Autumn Term

During the Autumn term, children in KS1 have been learning lots within science.

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


                                    Seasons                                                                    Parts of animals

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



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.

Working scientifically

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

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

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

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