been learning about The Human Body. This includes:

knowing and using the following vocabulary: heart, lungs, pulse, circulation, blood vessels, blood
describing the functions of the heart, blood vessels and blood
knowing that the heart is a muscle
labelling a given diagram of the circulatory system
knowing that eating a balanced diet can help to keep the body healthy
recognising the main food groups and their functions
planing a diet suitable for a person with specific needs, e.g. for an athlete, an elderly person
knowing that the foods we eat are broken down (by saliva and stomach acids) into smaller particles (nutrients) and are absorbed into the blood to be transported around the body
knowing the effects of exercise on the body
defining what a drug is and knowing about drugs common to everyday life (e.g. caffeine, nicotine and alcohol) and that these can be addictive
knowing that all medicines are drugs but that not all drugs are medicines and that some medicines are only prescribed by a doctor/dentist
recognising some of the effects of drugs on the human body, e.g. caffeine increases heart rate
knowing that lifestyle i.e. the combination of sleep, stress, diet and exercise, all impact upon health
learning about cardiovascular expert Katherine Dibb

Why don't you use some of these games and websites to continue your learning at home:

In Spring 1, children have been learning about Electricity. This includes:

recognising that increasing the number of cells in a circuit will make the lamp (bulb) brighter or the buzzer louder
knowing that the more cells added to a circuit, the bigger the voltage
knowing that cells must be connected the right way round if their voltages are to add up
knowing that with too many volts, the current is too big and the lamp (bulb) will burn out
knowing that the length of wires and thickness of wire can alter the brightness of the lamp (bulb), the loudness of a buzzer or the speed of a motor
knowing the effect on the brightness of the lamp (bulb) when additional lamps are added to the circuit
making and using a simple switch to use in a series circuit and explaining how the switch works, using the terms open switch and closed switch
knowing that the switch can be anywhere in the circuit
knowing the recognised symbols that represent the common components in a simple circuit
drawing a simple (correct) series circuit using the recognised symbols
learning about engineer Peter Rawlinson

Why don't you use some of these games and websites to continue your learning at home:

In Autumn 2, children have been learning about Light. This includes:

knowing that light travels from a source – artificial and natural
explaining how they know that light appears to travel in straight lines using equipment
explaining the difference between sources of light and objects that only reflect light
explaining using arrows that light from a source enters the eye when we see it
explaining how we see objects that do not emit light and shows how the light from a source reflects off them then into our eyes
explaining the difference between a reflection and a shadow
understanding that a shadow is formed when light travelling in straight lines is blocked by an object
predicting, using accurate drawings, what shadows formed by different objects will look like
learning about the first scientist Hasan Ibn al-Haytham

Why don't you use some of these games and websites to continue your learning at home:

In Autumn 1, children have been learning about Evolution and Inheritance. This includes:

investigating how living things change over time
using fossils to find information about life on Earth millions of years ago
explaining how plants and animals adapt and evolve over time to suit their environment
learning about how offspring vary and are generally not identical to their parents
learning about naturalist Charles Darwin

Why don't you use some of these games and websites to continue your learning at home:

Primary Science

Healthy Schools

Cookie Policy

This site uses cookies to store information on your computer. Click here for more information