Working Scientifically
KS1SC-KS1-D001
The practical scientific methods, processes and skills that underpin all scientific enquiry at KS1.
National Curriculum context
Working Scientifically at KS1 encompasses the essential processes by which children engage with science as a discipline: asking questions, observing closely, performing simple tests, identifying and classifying, using observations to suggest answers, and gathering and recording data. These skills are not to be taught in isolation but must be embedded within the substantive content domains so that children experience scientific methods as purposeful ways of finding out about the world. At this stage the emphasis is on developing curiosity, practical skills and early scientific literacy through first-hand experience with real objects, organisms and phenomena. The curriculum notes that working scientifically at KS1 should focus on practical activities and that written communication should not dominate - talk, drawing and practical demonstration are all valid forms of scientific communication.
17
Concepts
6
Clusters
2
Prerequisites
17
With difficulty levels
Lesson Clusters
Ask questions and make close observations of the natural world
introduction CuratedScientific curiosity and the habit of close observation are the entry point to all science; posing questions gives purpose to observation. Together these establish the foundational scientific disposition before any formal investigation method is introduced.
Carry out simple tests and sort findings by grouping
practice CuratedSimple comparative testing and grouping/sorting are the two most common KS1 enquiry types; the comparative testing method underpins fair-test thinking while sorting decisions make grouping operational. Co-teach hints link C003/C039 (testing) and C004/C044 (sorting).
Observe changes over time and use simple equipment
practice CuratedObservation over time is a distinct and important KS1 enquiry type (watching plants grow, seasons change); using simple equipment such as hand lenses and rulers makes those observations more accurate. C040 and C043 are closely related process/skill versions of the same idea.
Identify patterns and draw conclusions from evidence
practice CuratedNoticing similarities and differences (C045) feeds directly into pattern recognition (C007), which enables drawing conclusions (C005). These three concepts form a coherent sense-making sequence that follows any KS1 investigation.
Record and communicate scientific findings in different ways
practice CuratedRecording (C006), using secondary sources (C008), and scientific communication (C042) together encompass how pupils share and extend their science knowledge. All three involve literacy-science integration and naturally co-occur in project work.
Stay safe during science investigations
practice CuratedSun safety is the one explicit KS1 safety rule and must be covered before any outdoor or solar observation activity. It stands alone as a focused safety cluster.
Teaching Suggestions (9)
Study units and activities that deliver concepts in this domain.
Animal Sorting
Science Enquiry Identifying and ClassifyingPedagogical rationale
Classifying animals is one of the most engaging science activities for Y1 because children are naturally fascinated by animals. Sorting by observable features develops the foundational scientific skill of using evidence to categorise, while the rich vocabulary (mammal, reptile, carnivore) builds the technical language needed for all future biology. Using sorting hoops and picture cards makes the abstract concept of classification concrete and physical.
Exploring Our Five Senses
Science Enquiry Fair TestPedagogical rationale
This simple comparative test introduces Y1 children to the idea of changing one thing (which sense they use) and seeing what happens (how many objects they get right). The mystery-box format creates excitement and genuine enquiry, while the tally recording is achievable for children still developing writing skills. The activity directly connects to the statutory requirement to associate body parts with senses.
Growing Beans: Seed to Plant
Science Enquiry Observation Over TimePedagogical rationale
Observation over time is the ideal enquiry type for germination because the process unfolds gradually and cannot be rushed. Using clear plastic cups allows children to see root growth that is normally hidden underground, making the invisible visible. The emphasis on drawing and annotating develops scientific recording skills while the multi-week timescale teaches children that science requires patience and systematic observation.
Habitat Explorer
Science Enquiry Identifying and ClassifyingPedagogical rationale
Exploring real habitats outdoors is far more powerful than studying habitats from photographs alone. The surprise of lifting a log and finding woodlice, worms, and beetles creates genuine curiosity and engagement. Classifying what they find into living, dead, and never-alive develops a foundational biological concept, while considering why organisms live where they do introduces the idea of adaptation at an accessible level.
Plant Identification Walk
Science Enquiry Identifying and ClassifyingPedagogical rationale
Classifying and grouping is the most accessible enquiry type for Y1 because it requires careful observation rather than measurement. The school grounds provide an immediate, free, and endlessly varied resource. Sorting plants by observable features develops the foundational science skill of using evidence to make decisions, while the outdoor context builds enthusiasm for the natural world.
Seasonal Changes Diary
Science Enquiry Observation Over TimePedagogical rationale
Observation over time is the natural enquiry type for seasonal changes because the phenomenon unfolds across an entire year. Regular, brief outdoor observations (weekly weather recording, monthly playground photographs) build the scientific habit of systematic data collection. Children experience the evidence for seasonal change directly rather than learning about it secondhand, making the knowledge deeply rooted in personal experience.
What Do Plants Need to Grow?
Science Enquiry Fair TestPedagogical rationale
This is the earliest fair test in the curriculum, introducing Y2 children to the concept of changing one thing while keeping others the same. The variables are tangible (light, water, warmth) and the results are dramatic (wilting, pale growth), making the relationship between cause and effect visible and memorable. The investigation runs over several days, developing patience and regular observation habits.
Which Material Is Best?
Science Enquiry Fair TestPedagogical rationale
This is the most widely taught KS1 fair test because the context is immediately meaningful (keeping teddy dry), the variables are tangible, and the results are visible and dramatic. Children can see and feel the difference between waterproof and absorbent materials, making the abstract concept of material properties concrete. The investigation builds early fair testing skills: changing one thing, observing the result, and comparing materials systematically.
Who Eats What? Simple Food Chains
Science Enquiry Research EnquiryPedagogical rationale
Research enquiry is the appropriate type here because food chains in wild habitats cannot be directly observed in a single lesson. Using picture cards to physically build food chains makes the abstract relationship (energy flows from plant to herbivore to predator) concrete and manipulable. Starting from the habitat explored in SE-KS1-008 connects the food chain concept to real organisms the children have already encountered.
Access and Inclusion
6 of 17 concepts have identified access barriers.
Barrier types in this domain
Recommended support strategies
Prerequisites
Concepts from other domains that pupils should know before this domain.
