PERSONALISED IGCSE PATHWAY (PIP) PROGRAM
SUBJECT OVERVIEW
Term 1 | Year 2025/2026
Subject Primary Year 4 Science
Time Frame 2 September 2025 - 12 December 2025
Structure 240 minutes per week
Topics/Skills Covered
Unit 1 : Living Things
● Bones and skeletons
● Why do we need a skeleton
● Skeletons and movements
● Different kinds of skeletons
● Medicines and infectious diseases
Unit 2 : Energy
● Energy around us
● Energy transfers
● Energy changes
● Energy and living things
Thinking and Working Scientifically
● Models and representations
● Scientific enquiry
● Practical work
Learning Outcomes
Students will be able to:
Unit 1 : Living Things
● identify some of the important bones in the human body;
● describe some of the important functions of skeletons;
● understand that we grow because our skeleton grow;
● know that bones move because pairs of muscles that are attached to them contract and relax;
● explain how muscles work in pair;
● describe how movement keeps the body healthy.
Unit 2 : Energy
● know that energy is present in all matter and in sound, light and heat;
● know that energy is required for any movement or action to happen;
● know that energy cannot be made, lost, used up or destroyed but it can be transferred;
● know that not all energy is transferred from one object to another, but often some energy during
a process can be transferred to the surrounding environment and this can be detected as sound,
light or temperature increase;
● describe how energy change;
● explain why living things need energy;
● know that plants and animals need energy to grow, live and be healthy, and plants get their
energy from light while animals get their energy from eating plants or other animals;
● describe food chains as being made of producers and consumers, and classify consumers as
herbivores, omnivores, carnivores, predators and/or prey.
Thinking and Working Scientifically
● make a model of a skeleton;
● take measurements in standard units, describing the advantage of standard units over
non-standard units;
● use models to show how muscles work;
● use keys to identify living things;
● use secondary information sources to research an answer to a question;
● make a prediction describing some possible outcomes of an enquiry;
● identify whether results support or do not support a prediction;
● use observations and tests to sort, group and classify objects;
● draw a diagram to represent a real world situation and/or scientific idea;
● collect and record observations and/or measurements in tables and diagrams;
● ask scientific questions that can be investigated;
● make a conclusion from the results and relate it to the scientific question being investigated.
● carry out practical work safely;
● identify risks and explain how to stay safe during practical work.
● dDescribe simple patterns in results;
● present and interpret results using tables, bar charts and dot plots;
● make drawings of the food chain to show energy transfers between living things.
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 Living Things
1.1 The Circulatory System
Learning Outcomes:
● Identify some of the important bones in the human body
● Make a model of a skeleton
Key vocabulary
bone jaw skeleton skull
hip model rib cage spine
1. What is a skeleton?
_______________________________________________________________
_______________________________________________________________
2. What is a skeleton made of?
_______________________________________________________________
_______________________________________________________________
3. What type of animal do you think the skeleton comes from?
_______________________________________________________________
_______________________________________________________________
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Let’s Learn
What is a Skeleton?
Learning outcomes:
● People and many animals have bones inside their bodies.
● These bones are joined together to form a skeleton.
● A skeleton is a strong frame that supports our body from the inside.
● The image shows a skeleton of a dinosaur
The human skeleton
Our skeletons are made of 206 bones in different sizes and shapes.
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Question Time!
1. Why must skeletons be hard and strong?
_______________________________________________________________
_______________________________________________________________
2. Why do you think the bones of your skeleton are in different shapes and sizes?
_______________________________________________________________
_______________________________________________________________
3. List the names of the bones you have learned previously.
_______________________________________________________________
_______________________________________________________________
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Think like a scientist
Make a model of skeleton
1. Plan how you will use recycling materials such as drinking straws, pasta, and modeling
clay to make a model of a human skeleton
2. Paste the materials on a paper, creating a skeleton, then label the bones
Planning:
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Exercise
1.1 Bones and Skeletons
Focus
1. Use the words in the word box to label the skeleton
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Practice
1. What are the bones of the head called?
_______________________________________________________________
_______________________________________________________________
2. What are the bones of the chest called?
_______________________________________________________________
_______________________________________________________________
3. What is the row of bones in our back called?
_______________________________________________________________
_______________________________________________________________
4. Name the bone that moves when we chew food.
_______________________________________________________________
_______________________________________________________________
Challenge
1. Match the skeletons with the animals they come from.
Write the letter of each skeleton next to the name of the animal it comes from.
