Primary science curriculum review
Content correlation between final (September 2013) and previous NC
Schoolzone September 2013
01242 262906 philip@schoolzone.co.uk
Introduction
This correlation table is based on the September 2013 final version of the curriculum.
Correlations to the previous standards were carried out by primary headteachers.
Items in red text are new to the primary curriculum; those in orange have moved from
one year group to the next while those in green are largely unchanged from the
previous standards. Underlined items are content which was previously dispersed in
other year groups and topics. Highlighted items are changes to the draft (Feb 2013
version): please see markup for further details.
Note that this correlation relates only to the learning objectives, not to any changes in
pedagogy, assessment or emphasis.
Code numbers prefixing each learning objective have been introduced by Schoolzone
for referencing purposes.
This document is protected by copyright and may not be shared via TES or other
websites. If you wish to share it, please use the link below, where updates will also be
posted.
Further support documents for the introduction of the new
curriculum can be found at:
http://www.schoolzone.co.uk/schools/NewCurriculum.asp
CONTENTS
Key Stage 1
5
Working scientifically
5
Year 1
6
Plants
6
Animals, including humans
6
Everyday materials
7
Light
Seasonal changes
Year 2
Error! Bookmark not defined.
7
8
All living things and their habitats
8
Plants
8
Animals, including humans
9
Uses of everyday materials
9
Sound
Error! Bookmark not defined.
Lower Key Stage 2
10
Working scientifically
10
Year 3
11
Plants
11
Animals, including humans
11
Rocks
12
Light
12
Forces and magnets
13
Year 4
All living things
14
Error! Bookmark not defined.
Animals, including humans
14
States of matter
15
Sound
15
Electricity
16
Upper Key Stage 2
17
Working scientifically
17
Year 5
18
All living things
18
Animals, including humans
18
Properties and changes of materials
19
Earth and space
20
Forces
20
Year 6
21
All living things
21
Animals including humans
21
Evolution and inheritance
22
Light
22
Electricity
23
KS1
Primary science curriculum review | 5
Key Stage 1
Working scientifically
Statutory requirements
Correlation
During Years 1 and 2, pupils should be
taught to use the following practical
scientific methods, processes and skills
through the teaching of the programme
of study content:
KS1Ws1: asking simple questions and
recognising that they can be answered in
different ways
Sc1 Scientific enquiry
KS1Ws2: observing closely, using simple
equipment

KS1Ws3: performing simple tests

KS1Ws4: identifying and classifying

KS1Ws5: using their observations and
ideas to suggest answers to questions
KS1Ws6: gathering and recording
data to help in answering
questions.
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Year1
Primary science curriculum review | 6
Year 1
Statutory requirements
Correlation
Plants
Pupils should be taught to:
Y1Pl1: identify and name a variety of
common wild and garden plants,
including deciduous and evergreen trees
Y1Pl1: identify and describe the basic
structure of a variety of common flowering
plants, including trees.
Unit 1B: Growing plants – name some
common plants
Unit 1B: Growing plants – identify the leaf,
root, stem and flower.
Animals, including humans
Pupils should be taught to:
Y1An1: identify and name a variety of
common animals including fish,
amphibians, reptiles, birds and mammals
Y1An2: identify and name a variety of
common animals that are carnivores,
herbivores and omnivores *

Y1An3: describe and compare the
structure of a variety of common animals
(fish, amphibians, reptiles, birds and
mammals, including pets)
Y1An4: identify, name, draw and label the
basic parts of the human body and say
which part of the body is associated with
each sense.
Moved down from Unit 2B: Plants and
animals in the local environment – identify a
number of animals. It’s not clear if the
children need to name animals within these
groups or if they also need to be able to use
and understand the names of the groups of
animals e.g. amphibians, reptiles or
carnivores, herbivores. The term
‘invertebrates’ previously not explored until
Year 4 – Unit 4A: Moving and Growing;
describing what a particular animal eats was
not explored in detail until Year 4 in 4B
Habitats.* This links to 1A Ourselves –
identify that humans and other animals need
food and drink to stay alive and identify some
of the food eaten by humans and other
animals.
