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Key Stage 1- Early Phase

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 humanly-constructed world around them.

 

They are encouraged to be curious and ask questions about what they notice. They are 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 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 is done through the use of first-hand practical experiences, but there is also some use of appropriate secondary sources, such as books, photographs and videos.

 

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

 

During years 1 and 2, pupils are taught to use the following practical scientific methods, processes and skills through the teaching of the programme of study content: 

  • asking simple questions and recognising that 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. 

 

Pupils in years 1 and 2 explore the world around them and raise their own questions. They experience different types of scientific enquiries, including practical activities, and begin to recognise ways in which they might answer scientific questions. They use simple features to compare objects, materials and living things and, with help, decide how to sort and group them, observe changes over time, and, with guidance, they begin to notice patterns and relationships. They ask people questions and use simple secondary sources to find answers. They use simple measurements and equipment to gather data, carry out simple tests, record simple data, and talk about what they have found out and how they found it out. With help, they record and communicate their findings in a range of ways and begin to use simple scientific language.


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