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Function of the heart

Function of blood

Function of blood vessels

How nutrients and water are transported within humans

The circulatory system in humans: plan

Circulatory system: do and review

The use of animal hearts in humans (non-statutory)

In this Human circulatory system unit, pupils learn about the function of the heart, blood and blood vessels in humans. In the Breathing and respiration unit, they will build on this knowledge to learn about the lungs and breathing, including gas exchange in humans. 

In the Healthy eating unit, pupils learnt that animals, including humans, cannot make their own food; they get nutrition from what they eat. In this The human circulatory system unit, pupils will build on this knowledge to recognise ways in which nutrients and water are transported within animals including humans

This unit explores the human circulatory system, identifying the heart, blood vessels, and blood functions. It examines how diet, exercise, drugs, and lifestyle affect body function and details nutrient and water transport in animals. Emphasis is on data recording and presenting findings.

The human circulatory system

Components and simple circuits

Circuit symbols and diagrams

Electrical discoveries and inventions (non-statutory)

Investigating voltage: plan

Investigating voltage: do and review

Variables in electric circuits: plan

Variables in electric circuits: do and review

Changing the volume of buzzers

The position of switches: open and closed

Choosing and using conductors and insulators (non-statutory)

How electrical insulators keep us safe (non-statutory)

Electrical careers

Electrical sensors: design (non-statutory)

Electrical sensors: make and review (non-statutory)

Debating the use of electric cars (non-stat Climate Change & Sustainability)

Sustainable sources of electricity (non-stat Climate Change & Sustainability)

In the Changing circuits unit, pupils learnt to give reasons for variations in how components function, such as the brightness of bulbs. In the Series circuits unit, they will build on this knowledge to find rules for electric current and voltage in series circuits 

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

This unit explores how circuit components like lamps and buzzers function, including the effect of cell number and voltage. It covers using symbols in circuit diagrams, planning scientific enquiries, taking precise measurements, recording data, and presenting findings with evidence and conclusions.

Changing circuits

The impact of a balanced diet

Healthy and sustainable proteins (non-statutory Climate Change & Sustainability)

Mushrooms and mycoprotein (non-statutory Climate Change & Sustainability)

Healthy heart rate

Heart recovery time after exercise

Healthy hearts

Legal and illegal drugs

The impact of smoking

The impact of alcohol

Monitoring and improving lifestyle choices (Climate Change & Sustainability)

Evidence about healthy lifestyle: do and review (non-statutory)

Evidence about healthy lifestyle: presentation (non-statutory)

In this Keeping healthy unit, pupils learn about diet, exercise, drugs and lifestyle on the way their bodies function. In the Diet and exercise unit, they will build on this knowledge to learn more about food as a source of building materials and energy, as well as the effects of exercise on the human body.

In the Healthy me unit, pupils learnt to describe the importance for humans of exercise, eating the right amounts of different types of food, and hygiene. In this Keeping healthy unit, pupils will build on this knowledge to recognise the impact of diet, exercise, drugs and lifestyle on the way their bodies function

This unit examines how diet, exercise, drugs, and lifestyle impact body function. It focuses on planning scientific enquiries, controlling variables, taking precise measurements, and recording complex data. Emphasis is on presenting findings, drawing conclusions, and evaluating scientific evidence.

Keeping healthy

Comparing characteristics of living things

How and why we group animals

How and why we group plants

Micro-organisms are living things

Grouping micro-organisms

Micro-organisms living on food: plan and do (non-statutory)

The 5 Rs (non-statutory Climate Change & Sustainability)

Microorganisms that help us (non-statutory)

Growing yeast: plan (non-statutory)

Growing yeast: do and review (non-statutory)

Micro-organisms living on food: review (non-statutory)

Carl Linnaeus and classification

Discovering and naming new species

In this Why we group and classify living things unit, pupils learn about why we classify plants and animals based on specific characteristics. In the Species and classification unit, they will build on this knowledge to learn more about the identification and classification of organisms, including at the cellular level.

