working scientifically in the primary classroom
TRANSCRIPT
1
WORKING SCIENTIFICALLY IN THE PRIMARY CLASSROOM:
Progression of Enquiry Skills from EYFS to KS3
Second edition published September 2021
Working Scientifically: Progression of Enquiry Skills www.ciec.org.uk2
“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."
“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.”
Working Scientifically: Progression of Enquiry Skills www.ciec.org.uk3
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 1.
Each page contains a summary of information intended to enable teachers to:
� plan science lessons during which children can show progress in their learning � ensure 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 measuring• Planning and setting up different types of enquiries • Identifying and classifying• Performing tests • Gathering and recording data• Reporting, presenting and communicating data/findings • Using equipment
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.
1 The National Curriculum in England Key Stages One and Two framework document September 2013, Department for Education
Working Scientifically: Progression of Enquiry Skills www.ciec.org.uk4
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 brackets shows where each statement comes from; whether it is an Early Learning Goal or a Characteristic of Effective Teaching and 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 1 to 6. It has the same purpose as the EYFS – KS1 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.
ENCOURAGING CHILDREN TO WORK SCIENTIFICALLY
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.
Working Scientifically: Progression of Enquiry Skills www.ciec.org.uk5
PRO
GRE
SSIO
N O
F EN
QU
IRY
SKIL
LS F
ROM
EA
RLY
YEA
RS F
OU
NDA
TIO
N S
TAG
E TO
KEY
STA
GE
ON
E
EYFS
(Sta
tuto
ry F
ram
ewor
k 20
21 &
Dev
elop
men
t Mat
ters
202
0)Ke
y St
age
1 (N
C 20
14)
• Ex
plor
e th
e na
tura
l wor
ld a
roun
d th
em (U
nder
stan
ding
the
Wor
ld: r
ecep
tion)
• N
otic
e an
d as
k qu
estio
ns a
bout
diff
eren
ces (
Pers
onal
, Soc
ial &
Em
otio
nal D
ev: b
irth-
3)
• U
nder
stan
d sim
ple
ques
tions
abo
ut ‘w
ho’,
‘wha
t’ an
d ‘w
here
’ (C
omm
unic
atio
n &
Lan
guag
e: 2
yea
rs) /
und
erst
and
‘why
’ qu
estio
ns (3
-4 y
ears
) / a
sk q
uest
ions
to fi
nd o
ut m
ore
(rece
ptio
n)
• Li
sten
att
entiv
ely
and
resp
ond
to w
hat t
hey
hear
with
rele
vant
que
stio
ns (E
LG: L
isten
ing,
Att
entio
n &
Und
erst
andi
ng)
Expl
ore
the
wor
ld a
roun
d th
em a
nd ra
ise th
eir o
wn
simpl
e qu
estio
ns
ask
peop
le q
uest
ions
and
use
sim
ple
seco
ndar
y so
urce
s to
find
answ
ers
• M
ake
choi
ces a
nd e
xplo
re d
iffer
ent r
esou
rces
and
mat
eria
ls (P
layi
ng &
Exp
lorin
g)•
Be c
onfid
ent t
o tr
y ne
w a
ctiv
ities
and
sho
w in
depe
nden
ce, r
esili
ence
and
per
seve
ranc
e in
the
face
of c
halle
nge
