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Bubble Writing scaffold sheets for children 

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Bubble Writing scaffold sheets for children 

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Bubble Writing - see how we model handwriting at Donisthorpe

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Bubble Writing - see how we model handwriting at Donisthorpe

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Reading and Writing Core Knowledge - see what is expected for your child at the end of their current year

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Reading and Writing Core Knowledge - see what is expected for your child at the end of their current year

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Reading and Writing Core Knowledge - see what is expected for your child at the end of their current year

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Reading and Writing Core Knowledge - see what is expected for your child at the end of their current year

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Learn about Sounds-Write, our approach to phonics

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Learn about Sounds-Write, our approach to phonics

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Learn about Sounds-Write, our approach to phonics

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Learn about Sounds-Write, our approach to phonics

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Reading at Donisthorpe - a guide for parents

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Reading at Donisthorpe - a guide for parents

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Working with online safety experts, we're here to provide parents & carers with guidance, advice and support to keep children safe online | Internet Matters

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Primary school coding explained for parents

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The 2014 ICT curriculum includes lessons on computer code. We explain everything parents need to know about coding and how to support kids’ learning at home.

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Basic facts for the six main religions of the UK

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In RE, all units of work come with a 'question' that guides children's learning. All lessons help children to make sense of the question, meaning they can hopefully give an informed answer at the end of the unit.

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#ThisIsPE -Supporting Parents to Teach PE at Home

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#ThisIsPE -Supporting Parents to Teach PE at Home

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Association for Physical Education - Association For Physical Education | P.E.

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Yorkshire Sport Foundation and national organisations, including afPE, have been working with physical educators from across the country to support parents to teach PE at home.

Short two-minute videos have been created that show parents (and teachers) free, fun and easy to follow PE activities for the whole family to enjoy together.

Each #ThisIsPE video focuses on a different aspect of the National Curriculum. The videos, delivered by PE teachers, will help children and young people to continue their skill development in PE during this period when we are having to stay at home, to save lives.

You don't need to be in PE kit and you don't need sports equipment. All of the videos use items that you can find around the home.

View the videos below. Please let us have your feedback and use the hashtag #ThisIsPE.

Lesson 1 - Coordination with ball skills

Lesson 2 - Footwork patterns

Lesson 3 - Throwing for accuracy

Lesson 4 - Rock and roll gymnastics

Lesson 5 - Balloon blasting

Lesson 6 - Jumping in combination

Lesson 7 - Agility

Lesson 8 - King of the cones

Lesson 9 - Agility

Lesson 10 - Flat target accuracy

Lesson 11 - Catching

Lesson 12 - Agility and throws

Lesson 13 - Creative movement

Lesson 14 - Sock wars

Lesson 15 - Striking for distance

Lesson 16 - Horizontal climbing

Lesson 17 - Five to one challenge

Lesson 18 - Reaction wall

Lesson 19 -Throwing techniques

Lesson 20 - Lily pad jump

Lesson 21 - Basic shapes in gymnastics

Lesson 22 - Treasure chest

Lesson 24 - Gym shapes and travel

Lesson 25 - Directions through dance

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#ThisIsPE - Supporting Parents to Teach PE at Home - Association for Physical Education - Association For Physical Education | P.E.

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Yorkshire Sport Foundation and national organisations, including afPE, have been working with physical educators from across the country to support parents to teach PE at home. Short two-minute videos have been created that show parents (and teachers) free, fun and easy to follow PE activities for the whole family to enjoy together.

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Clubszone work with our children in weekly PE lessons, after school clubs and inter-school competitions.

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Home | Clubszone | Kids Holiday Clubs | Leicester

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Welcome to Clubszone. We specialise is providing Summer and holiday time Kids clubs focused around enjoyment, learning and being proctive.

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You'll find basic definitions of important primary-school science terms below. For a much more detailed, parent-friendly guide to how children are taught about each of these concepts in science, as well as examples, click on the link in the word.

TheSchoolRun also offers a free primary-school numeracy glossary and a free primary-school literacy glossary.

Adaptation

Adaptation is the process by which living creatures (animals and plants) adapt or evolve to survive in their environment and to live amongst a specific group of other living things.

Air resistance

Air resistance is the force on an object moving through air. Air resistance affects how fast or slowly objects move through the air.

Battery

In an electrical circuit, the battery is the cell that makes electricity.

Canines

Canines are teeth used for tearing and ripping food. Children learn about them as part of their study of teeth and how to take care of them.

Carnivores

Carnivores are animals who eat mainly meat and hunt their prey.

Circuit

A circuit is a closed loop for electricity to travel around. In primary school children learn about simple series circuits in which a single wire runs from a battery to a bulb and back again.

Circulatory system

The circulatory system is is the network of organs (including the heart) and vessels that allows the flow of blood, nutrients and oxygen around the body.

Condensation

Condensation is to turn from a gas into a liquid. In the water cycle, the evaporated water in the air cools and turns back into a liquid.

Conductor

A conductor is an object that allows electricity to flow through it easily. Objects made of metal are good conductors.

Consumer

Within a food chain, a consumer consumes a producer (usually a plant) or another consumer by eating it. Consumers can be primary, secondary, tertiary, etc consumers depending on their position in the food chain. Consumers are also called predators of the animals they eat; animals eaten by other animals are prey.

Current

Current is the amount of electricity flowing through a circuit. It is measured in amps.