Concepts (17)
Asking Scientific Questions
Keystone process AI FacilitatedSC-KS1-C001
The ability to formulate questions about the natural world that can be investigated through scientific means. At KS1, pupils learn that some questions can be answered by watching and observing over time, some by carrying out a test, some by sorting and classifying, and some by looking in books or other sources. Developing the habit of asking 'How do we find out?' is foundational to scientific thinking.
Teaching guidance
Encourage pupils to share questions they have about things they observe. Model the distinction between questions that can be tested (e.g., 'Which paper towel absorbs the most water?') and questions that require research (e.g., 'How do whales breathe?'). Use questioning stems such as 'I wonder why...', 'What would happen if...?', and 'How does...?'
Common misconceptions
Children often think all science questions must be answered by doing an experiment. They need to learn that observation, research, and classification are also valid scientific methods.
Difficulty levels
Asking simple questions about things they observe, using stems such as 'What is it?' and 'What does it do?', with teacher prompting.
Example task
Look at this plant. Can you think of a question about it? Start with 'I wonder...'
Model response: I wonder why the leaves are green. I wonder how tall it will grow.
Asking questions that can be answered by observing or finding out, beginning to distinguish between questions they can investigate and questions they need to research.
Example task
Here are some seeds. Think of two questions: one we could find out by watching, and one we would need to look up in a book.
Model response: We could watch to find out how many days it takes to grow a shoot. We would need to look in a book to find out what country the seeds come from.
Asking questions that lead to a simple test or comparison, using stems like 'What would happen if...?' and 'Which one is best for...?'
Example task
We have three different paper towels. Think of a question we could test about them.
Model response: Which paper towel soaks up the most water? We could pour water on each one and see which holds the most.
Independently generating testable questions and suggesting how they might be investigated, choosing between observation, testing, sorting or research.
Example task
You notice that puddles disappear faster on sunny days. Think of a question about this that we could investigate, and say how you would find out.
Model response: Does a puddle in the sun disappear faster than one in the shade? I would put the same amount of water in two trays — one in the sun and one in the shade — and check which dries up first.
Delivery rationale
Science process concept — enquiry methodology benefits from structured AI guidance with facilitator.
Access barriers (2)
Formulating scientific questions requires understanding question syntax and scientific vocabulary. Children with SLCN may have the curiosity but lack the linguistic structures to express their questions clearly.
Asking scientific questions requires generating questions from observation — an open-ended task that demands both curiosity and expressive language. Children with language or executive function difficulties need modelling of question forms ('What happens when...?', 'Why does...?').
Close Observation
Keystone skill AI DirectSC-KS1-C002
The skill of carefully attending to and noticing details about objects, organisms and phenomena. Close observation at KS1 involves using multiple senses (while maintaining safety) and simple equipment such as hand lenses to reveal details not visible to the naked eye. Mastery is shown when pupils can describe what they observe with increasing precision and use observations as evidence.
Teaching guidance
Model careful observation explicitly - slow down, look from different angles, feel textures, listen carefully. Use hand lenses and magnifying glasses routinely. Give pupils observation frames or structured recording sheets to focus their attention. Distinguish between 'seeing' (casual glance) and 'observing' (careful, purposeful noticing).
Common misconceptions
Children often describe what they expect to see rather than what they actually see. Encourage them to record actual observations rather than prior knowledge.
Difficulty levels
Looking at an object or organism and describing one or two things they notice using everyday language, with teacher prompting.
Example task
Look at this leaf with a magnifying glass. Tell me one thing you can see.
Model response: I can see little lines on the leaf.
Using more than one sense to observe carefully and describing several features, beginning to use simple scientific vocabulary.
Example task
Pick up this piece of bark. Use your eyes and your fingers to observe it carefully. Describe three things you notice.
Model response: It feels rough and bumpy. It is brown on the outside and lighter inside. I can see tiny holes in it.
Making detailed observations using appropriate senses and simple equipment (hand lens), recording what they see through drawings or words with increasing precision.
Example task
Use a hand lens to observe this snail. Draw what you see and label three features.
Model response: Drawing shows the shell with spiral pattern, two long tentacles with eyes, the soft body (foot) underneath. Labels: shell, tentacles, foot.
Comparing observations of two or more specimens, noting similarities and differences in detail, and using observations as evidence to answer a question.
Example task
Observe these two different leaves with a hand lens. Describe how they are similar and how they are different. Which tree do you think each one comes from?
Model response: Both leaves are green and have veins. The oak leaf has wavy edges with rounded bumps, and the holly leaf has spiky points and is shiny and thick. The oak leaf is from an oak tree because of the wavy shape. The holly leaf is from a holly tree because it is shiny and prickly.
Delivery rationale
Science data/analysis skill — graph interpretation and data handling are digitally deliverable.
Access barriers (1)
Close observation requires maintaining focused visual attention on a specimen or phenomenon for an extended period, noticing details rather than making quick judgements. Children with ADHD may observe briefly but miss the details that emerge from sustained looking.
Simple Testing
process AI FacilitatedSC-KS1-C003
Carrying out simple practical investigations to answer scientific questions. At KS1 this includes comparative tests (which of these is best for...?) and observation-based investigations. Pupils begin to understand the idea of keeping things the same (a rudimentary understanding of fair testing) and changing just one thing at a time. Mastery is evident when pupils can carry out a simple test independently and describe what they did and found out.
Teaching guidance
Start with teacher-led investigations before asking pupils to carry out their own. Use contexts pupils find motivating (e.g., testing materials for the Three Little Pigs, finding the best material for a raincoat). Explicitly model saying 'I am going to keep these things the same... and change this one thing...'
Common misconceptions
Children often change several things at once without realising this makes a fair comparison impossible. They may also confuse prediction with wish ('I want the green one to win') rather than evidence-based expectation.
Difficulty levels
Following a teacher-led investigation step by step, observing what happens and describing the result with support.
Example task
We are going to test which toy car rolls the furthest on carpet and on the wooden floor. Watch what happens when I let go of each car. Which went further?
Model response: The car on the wooden floor went further.
Carrying out a simple test with a partner, following given instructions, and recording the result in a simple format.
Example task
Test which of these three materials is the most waterproof. Drip the same number of water drops onto each one. Record what happens in the table.
