expected progression in working - · PDF fileThe posters were very well received when I used them in a staff INSET to identify the expected progression in working scientifically! Each

The posters were very well received when I used them in a staff INSET to identify the

expected progression in working scientifically! Each class now has a copy on their science display.

I adapted them slightly, to fit our curriculum planning, and they are laminated and can be found on the children’s tables. They are used as targets for learning and year 1 and 2 love

them especially. I also used the statements to create Science ‘I can’ tracking sheets that are

consistent with maths and literacy.

I have tried the poster with my class for one of the activities and it worked really well. It was easy for the Year 1 class to use. Next term I will build it in to my planning. I will be taking the first staff meeting of next term and I’m going to propose

that we roll it out throughout the school.

“

“

“

“

“

“

Working Scientifically in the Primary Classroom: Progression of Enquiry Skills

Introduction

This booklet has been produced to help teachers understand how to ‘work scientifically’ within the primary science curriculum for England �. Each page contains a summary of information intended to enable teachers to:

plan science lessons during which children can show progress in their learningensure continuity and progression of essential enquiry skills differentiate activities and add challenge for more able children make accurate assessments, and facilitate high quality peer and self-assessments.

The notes below provide guidance for teachers using and sharing the posters and progression grids in their own school and beyond. We do hope that these are useful to as many colleagues as possible in English primary schools, and would appreciate feedback on how they are used to [email protected].

Encouraging children to work scientifically

There are three aims in the English primary science curriculum, to ensure that all pupils:

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 different types of science enquiries that help them to answer scientific questions about the world around them

are equipped with the scientific knowledge required to understand the uses and implications of science, today and for the future.

This guidance provides support particularly for the second of these aims. In order for primary school children to operate as successful scientists, they should be taught a wide range of essential enquiry skills. These skills should build upon earlier opportunities they have had to play, explore, create, engage in active learning, and think critically in the Early Years Foundation Stage.

By carefully examining the statutory requirements for Working Scientifically at Key Stage One, Lower Key Stage Two and Upper Key Stage Two, it is possible to create a list of generic science enquiry skills common to all children across the primary age phase:

Asking questions Observing and measuringPlanning and setting up different types of enquiries

Identifying and classifying

Performing tests Gathering and recording dataUsing equipment Reporting, presenting and communicating

data/findings

By further ‘teasing apart’ the statutory requirements and non-statutory notes and guidance for Working Scientifically, it is possible to see subtle differences in the way that each skill is described as children increase in age and ability. It is important that teachers understand the progression route for each skill to enable them to plan high quality science lessons.

� The National Curriculum in England Key Stages One and Two framework document September 20�3, Department for Education

••••

•

•

•

Working Scientifically: Progression of Enquiry Skills 1 © www.ciec.org.uk

Progression of skills: grids explained

Early Years Foundation Stage to Key Stage One

Progression of Enquiry Skills Early Years Foundation Stage to Key Stage One, is a succinct overview of science enquiry for our youngest scientists. Teachers can use this grid to see how emergent science skills act as precursors to the statutory requirements of Working Scientifically found in the English National Curriculum for Science for Key Stage One. The document has been separated into rows of distinct skills so that teachers can easily understand the expected standards as well as plan for differentiation and progression within each skill. The information in italics shows where each statement comes from; whether it is an Early Learning Goal or a Characteristic of Effective Learning found in the non-statutory guidance ‘Development Matters’.

Teachers could also use this document to formulate Working Scientifically learning objectives and ensure that all areas of enquiry have been taught throughout the academic year. It could be used for both formative and summative assessment purposes whereby teachers highlight particular skills that have been achieved by either individuals or groups of children and then use this information to target areas of weakness as well as to indicate ‘next steps’ in learning. Note: Pupils are not expected to cover each aspect for every area of study.

Key Stage One to Key Stage Two

Progression of Enquiry Skills Key Stage One and Two is an organised summary of the statutory requirements and non-statutory notes and guidance for Working Scientifically from Years � to 6. It has the same purpose as the EYFS – KS� grid and will enable teachers to understand and make quick reference to the expected national standards across the full primary age range.

