Embedded Files
Module 5
Earth and Space
Pupils should be taught to:
describe the movement of the Earth, and other planets, relative to the Sun in the solar system
describe the movement of the Moon relative to the Earth
describe the Sun, Earth and Moon as approximately spherical bodies
use the idea of the Earth’s rotation to explain day and night and the apparent movement of the sun across the sky.
Science Week 2025
During Science Week 2025, we were incredibly lucky to have Mr Bullock share some scientific experiements with us. These experiemtns gave a great insight into how properties of materials have a huge impact when conducting experiments, especially when using oil, water, effervescent tablets and food colouring.
Module 4
Living things and their habitats
For Science during module 4, we have been learning about living things and their habitats. First we investigated the life process of reproduction in some plants and animals. We learnt about sexual and asexual reproduction in plants and dissected flowers to identify the parts of a flower, especially those needed for reproduction. After that, we looked at how to describe the differences in the life cycles of a mammal, an amphibian, an insect and a bird, particularly those of a dog, newt and chicken, as well as learning new vocabulary such as vertebrate and invertebrate.
Module 3
Properties and Changes of Materials
This module we have been learning about properties and changes of materials. We looked at the different properities of materials, particularly their hardness and whether they were transparent, translucent or opaque; we also looked at materials conductivity and whether they magnetic or not. This allowed us to group different materials into groups to look at the similarities and differences of them. After grouping aterials, we investigated dissolving and separating substances. We conducted experiments to test materials that were able to dissolve and then looked at ways to separate substances too.
Module 2
Forces (B)
Lesson 1:
This week we have been learning what a lever is. We learnt that a lever is a simple machine that is used to change the size or direction of a force. As a class we discussed examples of levers and looked at seesaws, old-style kitchen scales and wheelbarrows. We were then given the chance to use a computer-aided program to use a balancing beam, force and fulcrum to lift an object.
Lesson 2 & 3:
Today we recapped what a lever is and then began investigating what a gear and pulley is. We learnt that gears and pulleys are both examples of simple machines. Gears are toothed wheels that lock together and turn each other. They are usually different sizes; if the smaller gear is first, the second will move slower. Pulleys are like gears but join wheels together using a belt; they are used to change speed, direction or force. We used a computer-aided program to draw our own gears and pulleys to see how they worked together.
Module 1
Forces (A)
Lesson 1:
Today we had our first Science lesson at the secondary school. We started by recapping the states of matter we have learnt previously and then learnt about how to stay safe in the lab. We went through the lab rules and then completed a ‘spot the hazard’ activity where we not only spotted the hazards but also discussed the consequences of these. Next, we discussed what a force is and thought about some examples of when these forces are used. After that, we looked at Isaac Newton as our key scientist and researched force made the apple fall.
explain that unsupported objects fall towards the Earth because of the force of gravity acting between the Earth and the falling object
Lesson 2 & 3:
Over the course of lesson 2 and 3, we planned an investigation which included drawing a scientific results table in preparation for gathering data to prove or disprove a hypothesis for our practical experiment: testing the friction of different surfaces. During our investigation, we chose from a range of surfaces made from different materials and used stopwatches to time the time it took for a car to move across the surface. In order to make it a fair test, we tested each surface three times and found the mean time for each surface.
using test results to make predictions to set up further comparative and fair tests
planning different types of scientific enquiries to answer questions, including recognising and controlling variables where necessary
taking measurements, using a range of scientific equipment, with increasing accuracy and precision, taking repeat readings when appropriate
Lesson 4:
Today we explored water resistance and its effects. We learnt that it is a type of friction that is caused by an object moving through water and predicted which sea animals might have more water resistance. We looked at animals that were streamlined, and determined that this would cause an animal or object to have less water resistance. Building on this, we completed an investigation to see which shape of plasticine would sink the fastest.
identify the effects of air resistance, water resistance and friction, that act between moving surfaces
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