(ELG
: M
anag
ing
Self)
Expe
rienc
e di
ffere
nt ty
pes o
f sci
ence
enq
uirie
s, in
clud
ing
prac
tical
act
iviti
es
• Kn
ow m
ore,
so fe
el c
onfid
ent a
bout
com
ing
up w
ith th
eir o
wn
idea
s (C
reat
ing
& T
hink
ing
Crit
ical
ly)
Begi
n to
reco
gnise
diff
eren
t way
s in
whi
ch th
ey m
ight
ans
wer
scie
ntifi
c qu
estio
ns
• Re
spon
d to
new
exp
erie
nces
that
you
brin
g to
thei
r att
entio
n (P
layi
ng &
Exp
lorin
g)•
Solv
e re
al p
robl
ems (
Cre
atin
g an
d Th
inki
ng C
ritic
ally
)C
arry
out
sim
ple
test
s
• So
rt m
ater
ials
(Cre
atin
g &T
hink
ing
Crit
ical
ly)
• Ex
plor
e co
llect
ions
of m
ater
ials
with
sim
ilar a
nd/o
r diff
eren
t pro
pert
ies (
Und
erst
andi
ng th
e W
orld
: 3-4
yea
rs)
• Kn
ow so
me
simila
ritie
s and
diff
eren
ces b
etw
een
the
natu
ral w
orld
aro
und
them
and
con
tras
ting
envi
ronm
ents
, dra
win
g on
th
eir e
xper
ienc
es a
nd w
hat h
as b
een
read
in c
lass
(ELG
: The
Nat
ural
Wor
ld)
Use
sim
ple
feat
ures
to c
ompa
re o
bjec
ts, m
ater
ials
and
livin
g th
ings
and
, with
hel
p, d
ecid
e ho
w to
sort
an
d gr
oup
them
• U
se a
ll th
eir s
ense
s in
hand
s-on
exp
lora
tion
of n
atur
al m
ater
ials
(Und
erst
andi
ng th
e W
orld
: 3-4
yea
rs)
• Ex
plor
e di
ffere
nt m
ater
ials
and
tool
s (Ph
ysic
al D
ev: b
irth-
3)•
Expl
ore
the
natu
ral w
orld
aro
und
them
, mak
ing
obse
rvat
ions
and
dra
win
g pi
ctur
es o
f ani
mal
s and
pla
nts (
ELG
: The
Nat
ural
W
orld
)
Obs
erve
clo
sely
usin
g sim
ple
equi
pmen
t / w
ith h
elp,
obs
erve
cha
nges
ove
r tim
e
• Re
alise
that
thei
r act
ions
hav
e an
effe
ct o
n th
e w
orld
(Pla
ying
& E
xplo
ring)
• N
otic
e pa
tter
ns a
nd a
rran
ge th
ings
in p
atte
rns (
Mat
hem
atic
s: bi
rth-
3) /
talk
abo
ut a
nd id
entifi
es th
e pa
tter
ns a
roun
d th
em
(3-4
yea
rs) /
con
tinue
, cop
y an
d cr
eate
repe
atin
g pa
tter
ns (r
ecep
tion)
• U
nder
stan
d so
me
impo
rtan
t pro
cess
es a
nd c
hang
es in
the
natu
ral w
orld
aro
und
them
, inc
ludi
ng th
e se
ason
s and
cha
ngin
g st
ates
of m
atte
r (EL
G: T
he N
atur
al W
orld
)
With
gui
danc
e, th
ey s
houl
d be
gin
to n
otic
e pa
tter
ns a
nd re
latio
nshi
ps
• M
ake
com
paris
ons b
etw
een
obje
cts r
elat
ing
to si
ze, l
engt
h, w
eigh
t and
cap
acity
(Mat
hem
atic
s: 3-
4 ye
ars)
/ com
pare
leng
th,
wei
ght a
nd c
apac
ity (r
ecep
tion)
• C
hoos
e th
e rig
ht re
sour
ces t
o ca
rry
out t
heir
own
plan
(Phy
sical
Dev
3-4
yea
rs) /
dev
elop
thei
r sm
all m
otor
ski
lls so
that
they
ca
n us
e a
rang
e of
tool
s com
pete
ntly,
saf
ely
and
confi
dent
ly (r
ecep
tion)
• U
se a
rang
e of
smal
l too
ls, in
clud
ing
sciss
ors,
pain
t bru
shes
and
cut
lery
(ELG
: Fin
e M
otor
Ski
lls)
Use
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 d
ata
• Us
e dr
awin
g to
repr
esen
t ide
as (E
xpre
ssiv
e A
rts &
Des
ign:
3-4
yea
rs) /
retu
rn to
and
bui
ld o
n th
eir p
revi
ous l
earn