Model response: Foil: water stayed on top (waterproof). Paper towel: water soaked in straight away (not waterproof). Plastic bag: water stayed on top (waterproof).
Setting up a simple comparative test with some independence, keeping one thing the same while changing another, and describing what the results show.
Example task
Test which material would make the best raincoat for teddy. You have fabric, paper and plastic. Plan your test and carry it out.
Model response: I will pour the same amount of water on each material. I will keep the pieces the same size. The plastic kept teddy dry, the fabric let a bit through, and the paper went soggy. Plastic would make the best raincoat because it is the most waterproof.
Planning and carrying out a simple test independently, explaining why they kept things the same to make it fair, and suggesting what they would do differently next time.
Example task
Plan a test to find out which paper towel is the strongest when wet. Carry out your test and explain your results.
Model response: I hung a wet piece of each paper towel over a ruler and added coins one at a time until it tore. I used the same size piece each time to make it fair. Brand B held 8 coins, Brand A held 5, and Brand C held 3. Brand B is the strongest. Next time I would test each one three times to check my results are right.
Delivery rationale
Science process concept — enquiry methodology benefits from structured AI guidance with facilitator.
Access barriers (2)
Practical investigations require manipulating equipment: pouring water, positioning objects, using hand lenses, handling specimens. Children with fine motor difficulties may struggle with the physical execution of investigations.
Simple testing requires following a sequence: formulate a question, set up equipment, keep conditions fair, make observations, record findings. Even 'simple' investigations have 4-5 sequential steps that must be completed in order.
Classification and Grouping
process AI FacilitatedSC-KS1-C004
The process of organising objects, materials, or living things into groups based on shared observable characteristics. At KS1, pupils choose their own criteria for sorting as well as use given criteria. They begin to understand that the same set of things can be classified in more than one way, and that the classification system chosen depends on purpose. This is foundational to biological taxonomy and chemical classification.
Teaching guidance
Provide sets of real objects for sorting rather than pictures where possible. Use Carroll diagrams and Venn diagrams as organisational structures. Ask pupils to explain their sorting decisions. Highlight that there is not always one 'right' way to classify things and that scientists also argue about classification.
Common misconceptions
Children may think that once they have sorted something one way, that is the only way. They benefit from repeated sorting activities using different criteria on the same set of objects.
Difficulty levels
Sorting objects into two given groups based on a single observable property, with teacher support.
Example task
Sort these objects into two groups: things that are hard and things that are soft.
Model response: Hard: stone, metal spoon, wooden block. Soft: sponge, teddy bear, cotton wool.
Sorting objects into groups using a criterion they have chosen themselves, and explaining their sorting rule.
Example task
Here are ten different animals. Sort them into two groups. You choose how to sort them. Explain your rule.
Model response: I sorted them into animals with legs and animals without legs. Animals with legs: dog, bird, frog, spider. Animals without legs: fish, snake, worm, snail, starfish, jellyfish.
Sorting the same set of objects in more than one way using different criteria, and recording groupings using a simple table or Venn diagram.
Example task
Sort these leaves into groups in two different ways. Record each grouping in a table and explain your sorting rules.
Model response: First sort: by shape — round leaves and long leaves. Second sort: by edge — smooth edges and jagged edges. Some leaves moved groups because an oak leaf is round but has jagged edges.
Creating a simple branching sorting system (yes/no questions) to identify objects within a set, and explaining why certain criteria are more useful than others for classification.
Example task
Make a sorting chart using yes/no questions to help someone identify which of these six minibeasts they have found.
Model response: Does it have legs? Yes → Does it have more than six legs? Yes → spider. No → Does it have wings? Yes → ladybird. No → ant. No legs → Is it long and thin? Yes → worm. No → snail or slug: Does it have a shell? Yes → snail. No → slug.
Delivery rationale
Science process concept — enquiry methodology benefits from structured AI guidance with facilitator.
Access barriers (2)
Classification requires applying abstract criteria to concrete objects. The criteria themselves (e.g. 'has fur' vs 'has feathers') are abstractions derived from observation. Children with learning difficulties may sort objects intuitively but struggle to articulate or apply explicit criteria.
Classification introduces scientific grouping vocabulary: 'sort', 'group', 'classify', 'criteria', 'characteristic', 'property'. These terms describe abstract processes of categorisation that are unfamiliar to KS1 children.
Drawing Conclusions from Evidence
process AI FacilitatedSC-KS1-C005
Using observations and data gathered to suggest answers to scientific questions. At KS1, pupils move from simply describing what they saw to connecting observations to explanations. Mastery involves being able to say not only what happened but to offer a simple reason why, based on evidence rather than imagination.
Teaching guidance
Scaffold conclusion-writing with frames such as 'We found out that... because...' and 'Our results show... This means...' Accept oral conclusions as well as written. Model the difference between 'I think...' (prediction/opinion) and 'Our investigation showed that...' (evidence-based conclusion).
Common misconceptions
Children often state what they think or wish rather than what the evidence shows. They may also over-generalise from limited data ('All rocks float' from a single observation).
Difficulty levels
Saying what happened in a simple investigation, describing the result using everyday language with teacher prompting.
Example task
We put ice cubes in a warm place and a cold place. What happened?
Model response: The ice cube in the warm place melted. The one in the cold place did not melt yet.
Describing results and beginning to connect them to the question asked, using 'because' to offer a simple reason.
Example task
We tested which surface the toy car rolled furthest on. Look at our results table. What did we find out?
Model response: The car rolled furthest on the smooth floor and shortest on the carpet. I think the carpet slowed it down because it is bumpy and rough.
Using evidence from an investigation to answer the original question, distinguishing between what the evidence shows and what they think or wish.
Example task
We tested three materials to find the best one for an umbrella. Write a conclusion using our results. Start with 'Our results show that...'
Model response: Our results show that the plastic was the most waterproof because no water got through. The fabric let some water through and the paper went soggy. The best material for an umbrella would be plastic because it keeps the rain out.
Drawing a conclusion supported by evidence, noticing when results are surprising or unexpected, and suggesting what they could investigate next.
