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.
Early Years Foundation Stage - Reception
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EYFS Coverage |
Seasons and weather |
Animals and their habitats |
Growing and changing |
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• Explore the natural world around them, making observations and drawing pictures. The Natural World ELG
• 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. The Natural World ELG
• Understand some important processes and changes in the natural world around them, including the seasons and changing states of matter. The Natural World ELG |
In the Early Years, children begin to explore the natural world around them, including learning about the weather and seasons. Through hands-on experiences and daily observations, children are supported to:
These experiences help children build early scientific thinking skills as they notice, question, and make sense of the changing world around them.
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In the Early Years, children develop their understanding of animals, plants, and the environments they live in. Through play, stories, and exploration, they begin to:
These experiences help children to build early classification and reasoning skills, while developing care and curiosity about the natural world.
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In the Early Years, children explore how living things grow and change over time. Through hands-on experiences, observations, and discussions, they begin to:
These experiences help children to make connections, ask questions, and build a sense of wonder about the living world around them. |
Years 1 - 6 Curriculum Overview
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Strand |
KS 1 Mixed Year 1 & Year 2 Classes |
Year 3 |
Year 4 |
Year 5 |
Year 6 |
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Term 1
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Human Survival What do humans need to survive and grow? ________________________________________ Animal Parts: What do animals have common? |
Forces: What are forces?
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Living things and their habitats: How do living organisms within an environment affect each other?
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Forces: How can we increase the impact of a force?
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Light: How do we use light to see?
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Forces: What can magnets do? |
Forces: How can we change the speed of an object?
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Term 2
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Habitats What does a habitat need to provide? |
Animals including humans: What do our bodies do with the food we eat?
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Living things and their habitats: How unique are living organisms?
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Light: How is light important?
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Term 3 |
Animal Survival What do animals need to survive and grow? |
Light: What are shadows?
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Electricity: How does electricity work?
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Earth and space: What is moving in the solar system?
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Animals including humans: How do our choices impact our bodies?
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Animals including humans: How do animals’ bodies move and protect themselves? |
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Term 4 |
Uses of Materials How do we make good use of everyday materials?
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Changing materials: Are all materials affected by temperature?
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Evolution and inheritance: How are living organisms adapted to their environments?
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Animals including humans: What are the nutrients we eat used for? |
Changing materials: Which changes to materials are not reversible?
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Term 5 |
Seasonal Changes How does our weather and our environment change over the course of a year?
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Rocks and soils:
What are rocks and soils?
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Sound: What is sound?
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Electricity: How can we manipulate the effects of electricity?
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Term 6 |
Plant Survival How do plants grow and stay healthy?
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Plants: How do the different parts of plants help them to survive and reproduce? |
Living things and their habitats: How do life cycles differ?
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Working scientifically: How do scientists work? Transition unit. |
Working Scientifically Skills Progression
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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 |
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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. |
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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. |
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Researching |
Ask one or two simple questions linked to a topic |
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Present what they have learnt verbally or using pictures |
Be able to answer their questions using simple sentences |
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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 |
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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 |
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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 |
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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 |
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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. |
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Sort objects and living things into groups using intersecting Venn and Carroll diagrams
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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 |
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Suggest improvement e.g. a wider range of objects – only looked at British trees. Suggest new questions arising from the investigation. |
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Researching |
Ask a range of questions linked to a topic |
Choose a source from a range provided |
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Present what they learnt verbally or using labelled diagrams |
Be able to answer their questions using simple scientific language |
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Suggest limitations e.g. only had one book. Suggest new questions arising from the investigation. |
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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. |
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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 |
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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 |
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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 |
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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 |
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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 |
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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 |
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Researching |
Ask a range of questions recognising that some can be answered through research and others may not |
Choose suitable sources to use |
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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 |
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Be able to talk about their degree of trust in the sources they used |
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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 |
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Observing over time |
As for LKS2 |
Be able to answer their questions, describing the change over time |
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Pattern seeking |
Choose an appropriate form of presentation, including scatter graphs |
Be able to answer their questions identifying patterns |
KS1 Progression of Scientific Knowledge
ks1 science progression map 2025 26.pdf
Year 3 Progression of Scientific Knowledge
year 3 progression map 2025 26.pdf
Year 4 Progression of Scientific Knowledge
year 4 progression map 2025 26.pdf
Year 5 Progression of Scientific Knowledge
year 5 progression map 2025 26.pdf
