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Welcome to Banks Methodist Primary School's website, 'I can do all things through Christ who strengthens me' Philippians 4:13. ****Netball Club is on Mondays, 3:15-4:15pm**** ****Little Banks Buddies (our Baby and Toddler Group for children 0-4 years old) runs every Tuesday during term time, 8:45-10:25am**** ****Athletics Club is on Tuesdays, 3:15-4pm**** ****Year 6 Maths Fun is on Wednesday, 3:15-4:15pm**** ****Football Club is on Thursday, 3:15-4:15pm**** ****We have afternoon sessions available for 2 Year olds - Please contact Mrs Pullin in the school office to book your sessions****
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Banks Methodist SchoolLearning Together with Resilience and Faith

Welcome toBanks Methodist SchoolLearning Together with Resilience and Faith

Year 3

The National Curriculum for Science in Year 3

Working Scientifically

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:

  • 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 and 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.

 

Plants

  • identify and describe the functions of different parts of flowering plants: roots, stem/trunk, leaves and flowers
  • 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
  • investigate the way in which water is transported within plants
  • explore the part that flowers play in the life cycle of flowering plants, including pollination, seed formation and seed dispersal.

 

Animals including humans

  • 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
  • identify that humans and some other animals have skeletons and muscles for support, protection and movement.

 

Rocks

  • compare and group together different kinds of rocks on the basis of their appearance and simple physical properties
  • describe in simple terms how fossils are formed when things that have lived are trapped within rock
  • recognise that soils are made from rocks and organic matter.

 

Light

  • recognise that they need light in order to see things and that dark is the absence of light
  • notice that light is reflected from surfaces
  • recognise that light from the sun can be dangerous and that there are ways to protect their eyes
  • recognise that shadows are formed when the light from a light source is blocked by a solid object
  • find patterns in the way that the size of shadows change.

 

Forces and Magnets

  • compare how things move on different surfaces
  • notice that some forces need contact between 2 objects, but magnetic forces can act at a distance
  • observe how magnets attract or repel each other and attract some materials and not others
  • 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
  • describe magnets as having 2 poles
  • predict whether 2 magnets will attract or repel each other, depending on which poles are facing.
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