Example task
We grew cress in light and in darkness. The cress in the dark grew taller but was yellow and thin. The cress in the light was shorter but green and strong. What can you conclude? Was anything surprising?
Model response: Plants need light to be healthy and green, but the cress in the dark still grew taller, which surprised me. It grew tall and thin because it was trying to reach the light. I would like to find out if the dark cress would turn green if we moved it into the light.
Delivery rationale
Science process concept — enquiry methodology benefits from structured AI guidance with facilitator.
Access barriers (2)
Scientific conclusion-drawing requires causal language ('because', 'therefore', 'this shows that') which is linguistically complex. Children with receptive or expressive language difficulties may understand the science but be unable to express the causal chain verbally.
Drawing conclusions from evidence requires formulating explanations in the child's own words — 'I think X happened because...' This is an open-ended reasoning task that combines scientific thinking with expressive language.
Recording Scientific Findings
skill AI DirectSC-KS1-C006
Gathering and recording observations, measurements and conclusions in a variety of formats including drawings, labelled diagrams, simple tables, pictograms and written sentences. At KS1, the primary purpose of recording is to help pupils answer their question and to communicate findings to others. Written recording should not dominate at this stage; drawings, tables and talk are equally valid.
Teaching guidance
Provide structured recording frameworks initially (observation sheets with headings, partially completed tables). Gradually increase independence. Teach specific formats explicitly - how to draw and label a scientific diagram, how to complete a simple results table. Celebrate different modes of recording.
Common misconceptions
Children (and some teachers) can mistake beautiful or elaborate recording for good science. Emphasise that recording should be clear and purposeful, serving the science rather than replacing it.
Difficulty levels
Recording a simple observation through a drawing or by telling the teacher, with support for structure.
Example task
Draw the plant you have been growing. Show what it looks like today.
Model response: A drawing showing a pot with soil, a small green stem and two leaves. The child has used green and brown colours appropriately.
Recording findings using a given format such as a partially completed table or an observation sheet with headings, adding labels to drawings.
Example task
Fill in this table to show what happened when we tested each material for waterproofness. Write 'waterproof' or 'not waterproof' for each.
Model response: Plastic bag: waterproof. Paper: not waterproof. Tin foil: waterproof. Cotton fabric: not waterproof.
Choosing an appropriate way to record findings — drawing, table, pictogram or written sentences — and including labels, headings or a title.
Example task
We measured how tall our bean plants grew each week. Choose a way to show our results so other children can understand them.
Model response: A bar chart or pictogram showing plant height each week, with a title ('How our bean plant grew'), labelled axes (Week 1, 2, 3, 4; Height in cm), and bars of increasing height.
Recording findings clearly and accurately using more than one format (e.g. a labelled diagram and a results table), explaining why the chosen format helps communicate the findings.
Example task
Record what we found out about the minibeasts in our school garden. Use at least two different ways to show our findings.
Model response: A tally chart showing how many of each minibeast we found, plus labelled drawings of the three most common ones showing key features. 'I used a tally chart so you can see which was most common, and drawings so you can see what they look like.'
Delivery rationale
Science data/analysis skill — graph interpretation and data handling are digitally deliverable.
Access barriers (2)
Recording scientific findings at KS1 involves drawing labelled diagrams, completing tables, and writing sentences about observations. The recording demand can overshadow the science — children spend more effort on drawing and writing than on thinking about what they observed.
Science recording often requires copying labels, writing observation sentences, and filling in tables — a significant handwriting volume when the learning objective is the science, not the writing.
Pattern Recognition in Science
process AI FacilitatedSC-KS1-C007
Noticing regularities, relationships and trends in observations or data. At KS1, pattern recognition includes seeing that things change in predictable ways (seasons, plant growth) and that groups of things share common characteristics. Recognising patterns is central to all scientific disciplines and leads to generalisation and the formation of scientific laws and principles.
Teaching guidance
Draw attention to patterns explicitly during discussions. Use language like 'I notice that every time...' and 'It seems like... always...'. Use repeated observations (weather diaries, plant growth charts) to make patterns visible over time.
Common misconceptions
Children may identify false patterns from too few observations. Emphasise the need to observe many examples before claiming a pattern exists.
Difficulty levels
Noticing a simple repeated occurrence when prompted by the teacher, such as 'it happens every time'.
Example task
We have been recording the weather for two weeks. Look at our chart. What do you notice?
Model response: It rained a lot. There were more rainy days than sunny days.
Identifying a simple pattern in a set of observations or results, using language like 'every time' or 'most of them'.
Example task
We sorted these animals into groups by where they live. Look at the animals that live in water. What pattern can you see?
Model response: Most of the animals that live in water have smooth, slippery bodies. They all have fins or flippers to help them swim.
Identifying patterns in data they have collected and using the pattern to make a simple generalisation.
Example task
Look at our plant growth chart over six weeks. Describe the pattern you can see.
Model response: The plant grew a little bit each week. It grew the most between week 3 and week 4. The pattern is that it kept getting taller every week — it never got shorter.
Using an observed pattern to make a prediction and explaining why the pattern might exist.
Example task
We recorded day length each month from September to March. The days got shorter until December and then started getting longer. Predict what will happen next and explain why.
Model response: I predict the days will keep getting longer until June because the pattern shows they get shorter until December and then get longer again. This happens every year because of the seasons — summer has long days and winter has short days.
Delivery rationale
Science process concept — enquiry methodology benefits from structured AI guidance with facilitator.
Using Secondary Sources
skill AI DirectSC-KS1-C008
Finding scientific information from books, photographs, videos, internet resources and by asking knowledgeable people. At KS1, pupils learn that some questions cannot be answered by observation or investigation alone, and that scientists build on the knowledge and work of others. This is an important habit of scientific inquiry.
Teaching guidance
Provide a range of non-fiction books, photographs and age-appropriate videos on science topics. Model the process of finding specific information to answer a question. Discuss where information comes from and how we can trust it.
Common misconceptions
Children may not distinguish between reliable and unreliable sources. Introduce the idea that scientific information is checked by other scientists, and that some sources are more trustworthy than others.
Difficulty levels
Finding a piece of information from a book, photograph or video when directed by the teacher.
Example task
Look at this picture of a penguin. Can you find out what penguins eat? Use this book to help you.
