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Have some end-of-term fun with seasonally themed science investigations designed for all primary age groups. Our team of primary science experts have recorded lessons for each age phase (3-5, 5-7, 7-9 and 9-11). Each lesson introduces a curriculum-linked activity, explains what the children need to do and explores the background science.

What's included
Registered schools will receive on 21 November 2025:

Access to recorded lessons - available via the PSTT website from 24 November to 19 December 2025, with one lesson provided for each age phase

A guidance pack - includes details of the resources needed and additional information to support delivery. All activities use resources schools are likely to already have or can source at little or no cost

School-wide access for £50 - registration covers every age group

You can also share our event flyer with colleagues to spread the word.

Festive Science Investigations give your whole school a seasonal experience that's easy to run, tailored to each age group and an affordable way to bring high-quality science into the end of term.

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Festive Science Investigations - Primary Science Teaching Trust

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Bring a seasonal twist to science with PSTT's Festive Science Investigations. School-wide access to recorded lessons and guidance for just £50.

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Online Science Days 2026 - Primary Science Teaching Trust

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Join PSTT’s Online Science Days during British Science Week 2026. Four live lessons for all age groups, whole-school access £95.

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Station of the Primary Science Report 2025

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Station of the Primary Science Report 2025

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The State of Primary Science in the UK (2025) - Primary Science Teaching Trust

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The State of Primary Science in the UK (2025) is a comprehensive report by ImpactEd Group, commissioned by PSTT with The Ogden Trust and SEERIH. Discover key findings on teaching, leadership and professional development in primary science across the UK’s four nations.

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Review of scientific literacy and oracy in primary school education | Royal Society

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This review of scientific literacy and oracy in primary school education has been commissioned by the Royal Society.

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Explorify is a completely free digital resource used in over 70% of UK primary schools for teaching science. Enhance your science teaching with low-prep activities - no matter your confidence with science.

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The Primary Science Teaching Trust helps improve the teaching and learning of science to children and young people in the UK.

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View the latest magazine

Promote talking and thinking scientifically throughout your school

This autumn issue is full of ideas to enrich your science planning. This issue contains resources to help increase engagement with science, shows what a future primary science curriculum could look like and much more.

Download the latest issue

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Why&How? Magazine - Primary Science Teaching Trust

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Explore engineering in the classroom and stay up-to-date with the latest news and resources from PSTT. Download Why&How Magazine now.

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Thinking Doing Talking Science - free taster webinar 15th Oct 4-5pm

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Thinking Doing Talking Science - free taster webinar 15th Oct 4-5pm

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Effective Provision for Early Years Science 2x0.5 days 14th Jan and 5th Feb 1:00-3:30pm £100

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Effective Provision for Early Years Science 2x0.5 days 14th Jan and 5th Feb 1:00-3:30pm £100

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Supporting Pupils with Additional Learning Needs in the Primary Science Classroom 2x 0.5 days 28th Jan and 3rd March £100

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Supporting Pupils with Additional Learning Needs in the Primary Science Classroom 2x 0.5 days 28th Jan and 3rd March £100

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28th January and 3rd March

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£25.00

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all 4:00 to 4:45pm

16th Oct

25th Nov

22nd Jan 2026

25th Feb 2026

5th May 2026

17th June 2026

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Teaching Primary Science

This introductory session explores why science is an exciting subject to teach, introduces key teaching strategies, and highlights where to find free resources to support your lessons.

Key takeaways include:

Understanding the difference between scientific knowledge and scientific skills

Tried-and-tested strategies for making science learning engaging

Adapting lessons to make science learning meaningful and relevant for all children

Hosting this webinar: Kathryn Horan, Regional Mentor & Area Mentor for Yorkshire & East Midlands and Stacey Reid, Regional Mentor Lead for the North.
Webinar 2: Tuesday 25 November 2025
Health & Safety - Keeping science safe, fun and stress-free

CLEAPSS supports schools in England, Northern Ireland and Wales to run the practical science you want to do - safely and confidently. This session, led by Maria Pack (Primary Consultant at CLEAPSS), explains what CLEAPSS offers and how to access its resources.

By the end of this session, you will:

Understand how to risk assess practical primary science

Know how to find the practical activities and guidance you need to teach science safely and effectively

Know how to keep up to date with new resources and how to contact CLEAPSS for help

Webinar 3: Thursday 22 January 2026
Practical Approaches to Primary Science

A practical session on making hands-on primary science meaningful and effective. We will explore a range of strategies and how each can be applied across common topics.

Key takeaways include:

Ensuring that practical learning in science is purposeful

Understanding a range of practical strategies, including the use of drama, models and exploration to support learning

Hosting this webinar: Kathryn Horan, Regional Mentor & Area Mentor for Yorkshire & East Midlands.
Webinar 4: Wednesday 25 February 2026
Effective Assessment Strategies in Primary Science

Practical tools for using formative and summative assessment in primary science, aligned to the curriculum and supportive of scientific curiosity and development.

