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1. www.gov.uk › national-curriculumThe national curriculum: Overview - GOV.UK

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   The national curriculum is organised into blocks of years called ‘key stages’ (KS). At the end of each key stage, the teacher will formally assess your child’s performance. National tests in ...

   • National Curriculum

     Updated information about key stage 4 programmes of study...

   • Key Stage 1 and 2

     science; design and technology; history; geography; art and...

   • Types of School

     Special schools with pupils aged 11 and older can specialise...

   • Schools and Education

     Schools and Education - The national curriculum: Overview -...

   • Schools and Curriculum

     Schools and Curriculum - The national curriculum: Overview -...

   • Home Education

     Home Education - The national curriculum: Overview - GOV.UK

   • Key Stage 3 and 4

     During key stage 4 most pupils work towards national...

2. assets.publishing.service.gov.uk › governmentScience programmes of study: key stage 4 - GOV.UK

   assets.publishing.service.gov.uk › government

   Science – key stage 4 11 Subject content – Chemistry Chemistry is the science of the composition, structure, properties and reactions of matter, understood in terms of atoms, atomic particles and the way they are arranged and link together. It is concerned with the synthesis, formulation, analysis and characteristic

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3. www.gov.uk › government › publicationsNational curriculum in England: science programmes of study

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   • Key Stage 1
   • Key Stage 1 Programme of Study - Years 1 and 2
   • Year 1 Programme of Study
   • Year 2 Programme of Study
   • Lower Key Stage 2 – Years 3 and 4
   • Lower Key Stage 2 Programme of Study
   • Year 3 Programme of Study
   • Year 4 Programme of Study
   • Upper Key Stage 2 – Years 5 and 6
   • Upper Key Stage 2 Programme of Study

   The principal focus of science teaching in key stage 1 is to enable pupils to experience and observe phenomena, looking more closely at the natural and humanly constructed world around them. They should be encouraged to be curious and ask questions about what they notice. They should be helped to develop their understanding of scientific ideas by u...

   See full list on gov.uk

   Working scientifically

   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: 1. asking simple questions and recognising that they can be answered in different ways 2. observing closely, using simple equipment 3. performing simple tests 4. identifying and classifying 5. using their observations and ideas to suggest answers to questions 6. gathering and recording data to help in answering questions

   See full list on gov.uk

   Plants

   Pupils should be taught to: 1. identify and name a variety of common wild and garden plants, including deciduous and evergreen trees 2. identify and describe the basic structure of a variety of common flowering plants, including trees

   Animals, including humans

   Pupils should be taught to: 1. identify and name a variety of common animals including fish, amphibians, reptiles, birds and mammals 2. identify and name a variety of common animals that are carnivores, herbivores and omnivores 3. describe and compare the structure of a variety of common animals (fish, amphibians, reptiles, birds and mammals including pets) 4. identify, name, draw and label the basic parts of the human body and say which part of the body is associated with each sense

   Everyday materials

   Pupils should be taught to: 1. distinguish between an object and the material from which it is made 2. identify and name a variety of everyday materials, including wood, plastic, glass, metal, water, and rock 3. describe the simple physical properties of a variety of everyday materials 4. compare and group together a variety of everyday materials on the basis of their simple physical properties

   See full list on gov.uk

   Living things and their habitats

   Pupils should be taught to: 1. explore and compare the differences between things that are living, dead, and things that have never been alive 2. 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 3. identify and name a variety of plants and animals in their habitats, including microhabitats 4. describe how animals obtain their foo...

   Plants

   Pupils should be taught to: 1. observe and describe how seeds and bulbs grow into mature plants 2. find out and describe how plants need water, light and a suitable temperature to grow and stay healthy

   Animals, including humans

   Pupils should be taught to: 1. notice that animals, including humans, have offspring which grow into adults 2. find out about and describe the basic needs of animals, including humans, for survival (water, food and air) 3. describe the importance for humans of exercise, eating the right amounts of different types of food, and hygiene

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   The principal focus of science teaching in lower key stage 2 is to enable pupils to broaden their scientific view of the world around them. They should do this through exploring, talking about, testing and developing ideas about everyday phenomena and the relationships between living things and familiar environments, and by beginning to develop the...

   See full list on gov.uk

   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: 1. asking relevant questions and using different types of scientific enquiries to answer them 2. setting up simple practical enquiries, comparative and fair tests 3. making systematic and careful observations and, where appropriate, taking accurate measurements using standard units, using a range of equipment, including t...

   See full list on gov.uk

   Plants

   Pupils should be taught to: 1. identify and describe the functions of different parts of flowering plants: roots, stem/trunk, leaves and flowers 2. 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 3. investigate the way in which water is transported within plants 4. explore the part that flowers play in the life cycle of flowering plants, including pollination, seed formation and seed dispersal

   Animals, including humans

   Pupils should be taught to: 1. 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 2. identify that humans and some other animals have skeletons and muscles for support, protection and movement

   Rocks

   Pupils should be taught to: 1. compare and group together different kinds of rocks on the basis of their appearance and simple physical properties 2. describe in simple terms how fossils are formed when things that have lived are trapped within rock 3. recognise that soils are made from rocks and organic matter