Model response: The book says penguins eat fish.
Using a non-fiction book or simple source to find specific information to answer a given question, with some independence.
Example task
Use this book about animals to find out three facts about where hedgehogs live and what they eat.
Model response: Hedgehogs live in hedges and gardens. They eat slugs, snails and beetles. They sleep in nests of leaves in winter.
Choosing an appropriate source (book, photograph, video) to answer a specific question and reporting what they found, distinguishing the answer from their own opinion.
Example task
We want to find out how long it takes a caterpillar to become a butterfly. Choose a source from the book corner or our class videos to find the answer.
Model response: I used the 'Life Cycles' book. It says a caterpillar takes about two weeks in a chrysalis before it becomes a butterfly. The whole life cycle from egg to butterfly takes about a month.
Using more than one source to find information, noticing when sources agree or give different details, and explaining which source was most useful.
Example task
Find out what frogs eat. Use at least two different sources. Do they agree?
Model response: The book says frogs eat insects and slugs. The video also showed a frog catching a fly with its tongue, and it said they eat spiders too. Both sources agree that frogs eat insects, but the video gave more detail about how they catch them with their sticky tongue. The video was more useful because I could see it happening.
Delivery rationale
Science data/analysis skill — graph interpretation and data handling are digitally deliverable.
Comparative Testing Method
Keystone process AI FacilitatedSC-KS1-C039
A comparative test investigates which option is best for a given purpose by testing two or more options under the same conditions and comparing results. For example, 'which material is most waterproof?' tested by dripping the same amount of water on samples of equal size. At KS1, pupils begin to understand that changing one thing at a time while keeping everything else the same is what makes a test fair.
Teaching guidance
Design comparative tests together as a class before expecting pupils to work independently. Ask 'What will we change? What will we keep the same? What will we measure or observe?' Model how to record results comparatively in a simple table. Discuss what the results tell us.
Common misconceptions
Children frequently change multiple variables in a test without realising this makes fair comparison impossible. They may also not understand why keeping things the same matters.
Difficulty levels
Understanding that we can test two things to see which is better for a purpose, by trying both and comparing the results, with teacher guidance.
Example task
We want to find out which ball bounces higher: a tennis ball or a rubber ball. Watch me drop them both from the same height. Which bounced higher?
Model response: The rubber ball bounced higher than the tennis ball.
Carrying out a simple comparative test with a partner, keeping one condition the same while comparing two or more options.
Example task
Test which of these three toy cars rolls the furthest on carpet. Drop each car from the same ramp. Measure how far each rolls.
Model response: We dropped each car from the top of the ramp onto the carpet. Car A rolled 45cm, Car B rolled 62cm, Car C rolled 38cm. Car B rolled the furthest.
Planning and carrying out a comparative test, identifying what to keep the same to make the test fair, and recording results in a simple table.
Example task
Plan a comparative test to find out which type of paper is strongest when wet. You have tissue paper, printer paper and card. What will you keep the same?
Model response: I will use the same size piece of each paper. I will wet each one with the same amount of water and wait the same time. Then I will hang each over a pencil and add coins until it tears. I will keep the same: piece size, amount of water, waiting time. I will change: the type of paper. I will measure: how many coins it holds. Results: tissue — 2 coins, printer paper — 7 coins, card — 12 coins.
Evaluating a comparative test, identifying what could be improved to make results more reliable, and explaining why fair testing matters.
Example task
Another group tested which paper towel is most absorbent by dipping each one in water and seeing how wet it got. They used different sized pieces. What is wrong with their test? How would you improve it?
Model response: Their test is not fair because the pieces are different sizes — a bigger piece will absorb more water just because it is bigger, not because it is more absorbent. To improve it, they should cut all pieces to the same size, dip each in the same amount of water for the same time, then measure how much water each absorbed by squeezing it out and measuring. They should also test each one two or three times to check their results are reliable.
Delivery rationale
Science process concept — enquiry methodology benefits from structured AI guidance with facilitator.
Observation Over Time
process AI FacilitatedSC-KS1-C040
The scientific process of making repeated observations at regular intervals to track change and detect patterns that cannot be seen in a single observation. Many important scientific phenomena - plant growth, seasonal change, animal development - are only visible through sustained observation over days, weeks or months. Mastery involves planning and maintaining a systematic observation schedule and using the accumulated record to draw conclusions.
Teaching guidance
Set up investigations requiring repeated observation: plant growth diaries, weather records, the school tree through the seasons. Provide structured recording sheets with dates. At regular intervals, review accumulated records and ask 'What do we notice has changed? What patterns can we see?'
Common misconceptions
Children often expect results to be visible immediately. They may lose motivation during extended investigations. Helping them see the value of the accumulated record, rather than each individual data point, is important.
Difficulty levels
Observing something at two different times and noticing that it has changed, with teacher prompting.
Example task
We photographed this plant last week and today. Look at both pictures. What has changed?
Model response: It has got taller. There are more leaves now.
Making repeated observations at regular intervals and recording them, noticing changes over several days or weeks.
Example task
Observe our bean plant every Monday and record what you see. After four weeks, describe how it has changed.
Model response: Week 1: tiny shoot just above the soil. Week 2: stem 5cm tall with two small leaves. Week 3: stem 12cm, four leaves, starting to lean towards the window. Week 4: stem 20cm, six leaves, small tendrils appearing. It grew taller each week and developed more leaves.
Planning a systematic observation schedule, recording changes accurately using drawings and measurements, and describing the pattern of change observed.
Example task
We want to observe how ice melts at room temperature. Plan how you would record observations over time.
Model response: I would check the ice every 10 minutes. Each time I would describe what it looks like, measure how much water has collected in the dish, and take a photograph. After all observations I would describe the pattern: the ice gets smaller each time, there is more and more water, and the melting is fastest at the beginning when the ice has the most surface showing.
Using observations over time to identify patterns and make predictions about future change, and suggesting how to make the observation more reliable.
Example task
We measured shadows from a stick at 9am, 12pm and 3pm. The shadow was long in the morning, shortest at midday, and long again in the afternoon. Predict what the shadow would be like at 6pm and explain why.