Deciduous trees

Deciduous trees are those that shed their leaves in winter; their leaves are usually wide and flat.

Digestive system

The digestive system is made up of all the organs that help the body break down and process the food we eat.

Dissolving

Dissolving is a way of mixing a solid and a liquid. When a solid dissolves in a liquid it creates a solution.

Electricity

Electricity is a form of energy caused by electrons moving about.

Evaporation

Evaporation is the process by which a liquid, when heated, changes into a gas and rises into the air. Evaporation is part of the water cycle as water from the earth's seas and oceans evaporates when is heated by the sun's rays.

Evergreen trees

Evergreen trees (conifers) are those that keep their leaves all year around; they often have leaves shaped like needles.

Evolution

Evolution is the process of change to animal and plant species over long periods of time, or how plant species and animals have developed from generation to generation.

Fair test

A fair test is a controlled investigation used to answer a question in a scientific way.

Filtering

Filtering is a method of separating mixtures of solids and liquids.

Food chain

A food chain is a diagram that shows us how animals are linked by what they eat.

Food web

A food web is a set of linked food chains.

Force

Forces are the pushes and pulls which act on our bodies and the things around us to make things move and stop moving.

Freezing

Freezing is the process of changing a liquid into a solid.

Friction

Friction is a 'sticking' force - the resistance that a surface or object encounters when moving over another surface or object. Air resistance, water resistance and surface resistance are kinds of friction.

Gas

Gas is one of the three states of matter on Earth. A gas can flow, expand and be squeezed.

Germination

Germination is the process of a seed starting to grow to create a new plant.

Gravity

Gravity is the pulling force acting between the Earth and a falling object. Gravity pulls objects to the ground.

Habitat

A habitat is a home environment for plants and animals or other organisms.

Herbivores

Hernivores are animals whose diet mostly consists of plants.

Igneous rock

Igneous rock is one of the three kinds of rock present on Earth. It is formed when magma or lava from volcanoes cools; basalt and granite are both igneous rocks.

Incisors

Incisors are teeth used for biting and cutting food. Children learn about them as part of their study of teeth and how to take care of them.

Insulator

An insulator is an object that does not allow electricity to flow through it easily. Rubber, paper and some plastics are good insulators.

Invertebrates

Animals who don't have a bony skeleton are called invertebrates; insects, spiders and crabs are invertebrates.

Irreversible change

An irreversible change is a change that cannot be changed back again. Burning or mixing a liquid with bicarbonate of soda are examples of irreversible changes.

Life cycle

A life cycle is the different stages of life for a living thing.

Light

Light is the energy that allows us to see the world. A light source makes light by using another kind of energy (for example heat or nuclear energy).

Liquid

Liquid is one of thre three states of matter on Earth. A liquid forms a pool, flows or runs but it can't be stretched or squeezed.

Magnet

A magnet is an object that has a magnetic field (an invisible pattern of magnetism). A magnet attracts or repels other items.

Magnetic force

Magnetic force is an invisible force created by electrons. Magnetic force controls magnetism and electricity.

Magnetism

Magnetism is a force caused by the electrons in the atoms that make up everything around us.

Material

Materials are the matter or substance that objects are made from. Examples of materials are metal, plastic, wood, glass, ceramics, synthetic fibres and composites. Different materials have different features, or properties, which make them suitable for different uses.

Matter

Matter makes up our planet and the whole universe. On Earth, all matter exists in one of three different states: solid, liquid or gas.

Melting

Melting is the process of changing a solid into a liquid.

Micro-habitat

A micro-habitat is is a very specific, small home environment (like a tree or a pond) for plants, animals and insects.

Molars

Molars (and pre-molars) are teeth used for grinding and crushing food. Children learn about them as part of their study of teeth and how to take care of them.

Moon

A moon is a celestial object that orbits a planet.

Metamorphic rock

Metamorphic rocks like slate or marble are formed when other kinds of rock ( igneous or sedimentary) are changed due to heat or pressure.

Omnivores

Ominivores are animals who eat a mixture of plants and meat.

Opaque

Things are opaque if light cannot pass through them.

Photosynthesis

Photosynthesis is the process plants use to make food from sunlight; it also requires carbon dioxide (from the air), and water (from the soil).

Pitch

Pitch is the quality of a sound. Depending on how fast or slowly something vibrates a sound's pitch with be high or low.

Planet

A planet is a celestial object that orbits a star like our solar system's Sun.

Pole

A magnet's north pole is the end of the magnet attracted to the Earth's North magnetic pole; a magnet's south pole is the end of the magnet attracted to the Earth's South magnetic pole.

Precipitation

Precipitation is rain, sleet, hail and snow, the water droplets which fall from the sky.

Producer

Within a food chain, a producer (usually a green plant) passes energy on to a consumer (an animal who eats the plant) through carbohydrates and proteins.

Reflection

Reflection is when light hits the surface of an object and then that light travels to our eyes so we can see. Mirrors catch light rays in front of them and throw it back in the direction it came from.

Reversible change

A reversible change is a change that can be changed back again. Melting and heating are examples of reversible changes.

Season

The four seasons (autumn, winter, spring, summer) we experience on our planet are caused by the Earth's tilt as it rotates around the Sun.

Sedimentary rock

Sedimentary rocks like sandstone or chalk are formed over millions of years when sediments (tiny pieces of rocks and organic matter) are pressed together.