   See full list on gov.uk

   Living things and their habitats

   Pupils should be taught to: 1. recognise that living things can be grouped in a variety of ways 2. explore and use classification keys to help group, identify and name a variety of living things in their local and wider environment 3. recognise that environments can change and that this can sometimes pose dangers to living things

   Animals, including humans

   Pupils should be taught to: 1. describe the simple functions of the basic parts of the digestive system in humans 2. identify the different types of teeth in humans and their simple functions 3. construct and interpret a variety of food chains, identifying producers, predators and prey

   States of matter

   Pupils should be taught to: 1. compare and group materials together, according to whether they are solids, liquids or gases 2. 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) 3. identify the part played by evaporation and condensation in the water cycle and associate the rate of evaporation with temperature

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   The principal focus of science teaching in upper key stage 2 is to enable pupils to develop a deeper understanding of a wide range of scientific ideas. They should do this through exploring and talking about their ideas; asking their own questions about scientific phenomena; and analysing functions, relationships and interactions more systematicall...

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   Working scientifically

   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: 1. planning different types of scientific enquiries to answer questions, including recognising and controlling variables where necessary 2. taking measurements, using a range of scientific equipment, with increasing accuracy and precision, taking repeat readings when appropriate 3. recording data and results of increasing...

   See full list on gov.uk

4. www.thenational.academy › teachers › key-stagesKey stage 4 subjects - Oak National Academy

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   Spanish. 8 units. 151 lessons. Click here to browse and download our free KS4 teaching resources for lesson planning. Our teaching resources are made by subject experts and entirely free to download and use.

5. www.gov.uk › national-curriculum › key-stage-3-and-4The national curriculum: Key stage 3 and 4 - GOV.UK

   www.gov.uk › national-curriculum › key-stage-3-and-4

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   During key stage 4 most pupils work towards national qualifications - usually GCSEs. The compulsory national curriculum subjects are the ‘core’ and ‘foundation’ subjects. Core subjects are ...

6. www.thenational.academy › teachers › curriculumKS3-4 Science AQA Curriculum Plans - Oak National Academy

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   Subject principles. There will be a focus on building knowledge of key concepts in a way that reflects how knowledge is organised in the three scientific disciplines. Content will pair substantive and disciplinary knowledge particularly around practical work. Lessons will use a ‘big ideas’ approach to developing subject concepts.

7. People also ask

   What is a Key Stage 4 science?

   • Teaching in the sciences in key stage 4 continues with the process of building upon and deepening scientific knowledge and the understanding of ideas developed in earlier key stages in the subject disciplines of biology, chemistry and physics.

   Science programmes of study: key stage 4 - GOV.UK

   assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/381380/Science_KS4_PoS_7_November_2014.pdf

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   What subjects should a school offer during Key Stage 4?

   • Schools must also provide: During key stage 4 most pupils work towards national qualifications - usually GCSEs. The compulsory national curriculum subjects are the ‘core’ and ‘foundation’ subjects. Core subjects are: Foundation subjects are: Schools must also offer at least one subject from each of these areas:

   The national curriculum: Key stage 3 and 4 - GOV.UK

   www.gov.uk/national-curriculum/key-stage-3-and-4

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   Why should students study science in Key Stage 4?

   • For some students, studying the sciences in key stage 4 provides the platform for more advanced studies, establishing the basis for a wide range of careers.

   Science programmes of study: key stage 4 - GOV.UK

   assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/381380/Science_KS4_PoS_7_November_2014.pdf

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   What should be included in the curriculum at Key Stage 4?

   • Curricula at key stage 4 should comprise approximately equal proportions of biology, chemistry and physics. The relevant mathematical skills required are covered in the programme of study for mathematics and should be embedded in the science context.

   Secondary national curriculum - GOV.UK

   assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/840002/Secondary_national_curriculum_corrected_PDF.pdf

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   What is the main focus of science teaching in Key Stage 3?

   • The principal focus of science teaching in key stage 3 is to develop a deeper understanding of a range of scientific ideas in the subject disciplines of biology, chemistry and physics. Pupils should begin to see the connections between these subject areas and become aware of some of the big ideas underpinning scientific knowledge and understanding.

   National curriculum in England: science programmes of study

   www.gov.uk/government/publications/national-curriculum-in-england-science-programmes-of-study/national-curriculum-in-england-science-programmes-of-study

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   How are the programmes of study for Science set out?

   • The programmes of study for science are set out year-by-year for key stages 1 and 2. Schools are, however, only required to teach the relevant programme of study by the end of the key stage. Within each key stage, schools therefore have the flexibility to introduce content earlier or later than set out in the programme of study.

   National curriculum in England: science programmes of study

   www.gov.uk/government/publications/national-curriculum-in-england-science-programmes-of-study/national-curriculum-in-england-science-programmes-of-study

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8. assets.publishing.service.gov.uk › governmentSecondary national curriculum - GOV.UK

   assets.publishing.service.gov.uk › government

   Key stage 3 15 Key stage 4 18 Glossary for the programmes of study for English (non-statutory) 21 Mathematics 40 Key stage 3 42 Key stage 4 48 Science 56 Key stage 3 58 Key stage 4 68 Art and design 80 Citizenship 82 Computing 85 Design and technology 88 Geography 91 History 94 Languages 98 Music 101 Physical education 103