Key takeaways include:

Creating assessment opportunities that nurture curiosity, exploration and critical thinking

Understanding key differences between formative and summative assessment

Using assessment to inform teaching and enhance learning

Hosting this webinar: Kathryn Horan, Regional Mentor & Area Mentor for Yorkshire & East Midlands and Kate Redhead, Regional Mentor for West Midlands.
Webinar 5: Tuesday 5 May 2026
Working Scientifically in the Primary Classroom

What does Working Scientifically look like in everyday practice? This session breaks down the key elements and shows how to embed them in routine lessons through simple, hands-on examples.

In this session you will:

Gain clear explanations of the Working Scientifically strands and how they link to the National Curriculum

Take away practical, low-prep activity ideas to embed Working Scientifically in your lessons

Hosting this webinar: Angharad Pass, Regional Mentor for the North West and Stacey Reid, Regional Mentor Lead for the North.
Webinar 6: Wednesday 17 June 2026
Effective Science Enquiry in Primary Education

A focused look at the different areas of science enquiry, with tools and strategies to promote curiosity, critical thinking and purposeful investigation.

Key takeaways include:

An overview of the different enquiry types

How to link science enquiry and skills effectively

Strategies to develop these through practical investigations

Hosting this webinar: Kate Redhead, Regional Mentor for West Midlands.

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Science for Early Career Teachers - Primary Science Teaching Trust

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Build confidence teaching primary science with a six-part ECT webinar series on practical approaches, CLEAPSS health & safety, working scientifically, enquiry and assessment.

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Association of Science Education Annual Conference 8th Jan to 10th Jan 2026

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Association of Science Education Annual Conference 8th Jan to 10th Jan 2026

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The ASE 2026 Annual Conference, in partnership with AQA, will be held at the University of Nottingham.

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ASE Primary Science Magazine download a free issue

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ASE Primary Science Magazine download a free issue

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Welcome to the May issue of Primary Science (185), which focuses on the theme of AI and digital learning. This issue explores the use of artificial intelligence and computing in supporting primary science.

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Monthly newsletter

News & information

The British Science Week 2024 taster packs are out now!

What's that coming over the hill? It's British Science Week 2024! Next year's British Science Week is an extra special one - it marks the 30th anniversary of the very first Week way back in 1994! (Hands up if that doesn't feel like 30 years ago.) The Week proper might...

Applications for British Science Week 2024 grants are open!

It's the moment you've been waiting for... British Science Week 2024 Grants are open for applications! Schools and community groups can apply for Kick Start Grants and Community Grants respectively to fund, organise and run their own events and activities during British Science Week, which is taking place on 8-17...

*CLOSED* Win a copy of 'How to Spaghettify Your Dog' for your school!

We're delighted to partner with Bloomsbury Children's Books on a giveaway of their brand new book, 'How To Spaghettify Your Dog: and other science secrets of the universe'! We've got five copies up for grabs, so why not enter and win one for your school library?! 'How to Spaghettify Your...

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British Science Week is a ten-day celebration of science, technology, engineering and maths taking place between 10-19 March 2023!

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The PSTT advises teachers to refer to either the CLEAPSS website or SSERC website for up to date health and safety information when planning practical activities for children.

The PSTT is not liable for the actions or activities of any reader or anyone else who uses the information in these resource pages or the associated classroom materials. The PSTT assumes no liability with regard to injuries or damage to property that may occur as a result of using the information contained in these resources. The PSTT recommends that a full risk assessment is carried out before undertaking in the classroom any of the practical investigations contained in the resources. Please note that the PSTT has created the Science at Work videos for children from aged 4 to 11 to watch with a parent, carer or teacher. The PSTT recommends to any adult concerned that children might be sensitive to the content of the video, that they watch it in advance of showing it to the children.

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Whistlestop Science Weeks - Primary Science Teaching Trust

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Ready-made science activities for the classroom with Whistlestop Science Weeks. Daily suggestions for short, themed challenges, adaptable for any school

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Great Science Share for Schools 11th June 2024
A day to celebrate children's scientific questions, culminating in June 2024 #GSSfS2024

Great Science Share for Schools 11th June 2024
A day to celebrate children's scientific questions, culminating in June 2024 #GSSfS2024

The award-winning campaign continuing to inspire 5-14 year olds to take the lead in asking, investigating and sharing scientific questions they care about with new audiences.

An inclusive, non-competitive and collaborative experience for all.

Encouraging young people to be empowered in the world around them.

PIONEERED IN MANCHESTER - MAKING A DIFFERENCE WORLD-WIDE

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Great Science Share for Schools 11th June 2024 A day to celebrate children's scientific questions, culminating in June 2024 #GSSfS2024 Great Science Share for Schools 11th June 2024 A day to celebrate children's scientific questions, culminating in June 2024 #GSSfS2024 Encouraging young people to be empowered in the world around them.

