PERSONALISED IGCSE PATHWAY (PIP) PROGRAM

SUBJECT OVERVIEW
Term 1 | Year 2025/2026

Subject Primary Year 6 Science

Time Frame 2 September 2025 - 12 December 2025
Structure 240 minutes per week

Topics/Skills Covered

Unit 1 : The Human Body

●​ The circulatory system
●​ The respiratory system
●​ Puberty and reproductive system
●​ Diseases

Unit 2 : Light and The Solar System

●​ Reflection
●​ Refraction
●​ The solar system

Unit 3 : Forces and Electricity

●​ Mass and weight
●​ The effects of forces

Unit 4 : Thinking and Working Scientifically

●​ Models and representations
●​ Scientific enquiry
●​ Practical work

Learning Outcomes

Students will be able to:

Unit 1 : The Human Body

●​ describe the parts of the circulatory system and their functions;
●​ state how the circulatory systems of other animals are similar/different to ours;
 ●​ describe the parts of the respiratory system;
●​ state that breathing involves two different stages: breathing in and breathing out;
●​ describe the physical changes that take place during puberty in humans;
●​ name the parts of the human reproductive system;
●​ name living things that cause diseases;
●​ state how our body stops us from getting infectious diseases;
●​ describe things we can do to prevent diseases from spreading;
●​ learn how to avoid being bitten by insects;
●​ discuss local health issues (e.g. any local outbreaks of diseases and how they were managed,
any specific measures in place to prevent outbreaks).

Unit 2 : Light and The Solar System

●​ describe how a ray of light changes direction when it is reflected from a plane mirror;
●​ describe how a ray of light changes direction when it travels through different mediums and
knows that this is called refraction;
●​ Describe how convex lenses work using the knowledge of refraction;
●​ describe the relative position and movement of the planets, the Moon and the Sun in the solar
system;
●​ observe and describe the changes in the appearance of the Moon over its monthly cycle.

Unit 3 : Forces and Electricity

●​ describe the difference between mass measured in kilograms (kg) and weight measured in
newtons;
●​ explain how gravity affects weight;
●​ state that when gravity changes, weight changes but mass does not;
●​ use force diagrams to show the name, size and direction of forces acting on an object;
●​ investigate and observe the effect of different forces on an object at rest and in motion.

Unit 4 : Thinking and Working Scientifically

●​ know the features of the five main types of scientific enquiry;
●​ describe risks when planning practical work and consider how to minimise them;
●​ plan a fair test on the effect of exercise on pulse rate and breathing rate;
●​ make a model to explain breathing;
●​ use results to make a conclusion;
●​ research and find information to answer a scientific question;
●​ use results to say if the prediction was accurate;
●​ present and interpret results using bar charts,line graphs and table;
●​ use diagrams to show how light reflects from a plane mirror;
●​ design a kaleidoscope;
●​ use kaleidoscope and periscope to explain the phenomena of reflection;
●​ suggest improvements to the design of a kaleidoscope and periscope;
●​ carry out practical work safely;
●​ use diagrams to show how light refracts.
●​ make predictions and test to see if your predictions are correct;
●​ ask scientific questions and select appropriate scientific enquiries to use;
●​ use models, including diagrams, to represent and describe the solar system and the phases of
the Moon;
●​ practise research, observation over time and pattern seeking
●​ use a weighing scale and force meter to measure the mass and weight of objects and practise
pattern-seeking;
●​ identifying the independent, dependent and control variables;
●​ collect and record observations and measurement in a table;
●​ describe a pattern in results and identify any results that do not fit the pattern;
●​ decide when observations need to be repeated to give more reliable data.
LEAD International School

Table of Contents | Senarai Kandungan | 目录

Date/Tarikh/日期 Worksheet/Helaian Tugasan/学习单 Remark/Catatan/备注

LEAD International School

LEAD International School

Table of Contents | Senarai Kandungan | 目录

Date/Tarikh/日期 Worksheet/Helaian Tugasan/学习单 Remark/Catatan/备注

LEAD International School

 Unit 1 The Human Body
1.1 The Circulatory System

Learning Outcomes:
●​ Describe the parts of the circulatory system and their functions
●​ States how the circulatory systems of other animals are similar/ different to ours.
●​ Make a prediction about how different exercise affects pulse rate.
●​ Measure pulse rate and record results in table
●​ Present and interpret results using bar charts.
●​ Describe any patterns in results.
●​ Use results to make a conclusion.
●​ Plan a fair test on the effect of different exercises on pulse rate.

Key vocabulary

blood circulation oxygen carbon dioxide

blood vessels circulatory system pressure heart

The parts inside your body are called organs. The body
organs do different jobs to keep you alive and healthy.

1 Which organ is found in the head?

2 Which organs are found in the chest?

3 Which organ pumps blood around the body?

4 Name two organs in the digestive system.

Year 6 – SCN– Term 1 2025/2026 ​ ​ 1

 Let’s Learn

The circulatory system carries food, water and oxygen to all parts of your body. It also
carries waste substances that your body does not need.

The circulatory system has three main parts:

1.​ ________________
2.​ ________________
3.​ ________________

(A) The heart

●​ As big as our fist
●​ Found inside our _________, slightly to the left
●​ Protected by __________
●​ Function: ________________________________
●​ Made up of a special muscle (cardiac muscle)
●​ Every time the heart muscle ___________ to pump blood, you can feel a
________________.
●​ It takes less than a minute to pump blood to every part of your body. The heart does this
all the time and never stops.
●​ It has 2 sides:
-​______ side: pump blood _______________ from __________ to __________
-​______ side: pump blood _______________ from __________ to __________

Circulation of Blood

Year 6 – SCN– Term 1 2025/2026 ​ ​ 2

(B) Blood
●​ Red liquid
●​ Carry _________, __________, ___________ and ______________ around the body

(C) Blood vessels

●​ Carry _________ throughout the body
●​ 3 kinds of blood vessels:
- _______________________
- _______________________
- _______________________

Year 6 – SCN– Term 1 2025/2026 ​ ​ 3

 Let’s Ponder

Why do we need three different types of blood vessels?

