During year 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:

• asking relevant questions and using different types of scientific enquiries to answer them,

• setting up simple practical enquiries, comparative and fair tests, 

• making systematic and careful observations and, where appropriate, taking accurate measurements using standard units, using a range of equipment, including thermometers and data loggers, 

• gathering, recording, classifying and presenting data in a variety of ways to help in answering questions, 

• recording findings using simple scientific language, drawings, labelled diagrams, keys, bar charts, and tables, 

• reporting on findings from enquiries, including oral/written explanations, displays or presentations of results and conclusions, 

• using results to draw simple conclusions, make predictions for new values, suggest improvements and raise further questions, 

• identifying differences, similarities or changes related to simple scientific ideas and processes, 

• using straightforward scientific evidence to answer questions or to support their findings.

Enquiry 1: Where does electricity come from and what is it used for?

Children to learn that:

• Electricity can be dangerous, and we need to know how to work safely with it.

• Some appliances require mains electricity and some require batteries to operate. Appliances convert electrical energy into other types of energy.

The children will ask relevant questions, using scientific enquiry to answer them, about how appliances convert electrical energy.  They will sort and classify devices according to whether they use mains or battery electricity. They will identify changes related to simple scientific ideas and processes.

Enquiry 2: How can we light a bulb using a simple, series electrical circuit?

This enquiry introduces pupils to the idea of the simple, series electrical circuit and investigate what components are needed to light a bulb.

The children will learn that a circuit always needs a power source, such as a battery, with wires connected to both the positive (+) and negative (-) ends.  They will also explore how a circuit can also contain other electrical components, such as wires, bulbs, buzzers or motors, which allow electricity to pass through. They will understand that electricity will only travel around a circuit that is complete.

With increased independence, the children will set up a simple, practical investigation – using all components to light a bulb and verbally report on findings. They will learn that scientists use their knowledge to form hypotheses and then test them out - investigate questions e.g. does the order of the components matter?

Enquiry 3: How does a simple switch work?

The children will learn that when a switch is open (off), there is a gap in the circuit and when a switch is closed (on), it makes the circuit complete.  The children will use scientific evidence to answer questions and support findings. 

Enquiry 4: What material is the best conductor of electricity?

Children will learn about conductors and insulators - that some materials let electricity pass through them easily, electrical conductors.  They will also learn that some materials do not allow electricity to pass through them and these materials are known as electrical insulators. 

They will then set up a comparative test to identify which materials make good electrical conductors and which make good electrical insulators. The children will use knowledge of how scientists work to make a prediction, investigate, and use results to draw simple conclusions, make links and identify patterns. They will learn how scientists have explored, sought proof and used electricity (Benjamin Franklin) and how this has helped people (attracting lightning).

Enquiry 5: What components are needed to make a working circuit?

The children will learn that an electrical circuit always needs a power source, such as a battery, with wires connected to both the positive (+) and negative (-) ends.  They will also learn that a circuit can contain other electrical components, such as wires, bulbs, buzzers or motors, which allow electricity to pass through.

The children will use scientific language and knowledge of circuits to produce diagrams and create functional objects.  They will use a range of equipment (e.g. bulb/lamp, bulb/lamp holder, buzzer, cell, battery, wire, crocodile clip) to make a working circuit.  They will draw simple conclusions, suggest improvements and raise further questions based on their investigations.

Enquiry 6: Children to recap their learning through describing how a torch works to light up a dark night, using electricity.