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Progression of Skills

Progression Map: Scientific Skills

Research

EYFS

Year 1

Year 2

Year 3

Year 4

Year 5

Year 6

To make comments and ask questions about aspects of their familiar world (such as  the place where they live) or the natural world.

To begin to use simple secondary sources to find answers. 

To use simple secondary sources to find answers. 

To begin to recognise when and how secondary sources might help to answer questions that cannot be answered through practical investigations.

To recognise when and how secondary sources might help to answer questions that cannot be answered through practical investigations.

To begin to recognise which secondary sources will be most useful to research their ideas.

To recognise which secondary sources will be most useful to research their ideas.

To begin to find information to help me from books and computers with help

To find information to help me from books and computers with help.

Questioning and Planning

EYFS

Year 1

Year 2

Year 3

Year 4

Year 5

Year 6

 

To ask simple questions about the world around us. 

To ask questions about the world around us.

To ask some relevant questions and use different types of scientific enquiries to answer them.

To ask relevant questions and use different types of scientific enquiries to answer them.

 

To begin to plan different types of scientific enquiries to answer questions, including recognising and controlling variables where necessary.

To plan different types of scientific enquiries to answer questions, including recognising and controlling variables where necessary.

To begin to recognise that they can be answered in different ways.

To recognise that they can be answered in different ways..

To show curiosity about objects, events and people

 

 

To begin to explore everyday phenomena and the relationships between living things and familiar environments.

To explore everyday phenomena and the relationships between living things and familiar environments.

To begin to explore and talk about ideas, ask their own questions about scientific phenomena, analyse functions, relationships and interactions more systematically

To explore and talk about ideas, ask their own questions about scientific phenomena, analyse functions, relationships and interactions more systematically.

To begin to develop their ideas about functions, relationships and interactions.

To begin to develop their ideas about functions, relationships and interactions.

To questions why things happen

 

 

To begin to raise their own questions about the world around them.

To raise their own questions about the world around them.

To begin to recognise some more abstract ideas and begin to recognise how these ideas help them to understand how the world operates.

To recognise more abstract ideas and begin to recognise how these ideas help them to understand how the world operates.

 

 

 

 

 

To begin to recognise scientific ideas

change and develop over time.

To recognise scientific ideas change and develop over time.

 

 

 

 

 

To begin to select the most appropriate ways to answer science questions using different types of scientific enquiry.

To select the most appropriate ways to answer science questions using different types of scientific enquiry.

Observing, Measuring and Pattern Seeking

EYFS

Year 1

Year 2

Year 3

Year 4

Year 5

Year 6

To use senses to explore the world around them.

 

 

 

 

 

 

To closely observe what animals, people and vehicles do.  

To begin to observe closely, using simple equipment.

To observe closely, using simple equipment.

 

To begin to make systematic and careful observations and, where appropriate, take accurate measurements using standard units, using a range of equipment, including thermometers and data loggers.

To make systematic and careful observations and, where appropriate, take accurate measurements using standard units, using a range of equipment, including thermometers and data loggers. 

To begin to take measurements, using a range of scientific equipment, with increasing accuracy and precision, taking repeat readings where appropriate.

To take measurements, using a range of scientific equipment, with increasing accuracy and precision, taking repeat readings where appropriate.

To use simple observations and ideas to suggest answers to questions.

To use simple observations and ideas to suggest answers to questions.

To make links and notice patterns and their experiences.

To observe simple changes over time and, with guidance, begin to notice patterns.

To observe changes over time and, with guidance, begin to notice patterns.

To begin to look for naturally occurring patterns and relationships and decide what data to collect to identify them.

To look for naturally occurring patterns and relationships and decide what data to collect to identify them.

To begin to identify patterns that might be found in the natural environment.

To identify patterns that might be found in the natural environment.

To begin say what I am looking for and what I am measuring.

To say what I am looking for and what I am measuring.

 

To begin know how to use simple equipment safely.

To know how to use simple equipment safely.

To start to use help to make decisions about what observations to make, how long to make them for and the type of simple equipment that might be used.

To use help to make decisions about what observations to make, how long to make them for and the type of simple equipment that might be used.

To begin to make their own decisions about what observations to make, what measurements to use and how long to make them for and whether to repeat them

 

To make their own decisions about what observations to make, what measurements to use and how long to make them for and whether to repeat them

 

To use simple measurements and equipment with support (e.g. hand lenses and egg timers)

To use simple measurements and equipment with increasing independence (e.g. hand lenses and egg timers).

To learn to use new equipment appropriately with support (e.g. data loggers).

