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Introduction
The unit 'Magnets and springs' gave # an experience of difference forces, including attraction and repulsion between magnets, compression and stretching of springs and stretching of elastic bands. ^ learnt that forces have direction and can vary in size. ^ also learnt which materials are attracted to magnets.~ experimental and investigative work focused on * making ~ own simple predictions, planning what evidence ^ needed to collect,  interpreting ~ evidence and using it to draw ~ own conclusions. The work in this unit also offered * many opportunities to relate ~ scientific knowledge to everyday things around * e.g. magnets for toys and household appliances. ^ has also discussed ways of sorting materials for recycling.
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Exploring
Section 2: Exploring magnets

^ was given a magnet of unfamiliar shape or with unlabelled ends. ^ could demonstrate how it was attracted to, or repelled by, another magnet.
^ is able to generalise about what happens when magnets are put near one another or together, using the appropriate scientific terms eg attract, repel. 


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Materials
Section 3: Finding magnetic materials

^ was able to classify a range of materials, including metals e.g. gold, copper, aluminium, as magnetic or non-magnetic. ^ was able to explain how ~ work had enabled * to do this.
^ was able to make a generalisation about magnetic behaviour e.g. iron is magnetic but other metals aren't, materials that aren't metals aren't magnetic, only some metals are magnetic.
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Uses
Section 4: Uses of magnets

^ was able to describe and explain how magnets can be used eg in recycling, you can sort iron from other things because it is magnetic.
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Behaviour
Section 5: Behaviour of magnets

^ was able to explain how ~ test was fair e.g. using the same size paper clips or the same magnet each time.
^ was able to make accurate observations or measurements e.g. of the number of paper clips picked up or of the distance between the magnet and the paper clips.
^ has explained what ~ results show.
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Springs
Section 6: Uses of springs & Section 7: Compressing and stretching springs

^ has named a variety of examples which use springs e.g. stapler, mattresses, chairs, retractable pens. 

^ can describe the pushing and pulling effects of a elastic band or spring.
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Elastic bands
Section 8: Testing elastic bands
Children:

^ was able to make a prediction e.g. I think if I stretch the band more, it will go further.
^ has made comparisons eg when I used a big force it went further and identify patterns eg the more I stretched it, the further it went.
# could explain that the more the band is stretched, the bigger the force e.g. when I pulled the band a long way out, the car went further because there was a big push on it.
"