Unit 1A Ourselves – ask children about the
variety of animals. Moved down from Unit 2C:
Variation – living things can be grouped
according to observable similarities and
differences.
Unit 1A Ourselves – identify and locate parts
of their body, including sense organs
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Year1
Primary science curriculum review | 7
Everyday materials
Pupils should be taught to:
Y1Ma1: distinguish between an object and
the material from which it is made
Y1Ma2: identify and name a variety of
everyday materials, including wood,
plastic, glass, metal, water, and rock
Unit 1C: Sorting and using materials – name
some common materials, describe materials
and objects, group together objects made of
the same material and name the material,
identify and name the properties of materials.
Y1Ma3: describe the simple
physical properties of a variety of
everyday materials
Y1Ma4: compare and group together a
variety of everyday materials on the basis
of their simple physical properties
Seasonal changes
Pupils should be taught to:
Y1Sc1: observe changes across the four
seasons
Y1Sc2: observe and describe weather
associated with the seasons and how
day length varies.
Seasons and the weather may previously
have been introduced in the EYFS through
the ‘Understanding the World’ strand.
Previously not explored in detail until Year 5
– Unit 5E: Earth, Sun and Moon - the sun at
different times of the year.
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Year2
Primary science curriculum review | 8
Year 2
Statutory requirements
Correlation
All living things and their habitats
Pupils should be taught to:
Y2Lt1: explore and compare the differences
between things that are living, dead, and
things that have never been alive.
Y2Lt2: Identify that most living things live in
habitats to which they are suited and
describe how different habitats provide for
the basic needs of different kinds of
animals and plants, and how they depend
on each other
Y2Lt3: Identify and name a variety of
plants and animals in their habitats,
including micro-habitats
Y2Lt4: Describe how animals obtain their
food from plants and other animals, using
the idea of a simple food chain, and
identify and name different sources of
food.
Moved up from Year 1 – Unit 1A: Ourselves –
living and non-living things
Some overlap with QCA Unit 2B: Plants and
animals in the local environment , but now has
a greater focus on adaptation and
interdependence
QCA Unit 4B: Habitats, Section 5: Using keys
to identify plants and animals
Food chains introduced in QCA Unit 4B:
Habitats
Feeding relationships from QCA Unit 6A:
Interdependence and adaptation
Plants
Pupils should be taught to:
Y2Pl1: observe and describe how
seeds and bulbs grow into mature
plants
Y2Pl2: find out and describe how
plants need water, light and a suitable
temperature to grow and stay healthy.
Aspects moved up from Year 1 – Unit 1B:
Growing plants – learn that plants grow; make
careful observations of plants and
communicate what happened; learn that green
plants need light to grow; conclude that plants
need water to grow.
Unit 2B Plants and animals in the local
environment – growing seeds
Aspects moved down from Year 3 – Unit 3B:
Helping plants grow well – plants and warmth
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Year2
Primary science curriculum review | 9
Animals, including humans
Pupils should be taught to:
Y2An1: notice that animals, including
humans, have offspring which grow into
adults
Y2An2: find out about and describe
the basic needs of animals, including
humans, for survival (water, food and
air)
Y2An3: describe the importance for
humans of exercise, eating the right
amounts of different types of food, and
hygiene.
Aspects moved up from Year 1 – Unit 1A:
Ourselves – growing and changing; matching
adult and baby animals. Unit 2A – Health and
growth – children and young animals growing
into adults.
Aspects moved up from Year 1 – Unit 1A:
Ourselves – that we need to eat and drink to
stay alive; living and non-living things. Unit 2A
– Health and growth - humans need water and
food to stay alive.
Hygiene is a new addition.
Uses of everyday materials
Pupils should be taught to:
Y2Ma1: identify and compare the uses of
a variety of everyday materials,
including wood, metal, plastic, glass,
brick, rock, paper and cardboard for
particular uses
Y2Ma2: find out how the shapes of solid
objects made from some materials can be
changed by squashing, bending, twisting
and stretching.