Animal Skeleton
Bird
Rabbit
Frog
Crocodile
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2. Name the parts on Skeleton A.
W is the: ________________________________________________________
X is the: ________________________________________________________
Y is the: ________________________________________________________
Z is the: ________________________________________________________
Self-evaluation
1.1 Bones and Skeletons
I can name and point out the different types of bones in my body.
I can make a model of skeleton
Year 4 – SCN– Term 1 2025/2026 7
1.2 Why we need skeletons
Learning Outcomes:
● Describe some of the important functions of skeletons
● Understand that we grow because our skeleton grow
● Measure the length of bones using standard units
● Describing the advantage of standard units over non-standard units.
Key vocabulary
function muscles protect
length organ support
1. What is the role of a skeleton?
_______________________________________________________________
_______________________________________________________________
2. Think of some reasons why we need a skeleton?
_______________________________________________________________
_______________________________________________________________
3. Name any of the parts inside your body that you know of
_______________________________________________________________
_______________________________________________________________
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Let’s Learn
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Question Time!
1. How does skeleton protect our brain?
_______________________________________________________________
_______________________________________________________________
2. Which organs does the rib cage protect?
_______________________________________________________________
_______________________________________________________________
3. Why do we need strong bones?
_______________________________________________________________
_______________________________________________________________
4. Explain how skeletons help us move.
_______________________________________________________________
_______________________________________________________________
Think like a scientist
Measuring bone lengths
1. Work with a partner by using a measuring tape.
2. Measure the length, from end to end, of each other:
- Upper arm bone
- Upper leg bone
- Lower leg bone
3. Record the measurements in the table below.
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4. Whose bones were longer?
_______________________________________________________________
5. Predict what you think the length of a teenager’s bone would be? Explain why.
_______________________________________________________________
_______________________________________________________________
Exercise
1.2 Why we need a skeletons
Focus
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Practice
Read the text about skeletons and answer questions about what you have read.
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Challenge
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Self-evaluation
Describe some of the important functions of skeletons.
Understand that we grow because our skeleton grows.
Measure the length of bones using standard units.
Describing the advantage of standard units over non-standard units.
Collect and record data in a table.
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1.3 Skeletons and movements
Learning outcomes:
● Know that bones move because pairs of muscles that are attached to
them contract and relax.
● Explain how muscle work in pair
● Describe how movement keep body healthy
● Use models to show how muscle work
Key vocabulary
contract relax muscle
1. Name some of the ways in which our body can move.
________________________________________________________________
2. How does our skeleton help our body to move?
________________________________________________________________
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Let’s Learn
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Think like a scientist
Make a model of arm muscles
1. Cut two equal lengths of card about 20 cm long. For each piece of card,make a
hole about 5 cm away from one end using the point of the scissors.
2. Put the card pieces on top of each other with the hole! lined up. Push the
paper fastener through the holes to join the two pieces of card. This is your
arm.
3. Staple the longer elastic band to the inside of. The upper and lower 'bones' of the
card arm.
4. Staple the shorter elastic band to the outside of the upper and lower 'bones' of the card
arm. The elastic bands should be tight but not pulling
Question Time!
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Exercise
1.3 Skeleton and movements
Focus
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Practice
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Challenge
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Self-evaluation
Know that bones move because pairs of muscles that are attached to them
contract and relax.
Explain how muscle work in pair
Describe how movement keep body healthy
Use models to show how muscle work
Year 4 – SCN– Term 1 2025/2026 23
1.4 Different kind of skeletons
Learning outcomes:
● Know that some animals have an exoskeleton.
● Identify vertebrates as animals with a backbone and invertebrates as animals
without a backbone.
● Use keys to identify objects, materials and living things.
Key vocabulary
exoskeleton invertebrate vertebrate
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Let’s Learn
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Identification key
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Think like a scientist
Identify vertebrates and invertebrates
Look at the pictures of the animals. Some of the animals are vertebrates and some are
invertebrates.
Use the key to identify and name the animals in the picture.
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Question.
1. Which animals in the key are vertebrates?
_______________________________________________________________________
2. Which animals in the key are invertebrates?
_______________________________________________________________________
3. There are five groups of vertebrates. Can you name the five groups?
_______________________________________________________________________
_______________________________________________________________________
Exercise
1.4 Different kind of skeletons
Focus
1. Look at the pictures. Which of the animals has a skeleton inside their body?
Put a tick (✓) in the box below the picture of each animal that has a skeleton inside its
body.
