Science
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 using different types of scientific enquiry to answer their own questions, including
observing changes over a period of time, noticing patterns, grouping and classifying
things, carrying out simple comparative tests, and finding things out using secondary
sources of information. They should begin to use simple scientific language to talk about
what they have found out and communicate their ideas to a range of audiences in a variety
of ways. Most of the learning about science should be done through the use of first-hand
practical experiences, but there should also be some use of appropriate secondary
sources, such as books, photographs and videos.
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
their ideas about functions, relationships and interactions. They should ask their own
questions about what they observe and make some decisions about which types of
scientific enquiry are likely to be the best ways of answering them, including observing
changes over time, noticing patterns, grouping and classifying things, carrying out simple
comparative and fair tests and finding things out using secondary sources of information.
They should draw simple conclusions and use some scientific language, first, to talk about
and, later, to write about what they have found out.
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 systematically.
At upper key stage 2, they should encounter more abstract ideas and begin to recognise
how these ideas help them to understand and predict how the world operates. They should
also begin to recognise that scientific ideas change and develop over time. They should
select the most appropriate ways to answer science questions using different types of
scientific enquiry, including observing changes over different periods of time, noticing
patterns, grouping and classifying things, carrying out comparative and fair tests and
finding things out using a wide range of secondary sources of information. Pupils should
draw conclusions based on their data and observations, use evidence to justify their ideas,
and use their scientific knowledge and understanding to explain their findings.
Curriculum Intent
Skills Progression & Assessment
Working Scientifically Progression Chart
Scientific Knowledge and Conceptual Understanding Progression Chart
Vocab Progression
Science Vocabulary Progression
Impact
Year 1
Year 2
Year 3
Year 4
Year 5
Year 6