ing,
refin
ing
idea
s and
dev
elop
ing
thei
r abi
lity
to re
pres
ent t
hem
(rec
eptio
n)Re
cord
sim
ple
data
• O
ffer e
xpla
natio
ns fo
r why
thin
gs m
ight
hap
pen,
mak
ing
use
of re
cent
ly in
trod
uced
voc
abul
ary
from
sto
ries,
non-
fictio
n,
rhym
es a
nd p
oem
s whe
n ap
prop
riate
; (EL
G: S
peak
ing)
Use
thei
r obs
erva
tions
and
idea
s to
sugg
est a
nsw
ers t
o qu
estio
ns ta
lk a
bout
wha
t the
y ha
ve fo
und
out
and
how
they
foun
d it
out
• U
se a
wid
er ra
nge
of v
ocab
ular
y (C
omm
unic
atio
n &
Lan
guag
e: 3
-4 y
ears
) / le
arn
new
voc
abul
ary
& u
se n
ew v
ocab
ular
y th
roug
h th
e da
y an
d in
diff
eren
t con
text
s (re
cept
ion)
• Ta
lk a
bout
wha
t the
y se
e, u
sing
a w
ide
voca
bula
ry (U
nder
stan
ding
The
Wor
ld: 3
-4 y
ears
)•
Offe
r the
ir ow
n id
eas,
usin
g re
cent
ly in
trod
uced
voc
abul
ary
(ELG
: Spe
akin
g)
With
hel
p, th
ey s
houl
d re
cord
and
com
mun
icat
e th
eir fi
ndin
gs in
a ra
nge
of w
ays a
nd b
egin
to u
se si
mpl
e sc
ient
ific
lang
uage
Gre
en te
xt in
dica
tes
Early
Lea
rnin
g G
oal
Working Scientifically: Progression of Enquiry Skills www.ciec.org.uk6
PRO
GRE
SSIO
N O
F EN
QU
IRY
SKIL
LS F
ROM
KEY
STA
GE
ON
E TO
KEY
STA
GE
TWO
Key
Stag
e 1
Low
er K
ey S
tage
2U
pper
Key
Sta
ge 2
Expl
ore
the
wor
ld a
roun
d th
em a
nd ra
ise th
eir o
wn
simpl
e qu
estio
nsRa
ise th
eir o
wn
rele
vant
que
stio
ns a
bout
the
wor
ld a
roun
d th
emUs
e th
eir s
cien
ce e
xper
ienc
es to
exp
lore
idea
s and
raise
di
ffere
nt k
inds
of q
uest
ions
Expe
rienc
e di
ffere
nt ty
pes o
f sci
ence
enq
uirie
s, in
clud
ing
pr
actic
al a
ctiv
ities
Shou
ld b
e gi
ven
a ra
nge
of sc
ient
ific
expe
rienc
es in
clud
ing
diffe
rent
type
s of s
cien
ce e
nqui
ries t
o an
swer
que
stio
nsTa
lk a
bout
how
scie
ntifi
c id
eas h
ave
deve
lope
d ov
er ti
me
Begi
n to
reco
gnise
diff
eren
t way
s in
whi
ch th
ey m
ight
ans
wer
sc
ient
ific
ques
tions
Star
t to
mak
e th
eir o
wn
deci
sions
abo
ut th
e m
ost a
ppro
pria
te
type
of s
cien
tific
enqu
iry th
ey m
ight
use
to a
nsw
er q
uest
ions
Sele
ct a
nd p
lan
the
mos
t app
ropr
iate
type
of s
cien
tific
enqu
iry
to u
se to
ans
wer
scie
ntifi
c qu
estio
ns
Car
ry o
ut si
mpl
e te
sts
Set u
p sim
ple
prac
tical
enq
uirie
s, co
mpa
rativ
e an
d fa
ir te
sts
Reco
gnise
whe
n a
simpl
e fa
ir te
st is
nec
essa
ry a
nd h
elp
to
deci
de h
ow to
set i
t up
Reco
gnise
whe
n an
d ho
w to
set 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
Use
simpl
e fe
atur
es to
com
pare
obj
ects
, mat
eria
ls an
d liv
ing
thin
gs a
nd, w
ith h
elp,
dec
ide
how
to so
rt a
nd g
roup
them
(id
entif
ying
and
cla
ssify
ing)
Talk
abo
ut c
riter
ia fo
r gro
upin
g, so
rtin
g an
d cl
assif
ying
; and
use
sim
ple
keys
Use
and
deve
lop
keys
and
oth
er in
form
atio
n re
cord
s to
iden
tify,
clas
sify
and
desc
ribe
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
