Curriculum links

To identify that animals need the right types and amount of nutrition, and that they cannot make their own food; they get nutrition from what they eat

To recognise the impact of diet, exercise and lifestyle on the way animals’ bodies function.

To recognise that some mechanisms including levers, pulleys and gears allow a smaller force to have a greater effect.

To develop skills in working scientifically.

To interpret and construct pie charts and line graphs and use these to solve problems.

To use rounding to check answers to calculations and determine, in the context of a problem, levels of accuracy.

To solve addition and subtraction multi-step problems in contexts, deciding which operations and methods to use and why.

To solve problems involving multiplication and division, including scaling by simple fractions and problems involving simple rates.

To use estimation to check answers to calculations and determine, in the context of a problem, an appropriate degree of accuracy.

To generate, develop, model and communicate their ideas through discussion, annotated sketches, cross-sectional and exploded diagrams and prototypes.

To evaluate their ideas and products against their own design criteria and consider the views of others to improve their work.

To understand how key events and individuals in design and technology have helped shape the world.

To apply their understanding of computing to program, monitor and control their products.

To design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts.

To use sequence, selection, and repetition in programs; work with variables and various forms of input and output.

To use logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and programs.

To learn how plants make carbohydrates in their leaves by photosynthesis and gain mineral nutrients and water from the soil via their roots.

To learn the importance of plant reproduction through insect pollination in human food security.

To learn how organisms affect, and are affected by, their environment, including the accumulation of toxic materials.

To develop skills in working scientifically.

To construct and interpret appropriate tables, charts and diagrams for ungrouped and grouped numerical data.

To describe simple mathematical relationships between two variables (bivariate data) in observational and experimental contexts and illustrate using scatter graphs.

To develop their mathematical knowledge, in part through solving problems and evaluating the outcomes, including multi-step problems.

To  develop their use of formal mathematical knowledge to interpret and solve problems, including in financial mathematics.

To evaluate new and emerging technologies.

To use learning from science to help design and make products that work.

To learn that food is produced, processed and sold in different ways, e.g. conventional and organic farming and fair trade.

To design, use and evaluate computational abstractions that model the state and behaviour of real-world problems and physical systems.

To understand several key algorithms that reflect computational thinking; use logical reasoning to compare the utility of alternative algorithms for the same problem.

To design and develop modular programs that use procedures or functions.

By investigating some body systems and potential problems which they may develop, I can make informed decisions to help me to maintain my health and wellbeing. SCN 2-12a

By contributing to investigations into familiar changes in substances to produce other substances, I can describe how their characteristics have changed. SCN 2-15a

I have collaborated in activities which safely demonstrate simple chemical reactions using everyday chemicals. I can show an appreciation of a chemical reaction as being a change in which different materials are made. SCN 2-19a

Inquiry and investigative skills (see Sciences Benchmarks for further details):

Plans and designs scientific investigations and enquiries

Carries out practical activities in a variety of learning environments

Analyses, interprets and evaluates scientific findings

Presents scientific findings

Having discussed the variety of ways and range of media used to present data, I can interpret and draw conclusions from the information displayed, recognising that the presentation may be misleading. MNU 2-20a

I have carried out investigations and surveys, devising and using a variety of methods to gather information and have worked with others to collate, organise and communicate the results in an appropriate way. MNU 2-20b

I can display data in a clear way using a suitable scale, by choosing appropriately from an extended range of tables, charts, diagrams and graphs, making effective use of technology. MTH 2-21a

I can investigate how product design and development have been influenced by changing lifestyles. TCH 2-05a

I can make suggestions as to how individuals and organisations may use technologies to support sustainability and reduce the impact on our environment. TCH 2-07a

I can extend and enhance my design skills to solve problems and can construct models. TCH 2-09a

I can recognise basic properties and uses for a variety of materials and can discuss which ones are most suitable for a given task. TCH 2-10a

I can use a range of graphic techniques, manually and digitally, to communicate ideas, concepts or products, experimenting with the use of shape, colour and texture to enhance my work. TCH 2-11a

