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Science Overview – EYFS, Key Stage 1 and Key Stage 2
Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2
EYFS
Reception
(See
continuous
provision
also)
Topic – All About Me Science Focus - Human Lifecycle Daily weather chart Topic – Let’s Pretend Science Focus – Autumn Topic – Animals Science Focus – Animal habitats and camouflage Focus Scientist: Ann Bancroft Freezing and melting Winter Topic – Journeys Science Focus – Space Focus Scientist: Helen Sharman (space) Spring Topic – Traditional Tales Science Focus – Growing plants, comparing cultures and cooking food Summer Topic – Changes Science Focus – Lifecycles (butterfly) Focus Scientist: David Attenborough Key Stage 1
Year 1
Seasonal Changes (Autumn) Animals, including Humans Focus Scientist: Chris Packham Seasonal Changes (Winter) Focus Scientist: Liam Dutton Everyday Materials Focus Scientist: William Addis Seasonal Changes (Spring) Plants Focus Scientist: Beatrix Potter Science Adventurers! Recapping of objectives taught so far. Seasonal Changes (Summer) Animals including Humans
Year 2
Uses of Everyday Materials Focus Scientist: Charles Macintosh Living Things and their Habitats Focus Scientist: Rachel Carson Living Things and their Habitats Focus Scientist: Rachel Carson Plants Focus Scientist: George Washington Carver Science Adventurers! Recapping of objectives taught so far. Animals including Humans Focus Scientist: Yan Le Meur Lower Key Stage 2
Year 3
Forces and Magnets Focus Scientist: William Gilbert Rocks Focus Scientist: Mary Anning Light Focus Scientist: Ibn al-Haytham Animals including Humans Focus Scientist: Wilhelm Rontgen Science Adventurers! Recapping of objectives taught so far. Plants Focus Scientist: Ahmed Mumin Warfa
Year 4
States of Matter Focus Scientist: Daniel Farenheit Sound Focus Scientist: Evelyn Glennie Electricity Focus Scientist: Michael Faraday Animals including Humans Focus Scientist: Ivan Pavlov Science Adventurers! Recapping of objectives taught so far. Living Things and their Habitats Focus Scientist: Gladys West
Early Years Foundation Stage - Related to Science
Communication and Language Understanding the World
ELG Listening, Attention and Understanding Listen attentively and respond to what they hear with relevant questions, comments and actions when being read to and during whole class discussions and small group interactions. Make comments about what they have heard and ask questions to clarify their understanding. Hold conversations when engaged in back-and-forth exchanges with their teacher and peers. ELG Speaking Participate in small group, class and one-to-one discussions, offering their own ideas, using recently introduced vocabulary. Offer explanations for why things might happen, making use of recently introduced vocabulary from stories, non-fiction, rhymes and poems when appropriate. Express their ideas and feelings about their experiences using full sentences, including use of past, present and future tenses and making use of conjunctions, with modelling and support from their teacher. The Natural World Early Learning Goal
- Explore the natural world around them, making observations and drawing pictures of animals and plants;
- Know some similarities and differences between the natural world around them and contrasting environments, drawing on their experiences and what has been read in class;
- Understand some important processes and changes in the natural world around them, including the seasons and changing states of matter. Upper Key Stage 2
Year 5
Forces Focus Scientist: Isaac Newton Properties and Changes of Materials Focus Scientist: Becky Schroeder Properties and Changes of Materials Focus Scientist: Becky Schroeder Living Things and their Habitats Focus Scientist: Malaika Vaz Animals including Humans Focus Scientist: Sigmund Freud Science Adventurers! Recapping of objectives taught so far. Earth and Space Focus Scientist: Mai Jemison
Year 6
Evolution and Inheritance Focus Scientist: Rosalind Franklin and Charles Darwin Living Things and their Habitats Focus Scientist: Carl Linneus Light Focus Scientist: CV Raman Animals including Humans Focus Scientist: Marie M Daley Science Adventurers! Recapping of objectives taught so far. Electricity Focus Scientist: Nikola Tesla
National Curriculum - Science
Purpose of study A high-quality science education provides the foundations for understanding the world through the specific disciplines of biology, chemistry and physics. Sci- ence has changed our lives and is vital to the world’s future prosperity, and all pupils should be taught essential aspects of the knowledge, methods, processes and uses of science. Through building up a body of key foundational knowledge and concepts, pupils should be encouraged to recognise the power of rational explanation and develop a sense of excitement and curiosity about natural phenomena. They should be encouraged to understand how science can be used to explain what is occurring, predict how things will behave, and analyse causes. Aims The national curriculum for science aims to ensure that all pupils: develop scientific knowledge and conceptual understanding through the specific disciplines of biology, chemistry and physics develop understanding of the nature, processes and methods of science through different types of science enquiries that help them to answer scientific questions about the world around them are equipped with the scientific knowledge required to understand the uses and implications of science, today and for the fut ure.
