Summary of proposed changes to the National Curriculum for Science, KS1 and 2 by Tom Robson,
March 12013
Purpose of study
A high quality science education provides the foundations for understanding the world through the
specific disciplines of biology, chemistry and physics. Science has changed our lives and is vital to the
world’s future prosperity, and all pupils should be taught essential aspects of the knowledge,
methods and uses of science. Through building up a body of key foundational knowledge and
concepts, they should be encouraged to recognise the power of rational explanation and develop a
sense of excitement and curiosity about natural phenomena. They should be encouraged to
understand how key foundational knowledge and concepts can be used for explanation of what is
occurring, prediction of how things will behave, and analysis of causes. This foundational
understanding should be consolidated through appreciation of specific applications in society and
the economy.
Aims
The National Curriculum for science aims to ensure all pupils:
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develop scientific knowledge and conceptual understanding through the specific disciplines
of biology, chemistry and physics
develop understanding of the nature, processes and methods of science through practical
activity
are equipped with the scientific knowledge required to understand its uses and implications
today and for the future.
The Programmes of Study describe a sequence of knowledge and concepts. While it is important
that pupils make adequate progression, it is of vital importance that they develop secure
understanding of each key block of knowledge and concepts in order to progress to the next stage of
the sequence. Insecure, superficial understanding will not allow genuine progression - pupils can
struggle at key points (e.g. from primary to secondary), build up serious misconceptions, and/or
experience significant difficulties with higher-order content.
Pupils should be able to describe associated processes and key characteristics in common language,
but they should also be familiar with, and use, technical terminology accurately and precisely. They
should build up an extended specialist vocabulary. They should also apply their mathematical
knowledge to their understanding of science, including collecting, presenting and analysing data. The
social and economic implications of science are important but, generally, they are taught most
appropriately within the wider school curriculum: teachers will wish to use different contexts to
maximise their pupils’ engagement and motivation in science.
Spoken language
The National Curriculum for science reflects the importance of spoken language in pupils’
development – linguistically, cognitively and socially – across the whole curriculum. The quality
and variety of language that pupils hear and speak are key factors in developing their scientific
vocabulary and articulating scientific concepts clearly and precisely. They must be assisted in
making their thinking clear to themselves as well as others and teachers should ensure pupils build
secure foundations by using discussion to probe and remedy their misconceptions.
School curriculum
Each Programme of Study is set out year-by-year in science. All maintained schools are only
required to teach the Programme of Study by the end of each key stage. Within each key stage,
maintained schools therefore have the flexibility to introduce content earlier or later than set out in
the Programme of Study. In addition, schools can introduce key stage content during an earlier key
stage if appropriate. All schools are also required to set out their school curriculum for science on a
yearly basis and make this available online.
Attainment targets
By the end of each key stage, pupils are expected to know, apply and understand the matters, skills
and processes specified in the relevant programme of study.
Science Programme of Study: Key Stage 1
The teaching of science in Key Stage 1 should introduce pupils to a variety of plants and animals
(including humans), materials and physical phenomena.
Pupils should study (by working scientifically, working practically, and using a variety of research
methods including using books and ICT):
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A. Basic structures and simple classification of common plants (year 1 and 2)
A. Plants and growing (year 2)
B. Animals including humans (year 1)
B. Habitats, including food chains (Tom has coded all the new things red) (year 2)
A. Simple physical properties of everyday materials in relation to their uses (year 1)
B. Uses of everyday materials (year 2)
B. Movement (year 2)
A & B Seasonal changes and day and night (year 1)
‘Working scientifically’ (Tom has coded this blue in the document) is to be delivered through the
teaching of substantive subject content, and is not to be taught separately as content in its own
right.
Working scientifically
During Years 1 and 2, pupils should be taught to use the following practical scientific methods,
processes and skills through the teaching of the programme of study content:
asking simple questions
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 (Year 2 only).
‘Working scientifically’ is described separately in the programme of study, but must always be
taught through and clearly related to the teaching of substantive science content in the programme
of study.
Pupils should read and spell scientific vocabulary at a level consistent with their increasing word
reading and spelling knowledge at Key Stage 1.
Science Programme of Study: Lower Key Stage 2
The principal focus of science teaching in lower Key Stage 2 is to enable pupils to broaden their
scientific view of the world around them.
