Overview

This is the first in a series of three 30-minute lessons designed for Year 6 students. The lessons align with the National Curriculum for England's Science programme of study, specifically focusing on Electricity (KS2, Years 5 & 6). This lesson and subsequent lessons progress skills from observing simple circuits to understanding components and finally representing circuits diagrammatically.

National Curriculum Links

• Pupils should be taught to:
  • Associate the brightness of a bulb or the volume of a buzzer with the number and voltage of cells used in the circuit.
  • Recognise that a switch opens and closes a circuit and associate this with whether or not a lamp lights in a simple series circuit.
  • Use recognised symbols when representing a simple circuit in a diagram.

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Lesson 1: Increasing Brightness

WALT

• We Are Learning To explain how adding more batteries affects the brightness of bulbs in a circuit.

Success Criteria

• I can describe what happens to the brightness of the bulb when I add more batteries.
• I can construct simple circuits with one or more batteries and bulbs.
• I can make predictions about what will happen before testing the circuits.

Resources Needed

• 2+ bulbs (small, low voltage)
• Bulb holders
• Battery holders with terminals
• 1.5V batteries (AA type)
• Connecting wires with crocodile clips
• Simple worksheet with pictures and fill-in-the-blank sentences (dyslexia-friendly font such as OpenDyslexic, with visuals)
• Whiteboard or flip-chart

Lesson Structure

1. Starter - Hook (5 minutes)

• Show a simple circuit with one battery and one bulb. Ask:
  • “What do you think will happen if I add another battery?”
  • Use a bulb analogy: “More batteries are like more energy pushing through the circuit.”
• WALT and success criteria displayed visually on the board with icons for each.

2. Activity - Exploration (15 minutes)

• Hands-on group work (groups of 4-5):
  • Build a circuit with one battery and one bulb. Observe brightness.
  • Add a second battery and observe changes. (Encourage recording responses on worksheet - sentence starters provided.)
  • Discuss: "Why is the bulb brighter with more batteries?"
• Encourage predictions before testing which develops scientific enquiry.
• Teacher circulates, uses questioning:
  • “What’s different about the bulb now?”
  • “Why do you think adding a battery changes the brightness?”

3. Plenary - Recap & Reflect (10 minutes)

• Groups share findings. Teacher uses correct scientific vocabulary: "voltage," "current," "energy."
• Use a simple diagram showing batteries in series and bulb brightness increasing visually.
• Class discusses: “What did we learn today?”
• Collect worksheet submissions (or photos) to assess understanding.

Differentiation

• Support: Visual aids and sentence starters; paired work encouraged.
• Mainstream: Standard instructions with exploratory task.
• Challenge: Investigate what happens if bulbs are changed or more batteries are added.
• Dyslexia-friendly: Worksheets use dyslexia-friendly font, bullet points, and visuals; instructions read aloud.

Extension for Advanced Learners

• Investigate different arrangements (series vs parallel battery setups) and hypothesise which will make the bulb brighter and why — linking to flow of current and voltage concepts.
• Write a short explanation using scientific vocabulary.

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Lesson 2: Circuit Components

WALT

• We Are Learning To describe why parts of a circuit might work differently, such as why a bulb is dim or a switch stops the electricity.

Success Criteria

• I can identify and explain different parts of a circuit (bulbs, switches, batteries).
• I can explain reasons for a bulb being dim or not lighting.
• I can show how a switch controls the circuit.

Resources

• Circuit kits (bulbs, switches, batteries, wires)
• Circuit fault cards (e.g. loose wire, bulb blown)
• Worksheets with labelled circuit diagrams (dyslexia-friendly format)
• Whiteboard

Lesson Structure

1. Starter - Recap (5 minutes)

• Recap previous lesson’s findings on battery numbers and bulb brightness.
• Show a switch in a circuit and ask: “What do you think happens when we open the switch?”