To learn to use new equipment appropriately (e.g. data loggers).

To begin to choose the most appropriate equipment and explain how to use it accurately.

To choose the most appropriate equipment and explain how to use it accurately.

 

 

 

To begin see a pattern in my results.

To see a pattern in my results.

To begin interpret data and find patterns.

To interpret data and find patterns.

 

 

 

To begin to choose from a selection of equipment.

To choose from a selection of equipment.

To start to select equipment on my own.   

To select equipment on my own.   

To start to make a set of observations and say what the interval and range are. 

To make a set of observations and say what the interval and range are. 

 

To be able to read mm, cm, m, ml, l, °C with support.

To be able to read mm, cm, m, ml, l, °C

To begin to observe and measure accurately using standard units including time in minutes and seconds.

To observe and measure accurately using standard units including time in minutes and seconds.

To begin to take accurate and precise measurements – N, g, kg, mm, cm, mins, seconds, cm²V, km/h, m per sec, m/ sec Graphs – pie, line

To make accurate and precise measurements – N, g, kg, mm, cm, mins, seconds, cm²V, km/h, m per sec, m/ sec Graphs – pie, line, bar

Investigating

EYFS

Year 1

Year 2

Year 3

Year 4

Year 5

Year 6

To find ways to solve problems / find new ways to do things / test their ideas.

To perform simple tests with support.

To perform simple tests.

To set up some simple practical enquiries, comparative tests.

To set up simple practical enquiries, comparative tests

To begin to use test results to make predictions to set up further comparative tests.

To use test results to make predictions to set up further comparative tests

To engage in open-ended activity.

 

To begin use prior understanding to predict the outcomes of an investigation with support.

To begin use prior understanding to predict the outcomes of an investigation

To use prior understanding to predict the outcomes of an investigation.

To use prior understanding to hypothesise the outcomes of an investigation.

To begin to make informed predictions and justify them using scientific knowledge.

To make informed predictions and justify them using scientific knowledge.

 

To begin to discuss my ideas about how to find things out.

To discuss my ideas about how to find things out.

To begin to recognise which independent, dependent and controlled variables are necessary to test my ideas.

To recognise which independent, dependent and controlled variables are necessary to test my ideas.

To begin to recognise when and how to set up comparative tests and explain which variables need to be controlled and why.

To recognise when and how to set up comparative tests and explain which variables need to be controlled and why.

To begin to think of more than one variable factor.

To think of more than one variable factor.

Recording and Reporting Findings

EYFS

Year 1

Year 2

Year 3

Year 4

Year 5

Year 6

To choose the resources they need for their chosen activities

To gather and record data with some adult support, to help in answering questions

To gather and record data  to help in answering questions

To gather, record, and begin to classify and present data in a variety of ways to help in answering questions.

To gather, record, classify and present data in a variety of ways to help in answering questions.

To begin to record data and results of increasing complexity using scientific diagrams and labels, classification keys, tables and bar and line graphs.

To record data and results of increasing complexity using scientific diagrams and labels, classification keys, tables and bar and line graphs.

To begin to record simple data.

To record simple data.

To begin to record and communicate their findings in a range of ways.

To record and communicate their findings in a range of ways.

To show my results in a simple table that my teacher has provided.

To show my results in a  table that my teacher has provided

To begin to record findings using simple scientific language, drawings, labelled diagrams, keys, bar charts and tables

To record findings using simple scientific language, drawings, labelled diagrams, keys, bar charts and tables

 

 

 

To begin to report on findings from enquiries, including oral and written explanations, displays or presentations of results and conclusions

To report on findings from enquiries, including oral and written explanations, displays or presentations of results and conclusions

To begin to report and present findings from enquiries.

To report and present findings from enquiries.

 

 

 

To begin to use notes, simple tables and standard units and help to decide how to record and analyse their data.

To use notes, simple tables and standard units and help to decide how to record and analyse their data.

To begin to decide how to record data from a choice of familiar approaches. 

To decide how to record data from a choice of familiar approaches.

 

 

 

To begin to record results in tables and bar charts.

To record results in tables and bar charts.

To begin to choose how best to present data.

To choose how best to present data

Conclusions

EYFS

Year 1

Year 2

Year 3

Year 4

Year 5

Year 6

To answer how and why questions about their experiences.

To begin to talk about what they have found out and how they found it out

To talk about what they have found out and how they found it out.

To begin to use results to draw simple conclusions, hypothesise for new values, suggest improvements and raise further questions. 

 To use results to draw simple conclusions, hypothesise for new values, suggest improvements and raise further questions. 