Key Stage Two to Key Stage Three

Progression of Enquiry Skills Upper Key Stage Two to Key Stage Three has the same purpose as outlined above, with a focus on enabling teachers to see how the skills pupils learn at primary school can be extended beyond Year 6. Upper Key Stage Two teachers can use this information to create activities which challenge their most able children and make purposeful links to the additional mathematics required to carry out higher level science.

Working Scientifically Posters

A poster is provided for each of the following age ranges:

Early Years Foundation Stage• Lower Key Stage Two•Key Stage One• Upper Key Stage Two•

The information from the grids has been converted into child-friendly ‘I can’ statements and presented in a format that may be used for both peer and self assessment.

Teachers may wish to replace the poster image with photographs of individual children in their class. Each child can use their own poster and personalise their learning by identifying the enquiry skills being taught in weekly science lessons. They could highlight, tick or date a skill when they feel they have achieved the expected standard of attainment. Teachers can use the posters as a quick and easy reference for age appropriate expectations when planning enquiry activities. The statements have been written in hierarchical order around the posters so that it is possible to refer to an earlier or later age group’s poster to help with differentiation and challenge. This order is not intended to be explicit to children, and should therefore avoid ‘labelling’ or levelling themselves or each other.


EYFS

Key

Stag

e O

neSh

ow c

urio

sity

abo

ut o

bjec

ts, e

vent

s an

d pe

ople

Pla

ying

& E

xplo

ring

Que

stio

ns w

hy th

ings

hap

pen

Spea

king

: 30-

50 m

onth

sEx

plor

e th

e w

orld

aro

und

them

and

rai

se th

eir

own

sim

ple

ques

tions

Enga

ge in

ope

n-en

ded

activ

ity P

layi

ng &

Exp

lori

ngEx

peri

ence

diff

eren

t typ

es o

f sci

ence

enq

uiri

es, i

nclu

ding

pra

ctic

al a

ctiv

ities

Take

a r

isk,

eng

age

in n

ew e

xper

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es a

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arn

by tr

ial a

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rror

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& E

xplo

ring

Begi

n to

rec

ogni

se d

iffer

ent w

ays

in w

hich

they

mig

ht a

nsw

er s

cien

tific

ques

tions

Find

way

s to

sol

ve p

robl

ems

/ find

new

way

s to

do

thin

gs /

test

thei

r id

eas

Crea

ting

& T

hink

ing

Criti

cally

Carr

y ou

t sim

ple

test

s

Dev

elop

idea

s of

gro

upin

g, s

eque

nces

, cau

se a

nd e

ffec

t Cre

atin

g &

Thin

king

Cri

tical

lyKn

ow a

bout

sim

ilari

ties

and

diff

eren

ces

in r

elat

ion

to p

lace

s, o

bjec

ts, m

ater

ials

and

livi

ng th

ings

EL

G: T

he W

orld

Use

sim

ple

feat

ures

to c

ompa

re o

bjec

ts, m

ater

ials

and

livi

ng th

ings

and

, with

hel

p, d

ecid

e ho

w to

so

rt a

nd g

roup

them

(ide

ntify

ing

and

clas

sify

ing)

