National Curriculum KS3 Science BIOLOGY specification
Subject content – KS3 Biology Pupils should be taught
about:
KS3 biology Structure and function of living organisms
KS3 biology Cells and organisation
(National Curriculum KS3 science-biology)
cells as the fundamental unit of living organisms,
including how to observe, interpret and record cell structure using
a light microscope
the functions of the cell wall, cell membrane,
cytoplasm, nucleus, vacuole, mitochondria and chloroplasts,
the similarities and differences between plant and
animal cells,
the role of diffusion in the movement of materials
in and between cells
the structural adaptations of some unicellular
organisms
the hierarchical organisation of multicellular
organisms: from cells to tissues to organs to systems to organisms.
KS3 biology The skeletal and muscular systems
(National Curriculum KS3 science-biology)
the structure and functions of the human skeleton,
to include support, protection, movement and making blood cells
biomechanics – the interaction between skeleton and
muscles, including the measurement of force exerted by different
muscles
the function of muscles and examples of antagonistic
muscles.
KS3 biology Nutrition and digestion
(National Curriculum KS3 science-biology)
content of a healthy human diet: carbohydrates,
lipids (fats and oils), proteins, vitamins, minerals, dietary fibre
and water, and why each is needed
calculations of energy requirements in a healthy
daily diet
the consequences of imbalances in the diet,
including obesity, starvation and deficiency diseases
the tissues and organs of the human digestive
system, including adaptations to function and how the digestive
system digests food (enzymes simply as biological catalysts)
the importance of bacteria in the human digestive
system
plants making carbohydrates in their leaves by
photosynthesis and gaining mineral nutrients and water from the soil
via their roots.
KS3 biology Gas exchange systems
(National Curriculum KS3 science-biology)
the structure and functions of the gas exchange
system in humans, including adaptations to function
the mechanism of breathing to move air in and out of
the lungs, using a pressure model to explain the movement of gases,
including simple measurements of lung volume
the impact of exercise, asthma and smoking on the
human gas exchange system
the role of leaf stomata in gas exchange in plants.
KS3 biology Reproduction
(National Curriculum KS3 science-biology)
reproduction in humans (as an example of a mammal),
including the structure and function of the male and female
reproductive systems, menstrual cycle (without details of hormones),
gametes, fertilisation, gestation and birth, to include the effect
of maternal lifestyle on the foetus through the placenta
reproduction in plants, including flower structure,
wind and insect pollination, fertilisation, seed and fruit formation
and dispersal, including quantitative investigation of some
dispersal mechanisms.
KS3 biology Health
(National Curriculum KS3 science-biology)
the effects of recreational drugs (including
substance misuse) on behaviour, health and life processes.
Material cycles and energy
KS3 biology Photosynthesis
(National Curriculum KS3 science-biology)
the reactants in, and products of, photosynthesis,
and a word summary for photosynthesis
the dependence of almost all life on Earth on the
ability of photosynthetic organisms, such as plants and algae, to
use sunlight in photosynthesis to build organic molecules that are
an essential energy store and to maintain levels of oxygen and
carbon dioxide in the atmosphere
the adaptations of leaves for photosynthesis.
KS3 biology Cellular respiration
(National Curriculum KS3 science-biology)
aerobic and anaerobic respiration in living
organisms, including the breakdown of organic molecules to enable
all the other chemical processes necessary for life
a word summary for aerobic respiration
the process of anaerobic respiration in humans and
micro-organisms, including fermentation, and a word summary for
anaerobic respiration
the differences between aerobic and anaerobic
respiration in terms of the reactants, the products formed and the
implications for the organism.
KS3 biology Interactions and interdependencies
(National
Curriculum KS3 science-biology)
KS3 biology Relationships in an ecosystem
(National Curriculum KS3 science-biology)
the interdependence of organisms in an ecosystem,
including food webs and insect pollinated crops
the importance of plant reproduction through insect
pollination in human food security
how organisms affect, and are affected by, their
environment, including the accumulation of toxic materials.
