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Year 3 Areas of Study

Plants – students should be taught to:

  • Identify and describe the functions of different parts of flowering plants: roots, stem/trunk, 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

 

Animals, including humans – students 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 other animals have skeletons and muscles for support, protection and movement

 

Rocks – students 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

 

Light – students should be taught to:

  • Recognise that they need light in order to see things and that dark is the absence of light
  • Notice that light is reflected from surfaces
  • Recognise that light from the sun can be dangerous and that there are ways to protect their eyes
  • Recognise that shadows are formed when the light from a light source is blocked by an opaque object

 

Forces and magnets – students should be taught to:

  • Compare how things move on different surfaces
  • Notice that some forces need contact between 2 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 2 poles
  • Predict whether 2 magnets will attract or repel each other, depending on which poles are facing
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Year 4 Areas of Study

Living things and their habitats – students should be taught to:

  • Recognise that living things can be grouped in a variety of ways
  • Explore and use classification keys to help group, identify and name a variety of living things in their local and wider environment
  • Recognise that environments can change and that this can sometimes pose dangers to living things

 

Animals, including humans – students 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

 

States of matter – students should be taught to:

  • 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

 

Sound – students should be taught to:

  • Identify how sounds are made, associating some of them with something vibrating
  • Recognise that vibrations from sounds travel through a medium to the ear
  • 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
  • Recognise that sounds get fainter as the distance from the sound source increases

 

Electricity – students should be taught to:

  • Identify common appliances that run on electricity
  • Construct a simple series electrical circuit, identifying and naming its basic parts, including cells, wires, bulbs, switches and buzzers
  • Identify whether or not a lamp will light in a simple series circuit, based on whether or not the lamp is part of a complete loop with a battery
  • Recognise that a switch opens and closes a circuit and associate this with whether or not a lamp lights in a simple series circuit
  • Recognise some common conductors and insulators, and associate metals with being good conductors
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