PSLCE Primary Science study plan

Distinguish living from non-living things using the seven life processes (nutrition, respiration, excretion, growth, movement, sensitivity, reproduction) and justify each classification in writing.

Compare the life cycles of a mammal, a bird, an insect and a flowering plant, listing at least three similarities and three differences for each pair.

Label and state the function of the main organs of the digestive, circulatory and respiratory systems, then explain how they work together to supply cells with nutrients and oxygen.

Classify a set of 20 local organisms into broad groups (vertebrates, invertebrates, flowering and non-flowering plants) and give the observable feature used for each decision.

Explain photosynthesis in terms of raw materials, energy source, products and the role of chlorophyll, and state why it underpins almost all food chains.

Draw and label the external and internal parts of a typical flowering plant (root, stem, leaf, flower, fruit, seed) and state one function for each.

Trace the path of water and minerals from root hair to leaf and the path of sugar from leaf to the rest of the plant, naming the tissues involved.

Describe the sequence of events in pollination, fertilisation, seed formation and dispersal, and match three dispersal methods to local examples.

Design a simple controlled experiment to test one condition needed for germination, stating the variable you change and the variables you keep the same.

Compare wind, insect and water pollination by describing the flower features associated with each (petal size, scent, pollen amount, stigma position).

Explain the main stages of human digestion, naming the enzyme or action at each stage and the role of villi in absorption.

Identify the main nutrient groups (carbohydrates, proteins, fats, vitamins, minerals, fibre, water), give one local food source for each and state one function in the body.

Evaluate a sample daily meal plan against basic nutritional balance and suggest two specific improvements with reasons.

Describe how teeth, stomach acid and gut bacteria protect or harm health, and list three habits that maintain a healthy digestive system.

Sort 15 everyday materials into solids, liquids and gases using particle arrangement and movement, and explain two borderline cases.

Distinguish physical changes from chemical changes using evidence such as new products, heat release, colour change or gas production, and classify ten given examples.

Explain dissolving, melting, freezing, evaporation and condensation in terms of particles, and state how each can be reversed.

Design and describe an investigation to compare the solubility of three common solids in water, specifying how you will measure and record results fairly.

Relate the properties of materials (strength, flexibility, conductivity, waterproofing) to their everyday uses and justify a material choice for two given objects.

Define force, state its unit and describe the effects of balanced and unbalanced forces on an object's motion with two everyday examples each.

Explain friction and air resistance in terms of surfaces and shape, and describe one way each can be increased and one way reduced in a practical situation.

Describe how levers, pulleys, inclined planes and wheel-and-axle machines give a mechanical advantage, and identify the pivot and effort in a labelled drawing of a lever.

Trace energy transfers in a torch, a bicycle and a falling object, naming the input, output and any wasted energy form.

Distinguish conductors from insulators and describe a safe circuit with a battery, bulb and switch, explaining why the switch works.

Describe the water cycle stages (evaporation, condensation, precipitation, collection, run-off) and explain the energy source that drives the cycle.

Relate weather to measurable quantities (temperature, rainfall, wind direction, cloud cover) and describe how each is measured with the correct instrument and unit.

Explain how human activity such as deforestation, burning fuel or dumping waste affects air, water and soil, giving one local and one global consequence.

Construct a simple food chain and food web from local organisms and predict the effect of removing one organism from the web.

Distinguish renewable from non-renewable resources and outline two conservation actions with their expected benefit.

Write a testable question and a matching prediction for three everyday situations, and convert each into a fair-test design naming the variables.

Select appropriate measuring instruments for length, mass, volume, temperature and time, and record readings with the correct unit and sensible precision.

Present the same set of data as a table, a bar chart and a line graph, choosing the most suitable form and justifying the choice.

Apply science to two practical contexts (crop storage or soil improvement; safe household water treatment or food preservation) and explain the principle behind each method.

Identify three sources of error in a measurement activity and describe one improvement for each.

Answer 40 mixed questions drawn from the four heaviest domains under timed conditions and score at least 75 per cent.

List and correct your five most frequent error types, writing the correct reasoning beside each.

Summarise each heavy domain on a single revision card containing the key definitions, units and processes you must recall.

Explain three cross-domain links aloud (for example plant transport and the water cycle, or friction and energy transfer) in under two minutes each.