KS3 biology Genetics and evolution
(National Curriculum KS3 science-biology)
KS3 biology Inheritance, chromosomes, DNA and genes
(National Curriculum KS3 science-biology)
heredity
as the process by which genetic information is transmitted from one
generation to the next
a simple model of chromosomes, genes and
DNA in heredity, including the part played by Watson, Crick, Wilkins
and Franklin in the development of the DNA mode
differences
between species
the variation between individuals within a species
being continuous or discontinuous, to include measurement and
graphical representation of variation
the variation between
species and between individuals of the same species means some
organisms compete more successfully, which can drive natural
selection
changes in the environment may leave individuals within
a species, and some entire species, less well adapted to compete
successfully and reproduce, which in turn may lead to extinction
the importance of maintaining biodiversity and the use of gene banks
to preserve hereditary material.
AQA KS3 Science BIOLOGY
course specification
Subject content – KS3 Biology Pupils should be taught
about:
AQA KS3 biology 3.8 Organisms
AQA KS3 biology 3.8.1 Movement
Explore how the skeletal system and muscular system
in a chicken wing work together to cause movement
AQA KS3 biology Know
The parts of the human skeleton work as a system for
support, protection, movement and the production of new blood cells.
Antagonistic pairs of muscles create movement when
one contracts and the other relaxes.
Keywords
Joints: Places where bones meet.
Bone marrow: Tissue found inside some bones
where new blood cells are made.
Ligaments: Connect bones in joints.
Tendons: Connect muscles to bones.
Cartilage: Smooth tissue found at the end of
bones, which reduces friction between them.
Antagonistic muscle pair: Muscles working in
unison to create movement.
AQA KS3 biology Apply
Explain how a physical property of part of the
skeleton relates to its function.
Explain why some organs contain muscle tissue.
Explain how antagonistic muscles produce movement
around a joint.
Use a diagram to predict the result of a muscle
contraction or relaxation.
AQA KS3 biology Extend
Predict the consequences of damage to a joint, bone
or muscle.
Suggest factors that affect the force exerted by
different muscles.
Consider the benefits and risks of a technology for
improving human movement.
AQA KS3 biology 3.8.2 Cells
AQA KS3 biology Identify the principal features of a cheek cell and
describe their functions
AQA KS3 biology Know
Multicellular organisms are composed of cells which
are organised into tissues, organs and systems to carry out life
processes.
There are many types of cell.
Each has a different structure or feature so it can
do a specific job.
Skill Use a light microscope to observe and draw
cells.
Facts
Both plant and animal cells have a cell
membrane, nucleus, cytoplasm and mitochondria.
Plant cells also have a cell wall, chloroplasts
and usually a permanent vacuole.
Keywords Cell:
The unit of a living organism, contains parts to
carry out life processes.
Uni-cellular: Living things made up of one cell.
Multi-cellular: Living things made up of many
types of cell.
Tissue: Group of cells of one type.
Organ: Group of different tissues working
together to carry out a job.
Diffusion: One way for substances to move into
and out of cells.
Structural adaptations: Special features to help
a cell carry out its functions.
Cell membrane: Surrounds the cell and controls
movement of substances in and out.
Nucleus: Contains genetic material (DNA) which
controls the cell’s activities.
Vacuole: Area in a cell that contains liquid,
and can be used by plants to keep the cell rigid and store
substances.
Mitochondria: Part of the cell where energy is
released from food molecules.
Cell wall: Strengthens the cell. In plant cells
it is made of cellulose.
Chloroplast: Absorbs light energy so the plant
can make food.
Cytoplasm: Jelly-like substance where most
chemical processes happen.
Immune system: Protects the body against
infections.
Reproductive system: Produces sperm and eggs,
and is where the foetus develops.
Digestive system: Breaks down and then absorbs
food molecules.
Circulatory system: Transports substances around
the body.
Respiratory system: Replaces oxygen and removes
carbon dioxide from blood.
Muscular skeletal system: Muscles and bones
working together to cause movement and support the body.
AQA KS3 biology Apply
Explain why multi-cellular organisms need organ
systems to keep their cells alive.
Suggest what kind of tissue or organism a cell is
part of, based on its features.