nviro
nmen
t
Ask
peo
ple
ques
tions
and
use
sim
ple
seco
ndar
y so
urce
s to
find
answ
ers
Reco
gnise
whe
n an
d ho
w se
cond
ary
sour
ces m
ight
hel
p th
em
to a
nsw
er q
uest
ions
that
can
not b
e an
swer
ed th
roug
h pr
actic
al
inve
stig
atio
ns
Reco
gnise
whi
ch se
cond
ary
sour
ces w
ill be
mos
t use
ful t
o re
-se
arch
thei
r ide
as a
nd b
egin
to se
para
te o
pini
on fr
om fa
ct
Obs
erve
clo
sely
usin
g sim
ple
equi
pmen
t with
hel
p, o
bser
ve
chan
ges o
ver t
ime
Mak
e sy
stem
atic
and
car
eful
obs
erva
tions
Hel
p to
mak
e de
cisio
ns a
bout
wha
t obs
erva
tions
to m
ake,
how
lo
ng to
mak
e th
em fo
r and
the
type
of s
impl
e eq
uipm
ent t
hat
mig
ht b
e us
ed
Mak
e th
eir o
wn
deci
sions
abo
ut 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 sh
ould
beg
in to
not
ice
patt
erns
and
re
latio
nshi
psBe
gin
to lo
ok fo
r nat
ural
ly o
ccur
ring
patt
erns
and
rela
tions
hips
an
d de
cide
wha
t dat
a to
col
lect
to id
entif
y th
emLo
ok fo
r diff
eren
t cau
sal r
elat
ions
hips
in th
eir d
ata
and
iden
tify
evid
ence
that
refu
tes o
r sup
port
s the
ir id
eas
Use
simpl
e m
easu
rem
ents
and
equ
ipm
ent (
e.g.
han
d le
nses
, egg
tim
ers)
to g
athe
r dat
aTa
ke a
ccur
ate
mea
sure
men
ts u
sing
stan
dard
uni
tsLe
arn
how
to u
se a
rang
e of
(new
) equ
ipm
ent,
such
as d
ata
logg
ers /
ther
mom
eter
s app
ropr
iate
ly
Choo
se th
e m
ost a
ppro
pria
te e
quip
men
t to
mak
e m
easu
rem
ents
with
incr
easin
g pr
ecisi
on a
nd e
xpla
in h
ow to
use
it
accu
rate
ly. T
ake
repe
at m
easu
rem
ents
whe
re a
ppro
pria
te.
Reco
rd si
mpl
e da
taCo
llect
and
reco
rd d
ata
from
thei
r ow
n ob
serv
atio
ns a
nd
mea
sure
men
ts in
a v
arie
ty o
f way
s: no
tes,
bar c
hart
s and
tabl
es,
stan
dard
uni
ts, d
raw
ings
, lab
elle
d di
agra
ms,
keys
and
hel
p to
m
ake
deci
sions
abo
ut h
ow to
ana
lyse
this
data
Dec
ide
how
to re
cord
dat
a an
d re
sults
of i
ncre
asin
g co
mpl
exity
fro
m a
cho
ice
of fa
mili
ar a
ppro
ache
s: sc
ient
ific
diag
ram
s and
la
bels,
cla
ssifi
catio
n ke
ys, t
able
s, sc
atte
r gra
phs,
bar a
nd li
ne
grap
hs
Use
thei
r obs
erva
tions
and
idea
s to
sugg
est a
nsw
ers t
o qu
estio
ns
Talk
abo
ut w
hat t
hey
have
foun
d ou
t and
how
they
foun
d it
out
With
hel
p, p
upils
shou
ld lo
ok fo
r cha
nges
, pat
tern
s, sim
ilarit
ies
and
diffe
renc
es in
thei
r dat
a in
ord
er to
dra
w si
mpl
e co
nclu
sions
an
d an
swer
que
stio
ns
Iden
tify
scie
ntifi
c ev
iden
ce th
at h
as b
een
used
to su
ppor
t or
refu
te id
eas o
r arg
umen
ts
With
hel
p, th
ey sh
ould
reco
rd a
nd c
omm
unic
ate
thei
r find
ings
in
a ra
nge
of w
ays a
nd b
egin
to u
se si
mpl
e sc
ient
ific
lang
uage
Use
rele
vant
sim
ple
scie
ntifi
c la
ngua
ge to
disc
uss t
heir
idea
s an
d co
mm
unic
ate
thei
r find
ings
in w
ays t
hat a
re a
ppro
pria
te
for d
iffer
ent a
udie
nces
, inc
ludi
ng o
ral a
nd w
