Spring Term 

During the spring term, year 1 have been learning about identifying and comparing different types of materials. Using their scientific skills, children explored a variety of resources, identifying and classifying into groups according to the material that they are made from. In doing so, children were using their understanding of the senses to explore the texture, weight and feel of objects, noticing the similarities/differences between the different materials they are made from including: wood, plastic, metal, glass etc. Children performed a simple test whereby they had to try and protect an object in the most suitable material(s) to ensure it didn’t break. Through this test, children were learning to ask their own scientific questions and recognising they could be answered in different ways. Also, children explored examples of liquids and powders which can be grouped according to their properties. They tested what happened when a liquid such as water is added to another liquid or a powder. Throughout the materials unit, the children were learning different vocabulary including: hard, strong, rough, rigid, waterproof, transparent, opaque, absorbent, not absorbent etc. Children will continue to explore everyday materials and their uses, in year two.



Throughout the spring term, year two have been continuing to develop their understanding of materials from year 1. The children began recapping the different types of materials and discussing what properties we could remember. Children were very good at using their enquiry skills, senses and knowledge to determine what the material was and describe how they knew, using their understanding of the properties. To develop their learning further, we looked at how different materials can change shape through squashing, bending, twisting and stretching. We used the different working scientifically skills in order to investigate this throughout the term, testing how stretchy something can be, how an object such a fabric is twisted to make it stronger, how bendy/flexible objects are and how squashy something like play-dough is. The children were able to ask their own questions and recognise that they could be answered in different ways. Children saw the similarities and differences between materials and kept referring back to their properties as to why we can stretch, bend, twist or squash something. The children then extended their learning by seeing how everyday materials can change shape and be used to make everyday objects. Children will continue their understanding when they learn about forces in KS2.


Autumn Term

During the Autumn term, children in KS1 learnt lots within science.

In Year 1, they began learning about the seasons, focussing on Autumn. In lessons, they asked their own questions, learning that they can be answered in different ways and recorded Autumn in various ways. The children made their own Autumn posters/pictures which linked in to the harvest celebration at top site. Also, they recorded changes that happen in Autumn, using pictures to represent these changes. Year 1 will continue to learn about the seasons throughout the year, understanding how daylight hours can change and what happens to the weather and trees/flowers. The children have also learnt about parts of animals, learning about the different senses, human body parts and labelling the parts of animals.



                                    Seasons                                                                    Parts of animals

In Year 2, children began the year learning about living things. This built upon children's prior knowledge from Year 1 where they learnt about animals and their groups. Children learnt how to ask their own questions which make sense, knowing that questions can be answered in more than one way, learning how to record information in different ways and identifying/classifying. In this unit, the children identified how we change as humans from babies to adults, learnt about what living things need and learnt about the life cycles of animals (including humans) and plants. The children also continued this understanding of living things when they looked at habitats, comparing different habitats and identifying what animals need to survive. The main focus was data collection and recording our findings using tally charts (table), bar charts etc. 


Useful science apps for KS1 






The principal focus of science teaching in key stage 1 is to enable pupils to experience and observe phenomena, looking more closely at the natural and humanly constructed world around them. They should be encouraged to be curious and ask questions about what they notice. They should be helped to develop their understanding of scientific ideas by using different types of scientific enquiry to answer their own questions, including observing changes over a period of time, noticing patterns, grouping and classifying things, carrying out simple comparative tests, and finding things out using secondary sources of information. They should begin to use simple scientific language to talk about what they have found out and communicate their ideas to a range of audiences in a variety of ways. Most of the learning about science should be done through the use of first-hand practical experiences, but there should also be some use of appropriate secondary sources, such as books, photographs and videos.

Year 1

  • Plants (basic structure)
  • Animals including humans (basic knowledge of parts of human body and comparing animals)
  • Everyday materials (describing properties)
  • Seasonal changes.

Year 2

  • Plants (what plants need to grow)
  • Animals including humans (needs for survival, food and hygiene)
  • Use of everyday materials (explore and compare materials for uses)
  • Living things and their habitats (explore variety of habitats, simple food chains).

‘Working scientifically’ is described separately in the programme of study, but must always be taught through and clearly related to the teaching of substantive science content in the programme of study. Throughout the notes and guidance, examples show how scientific methods and skills might be linked to specific elements of the content.

Pupils should read and spell scientific vocabulary at a level consistent with their increasing word-reading and spelling knowledge at key stage 1.

Working scientifically

During years 1 and 2, pupils should be taught to use the following practical scientific methods, processes and skills through the teaching of the programme of study content:

  • asking simple questions and recognising that they can be answered in different ways
  • observing closely, using simple equipment
  • performing simple tests
  • identifying and classifying
  • using their observations and ideas to suggest answers to questions
  • gathering and recording data to help in answering questions

Download the free Tree ID APP Going for a walk in the woods this weekend! Download the Woodland Trusts' free app to identify the trees during your walk. 

Files to Download

Promoting Resilience, Respect and Results

Newsletter Signup