Pathway of Blood Around the Body

Year 6 – SCN– Term 1 2025/2026 ​ ​ 4

Circulatory Systems of Other Animals

Look at the drawing of the circulatory systems of different vertebrate animals, then discuss
1. Which vertebrate animals have a similar circulatory system as the human?

______________________________________________________________________

2. Which parts of the animal circulatory system are the same as the human circulatory
system?

______________________________________________________________________

3. How are the animals’ circulatory systems different to the human circulatory system?

______________________________________________________________________

Year 6 – SCN– Term 1 2025/2026 ​ ​ 5

Heartbeat and Pulse
●​ Heartbeat can be counted by feeling our _________ (unit: )
●​ 2 places to find our pulse:
-​ on the side of _________
-​ inside of ___________
●​ When you find your pulse you will feel a small beat under your skin
●​ Each beat is caused by the ______________ of your heart muscle
●​ The more _______ we are, the more ______ our heart needs to beat to supply enough
________ and __________ from the blood.

Think like a scientist

How does different exercise affect pulse rate

Method:
1. Sit down and rest for 2 minutes.
2. Measure your resting pulse rate by placing two fingers on your wrist or neck to locate
your pulse. Count the number of beats you feel in one minute.
3. Record the value in your table.
4. Walk around the classroom for 1 minute. Repeat steps 2 and 3 immediately after the
walking stops.
5. Wait for the pulse rate to return to the resting rate.
6. Repeat steps 2,3 and 4 for jogging and jumping jacks and record the value. Ensure rest
time is taken after each exercise.

Result:
Record your data in the following table.

activity pulse rate

resting

walking

jogging

jumping jacks

Year 6 – SCN– Term 1 2025/2026 ​ ​ 6

 Questions

1. Make a prediction on how the exercises will affect the pulse rate?

___________________________________________________________

___________________________________________________________

2. Identify the variables in your investigation that you will:

a) measure (dependent variable) _______________________________

b) change (independent variable) _______________________________

c) keep the same (control variable) ______________________________

3. Draw a bar chart for your result from the investigation.

Year 6 – SCN– Term 1 2025/2026 ​ ​ 7

 4. Describe any pattern you could see in the results. Explain your answer using the
graph.

___________________________________________________________

___________________________________________________________

5. What conclusion could you make from your results?

___________________________________________________________

Year 6 – SCN– Term 1 2025/2026 ​ ​ 8

 Exercise

1.

2.

Year 6 – SCN– Term 1 2025/2026 ​ ​ 9

3.

Year 6 – SCN– Term 1 2025/2026 ​ ​ 10

4.

Year 6 – SCN– Term 1 2025/2026 ​ ​ 11

Year 6 – SCN– Term 1 2025/2026 ​ ​ 12
 Self-evaluation

Needs more Confident to

I can Almost there
work move on
Describe the parts of the circulatory
system and their functions
States how the circulatory systems of other
animals are similar to ours.
Measure pulse rate and record results in
table
Present and interpret results using bar
charts
Use results to make a conclusion.
Make a prediction about how different
exercise affects pulse rate.
Plan a fair test on the effect of different
exercises on pulse rate
Describe any patterns in results.

Year 6 – SCN– Term 1 2025/2026 ​ ​ 13

1.2 The Respiratory System

Learning Outcomes:
●​ State the parts of the respiratory system
●​ States that breathing involves two stages: breathing in and breathing out.
●​ Make a model to explain breathing.
●​ Carry out practical work safely.
●​ Plan a fair test on the effect of exercise on breathing rate
●​ Make a prediction about how exercise affects breathing rate.
●​ Measure breathing rate and record results in table
●​ Present and interpret results using a line graph.
●​ Describe any patterns in results.
●​ Use results to make a conclusion.
●​ Research and find information to answer a scientific question.

Key vocabulary

breathing breathing rate diaphragm lungs windpipe

Draw a picture of lungs and share what happens to the lungs when we breathe in and out.

Year 6 – SCN– Term 1 2025/2026 ​ ​ 14

 Let’s Learn

The human respiratory system has three main parts:

1. _____________: in the _______, protected by the ________
: like __________ balloon that fills up with air
2. _____________: leading from the _______ and _______ to the ________
3. _____________: muscles in the chest that allow air to move in and out of the lungs

Year 6 – SCN– Term 1 2025/2026 ​ ​ 15

 Think like a scientist

Investigate breathing

Method:
1. Put your hands on your rib cage.
2. Breathe in. What do you feel?
3. Breathe out. What do you feel?

Questions:

1. When you breathe in, does your chest get bigger or

smaller? Why do you think this is so?

________________________________________________

________________________________________________

2. When you breathe out, does your chest get bigger or

smaller? Why do you think this is so?

________________________________________________

________________________________________________

Year 6 – SCN– Term 1 2025/2026 ​ ​ 16

Breathing

●​ _________ gas moves into the blood ●​ As our body uses up oxygen, it makes
vessels in the lungs. _________________.
●​ _________ carries the oxygen to the ●​ The ________ carries the carbon dioxide
__________ and then to the other parts back to the ______, then to the lungs to
of the body. get rid of them from our body.