Explain how to use a microscope to identify and
compare different types of cells.
Explain how uni-cellular organisms are adapted to
carry out functions that in multi-cellular organisms are done by
different types of cell.
AQA KS3 biology Extend
Make deductions about how medical treatments work
based on cells, tissues, organs and systems.
Suggest how damage to, or failure of, an organ would
affect other body systems.
Deduce general patterns about how the structure of
different cells is related to their function.
Find out how recreational drugs might affect
different body systems.
AQA KS3 biology 3.8.3 Breathing
AQA KS3 biology Investigate a claim linking height to lung volume
AQA KS3 biology Know
In gas exchange, oxygen and carbon dioxide move
between alveoli and the blood.
Oxygen is transported to cells for aerobic
respiration and carbon dioxide, a waste product of respiration, is
removed from the body.
Breathing occurs through the action of muscles in
the ribcage and diaphragm.
The amount of oxygen required by body cells
determines the rate of breathing.
Keywords
Breathing: The movement of air in and out of the
lungs.
Trachea (windpipe): Carries air from the mouth
and nose to the lungs.
Bronchi: Two tubes which carry air to the lungs.
Bronchioles: Small tubes in the lung.
Alveoli: Small air sacs found at the end of each
bronchiole.
Ribs: Bones which surround the lungs to form the
ribcage.
Diaphragm: A sheet of muscle found underneath
the lungs.
Lung volume: Measure of the amount of air
breathed in or out.
AQA KS3 biology Apply
Explain how exercise, smoking and asthma affect the
gas exchange system.
Explain how the parts of the gas exchange system are
adapted to their function.
Explain observations about changes to breathing rate
and volume.
Explain how changes in volume and pressure inside
the chest move gases in and out of the lungs.
AQA KS3 biology Extend
Evaluate a possible treatment for a lung disease.
Predict how a change in the gas exchange system
could affect other processes in the body.
Evaluate a model for showing the mechanism of
breathing.
AQA KS3 biology 3.8.4 Digestion
Evaluate how well a model represents key features of
the digestive system
AQA KS3 biology Know
The body needs a balanced diet with carbohydrates,
lipids, proteins, vitamins, minerals, dietary fibre and water, for
its cells’ energy, growth and maintenance.
Organs of the digestive system are adapted to break
large food molecules into small ones which can travel in the blood
to cells and are used for life processes.
Facts
Iron is a mineral important for red blood cells.
Calcium is a mineral needed for strong teeth and
bones.
Vitamins and minerals are needed in small
amounts to keep the body healthy.
Keywords
Enzymes: Substances that speed up the chemical
reactions of digestion.
Dietary fibre: Parts of plants that cannot be
digested, which helps the body eliminate waste.
Carbohydrates: The body’s main source of energy.
There are two types: simple (sugars) and complex (starch).
Lipids (fats and oils): A source of energy.
Found in butter, milk, eggs, nuts.
Protein: Nutrient your body uses to build new
tissue for growth and repair. Sources are meat, fish, eggs,
dairy products, beans, nuts and seeds.
Stomach: A sac where food is mixed with acidic
juices to start the digestion of protein and kill
microorganisms.
Small intestine: Upper part of the intestine
where digestion is completed and nutrients are absorbed by the
blood.
Large intestine: Lower part of the intestine
from which water is absorbed and where faeces are formed.
Gut bacteria: Microorganisms that naturally live
in the intestine and help food break down.
AQA KS3 biology Apply
Describe possible health effects of unbalanced diets
from data provided.
Calculate food requirements for a healthy diet,
using information provided.
Describe how organs and tissues involved in
digestion are adapted for their role.
Describe the events that take place in order to turn
a meal into simple food molecules inside a cell.
AQA KS3 biology Extend
Design a diet for a person with specific dietary
needs.
Critique claims for a food product or diet by
analysing nutritional information.
Make deductions from medical symptoms showing
problems with the digestive system.
AQA KS3 biology 3.9 Ecosystems
AQA KS3 biology 3.9.1 Interdependence
Use a model to investigate the impact of changes in a
population of one organism on others in the ecosystem
AQA KS3 biology Know
Organisms in a food web (decomposers, producers and
consumers) depend on each other for nutrients.