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men

ts a

nd a

sks

ques

tions

abo

ut a

spec

ts o

f the

ir fa

mili

ar w

orld

suc

h as

the

plac

e w

here

th

ey li

ve o

r th

e na

tura

l wor

ld T

he W

orld

: 30-

50 m

onth

sAs

k pe

ople

que

stio

ns a

nd u

se s

impl

e se

cond

ary

sour

ces

to fi

nd a

nsw

ers

Clos

ely

obse

rves

wha

t ani

mal

s, p

eopl

e an

d ve

hicl

es d

o Th

e W

orld

8-2

0 m

onth

sU

se s

ense

s to

exp

lore

the

wor

ld a

roun

d th

em P

layi

ng &

Exp

lori

ngO

bser

ve c

lose

ly u

sing

sim

ple

equi

pmen

tW

ith h

elp,

obs

erve

cha

nges

ove

r tim

e

Mak

e lin

ks a

nd n

otic

e pa

tter

ns in

thei

r ex

peri

ence

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atin

g &

Thi

nkin

g Cr

itica

llyW

ith g

uida

nce,

they

sho

uld

begi

n to

not

ice

patt

erns

and

rel

atio

nshi

ps

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se th

e re

sour

ces

they

nee

d fo

r th

eir

chos

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ctiv

ities

ELG

: Sel

f Con

fiden

ce &

Sel

f Aw

are-

ness

Han

dle

equi

pmen

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tool

s eff

ectiv

ely

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: Mov

ing

& H

andl

ing

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sim

ple

mea

sure

men

ts a

nd e

quip

men

t (e.

g. h

and

lens

es, e

gg ti

mer

s) to

gat

her

data

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te s

impl

e re

pres

enta

tions

of e

vent

s, p

eopl

e an

d ob

ject

s Be

ing

Imag

inat

ive:

