Big Ideas & Core Questions

There is a relationship between how things are (structure) and the way things work (function).

Living and non-living things can be grouped in a variety of ways. 

Examples of Core Component Questions:

What parts make up the human body? 

Which parts of our bodies do we need to see, hear, smell, taste and touch? 

What other animal groups are there? 

Do all animals eat the same things? 

National Curriculum Objectives

 Pupils should be taught to: 

• identify and name a variety of common animals including fish, amphibians, reptiles, birds and mammals, 

• identify and name a variety of common animals that are carnivores, herbivores and omnivores; 

• describe and compare the structure of a variety of common animals (fish, amphibians, birds and mammals including pets);

• identify, name, draw and label the basic parts of the human body and say which part of the body is associated with each sense.

Enquiry 1: What parts make up the human body?

Children will know there are many different parts of the human body and that each has a job to do. They will use observation to suggest what things are the same and what things are different about humans.

Enquiry 2: Which parts of our bodies do we need to see, hear, smell, taste and touch?

Children will learn that humans have five senses.  These are touch, sight, smell, hearing and taste.  Eyes are associated with sight, ears with hearing, nose with smell, skin with touch and tongue with taste.

Children will use a simple test to find out which body part is used to see, hear, smell, taste and touch.

Enquiry 3: What are birds and fish?

Children to learn that birds, fish and types of animals. That all birds lay eggs.  They all have beaks, feathers, two legs and two wings – most birds can fly but some cannot.  Birds have lungs and breath air. They are warm blooded. 

Children to learn that fish live in water and have scales.  They don’t have legs.  They have gills that allow them to breathe underwater.  Most fish lay soft eggs.  They are cold-blooded.  Children to use observation to suggest what things are the same and what things are different about fish and birds.

Enquiry 4: What other animal groups are there?

Children to learn that all mammals have hair; that they have lungs and breathe air but not all live on land. Children to learn about amphibians, that can live on land and in water; that most have slimy skin, lay eggs and are cold blooded.

Children to learn about reptiles, which can live on land and in water. They will learn that reptiles can breathe air, are cold-blooded and lay eggs. Children to use observation to suggest what things are the same and what things are different, comparing different mammals, amphibians and reptiles.

Enquiry 5: Do all animals eat the same things?

Children to learn that carnivores eat other animals and not plants; herbivores eat plants and not animals and omnivores eat both plants and animals.

Children to classify animals into herbivores, carnivores and omnivores based on their knowledge of animals and their diets.

Enquiry 6: Review of learning. 

To review substantive knowledge outlined above.

Children to compare information about different types of animal to answer questions.  Children to compose questions about different animals.

Big Ideas & Core Questions

The movement of Earth affects the seasons and times of day.

Examples of Core Component Questions:

What is our local area like in each season?

Are days always the same length?

Is the weather always the same here?

National Curriculum Objectives

 Pupils should be taught to: 

• • observe changes across the 4 seasons, 

  • observe and describe weather associated with the seasons, 

  • observe and describe how day length varies.