Senses

Children learn about the body's five senses (hearing, sight, smell, touch and taste) as part of primary science.

Shadow

A shadow is the darkness formed when light rays cannot pass through something.

Sieving

Sieving is a method of separating mixtures of solids and liquids.

Simple machines

Simple machines work by turning small forces into larger ones, allowing us to perform tasks with more strength or speed. Examples of simple machines are levers, gears, pulleys, wheels and screws.

Solid

Solid is one of the three states of matter on Earth. A solid can hold its shape.

Sound

Sound is created when something vibrates and sends waves of energy (vibration) into our ears.

States of matter

Matter makes up our planet and the whole universe. On Earth, all matter exists in one of three different states: solid, liquid or gas. Depending on its temperature, matter can change state; heating, cooling, evaporating and condensation are ways in which a material changes state.

Sun

A sun is a star, a giant ball of hot gas. Our Sun makes life possible on Earth.

Surface resistance

Surface resistance is the force on objects moving across a surface.

Switch

A switch turns an electrical circuit on or off by starting or stopping a current flowing.

Transparent

Things are transparent if most light can pass through them.

Vertebrates

Vertebrates are animals with backbones / skeletons and include amphibians, birds, fish, mammals and reptiles.

Voltage

Voltage is the amount of electrical energy used. It is measured in volts.

Water cycle

The water cycle is the continuous journey water takes from the sea, to the sky, to the land and back to the sea.

Water resistance

Water resistance is the force on objects floating on or moving in water.

Printable version of the Primary Science Glossary

Buy a downloadable and printable version of the complete Primary Science Glossary for £2.99 in TheSchoolRun Bookshop.

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You'll find basic definitions of important primary-school science terms below. For a much more detailed, parent-friendly guide to how children are taught about each of these concepts in science, as well as examples, click on the link in the word. TheSchoolRun also offers a free primary-school numeracy glossary and a free primary-school literacy glossary .

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A long list of resources and links to support science learning at home.

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We've put together a list of science and mathematics resources for Key Stage 1 and Key Stage 2 students, containing our own resources and those of well-respected organisations and campaigns in the UK. These resources can help to support primary school teachers and parents while students are learning from home. At primary level, a focus on promoting reading and numeracy skills may be useful.

Brian Cox school experiments: six primary science activities with supporting worksheets and videos covering questions like 'how do you change the size of a shadow?' and 'at what temperature does chocolate melt?'.

Do plants need soil to grow?

What affects your heart rate?

At what temperature does chocolate melt?

How can we clean our dirty water?

What factors affect the pitch and volume of sound?

What factors affect the size of a shadow?

Young People's Book Prize 2019 activity sheets: six activity sheets for young people linked to the 2019 shortlisted books. Each activity sheet provides a mini-experiment, maths challenge and information for the adults in charge.

Problem solving resources: teachers from the Royal Society Schools Network trialled and identified a few simple activities that can be used at primary level to help students develop problem solving skills, valuable for a wide variety of subjects.

See also

Do try this at home: a series of fun science experiments from the Institute of Physics, with short demonstration videos and simple, step-by-step instructions.

NRICH - Primary: primary level activities and support from The NRICH Project, aiming to enrich the mathematical experiences of all learners.

STEM learning - primary science resources: a large range of primary science resources to support home learning.

Explorify: activities using online images to help young children question and explore the world around them.

Science fun at home: short activities from the Primary Science Teaching Trust and Science Sparks.

Great Science Share for Schools (GSSfS): information about the Great Science Share for Schools, sharing science virtually on 16 June 2020.

GSSfS inspiration and resources: a padlet page with links to a range of free resources, blogs and videos to engage young people while they are at home.

Engineering challenges to try at home: Dyson engineers have designed these challenges specifically for children. Ideal for home or in the classroom, they encourage inquisitive young minds to get excited about engineering.

Using CREST at home during COVID-19: guidance from the British Science Association as to how to use CREST Award activities at Star, Superstar, Megastar, Discover and Bronze level to keep young children (aged 5-13) engaged with science while learning from home.

My Hero is You, How kids can fight COVID-19!: More than 50 humanitarian organisations have come together to create a new storybook that aims to help children understand and come to terms with COVID-19.

Oak National Academy: the new Oak National Academy is an online classroom and resource hub, created by teachers for teachers but with additional support for parents. Supported by the Department for Education, this site contains a wealth of information to support learning from home across many subjects.

BBC Bitesize Daily Lessons: lessons created by the BBC with teachers and other educational experts, featuring a mix of videos, animations, practice activities, quizzes and games.

The StomaToy: created by previous exhibitors at the Summer Science Exhibition, the StomaToy project has developed a set of activities that combine plant science, music and drawings to communicate concepts of plant stomatal biology through play.

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Primary school science at home | Royal Society

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We've put together a list of science and mathematics resources for Key Stage 1 and Key Stage 2 students, containing our own resources and those of well-respected organisations and campaigns in the UK. These resources can help to support primary school teachers and parents while students are learning from home.

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National Curriculum: Science Programmes of Study

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National Curriculum: Science Programmes of Study

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Purpose of study

A high-quality science education provides the foundations for understanding the world through the specific disciplines of biology, chemistry and physics. Science has changed our lives and is vital to the world's future prosperity, and all pupils should be taught essential aspects of the knowledge, methods, processes and uses of science. Through building up a body of key foundational knowledge and concepts, pupils should be encouraged to recognise the power of rational explanation and develop a sense of excitement and curiosity about natural phenomena. They should be encouraged to understand how science can be used to explain what is occurring, predict how things will behave, and analyse causes.