Model response: At 6pm the shadow would be very long because the sun would be low in the sky near sunset. The pattern shows that shadows are longest when the sun is low (morning and evening) and shortest when the sun is highest (midday). I predict the 6pm shadow would be even longer than the 3pm one. To make this more reliable, we could repeat it on several different days and measure the shadow length with a ruler rather than just describing it. We must never look directly at the Sun.
Delivery rationale
Science process concept — enquiry methodology benefits from structured AI guidance with facilitator.
Using Simple Scientific Equipment
skill AI FacilitatedSC-KS1-C041
The skill of selecting and correctly using simple scientific equipment to make more accurate or detailed observations and measurements. At KS1, relevant equipment includes: hand lenses and magnifying glasses (to see small details), simple balance scales (to compare mass), egg timers (to measure time), rulers (to measure length). Using equipment purposefully and carefully is an important aspect of scientific practice.
Teaching guidance
Introduce equipment explicitly and provide guided practice before expecting pupils to use it independently. Teach the purpose of each item of equipment. Include equipment as a natural part of investigations rather than as a separate 'equipment lesson'. Discuss why equipment helps us observe and measure more accurately than our unaided senses.
Common misconceptions
Children often use hand lenses incorrectly (holding them too far from the object or eye). They may not understand why using equipment gives better results than using their senses alone.
Difficulty levels
Using a hand lens to look at an object more closely, with teacher demonstration of how to hold it.
Example task
Use this magnifying glass to look at the leaf. Hold it close to the leaf and look through it. What can you see?
Model response: I can see tiny veins on the leaf. The edge is not smooth — it has tiny bumps.
Using a hand lens and a simple ruler to make observations and measurements, selecting the appropriate equipment for the task.
Example task
Measure the length of this caterpillar using a ruler, then look at it closely with a hand lens. Record what you find.
Model response: The caterpillar is about 3cm long. With the hand lens I can see it has tiny legs near the front and stumpy legs further back. It has stripes along its body and tiny hairs.
Selecting appropriate equipment for an investigation (hand lens, ruler, balance scale, timer) and explaining why that equipment is needed.
Example task
We want to find out which rock is the heaviest and which has the most interesting texture. Which equipment do you need? Why?
Model response: To find the heaviest rock I need balance scales to compare the mass of each one — I cannot tell just by holding them because some small rocks are surprisingly heavy. To see the texture closely I need a hand lens to observe the grain size and crystal patterns that are too small to see with my eyes alone.
Using equipment carefully to improve the accuracy of observations, recognising that equipment helps us notice things our senses alone might miss.
Example task
Why do scientists use equipment like magnifying glasses, thermometers and rulers rather than just guessing? Give an example where equipment gave a different result from what you expected.
Model response: Equipment gives us more accurate and reliable results than our senses. Our hands are not good at judging exact temperatures — water that feels warm might be 30°C or 40°C, but a thermometer tells us exactly. When I used a balance to weigh two rocks that felt the same weight in my hands, one was actually 20g heavier. The hand lens showed me that what I thought was a smooth pebble actually had tiny crystals on its surface. Equipment helps us measure and observe things precisely, which is important for fair testing and accurate results.
Delivery rationale
Science skill involving measurement/practical work — AI structures, facilitator supervises.
Scientific Communication
skill AI DirectSC-KS1-C042
The ability to share scientific findings, ideas and explanations with others using a variety of modes including talk, scientific vocabulary, drawing, labelling, diagrams, tables and simple graphs. At KS1, oral communication is as important as written. Mastery involves being able to explain clearly what was done, what was found, and what it means - in a form others can understand.
Teaching guidance
Value talk as a mode of communication alongside writing. Provide structured sentence frames. Create displays, posters and presentations of scientific work. Encourage pupils to explain their work to another class or to parents. Model scientific language and expect pupils to use it.
Common misconceptions
Children (and sometimes teachers) equate quantity of writing with quality of science. Oral explanation and careful drawing can demonstrate understanding just as effectively as written accounts.
Difficulty levels
Telling another person what they found out in a simple investigation, using everyday language.
Example task
Tell your partner what happened when we put the ice in the warm water.
Model response: The ice melted. The water got a bit colder. The ice got smaller and smaller until it was all gone.
Communicating findings using some scientific vocabulary and more than one method (talk and a simple drawing or table).
Example task
Draw what happened to the ice cube and write one sentence to explain your drawing. Use the word 'melted'.
Model response: Three drawings showing the ice cube getting smaller with a puddle of water growing around it. Sentence: 'The ice cube melted because the warm water heated it up and turned it from a solid into a liquid.'
Communicating scientific findings clearly using appropriate vocabulary, a labelled diagram or chart, and a written conclusion.
Example task
Create a poster to share the results of our plant growth investigation with another class. Include a diagram, results and a conclusion.
Model response: Poster with title 'Does light affect plant growth?', labelled diagram showing two plants (one in light, one in dark), a bar chart comparing heights after three weeks, and a conclusion: 'The plant in the light grew taller and was green. The plant in the dark grew thin and yellow. Plants need light to grow healthily.'
Adapting communication for different audiences, choosing the most effective way to present findings, and using scientific vocabulary precisely.
Example task
Explain the results of our materials investigation to: (1) a Reception child and (2) a Year 3 child. How would you change what you say?
Model response: To a Reception child: 'We tried to see which thing water goes through. The plastic kept the water out. The paper got all soggy!' To a Year 3 child: 'We tested three materials for waterproofness by dripping measured amounts of water on each. Our results showed that plastic was waterproof, fabric was water-resistant, and paper was absorbent. We concluded that plastic is the best material for keeping water out because it is impermeable.' I changed the vocabulary and detail for each audience.
Delivery rationale
Science data/analysis skill — graph interpretation and data handling are digitally deliverable.
Observing Changes Over Time
skill AI DirectSC-KS1-C043
The process skill of noticing and recording how things change over time through systematic, repeated observation. This differs from comparative testing in that there is no intervention - the observer simply records what is happening as it happens naturally. Examples include a plant growing, ice melting, the Moon's phases, or the seasons changing.
Teaching guidance
Use structured recording sheets with clear date columns. Photograph changes at regular intervals. At intervals, review the accumulated record and highlight changes. Encourage pupils to notice specific details that have changed rather than just recording 'it grew bigger'.