So, a change in one population leads to changes in
others.
The population of a species is affected by the
number of its predators and prey, disease, pollution and competition
between individuals for limited resources such as water and
nutrients.
Fact Insects are needed to pollinate food crops.
Keywords
Food web: Shows how food chains in an ecosystem
are linked.
Food chain: Part of a food web, starting with a
producer, ending with a top predator.
Ecosystem: The living things in a given area and
their non-living environment.
Environment: The surrounding air, water and soil
where an organism lives.
Population: Group of the same species living in
an area.
Producer: Green plant or algae that makes its
own food using sunlight.
Consumer: Animal that eats other animals or
plants.
Decomposer: Organism that breaks down dead plant
and animal material so nutrients can be recycled back to the
soil or water.
AQA KS3 biology Apply
Describe how a species’ population changes as its
predator or prey population changes.
Explain effects of environmental changes and toxic
materials on a species’ population.
Combine food chains to form a food web.
Explain issues with human food supplies in terms of
insect pollinators.
AQA KS3 biology Extend
Suggest what might happen when an unfamiliar species
is introduced into a food web.
Develop an argument about how toxic substances can
accumulate in human food.
Make a deduction based on data about what caused a
change in the population of a species.
AQA KS3 biology 3.9.2 Plant reproduction
Use models to evaluate the features of various types
of seed dispersal
AQA KS3 biology Know
Plants have adaptations to disperse seeds using
wind, water or animals.
Plants reproduce sexually to produce seeds, which
are formed following fertilisation in the ovary.
Facts
Flowers contain the plant’s reproductive organs.
Pollen can be carried by the wind, pollinating
insects or other animals.
Keywords
Pollen: Contains the plant male sex cells found
on the stamens.
Ovules: Female sex cells in plants found in the
ovary.
Pollination: Transfer of pollen from the male
part of the flower to the female part of the flower on the same
or another plant.
Fertilisation: Joining of a nucleus from a male
and female sex cell.
Seed: Structure that contains the embryo of a
new plant.
Fruit: Structure that the ovary becomes after
fertilisation, which contains seeds.
Carpel: The female part of the flower, made up
of the stigma where the pollen lands, style and ovary.
AQA KS3 biology Apply
Describe the main steps that take place when a plant
reproduces successfully.
Identify parts of the flower and link their
structure to their function.
Suggest how a plant carried out seed dispersal based
on the features of its fruit or seed.
Explain why seed dispersal is important to survival
of the parent plant and its offspring.
AQA KS3 biology Extend
Describe similarities and differences between the
structures of wind pollinated and insect pollinated plants.
Suggest how plant breeders use knowledge of
pollination to carry out selective breeding.
Develop an argument why a particular plant structure
increases the likelihood of successful production of offspring.
AQA KS3 biology 3.9.3 Respiration
Use data from investigating fermentation with yeast
to explore respiration
AQA KS3 biology Know
Respiration is a series of chemical reactions, in
cells, that breaks down glucose to provide energy and form new
molecules.
Most living things use aerobic respiration but
switch to anaerobic respiration, which provides less energy, when
oxygen is unavailable.
Fact Yeast fermentation is used in brewing and
breadmaking.
Keywords
Aerobic respiration: Breaking down glucose with
oxygen to release energy and producing carbon dioxide and water.
Anaerobic respiration (fermentation): Releasing
energy from the breakdown of glucose without oxygen, producing
lactic acid (in animals) and ethanol and carbon dioxide (in
plants and microorganisms).
AQA KS3 biology Apply
Use word equations to describe aerobic and anaerobic
respiration.
Explain how specific activities involve aerobic or
anaerobic respiration.
AQA KS3 biology Extend
Suggest how organisms living in different conditions
use respiration to get their energy.
Describe similarities and differences between
aerobic and anaerobic respiration.
AQA KS3 biology 3.9.4 Photosynthesis
Use lab tests on variegated leaves to show that
chlorophyll is essential for photosynthesis
AQA KS3 biology Know
Plants and algae do not eat, but use energy from
light, together with carbon dioxide and water to make glucose (food)
through photosynthesis.
