Progression Document
Science Progression at Eastchurch CofE Primary School (EYFS – Year 6)
EYFS – Understanding the World: The Natural World (Early Learning Goal)
Skill Area | Expected Outcomes by End of EYFS |
Observation & Exploration | Explore the natural world around them. |
Descriptive Language | Use simple language to describe natural phenomena (e.g. plants, animals, seasons). |
Comparison & Grouping | Notice similarities, differences, and changes. |
Curiosity | Ask simple questions about what they see and experience. |
Key Stage 1 (Years 1 & 2)
Working Scientifically:
• Ask simple questions and recognise that they can be answered in different ways.
• Observe closely, using simple equipment.
• Perform simple tests.
• Identify and classify.
• Use observations and ideas to suggest answers to questions.
• Gather and record data to help in answering questions.
Substantive Knowledge Progression:
Year Group | Biology | Chemistry | Physics |
Year 1 | Identify and name common plants and animals. Describe the basic structure of plants. Identify parts of the human body and senses. | Distinguish between objects and materials; identify and name everyday materials. | Observe and describe seasonal changes. Describe the weather and how it changes over time. |
Year 2 | Understand what animals (including humans) need to survive. Describe life cycles. Identify habitats and how animals are suited to them. | Identify and compare the suitability of materials. Find out how materials can be changed. | Understand how things move on different surfaces. Observe how some things use pushes and pulls. |
Lower Key Stage 2 (Years 3 & 4)
Working Scientifically:
• Ask relevant questions and use different types of scientific enquiries.
• Set up simple practical enquiries and comparative tests.
• Make systematic and careful observations and use accurate measuring equipment.
• Gather, record, classify and present data in a variety of ways.
• Record findings using simple scientific language, drawings, and tables.
• Report on findings using oral and written explanations.
• Use results to draw simple conclusions, make predictions and raise further questions.
Substantive Knowledge Progression:
Year Group | Biology | Chemistry | Physics |
Year 3 | Identify the function of parts of flowering plants. Explore requirements for life and growth. Understand nutrition and skeletons in animals. | Compare and group rocks. Understand fossil formation. Recognise how soils are made. | Observe how forces affect movement. Explore magnets and magnetic materials. |
Year 4 | Explore digestive system and functions of teeth. Construct food chains. Group living things in different ways. | Identify solids, liquids and gases. Observe changes of state and the water cycle. | Identify how sounds are made and travel. Explore electricity, including constructing simple circuits. Recognise dangers of electricity. |
Upper Key Stage 2 (Years 5 & 6)
Working Scientifically:
Year Group | Biology | Chemistry | Physics |
Year 5 | Describe life cycles of different living things. Understand reproduction in plants and animals. Explore changes in humans as they age. | Compare and group materials based on properties. Understand dissolving, solutions, filtering and reversible/irreversible changes. | Understand forces including air and water resistance. Learn about the movement of the Earth, Moon and Sun. |
Year 6 | Classify living things, including microorganisms. Understand evolution and inheritance. Recognise how living things adapt. | (Revisited through investigations into physical and biological systems.) | Understand how light travels and how we see. Explore electricity with circuit components, voltage and symbols. |
• Plan different types of scientific enquiries.
• Control variables in fair tests.
• Take accurate measurements using a range of equipment.
• Record data and results using scientific diagrams, tables and graphs.
• Report and present findings with conclusions and degree of trust.
• Identify scientific evidence that supports or refutes ideas.
Substantive Knowledge Progression:
Additional Considerations
Vocabulary Progression
Each unit should explicitly teach and build subject-specific vocabulary (e.g. “evaporation,” “nutrients,” “photosynthesis”).
Cross-Curricular Links
Science should integrate with:
• Maths (data handling, measurement),
• English (explanations, scientific language),
• Geography (weather, natural environments),
• DT (materials, circuits).
Assessment
Assessment should include:
• Formative assessments (questioning, observations, verbal reasoning),
• Summative assessments (end-of-unit quizzes or projects),
• Working Scientifically evidence recorded in floor books or portfolios.