Aims

The national curriculum for science aims to ensure that all pupils:

Scientific knowledge and conceptual understanding

The programmes of study describe a sequence of knowledge and concepts. While it is important that pupils make progress, it is also vitally important that they develop secure understanding of each key block of knowledge and concepts in order to progress to the next stage. Insecure, superficial understanding will not allow genuine progression: pupils may struggle at key points of transition (such as between primary and secondary school), build up serious misconceptions, and/or have significant difficulties in understanding higher-order content.

Pupils should be able to describe associated processes and key characteristics in common language, but they should also be familiar with, and use, technical terminology accurately and precisely. They should build up an extended specialist vocabulary. They should also apply their mathematical knowledge to their understanding of science, including collecting, presenting and analysing data. The social and economic implications of science are important but, generally, they are taught most appropriately within the wider school curriculum: teachers will wish to use different contexts to maximise their pupils' engagement with and motivation to study science.

The nature, processes and methods of science

'Working scientifically' specifies the understanding of the nature, processes and methods of science for each year group. It should not be taught as a separate strand. The notes and guidance give examples of how 'working scientifically' might be embedded within the content of biology, chemistry and physics, focusing on the key features of scientific enquiry, so that pupils learn to use a variety of approaches to answer relevant scientific questions. These types of scientific enquiry should include: observing over time; pattern seeking; identifying, classifying and grouping; comparative and fair testing (controlled investigations); and researching using secondary sources. Pupils should seek answers to questions through collecting, analysing and presenting data. 'Working scientifically' will be developed further at key stages 3 and 4, once pupils have built up sufficient understanding of science to engage meaningfully in more sophisticated discussion of experimental design and control.

Spoken language

The national curriculum for science reflects the importance of spoken language in pupils' development across the whole curriculum - cognitively, socially and linguistically. The quality and variety of language that pupils hear and speak are key factors in developing their scientific vocabulary and articulating scientific concepts clearly and precisely. They must be assisted in making their thinking clear, both to themselves and others, and teachers should ensure that pupils build secure foundations by using discussion to probe and remedy their misconceptions.

School curriculum

The programmes of study for science are set out year-by-year for key stages 1 and 2. Schools are, however, only required to teach the relevant programme of study by the end of the key stage. Within each key stage, schools therefore have the flexibility to introduce content earlier or later than set out in the programme of study. In addition, schools can introduce key stage content during an earlier key stage if appropriate. All schools are also required to set out their school curriculum for science on a year-by-year basis and make this information available online.

Attainment targets

By the end of each key stage, pupils are expected to know, apply and understand the matters, skills and processes specified in the relevant programme of study.

Schools are not required by law to teach the content indicated as being 'non-statutory'.

Key stage 1

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.

'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.

Key stage 1 programme of study - years 1 and 2

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:

Notes and guidance (non-statutory)

Pupils in years 1 and 2 should explore the world around them and raise their own questions. They should experience different types of scientific enquiries, including practical activities, and begin to recognise ways in which they might answer scientific questions.

They should use simple features to compare objects, materials and living things and, with help, decide how to sort and group them, observe changes over time, and, with guidance, they should begin to notice patterns and relationships.

They should ask people questions and use simple secondary sources to find answers.

They should use simple measurements and equipment (for example, hand lenses, egg timers) to gather data, carry out simple tests, record simple data, and talk about what they have found out and how they found it out. With help, they should record and communicate their findings in a range of ways and begin to use simple scientific language.

These opportunities for working scientifically should be provided across years 1 and 2 so that the expectations in the programme of study can be met by the end of year 2. Pupils are not expected to cover each aspect for every area of study.

Year 1 programme of study

Plants

Pupils should be taught to:

identify and name a variety of common wild and garden plants, including deciduous and evergreen trees

identify and describe the basic structure of a variety of common flowering plants, including trees

Animals, including humans

Pupils should be taught to:

Everyday materials

Pupils should be taught to:

Seasonal changes

Pupils should be taught to:

observe changes across the 4 seasons

observe and describe weather associated with the seasons and how day length varies

Year 2 programme of study

Living things and their habitats

Pupils should be taught to:

Plants

Pupils should be taught to:

observe and describe how seeds and bulbs grow into mature plants

find out and describe how plants need water, light and a suitable temperature to grow and stay healthy

Animals, including humans

Pupils should be taught to:

Uses of everyday materials

Pupils should be taught to:

identify and compare the suitability of a variety of everyday materials, including wood, metal, plastic, glass, brick, rock, paper and cardboard for particular uses

find out how the shapes of solid objects made from some materials can be changed by squashing, bending, twisting and stretching

Lower key stage 2 - years 3 and 4

The principal focus of science teaching in lower key stage 2 is to enable pupils to broaden their scientific view of the world around them. They should do this through exploring, talking about, testing and developing ideas about everyday phenomena and the relationships between living things and familiar environments, and by beginning to develop their ideas about functions, relationships and interactions. They should ask their own questions about what they observe and make some decisions about which types of scientific enquiry are likely to be the best ways of answering them, including observing changes over time, noticing patterns, grouping and classifying things, carrying out simple comparative and fair tests and finding things out using secondary sources of information. They should draw simple conclusions and use some scientific language, first, to talk about and, later, to write about what they have found out.