Y2Ma2: Compare how things move on
different surfaces.
Unit 2D: Grouping and changing materials –
identify criteria for sorting, suggest uses for
the materials from which objects are made.
Unit 2D: Grouping and changing materials
– objects made from some materials can
be altered by squashing, bending, twisting
and stretching.
QCA Unit 4E: Friction, Section 3: Sliding
objects
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Lower KS2
Primary science curriculum review | 10
Lower Key Stage 2
Working scientifically
During Years 3 and 4, pupils should be taught to use the
following practical scientific methods, processes and skills
through the teaching of the programme of study content:
KS2LWs1: asking relevant questions and using different
types of scientific enquiries to answer them
Sc1 Scientific enquiry
KS2LWs2: setting up simple practical enquiries,
comparative and fair tests
KS2LWs3: making systematic and careful observations
and, where appropriate, taking accurate measurements
using standard units, using a range of equipment, for
example thermometers and data loggers
KS2LWs4: gathering, recording, classifying and presenting
data in a variety of ways to help in answering questions
KS2LWs5: recording findings using simple scientific
language, drawings, labelled diagrams, keys, bar charts,
and tables
KS2LWs6: reporting on findings from enquiries, including
oral and written explanations, displays or presentations
of results and conclusions
KS2LWs7: using results to draw simple conclusions, make
predictions for new values, suggest improvements and
raise further questions
KS2LWs8: identifying differences, similarities or changes
related to simple scientific ideas and processes
KS2LWs9: using straightforward scientific evidence to
answer questions or to support their findings.
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Year 3
Primary science curriculum review | 11
Year 3
Statutory requirements
Correlation
Plants
Pupils should be taught to:
Y3Pl1: identify and describe the
functions of different parts of flowering
plants: roots, stem, leaves and flowers
Y3Pl2: 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
‘Identifying the functions and parts of
flowering plants’ has moved up from Year
2 – Unit 2C: Variation – identify parts
common to plants.
Unit 3B: Helping plants grow well – water
is taken in through the roots; water is
transported through the stem to other parts
of the plant; water and plants; plants and
light; plants and warmth; leaves, stems
and roots.
Y3Pl3: investigate the way in which
water is transported within plants
Moved down from Year 5 - Unit 5B: Plants
Y3Pl4: explore the role of flowers in the life
and life cycles – the life cycle of flowering
cycle of flowering plants, including pollination, plants.
seed formation and seed dispersal.
Animals, including humans
Pupils should be taught to:
Unit 3A: Teeth and eating – describe a
varied and balanced diet suggesting some
foods that are needed for growth and
some that enable us to be active.
Y3An1: identify that animals, including
humans, need the right types and amount of
nutrition, and that they cannot make their own Aspects of Unit 2A: Health and Growth
food; they get nutrition from what they eat
have been moved up from Year 2 – why
we eat and drink; planning a meal.
Y3An3: identify that humans and some
animals have skeletons and muscles for
support, protection and movement.
Moved down from Year 4 – Unit 4A:
Moving and growing – bone and skeletons,
supporting the body, muscles and bones.
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Year 3
Primary science curriculum review | 12
Rocks
Pupils should be taught to:
Y3Ro1: compare and group together
different kinds of rocks on the basis of their
simple physical properties
Y3Ro2: describe in simple terms how fossils
are formed when things that have lived are
trapped within rock
Y3Ro3: Recognise that soils are made from
rocks and organic matter.
Unit 3D – Rocks and soils – grouping rocks
How rocks or fossils are formed was not
previously introduced until Year 8 – Units
8G & 8H – Rocks and Weathering; The
Rock Cycle
Unit 3D – Rocks and soils
Previously only covered particle size and
effects
Light
Pupils should be taught to:
Y3Li1: recognise that they need light in order to
see things and that dark is the absence of
light
Y3Li2: notice that light is reflected from
surfaces
QCA Unit 1D: Light and dark
Moved down from Year 6 – Unit 6F: How
we see things – that we see light sources
because light from the source enters our
eyes; exploring mirrors; beams of light;
reflection from surfaces
Y3Li3: recognise that light from the sun can be
dangerous and that there are ways to protect
their eyes
Y3Li4: recognise that shadows are formed when
the light from a light source is blocked by a solid
object
QCA Unit 3F: Light and shadows previously
only covered length of shadows.
