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Forces and Magnets

Pupils should be taught to:
• compare how things move on different surfaces;
• notice that some forces need contact between two objects, but magnetic forces can act at a distance;
• observe how magnets attract or repel each other and attract some materials and not others;
• compare and group together a variety of everyday materials on the basis of whether they are attracted to a magnet, and identify some magnetic materials;
• describe magnets as having two poles;
• predict whether two magnets will attract or repel each other, depending on which poles are facing.

Y3 Forces and Magnets

Resource Details

A PowerPoint presentation used to introduce the scientific understanding and theories surrounding simple forces and magnets. The PowerPoint can be used at the beginning of the topic or during it to stimulate scientific discussions, ideas and theories.

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Y3 Magnetic or Non-Magnetic Materials?

Resource Details

Pupils look at a range of materials and predict whether or not they are attracted to magnets. Pupils then use a magnet to investigate their predictions.

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Learning Objectives:

  • PoS - compare and group together a variety of everyday materials on the basis of whether they are attracted to a magnet, and identify some magnetic materials
  • NaG - sort materials into those that are magnetic and those that are not
  • WS - set up simple practical enquiries, comparative and fair tests using straightforward scientific evidence to answer questions or to support findings;

Y3 Using Magnets

Resource Details

Pupils look at the images of the magnets being used to carry out a variety of jobs. They cut these images out, paste them into their books and match them with a sentence that explains how the magnets are being used.


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Learning Objectives:

  • POS - notice that some forces need contact between two objects, but magnetic forces can act at a distance
  • NaG - pupils should explore the behaviour and everyday uses of different magnets
  • WS - pupils should use straightforward scientific evidence to answer questions or to support their findings

Y3 Testing Magnets

Resource Details

Pupils are set the challenge of designing an investigation to find out which magnet, from a choice of three (or more) produces the strongest magnetic force. They plan, predict, carry out and draw conclusions from their investigation.


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Learning Objectives:

  • POS - notice that some forces need contact between two objects, but magnetic forces can act at a distance
  • NaG - pupils should explore the strengths of different magnets and finding a fair way to compare them
  • WS - pupils should set up simple practical enquiries, comparative and fair tests; use straightforward scientific evidence to answer questions or to support their findings; gather, record, classify and present data in a variety of ways to help in answering questions

Y3 School Investigation: Magnetic Materials

Resource Details

Pupils explore items in and around their classroom to find out which items and materials are attracted to magnets e.g. door handles, fire extinguishers etc. They discuss their findings and share any conclusions.


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Learning Objectives:

  • POS - compare and group together a variety of everyday materials on the basis of whether they are attracted to a magnet, and identify some magnetic materials
  • NaG - pupils should sort materials into those that are magnetic and those that are not
  • WS - pupils should set up simple practical enquiries, comparative and fair tests; use straightforward scientific evidence to answer questions or to support their findings; gather, record, classify and present data in a variety of ways to help in answering questions

Y3 Magnetic Materials Investigation Table

Resource Details

Pupils are given a range of objects and predict whether or not they will be attracted to a magnet. Pupils test their predictions and record their results into a results table.


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Learning Objectives:

  • POS - compare and group together a variety of everyday materials on the basis of whether they are attracted to a magnet, and identify some magnetic materials
  • NaG - pupils should sort materials into those that are magnetic and those that are not
  • WS - pupils should set up simple practical enquiries, comparative and fair tests; use straightforward scientific evidence to answer questions or to support their findings; gather, record, classify and present data in a variety of ways to help in answering questions

Y3 Magnetic Fields

Resource Details

Pupils learn that we can see how the invisible forces of magnets work by using iron filings to help reveal the magnetic fields being produced by each magnet.


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Learning Objectives:

  • POS - notice that some forces need contact between two objects, but magnetic forces can act at a distance; describe magnets as having two poles
  • NaG - pupils should explore the behaviour and everyday uses of different magnets
  • WS - pupils should set up simple practical enquiries, comparative and fair tests; identify differences, similarities or changes related to simple scientific ideas and processes; make systematic and careful observations

Y3 Magnet Olympics

Resource Details

Pupils select three different magnets and make predictions relating to which one they think is the strongest. Pupils then complete a series of magnetic tasks/competitions to test their predictions.


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Learning Objectives:

  • POS - notice that some forces need contact between two objects, but magnetic forces can act at a distance
  • NaG - pupils should explore the strengths of different magnets and find a fair way to compare them
  • WS - pupils should set up simple practical enquiries, comparative and fair tests; gather, record, classify and present data in a variety of ways to help in answering questions

Y3 Are all Metals Magnetic?

Resource Details

Pupils investigate if all metals are magnetic. They gather together a selection of items made from metal (or containing metal), make predictions and then test each metal item to see if it attracts a magnet.



