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Mellor St Mary CE Primary School

Learning Together

Science in KS1

Key stage 1 Pupils:

 

Pupils should have opportunities 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.

Pupils in years 1 and 2 should explore the world around them and raise their own questions. They should experience different types of scientific enquiries, including practical activities, and begin to recognise ways in which they might answer scientific questions.

Pupils should read and spell scientific vocabulary at a level consistent with their increasing word-reading and spelling knowledge at key stage 1.

National Curriculum Working Scientifically

Expected standard at the End of Key Stage 1

Year 1 &

Year 2

  • Ask simple questions and recognise that they can be answered in different ways
  • Observe closely, using simple equipment
  • Perform Simple test
  • Identify and Classify
  • To use observations and ideas to suggest answers to questions
  • To gather and record data to help in answering question

 

National Curriculum

Expected standard at the end of Key Stage 1

Year 1 &

Year 2

  • Name and locate parts of the human body, including those related to the senses (Y1) and describe the importance of exercise, a balanced diet and hygiene for humans (Y2)
  • Describe the basic needs of animals for survival and the main changes as young animals, including humans, grow into adults (Y2)
  • Describe the basic needs of plants for survival and the impact of changing these and the main changes as seeds and bulbs grow into mature plants (Y2)
  • Identify whether things are alive, dead or have never lived (Y2)
  • Describe and compare the observable features of animals from a range of groups (Y1)
  • Group animals according to what they eat (Y1), describe how animals get their food from other animals and/or from plants, and use simple food chains to describe these relationships (Y2)
  • Describe seasonal changes (Y1)
  • Name different plants and animals and describe how they are suited to different habitats (Y2)
  • Distinguish objects from materials, describe their properties, identify and group everyday materials (Y1) and compare their suitability for different uses (Y2).
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