Y3Li5: find patterns in the way that the
shadows change.
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Year 3
Primary science curriculum review | 13
Forces and magnets
Pupils should be taught to:
Y3Fo1: compare how things move on
different surfaces
Y3Fo2: notice that some forces need contact
between two objects and some forces act at
a distance
Y3Fo3: observe how magnets attract or repel
each other and attract some materials and not
others
Y3Fo4: 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
Moved down from Year 4 – 4E: Friction –
the force between two moving surfaces in
contact is called Friction. The new PoS
guidance notes state pupils should ‘observe
that magnetic forces can be transmitted
without direct contact, unlike most forces,
where direct contact is necessary (for
example, opening a door, pushing a swing)’
Unit 3E: Magnets and Springs – exploring
magnets; finding magnetic materials.
Poles not previously covered
Y3Fo5: describe magnets as having two poles
Y3Fo6: predict whether two magnets will
attract or repel each other, depending on
which poles are facing.
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Year 4
Primary science curriculum review | 14
Year 4
Statutory requirements
Correlation
Living things and their habitats
Pupils should be taught to:
Y4LT1: recognise that living things can be
grouped in a variety of ways
Y4LT2: explore and use classification keys to
help group, identify and name a variety of living
things in their local and wider environment
Unit 4B Habitats
Application of skills from a range of
earlier units
Y4LT2: recognise that environments can
change and that this can sometimes pose
dangers to living things.
Animals, including humans
Pupils should be taught to:
Y4An1: describe the simple functions of
the basic parts of the digestive system in
humans
Y4An2: identify the different types of teeth
in humans and their simple functions.
Digestion not previously covered at
KS1/KS2. Aspects of Year 8 moved down
– Unit 8A: Food and digestion – what
happens to food inside the digestive
system?
Moved up from Year 3 – Unit 3A: Teeth
and eating – looking at teeth; different
types of teeth
Y4An3: Construct and interpret a variety of food
chains, identifying producers, predators and prey.
Food chains introduced in QCA Unit 4B:
Habitats
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Year 4
Primary science curriculum review | 15
States of matter
Pupils should be taught to:
Y4Ma1: compare and group materials together,
according to whether they are solids, liquids or
gases
Y4Ma2: observe that some materials change
state when they are heated or cooled, and
measure the temperature at which this
happens in degrees Celsius (°C)
Y4Ma3: identify the part played by evaporation
and condensation in the water cycle and
associate the rate of evaporation with
temperature.
Unit 4D: Solids, liquids and how they
can be separated – sorting liquids from
solids; freezing and melting; melting
temperatures. Aspects of Year 5 – Unit
5C: Gases around us moved down.
Some aspects of Unit 2D: Grouping
and changing materials moved up –
changing by heating; melting ice;
experimenting with melting ice;
changing by cooling. Unit 4D: Solids,
liquids and how they can be separated
– freezing and melting; melting
temperatures.
Aspects of Year 5 - Unit 5D: Changing
state moved down – the Water Cycle;
evaporation and condensation.
Sound
Pupils should be taught to:
Y4So1: identify how sounds are made,
associating some of them with something
vibrating
Y4So2: recognise that vibrations from sounds
travel through a medium to the ear
Y4So3: find patterns between the pitch of a
sound and features of the object that
produced it
Y4So4: find patterns between the volume of a
sound and the strength of the vibrations that
produced it
Aspects of Year 1 – Unit 1F: Sound and
Hearing moved up – sources of sounds;
that we hear with our ears; sounds can
be made in a variety of ways; that
sounds get fainter as they travel away
from a source; that sound seems louder
the nearer you are to the source.