'Working scientifically' is described separately at the beginning of the programme of study, but must always be taught through and clearly related to 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 correctly and with confidence, using their growing word-reading and spelling knowledge.

Lower key stage 2 programme of study

Working scientifically

During years 3 and 4, pupils should be taught to use the following practical scientific methods, processes and skills through the teaching of the programme of study content:

asking relevant questions and using different types of scientific enquiries to answer them

setting up simple practical enquiries, comparative and fair tests

making systematic and careful observations and, where appropriate, taking accurate measurements using standard units, using a range of equipment, including thermometers and data loggers

gathering, recording, classifying and presenting data in a variety of ways to help in answering questions

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

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

using results to draw simple conclusions, make predictions for new values, suggest improvements and raise further questions

identifying differences, similarities or changes related to simple scientific ideas and processes

using straightforward scientific evidence to answer questions or to support their findings.

Year 3 programme of study

Plants

Pupils should be taught to:

Animals, including humans

Pupils should be taught to:

identify that animals, including humans, need the right types and amount of nutrition, and that they cannot make their own food; they get nutrition from what they eat

identify that humans and some other animals have skeletons and muscles for support, protection and movement

Rocks

Pupils should be taught to:

Light

Pupils should be taught to:

Forces and magnets

Year 4 programme of study

Living things and their habitats

Pupils should be taught to:

Animals, including humans

Pupils should be taught to:

States of matter

Pupils should be taught to:

Sound

Pupils should be taught to:

Electricity

Pupils should be taught to:

Upper key stage 2 - years 5 and 6

The principal focus of science teaching in upper key stage 2 is to enable pupils to develop a deeper understanding of a wide range of scientific ideas. They should do this through exploring and talking about their ideas; asking their own questions about scientific phenomena; and analysing functions, relationships and interactions more systematically. At upper key stage 2, they should encounter more abstract ideas and begin to recognise how these ideas help them to understand and predict how the world operates. They should also begin to recognise that scientific ideas change and develop over time. They should select the most appropriate ways to answer science questions using different types of scientific enquiry, including observing changes over different periods of time, noticing patterns, grouping and classifying things, carrying out comparative and fair tests and finding things out using a wide range of secondary sources of information. Pupils should draw conclusions based on their data and observations, use evidence to justify their ideas, and use their scientific knowledge and understanding to explain their findings.

'Working and thinking scientifically' is described separately at the beginning of the programme of study, but must always be taught through and clearly related to 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, spell and pronounce scientific vocabulary correctly.

Upper key stage 2 programme of study

Working scientifically

During years 5 and 6, pupils should be taught to use the following practical scientific methods, processes and skills through the teaching of the programme of study content:

Year 5 programme of study

Living things and their habitats

Pupils should be taught to:

describe the differences in the life cycles of a mammal, an amphibian, an insect and a bird

describe the life process of reproduction in some plants and animals

Animals, including humans

Pupils should be taught to:

describe the changes as humans develop to old age

Properties and changes of materials

Pupils should be taught to:

Earth and space

Pupils should be taught to:

Forces

Pupils should be taught to:

Year 6 programme of study

Living things and their habitats

Pupils should be taught to:

describe how living things are classified into broad groups according to common observable characteristics and based on similarities and differences, including micro-organisms, plants and animals

give reasons for classifying plants and animals based on specific characteristics

Animals including humans

Pupils should be taught to:

Evolution and inheritance

Pupils should be taught to:

Light

Pupils should be taught to:

Electricity

Pupils should be taught to:

Key stage 3

The principal focus of science teaching in key stage 3 is to develop a deeper understanding of a range of scientific ideas in the subject disciplines of biology, chemistry and physics. Pupils should begin to see the connections between these subject areas and become aware of some of the big ideas underpinning scientific knowledge and understanding. Examples of these big ideas are the links between structure and function in living organisms, the particulate model as the key to understanding the properties and interactions of matter in all its forms, and the resources and means of transfer of energy as key determinants of all of these interactions. They should be encouraged to relate scientific explanations to phenomena in the world around them and start to use modelling and abstract ideas to develop and evaluate explanations.

Pupils should understand that science is about working objectively, modifying explanations to take account of new evidence and ideas and subjecting results to peer review. Pupils should decide on the appropriate type of scientific enquiry to undertake to answer their own questions and develop a deeper understanding of factors to be taken into account when collecting, recording and processing data. They should evaluate their results and identify further questions arising from them.

'Working scientifically' is described separately at the beginning of the programme of study, but must always be taught through and clearly related to substantive science content in the programme of study. Teachers should feel free to choose examples that serve a variety of purposes, from showing how scientific ideas have developed historically to reflecting modern developments in science.

Pupils should develop their use of scientific vocabulary, including the use of scientific nomenclature and units and mathematical representations.