They should do this through exploring, talking about, testing and developing ideas about everyday
phenomena and the relationships between living things and familiar environments, and by
beginning to develop their ideas about functions, relationships and interactions.
They should ask their own questions about what they observe and make some decisions about
which types of scientific enquiry are likely to be the best ways of answering them, including
observing changes over time, noticing patterns, grouping and classifying things, carrying out simple
fair tests and finding things out using secondary sources of information.
They should draw simple conclusions and use some scientific language, first, to talk about and, later,
to write about what they have found out.
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A. The function of different parts of plants, and what plants need to survive (year 3)
B. Animals including humans: what animals need to survive, circulation, movement
and skeleton (year 3)
B. Classification of living things: plants and animals and conservation (year 4)
A. Human digestion (year 4)
A. Introduction to evolution and inheritance (year 4)
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A. Simple physical properties of some kinds of rocks, and how rocks and fossils are
formed (year 3)
B. States of matter and changes of state, with particular reference to water (year 4)
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A. Forces and magnets (year 3)
A. Sources of sound (year 4)
B. Light and shadows (year 3)
B. The uses of electricity, and how to wire a simple circuit. (year 4)
WWorking scientifically’
asking relevant questions
setting up simple practical enquiries, comparative and fair tests
making accurate measurements using standard units, using a range of equipment, for example
thermometers and data loggers
gathering, recording, classifying and presenting data in a variety of ways to help in answering
questions
recording findings using simple scientific language, drawings, labelled diagrams, bar charts, and
tables
reporting on findings from enquiries, including oral and written explanations, displays or
presentations of results and conclusions
using results to draw simple conclusions and suggest improvements, new questions and
predictions for setting up further tests
identifying differences, similarities or changes related to simple scientific ideas and processes
using straightforward scientific evidence to answer questions or to support their findings.
Working scientifically’ is described separately at the beginning of the programme of study, but must
always be taught through and clearly related to substantive science content in the programme of
study. the content.
Pupils should read and spell scientific vocabulary correctly and with confidence, using their growing
word reading and spelling knowledge.
Science Programme of Study: Upper Key Stage 2
The principal focus of science teaching in upper Key Stage 2 is to enable pupils to develop a
deeper understanding of a wide range of scientific ideas.
They should do this through exploring and talking about their ideas; asking their own questions
about scientific phenomena; and analysing functions, relationships and interactions more
systematically.
At upper Key Stage 2, they should encounter more abstract ideas and begin to recognise how
these ideas help them to understand and predict how the world operates. They should also
begin to recognise that scientific ideas change and develop over time.
They should select the most appropriate ways to answer science questions using different types
of scientific enquiry, including observing changes over different periods of time, noticing
patterns, grouping and classifying things, carrying out fair tests and finding things out using a
wide range of secondary sources of information. Pupils should draw conclusions based on their
data and observations, use evidence to justify their ideas, and use their scientific knowledge and
understanding to explain their findings.
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A. Life cycles, including reproduction and growth (year 5)
A. Life processes, including reproduction and keeping healthy (year 6)
B. Classification (year 6)
A. Human circulatory system and blood clotting (year 5)
B. Inheritance and evolution happening over long periods of time (year 6)
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A. Properties of everyday materials and reversible change (year 5)
B. Changes that form new materials (year 6
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A. Magnetism (year 5)
A. Types of force (gravity, friction e.g. air resistance and transfer of force through
mechanical devices) (year 6)
B. Earth and space (year 5)
B. The basic parts of a simple electric series circuit; short circuits (year 6)
B. Light (year 6)
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‘Working and thinking scientifically’ is described separately at the beginning of the programme of
study, but must always be taught through and clearly related to substantive science content in the
programme of study.
Pupils should read, spell and pronounce scientific vocabulary correctly.
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planning enquiries, including recognising and controlling variables where necessary
taking measurements, using a range of scientific equipment, with increasing accuracy and
precision
recording data and results of increasing complexity using scientific diagrams and labels,
classification keys, tables, bar and line graphs, and models
reporting findings from enquiries, including oral and written explanations of results,
explanations involving causal relationships, and conclusions
presenting findings in written form, displays and other presentations
using test results to make predictions to set up further comparative and fair tests
using simple models to describe scientific ideas
identifying scientific evidence that has been used to support