National Curriculum - Key stage 1
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 hu- manly-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, includi ng 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 r ange 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. ‘Working scientifically’ is described separately in the programme of study, but must always be taught through and clearly related to the teachi ng of substantive science content in the programme of study. Throughout the notes and guidance, examples show how scientific methods and skills might be linked to specific elements of the content. Pupils should read and spell scientific vocabulary at a level consistent with their increasing word reading and spelling knowledge at key stage 1.
Year 1
Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2
Animals, including Humans Identify, name, draw and label the main basic parts of the human body and say which part of the body is associated with each sense. Focus Scientist: Wilhelm Rontgen Seasonal Changes (Autumn) Observe and discuss changes across the four seasons Observe and describe weather associated with the seasons and how day length varies. Seasonal Changes (Winter) Observe and discuss changes across the four seasons Observe and describe weather associated with the seasons and how day length varies. Everyday Materials Distinguish between an object and the material from which it is made Identify and name a variety of everyday materials, including wood, plastic, glass, metal, water, and rock Describe the simple physical properties of a variety of everyday materials Compare and group together a variety of everyday materials on the basis of their simple physical properties. Seasonal Changes (Spring) Observe and discuss changes across the four seasons Observe and describe weather associated with the seasons and how day length varies. Plants Identify and name a variety of common wild and garden plants, including deciduous and evergreen trees Identify and describe the basic structure of a variety of common flowering plants, including trees. Science Adventures! Animals, including Humans Identify and name a variety of common animals including fish, amphibians, reptiles, birds and mammals Describe and compare the structure of a variety of common animals (fish, amphibians, reptiles, birds and mammals, including pets) Identify and name a variety of common animals that are carnivores, herbivores and omnivores Seasonal Changes (Summer) Observe and discuss changes across the four seasons Observe and describe weather associated with the seasons and how day length varies.
Working Scientifically
•Asking simple questions and recognising they can be answered in different ways. •Observing closely, using simple equipment. •Performing simple tests. •Identifying and classifying. •Using their observations and ideas to suggest answers to questions. •Gathering and recording data to help in answering questions.
National Curriculum – Lower Key stage 2 – Year 3 and 4
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 environ- ments, 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 usi ng secondary sources of infor- mation. They should draw simple conclusions and use some scientific language, first, to talk about and, later, to write about what they have found out. ‘Working scientifically’ is described separately at the beginning of the programme of study, but must always be taught through and clearly related to substan- tive science content in the programme of study. Throughout the notes and guidance, examples show how scientific methods and s kills might be linked to specific elements of the content. Pupils should read and spell scientific vocabulary correctly and with confidence, using their growing word reading and spelling knowledge.
