Science

Curriculum Intent

At Chyngton, we teach Science so that children gain a sense of awe and wonder of the physical and natural world around them, learning to ask questions and become fascinated in finding out the answers.

Knowledge & Skills

Learning to use precise terminology in scientific contexts in order to explain the world around us
Ask questions about the world around us and formulate enquiries to answer them
Becoming methodical in designing, conducting and recording fair tests and observing and recording results
Independently record and present scientific ideas and findings in a range of ways.

Curriculum Enrichment

We want children to be inspired by the work of scientists so that they consider Science and Engineering pathways into the world of work.

Knowledge Progression

Strand

Year 1

Year 2

Year 3

Year 4

Year 5

Year 6

Term

Animals including humans:

How do I sense?

Autumn watch:

Weather focus

Everyday materials:

Why do we choose different materials for different uses?

Forces:

What are forces?

Living things and their habitats:

How do living organisms within an environment affect each other?

Forces:

How can we increase the impact of a force?

Light:

How do we use light to see?

Forces:

What can magnets do?

Forces:

How can we change the speed of an object?

Term 2

Plants:

What is a plant?

Autumn watch:

Animal focus

Animals including humans/living things and their habitats:

What do animals need to survive?

Animals including humans:

What do our bodies do with the food we eat?

Living things and their habitats:

How unique are living organisms?

Light:

How is light important?

Term 3

Animals including humans:

What is an animal?

Winter watch:

Plant/weather/animal focus

Animals including humans:

What is a life cycle?

Light:

What are shadows?

Electricity:

How does electricity work?

Earth and space:

What is moving in the solar system?

Animals including humans:

How do our choices impact our bodies?

Animals including humans:

How do animals’ bodies move and protect themselves?

Term 4

Animals including humans:

What do animals eat?

Winter/Spring watch:

Plant/weather/animal focus

Plants:

What do plants need to begin their lives successfully?

Changing materials:

Are all materials affected by temperature?

Evolution and inheritance:

How are living organisms adapted to their environments?

Animals including humans:

What are the nutrients we eat used for?

Changing materials:

Which changes to materials are not reversible?

Term 5

Everyday materials:

What are materials?

Spring watch: plant/human focus

Living things and their habitats:

Is there such thing as a perfect habitat?

Rocks and soils:

What are rocks and soils?

Sound:

What is sound?

Electricity:

How can we manipulate the effects of electricity?

Term 6

Working scientifically:

How can we answer different questions?

Summer watch:

Plant/weather/ animal/ human focus

Working scientifically:

We are zoo designers

Plants:

How do the different parts of plants help them to survive and reproduce?

Living things and their habitats:

How do life cycles differ?

Working scientifically:

How do scientists work? Transition unit.

Working Scientifically Skills Progression

KS1	To ask scientific questions	To plan an enquiry	To observe closely	To take measurements	To gather/record results	To present results	To interpret results	To draw conclusions	To make a prediction	To evaluate an enquiry
Classifying	Be able to ask a Yes/No questions to aid sorting	Identify the headings for the two groups (it is …., it is not ….)	Be able to compare objects based on obvious, observable features e.g. size, shape, colour, texture etc.			Sort objects and living things into two group using a basic Venn diagram or simple table	Talk about the number of objects in each group i.e. which has more or less	Children in KS1 are not expected to draw conclusions. They are expected to make observations which will help them to answer questions. They do not have the subject knowledge to give reasons for what they observe so they cannot draw scientific conclusions.	Children in KS1 are not expected to make scientific predictions as they do not have the subject knowledge to do this. That does not mean that you should not ask children what they think may happen, but this will be based on experience or may simply be a guess.	Children in KS1 are not expected to evaluate. However, children should be encouraged to consider their method and adapt this where necessary.
Researching	Ask one or two simple questions linked to a topic					Present what they have learnt verbally or using pictures	Be able to answer their questions using simple sentences
Comparative/fair testing	Identify the question to investigate from a scenario or choose a question from a range provided	Choose equipment to use and decide what to do and what to observe or measure in order to answer the question	Make observations linked to answering the question	When appropriate, measure using standard units where all the numbers are marked on the scale	Record data in simple prepared tables, pictorially or by taking photographs	Present what they learnt verbally, using pictures or block diagrams	Answer their question in simple sentences using their observations or measurements
Observing over time	Ask a question about what might happen in the future based on an observation				Record data in simple prepared tables, pictorially or by taking photographs	Present what they learnt verbally or using pictures
Pattern seeking	Ask a question that is looking for a pattern based on observations				Record data in simple, prepared tables and tally charts	Present what they learnt verbally