Common misconceptions
Children often look for dramatic, sudden changes rather than slow continuous ones. They may not see slow processes (plant growth, seasonal change) as interesting because they are not immediately visible.
Difficulty levels
Noticing that something has changed since they last looked at it, when prompted to compare.
Example task
We left a wet painting on the table this morning. Look at it now. What has changed?
Model response: It was wet before and now it is dry. The colours look different too — lighter.
Recording specific changes at two or more time points and describing what is different each time.
Example task
Draw our tadpoles today and compare your drawing with the one you did two weeks ago. What has changed?
Model response: Two weeks ago they were small and just had tails. Now some of them have tiny back legs starting to grow. Their bodies are a bit bigger and rounder. The tail is still there but the legs are new.
Systematically recording changes over multiple time points and describing the pattern or sequence of change observed.
Example task
We have been recording the school tree every month since September. Look at our observation diary. Describe the pattern of changes.
Model response: In September the tree had green leaves. In October the leaves turned yellow and brown. In November most leaves had fallen and we could see bare branches. In December the tree was completely bare. In January and February it stayed bare. The pattern shows the tree losing its leaves gradually over autumn and staying bare through winter. It is deciduous.
Predicting what will happen next based on observed changes, and explaining what would need to happen for the pattern to continue.
Example task
Based on our tree observation diary from September to February, predict what will happen to the tree in March, April and May. What conditions are needed?
Model response: In March I predict the buds will start to appear on the branches because the days are getting longer and warmer. In April the buds will open into new leaves — small and light green at first. By May the tree should be fully covered in leaves. This pattern happens because longer days and warmer temperatures in spring trigger the tree to start growing again. If spring is colder than usual, the leaves might appear later.
Delivery rationale
Science data/analysis skill — graph interpretation and data handling are digitally deliverable.
Sorting and Grouping Decisions
skill AI DirectSC-KS1-C044
The scientific skill of choosing appropriate criteria for sorting a set of objects or organisms and consistently applying those criteria to form groups. This goes beyond classification as a content outcome (e.g., naming vertebrate groups) to the procedural skill of making and justifying sorting decisions. Scientists regularly make decisions about how to group things, and different classification systems can be equally valid.
Teaching guidance
Provide open-ended sorting tasks where pupils choose their own criteria and explain them. Then give the same set of objects with a different criterion and ask them to re-sort. Discuss: 'Can the same thing be in two different groups depending on what criterion you choose?' Use branching databases as an introduction to hierarchical classification.
Common misconceptions
Children often think there is one correct way to sort a set of things. They may not see that the choice of criterion is itself a scientific decision.
Difficulty levels
Sorting objects into two given groups using a single criterion, following teacher instructions.
Example task
Sort these buttons into two groups: big buttons and small buttons.
Model response: Child places large buttons in one group and small buttons in another.
Choosing their own criterion for sorting a set of objects and explaining their decision clearly.
Example task
Here are ten shells. Sort them into groups. You decide the rule. Explain how you sorted them.
Model response: I sorted them by shape: spiral shells in one group and flat shells in another group. The spiral ones are snail-type shells and the flat ones are clam-type shells.
Making consistent sorting decisions using a clear criterion, and re-sorting the same set using a different criterion to show that multiple valid groupings exist.
Example task
Sort these rocks into groups using one criterion. Then sort them again using a different criterion. Are the groups the same?
Model response: First sort — by colour: grey rocks, brown rocks, white rocks. Second sort — by texture: rough rocks and smooth rocks. The groups are different because some grey rocks are rough and some are smooth, so the same rock can end up in a different group depending on the criterion. There is more than one way to sort things in science.
Evaluating which sorting criteria are most scientifically useful for a given purpose, and explaining their reasoning.
Example task
We collected minibeasts from the school garden. You could sort them by colour, by size or by number of legs. Which would a scientist find most useful? Why?
Model response: Number of legs would be most scientifically useful because it helps identify what type of animal each one is — insects have 6 legs, spiders have 8, woodlice have 14, and worms have none. This tells you about the animal's biology. Colour is not as useful because two very different animals might be the same colour, and the same species can come in different colours. Size is not reliable either because the same type of minibeast can be different sizes at different ages.
Delivery rationale
Science data/analysis skill — graph interpretation and data handling are digitally deliverable.
Identifying Similarities and Differences
skill AI DirectSC-KS1-C045
The foundational scientific skill of attending to how two or more things are alike and how they differ. This is prerequisite for both classification and comparative investigation. Mastery involves moving beyond superficial features (colour, size) to more scientifically meaningful characteristics (body covering, material properties, growth pattern).
Teaching guidance
Use side-by-side comparison as a regular classroom strategy. Provide structured 'same and different' frames. Explicitly teach pupils to look beyond the obvious and consider less visible features. Comparison tables help organise thinking.
Common misconceptions
Children tend to notice obvious differences (size, colour) before noticing less visible but scientifically more important ones (structure, composition, behaviour). Guiding pupils to look at specific features systematically helps overcome this.
Difficulty levels
Identifying one obvious similarity or difference between two objects when placed side by side, with teacher prompting.
Example task
Look at this apple and this orange. Tell me one way they are the same and one way they are different.
Model response: They are both round. The apple is red and the orange is orange.
Identifying several similarities and differences between two objects, beginning to look beyond obvious surface features.
Example task
Compare a piece of wood and a piece of metal. Find two similarities and two differences.
Model response: Similarities: both are hard, both are solids. Differences: the metal feels cold and is shiny, the wood feels warm and has a rough grain pattern.
Systematically comparing two or more items using a set of features, organising the comparison in a table, and including both structural and functional similarities and differences.
Example task
Compare a fish and a frog using this comparison table: body covering, where it lives, how it breathes, how it moves.
Model response: Fish: scales, lives in water, breathes through gills, swims with fins. Frog: smooth moist skin, lives in water and on land, breathes through lungs and skin, swims with webbed feet and hops on land. Both are cold-blooded and both can live in water, but the frog can also live on land.
Using identified similarities and differences to draw conclusions or make classifications, moving beyond description to reasoning.