40-

60+

mon

ths

Reco

rd s

impl

e da

ta

Answ

er h

ow a

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hy q

uest

ions

abo

ut th

eir

expe

rien

ces

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: Und

erst

andi

ngM

ake

obse

rvat

ions

of a

nim

als

and

plan

ts a

nd e

xpla

in w

hy s

ome

thin

gs o

ccur

, and

talk

abo

ut

chan

ges

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: The

Wor

ld

Use

thei

r ob

serv

atio

ns a

nd id

eas

to s

ugge

st a

nsw

ers

to q

uest

ions

Ta

lk a

bout

wha

t the

y ha

ve fo

und

out a

nd h

ow th

ey fo

und

it ou

t

Dev

elop

thei

r ow

n na

rrat

ives

and

exp

lana

tions

by

conn

ectin

g id

eas

or e

vent

s EL

G: S

peak

ing

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s up

voc

abul

ary

that

refl

ects

the

brea

dth

of th

eir

expe

rien

ce U

nder

stan

ding

: 30-

50 m

onth

sW

ith h

elp,

they

sho

uld

reco

rd a

nd c

omm

unic

ate

thei

r fin

ding

s in

a r

ange

of w

ays

and

begi

n to

us

e si

mpl

e sc

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ific

lang

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gres

sion

of E

nqui

ry S

kills

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ly Y

ears

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ndat

ion

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e to

Key

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ge O

ne


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gres

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of E

nqui

ry S

kills

from

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ge O

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o Ke

y St

age

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Stag

e 1

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ey S

tage

2U

pper

Key

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ge 2

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ore

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wor

ld a

roun

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em a

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aise

thei

r ow

n si

mpl

e qu

es-

tions

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e th

eir

own

rele

vant

que

stio

ns a

bout

the

wor

ld a

roun

d th

emU

se th

eir

scie

nce

expe

rien

ces

to e

xplo

re id

eas

and

rais

e di

ffer

-en

t kin

ds o

f que

stio

ns

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rien

ce d

iffer

ent t

ypes

of s

cien

ce e

nqui

ries

, inc

ludi

ng p

ract

i-ca

l act

iviti

esSh

ould

be

give

n a

rang

e of

sci

entifi

c ex

peri

ence

s in

clud

ing

diff

er-

ent t

ypes

of s

cien

ce e

nqui

ries

to a

nsw

er q

uest

ions

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abo

ut h

ow s

cien

tific

idea

s ha

ve d

evel

oped

ove

r tim

e

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n to

rec

ogni

se d

iffer

ent w

ays

in w

hich

they

mig

ht a

nsw

er

scie

ntifi

c qu

estio

nsSt

art t

o m

ake

thei

r ow

n de

cisi

ons

abou

t the

mos

t app

ropr

iate

ty

pe o

f sci

entifi

c en

quir

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ight

use

to a

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Sele

ct a

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lan

the

mos

t app

ropr

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type

of s

cien

tific

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iry

to u

se to

ans

wer

sci

entifi

c qu

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ns

Carr

y ou

t sim

ple

test

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t up

sim

ple

prac

tical

enq

uiri

es, c

ompa

rativ

e an

d fa

ir te

sts

Reco

gnis

e w

hen

a si

mpl

e fa

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st is

nec

essa

ry a

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elp

to d

ecid

e ho

w to

set

it u

p

Reco

gnis

e w

hen

and

how

to s

et u

p co

mpa

rativ

e an

d fa

ir te

sts

and

expl

ain

whi

ch v

aria

bles

nee

d to

be

cont

rolle

d an

d w

hy

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sim

ple

feat

ures

to c

ompa

re o

bjec

ts, m

ater

ials

and

livi

ng

thin

gs a

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ith h

elp,

dec

ide

how

to s

ort a

nd g

roup

them

(ide

n-tif

ying

and

cla

ssify

ing)

Talk

abo

ut c

rite

ria

for

grou

ping

, sor

ting

and

clas

sify

ing;

and

use

si

mpl

e ke

ysU

se a

nd d

evel

op k

eys

and

othe

r in

form

atio

n re

cord

s to

iden

tify,

cl

assi

fy a

nd d

escr

ibe

livin

g th

ings

and

mat

eria

ls, a

nd id

entif

y pa

tter

ns th

at m

ight

be

foun

d in

the

natu

ral e

nvir

onm

ent

Ask

peop

le q

uest

ions

and

use

sim

ple

seco

ndar

y so

urce

s to

find

an

swer

sRe

cogn

ise

whe

n an

d ho

w s

econ

dary

sou

rces

mig

ht h

elp

them

to

ans

wer

que

stio

ns th

at c

anno

t be

answ

ered

thro

ugh

prac

tical

in

vest

igat

ions

Reco

gnis

e w

hich

sec

onda

ry s

ourc

es w

ill b

e m

ost u

sefu

l to

re-

sear

ch th

eir

idea

s an

d be

gin

to s

epar

ate

opin

ion

from

fact

Obs

erve

clo

sely

usi

ng s

impl

e eq

uipm

ent

with

hel

p, o

bser

ve c

hang

es o

ver

time

Mak

e sy

stem

atic

and

car

eful

obs

erva

tions

Hel

p to

mak

e de

cisi

ons

abou

t wha

t obs

erva

tions

to m

ake,

how

lo

ng to

mak

e th

em fo

r an

d th

e ty

pe o

f sim

ple

equi

pmen

t tha

t m

ight

be

used

Mak

e th

eir

own

deci

sion

s ab

out w

hat o

bser

vatio

ns to

mak

e,

wha

t mea

sure

men

ts to

use

and

how

long

to m

ake

them

for

With

gui

danc

e, th

ey s

houl

d be

gin

to n

otic

e pa

tter

ns a

nd r

ela-

tions

hips

Begi

n to

look

for

natu

rally

occ

urri

ng p

atte

rns

and

rela

tions

hips

an

d de

cide

wha

t dat

a to

col

lect

to id

entif

y th

emLo

ok fo

r di

ffer

ent c

ausa

l rel

atio

nshi

ps in

thei

r da

ta a

nd id

entif

y ev

iden

ce th

at r

efut

es o

r su

ppor

ts th

eir

idea

s

Use

sim

ple

mea

sure

men

ts a

nd e

quip

men

t (e.

g. h

and

lens

es, e

gg

timer

s) to

gat

her

data

Take

acc

urat

e m

easu

rem

ents

usi

ng s

tand

ard

units

lear

n ho

w to

use

a r

ange

of (

new

) equ

ipm

ent,

such

as

data

log-

gers

/ th

erm

omet

ers

appr

opri

atel

y

Choo

se th

e m

ost a

ppro

pria

te e

quip

men

t to

mak

e m

easu

re-

men

ts w

ith in

crea

sing

pre

cisi

on a

nd e

xpla

in h

ow to

use

it a

c-cu

rate

ly. T

ake

repe

at m

easu

rem

ents

whe

re a

ppro

pria

te.