2. Activity - Practical investigation (15 mins)

• Circuit faults and switches:
  • In small groups, students build circuits that:
    • Have a bulb that is dim (e.g., one battery and two bulbs in series).
    • Have a switch to open and close the circuit.
    • Contain deliberate ‘faults’ to investigate why bulb may not light (loose wire, bulb removed).
  • Pupils diagnose faults and discuss effects.
• Teacher prompts with questions:
  • “Why is this bulb dimmer than the last one?”
  • “What happens when the switch is open?”
  • “How does electricity flow change here?”

3. Plenary - Group reflection (10 mins)

• Groups present one fault and explain the impact on the circuit.
• Teacher reinforces language: “open/closed switch,” “series circuits,” “current,” “circuit break.”
• Complete worksheet with fill-in-the-blanks summarising their findings with visuals.

Differentiation

• Support: Guided fault detection, sentence starters, peer support.
• Mainstream: Independent fault finding and explanation.
• Challenge: Investigate and explain differences in brightness with series vs parallel bulbs.
• Dyslexia-friendly: Use symbols and pictures next to keywords, clear font, oral instructions.

Extension for Advanced Learners

• Research and present how switches vary (e.g. single-pole, double-pole switches) and their uses in everyday devices.
• Create a mini poster showing different circuit faults and solutions.

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Lesson 3: Circuit Symbols

WALT

• We Are Learning To draw simple electrical circuits using the correct scientific symbols.

Success Criteria

• I can recognise and name the symbols for battery, bulb, wire, switch, and buzzer.
• I can accurately draw a simple circuit diagram from a practical circuit.
• I can label the circuit components correctly.

Resources

• Symbol chart with circuit symbols (large print, dyslexia-friendly)
• Worksheets with blank circuit diagrams for completion
• Sets of components for reference (bulb, battery, switch)
• Whiteboard

Lesson Structure

1. Starter - Symbols introduction (5 minutes)

• Show images of components and corresponding symbols.
• Discuss why scientists use symbols (clear, simple, universal).
• WALT and success criteria displayed visually.

2. Activity - Drawing circuits (15 minutes)

• Pupils build a simple circuit with battery, bulb, and switch.
• Using the symbol chart, pupils draw the diagram of their circuit.
• Label components and wiring accurately.
• Peer assessment: exchange diagrams and check for accuracy and clarity.

3. Plenary - Review and reinforce (10 minutes)

• Display a few student diagrams on the board.
• Discuss common errors and tips to improve.
• Pupils summarise what they learnt and write their own learning statement.

Differentiation

• Support: Tracing symbols, labelled templates, paired tasks.
• Mainstream: Independent drawing from real circuits.
• Challenge: Create circuit diagrams for circuits with more components (e.g., two bulbs in series, switch, buzzer).
• Dyslexia-friendly: Clear, high-contrast symbol charts, use coloured pencils for clarity.

Extension for Advanced Learners

• Introduce other standard circuit symbols (resistor, capacitor) and let pupils create their own circuits using a wider range of components.
• Design a simple circuit on paper to power multiple bulbs and switches, then explain the arrangement.

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Assessment & Evaluation

• Formative assessment throughout via questioning and worksheet checks.
• Peer and self-assessment activities for diagrams and explanations.
• Observation of practical tasks for engagement and understanding.
• Outcomes aligned with NC statements on Electricity for Years 5 & 6.

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Additional Teacher Tips

• Use real-life examples (torches, remote controls) to link circuits to everyday life.
• Encourage use of scientific vocabulary orally and in writing.
• Provide extra support for fine motor skills if needed (using larger components or Velcro connections).
• Use multi-sensory approaches: visual symbols, kinesthetic construction, and verbal explanations.

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This three-lesson sequence promotes inquiry, practical skills, conceptual understanding, and scientific communication, with clear differentiation and dyslexia-friendly adaptations that ensure accessibility and engagement for all learners.