They either use the glucose as an energy source, to
build new tissue, or store it for later use.
Plants have specially-adapted organs that allow them
to obtain resources needed for photosynthesis.
Fact Iodine is used to test for the presence of
starch.
Keywords
Fertilisers: Chemicals containing minerals that
plants need to build new tissues.
Photosynthesis: A process where plants and algae
turn carbon dioxide and water into glucose and release oxygen.
Chlorophyll: Green pigment in plants and algae
which absorbs light energy.
Stomata: Pores in the bottom of a leaf which
open and close to let gases in and out.
AQA KS3 biology Apply
Describe ways in which plants obtain resources for
photosynthesis.
Explain why other organisms are dependent on
photosynthesis.
Sketch a line graph to show how the rate of
photosynthesis is affected by changing conditions.
Use a word equation to describe photosynthesis in
plants and algae.
AQA KS3 biology Extend
Suggest how particular conditions could affect plant
growth.
Suggest reasons for particular adaptations of
leaves, roots and stems.
Compare the movement of carbon dioxide and oxygen
through stomata at different times of day.
AQA KS3 biology 3.10 Genes
AQA KS3 biology 3.10.1 Variation
Graph data relating to variation and explain how it
may lead to the survival of a species
AQA KS3 biology Know
There is variation between individuals of the same
species.
Some variation is inherited, some is caused by the
environment and some is a combination.
Variation between individuals is important for the
survival of a species, helping it to avoid extinction in an always
changing environment.
Keywords
Species: A group of living things that have more
in common with each other than with other groups.
Variation: The differences within and between
species.
Continuous variation: Where differences between
living things can have any numerical value.
Discontinuous variation: Where differences
between living things can only be grouped into categories.
AQA KS3 biology Apply
Explain whether characteristics are inherited,
environmental or both.
Plot bar charts or line graphs to show discontinuous
or continuous variation data.
Explain how variation helps a particular species in
a changing environment.
Explain how characteristics of a species are adapted
to particular environmental conditions.
AQA KS3 biology Extend
Predict implications of a change in the environment
on a population.
Use the ideas of variation to explain why one
species may adapt better than another to environmental change.
Critique a claim that a particular characteristic is
inherited or environmental.
AQA KS3 biology 3.10.2 Human reproduction
Relate advice to pregnant women to ideas about
transfer of substances to the embryo
AQA KS3 biology Know
The menstrual cycle prepares the female for
pregnancy and stops if the egg is fertilised by a sperm.
The developing foetus relies on the mother to
provide it with oxygen and nutrients, to remove waste and protect it
against harmful substances.
Facts
The menstrual cycle lasts approximately 28 days.
If an egg is fertilised it settles into the
uterus lining.
Keywords
Gamete: The male gamete (sex cell) in animals is
a sperm, the female an egg.
Fertilisation: Joining of a nucleus from a male
and female sex cell.
Ovary: Organ which contains eggs.
Testicle: Organ where sperm are produced.
Oviduct, or fallopian tube: Carries an egg from
the ovary to the uterus and is where fertilisation occurs.
Uterus, or womb: Where a baby develops in a
pregnant woman.
Ovulation: Release of an egg cell during the
menstrual cycle, which may be met by a sperm.
Menstruation: Loss of the lining of the uterus
during the menstrual cycle.
Reproductive system: All the male and female
organs involved in reproduction.
Penis: Organ which carries sperm out of the
male’s body.
Vagina: Where the penis enters the female’s body
and sperm is received.
Foetus: The developing baby during pregnancy.
Gestation: Process where the baby develops
during pregnancy.
Placenta: Organ that provides the foetus with
oxygen and nutrients and removes waste substances.
Amniotic fluid: Liquid that surrounds and
protects the foetus.
Umbilical cord: Connects the foetus to the
placenta.
AQA KS3 biology Apply
Explain whether substances are passed from the
mother to the foetus or not.
Use a diagram to show stages in development of a
foetus from the production of sex cells to birth.