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Practices
1. Look at the pictures of some invertebrates. Use the identification key to identify each
animal. Write the animal's name next to the correct letter from the key.
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Challenge
1. Write questions to complete the key to identify the animals in the pictures. We have
written the first question for you.
Self-evaluation
Know that some animals have an exoskeleton
Identify vertebrates as animals with a backbone and invertebrates as animals
without a backbone.
Use keys to identify living things.
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1.5 Medicines and infectious diseases
Learning outcomes:
● Know that medicines can be used to treat some illnesses, and describe how to
use them safely.
● Know that plants and animals can have infectious diseases, and vaccinations
can prevent some infectious diseases of animals
● Use secondary information sources to research an answer to a question.
● State that vaccination can prevent some disease in people and animals.
Key vocabulary
germs medicines prevent infectious disease vaccinations
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Let’s Learn
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Think like a scientist
Research information about vaccinations
Vaccinations can prevent some infectious diseases in people.
Do some research to find out the following information about vaccination.
Exercise
Focus
1. Mark each of these statements as either true (/) or false (x).
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Practice
1. Find six ways we take medicines in the word grid.
Circle your answer.
On the grid, some words are written from left-to-right, and some words are written from
top and bottom.
1. Which type of medicine in the word grid can prevent an illness?
_______________________________________________________________________
2. Which type of medicine in the word grid can help a person who has breathing
problems?
_______________________________________________________________________
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Challenge
Self-evaluation
Know that medicines can be used to treat some illnesses,
and describe how to use them safely.
Know that plants and animals can have infectious diseases, and vaccinations
can prevent some infectious diseases of animals.
Use a secondary source to research answers to questions.
State that vaccination can prevent some disease in people and animals.
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Check Your Progress
1.
Year 4 – SCN– Term 1 2025/2026 40
2. Look at the drawing and answer the questions.
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
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3. Look at the picture of a rabbit skeleton and answer the question.
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
4. Decide whether each statement is True or False.
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Unit 2 Energy
2.1 Energy around us
Learning outcomes:
● Know that energy is present in all matter and in sound, light and heat.
● Make a prediction describing some possible outcomes of an enquiry.
● Know that energy is required for any movement or action to happen.
● Identify whether results support, or do not support, a prediction.
Key vocabulary
energy predict wind vibrations sound
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Let’s Learn
Question Time!
1. Look at the picture. Where is the energy in each picture?
_______________________________________________________________________
_______________________________________________________________________
2. What type of energy each picture shows? Label below the picture.
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What is energy?
We know that everything has energy. We can’t always see energy but we can observe the
things energy does. Energy makes this move. All moving things have energy. Energy also
makes things change. For example, a moving ball can break a window.
We can think of energy as anything that can cause movement or carry out an action. We
need energy for everything we do.
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Think like a scientist
Demonstrate what energy does
Question
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Exercise
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2. Energy makes things change. In each of the pictures, state how energy changes things.
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2. Sofia threw a ball to Zara. The ball fell to the ground before it reached Zara.
Self-evaluation
Know that energy is present in all matter and in sound, light and heat.
Make a prediction describing some possible outcomes of an enquiry.
Know that energy is required for any movement or action to happen.
Identify whether results support, or do not support, a prediction.
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2.2 Energy transfer
Learning outcomes:
● Know that energy cannot be made, lost, used up or destroyed but it can be
transferred.
● Know that not all energy is transferred from one object to another, but often some
energy during a process can be transferred to the surrounding environment and
this can be detected as sound, light or temperature increase.
● Draw a diagram to represent a real world situation and/or scientific idea.
● Collect and record observations and/or measurements in tables and diagrams.
● Ask scientific questions that can be investigated.
● Make a conclusion from results and relate it to the scientific question being
investigated.
● Carry out practical work safely.
● Identify risks and explain how to stay safe during practical Describe simple patterns in
results.
Key vocabulary
energy transfer conclusion absorb change release
1. What type of energy does a moving ball have?
_______________________________________________________________________
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2. Where does the energy come from to make the ball move?
_______________________________________________________________________
3. Do objects that are not moving have energy? Give an example.
_______________________________________________________________________
Let’s Learn
Energy can move
Energy can be only transferred
❖ Energy can be transferred from any object that contains energy.
❖ Think about the sun. It gives off heat energy and light energy. That energy is transferred
through space to the earth so we have heat and light.
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Question Time!