Year 3
Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2 Forces and Magnets Compare how things move on different surfaces Observe that some forces need contact between two objects, but magnetic forces can act at a distance Predict whether two magnets will attract or repel each other, depending on which poles are facing observe how they attract some materials and not others compare and group together a variety of everyday materials on Rocks Compare and group together different kinds of rocks on the basis of their appearance and simple physical properties Describe in simple terms how fossils are formed when things that have lived are trapped within rock Recognise that soils are made from rocks and organic matter. Light Recognise that they need light in order to see things and that dark is the absence of light Notice that light is reflected from surfaces Recognise that light from the sun can be dangerous and that there are ways to protect their eyes Recognise that shadows are formed when the light from a light source is blocked by a solid object Animals, including Humans 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 Identify that humans and some other animals have skeletons and muscles for support, protection and movement. Science Adventures! Plants Identify and describe the functions of different parts of flowering plants: roots, stem/trunk, leaves and flowers 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 Investigate the way in which water is transported within plants Explore the part that flowers play in the life cycle of flowering plants, including pollination,
the basis of whether they are attracted to a magnet, and identify some magnetic materials. Focus Scientist: Isaac Newton Find patterns in the way that the size of shadows change. seed formation and seed dispersal. Working Scientifically
- Asking relevant questions and using different types of scientific enquires to answer them.
- Setting up Simple practical enquiries Comparative tests Fair tests •Making Systematic and careful observations and where appropriate, take accurate measurements using standard units, using a range of equipment including - Thermometers Dataloggers
- Answering questions in a variety of ways Gathering information Recording information Classifying information Presenting data
- Record findings using - Simple scientific language Labelled diagrams Drawings Keys Bar charts Tables
- Report on findings from enquiries using results and conclusions - Written explanations Oral explanations Displays Presentation
- Using results to draw simple conclusions - Make predictions for new values Suggest improvements Raise further questions
- Related to simple scientific ideas and process - Identify differences Identify changes Identify similarities
- Using straightforward scientific evidence to - Answer questions Support their finding
- Report on findings from enquiries using results and conclusions - Written explanations Oral explanations Displays Presentation
- Using results to draw simple conclusions - Make predictions for new values Suggest improvements Raise further questions
- Related to simple scientific ideas and process - Identify differences Identify changes Identify similarities
- Using straightforward scientific evidence to - Answer questions Support their finding
National Curriculum – Upper Key stage 2 – Year 5 and 6
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, i ncluding 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, us e evidence to justify their ideas, and use their scientific knowledge and understanding to explain their findings. ‘Working and thinking scientifically’ is described separately at the beginning of the programme of study, but must always be taught through and clearly related to substantive science content in the programme of study. Throughout the notes and guidance, examples show how scientific methods and skills might be linked to specific elements of the content. Pupils should read, spell and pronounce scientific vocabulary correctly.
Year 5
Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2
Forces Explore and explain unsupported objects falling towards the Earth because of the force of gravity Explore and identify the effects of air resistance, water resistance and friction, that act between moving surfaces Recognise that some mechanisms, including levers, pulleys and gears, allow a smaller force to have a greater effect. Properties and Changes in Materials Compare and group together everyday materials on the basis of their properties, including their hardness, solubility, transparency, conductivity (electrical and thermal), and response to magnets Give reasons, based on evidence from comparative and fair tests, for the particular uses of everyday materials, including metals, wood and plastic Observe and explain that some changes result in the formation of new materials (usually irreversible), including changes associated with burning and the action of acid on bicarbonate of soda. Properties and Changes in Materials Know that some materials will dissolve in liquid to form a solution, and describe how to recover a substance from a solution Use knowledge of solids, liquids and gases to decide how mixtures