Year 6 – SCN– Term 1 2025/2026 ​ ​ 17

 Think like a scientist

Make a model to explain breathing

You will need:

a plastic bottle, a straw, scissors, two balloons, tape

Method:
1.​ Put a straw in the neck of a balloon and fix it in place with tape. Be sure not to make tape
so tight that it crushes the straw. The air must flow through, so blow gently through the
straw to see if the balloon inflates.
2.​ Make a small hole in the cap of the bottle. Put the straw and the balloon through the hole.
Seal the hole with tape. Again, make sure that you don't crush the straw
3.​ Cut the bottom off the plastic bottle. Take care not to cut yourself with the scissors or
sharp edge of the cut bottle
4.​ Cut off the end of the balloon. Stretch the balloon around the bottom of your plastic bottle.
5.​ Pull on the bottom balloon then let go of the balloon. Observe what happens

Questions:
1. Label which part of the model represents each of the following parts of the human
respiratory system

lungs the windpipe

the chest cavity the diaphragm muscle

2. Explain how your model shows the breathing process.

_________________________________________________________________

_________________________________________________________________

Year 6 – SCN– Term 1 2025/2026 ​ ​ 18

Breathing Rate (unit: ________________ )
●​ The number of times we breathe ____________ in _____ minutes
●​ Breathing rate changes depending on how much _________ our bodies need

Think like a scientist

Investigate breathing rate

1.​ Count the number of breaths you take per minute while at rest. Record the measurement
in a table.
2.​ Run on the spot for two minutes and then stop. Count and record the number of breaths
you take per minute.
3.​ Run on the spot for another two minutes and then stop. Count and record the number of
breaths you take per minute.
4.​ Wait two minutes and measure and record your breathing rate again.
5.​ Do this again after another two minutes.
6. Draw a line graph of your breathing rate.

Results table
Time of measure (mins) Breathing rate (breathes per minute)
0
2
4
6
8

Year 6 – SCN– Term 1 2025/2026 ​ ​ 19

Questions:

1. When was your breathing rate lowest?

_______________________________________________________________

2. How did exercise affect your breathing rate? Suggest a reason for this.

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

Year 6 – SCN– Term 1 2025/2026 ​ ​ 20

 3. Use your graph to predict how long it would take for your breathing rate to get back to
normal after you stopped exercising.

_______________________________________________________________

4. Use your results to write a conclusion for the investigation.

_______________________________________________________________

5. Suggest another factor that could affect a person's breathing rate. Think about athletes
and sports players.

_______________________________________________________________

6. Name another body system you have learnt about that is also affected by exercise.

_______________________________________________________________

Year 6 – SCN– Term 1 2025/2026 ​ ​ 21

 Exercise

1.

2.

Year 6 – SCN– Term 1 2025/2026 ​ ​ 22

 3. The drawing on the left shows the lungs when you breathe out. Make a drawing to
show what happens to the lungs and diaphragm muscles when you breathe in. Add
labels to your drawing to explain what it shows.

Year 6 – SCN– Term 1 2025/2026 ​ ​ 23

 4. Look at each diagram in the table below. Use the following words to complete the
table.

breathing in downwards inward more

outward contract less relax

bigger upward breathing out small

Diagram

Process

Movement of the
diaphragm

Movement of the
ribs

The amount of air

in the lungs

Size of the chest

Year 6 – SCN– Term 1 2025/2026 ​ ​ 24

 Self-evaluation

Needs more Confident to

I can Almost there
work move on

State the parts of the respiratory system

States that breathing involves two stages:

breathing in and breathing out.
Make a model safely to explain breathing
Carry out practical work safely.
Plan a fair test on the effect of exercise on
breathing rate.
Make a prediction about how exercise
affects breathing rate
Measure breathing rate and record results
in table
Present and interpret results using a line
graph.
Describe any patterns in results.

Use results to make a conclusion

Research and find information to answer a

scientific question.

Year 6 – SCN– Term 1 2025/2026 ​ ​ 25

1.3 Puberty and Reproductive System

Learning Outcomes:
●​ Describe the physical changes that take place during puberty in humans.
●​ Name the parts of the human reproductive system.
●​ Describe any patterns in results.

Key vocabulary

puberty menstruation ova

hormones sperm reproductive system

Look at the pictures of the human life cycle.

1) Which stage of the life cycle are you in now?

2) Which stages are your family members in?

3) What changes do you experience when you are growing?

Year 6 – SCN– Term 1 2025/2026 ​ ​ 26

 Let’s Learn

Puberty
●​ The stage at which a person is becoming an ________ and will be able to ____________
●​ The changes that happen during puberty don’t happen all ____________, but in
___________.
●​ These changes are caused by chemicals in your body called _____________.

Boys Girls
❖​ Start from the age of ______ ❖​ Start from the age of ______
❖​ ___________ increase ❖​ ___________ increase
❖​ Grow ________________ and ❖​ Grow hair in the ____________
_________________ ❖​ Grow _________________
❖​ Grow hair in the ____________ ❖​ Body odour becomes ___________
❖​ Body odour becomes ___________ ❖​ Skin get ________ and grow _______
❖​ Skin get ________ and grow _______ ❖​ _______ get wider
❖​ Shoulders and chest be ___________ ❖​ Develop ______
❖​ Body muscle ___________ ❖​ Voice becomes a little ___________
❖​ Voice become _________ ❖​ Start ______________

Year 6 – SCN– Term 1 2025/2026 ​ ​ 27

Reproductive System
●​ Function: to produce __________ for reproduction
●​ Sex cell in male: ____________ ; sex cell in female: __________
●​ _____________: a process of a sperm cell and an ovum joining together to form a new
living being

Male Reproductive System

Female Reproductive System

Menstruation
●​ Happens when an ______________ egg is released from the body together with the lining
of the____________, which causes some bleeding.
●​ Happens about ______________ but might be not regular until a girl is older
●​ __________ if an egg is fertilised

Year 6 – SCN– Term 1 2025/2026 ​ ​ 28

 Exercise

1.

2. Draw a circle around the letter of the correct answer to each of these questions.

Year 6 – SCN– Term 1 2025/2026 ​ ​ 29

 3. Use the Venn diagram to show the changes that take place in males, changes that
take place in females and changes that take place in both.

Year 6 – SCN– Term 1 2025/2026 ​ ​ 30

 4.

Year 6 – SCN– Term 1 2025/2026 ​ ​ 31

Year 6 – SCN– Term 1 2025/2026 ​ ​ 32
 Self-evaluation

Needs more Confident to

I can Almost there
work move on
Describe the physical changes that take
place during puberty in humans.
Name the parts of the human reproductive
system.
Describe any patterns in results.