Aspects of Year 5 – Unit 5F: Changing
sounds moved down – that sounds are
made when objects or materials vibrate;
describing sounds; changing sounds;
pitch in instruments; explaining sound.
Y4So5: recognise that sounds get fainter as the
distance from the sound source increases.
.
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Year 4
Primary science curriculum review | 16
Electricity
Pupils should be taught to:
Y4El1: identify common appliances that run on
electricity
Y4El2: construct a simple series electrical circuit
identifying and naming its basic parts, including
cells, wires, bulbs, switches and buzzers
Y4El3: 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
Aspects of Year 2 – Unit 2F: Using
electricity moved up – finding electrical
appliances; making a circuit.
Unit 4F: Circuits and conductors – making
circuits that work; switches; conducting
electricity; conducting and insulating
materials.
Y4El4: recognise that a switch opens and closes
a circuit and associate this with whether or not
a lamp lights in a simple series circuit
Y4El5: recognise some common conductors and
insulators, and associate metals with being
good conductors.
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Upper KS2
Primary science curriculum review | 17
Upper Key Stage 2
Working scientifically
Statutory requirements
Correlation
During Years 5 and 6, pupils should be taught to use
the following practical scientific methods, processes
and skills through the teaching of the programme of
study content:
KS2UWs1: planning different types of scientific
enquiries to answer questions, including
recognising and controlling variables where
necessary
Sc1 Scientific enquiry
KS2UWs2: taking measurements, using a range of
scientific equipment, with increasing accuracy and
precision, taking repeat readings when appropriate
KS2UWs3: recording data and results of increasing
complexity using scientific diagrams and labels,
classification keys, tables, bar and line graphs
KS2UWs4: using test results to make
predictions to set up further comparative and
fair tests
KS2UWs5: reporting and presenting findings from
enquiries, including conclusions, causal
relationships and explanation of results, in oral
and written forms such as displays and other
presentations
KS2UWs6: identifying scientific evidence that has been
used to support or refute ideas or arguments.
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Year 5
Primary science curriculum review | 18
Year 5
Statutory requirements
Correlation
All living things
Pupils should be taught to:
Unit 5B: Life cycles
Y5Lt1: explain the differences in the life
cycles of a mammal, an amphibian, an
insect and a bird
Y5Lt2:describe the life processes of
reproduction in some plants and animals.
Animals, including humans
Pupils should be taught to:
Y5An1: describe the changes as humans
develop from birth to old age.
QCA Unit 5B: Life cycles
.
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Year 5
Primary science curriculum review | 19
Properties and changes of materials
Pupils should be taught to:
Y5Ma1: 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
Y5Ma2: understand that some materials will
dissolve in liquid to form a solution, and
describe how to recover a substance from a
solution
Y5Ma2: use knowledge of solids, liquids
and gases to decide how mixtures might
be separated, including through filtering,
sieving and evaporating
Some aspects of Year 3 – Unit 3C:
Characteristics of materials moved up. Also
touches upon concepts introduced in Years 3
and 4 – Unit 3E: Magnets and springs –
finding magnetic materials; Unit 4F: Circuits
and conductors – conducting and insulating
materials.
Some aspects of Year 4 – Unit 4D: Solids,
liquids and how they can be separated
moved up - mixing solids; adding solids to
water; separating solids and water; making
solutions
Unit 5C: Gases around us
Some aspects of Year 6 – Unit 6D:
Reversible and Irreversible Changes moved
up – mixing materials with water; filtration
and evaporation.
Application of skills from a range of earlier
units
Y5Ma3: give reasons, based on evidence
from comparative and fair tests, for the
particular uses of everyday materials,
including metals, wood and plastic
Unit 5D: Changing state – reversible changes
of state.
Y5Ma4: demonstrate that dissolving,
mixing and changes of state are
reversible changes.
Y5Ma5: 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 and the action of acid on
bicarbonate of soda.