might be separated, including through filtering, sieving and evaporating Demonstrate that dissolving, mixing and changes of state are reversible changes Animals, including Humans Describe the changes as humans develop to old age. Living Things and their Habitats Describe the differences in the life cycles of a mammal, an amphibian, an insect and a bird Describe the life process of reproduction in some plants and animals. Focus Scientist: Jane Goodall Science Adventures! Earth and Space Describe the movement of the Earth, and other planets, relative to the Sun (a star) in the solar system Describe the movement of the Moon relative to the Earth Describe the Sun, Earth and Moon as approximately spherical bodies Use the idea of the Earth’s rotation to explain day and night and the apparent movement of the sun across the sky (use a model to explain). Focus Scientist: Galileo Galilei
Year 6
Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2
Evolution and Inheritance Recognise that living things have changed over time and that fossils provide information about living things that inhabited the Earth millions of years ago Recognise that living things produce offspring of the same kind, but normally offspring vary and are not identical to their parents Identify how animals and plants are adapted to suit their environment in different ways and that adaptation may lead to evolution Focus Scientist: Charles Darwin and Mary Anning Living Things and their Habitats 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 Give reasons for classifying plants and animals based on specific characteristics. Focus Scientist: Rachel Carson Light Recognise that light appears to travel in straight lines 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 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 Use the idea that light travels in straight lines to explain why shadows have the same shape as the objects that cast them. Animal, including Humans Identify and name the main parts of the human circulatory system, and describe the functions of the heart, blood vessels and blood Recognise the impact of diet, exercise, drugs and lifestyle on the way their bodies function Describe the ways in which nutrients and water are transported within animals, including humans. Science Adventures! Electricity Associate the brightness of a lamp or the volume of a buzzer with the number and voltage of cells used in the circuit 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 Use recognised symbols when representing a simple circuit in a diagram.
Working Scientifically
Planning different types of scientific enquiries to answer questions, including recognising and controlling variables where necessary Using a range of scientific equipment, with increasing accuracy and precision Take measurements Take repeat readings as appropriate Record data and results with increasing complexity using - Scientific diagrams and labels Classification keys Tables Scatter graphs Bar Graph Line graph
Using test results to make predictions to set up further comparative and fair tests. Reporting and presenting findings from enquiries including - Conclusions Causal relationships Explanations Degree of trust in results In written and oral forms such as Displays Other presentations Identifying scientific evidence that has been used to support and refute ideas or arguments
Year 2
Animals, including
Humans
Offspring, life
cycles, babies,
young, grow,
change, adults,
older, younger,
baby, toddler, child,
teenager,
reproduce, basic
needs, water, food,
air, breathing,
survival, exercise,
hygiene, healthy,
medicine, food
groups and
examples of food for
those groups,
Living Things and
Their Habitats
Living, dead, never
been alive, move,
grow, feed, offspring,
babies, young, names
of local habitats,
names of
microhabitats, dry,
damp/wet, dark, light,
hot/war, cold/cool, use
of comparative
adjectives (e.g.
hotter), suitable, basic
needs, food chain and
shelter.
Use of Everyday
Materials
Suitable, unsuitable,
rigid, flexible,
reflective, non-
reflective, transparent,
opaque, translucent,
push, pull, twist,
squash, bend,
squeeze and stretch.
Plants
Fully grown, water,
light, damp, wet, dry,
dark, light, hot/warm,
cold/cool, comparative
adjectives (e.g.
hotter), grow, healthy,
shoot, seedling,
germination, wither,
die, dry, soil and
earth.
Year 3
Animals, including
Humans
Nutrients, nutrition,
carbohydrates,
protein, vitamins
and minerals, fat,
fibre, water,
balanced diet,
skeleton, vertebrate,
invertebrate,
endoskeleton,
exoskeleton,
support, protection,
movement, skull,
muscles, ribs, spine,
joints, bones and
tendons.
. Rocks
Stone, pebble,
boulder, soil, names
of types of soil fossils,
grains, crystals, hard,
soft, texture, absorb,
marble, chalk, granite,
sandstone and slate.
Plants
Blossom, nutrients,
fertiliser, temperature,
transported,
pollination, seed
formation and seed
dispersal.
Light
Light source, names
of various light
sources, dark, reflect,
reflective, mirror,
shadow, block,
transparent, opaque
and translucent
Forces and Magnets
Force, push, pull,
magnetic, magnet,
bar magnet, ring
magnet, horse shoe
magnet, attract, repel,
iron, steel, non-
magnetic, poles, north
pole and south pole.