I can extend my knowledge and understanding of engineering disciplines to create solutions. TCH 2-12a

I can create, develop and evaluate computing solutions in response to a design challenge. TCH 2-15a

I can develop and communicate my ideas, demonstrating imagination and presenting at least one possible solution to a design problem. EXA 2-06a

When preparing and cooking a variety of foods, I am becoming aware of the journeys which foods make from source to consumer, their seasonality, their local availability and their sustainability. HWB 2-35a

I have collaborated on investigations into the process of photosynthesis and I can demonstrate my understanding of why plants are vital to sustaining life on Earth. SCN 3-02a

Through investigations and based on experimental evidence, I can explain the use of different types of chemicals in agriculture and their alternatives and can evaluate their potential impact on the world’s food production. SCN 3-03a

I can explain some of the processes which contribute to climate change and discuss the possible impact of atmospheric change on the survival of living things. SCN 3-05b

Through evaluation of a range of data, I can describe the formation, characteristics and uses of soils, minerals and basic types of rocks. SCN 3-17a

I have propagated and grown plants using a variety of different methods. I can compare these methods and develop my understanding of their commercial use. SCN 4-02a

Through exploring the carbon cycle, I can describe the processes involved in maintaining the balance of gases in the air, considering causes and implications of changes in the balance. SCN 4-02a

Through exploring the carbon cycle, I can describe the processes involved in maintaining the balance of gases in the air, considering causes and implications of changes in the balance. SCN 4-05b

Inquiry and investigative skills (see Sciences Benchmarks for further details):

Plans and designs scientific investigations and enquiries

Carries out practical activities in a variety of learning environments

Analyses, interprets and evaluates scientific findings

Presents scientific findings

I can work collaboratively, making appropriate use of technology, to source information presented in a range of ways, interpret what it conveys and discuss whether I believe the information to be robust, vague or misleading. MNU 3-20a

I can evaluate and interpret raw and graphical data using a variety of methods, comment on relationships I observe within the data and communicate my findings to others. MNU 4-20a

When analysing information or collecting data of my own, I can use my understanding of how bias may arise and how sample size can affect precision, to ensure that the data allows for fair conclusions to be drawn. MTH 3-20b

I can display data in a clear way using a suitable scale, by choosing appropriately from an extended range of tables, charts, diagrams and graphs, making effective use of technology. MTH 3-21a

I can select appropriately from a wide range of tables, charts, diagrams and graphs when displaying discrete, continuous or grouped data, clearly communicating the significant features of the data. MTH 4-21a

I understand how scientific and technological developments have contributed to changes in everyday products. TCH 3-05a

I can create solutions in 3D and 2D and can justify the construction/graphic methods and the design features. TCH 3-09a

I can explore the properties and performance of materials before justifying the most appropriate material for a task. TCH 3-10a

I can apply a range of graphic techniques and standards when producing images using sketching, drawing and software. TCH 3-11a

I can apply my knowledge and understanding of engineering disciplines and can develop/build solutions to given tasks. TCH 3-12a

I can select appropriate development tools to design, build, evaluate and refine computing solutions based on requirements. TCH 3-15a

I can analyse products taking into consideration sustainability, scientific and technological developments. TCH 4-05a

I can apply design thinking skills when designing and manufacturing models/products which satisfy the user or client. TCH 4-09a

I consider the material performance as well as sustainability of materials and apply these to real world tasks. TCH 4-10a

I can extend my use of manual and digital graphic techniques to realise ideas, concepts and products and recognise the importance of real world standards. TCH 4-11a

I can solve problems through the application of engineering principles and can discuss the impact engineering has on the world around me. TCH 4-12a

I can select appropriate development tools to design, build, evaluate and refine computing solutions to process and present information whilst making reasoned arguments to justify my decisions. TCH 4-15a

Scientific analytical thinking skills (see Sciences Benchmarks for further details)

While working through a design process in response to a design brief, I can develop and communicate imaginative design solutions. EXA 3-06a

By working through a design process in response to a design brief, I can develop and communicate imaginative and original design solutions. EXA 4-06a