QCA Unit 6D: Reversible and irreversible
changes Section 3: Making new materials
and Section 5: Burning
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Year 5
Earth and space
Pupils should be taught to:
Y5Ma1: describe the movement of the
Earth, and other planets, relative to the
Sun in the solar system
Primary science curriculum review | 20
The QCA SoW did not refer to space or the
solar system previously – only the Earth, Sun
and Moon
Unit 5E: Earth, Sun and Moon – the
movement of the Earth; the Moon’s orbit; flat
or spherical?
Y5Ma2: describe the movement of the
Moon relative to the Earth
Y5Ma3: describe the Sun, Earth and Moon
as approximately spherical bodies
Y5Ma4: use the idea of the Earth’s rotation
to explain day and night and the apparent
movement of the sun across the sky.
Forces
Pupils should be taught to:
Y5Fo1: explain that unsupported objects fall
towards the Earth because of the force of
gravity acting between the Earth and the
falling object
Y5Fo2: identify the effects of air resistance,
water resistance and friction, that act
between moving surfaces
Y5Fo3: recognise that some mechanisms,
including levers, pulleys and gears, allow a
smaller force to have a greater effect.
Unit 6E: Forces in action, section 2, Gravity
and weight
Unit 6E: Forces in action, sections 7.
Explaining how paper falls and
8. Investigating air resistance
Previously KS3
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Year 6
Primary science curriculum review | 21
Year 6
Statutory requirements
Correlation
All living things
Pupils should be taught to:
Y6Lt1: describe how living things are
classified into broad groups according to
common observable characteristics and
based on similarities and differences,
including micro-organisms, plants and
animals

Application of skills from a range of
previous units
Y6Lt2: Give reasons for classifying plants
and animals based on specific
characteristics.
Previously KS3, QCA Unit 7D
Unit 6B: Micro-organisms
Animals including humans
Y6An1: identify and name the main parts
of the human circulatory system, and
explain the functions of the heart, blood
vessels and blood
Y6An2: recognise the impact of diet,
exercise, drugs and lifestyle on the way
their bodies function
Y6An3: describe the ways in which
nutrients and water are transported within
animals, including humans.
Previously in QCA Unit 5A: Keeping
healthy, Section 5: The heart and lungs
#Unit 5A: Keeping healthy, Section 3
New reference to lifestyle
Previously KS3, QCA Unit 8A: Food
and digestion
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Year 6
Primary science curriculum review | 22
Evolution and inheritance
Pupils should be taught to:
Y6Ev1: recognise that living things have
changed over time and that fossils provide
information about living things that
inhabited the Earth millions of years ago
Y6Ev2:recognise that living things produce
offspring of the same kind, but normally
offspring vary and are not identical to their
parents
Y6Ev3: identify how animals and plants are
adapted to suit their environment in
different ways and describe how
adaptation leads to evolution.
Some coverage of fossils as feature of
sedimentary rock at KS3, QCA Unit 8H:
The rock cycle
First introduced in Year 5 – 5B Life
Cycles - adults have young and these
grow into adults which in turn produce
young. Evolution and inheritance not
previously covered at KS1/KS2.
Aspects of Year – 7D: Variation and
classification and Year 9 – Unit 9A:
Inheritance and selection moved down.
Adaptation first introduced in Unit 6A –
Interdependence and Adaptation.
Y6Ev3:
Light
Pupils should be taught to:
Y6Li1: understand that light appears to travel
in straight lines
Unit 6F: How we see things
Y6Lii2: 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
Y6Li3: 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
Y6Li4: use the idea that light travels in
straight lines to explain why shadows have
the same shape as the objects that cast
them.
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Year 6
Primary science curriculum review | 23
Electricity
Pupils should be taught to:
Y6El1: associate the brightness of a lamp or
the volume of a buzzer with the number
and voltage of cells used in the circuit
Unit 6G: Changing circuits
Y6El2: compare and give reasons for
variations in how components function,
including the brightness of bulbs, the
loudness of buzzers and the on/off position
of switches.
Y6El3: use recognised symbols when
representing a simple circuit in a diagram.
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Further support documents for the introduction of the new
curriculum can be found at:
http://www.schoolzone.co.uk/schools/NewCurriculum.asp