ASKING SCIENTIFIC QUESTIONS

While exploring the world and using their prior knowledge, the children develop their ability to ask questions and where appropriate, they answer these questions. Questions may also be stimulated by a scientific experience or involve asking further questions based on their developed understanding following an enquiry. The children answer questions posed by the teacher.

PLANNING AN ENQUIRY

Given a range of resources, the children decide 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. 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.

OBSERVING CLOSELY

Children explore the world around them. They make careful observations to support identification, comparison and noticing change. They use appropriate senses, aided by equipment such as magnifying glasses or microscopes, to make their observations.

TAKING MEASUREMENTS

The children use a range of equipment for measuring length, time, temperature and capacity. They use standard units for their measurements. As pupils progress, they make decisions e.g. whether they need to: take repeat readings (fair testing); increase the sample size (pattern seeking); adjust the observation period and frequency (observing over time); or check further secondary sources (researching); in order to get accurate data (closer to the true value).

GATHERING AND RECORDING RESULTS

The children record their results appropriately so they can be successfully interpreted. For example they record their observation e.g. using photographs, videos, pictures, labelled diagrams or writing. They record their measurements e.g. using tables, tally charts and bar charts (given templates, if required, to which they can add headings). They record classifications e.g. using tables, Venn diagrams, Carroll diagrams.

PRESENTING RESULTS

The children communicate their findings to an audience both orally and in writing, using appropriate scientific vocabulary. 

EXPLAIN

RESULTS

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. Children interpret their data to generate simple comparative statements based on their evidence. They begin to identify naturally occurring patterns and causal relationships.

SORT AND  GROUP 

Children describe the features of objects, materials and living things. Through comparison, the children are then able to sort objects, materials and living things into groups. 

DEFINE AND CLASSIFY 

Children classify by observing a living thing and deciding which group it belongs to, based on its key characteristics.

CONSTRUCT AND ANNOTATE DIAGRAMS

Children are to present their findings and explain their ideas by constructing and annotating scientific diagrams. 

DRAWING CONCLUSIONS (KS2)

In KS2 children draw conclusions based on their evidence and current subject knowledge. In their conclusions, children identify causal relationships and patterns in the natural world from their evidence.

MAKING PREDICTIONS

 (KS2)

Children use the scientific knowledge gained from enquiry work to make predictions they can investigate using comparative and fair tests.

EVALUATING AN ENQUIRY

 (KS2)

They identify ways in which they adapted their method as they progressed or how they would do it differently if they repeated the enquiry. They evaluate, for example, the choice of method used, the control of variables, the precision and accuracy of measurements and the credibility of secondary sources used. They identify any limitations that reduce the trust they have in their data.