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Types of teeth

The functions of teeth

Different teeth for different food

Carnivore, herbivore and omnivore teeth (non-statutory)

Looking after our teeth: plan and do  (non-statutory)

Looking after our teeth: review (non-statutory)

Comparing toothpaste (non-statutory)

The human digestive system

More about the journey of food

Presenting the human digestive system

In this The human digestive system unit, pupils learn to describe the simple functions of the basic parts of the digestive system in humans. In the Human circulatory system and keeping healthy unit, they will build on this knowledge to identify and name the main parts of the human circulatory system

In the Human body parts units, pupils learnt to identify and name the basic parts of the human body. In this The human digestive system unit, pupils will build on this knowledge to identify different types of teeth and the basic parts of the digestive system in humans

This unit covers the basic functions of the human digestive system and identifies different types of teeth and their functions. It focuses on asking questions, gathering and presenting data, recording findings with diagrams and charts, and reporting results through written and oral presentations.

Introduction to the human digestive system

Properties of solids, liquids and gases

Comparing and grouping solids, liquids and gases

Changing state: solid to liquid

Changing state: liquid to solid

Melting ice caps and glaciers (non statutory - Climate Change & Sustainability)

Everyday examples of changing state: solids and liquids (non-statutory)

Thermometers and data loggers

Melting temperatures: plan

Melting temperatures: do and review

Melting temperatures: research

Changing state: liquid to gas

Changing state: gas to liquid

Everyday examples of evaporation and condensation (non-statutory)

Evaporation and condensation in the water cycle

Temperature and evaporation: plan

Temperature and evaporation: do and review

In this Introduction to states of matter and changing states unit, pupils learn that some materials change state when they are heated or cooled. In the Properties, changes and separating materials unit, they will build on this knowledge to learn that dissolving, mixing and changes of state are reversible changes

In the Everyday materials unit, pupils learnt to compare and group together a variety of everyday materials on the basis of their simple physical properties. In this Introduction to states of matter and changing states unit, pupils will build on this knowledge to compare and group materials together according to whether they are solids, liquids or gases

This unit explores the properties of solids, liquids, and gases, and how materials change state when heated or cooled. It covers evaporation, condensation, and the water cycle, with a focus on practical enquiries, careful observations, accurate measurements, and presenting findings.

Introduction to states of matter and changing states

Electrical appliances

Electrical appliances of the future (non-stat Climate Change & Sustainability)

Components in a simple circuit

Building simple circuits

Troubleshooting problems with circuits

Switches

Electrical conductors and insulators

Electrical conductors: testing

Generating and transporting electricity (non-statutory)

Working with electricity

In this Simple electrical circuits unit, pupils learn to construct a simple series electrical circuit, identifying and naming its basic parts. In the Changing circuits unit, they will build on this knowledge to learn to compare and give reasons for variations in how components function in a simple circuit

In the Everyday materials unit, pupils learnt to identify and name a variety of everyday materials, including wood, plastic, glass and metal. In this Simple electrical circuits unit, pupils will build on this knowledge to recognise some common conductors and insulators, and associate metals with being good conductors

This unit covers constructing simple series electrical circuits, identifying parts like cells, wires, and switches, and recognising conductors and insulators. It also explores how circuits work with lamps and switches. The emphasis is on practical enquiries, making observations, and presenting data.

Simple electrical circuits

How sounds are made

How vibrations travel

Vibrations and solid materials

Louder and quieter sounds

Measuring the volume of sounds

Sound insulation

Noise pollution (non-statutory Climate Change & Sustainability)

Distance from sounds: plan

Distance from sounds: do and review

Higher and lower sounds

Changing the pitch of sounds

Musical instruments and pitch

In this Introduction to sound unit, pupils learn that sounds are made by vibrations and that vibrations travel through a medium to the ear. In the Sound, light and vision unit, they will build on this knowledge to learn more about how sound waves travel through different types of medium and are absorbed and reflected.

Pupils will draw upon exploration of making and listening to different sounds in EYFS and their own everyday experiences. In this Introduction to sound unit, pupils will build on this knowledge to identify how sounds are made, associating some of them with something vibrating

This unit explores how sounds are made through vibrations, how they travel through mediums, and how pitch and volume relate to vibration strength. It also covers why sounds get fainter with distance. The emphasis is on practical enquiries, observations, and using results to draw conclusions.

Introduction to sound

Introducing observable characteristics

Grouping animals

Grouping plants

Identifying living things (non-statutory)

Classification keys

Classification keys to identify animals

Classification keys to identify plants

Environments and seasonal changes (Climate Change & Sustainability)

Extreme weather: flooding (non-statutory Climate Change & Sustainability)

Extreme weather: heatwaves and wild fires (non-statutory CC & Sustainability)

Land development and deforestation (Climate Change & Sustainability)

Waste creation and pollution (Climate change and sustainability)

Animals in danger (Climate Change & Sustainability)

Protecting animals in decline (non-statutory Climate Change & Sustainability)

Plants in danger (Climate Change & Sustainability)

Nature reserves (Climate change and sustainability)

Reforestation and recycling (Climate Change & Sustainability)

Environmental changes in the news (non-stat Climate Change & Sustainability)

How scientists communicate with the public (non-statutory)

In this Living things and the environment unit, pupils learn to explore and use classification keys to help group, identify and name living things. In the Why we group and classify living things unit, they will build on this knowledge to give reasons why we classify plants and animals based on specific characteristics

In the Living things and where they live unit, pupils learnt that things can be grouped into: alive, dead and never alive. In this Living things in the environment unit, pupils will build on this knowledge to recognsie that living things can be grouped in a wider variety of ways

This unit focuses on grouping living things and using classification keys to identify and name them in various environments. It explores how environmental changes can pose dangers to organisms. Emphasis is on asking questions, collecting data, and using evidence to support conclusions.

Living things and the environment

Simple food chains

Producers in a food chain

Consumers in a food chain

Predators and prey in a food chain

Creating food chains

Comparing different food chains

Presenting food chains

Changes in food chains (non-statutory Climate Change & Sustainability)

Dangers to food chains (non-statutory Climate Change & Sustainability)

Protecting food chains (Climate Change & Sustainability)

In this More about food chains unit, pupils learn to identify producers, predator and prey in a food chain. In the Why we group and classify living things unit, they will build on this knowledge to learn that living things are classified into broad groups according to common observable characteristics and based on similarities and differences

In the Introduction to food chains unit, pupils learnt to use the idea of a simple food chain to identify and name different sources of food. In this More about food chains unit, pupils will build on this knowledge to construct and interpret a variety of food chains

This unit involves constructing and interpreting food chains and identifying producers, predators, and prey. It focuses on asking questions, gathering and presenting data, recording findings with diagrams and charts, and using scientific evidence to answer questions and support findings.

More about food chains

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