LKS2	To ask scientific questions	To plan an enquiry	To observe closely	To take measurements	To gather/record results	To present results	To interpret results	To draw conclusions	To make a prediction	To evaluate an enquiry
Classifying	Be able to ask a range of Yes/No questions to aid sorting	Be able to put appropriate headings onto intersecting Venn and Carroll diagrams	Be able to compare objects based on more sophisticated, observable features. Present observations in labelled diagrams.			Sort objects and living things into groups using intersecting Venn and Carroll diagrams	Spot patterns in the data particularly two criteria with no examples e.g. there are no living things with wings and no legs	Draw simple conclusions, when appropriate, for patterns e.g. a flying insect with no legs might always crash land		Suggest improvement e.g. a wider range of objects – only looked at British trees. Suggest new questions arising from the investigation.
Researching	Ask a range of questions linked to a topic	Choose a source from a range provided				Present what they learnt verbally or using labelled diagrams	Be able to answer their questions using simple scientific language			Suggest limitations e.g. only had one book. Suggest new questions arising from the investigation.
Comparative/fair testing		Decide what to change and what to measure or observe	As for KS1	Measure using standard units where not all the numbers are marked on the scale, and take repeat readings where necessary	Prepare own tables to record data	Present data in bar charts	Refer directly to their evidence when answering their question	Where appropriate provide oral or written explanations for their findings	Use results from an investigation to make a prediction about a further result	Suggest improvements e.g. to method of taking measurements. Suggest new questions arising from the investigation.
Observing over time		Decide what to measure or observe. Decide how often to take a measurement.	Make a range of relevant observations	Measure using standard units where not all the numbers are marked on the scale. Use dataloggers to measure over time.		Present data in time graphs
Pattern seeking		Decide what to measure or observe	As for KS1	Measure using standard units where not all the numbers are marked on the scale.		Use ICT package to present data as a scattergram

UKS2	To ask scientific questions	To plan an enquiry	To observe closely	To take measurements	To gather/record results	To present results	To interpret ults	To draw conclusions	To make a prediction	To evaluate an enquiry
Classifying	Be able to ask a range of Yes/No questions to aid sorting and decide which ways of sorting will give useful information	Identify specific clear questions that will help to sort without ambiguity	Be able to compare not only based on physical properties but also on knowledge gained through previous enquiry			Create branching databases (tree diagrams) and keys to enable others to name livings things and objects	Be able to talk about the features that objects and living things share and do not share based on the information in the key etc.	Be able to use data to show that livings things and materials that are grouped together have more things in common than with things in other groups		Be able to explain using evidence that the branching database or classification key will only work for the living things or materials it was created for
Researching	Ask a range of questions recognising that some can be answered through research and others may not	Choose suitable sources to use				Present what they learnt in a range of ways e.g. different graphic organisers	Be able to answer their questions using scientific evidence gained from a range of sources			Be able to talk about their degree of trust in the sources they used
Comparative/fair testing	Ask a range of questions and identify the type of enquiry that will help to answer the questions. Ask further questions based on results.	Recognise and control variables where necessary	As for KS1	Measure using standard units using equipment that has scales involving decimals	Prepare own tables to record data, including columns for taking repeat readings	Choose an appropriate form of presentation, including line graphs	Be able to answer their question, describing causal relationships	Provide oral or written explanations for their findings	Use test results to make predictions for further investigations	Explain their degree of trust in their results e.g. precision in taking measurements, variables that may not have been controlled, and accuracy of results
Observing over time					As for LKS2		Be able to answer their questions, describing the change over time
Pattern seeking					As for LKS2	Choose an appropriate form of presentation, including scatter graphs	Be able to answer their questions identifying patterns

EYFS

The EYFS framework is structured very differently to the national curriculum as it is organised across seven areas of learning rather than subject areas.

30-50 Months	Physical Development	Health and Self-Care	• To observe the effects of physical activity on their bodies.
	Understanding the World	The World	• To comment and ask questions about aspects of their familiar world, such as the place where they live or the natural world. • To talk about some of the things they have observed, such as plants, animals, natural and found objects. • To talk about why things happen and how things work. • To develop an understanding of growth, decay and changes over time. • To show care and concern for living things and the environment.
	Expressive Arts and Design	Exploring and Using Media and Materials	• To begin to be interested in and describe the texture of things.
40-60 Months	Physical Development	Health and Self-Care	• To eat a healthy range of foodstuffs and understand a need for variety in food. • To show some understanding that good practices with regard to exercise, eating, sleeping and hygiene can contribute to good health.
40-60 Months	Understanding the World	The World	• To look closely at similarities, differences, patterns and change.
ELG	Physical Development	Health and Self-Care	• To know the importance for good health of physical exercise, and a healthy diet, and talk about ways to keep healthy and safe.
ELG	Understanding the World	The World	• To know about similarities and differences in relation to places, objects, materials and living things. They talk about the features of their own immediate environment and how environments might vary from one another.