Describe causes of low fertility in male and female
reproductive systems.
Identify key events on a diagram of the menstrual
cycle.
AQA KS3 biology Extend
Explain why pregnancy is more or less likely at
certain stages of the menstrual cycle.
Make deductions about how contraception and
fertility treatments work.
Predict the effect of cigarettes, alcohol or drugs
on the developing foetus.
AQA KS3 biology 3.10.3 Evolution
Review the evidence for theories about how a
particular species went extinct
AQA KS3 biology Know
Natural selection is a theory that explains how
species evolve and why extinction occurs.
Biodiversity is vital to maintaining populations.
Within a species variation helps against environment
changes, avoiding extinction.
Within an ecosystem, having many different species
ensures resources are available for other populations, like humans.
Keywords
Population: Group of organisms of the same kind
living in the same place.
Natural selection: Process by which species
change over time in response to environmental changes and
competition for resources.
Extinct: When no more individuals of a species
remain.
Biodiversity: The variety of living things. It
is measured as the differences between individuals of the same
species, or the number of different species in an ecosystem.
Competition: When two or more living things
struggle against each other to get the same resource.
Evolution: Theory that the animal and plant
species living today descended from species that existed in the
past.
AQA KS3 biology Apply
Use evidence to explain why a species has become
extinct or adapted to changing conditions.
Evaluate whether evidence for a species changing
over time supports natural selection.
Explain how a lack of biodiversity can affect an
ecosystem.
Describe how preserving biodiversity can provide
useful products and services for humans
AQA KS3 biology Extend
Predict and explain the changes in a population over
time due to natural selection.
Suggest an explanation, based on data, for how a
particular evolutionary change occurred.
Evaluate ways of preserving plant or animal material
for future generations.
AQA KS3 biology 3.10.4 Inheritance
Model the inheritance of a specific trait and explore
the variation in the offspring produced
AQA KS3 biology Know
Inherited characteristics are the result of genetic
information, in the form of sections of DNA called genes, being
transferred from parents to offspring during reproduction.
Chromosomes are long pieces of DNA which contain
many genes.
Gametes, carrying half the total number of
chromosomes of each parent, combine during fertilisation.
Facts
The DNA of every individual is different, except
for identical twins.
There is more than one version of each gene eg
different blood groups.
Keywords
Inherited characteristics: Features that are
passed from parents to their offspring.
DNA: A molecule found in the nucleus of cells
that contains genetic information.
Chromosomes: Thread-like structures containing
tightly coiled DNA.
Gene: A section of DNA that determines an
inherited characteristic.
AQA KS3 biology Apply
Use a diagram to show the relationship between DNA,
chromosomes and genes.
Use a diagram to show how genes are inherited.
Explain how a change in the DNA (mutation) may
affect an organism and its future offspring.
Explain why offspring from the same parents look
similar but are not usually identical
AQA KS3 biology Extend
Suggest arguments for and against genetic
modification.
Suggest benefits from scientists knowing all the
genes in the human genome.
Determine how the number of chromosomes changes
during cell division, production of sex cells and fertilisation.
Find out why scientists Watson, Crick and Franklin
were so important.
OCR Twenty First Century Science knowledge and
understanding expected from KS3 science-biology before doing a GCSE Biology
course
Chapter B1 You and your genes
From your Key Stages 1 to 3 science
studies about genes and inheritance you should ...
know that living things produce offspring
of the same kind, but normally offspring vary and are not identical to their
parents
know that heredity is the process by
which genetic information is transmitted from one generation to the next
know that genetic information is stored
in the nucleus
understand a simple model of chromosomes,
genes and DNA
know about the part played by Watson,
Crick, Wilkins and Franklin in the development of the DNA model
know about sexual reproduction in
animals, including the role of gametes and the process of fertilisation
know about sexual and asexual
reproduction in plants, including flower structures and the processes of
pollination and fertilisation
Chapter B2 Keeping healthy
From your Key Stages 1 to 3 science
studies about on health and disease you should ..
appreciate that good hygiene helps humans
keep healthy
be able to identify and name the main
parts of the human circulatory system, and describe the functions of the
heart, blood vessels and blood
appreciate the importance of bacteria in
the human digestive system
know that animals, including humans, need
the right types and amount of nutrition, and that a healthy human diet
includes carbohydrates, lipids (fats and oils), proteins, vitamins,
minerals, dietary fibre and water
recall some of the consequences of
imbalances in the diet, including obesity, starvation and deficiency
diseases
recognise the impact of diet, exercise,
drugs and lifestyle on the way their bodies function
recall some of the effects of
recreational drugs (including substance misuse) on behaviour, health and
life processes.