Year 6 – SCN– Term 1 2025/2026 ​ ​ 33

1.4 Disease

Learning Outcomes:
●​ Name living things that cause diseases.
●​ Research and find information to answer a scientific question.
●​ States how our body stops us from getting infectious diseases.
●​ Describe things we can do to prevent diseases from spreading.
●​ How to avoid being bitten by insects.
●​ Discuss local health issues (e.g. any local outbreaks of diseases and how they were
managed, any specific measures in place to prevent outbreaks).
●​ Draw and interpret results using a bar chart

Key vocabulary

parasite host defence mucus

hygiene vectors disease barrier

The boy in the picture has chicken pox,

1.​Have you ever had chicken pox?

2.​What were the signs that you were ill?

3.​Chicken pox is an infectious disease. What does this

mean?

Year 6 – SCN– Term 1 2025/2026 ​ ​ 34

 Let’s Learn

●​ Disease stops our bodies from working properly.

●​ ____________: infect other ________________, then _______, ________ and
______________ on or in the body of the living thing that they infect.
●​ _________: the ________________ that a parasite ________

Parasite Description Example of disease

●​______, can only see using a ●​cholera
microscope ●​pneumonia
●​NOT all bacteria are harmful

●​________ than bacteria ●​flu

●​All are harmful and cause ●​Chicken pox
_____________ ●​measles
●​Some even infect bacteria ●​Covid 19

●​Some fungi are useful ●​Ringworm

-​___________ (food) ●​Athlete’s foot
-​______ (make bread rise) ●​Rusts in plant
●​Some cause disease

Year 6 – SCN– Term 1 2025/2026 ​ ​ 35

 Research Time

Work in group to find information about:

1. Malaria
2. Dysentery
Include the following in your research.
● main causes and symptoms
● treatment and prevention
● impact of these diseases on health and society.
Prepare a poster presentation for your research. Write your group members’ names here:
Group member:
Date of submission:

Year 6 – SCN– Term 1 2025/2026 ​ ​ 36

Controlling The Spread of Disease
●​ Disease can be spread in __________, __________, _________ and by
__________________
●​ Some diseases spread by ________ when they bite you. The insects don’t cause the
disease and do not get the disease themselves. They are called as ________

Ways to Stop the Spreading of Disease:

(A) By Our Body’s Defences

(B) Good Hygiene

●​ ___________________ with _____ and water before eating or working with food and
after going to the toilet.
●​ ________ raw unpeeled fruits and vegetables before eating them.
●​ Keep food ________.
●​ Do not leave food at _______________ ( ), especially when the weather is hot, as
bacteria and fungi grow faster when it is warm.
●​ Keep the kitchen, toilet and surroundings clean.

Year 6 – SCN– Term 1 2025/2026 ​ ​ 37

 ●​ Wash _______ and working surfaces in the kitchen with hot soapy water after using
them.
●​ Only drink _______ and ______water. ______ water from rivers or reservoirs or use
water that has been chemically treated at water treatment plants to make it safe.
●​ _________ your nose and mouth with a tissue when you cough or sneeze. If you do not
have a tissue, cough or sneeze into your _______, not your hand.
●​ Keep __________________ with a plaster and do not touch other people's ___________

(C) Preventing Insects Bites

●​ sleep under __________
●​ wear ______ sleeves and _______ trousers
●​ keep doors and windows ______ at night when mosquitoes are active
●​ use ___________ on your skin to keep insects away
●​ burn ___________to keep insects away.

Exercise

1. Mark each one of these statements about diseases as true (/) or false (X).

Year 6 – SCN– Term 1 2025/2026 ​ ​ 38

 2.

3.

4.

Year 6 – SCN– Term 1 2025/2026 ​ ​ 39

 5. Malaria is a serious disease that kills millions of people around the world each year.
The table shows the number of malaria cases reported of a clinic in lndonesia in one
year.

Year 6 – SCN– Term 1 2025/2026 ​ ​ 40

Year 6 – SCN– Term 1 2025/2026 ​ ​ 41
 Self-evaluation

Needs more Confident to

I can Almost there
work move on
Name living things that cause diseases
Research and find information to answer a
scientific question.
States how our body stops us from getting
infectious diseases
Describe things we can do to prevent
diseases from spreading
How to avoid being bitten by insects
Discuss local health issues
Draw and interpret results using a bar
chart

Year 6 – SCN– Term 1 2025/2026 ​ ​ 42

 Check Your Progress

1. State whether each of the following statements is true or false.

a) The heart pumps air around the body.

b) Your heart beats faster when you exercise

c) Your pulse rate tells you how fast you are exercising.

d) Blood moves around the body in special tubes called blood

vessels.
e) The veins carry blood to all parts of the body.

2. Name each of the following:

a)​ a) the body organs used for breathing

_______________________________________________________________

b) the gas we need to breathe in

_______________________________________________________________

c) the gas our bodies must get rid of

_______________________________________________________________

d) the substance that carries the gases around the body

_______________________________________________________________

e) the muscle that helps us breathe

______________________________________________________________

Year 6 – SCN– Term 1 2025/2026 ​ ​ 43

 3. a) Match each of the body’s defences with the way it helps to protect the body from the
disease.

b) Explain why we should clean cuts and wounds and cover them with a plaster.

_______________________________________________________________

4. a) What is puberty?

_______________________________________________________________

b) Describe two body changes that happen in both boys and girls during puberty

_______________________________________________________________

_______________________________________________________________

5. Marcus and Arun measured the pulse rates of some of their friends before and after
exercising for three minutes. These are their results

a) What equipment did they need to measure the pulse rates?

_______________________________________________________________

Year 6 – SCN– Term 1 2025/2026 ​ ​ 44

 b) Draw and label a bar graph of the pulse rates measured before and after exercise.

c) Use the results to make a conclusion.

_______________________________________________________________

_______________________________________________________________

d) Predict what would happen to the pulse rates if they were measured 10 minutes
after exercise. Give a reason for your prediction.