To begin to report and present findings from enquiries , including conclusions, causal relationships and explanations of and degree of trust in results, in oral and written forms such as displays and other presentations.

To report and present findings from enquiries , including conclusions, causal relationships and explanations of and degree of trust in results, in oral and written forms such as displays and other presentations.

To make observations of animals and plants and explain why some things occur, and talk about changes.

To begin to say what happened in my investigation. 

To say what happened in my investigation. 

To build up vocabulary that reflects the breadth of their experience Understanding.

To begin to say whether I was surprised at the results or not. 

To say whether I was surprised at the results or not. 

 

To begin to say what I would change about my investigation.

To say what I would change about my investigation.

 

 

 

To begin to use straightforward scientific evidence to answer questions or to support their findings. 

To use straightforward scientific evidence to answer questions or to support their findings. 

To begin to identify scientific evidence that has been used to support or refute ideas or arguments.

To identify scientific evidence that has been used to support or refute ideas or arguments.

 

 

 

To begin to look for changes, patterns, similarities and differences in their data in order to draw simple conclusions, with support.

To look for changes, patterns, similarities and differences in their data in order to draw simple conclusions and answer questions, with support.

To begin to draw conclusions based on their data and observations, use evidence to justify their ideas, use scientific knowledge and understanding to explain their findings

To draw conclusions based on their data and observations, use evidence to justify their ideas, use scientific knowledge and understanding to explain their findings

 

 

 

To begin to identify new questions arising from the data, make new predictions and find ways of improving what they have already done, with support.

To identify new questions arising from the data, make new predictions and find ways of improving what they have already done, with support.

To begin to use test results to make predictions to set up further comparative tests

To use test results to make predictions to set up further comparative tests

 

 

 

To begin to identify a pattern in my results. 

To identify a pattern in my results. 

To begin to look for different causal relationships in their data and identify evidence that refutes or supports their ideas.

To look for different causal relationships in their data and identify evidence that refutes or supports their ideas.

To begin to identify what I discovered, linking cause and effect.

To identify what I discovered, linking cause and effect.

 

 

 

To begin to answer questions from what I have discovered.

To answer questions from what I have discovered.

To begin to use test results to make predictions to set up further comparative tests.

To use test results to make predictions to set up further comparative tests.

 

 

 

 

 

To use their results to identify when further tests and observations are needed

To use their results to identify when further tests and observations are needed

 

 

 

 

 

To begin to separate opinion from fact. 

To separate opinion from fact. 

 

 

 

 

 

To begin to draw conclusions and identify scientific evidence. 

To draw conclusions and identify scientific evidence. 

 

 

 

 

 

To begin to use simple models (e.g. flow charts, classification tree)

To use simple models (e.g. flow charts, classification tree)

 

 

 

 

 

To know which evidence proves a scientific point.

To know which evidence proves a scientific point.

Identifying, Grouping and Classifying

EYFS

Year 1

Year 2

Year 3

Year 4

Year 5

Year 6

To answer how and why questions about their experiences.

To identify and classify with some support.

To identify and classify

To begin to identify differences, similarities or changes related to simple scientific ideas and processes.

To identify differences, similarities or changes related to simple scientific ideas and processes.

To begin to use and develop keys and other informational records to identify, classify and describe living things and materials. 

To use and develop keys and other informational records to identify, classify and describe living things and materials. 

To begin to observe and identify, compare and describe. 

To observe and identify, compare and describe. 

To develop ideas of grouping, sequences, cause and effect

To begin to use simple features to compare objects, materials and living things and, with help, decide how to sort and group them.

To use simple features to compare objects, materials and living things and, with help, decide how to sort and group them.

To begin to talk about criteria for grouping, sorting and classifying and use simple keys

To talk about criteria for grouping, sorting and classifying and use simple keys

 

 

To know about similarities and differences in relation to places, objects, materials and living things

To begin to compare and group according to behaviour or properties, based on testing.

To compare and group according to behaviour or properties, based on testing.

 

 

Vocabulary

EYFS

Year 1

Year 2

Year 3

Year 4

Year 5

Year 6

 

properties

prediction

line graph

angle of incidence

 

observe

measurement

relationship

angle of reflection

 

test

enquiry

outlier

refraction

 

magnifying glass

independent variable

 

spectrum

 

object

dependent variable

 

translucent

 

record

controlled variable

 

medium

 

equipment

comparative test

 

periscope

 

 

theory

 

 

 

 

hypothesis

 

 

  • Relationships
  • Respect
  • Resourcefulness
  • Reflection
  • Resilience
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