Chapter B3 Living together – food and ecosystems
From your Key Stages 1 to 3 science
studies about food and ecosystems you should ...
understand the similarities and
differences between plant and animal cells
know that some organisms make their own
food using photosynthesis
know that photosynthesis in plant cells
occurs in the chloroplasts
know the reactants in, and products of,
photosynthesis, and be able to write a word summary
know that photosynthesis requires light
be familiar with the adaptations of
leaves for photosynthesis, and the role of stomata in gas exchange
know that water and minerals enter a
plant through the roots
know that molecules of a solute move
through solvent, and through cell membranes, by diffusion
know that animals obtain their food from
plants (and other animals that ate plants)
understand the difference between
carnivores, herbivores and omnivores, and between producers and consumers
know that individuals of the same type
living in the same place make up a population, and that all the interacting
populations in an ecosystem make up the community
understand the use of food chains and
food webs as models of the feeding relationships within a community
appreciate the interdependence of
organisms in a community, including food webs, the breakdown and cycling of
materials, and animals as pollinators
know that changes in an ecosystem can
affect the survival of individuals and populations.
Chapter B4 Using food and controlling growth
From your Key Stages 1 to 3 science
studies about on cellular respiration and growth you should ...
be familiar with the processes of aerobic
and anaerobic respiration in living organisms, and fermentation in
microorganisms, including word summaries of the reactions
be able to recall the differences between
aerobic and anaerobic respiration in terms of the reactants, products and
implications for the organism
be familiar with the tissues and organs
of the human digestive system, including adaptations to function
understand in simple terms that the human
digestive system uses chemicals (including enzymes) to digest food
appreciate the importance of bacteria in
the human digestive system
know how nutrients and water are
transported within animals, including humans.
Chapter B5 The human body – staying alive
From your Key Stages 1 to 3 science
studies about on the human body you should ...
appreciate the hierarchical organisation
of multicellular organisms: from cells to tissues to organs to systems to
organisms
be able to identify, name, draw and label
the basic parts of the human body
have a basic understanding of the
function of muscles
be familiar with the tissues and organs
of the human digestive system, including adaptations to function
understand the basic structures and
functions of the gas exchange system in humans, including adaptations to
function
understand the mechanism of breathing to
move air in and out of the lungs, and be able to use a pressure model to
explain the movement of gases
understand, in outline, how nutrients and
water are transported within animals, including humans
be able to identify and name the main
parts of the human circulatory system
be familiar with the functions of the
heart, blood vessels and blood
know which part of the body is associated
with each sense.
Chapter B6 Life on Earth – past, present and future
From your Key Stages 1 to 3 science
studies about evolution and biodiversity you should ...
know that there are many different types
of organisms living in many different environments, and that there are
similarities and differences between all organisms
recognise that living organisms can be
grouped and classified in a variety of ways based on commonalities and
differences
be able to use classification keys
recognise that living organisms have
changed over time and that fossils provide information about organisms that
lived millions of years ago
appreciate that organisms live in
habitats to which they are adapted
recognise that organisms produce
offspring of the same kind, but normally offspring vary and are not
identical to their parents
know that there is variation between
individuals within a species, and that variation can be described as
continuous or discontinuous
understand that the variation means some
organisms compete more successfully, resulting in natural selection
appreciate that variation, adaptation,
competition and natural selection result in the evolution of species
understand that changes in the
environment may leave organisms less well adapted to compete successfully
and reproduce, which can lead to extinction
be familiar with some of the reasons why
it’s important to protect and conserve biodiversity, and some ways of doing
so.