the effect of light, air, water identify and describe the and temperature on plant functions of different parts of growth flowering plants: roots, stem, the role of the leaf in leaves and flowers producing new material for explore the requirements of growth plants for life and growth (air, light, water, nutrients that the root anchors the from soil, and room to grow) plant, and that water and minerals are taken in and how they vary from through the root and plant to plant transported through the investigate the way in which stem to other parts of the water is transported within plant plants Reproduction explore the part that flowers about the parts of the flower play in the life cycle of [for example, stigma, stamen, flowering plants, including petal, sepal] and their role in pollination, seed formation the life cycle of flowering and seed dispersal. plants, including pollination, seed formation, seed dispersal and germination. Variation and classification This section has been dropped as 4. Pupils should be taught to: a separate unit, but the learning to make and use keys objectives can be found in the notes & guidance for the new how locally occurring curriculum. 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. Living things in their All living things There are small changes in this environment YR.4 unit, with some more emphasis 5. Pupils should be taught to: Pupils should be taught to: on classification. about ways in which living identify and name a variety things and the environment of living things (plants and need protection animals) in the local and Adaptation wider environment, using classification keys to assign about the different plants them to groups and animals found in different habitats recognise that environments how animals and plants in can change and that this can sometimes pose dangers to two different habitats are living things. suited to their environment YR.5 Feeding relationships Pupils should be taught to: to use food chains to show feeding relationships in a explain the differences in the habitat life cycles of a mammal, an amphibian, an insect and a about how nearly all food bird chains start with a green describe the life process of plant reproduction in some plants Micro-organisms and animals. that micro-organisms are living YR.6 organisms that are often too describe how living things small to be seen, and that they
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.