_______________________________________________________________

_______________________________________________________________

Year 6 – SCN– Term 1 2025/2026 ​ ​ 45

 Unit 2 Light and the Solar System
2.1 Reflection

Learning Outcomes:
●​ Describe how a ray of light changes direction when it is reflected from a plane
mirror.
●​ Use diagrams to show how light reflects from a plane mirror.
●​ Design a kaleidoscope.
●​ Use a kaleidoscope and periscope to explain the phenomena of reflection.
●​ Suggest an improvement to the design of a kaleidoscope and periscope.

Key vocabulary

angle mirror image incident ray plane mirror

kaleidoscope reflected ray normal

1.​ What is the source of light in this picture?

2.​ How does Sofia see the tree?

Year 6 – SCN– Term 1 2025/2026​ 47

 Let’s Learn

●​ Light travels in a ___________ line from the object.

●​ _________ and __________ surfaces like ________ are very good at reflecting light.
●​ _________ surfaces ________ light in many _________ directions.
●​ When you see your face in a plane mirror, you are seeing ______ from your face reflecting
off the mirror, which is known as ______________.
●​ The mirror image is the _____________ as the object.
●​ The mirror image is as far behind the mirror surface as the object is in front.

●​ ______ and ______ water like in a lake is also good at reflecting light.
●​ The diagram below shows how Arun can see the reflection of the flamingo.

Year 6 – SCN– Term 1 2025/2026​ 48

How does light travel when it reflects?
●​ Light reflects from a mirror at the _____________ as it arrives.
●​ The normal is a line drawn at _______ angles ( ) to the surface of the mirror.

Kaleidoscope

A kaleidoscope is an ________________ instrument that creates ________________ ,

_______________ patterns through the use of _____________ . These ________________
are arranged at an ______________ , and when light _____________ off objects placed within
the ______________ , it creates a unique, _________________________________ that
changes as the instrument is __________________ or the objects inside are
____________________ .

Year 6 – SCN– Term 1 2025/2026​ 49

How does light reflect in a kaleidoscope?

●​ A kaleidoscope is a tube with mirrors and colourful objects inside.

●​ Light enters the kaleidoscope through one end.
●​ The light hits the colourful objects (like beads or glass).
●​ Then, the light reflects off the mirrors inside the tube.
●​ The mirrors are arranged at special angles (e.g., 45°, 60°).
●​ The light bounces between the mirrors many times.
●​ These reflections make many copies of the colourful objects.
●​ The reflections create symmetrical patterns (same on both sides).
●​ A smaller mirror angle = more reflections = more complex designs.
●​ When you rotate the kaleidoscope, the objects move.
●​ The pattern changes as the reflections change.

Year 6 – SCN– Term 1 2025/2026​ 50

How does light reflect in a periscope?

A ____________________ is a tool that helps us look at things we cannot see directly. It uses
_______________ to show us what is above, below, or around a wall or obstacle. Imagine
using it to see over a wall or around a corner!
Light travels from the Sun to the person on the other side of the wall. Light reflects off the
__________________ to the ____________________ mirror of the periscope. Light reflects off
the ______________________ mirror and travels _____________________ the periscope to
the ___________________ mirror. Light reflects off the _________________ mirror into your
__________________.

What if you want to see over a higher wall?

To see over a higher wall, you could make the periscope
_________________________________________________. You would also need to
__________________________________ so they still _____________________________ in
correct angle into your eyes.

Year 6 – SCN– Term 1 2025/2026​ 51

 Think like a scientist

Make and test a kaleidoscope

You will need:

●​ empty toilet paper roll
●​ mirror paper
●​ scissors
●​ tape
●​ white cardpaper
●​ bendy straw
●​ markers, stickers, or other materials for decorating your spinning circle
●​ optional: paint for decorating your cardboard tube
Method:
Step 1: Prepare the Mirror Triangle
●​ Cut 3 equal strips of mirror paper (about 2.5 cm wide x the length of the tube).
●​ Tape them shiny sides into a triangular prism.
●​ Slide the prism into the toilet paper roll.
●​ This mirror triangle reflects the light to make patterns!
Step 2: Create the Spinning Pattern Disc
●​ Cut a circle from white cardpaper (just bigger than the tube opening).
●​ Decorate it with colourful patterns, markers, stickers, or draw spirals.
●​ Carefully poke a small hole in the centre.
●​ Insert the bendy part of the straw through the hole.
●​ Tape the straight part of the straw inside the other end of the tube, so the circle spins
outside the tube.

Year 6 – SCN– Term 1 2025/2026​ 52

Questions
1. Using your science knowledge, explain how a kaleidoscope creates beautiful patterns.
Complete these sentences.

Light travels from a light source to the __________________ inside the kaleidoscope.
The light reflects off the ______________________ and bounces between the
____________________.

These multiple reflections create repeated _____________________.

As the objects inside move, the __________________ changes and you see a new
__________________.

2. How could you change the design of the kaleidoscope to make the patterns more complex?

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

3. You are designing your own kaleidoscope. You want the pattern to change more slowly when
you turn the tube.
What could you do to achieve this? Explain your answer.

____________________________________________________________________________

____________________________________________________________________________

Year 6 – SCN– Term 1 2025/2026​ 53

 Exercise

1.

Year 6 – SCN– Term 1 2025/2026​ 54

2.

Year 6 – SCN– Term 1 2025/2026​ 55

3. a What are the main materials used inside a kaleidoscope to create patterns?
Circle the correct letter.
A. Water and oil
B. Colourful objects and mirrors
C. Magnets and metal rods
D. Batteries and wires

b If you change the angle between the mirrors inside a kaleidoscope, what happens
to the pattern?
A. The light disappears
B. The pattern becomes more colourful
C. The number of repeated images changes
D. The tube gets longer

Year 6 – SCN– Term 1 2025/2026​ 56

 c Explain why we see repeated patterns when looking through a kaleidoscope.

_________________________________________________________________

_________________________________________________________________

4.

c Label the incident and reflected rays in the diagram above.

d Why the mirrors in the periscope are angled at 45o?

_____________________________________________________________________

_____________________________________________________________________

Year 6 – SCN– Term 1 2025/2026​ 57

 e How could Zara have changed the design of the periscope to allow her to see over
a higher place?

_____________________________________________________________________

5.