Working scientifically

Through the content across all three disciplines, pupils should be taught to:

Scientific attitudes

Experimental skills and investigations

Analysis and evaluation

Measurement

Subject content

Biology

Pupils should be taught about:

Structure and function of living organisms

Cells and organisation

The skeletal and muscular systems

Nutrition and digestion

Gas exchange systems

Reproduction

reproduction in humans (as an example of a mammal), including the structure and function of the male and female reproductive systems, menstrual cycle (without details of hormones), gametes, fertilisation, gestation and birth, to include the effect of maternal lifestyle on the foetus through the placenta

reproduction in plants, including flower structure, wind and insect pollination, fertilisation, seed and fruit formation and dispersal, including quantitative investigation of some dispersal mechanisms

Health

the effects of recreational drugs (including substance misuse) on behaviour, health and life processes

Material cycles and energy

Photosynthesis

Cellular respiration

Interactions and interdependencies

Relationships in an ecosystem

Genetics and evolution

Inheritance, chromosomes, DNA and genes

Chemistry

Pupils should be taught about:

The particulate nature of matter

the properties of the different states of matter (solid, liquid and gas) in terms of the particle model, including gas pressure

changes of state in terms of the particle model

Atoms, elements and compounds

Pure and impure substances

Chemical reactions

Energetics

energy changes on changes of state (qualitative)

exothermic and endothermic chemical reactions (qualitative)

The periodic table

Materials

Earth and atmosphere

Physics

Pupils should be taught about:

Energy

Calculation of fuel uses and costs in the domestic context

Energy changes and transfers

Changes in systems

Motion and forces

Describing motion

Forces

Pressure in fluids

Balanced forces

opposing forces and equilibrium: weight held by stretched spring or supported on a compressed surface

Forces and motion

forces being needed to cause objects to stop or start moving, or to change their speed or direction of motion (qualitative only)

change depending on direction of force and its size

Waves

Observed waves

waves on water as undulations which travel through water with transverse motion; these waves can be reflected, and add or cancel - superposition

Sound waves

Energy and waves

pressure waves transferring energy; use for cleaning and physiotherapy by ultrasound; waves transferring information for conversion to electrical signals by microphone

Light waves

Electricity and electromagnetism

Current electricity

Static electricity

separation of positive or negative charges when objects are rubbed together: transfer of electrons, forces between charged objects

the idea of electric field, forces acting across the space between objects not in contact

Magnetism

Matter

Physical changes

Particle model

the differences in arrangements, in motion and in closeness of particles explaining changes of state, shape and density; the anomaly of ice-water transition

atoms and molecules as particles

Energy in matter

changes with temperature in motion and spacing of particles

internal energy stored in materials

Space physics

Key stage 4

Teaching in the sciences in key stage 4 continues with the process of building upon and deepening scientific knowledge and the understanding of ideas developed in earlier key stages in the subject disciplines of biology, chemistry and physics.

For some students, studying the sciences in key stage 4 provides the platform for more advanced studies, establishing the basis for a wide range of careers. For others, it will be their last formal study of subjects that provide the foundations for understanding the natural world and will enhance their lives in an increasingly technological society.

Science is changing our lives and is vital to the world's future prosperity, and all students should be taught essential aspects of the knowledge, methods, processes and uses of science. They should be helped to appreciate the achievements of science in showing how the complex and diverse phenomena of the natural world can be described in terms of a number of key ideas relating to the sciences which are inter-linked, and which are of universal application. These key ideas include:

The sciences should be taught in ways that ensure students have the knowledge to enable them to develop curiosity about the natural world, insight into working scientifically, and appreciation of the relevance of science to their everyday lives, so that students:

Curricula at key stage 4 should comprise approximately equal proportions of biology, chemistry and physics. The relevant mathematical skills required are covered in the programme of study for mathematics and should be embedded in the science context.

'Working scientifically' is described separately at the beginning of the programme of study, but must always be taught through and clearly related to substantive science content in the programme of study. Teachers should feel free to choose examples that serve a variety of purposes, from showing how scientific ideas have developed historically to reflecting modern developments in science and informing students of the role of science in understanding the causes of and solutions to some of the challenges facing society.

The scope and nature of their study should be broad, coherent, practical and rigorous, so that students are inspired and challenged by the subject and its achievements.

Working scientifically

Through the content across all three disciplines, students should be taught so that they develop understanding and first-hand experience of:

1. The development of scientific thinking

2. Experimental skills and strategies

3. Analysis and evaluation

applying the cycle of collecting, presenting and analysing data, including:

presenting observations and other data using appropriate methods

translating data from one form to another

carrying out and representing mathematical and statistical analysis

representing distributions of results and making estimations of uncertainty

interpreting observations and other data, including identifying patterns and trends, making inferences and drawing conclusions

presenting reasoned explanations, including relating data to hypotheses

being objective, evaluating data in terms of accuracy, precision, repeatability and reproducibility and identifying potential sources of random and systematic error

communicating the scientific rationale for investigations, including the methods used, the findings and reasoned conclusions, using paper-based and electronic reports and presentations

4. Vocabulary, units, symbols and nomenclature

Subject content - Biology

Biology is the science of living organisms (including animals, plants, fungi and microorganisms) and their interactions with each other and the environment. The study of biology involves collecting and interpreting information about the natural world to identify patterns and relate possible cause and effect. Biology is used to help humans improve their own lives and to understand the world around them.

