National Curriculum Science

During years 3 and 4, pupils should be taught to use the following practical scientific
methods, processes and skills through the teaching of the programme of study content.
National Curriculum of England Hands-On Education Activity
Sc3/1 Working Scientifically
Sc3/1.1 asking relevant questions and using different types of scientific enquiries to answer them
Sc3/1.2 setting up simple practical enquiries, comparative and fair tests
Sc3/1.3 making systematic and careful observations and, where appropriate, taking accurate measurements using standard units, using a range of equipment, including thermometers and data loggers
Sc3/1.4 gathering, recording, classifying and presenting data in a variety of ways to help in answering questions
Sc3/1.5 recording findings using simple scientific language, drawings, labelled diagrams, keys, bar charts, and tables
Sc3/1.6 reporting on findings from enquiries, including oral and written explanations, displays or presentations of results and conclusions
Sc3/1.7 using results to draw simple conclusions, make predictions for new values, suggest improvements and raise further questions
Sc3/1.8 identifying differences, similarities or changes related to simple scientific ideas and processes
Sc3/1.9 using straightforward scientific evidence to answer questions or to support their findings
Sc3/2.1 Plants
    Sc3/2.1a identify and describe the functions of different parts of flowering plants: roots, stem/trunk, leaves and flowers
    Sc3/2.1b explore the requirements of plants for life and growth (air, light, water, nutrients from soil, and room to grow) and how they vary from plant to plant
    Sc3/2.1c investigate the way in which water is transported within plants
    Sc3/2.1d explore the part that flowers play in the life cycle of flowering plants, including pollination, seed formation and seed dispersal
    Sc3/2.2 Animals including humans
      Sc3/2.2a identify that animals, including humans, need the right types and amount of nutrition, and that they cannot make their own food; they get nutrition from what they eat

      Sc3/2.2b identify that humans and some other animals have skeletons and muscles for support, protection and movement

      Sc3/3.1 Rocks
        Sc3/3.1a compare and group together different kinds of rocks on the basis of their appearance and simple physical properties
        Sc3/3.1b describe in simple terms how fossils are formed when things that have lived are trapped within rock
        Sc3/3.1c recognise that soils are made from rocks and organic matter
        Sc3/4.1 Light
          Sc3/4.1a recognise that they need light in order to see things and that dark is the absence of light
          Sc3/4.1b notice that light is reflected from surfaces
          Sc3/4.1c recognise that light from the sun can be dangerous and that there are ways to protect their eyes
            Sc3/4.1d recognise that shadows are formed when the light from a light source is blocked by a solid object
            Sc3/4.1e find patterns in the way that the size of shadows change
            Sc3/4.2 Forces and Magnets
            Sc3/4.2a compare how things move on different surfaces
            Sc3/4.2b notice that some forces need contact between 2 objects, but magnetic forces can act at a distance
            Sc3/4.2c observe how magnets attract or repel each other and attract some materials and not others
            Sc3/4.2d compare and group together a variety of everyday materials on the basis of whether they are attracted to a magnet, and identify some magnetic materials
            Sc3/4.2e describe magnets as having 2 poles
            Sc3/4.2f predict whether 2 magnets will attract or repel each other, depending on which poles are facing

            Hands-On Education's approach to the National Curriculum

            Hands-On Education is dedicated to providing a comprehensive and interactive approach to learning that covers the Key Stage 1 and Lower Key Stage 2 curriculum for teachers and home educating families. The company strives to make learning enjoyable for children while ensuring that all activities, lessons, and worksheets are linked to at least one point in the national curriculum. As every child is unique and may require different approaches to learning, Hands-On Education's materials are designed to be adaptable to different learning styles and abilities, thereby facilitating a personalized learning experience.

            While Hands-On Education understands that certain sections of the curriculum such as swimming and computer science cannot be covered, the company is committed to fulfilling each topic and subject within its spectrum of possibility as extensively as possible. Year groups are fully mapped out, providing separate reference guides to the national curriculum of England. Curriculum guides are available for each year group within Key Stage 1 and Lower Key Stage 2, and exploring them will reveal the many educational activities offered by Hands-On Education.

            In summary, Hands-On Education's approach to the national curriculum is to provide a comprehensive, interactive, and adaptable learning experience that covers as many topics and subjects as possible, while also recognizing the unique learning needs of every child.

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