boiling, condensing, freezing understand that some and evaporating materials will dissolve in the part played by liquid to form a solution, and evaporation and describe how to recover a condensation in the water substance from a solution cycle use knowledge of solids, that non-reversible changes liquids and gases to decide result in the formation of how mixtures might be new materials that may be separated, including through useful filtering, sieving and that burning materials [for evaporating example, wood, wax, natural give reasons, based on gas] results in the formation evidence from comparative of new materials and that and fair tests, for the this change is not usually particular uses of everyday reversible. materials, including metals, wood and plastic Separating mixtures of demonstrate that dissolving, materials mixing and changes of state Pupils should be taught: are reversible changes how to separate solid explain that some changes particles of different sizes by result in the formation of sieving [for example, those in new materials, and that this soil] kind of change is not usually that some solids [for reversible, including changes example, salt, sugar] dissolve associated with burning and in water to give solutions but the action of acid on some [for example, sand, bicarbonate of soda. chalk] do not how to separate insoluble solids from liquids by filtering how to recover dissolved solids by evaporating the liquid from the solution to use knowledge of solids, liquids and gases to decide how mixtures might be separated. Sc4 Physical processes Yr.4 More demands in Yr.6: Electricity Electricity associate the brightness of a 1. Simple circuits Pupils should be taught to: lamp or the volume of a to construct circuits, identify common appliances buzzer with the number and incorporating a battery or that run on electricity voltage of cells used in the power supply and a range of circuit construct a simple series switches, to make electrical electrical circuit, identifying devices work [for example, and naming its basic parts, buzzers, motors] including cells, wires, bulbs, how changing the number or switches and buzzers type of components [for identify whether or not a example, batteries, bulbs, lamp will light in a simple wires] in a series circuit can series circuit, based on make bulbs brighter or whether or not the lamp is dimmer part of a complete loop with how to represent series a battery circuits by drawings and recognise that a switch opens
boiling, condensing, freezing and evaporating the part played by evaporation and condensation in the water cycle that non-reversible changes result in the formation of new materials that may be useful that burning materials [for example, wood, wax, natural gas] results in the formation of new materials and that this change is not usually reversible. Separating mixtures of materials Pupils should be taught: how to separate solid particles of different sizes by sieving [for example, those in soil] that some solids [for example, salt, sugar] dissolve in water to give solutions but some [for example, sand, chalk] do not how to separate insoluble solids from liquids by filtering how to recover dissolved solids by evaporating the liquid from the solution to use knowledge of solids, liquids and gases to decide how mixtures might be separated. understand 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. Sc4 Physical processes Electricity 1. Simple circuits to construct circuits, incorporating a battery or power supply and a range of switches, to make electrical devices work [for example, buzzers, motors] how changing the number or type of components [for example, batteries, bulbs, wires] in a series circuit can make bulbs brighter or dimmer how to represent series circuits by drawings and Yr.4 Electricity Pupils should be taught to: 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 More demands in Yr.6: associate the brightness of a lamp or the volume of a buzzer with the number and voltage of cells used in the circuit