Students should be helped to understand how, through the ideas of biology, the complex and diverse phenomena of the natural world can be described in terms of a number of key ideas which are of universal application, and which can be illustrated in the separate topics set out below. These ideas include:

life processes depend on molecules whose structure is related to their function

the fundamental units of living organisms are cells, which may be part of highly adapted structures including tissues, organs and organ systems, enabling life processes to be performed more effectively

living organisms may form populations of single species, communities of many species and ecosystems, interacting with each other, with the environment and with humans in many different ways

living organisms are interdependent and show adaptations to their environment

life on Earth is dependent on photosynthesis in which green plants and algae trap light from the Sun to fix carbon dioxide and combine it with hydrogen from water to make organic compounds and oxygen

organic compounds are used as fuels in cellular respiration to allow the other chemical reactions necessary for life

the chemicals in ecosystems are continually cycling through the natural world

the characteristics of a living organism are influenced by its genome and its interaction with the environment

evolution occurs by the process of natural selection and accounts both for biodiversity and how organisms are all related to varying degrees

Students should be taught about:

Cell biology

Transport systems

the need for transport systems in multicellular organisms, including plants

the relationship between the structure and functions of the human circulatory system

Health, disease and the development of medicines

Coordination and control

Photosynthesis

Ecosystems

Evolution, inheritance and variation

the genome as the entire genetic material of an organism

how the genome, and its interaction with the environment, influence the development of the phenotype of an organism

the potential impact of genomics on medicine

most phenotypic features being the result of multiple, rather than single, genes

single gene inheritance and single gene crosses with dominant and recessive phenotypes

sex determination in humans

genetic variation in populations of a species

the process of natural selection leading to evolution

the evidence for evolution

developments in biology affecting classification

the importance of selective breeding of plants and animals in agriculture

the uses of modern biotechnology including gene technology; some of the practical and ethical considerations of modern biotechnology

Subject content - Chemistry

Chemistry is the science of the composition, structure, properties and reactions of matter, understood in terms of atoms, atomic particles and the way they are arranged and link together. It is concerned with the synthesis, formulation, analysis and characteristic properties of substances and materials of all kinds.

Students should be helped to appreciate the achievements of chemistry in showing how the complex and diverse phenomena of both the natural and man-made worlds can be described in terms of a number of key ideas which are of universal application, and which can be illustrated in the separate topics set out below. These ideas include:

matter is composed of tiny particles called atoms and there are about 100 different naturally-occurring types of atoms called elements

elements show periodic relationships in their chemical and physical properties

these periodic properties can be explained in terms of the atomic structure of the elements

atoms bond either by transferring electrons from one atom to another or by sharing electrons

the shapes of molecules (groups of atoms bonded together) and the way giant structures are arranged is of great importance in terms of the way they behave

reactions can occur when molecules collide and do so at different rates due to differences in molecular collisions

chemical reactions take place in only three different ways:

proton transfer

electron transfer

electron sharing

energy is conserved in chemical reactions so can therefore be neither created nor destroyed

Students should be taught about:

Atomic structure and the Periodic Table

Structure, bonding and the properties of matter

Chemical changes

Energy changes in chemistry

Measurement of energy changes in chemical reactions (qualitative)

Bond breaking, bond making, activation energy and reaction profiles (qualitative)

Rate and extent of chemical change

factors that influence the rate of reaction: varying temperature or concentration, changing the surface area of a solid reactant or by adding a catalyst

factors affecting reversible reactions

Chemical analysis

Chemical and allied industries

Earth and atmospheric science

Subject content - Physics

Physics is the science of the fundamental concepts of field, force, radiation and particle structures, which are inter-linked to form unified models of the behaviour of the material universe. From such models, a wide range of ideas, from the broadest issue of the development of the universe over time to the numerous and detailed ways in which new technologies may be invented, have emerged. These have enriched both our basic understanding of, and our many adaptations to, our material environment.

Students should be helped to understand how, through the ideas of physics, the complex and diverse phenomena of the natural world can be described in terms of a number of key ideas which are of universal application and which can be illustrated in the separate topics set out below. These ideas include:

Students should be taught about:

Energy

Forces

Forces and motion

Wave motion

Electricity

Magnetism and electromagnetism

The structure of matter

Atomic structure

Space physics

the main features of the solar system.

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National curriculum in England: science programmes of study

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A high-quality science education provides the foundations for understanding the world through the specific disciplines of biology, chemistry and physics. Science has changed our lives and is vital to the world's future prosperity, and all pupils should be taught essential aspects of the knowledge, methods, processes and uses of science.

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Science Core Knowledge at Donisthorpe Primary School

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Science Core Knowledge at Donisthorpe Primary School

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Smart library access hours are available again:

To use the library during smart hours please complete a Smart Library induction and familiarise yourself with the layout and exits of the library using the:

Renew & Reserve Digital Downloads Join the library

Activities

NCT Bumps, Babies and Beyond group

Monthly sessions: Friday 11am to 12noon.

A National Childbirth Trust (NCT) initiative for new and expectant parents and other carers. A chance to meet, have a coffee, chat and share information. Contact the library to check when the next session will be held.

Colouring Club

Every Tuesday 2pm to 3.30pm.

An informal group for those wishing to do some colouring in a friendly and relaxed group. Materials provided for this drop in, free session.

Wriggly Readers

Now on - Alternate Fridays 10.30am to 11am.

Fun, informal sessions where babies and children aged 0-4 years and their parents / carers can join in with stories, songs and rhymes in a welcoming environment. An opportunity for families to meet and make friends.

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Smart library access hours are available again: To use the library during smart hours please complete a Smart Library induction and familiarise yourself with the layout and exits of the library using the: Renew & Reserve Digital Downloads Join the library Monthly sessions: Friday 11am to 12noon.