Year 6 – SCN– Term 1 2025/2026​ 58

 Self-evaluation
Needs more Confident to
I can Almost there
work move on
Describe how a ray of light changes
direction when it is reflected from a plane
mirror.
Use diagrams to show how light reflects
from a plane mirror.
Design a kaleidoscope.
Use a kaleidoscope and periscope to
explain the phenomena of reflection.
Suggest an improvement to the design of a
kaleidoscope and periscope.

Year 6 – SCN– Term 1 2025/2026​ 59

2.2 Refraction

Learning Outcomes:
●​ Describe how a ray of light changes direction when it travels through different
mediums and knows that this is called refraction.
●​ Use diagrams to show how light refracts.
●​ Describe how convex lenses work using the knowledge of refraction
●​ Make predictions, referring to what you know about refraction and test to see if your
predictions are correct.
●​ Make a conclusion from results using knowledge of refraction

Key vocabulary

converge medium optical illusion convex

refraction focal point lens

Look carefully at the front of the glass.

Lower the card with the arrows on it so that it is behind the

glass. What do you notice?

How do you think this could happen?

Year 6 – SCN– Term 1 2025/2026​ 60

 Let’s Learn

●​ Refraction is the ____________ of light.

●​ Refraction occurs because light travels at different _________ through different
___________ (Example: )
●​ Look at the picture of Sofia. She is looking at the fish in the water. She thinks the fish is in a
______________ from her eyes, but it is NOT the real position of the fish.
●​ This is called an ___________________, which is something our eyes see but which is NOT
_________.
●​ This is due to the rays of light from the fish ________ or ___________as they go from the
__________ to the ______.

How does light travel through glass when it refracts? Complete the following diagram.

Year 6 – SCN– Term 1 2025/2026​ 61

 Think like a scientist

Demonstrate how light travels when it refracts

Method:
1.​ Predict what you will see when you put the pencil into the water
2.​ Put the pencil into the glass of water.
3.​ Observe the pencil in the glass of water from the side.
4.​ Observe the pencil in the glass of water from the top.
5.​ Take out the pencil. Has it changed in any way?

Questions
1.​ Did what you see match your prediction?

_________________________________________________________________________

2.​ Draw a picture of the pencil in the glass of water from the side.

3.​ Why is what you saw an optical illusion?

_________________________________________________________________________

4.​ Which mediums does the light pass through between the pencil and your eyes?

_________________________________________________________________________

5.​ Describe what you saw. Complete these sentences.

Light from the pencil travels through the _____________ in the glass and then
_______________ when it passes through the glass to the _______________.

6.​ Write a conclusion to explain why the pencil appeared to bend, using your scientific
knowledge of refraction.

_________________________________________________________________________

Year 6 – SCN– Term 1 2025/2026​ 62

Lenses
●​ A lens is a ___________ substance with at least one _________ surface.
●​ Our eyes have lenses in them.

●​ Other lenses that we use may be made of _______ or______________________.

Let’s Ponder

Can you give some examples of objects that have lenses?

●​ Lenses refract light in useful ways.

●​ The lens ________ light rays as they pass through it, so the rays change _______
●​ This causes the rays to seem to come from a point that is _______ or ____________ than
they actually do and makes objects seen through a lens appear either ________ or
__________ than they really are.

Convex lens
●​ makes things look _________
●​ Light rays pass through the lens, then ____________ and meet or ___________ at a
______________ just ____________the lens.

●​ The lens brings __________ light rays to ________ in our eyes

Year 6 – SCN– Term 1 2025/2026​ 63

 Exercise

1.

2.

Year 6 – SCN– Term 1 2025/2026​ 64

3.

4.

Year 6 – SCN– Term 1 2025/2026​ 65

 Think like a scientist

Make and test a convex lens

Method:
1.​ Place the plastic wrap over some printed words on a book or paper.
2.​ Very carefully, use the dropper or spoon to place a drop of water on the plastic.
3.​ Look at the print and share what you observe.

Questions
1.​ What do you observe from the print when a drop of water is placed on the plastic?

______________________________________________________________________

2.​ In what way is the shape of the water drop like a convex lens?

______________________________________________________________________

3.​ Why is the print bigger when you read it through the water drop?

______________________________________________________________________

4.​ What happens if you make the water drop bigger or smaller? Test your ideas out.

______________________________________________________________________

5.​ What happens if you lift the plastic away from the paper? Test your ideas out.

______________________________________________________________________

Year 6 – SCN– Term 1 2025/2026​ 66

 Self-evaluation
Needs more Confident to
I can Almost there
work move on
Describe how a ray of light changes
direction when it travels through different
mediums and knows that this is called
refraction.
Use diagrams to show how light refracts.
Describe how convex lenses work using
the knowledge of refraction
Make predictions, referring to what you
know about refraction and test to see if
your predictions are correct.
Make a conclusion from results using
knowledge of refraction

Year 6 – SCN– Term 1 2025/2026​ 67

2.3 The Solar System

Learning Outcomes:
●​ Describe the relative position and movement of the planets, the Moon and the Sun
in the solar system.
●​ Observe and describe the changes in the appearance of the Moon over its monthly
cycle.
●​ Use models, including diagrams, to represent and describe the solar system and the
phases of the Moon.
●​ Practise research, observation over time and pattern seeking.
●​ Describe patterns in results, including identifying any results that do not fit the
pattern.
●​ Collect and record observations in a table.

Key vocabulary

Earth day Earth hour Earth year phase

waning waxing crescent gibbous

1.​ What does the solar system consist of?

2.​ What is the star in our solar system?

3.​ What is the difference between a star and a planet?

4.​ Does the Moon travel around the Earth or does the Earth travel around the Moon?

Year 6 – SCN– Term 1 2025/2026​ 68

 Let’s Learn

Mnemonics to remember the order of planets in the solar system

Year 6 – SCN– Term 1 2025/2026​ 69

Movement of the Planets in the Solar System
●​ Earth makes two movements:

●​ All other planets in the solar system make regular motions like the Earth but take
____________ amounts of time to turn on their _____ and to complete their ______ around
the Sun.
●​ We measure their rotation times in ______________ or _____________
●​ We measure their orbiting times in ______________ or _____________
●​ Planets that ________________ from the sun take __________ time to complete their orbit.
●​ Planets that ____________ to the sun take __________ time to complete their orbit.