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Learning Objectives:

  • POS - compare and group together a variety of everyday materials on the basis of whether they are attracted to a magnet, and identify some magnetic materials
  • NaG - pupils should sort materials into those that are magnetic and those that are not
  • WS - pupils should set up simple practical enquiries, comparative and fair tests; use straightforward scientific evidence to answer questions or to support their findings; gather, record, classify and present data in a variety of ways to help in answering questions

Y3 Investigating Magnetic Materials

Resource Details

Pupils predict whether or not a number of everyday items and objects will be attracted to a magnet. After making their predictions pupils complete an investigation to see if these were correct or not. Pupils also look at how magnets can be used.


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Learning Objectives:

  • POS - compare and group together a variety of everyday materials on the basis of whether they are attracted to a magnet, and identify some magnetic materials
  • NaG - pupils should sort materials into those that are magnetic and those that are not
  • WS - pupils should set up simple practical enquiries, comparative and fair tests; use straightforward scientific evidence to answer questions or to support their findings; gather, record, classify and present data in a variety of ways to help in answering questions

Y3 Magnetic Materials?

Resource Details

Pupils look at a range of items and objects, these include a simple bar magnet. They have to think about the possible scientific question that they could be being asked. Pupils then plan an investigation in order to answer this question.


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Learning Objectives:

  • POS - compare and group together a variety of everyday materials on the basis of whether they are attracted to a magnet, and identify some magnetic materials
  • NaG - pupils should sort materials into those that are magnetic and those that are not
  • WS - pupils should set up simple practical enquiries, comparative and fair tests; use straightforward scientific evidence to answer questions or to support their findings; gather, record, classify and present data in a variety of ways to help in answering questions

Y3 Magnetic Attraction

Resource Details

Pupils predict then investigate which common, everyday materials and items are magnetic. They record their predictions and results into a table. Pupils record and discuss what they find out.

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Learning Objectives:

  • POS - compare and group together a variety of everyday materials on the basis of whether they are attracted to a magnet, and identify some magnetic materials
  • NaG - pupils should sort materials into those that are magnetic and those that are not
  • WS - pupils should set up simple practical enquiries, comparative and fair tests; use straightforward scientific evidence to answer questions or to support their findings; gather, record, classify and present data in a variety of ways to help in answering questions

Y3 Attract or Repel (black and White)?

Resource Details

Pupils investigate magnets and learn that they have two ends that we call poles. One end is the magnetic north pole (N) and the other is the magnetic south pole (S). Pupils investigate what happens when these poles are positioned together and learn that magnets, depending on their arrangement of poles, can either attract or repel each other.

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Learning Objectives:

  • POS - notice that some forces need contact between two objects, but magnetic forces can act at a distance; observe how magnets attract or repel each other and attract some materials and not others; describe magnets as having two poles; predict whether two magnets will attract or repel each other, depending on which poles are facing
  • NaG - pupils should look for patterns in the way that magnets behave in relation to each other and what might affect this
  • WS - pupils should set up simple practical enquiries, comparative and fair tests; use straightforward scientific evidence to answer questions or to support their findings; gather, record, classify and present data in a variety of ways to help in answering questions

Y3 Attract or Repel (colour)?

Resource Details

Pupils investigate magnets and learn that they have two ends that we call poles. One end is the magnetic north pole (N) and the other is the magnetic south pole (S). Pupils investigate what happens when these poles are positioned together and learn that magnets, depending on their arrangement of poles, can either attract or repel each other.

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Learning Objectives:

  • POS - notice that some forces need contact between two objects, but magnetic forces can act at a distance; observe how magnets attract or repel each other and attract some materials and not others; describe magnets as having two poles; predict whether two magnets will attract or repel each other, depending on which poles are facing
  • NaG - pupils should look for patterns in the way that magnets behave in relation to each other and what might affect this
  • WS - pupils should set up simple practical enquiries, comparative and fair tests; use straightforward scientific evidence to answer questions or to support their findings; gather, record, classify and present data in a variety of ways to help in answering questions

Y3 Magnetic Poles

Resource Details

Pupils investigate magnets and learn that they have two ends that we call poles. One end is the magnetic north pole (N) and the other is the magnetic south pole (S). Pupils investigate what happens when these poles are positioned together and learn that magnets, depending on their arrangement of poles, can either attract or repel each other.


View Resource

Learning Objectives:

  • POS - notice that some forces need contact between two objects, but magnetic forces can act at a distance; observe how magnets attract or repel each other and attract some materials and not others; describe magnets as having two poles; predict whether two magnets will attract or repel each other, depending on which poles are facing
  • NaG - pupils should look for patterns in the way that magnets behave in relation to each other and what might affect this
  • WS - pupils should set up simple practical enquiries, comparative and fair test; use straightforward scientific evidence to answer questions or to support their findings; gather, record, classify and present data in a variety of ways to help in answering questions