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Reading Prompt Bookmarks for each Year Group

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Reading Prompt Bookmarks for each Year Group

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Bookmarks with relevant question prompts for each year group, related to each area of reading.

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'100 Books To Read' before leaving each key stage

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'100 Books To Read' before leaving each key stage

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Document with details on when concepts should be first introduced to children.

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Vocabulary Ninja - 100 commonly overused words and alternatives

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Vocabulary Ninja - 100 commonly overused words and alternatives

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Resources and videos to support parents with learning at home, in line with our WhiteRose maths curriculum.

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We use cookies to help provide a better website experience for you, and help us to understand how people use our website. Our partners will also collect data and use cookies for ad personalisation and measurement.

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Maths home learning | Home learning | White Rose Maths

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View all of our maths 'home learning' lessons and videos for early years through to Year 11. View our Maths resources from White Rose Maths.

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WhiteRose Maths Progression Document - updated 2022/2023 document currently being worked on

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WhiteRose Maths Progression Document - updated 2022/2023 document currently being worked on

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WhiteRose Progression with links to scheme

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Times Tables Games KS2 to support Multiplication Tables Check

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Times Tables Games KS2 to support Multiplication Tables Check

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Times Tables Games for 7 to 11 year olds

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Times tables games for Key Stage 2 children

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Guide to Writing at Donisthorpe Primary School - 'The Write Stuff'

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Guide to Writing at Donisthorpe Primary School - 'The Write Stuff'

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Basic SPaG (Spelling, Punctuation and Grammar) Knowledge Organiser for parents

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Basic SPaG (Spelling, Punctuation and Grammar) Knowledge Organiser for parents

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Maths at Home - Support for Busy Parents

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Maths at Home - Support for Busy Parents

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The resource, developed by Anson Primary School and the LGfL, is closely mapped to the National Curriculum, with every NC statement scripted into a short, clear video to give parents an understanding of key mathematical concepts, along with fun ideas to support their child at home!

It is designed, as the title suggests, to support parents at home. During the COVID-19 pandemic the resource became a key pathway for parents to access concepts taught in Key Stage One and Key Stage Two and provide games and activities to supplement the work set by teachers.

Maths at home videos is not designed for teachers. It is fundamentally composed of activities that feel like they are taking place on a table at home, encouraging communication, conversation
and lots of fun between parents and their children while learning mathematics.

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Maths at home - Support for busy parents

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The resource, developed by Anson Primary School and the LGfL, is closely mapped to the National Curriculum, with every NC statement scripted into a short, clear video to give parents an understanding of key mathematical concepts, along with fun ideas to support their child at home!

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Twinkl Guide to using Maths Resources (EYFS/KS1) at home

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Twinkl Guide to using Maths Resources (EYFS/KS1) at home

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Free Parent Resources From White Rose (our maths scheme)

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Free Parent Resources From White Rose (our maths scheme)

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White Rose Free Parent Resources

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Parent resources | Maths workbooks | White Rose Maths

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Our FREE workbooks for Years 1 - 6 give children and parents an extra tool for enjoying maths together. View our Maths resources from White Rose Maths.

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White Rose Maths - FAQs for parents

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We use cookies to help provide a better website experience for you, and help us to understand how people use our website. Our partners will also collect data and use cookies for ad personalisation and measurement.

Clicking "Accept" will allow us and our partners to use cookies, learn more in our cookie policy or to change your cookie preferences, click "Manage".

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Parent FAQ's | Maths FAQs | White Rose Maths

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National Numeracy - supporting children and parents with maths

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National Numeracy - supporting children and parents with maths

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National Numeracy website - supporting children and parents with maths

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Help yourself to help others

If a fear of maths has you hiding from homework, we can help!

With a little help from us you can build your number confidence and skills, and begin to feel more prepared for when children come to you for help, and help pass your confidence onto them.

The free National Numeracy Challenge is designed to help you! It's a free, quick and easy way to check your skills and confidence with numbers, where you can go at your own pace, with learning resources tailored to you and your level. It helps with the maths we come across at work and in daily life - not algebra, or trigonometry. You can get started in just 10 minutes, and join the 390,000 others that have already started their journey to number confidence. Give it a go!

Family Maths Toolkit

All of our 230+ Family Maths Toolkit resources are now available for free!

To help us understand who is using them and how many children we're helping all you have to do is provide a few details, then you can access all the activities at your leisure.

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Supporting Children with Maths | Maths for Children

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Children need to feel confident with numbers, and you can help even if you don't feel confident either. Get our activities and start improving together or individually.

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Government 'Ready To Progress' Assessment Criteria

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Government 'Ready To Progress' Assessment Criteria

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Ready To Progress Assessment Criteria for each year group

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Ready to Progress Criteria Assessment - Year 1 to Year 6

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Information from Year 4 Multiplication Check Meeting 2022

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Information from Year 4 Multiplication Check Meeting 2022

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Year 4 Multiplication Check Meeting PPT - 2022

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Donisthorpe Primary School Calculation Policy

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Donisthorpe Primary School Calculation Policy

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Donisthorpe Primary School Calculation Policy

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2022 Multiplication Tables Check Guidance from the STA

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2022 Multiplication Tables Check Guidance from the Standards & Testing Agency

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2022 Multiplication Tables Check Guidance from the Standards & Testing Agency