Year 6 – SCN– Term 1 2025/2026​ 70

Earth’s Moon
●​ Earth has _______ moon
●​ It takes _______ days ( ) to complete its orbit around the Earth.
●​ The Sun lights up ______ of the Earth and _____ of the Moon at all times.
●​ From Earth, we see ______ phases of the Moon in its orbit around the Earth.
●​ The sides of the Earth and Moon that are shaded black on the diagram are in ___________.
●​ The moon is ___________ when it is appearing _________ every night. We can see ______
of the Moon.
●​ The Moon is ___________ when it is appearing ________ every night. We can see ______
of the Moon.
●​ A ___________ shape is ______ than a half circle and a ___________ shape is _______
than a half circle.

Year 6 – SCN– Term 1 2025/2026​ 71

 Think like a scientist

Observe and describe the phases of the Moon

Method:
● Observe the moon phases simulation viewed from Earth and space demonstrated by the
teacher.
● Identify and record the names of the phases you observe over the one month time simulation
● Collect the data of the phases you see on each day
● Record your data in a table
● Identify a pattern in your results.

Result table
Draw your table here

Year 6 – SCN– Term 1 2025/2026​ 72

 Exercise

1.

Year 6 – SCN– Term 1 2025/2026​ 73

2.

On the diagram:

a) Draw and label the Sun.

b) Label the eight phases of the Moon.

Year 6 – SCN– Term 1 2025/2026​ 74

 Self-evaluation
Needs more Confident to
I can Almost there
work move on
Describe the relative position and
movement of the planets, the Moon and
the Sun in the solar system.
Observe and describe the changes in the
appearance of the Moon over its monthly
cycle.
Use models, including diagrams, to
represent and describe the solar system
and the phases of the Moon.
Practise research, observation over time
and pattern seeking.
Describe patterns in results, including
identifying any results that do not fit the
pattern.
Collect and record observations in a table.

Year 6 – SCN– Term 1 2025/2026​ 75

 Unit 3: Forces and Electricity
3.1 Mass and Weight

Learning Outcomes:
●​ Describe the difference between mass measured in kilograms (kg) and weight
measured in newtons (N)
●​ Explain how gravity affects weight.
●​ States that when gravity changes, weight changes but mass does not.
●​ Use a weighing scale and forcemeter to measure the mass and weight of objects
and practise pattern seeking
●​ Repeat measurements when results do not fit the pattern.
●​ Describe a pattern in results and identify any results that do not fit the pattern.
●​ Make a conclusion from results using scientific understanding.
●​ Present and interpret results using tables

Key vocabulary

astronaut mass weight forcemeter

newton weightlessness rehabilitation satellite

The picture shows an astronaut standing on the Moon.

Discuss these questions with a partner.
1.​ What is a satellite?

2.​ Why is the Moon a natural satellite rather than an

artificial satellite?

3.​ How does the Moon stay in orbit around the Earth?

Year 6 – SCN– Term 1 2025/2026 ​ ​ 76

 Let’s Learn

●​ Sir Isaac Newton, a scientist, was the first person to explain what forces are.
●​ All objects on Earth are attracted towards the centre of the Earth by gravity.
●​ Scientifically, mass and weight are not the same.

Mass Weight
❖​ It is the amount of ________ in an ❖​ It is the force of attraction on an object
object. caused by ________.
❖​ An object’s mass remains the ______ ❖​ An object’s weight _________ depend on
wherever it is. the force of __________.
❖​ Measure in ___________ ( ) using ❖​ The _________ the force of gravity, the
______________ ________ the object’s weight will be.
❖​ Measure in ___________ ( ) using
___________

●​ The force of gravity depends on the ______ of the object.

For example, the Moon's gravitational force is _______ than the Earth's because the
Moon has a ________ mass than the Earth.
●​ Therefore,
Mass ( ) Gravity ( ) Weight ( )

●​ The gravity of Earth is _________. This means a mass of 1 kilogram has a weight of
9.8N on Earth.

Year 6 – SCN– Term 1 2025/2026 ​ ​ 77

 Let’s Ponder

Think like a scientist

Measure the Mass and Weight of Objects

Method:
1.​ Draw a table to record your measurements. You will need
a column for the name of the objects, a column for the
mass of the objects in grams and a column for the weight
of the objects in newtons.

2.​ Place each of the objects on the scale, one at a time.

Record your measurements in your table.

3.​ Hold the forcemeter by the top ring. Put each of the
objects in the plastic bag, one at a time. Hang the bag on
the bottom hook of the forcemeter. Record your
measurements in your table.

Table of Result

Year 6 – SCN– Term 1 2025/2026 ​ ​ 78

Questions

1. Compare the readings on the measuring scale with the readings on the forcemeter.
What pattern do you see?

_______________________________________________________________

_______________________________________________________________

2. Did any of your measurements not fit this pattern? If so, repeat these measurements.

_______________________________________________________________

3. Complete this sentence to make a conclusion about the mass and weight of an object
measured on Earth.

One kilogram of ________________________ has a weight of __________________

on Earth.

4. Imagine you had done this activity on the Moon.

a Would the mass of the objects be the same or different to those measured on
Earth? Explain why.

____________________________________________________________

____________________________________________________________

b Would the weight of the objects be the same or different to those measured on
Earth? Explain why.

____________________________________________________________

____________________________________________________________

Year 6 – SCN– Term 1 2025/2026 ​ ​ 79

 Case Study

Read the article about weightlessness, then answer the questions

When you are in space, the main thing to get used to is zero gravity. The International
Space Station is permanently in orbit around the Earth. Scientists from many countries visit
the Space Station to carry out research in space. The Space Station is attracted by gravity
to the Earth. Its forward motion is just about equal to the speed of its 'fall' toward the Earth.
This means that the astronauts inside the Space Station are not pulled in any particular
direction. Instead, they float, meaning that they have a feeling of weightlessness.