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Finding the optimum: the science subject report

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Science helps us to answer our biggest questions and to meet our most basic needs: from explaining the deepest mysteries of the universe to the structure of elementary particles that form atoms. The findings of science have fundamentally shaped every aspect of our world. Science drives innovation, creating new knowledge to help us solve current and future problems. All young people are entitled to a high-quality science education, to the curiosity it engenders and the understanding and the opportunity it brings.

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Improving Primary Science EEF guidance report

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Improving Primary Science EEF guidance report

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this guidance report provides six practical recommendations

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about how to make meaningful improvements to primary science teaching.  it is designed to help practitioners build on their existing expertise with a view to supporting them to close the attainment gap and cultivate positive pupil attitudes towards science.

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Six recommendations for improving primary science, including developing vocabulary and working scientifically.

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Key Stage 1 & 2

Farming STEMterprise projects take children through each stage of setting up a farm shop business: considering seasonality when deciding which crop to grow, growing their own ingredients, considering nutrition when designing their recipes, using market research to test their ideas out with potential consumers, working within a budget when buying additional ingredients, learning knife skills when making their products, calculating expected profit, designing responsible packaging and much more.

Practical Science and Design & Technology lessons, closely tailored to each year group's programme of study, are incorporated throughout the projects and opportunities for applying Maths skills to engaging, real life problems are embedded at each stage. The projects have been designed to be easy to use and enable you to deliver key content from the national curriculum whilst embedding important messages about financial literacy and food provenance.

Farming STEMterprise has received Green Tick accreditation from the Association for Science Education and the projects are accredited by CREST Awards and the Children's University. The projects were finalists in both the BETT and ERA awards in 2020.

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Farming STEMterprise projects take children through each stage of setting up a farm shop business: considering seasonality when deciding which crop to grow, growing their own ingredients, considering nutrition when designing their recipes, using market research to test their ideas out with potential consumers, working within a budget when buying additional ingredients, learning knife skills when making their products, calculating expected profit, designing responsible packaging and much more.

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"An excellent resource that can be used at a school level and subject teacher level. The science resources and content matrices offer clear support for moderation with a significant number of free resources over several years."

Welcome to

PLAN primary science resources support the planning and assessment of the
Science National Curriculum in England

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PLAN primary science resources support teachers in primary schools to plan and assess the science National Curriculum for England. The resources also support the moderation of assessment and include CPD materials for use by subject leaders.

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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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A Scientist Just Like Me is designed to raise awareness of diversity in science-related jobs and to provide illustrated examples of a wide range of science-based careers. It consists of a series of short slideshows, each one 'telling the story' of a particular scientist or person working in a science-related job.

The slideshows are intended to be used as discussion prompts, guided by a teacher. They can be used in different ways and for different purposes, for example:

to show children an example of someone from a particular ethnic background working in a science job

to challenge gender stereotypes about science jobs

as part of a science topic that relates to the work of the scientist

as stand-alone fifteen-minute discussion activities

with a small group or the whole class, or in a whole school assembly

The A Scientist Just Like Me resource was created by PSTT Fellows, Kulvinder Johal, Alison Trew and Ali Eley during 2021.

Acknowledgements
We are extremely grateful to all the scientists featured in this resource; we thank them for their time, for sharing their information, and most of all for the enthusiasm and commitment to the aims of the resource.

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A Scientist Just Like Me - Primary Science Teaching Trust

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Introducing children to a diverse range of scientists and people who work in science-related jobs.

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Smashing Stereotypes: Discussion Pack - British Science Week

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Use this in school tomorrow - Primary event

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Thank you for your interest in our event. Please use the booking form below to register.

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The Woodland Trust is a charity registered in England and Wales (No. 294344) and in Scotland (No. SC038885). A non-profit making company limited by guarantee. Registered in England No. 1982873.

Woodland Trust (Enterprises) Limited, registered in England (No. 2296645), a wholly owned subsidiary of the Woodland Trust. Registered office: Kempton Way, Grantham, Lincolnshire, NG31 6LL.The Woodland Trust and Woodland Trust Nature Detectives logos are registered trademarks.

Images © protected Woodland Trust. VAT No. GB520 6111 04.

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The Woodland Trust is a charity registered in England and Wales (No. 294344) and in Scotland (No. SC038885). A non-profit making company limited by guarantee. Registered in England No. 1982873. Woodland Trust (Enterprises) Limited, registered in England (No. 2296645), a wholly owned subsidiary of the Woodland Trust.

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Wildlife Watch is the junior branch of The Wildlife Trusts and the UK's leading environmental action club for children and families.

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Curriculum and Assessment Review Final Report

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The conclusions and recommendations of the independent review of the curriculum, assessment and qualifications system in England.