Example task
We compared leaves from five different trees. Three had simple oval shapes and two had complex shapes with many leaflets. What might this similarity and difference tell us? Could we use it to sort the trees?
Model response: The three trees with simple oval leaves might be related or adapted to similar conditions. The two with complex leaves (many leaflets from one stalk) are compound leaves — like horse chestnut and ash. We could use leaf shape as a sorting criterion to divide trees into groups, but we would need to look at other features too — bark, seeds, flowers — because similar leaf shapes do not always mean the trees are closely related. A good classification uses several features, not just one.
Delivery rationale
Science data/analysis skill — graph interpretation and data handling are digitally deliverable.
Scientific Curiosity and Wonder
attitude Specialist TeacherSC-KS1-C046
The disposition to notice, question and want to find out about the natural world. Scientific curiosity drives all scientific enquiry - it is the emotional and motivational foundation of science. At KS1, nurturing and sustaining children's natural curiosity is one of the primary aims of science education, ensuring that school science amplifies rather than extinguishes the wondering that young children naturally display.
Teaching guidance
Create a 'Wonder wall' where pupils can post questions they have about the world. Respond with genuine enthusiasm when pupils raise unexpected questions. Validate curiosity explicitly: 'That's a brilliant scientific question'. Begin lessons with surprising observations or phenomena that prompt questions. Use outdoor learning to contextualise wonder in the real world.
Common misconceptions
Some pupils believe that science means knowing the right answer rather than asking good questions. It is important to model scientific curiosity as a valued disposition, not just a stepping-stone to right answers.
Difficulty levels
Showing interest in a natural object or phenomenon and asking a simple question about it.
Example task
We found a snail in the school garden. What would you like to find out about it?
Model response: Why does it have a shell? Where does it go at night?
Asking multiple questions about observations and showing enthusiasm for finding out the answers.
Example task
We have found a bird's nest that has fallen from a tree. What questions do you have? Write down as many as you can.
Model response: What type of bird made it? What is it made of? How long did it take to build? How did the bird stick it all together? Were there eggs in it? How does the bird know how to build a nest?
Demonstrating sustained curiosity by following up on initial questions, wanting to investigate further, and appreciating that science involves asking questions, not just knowing answers.
Example task
After our investigation into which material was most waterproof, what new questions do you have? What would you like to find out next?
Model response: I want to know if the materials are still waterproof after you rub them or crumple them. Would the results be different if we used warm water instead of cold water? Can we make a material more waterproof by adding something to it, like wax? Each investigation gives us answers but also new questions — that is how science works.
Independently noticing phenomena and asking investigable questions without teacher prompting, and understanding that curiosity and questioning are central to how science works.
Example task
On the way to school, you noticed that puddles had ice on them but the pond did not. What scientific questions could you ask about this?
Model response: Why did the puddle freeze but not the pond? Is it because the puddle is shallower and loses heat faster? Does the size of the water affect how quickly it freezes? I could test this by putting different amounts of water in containers and seeing which freezes first. Scientists start by noticing something surprising and then asking 'Why?' — that is what I did. The best questions are ones we can test or investigate.
Delivery rationale
Attitude concept (Scientific Curiosity and Wonder) — attitudes require human modelling, relationship, and pastoral awareness.
Safety in Science - Sun Safety
attitude Specialist TeacherSC-KS1-C048
Understanding the specific safety rule that one must never look directly at the Sun, even when wearing dark glasses or through a telescope or binoculars, because the intense light can permanently damage the retina and cause blindness. This rule applies during all science work involving observation of the sky, including during seasonal changes observations and any astronomy. This is a rare absolute rule in primary science.
Teaching guidance
State the rule clearly and repeat it whenever relevant. Ensure pupils understand it is not negotiable and applies even on cloudy days when the Sun appears less bright. Discuss why this rule exists - the concentrated light and ultraviolet radiation can permanently damage the sensitive cells of the retina. Model safe sky observation techniques.
Common misconceptions
Children commonly believe that dark glasses make it safe to look at the Sun - they do not. Some believe that looking quickly is safe - it is not.
Difficulty levels
Knowing the rule that we must never look directly at the Sun, when reminded by the teacher.
Example task
We are going outside to look at shadows. What is the important safety rule about the Sun?
Model response: Never look directly at the Sun. It can hurt your eyes.
Stating the rule clearly and knowing that it applies even when wearing dark glasses or when the Sun is behind thin clouds.
Example task
A child says 'I can look at the Sun through my sunglasses.' Is this safe? Explain.
Model response: No, this is not safe. You must never look directly at the Sun, even with sunglasses on. Sunglasses do not block enough of the Sun's rays to protect your eyes. You should never look at the Sun through anything — not sunglasses, not binoculars, not a telescope. It can damage your eyes permanently.
Explaining why looking at the Sun is dangerous (the intense light can permanently damage the retina) and describing safe ways to observe the Sun's effects (shadows, pinhole projectors).
Example task
We want to track how the Sun moves across the sky during the day. How can we do this safely without looking at the Sun?
Model response: We should never look directly at the Sun. Instead, we can track its position by observing shadows — put a stick in the ground and mark where the shadow falls at different times. The shadow shows us where the Sun is without looking at it. We could also use a pinhole projector to project an image of the Sun onto paper. The Sun's light is so strong that it can burn the retina (the back of the eye) and cause permanent blindness, so this rule is really important.
Applying the sun safety rule independently in new contexts and explaining the science behind why the Sun is dangerous to eyes.
Example task
During a solar eclipse, the Sun is partly covered by the Moon. Some people want to watch it. Is it safe to look at the Sun during an eclipse? Why or why not?
Model response: No, it is never safe to look directly at the Sun, even during an eclipse. During a partial eclipse the Sun is still extremely bright — the uncovered part can still damage your retina. Even when most of the Sun is covered, the remaining light is concentrated and very dangerous. The retina has no pain sensors, so you would not feel the damage happening until it is too late. Special eclipse glasses with certified solar filters are the only safe way to look at an eclipse, or you can watch a projected image. The important rule is: never look directly at the Sun, no matter what.
Delivery rationale
Attitude concept (Safety in Science - Sun Safety) — attitudes require human modelling, relationship, and pastoral awareness.