ritte
n ex
plan
atio
ns,
disp
lays
or p
rese
ntat
ions
of r
esul
ts a
nd c
oncl
usio
ns
Use
rele
vant
scie
ntifi
c la
ngua
ge a
nd il
lust
ratio
ns to
disc
uss,
com
mun
icat
e an
d ju
stify
thei
r sci
entifi
c id
eas,
Use
oral
and
writ
ten
form
s suc
h as
disp
lays
and
oth
er
pres
enta
tions
to re
port
con
clus
ions
, cau
sal r
elat
ions
hips
and
ex
plan
atio
ns o
f deg
ree
of tr
ust i
n re
sults
With
supp
ort,
they
shou
ld id
entif
y ne
w q
uest
ions
aris
ing
from
th
e da
ta, m
akin
g pr
edic
tions
for n
ew v
alue
s with
in o
r bey
ond
the
data
they
hav
e co
llect
ed a
nd fi
ndin
g w
ays o
f im
prov
ing
wha
t th
ey h
ave
alre
ady
done
Use
thei
r res
ults
to m
ake
pred
ictio
ns a
nd id
entif
y w
hen
furt
her
obse
rvat
ions
, com
para
tive
and
fair
test
s mig
ht b
e ne
eded
Working Scientifically: Progression of Enquiry Skills www.ciec.org.uk7
Upp
er K
ey S
tage
2Ke
y St
age
3
Use
thei
r sci
ence
exp
erie
nces
to e
xplo
re id
eas a
nd ra
ise d
iffer
ent k
inds
of q
uest
ions
Ask
que
stio
ns a
nd d
evel
op a
line
of e
nqui
ry b
ased
on
obse
rvat
ions
of t
he re
al w
orld
, alo
ngsid
e pr
ior k
now
ledg
e an
d ex
perie
nce
Talk
abo
ut h
ow sc
ient
ific
idea
s hav
e de
velo
ped
over
tim
eUn
ders
tand
that
scie
ntifi
c m
etho
ds a
nd th
eorie
s dev
elop
as e
arlie
r exp
lana
tions
are
mod
ified
to
take
acc
ount
of n
ew e
vide
nce
and
idea
s, to
geth
er w
ith th
e im
port
ance
of p
ublis
hing
resu
lts a
nd
peer
revi
ew
Sele
ct a
nd p
lan
the
mos
t app
ropr
iate
type
of s
cien
tific
enqu
iry to
use
to a
nsw
er sc
ient
ific
ques
tions
Sele
ct, p
lan
and
carr
y ou
t the
mos
t app
ropr
iate
type
s of s
cien
tific
enqu
iries
to te
st p
redi
ctio
ns,
incl
udin
g id
entif
ying
inde
pend
ent,
depe
nden
t and
con
trol v
aria
bles
, whe
re a
ppro
pria
te
Reco
gnise
whe
n an
d ho
w to
set u
p co
mpa
rativ
e an
d fa
ir te
sts a
nd e
xpla
in w
hich
var
iabl
es n
eed
to
be c
ontro
lled
and
why
Use
and
deve
lop
keys
and
oth
er in
form
atio
n re
cord
s to
iden
tify,
clas
sify
and
desc
ribe
livin
g th
ings
an
d m
ater
ials,
and
iden
tify
patt
erns
that
mig
ht b
e fo
und
in th
e na
tura
l env
ironm
ent
Reco
gnise
whi
ch se
cond
ary
sour
ces w
ill be
mos
t use
ful t
o re
sear
ch th
eir i
deas
and
beg
in to
se
para
te o
pini
on fr
om fa
ct
Mak
e pr
edic
tions
usin
g sc
ient
ific
know
ledg
e an
d un
ders
tand
ing
Choo
se th
e m
ost a
ppro
pria
te e
quip
men
t to
mak
e m
easu
rem
ents
with
incr
easin
g pr
ecisi
on a
nd
expl
ain
how
to u
se it
acc
urat
ely
Take
repe
at m
easu
rem
ents
whe
re a
ppro
pria
te
Use
appr
opria
te te
chni
ques
, app
arat
us, a
nd m
ater
ials
durin
g fie
ldw
ork
and
labo
rato
ry w
ork,
pa
ying
att
entio
n to
hea
lth a
nd sa
fety
Eval
uate
the
relia
bilit
y of
met
hods
and
sugg
est p
ossib
le im
prov
emen
tsEv
alua
te ri
sks
Pay
atte
ntio
n to
obj
ectiv
ity a
nd c
once
rn fo
r acc
urac
y, pr