Reco

rd s

impl

e da

taCo

llect

and

rec

ord

data

from

thei

r ow

n ob

serv

atio

ns a

nd m

ea-

sure

men

ts in

a v

arie

ty o

f way

s: n

otes

, bar

cha

rts

and

tabl

es,

stan

dard

uni

ts, d

raw

ings

, lab

elle

d di

agra

ms,

key

s an

d he

lp to

m

ake

deci

sion

s ab

out h

ow to

ana

lyse

this

dat

a

Dec

ide

how

to r

ecor

d da

ta a

nd r

esul

ts o

f inc

reas

ing

com

plex

ity

from

a c

hoic

e of

fam

iliar

app

roac

hes:

sci

entifi

c di

agra

ms

and

labe

ls, c

lass

ifica

tion

keys

, tab

les,

sca

tter

gra

phs,

bar

and

line

gr

aphs

Use

thei

r ob

serv

atio

ns a

nd id

eas

to s

ugge

st a

nsw

ers

to q

ues-

tions

Ta

lk a

bout

wha

t the

y ha

ve fo

und

out a

nd h

ow th

ey fo

und

it ou

t

With

hel

p, p

upils

sho

uld

look

for

chan

ges,

pat

tern

s, s

imila

ritie

s an

d di

ffer

ence

s in

thei

r da

ta in

ord

er to

dra

w s

impl

e co

nclu

sion

s an

d an

swer

que

stio

ns

Iden

tify

scie

ntifi

c ev

iden

ce th

at h

as b

een

used

to s

uppo

rt o

r re

fute

idea

s or

arg

umen

ts

With

hel

p, th

ey s

houl

d re

cord

and

com

mun

icat

e th

eir

findi

ngs

in

a ra

nge

of w

ays

and

begi

n to

use

sim

ple

scie

ntifi

c la

ngua

geU

se r

elev

ant s

impl

e sc

ient

ific

lang

uage

to d

iscu

ss th

eir

idea

s an

d co

mm

unic

ate

thei

r fin

ding

s in

way

s th

at a

re a

ppro

pria

te

for

diff

eren

t aud

ienc

es, i

nclu

ding

ora

l and

wri

tten

exp

lana

tions

, di

spla

ys o

r pr

esen

tatio

ns o

f res

ults

and

con

clus

ions

Use

rel

evan

t sci

entifi

c la

ngua

ge a

nd il

lust

ratio

ns to

dis

cuss

, co

mm

unic

ate

and

just

ify th

eir

scie

ntifi

c id

eas,

use

oral

and

wri

tten

form

s su

ch a

s di

spla

ys a

nd o

ther

pre

sent

a-tio

ns to

rep

ort

conc

lusi

ons,

cau

sal r

elat

ions

hips

and

exp

lana

-tio

ns o

f deg

ree

of tr

ust i

n re

sults

With

sup

port

, the

y sh

ould

iden

tify

new

que

stio

ns a

risi

ng fr

om

the

data

, mak

ing

pred

ictio

ns fo

r ne

w v

alue

s w

ithin

or

beyo

nd

the

data

they

hav

e co

llect

ed a

nd fi

ndin

g w

ays

of im

prov

ing

wha

t th

ey h

ave

alre

ady

done

.

Use

thei

r re

sults

to m

ake

pred

ictio

ns a

nd id

entif

y w

hen

furt

her

ob

serv

atio

ns, c

ompa

rativ

e an

d fa

ir te

sts

mig

ht b

e ne

eded


Upp

er K

ey S

tage

2Ke

y St

age

3U

se th

eir

scie

nce

expe

rien

ces

to e

xplo

re id

eas

and

rais

e di

ffer

ent k

inds

of q

uest

ions

Ask

ques

tions

and

dev

elop

a li

ne o

f en

quir

y ba

sed

on o

bser

vatio

ns o

f the

rea

l wor

ld, a

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port

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Sele

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mos

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quir

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st p

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entif

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ropr

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Reco

gnis

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aria

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rmat

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mat

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ight

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natu

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ents

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ure

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chem

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ide

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agra

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plan

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expected progression in working - · PDF fileThe posters were very well received when I used them in a staff INSET to identify the expected progression in working scientifically! Each