Floating might sound relaxing. But it is not good for your bones and muscles to float for a
long time! Weightlessness causes several systems of the body to relax because it is no
longer fighting the pull of gravity. For example, the astronaut's sense of up and down' gets
confused. Astronauts find it difficult to tell where arms, legs and other parts of the body are.
One astronaut said in an interview, 'The first night in space when I was drifting off to sleep I
suddenly realised that I had lost track of my arms and legs. For all my mind could tell, my
limbs were not there.'

Scientists take the lack of gravity into account when they design spacecraft. When
astronauts do research outside the spacecraft, they need extra handholds and footholds on
the exterior of their spacecraft so that they do not float away.
Astronauts who are in space for weeks or months can have more health problems. Calcium
in their bones is lost through their urine. This causes their bones to weaken. They are more
likely to break their bones if they slip and fall.

The astronauts' muscles become weak. They have to exercise for two hours a day in space
to try to overcome these effects. Exercising is quite difficult to do in such a small space. In
spite of this exercise, after a typical six-month space mission, astronauts need several
months of rehabilitation when they return to Earth. During this period of rehabilitation, they
re-train their bodies to live on Earth and re-build their strength.

Year 6 – SCN– Term 1 2025/2026 ​ ​ 80

Questions

1. What causes weightlessness?

_______________________________________________________________

2. Which force causes the International Space Station to fall towards Earth?

_______________________________________________________________

3. List three ways that weightlessness affects astronauts.

1 ____________________________________________________________

2 ____________________________________________________________

3 ____________________________________________________________

4. How do astronauts manage to work outside the spacecraft?

_______________________________________________________________.

5. Why do astronauts have to exercise every day?

_______________________________________________________________

6. What do you think an astronaut's weight will be in the International Space Station?

_______________________________________________________________

7. What will an astronaut's mass be in the International Space Station?

_______________________________________________________________

Year 6 – SCN– Term 1 2025/2026 ​ ​ 81

 Exercise

1.

2. Complete these sentences about mass and weight:

Mass is the amount of _________ in an object.

Weight is the amount of ___________ on an object caused by the force of _______.

3.

Year 6 – SCN– Term 1 2025/2026 ​ ​ 82

 4.

5.

6.

Year 6 – SCN– Term 1 2025/2026 ​ ​ 83

 7.

Year 6 – SCN– Term 1 2025/2026 ​ ​ 84

 Self-evaluation

Needs more Confident to

I can Almost there
work move on
Describe the difference between mass
measured in kilograms (kg) and weight
measured in newtons (N)
Explain how gravity affects weight.

States that when gravity changes, weight

changes but mass does not.
Use a weighing scale and forcemeter to
measure the mass and weight of objects
and practise pattern seeking
Repeat measurements when results do not
fit the pattern.
Describe a pattern in results and identify
any results that do not fit the pattern.
Make a conclusion from the results using
scientific understanding.
Present and interpret results using tables

Year 6 – SCN– Term 1 2025/2026 ​ ​ 85

3.2 The Effect of Forces

Learning Outcomes:
●​ Use force diagrams to show the name, size and direction of forces acting on an
object.
●​ Investigate, observe and describe the effect of different forces on an object at rest
and in motion.

Key vocabulary

astronaut mass weight forcemeter

newton weightlessness rehabilitation satellite

1.​ The bicycle is moving forward at a constant speed. What forces are acting on it? Draw
arrows on the picture to represent the forces.

2.​ Under what conditions will the bicycle speed up?

Year 6 – SCN– Term 1 2025/2026 ​ ​ 86

 Let’s Learn

Type of forces

Make objects move away

Make objects come closer
Occurs in the opposite direction to movement
The forward force produced when something is moving
Air particles push an object against the direction of falling
Water particles push an object against the direction of
moving forward
A force of attraction on an object towards the centre of the
Earth
Attract or repels an object depending on the poles of
magnets
Force that any surface exerts on any other object

Let’s Ponder

Can you draw examples of different forces?

Year 6 – SCN– Term 1 2025/2026 ​ ​ 87

Force diagram
●​ A model to represent the _______ acting on an object.
●​ Each arrow shows the ___________ of a force.
●​ The ________ of the arrow shows the _______ of the force.
●​ The _________ the arrow, the ________ the size of the force.
●​ Each arrow should be labelled with the ______ of the force.

When there are ________ forces acting on When forces are_______ , an object will
an object, it will stay at _____. ____________.

Effects of forces
A force acting on an object can cause the object to ___________ its _________or
____________, to start _______________, to ______________moving, or to go faster or
slower.

Year 6 – SCN– Term 1 2025/2026 ​ ​ 88

 Exercise

1.

Year 6 – SCN– Term 1 2025/2026 ​ ​ 89

Year 6 – SCN– Term 1 2025/2026 ​ ​ 90
 2. Write down alongside each picture how the soccer ball is affected by forces applied to
it.

Year 6 – SCN– Term 1 2025/2026 ​ ​ 91

Year 6 – SCN– Term 1 2025/2026 ​ ​ 92
 3. Draw a force diagram in the space to show the two forces that affect the soccer ball
when it is resting on the ground.

Year 6 – SCN– Term 1 2025/2026 ​ ​ 93

 Self-evaluation

Needs more Confident to

I can Almost there
work move on
Use force diagrams to show the name,
size and direction of forces acting on an
object.
Investigate, observe and describe the
effect of different forces on an object at
rest and in motion.

Year 6 – SCN– Term 1 2025/2026 ​ ​ 94

 Reference

1.​ Baxter, F & Dilley, L. (2021). Cambridge primary science: Learner’s Book 6 (2nd
ed.) Cambridge University Press.
2.​ Baxter, F & Dilley, L. (2021). Cambridge primary science: Workbook 6 (2nd ed.)
Cambridge University Press.

Year 6 – SCN– Term 1 2025/2026 ​ ​ 95