ecisi
on, r
epea
tabi
lity
and
repr
oduc
ibili
ty
App
ly sa
mpl
ing
tech
niqu
esA
pply
mat
hem
atic
al c
once
pts a
nd c
alcu
late
resu
ltsUs
e an
d de
rive
simpl
e eq
uatio
ns a
nd c
arry
out
app
ropr
iate
cal
cula
tions
Unde
rtak
e ba
sic d
ata
anal
ysis
incl
udin
g sim
ple
stat
istic
al te
chni
ques
Mak
e th
eir o
wn
deci
sions
abo
ut w
hat o
bser
vatio
ns to
mak
e, w
hat m
easu
rem
ents
to u
se a
nd h
ow
long
to m
ake
them
for
Unde
rsta
nd a
nd u
se S
I uni
ts a
nd IU
PAC
(Inte
rnat
iona
l Uni
on o
f Pur
e an
d A
pplie
d Ch
emist
ry)
chem
ical
nom
encl
atur
eM
ake
and
reco
rd o
bser
vatio
ns a
nd m
easu
rem
ents
usin
g a
rang
e of
met
hods
for d
iffer
ent
inve
stig
atio
nsPr
esen
t obs
erva
tions
and
dat
a us
ing
appr
opria
te m
etho
ds, i
nclu
ding
tabl
es a
nd g
raph
sD
ecid
e ho
w to
reco
rd d
ata
and
resu
lts o
f inc
reas
ing
com
plex
ity fr
om a
cho
ice
of fa
mili
ar
appr
oach
es: s
cien
tific
diag
ram
s and
labe
ls, c
lass
ifica
tion
keys
, tab
les,
scat
ter g
raph
s, ba
r and
line
gr
aphs
Look
for d
iffer
ent c
ausa
l rel
atio
nshi
ps in
thei
r dat
a an
d id
entif
y ev
iden
ce th
at re
fute
s or s
uppo
rts
thei
r ide
asIn
terp
ret o
bser
vatio
ns a
nd d
ata,
incl
udin
g id
entif
ying
pat
tern
s and
usin
g ob
serv
atio
ns,
mea
sure
men
ts a
nd d
ata
to d
raw
con
clus
ions
Iden
tify
scie
ntifi
c ev
iden
ce th
at h
as b
een
used
to su
ppor
t or r
efut
e id
eas o
r arg
umen
tsPr
esen
t rea
sone
d ex
plan
atio
ns, i
nclu
ding
exp
lain
ing
data
in re
latio
n to
pre
dict
ions
and
hy
poth
eses
Eval
uate
dat
a, sh
owin
g aw
aren
ess o
f pot
entia
l sou
rces
of r
ando
m a
nd sy
stem
atic
err
orUs
e re
leva
nt sc
ient
ific
lang
uage
and
illu
stra
tions
to d
iscus
s, co
mm
unic
ate
and
just
ify th
eir
scie
ntifi
c id
eas
Use
oral
and
writ
ten
form
s suc
h as
disp
lays
and
oth
er p
rese
ntat
ions
to re
port
con
clus
ions
, cau
sal
rela
tions
hips
and
exp
lana
tions
of d
egre
e of
trus
t in
resu
lts
Use
thei
r res
ults
to m
ake
pred
ictio
ns a
nd id
entif
y w
hen
furt
her o
bser
vatio
ns, c
ompa
rativ
e an
d fa
ir te
sts m
ight
be
need
edId
entif
y fu
rthe
r que
stio
ns a
risin
g fro
m th
eir r
esul
ts
PRO
GRE
SSIO
N O
F EN
QU
IRY
SKIL
LS F
ROM
KEY
STA
GE
TWO
TO
KEY
STA
GE
THRE
E
WORKING SCIENTIFICALLY POSTER FOR EARLY YEARS FOUNDATION STAGE
Working Scientifically: Progression of Enquiry Skills www.ciec.org.uk
I not
ice
simila
ritie
s,
diffe
renc
es a
nd
chan
ges
I exp
lore
the
natu
ral
wor
ld a
nd s
olve
real
pr
oble
ms
I can
talk
abo
ut
thin
gs li
ke p
lant
s,
anim
als,
sea
sons
an
d ch
angi
ng
mat
eria
ls
I use
mat
eria
ls an
d to
ols
safe
ly a
nd
confi
dent
ly
I can
use
all
my
sens
es a
nd lo
ok
clos
ely
I can
cre
ate
simpl
e re
pres
enta
tions
of
peop
le a
nd o
bjec
ts
8
I ask
que
stio
ns to
fin
d ou
t mor
e
I hav
e m
y
own
idea
s
I lea
rn a
nd u
se n
ew
scie
nce
wor
ds
