Key Stage 1

National Curriculum
working scientifically PLAN guidance Science skills
statement
• While exploring the world, the children develop their ability to ask questions (such
as what something is, how things are similar and different, the ways things work,
which alternative is better, how things change and how they happen). Where
Asking simple questions and appropriate, they answer these questions.
recognising that they can be • The children answer questions developed with the teacher often through a
answered in different ways scenario.
• The children are involved in planning how to use resources provided to answer
the questions using different types of enquiry, helping them to recognise that
there are different ways in which questions can be answered.
• Children explore the world around them. They make careful observations to
support identification, comparison and noticing change. They use appropriate
Observing closely, using simple senses, aided by equipment such as magnifying glasses or digital microscopes,
equipment to make their observations.
• They begin to take measurements, initially by comparisons, then using non-
standard units.

• The children use practical resources provided to gather evidence to answer

questions generated by themselves or the teacher. They carry out: tests to
Performing simple tests
classify; comparative tests; pattern seeking enquiries; and make observations
over time.

• Children use their observations and testing to compare objects, materials and
living things. They sort and group these things, identifying their own criteria for
Identifying and classifying sorting.
• They use simple secondary sources (such as identification sheets) to name living
things. They describe the characteristics they used to identify a living thing.
• Children use their experiences of the world around them to suggest appropriate
answers to questions. They are supported to relate these to their evidence e.g.
Using their observations and
observations they have made, measurements they have taken or information they
ideas to suggest answers to
have gained from secondary sources.
questions
• The children recognise ‘biggest and smallest’, ‘best and worst’ etc. from their
data.

© Primary Science Education Consultancy 2019

3
 • The children record their observations e.g. using photographs, videos, drawings,
labelled diagrams or in writing.
Gathering and recording data to
• They record their measurements e.g. using prepared tables, pictograms, tally
help in answering questions
charts and block graphs.
• They classify using simple prepared tables and sorting rings.

© Primary Science Education Consultancy 2019

4
Lower Key Stage 2
National Curriculum
working scientifically PLAN guidance Science skills
statement
• The children consider their prior knowledge when asking questions. They
independently use a range of question stems. Where appropriate, they answer
these questions.
Asking relevant questions and
• The children answer questions posed by the teacher.
using different types of scientific
enquiries to answer them • Given a range of resources, the children decide for themselves how to gather
evidence to answer the question. They recognise when secondary sources can
be used to answer questions that cannot be answered through practical work.
They identify the type of enquiry that they have chosen to answer their question.
• The children select from a range of practical resources to gather evidence to
answer questions generated by themselves or the teacher.
• They follow their plan to carry out: observations and tests to classify;
comparative and simple fair tests; observations over time; and pattern seeking.

Setting up simple practical Explanatory note

enquiries, comparative and fair A comparative test is performed by changing a variable that is qualitative e.g. the
tests type of material, shape of the parachute. This leads to a ranked outcome.

A fair test is performed by changing a variable that is quantitative e.g. the thickness
of the material or the area of the canopy. This leads to establishing a causative
relationship.

Making systematic and careful

observations and, where
appropriate, taking accurate • The children make systematic and careful observations.
measurements using standard • They use a range of equipment for measuring length, time, temperature and
units, using a range of capacity. They use standard units for their measurements.
equipment, including
thermometers and data loggers

© Primary Science Education Consultancy 2019

5
Gathering, recording, classifying • The children sometimes decide how to record and present evidence. They
and presenting data in a variety of record their observation e.g. using photographs, videos, pictures, labelled
ways to help in answering
diagrams or writing. They record their measurements e.g. using tables, tally
questions
charts and bar charts (given templates, if required, to which they can add
headings). They record classifications e.g. using tables, Venn diagrams, Carroll
Recording findings using simple
scientific language, drawings, diagrams.
labelled diagrams, keys, bar • Children are supported to present the same data in different ways in order to
charts, and tables help with answering the question.
Reporting on findings from
enquiries, including oral and
• They communicate their findings to an audience both orally and in writing, using
written explanations, displays or
appropriate scientific vocabulary.
presentations of results and
conclusions

• They draw conclusions based on their evidence and current subject knowledge.
Using results to draw simple • They identify ways in which they adapted their method as they progressed or
conclusions, make predictions for how they would do it differently if they repeated the enquiry.
new values, suggest • Children use their evidence to suggest values for different items tested using the
improvements and raise further same method e.g. the distance travelled by a car on an additional surface.
questions • Following a scientific experience, the children ask further questions which can be
answered by extending the same enquiry.

