common to plants include growth, nutrition and reproduction to make links between life processes in familiar animals and plants and the environments in which they are found. Humans and other animals 2. Pupils should be taught: Nutrition about the functions and care of teeth about the need for food for activity and growth, and about the importance of an adequate and varied diet for health Circulation that the heart acts as a pump to circulate the blood through vessels around the body, including through the lungs about the effect of exercise and rest on pulse rate Movement that humans and some other animals have skeletons and muscles to support and protect their bodies and to help them to move Growth and reproduction about the main stages of the human life cycle Health about the effects on the human body of tobacco, alcohol and other drugs, and how these relate to their personal health about the importance of exercise for good health. Animals, including humans YR.3 Pupils should be taught to: identify that animals, including humans, need the right types and amount of nutrition, and that they cannot make their own food; they get nutrition from what they eat identify that humans and some animals have skeletons and muscles for support, protection and movement. Yr.4 Pupils should be taught to: describe the simple functions of the basic parts of the digestive system in humans identify the different types of teeth in humans and their simple functions construct and interpret a variety of food chains, identifying producers, predators and prey. YR.5 describe the changes as humans develop from birth to old age. YR.6 identify and name the main parts of the human circulatory system, and explain the functions of the heart, blood vessels and blood recognise the impact of diet, exercise, drugs and lifestyle on the way their bodies function describe the ways in which nutrients and water are transported within animals, including humans. No change Green plants 3. Pupils should be taught: Growth and nutrition Yr.3 Plants Pupils should be taught to: No change
the effect of light, air, water and temperature on plant growth the role of the leaf in producing new material for growth that the root anchors the plant, and that water and minerals are taken in through the root and transported through the stem to other parts of the plant Reproduction about the parts of the flower [for example, stigma, stamen, petal, sepal] and their role in the life cycle of flowering plants, including pollination, seed formation, seed dispersal and germination. identify and describe the functions of different parts of flowering plants: roots, stem, leaves and flowers explore the requirements of plants for life and growth (air, light, water, nutrients from soil, and room to grow) and how they vary from plant to plant investigate the way in which water is transported within plants explore the part that flowers play in the life cycle of flowering plants, including pollination, seed formation and seed dispersal. Variation and classification 4. Pupils should be taught to: to make and use keys how locally occurring animals and plants can be identified and assigned to groups that the variety of plants and animals makes it important to identify them and assign them to groups. This section has been dropped as a separate unit, but the learning objectives can be found in the notes & guidance for the new curriculum. Living things in their environment 5. Pupils should be taught to: about ways in which living things and the environment need protection Adaptation about the different plants and animals found in different habitats how animals and plants in two different habitats are suited to their environment Feeding relationships to use food chains to show feeding relationships in a habitat about how nearly all food chains start with a green plant Micro-organisms that micro-organisms are living organisms that are often too small to be seen, and that they All living things YR.4 Pupils should be taught to: identify and name a variety of living things (plants and animals) in the local and wider environment, using classification keys to assign them to groups recognise that environments can change and that this can sometimes pose dangers to living things. YR.5 Pupils should be taught to: explain the differences in the life cycles of a mammal, an amphibian, an insect and a bird describe the life process of reproduction in some plants and animals. YR.6 describe how living things There are small changes in this unit, with some more emphasis on classification.
may be beneficial are classified into broad groups according to common observable characteristics and based on similarities and differences, including plants and animals give reasons for classifying plants and animals based on specific characteristics. Sc3 Materials and their properties Grouping and classifying materials 1. Pupils should be taught: to compare everyday materials and objects on the basis of their material properties, including hardness, strength, flexibility and magnetic behaviour, and to relate these properties to everyday uses of the materials that some materials are better thermal insulators than others that some materials are better electrical conductors than others to describe and group rocks and soils on the basis of their characteristics, including appearance, texture and permeability to recognise differences between solids, liquids and gases, in terms of ease of flow and maintenance of shape and volume. Changing materials 2. Pupils should be taught: to describe changes that occur when materials are mixed [for example, adding salt to water] to describe changes that occur when materials [for example, water, clay, dough] are heated or cooled that temperature is a measure of how hot or cold things are about reversible changes, including dissolving, melting, Yr.3 Rocks Pupils should be taught to: compare and group together different kinds of rocks on the basis of their appearance and simple physical properties describe in simple terms how fossils are formed when things that have lived are trapped within rock recognise that soils are made from rocks and organic matter. Yr.4 States of matter compare and group materials together, according to whether they are solids, liquids or gases observe that some materials change state when they are heated or cooled, and measure or research the temperature at which this happens in degrees Celsius (°C) identify the part played by evaporation and condensation in the water cycle and associate the rate of evaporation with temperature. Yr.5 Properties and changes of materials Pupils should be taught to: compare and group together everyday materials based on evidence from comparative and fair tests, including their hardness, solubility, transparency, conductivity (electrical and thermal), and response to magnets No change
Earth and the falling object identify the effects of air resistance, water resistance and friction, that act between moving surfaces understand that force and motion can be transferred through mechanical devices such as gears, pulleys, levers and springs. Light and sound 3. Pupils should be taught: Everyday effects of light that light travels from a source that light cannot pass through some materials, and how this leads to the formation of shadows that light is reflected from surfaces [for example, mirrors, polished metals] Seeing that we see things only when light from them enters our eyes Vibration and sound that sounds are made when objects [for example, strings on musical instruments] vibrate but that vibrations are not always directly visible how to change the pitch and loudness of sounds produced by some vibrating objects [for example, a drum skin, a plucked string] that vibrations from sound sources require a medium [for example, metal, wood, glass, air] through which to travel to the ear. Yr.3 Light Pupils should be taught to: notice that light is reflected from surfaces find patterns that determine the size of shadows. Yr.6 understand that light appears to travel in straight lines use the idea that light travels in straight lines to explain that objects are seen because they give out or reflect light into the eye explain that we see things because light travels from light sources to our eyes or from light sources to objects and then to our eyes use the idea that light travels in straight lines to explain why shadows have the same shape as the objects that cast them, and to predict the size of shadows when the position of the light source changes. Sound Pupils should be taught to: 􏰀 identify how sounds are made, associating some of them with something vibrating 􏰀 find patterns between the pitch of a sound and features of the object that produced it 􏰀 find patterns between the volume of a sound and the strength of the vibrations that produced it. There is some small changes to the demands on the study of light in Yr 6. The Earth and beyond 4. Pupils should be taught: The Sun, Earth and Moon that the Sun, Earth and Moon are approximately spherical Periodic changes Yr.5 Earth and space Pupils should be taught to: describe the movement of the Earth, and other planets, relative to the Sun in the solar system No change