WORKING SCIENTIFICALLY POSTER FOR KEY STAGE ONEI r
ecog
nise
th
at q
uest
ions
can
be
answ
ered
in d
iffer
ent
way
s
I ask
sim
ple
ques
tions
I tal
k ab
out w
hat
I hav
e fo
und
out
I gat
her a
nd
reco
rd s
impl
e da
ta in
di
ffere
nt w
ays
I per
form
sim
ple
test
s
9
I use
sim
ple
scie
ntifi
c
lang
uage
I use
sim
ple
equi
pmen
t to
mak
e m
easu
rem
ents
I can
com
pare
th
ings
. I s
ort a
nd
grou
p th
em
I obs
erve
clo
sely
Working Scientifically: Progression of Enquiry Skills www.ciec.org.uk
WORKING SCIENTIFICALLY POSTER FOR LOWER KEY STAGE TWO
Working Scientifically: Progression of Enquiry Skills www.ciec.org.uk10
I use
rele
vant
sc
ient
ific
lang
uageI s
ugge
st
impr
ovem
ents
and
ra
ise fu
rthe
r que
stio
ns
I ask
my
own
ques
tions
I u
se d
iffer
ent w
ays
to
ans
wer
them
I set
up
my
own
simpl
e te
sts
I mak
e ca
refu
l ob
serv
atio
ns
I use
diff
eren
t eq
uipm
ent t
o m
easu
re
accu
rate
ly in
sta
ndar
d un
its
I gat
her,
reco
rd,
clas
sify
and
pres
ent d
ata
in d
iffer
ent w
ays
incl
udin
g dr
awin
gs, l
abel
led
diag
ram
s,
keys
, bar
cha
rts,
and
tabl
es
I exp
lain
w
hat I
hav
e fo
und
out u
sing
spea
king
an
d w
ritin
g
I dra
w s
impl
e co
nclu
sions
and
mak
e pr
edic
tions
for n
ew
valu
es
11
WORKING SCIENTIFICALLY POSTER FOR UPPER KEY STAGE TWO
Working Scientifically: Progression of Enquiry Skills www.ciec.org.uk11
I dec
ide
wha
t ob
serv
atio
ns a
nd
mea
sure
men
ts to
m
ake
I can
set
up
fair
test
s w
hen
nece
ssar
y
I pla
n di
ffere
nt
type
s of
sci
entifi
c en
quiri
es to
ans
wer
qu
estio
ns
I ask
diff
eren
t ki
nds
of
ques
tions
I use
resu
lts to
mak
e pr
edic
tions
and
set
up
mor
e te
sts
(incl
udin
g fa
ir te
sts)
I use
re
leva
nt s
cien
tific
lang
uage
and
ill
ustr
atio
ns
I rep
ort a
nd
pres
ent fi
ndin
gs u
sing
spea
king
and
writ
ing
incl
udin
g di
spla
ys a
nd
pres
enta
tions I d
ecid
e ho
w to
reco
rd d
ata
and
resu
lts. I
can
use
sci
entifi
c di
agra
ms,
la
bels,
cla
ssifi
catio
n, k
eys,
tabl
es,
scat
ter,
bar a
nd li
ne g
raph
s
I use
diff
eren
t sc
ient
ific
equi
pmen
t to
mea
sure
with
pre
cisio
n. I
take
repe
at re
adin
gs w
hen
appr
opria
te
CIEC offers support for the teaching of science across the primary age range and beyond. This support includes CPD programmes, bespoke in-school CPD, interactive websites for teachers to use with their pupils, and a wide range of downloadable resources which encourage collaborative, practical problem solving. For more information, please visit our website:
www.ciec.org.uk
or contact:
Centre for Industry Education Collaboration CIEC Department of Chemistry University of York York YO10 5DD
Telephone: 01904 322523
email: [email protected]
Revised 2021
The developing and printing of this resource has been made possible thanks to support from the Salters’ Institute.
Author: Nicky Waller
© Centre for Industry Education Collaboration www.ciec.org.uk