In the Living things and the environment unit, pupils learnt to recognise that living things can be grouped in a variety of ways. In this Why we group and classify living things unit, pupils will build on this knowledge to give reasons for classifying plants and animals based on specific characteristics

This unit covers the classification of living things, including micro-organisms, plants, and animals, based on observable characteristics. It explores reasons for classification and focuses on planning scientific enquiries, recording data, presenting findings, and evaluating scientific evidence.

Why we group and classify living things

Where fossils are found (non-statutory)

What fossils can tell us about the past

How living things have changed over time

Human skulls: using evidence from the past (non-statutory)

Offspring: similar but not identical

Family trees (non-statutory)

Inherited characteristics

Animal adaptations

Charles Darwin and finches

Plant adaptations

More about plant adaptations

The survival of the fittest

Evolution: evidence

Evolution: presentation

In this Evolution and inheritance unit, pupils learn that, normally, offspring vary and are not identical to parents. In the Heredity and DNA unit, they will build on this knowledge to learn about how genes and chromosomes work. 

In the New life unit, pupils learnt that animals, including humans have offspring which grow into adults. In this Evolution and Inheritance unit, pupils will build on this knowledge to recognise that living things produce offspring of the same kind, but normally offspring vary and are not identical to parents

This unit explores how living things have changed over time, using fossils as evidence of past life. It covers how offspring vary from parents and how adaptation leads to evolution. Emphasis is on planning scientific enquiries, recording data, and evaluating scientific evidence.

Evolution and inheritance

How light travels

Light sources and light reflectors (non-statutory)

Light enters our eyes

Reflected light

Changing the direction of light

Measuring reflected light: plan

Measuring reflected light: do and review

How shadows form

Shadow shapes investigation

The position of shadows (non-statutory)

Multiple shadows

In the Light and how it travels unit, pupils learn that light travels in straight lines and how objects are seen. In the Sound, light and vision unit, they will build on this knowledge to learn more about how light is reflected off mirrors, and how the eye can see objects by the light they reflect

In the Introduction to Light and shadows unit, pupils learnt that shadows are formed when the light from a light source is blocked by an opaque object. In this Light and how it travels unit,  pupils will build on this knowledge to use the idea that light travels in straight lines to explain why shadows have the same shape as the objects that cast them

This unit explores how light travels in straight lines, explaining how we see objects and why shadows form the shape of the object casting them. It focuses on planning scientific enquiries, taking precise measurements, making predictions, and evaluating evidence to present findings.

Light and how it travels

Comparing rock salt with table salt (non-statutory)

The effect of adding salt to ice: plan (non-statutory)

The effect of adding salt to ice: do and review (non-statutory)

In the Materials Challenge unit, pupils learn how to separate materials using different techniques, such as filtering and evaporation. In the Solutions unit, they will build upon this knowledge to learn about pure substances and mixtures, as well as observing and explaining solubility using the particle model.    

In the Properties, changes and separating materials unit, pupils learnt to decide how mixtures might be separated, including through filtering, sieving and evaporating. In this Materials challenge unit, they will build on this knowledge to apply their understanding of separating materials to a wider range of everyday situations

This unit covers separating materials using techniques such as filtering and evaporation. It focuses on planning scientific enquiries, recognising and controlling variables, taking accurate measurements, recording complex data, and presenting findings with conclusions, and explanations.

Materials (non-statutory)

Fossil fuels (non-statutory)

Reducing air pollution (non-statutory)

What carbon is (non-statutory)

Reducing our carbon footprint (non-statutory)

Carbon capture (non-statutory)

The Sun as an energy source (non-statutory)

The wind as an energy source (non-statutory)

Water as an energy source (non-statutory)

Pupils learn about the properties of the different states of matter (solid, liquid and gas) in terms of the particle model, including gas pressure,. and about changes of state in terms of the particle model

pupils use knowledge of solids, liquids and gases to decide how mixtures might be separated give reasons, based on evidence from comparative and fair tests, demonstrate that changes of state are reversible changes, and explain that some changes result in the formation of new materials, and that this kind of change is not usually reversible, including changes associated with burning 

This unit examines our climate and the factors affecting it. Emphasis is on using data,  taking precise measurements, recording data, and presenting findings.

Climate change and sustainability (non-statutory)

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Science

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