Year 4
Animals, including
Humans
Teeth, canines,
incisor, molar, pre-
molar, saliva,
tongue, rip, tear,
chew, grind, cut,
digestive system,
oesophagus,
stomach, small
intestine, large
intestine, rectum,
anus, producer,
consumer, predator
and prey.
Living Things and
their Habitats
Classification keys,
classify, environment,
fish, amphibians,
reptiles, birds,
mammals,
vertebrates,
invertebrates, names
of some invertebrates
and positive &
negative human
impact.
States of Matter
States of matter, solid,
liquid, gas, powder,
grain, crystals,
changing state, ice,
water, steam, water
vapour, heating,
cooling, temperature,
degrees Celsius, melt,
freeze, solidify,
melting point, molten,
boil, boiling point,
evaporation/
evaporate,
condensation/
condense, water
cycle, precipitation
and transpiration.
Sound
Sound source, noise,
vibration/ vibrate,
travel, medium, solid,
liquid, gas, pitch, tune,
high, low, volume,
loud, quiet, muffle,
fainter, insulation,
instrument,
percussion, strings,
brass, woodwind and
tuned instrument..
Electricity
Appliances/ devices,
mains, plug, electrical
circuit, complete
circuit, circuit
diagram, circuit
symbol, components,
cell, battery, positive,
negative, connect,
loose connection,
short circuit, wire,
crocodile clip, bulb,
switch, buzzer, motor,
conductor, insulator,
metal, non-metal,
bright and dim.
Year 5
Animals, including
Humans
Puberty, gestation,
foetus, fertilisation,
old age, life
expectancy,
adolescence,
adulthood and
childhood.
Living Things and
their Habitats
Life cycle,
reproduction, sexual,
asexual, mammal,
amphibian, insect,
bird, fish, reptile, eggs
and live young.
Properties and
Changes in
Materials
Solubility, electrical
conductivity, thermal
conductivity, melting,
dissolve, solution,
soluble, insoluble,
solute, solvent,
particle, mixture,
filtering, sieving,
evaporating,
condensing,
reversible changes,
irreversible, burning,
rusting and gas being
given off.
Earth and Space
Earth, planets, Sun,
solar system, Moon,
names of the planets,
celestial body,
sphere/spherical,
rotate/rotation, spin,
night, day, ‘dwarf’
planet, orbit, axis, tilt,
revolve, geocentric
model, heliocentric
model, shadow
clocks, sundials and
astronomical clocks.
Forces
Earth, fall, gravity, air
resistance, water
resistance, friction,
moving surfaces,
accelerate,
decelerate,
mechanisms, levers,
pulleys, gears, force
and transfers
Science – Working Scientifically Vocabulary Children should confidently understand and use EYFS Key Stage 1 Equipment, gather, measure, record, results, evidence, test, explore, observe, compare, describe, similarities/ similar, differences/different, identify, classify, sort, group, observe changes over time, notice patterns, secondary sources, hand lenses, beaker, pipette and syringe. (Additional for Year 2 – pictogram, tally chart, block diagram, Venn diagram, table and chart) Lower Key Stage 2 Types of scientific enquiry, link, comparative tests, fair tests, accurate, observations, present, data, conclusions, prediction, thermometers, data loggers, magnifying glass and microscope. (Additional for Year 4 – increase, decrease and appearance) Upper Key Stage 2 Opinion, fact, variables, accuracy, precision, degree of trust, classification keys, scatter graphs, line graphs, casual relationships and refute.
Appendix 1 Continuous Science Provision in EYFS
Magnifying glasses
Bug collectors
Torches
Metal Detectors
Magnets
Plastic mini beasts
Play dough
Kinetic Sand
Pasta, Rice, Cornflakes and Oats
Cornflour
Kaleidoscopes
Colour paddles
Seashells and sea creatures
Light box and resources
Gardening equipment
Digging Area
Mud Kitchen
Sand
Water
Dinosaur bones and excavating tools
Magnets
Natural resources in indoor and outdoor area - conkers, fir cones, leaves, stones, sticks