Identifying differences,
• Children interpret their data to generate simple comparative statements based
similarities or changes related to
on their evidence. They begin to identify naturally occurring patterns and causal
simple scientific ideas and
relationships.
processes

Using straightforward scientific • Children answer their own and others’ questions based on observations they
evidence to answer questions or have made, measurements they have taken or information they have gained
to support their findings from secondary sources. The answers are consistent with the evidence.

© Primary Science Education Consultancy 2019

6
Upper Key Stage 2
National Curriculum
PLAN guidance Science skills
working scientifically statement
• Children independently ask scientific questions. This may be stimulated by a
scientific experience or involve asking further questions based on their
developed understanding following an enquiry.
• Given a wide range of resources the children decide for themselves how to
gather evidence to answer a scientific question. They choose a type of
Planning different types of scientific
enquiry to carry out and justify their choice. They recognise how secondary
enquiries to answer questions,
sources can be used to answer questions that cannot be answered through
including recognising and controlling
practical work.
variables where necessary
• The children select from a range of practical resources to gather evidence to
answer their questions. They carry out fair tests, recognising and controlling
variables. They decide what observations or measurements to make over
time and for how long. They look for patterns and relationships using a
suitable sample.
• The children select measuring equipment to give the most precise results
Taking measurements, using a range e.g. ruler, tape measure or trundle wheel, force meter with a suitable scale.
of scientific equipment, with • During an enquiry, they make decisions e.g. whether they need to: take
increasing accuracy and precision, repeat readings (fair testing); increase the sample size (pattern seeking);
taking repeat readings when adjust the observation period and frequency (observing over time); or check
appropriate further secondary sources (researching); in order to get accurate data
(closer to the true value).
• The children decide how to record and present evidence. They record
observations e.g. using annotated photographs, videos, labelled diagrams,
Recording data and results of
observational drawings, labelled scientific diagrams or writing. They record
increasing complexity using scientific
measurements e.g. using tables, tally charts, bar charts, line graphs and
diagrams and labels, classification
scatter graphs. They record classifications e.g. using tables, Venn diagrams,
keys, tables, scatter graphs, bar and
Carroll diagrams and classification keys.
line graphs
• Children present the same data in different ways in order to help with
answering the question.

© Primary Science Education Consultancy 2019

7
Using test results to make predictions
• Children use the scientific knowledge gained from enquiry work to make
to set up further comparative and fair
predictions they can investigate using comparative and fair tests.
tests

• In their conclusions, children: identify causal relationships and patterns in

the natural world from their evidence; identify results that do not fit the
Reporting and presenting findings
overall pattern; and explain their findings using their subject knowledge.
from enquiries, including conclusions,
• They evaluate, for example, the choice of method used, the control of
causal relationships and explanations
variables, the precision and accuracy of measurements and the credibility of
of and degree of trust in results, in
secondary sources used.
oral and written forms such as
• They identify any limitations that reduce the trust they have in their data.
displays and other presentations
• They communicate their findings to an audience using relevant scientific
language and illustrations.

• Children answer their own and others’ questions based on observations they
have made, measurements they have taken or information they have gained
from secondary sources. When doing this, they discuss whether other
Identifying scientific evidence that has
evidence e.g. from other groups, secondary sources and their scientific
been used to support or refute ideas
understanding, supports or refutes their answer.
or arguments
• They talk about how their scientific ideas change due to new evidence that
they have gathered.
• They talk about how new discoveries change scientific understanding.

© Primary Science Education Consultancy 2019

8