Think like a scientist
Observe energy transfer
1. Put a small amount of petroleum jelly on the handle of a teaspoon.
2. Push the bead into the petroleum jelly on the spoon.
3. Your teacher will pour hot water into the beaker. Put the spoon in the beaker.
4. Observe what happens to the bead. Why does this happen?
_______________________________________________________________________
5. Draw an energy change for the energy transfer that took place.
_______________________________________________________________________
Year 4 – SCN– Term 1 2025/2026 52
6. Suggest a question that you have investigated in this experiment.
_______________________________________________________________________
7. Use your question to create a conclusion to say what you found about energy transfers.
_______________________________________________________________________
Exercise
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a. Draw a dot-to-dot graph of the results
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Self-evaluation
Know that energy cannot be made, lost, used up or destroyed but it can be
transferred.
Know that not all energy is transferred from one object to another, but often
some energy during a process can be transferred to the surrounding
environment and this can be detected as sound, light or temperature
increase.
Draw a diagram to represent a real world situation and/or scientific idea.
Collect and record observations and/or measurements in tables and
diagrams.
Ask scientific questions that can be investigated.
Make a conclusion from results and relate it to the scientific question being
investigated.
Carry out practical work safely.
Identify risks and explain how to stay safe during practical Describe simple
patterns in results.
Year 4 – SCN– Term 1 2025/2026 57
2.3 Energy changes
Learning outcomes:
● Know that energy cannot be made, lost, used up or destroyed but it can be
transferred.
● Describe how energy changes.
● Observe the energy change from one form to another form
Key Vocabulary
destroy electrical appliances electrical changes
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Let’s Learn
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Exercise
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Challenge
Read the sentences and then answer the questions.
a. Why does Vikal rub his hand together?
_________________________________________________________________
b. Draw an energy chain to show the energy change when he does this?
_________________________________________________________________
c. Describe the energy change that makes the light work.
_________________________________________________________________
d. Draw an energy chain to show the energy changes that happen in the teacher’s
computer.
_________________________________________________________________
e. Where does Vikal get energy from to play football?
_________________________________________________________________
f. Draw an energy chain of the energy changes that allow Vikal to kick the ball.
_________________________________________________________________
g. Name the form of energy that tells Vikal that break has ended.
_________________________________________________________________
Year 4 – SCN– Term 1 2025/2026 63
Self-Evaluation
Know that energy cannot be made, lost, used up or destroyed but
it can be transferred.
Describe how energy changes.
Observe the energy change from one form to another form
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2.4 Energy and living things
Learning outcomes:
● Explain why living things need energy.
● Know that plants and animals need energy to grow, live and be healthy, and plants get
their energy from light while animals get their energy from eating plants or other
animals.
● Describe food chains as being made of producers and consumers, and classify
consumers as herbivores, omnivores, carnivores, predators and/or prey.
● Make drawings of the food chain to show energy transfers between living things.
Key Vocabulary
carnivore omnivore herbivore food chain
prey producer consumer grow
1. Why do our bodies need energy?
_________________________________________________________________
2. Do all living things need energy?
_________________________________________________________________
3. Where do living things get their energy from?
_________________________________________________________________
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Let’s Learn
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Question Time!
1. Why are plants called producers?
_________________________________________________________________
2. Why are animals called consumers?
_________________________________________________________________
3. What is the difference between predator and prey?
_________________________________________________________________
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Question Time!
Think like a scientist
Drawing food chains
1. Put the living things in the right order to make a food chain.
Draw the food chain
a. Tomato, cat and bird
b. Frog, grasshopper, snake and rice plant
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Exercise
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Self-evaluation
Explain why living things need energy.
Know that plants and animals need energy to grow, live and be healthy, and
plants get their energy from light while animals get their energy from eating
plants or other animals.
Describe food chains as being made of producers and consumers, and
classify consumers as herbivores, omnivores, carnivores, predators
and/or prey.
Make drawings of the food chain to show energy transfers between living things.
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Check Your Progress
1. Match the words from column A to its meaning in column B.
2. Identify the energy changes in each picture.
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3. Write these food chains so that the living things are in correct order.
4. Name three predators and their prey from the living things in question 3.
_________________________________________________________________
_________________________________________________________________
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Reference
1. Baxter, F., Board, J., Cross, A., & Dilley, L. (2021). Cambridge Primary Science Stage 4
Learner’s Book. Cambridge University Press.
2. Baxter, F., Board, J., Cross, A., & Dilley, L. (2021). Cambridge Primary Science Stage 4 Work
Book. Cambridge University Press.
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