Science National Curriculum
The National Curriculum with Hands-On Education
The National Curriculum with Hands-On Education
The Science National Curriculum in England presents a programme of study for primary and secondary school aged children that ensures pupils build secure foundations in the subject of science. At Hands-on Education we closely follow the national curriculum for science throughout our activities, worksheets and science videos. By following practical scientific methods processes and taking into account the skills and areas of scientific knowledge needed for young children, our programmes focus on designing suitable, challenging and engaging activities.
Hands-On Education answer relevant scientific questions using everyday materials commonly found in homes and classrooms. We aim to support primary school teachers as well as home educating parents and families. Children will develop their scientific knowledge and skills through the use of simple scientific language, presenting data, and using proper vocabulary to develop methods processes and skills.
When presenting data primary and secondary school children should use simple scientific enquiries to gather scientific data and answer relevant scientific questions. Pupils can also prepare oral and written explanations if appropriate and in line with their ability.
Our science concepts cover the entire English science curriculum for year one, year two and year three. All of our activities within the national curriculum for science focus on encouraging children to participate in simple practical enquiries of investigation and experimentation. In using the science curriculum as a guide, we are able to introduce scientific vocabulary and ideas without the need for expensive scientific equipment. Pupils are provided with opportunities to develop some of the following key disciplines of biology chemistry:
In this comprehensive article on the national curriculum for science in England we will look at the ways in which our exclusive hands-on activities support children in developing their scientific knowledge and conceptual skills throughout a range of key stage one topics.
National Curriculum Map published by the British Government
The National Curriculum is a framework that sets out what children should learn and be able to do at different stages of their education. The national curriculum is used in schools from the ages of 5 to 16. Throughout this article we will take a deep look into the science curriculum and how Hands-On Education’s topics can help in your teaching journey.
Home educated and school going children should be taught about science using a range of tools provided by parents and educators. As science is a broad programme of study there are many topics such as: plants, everyday materials and animals including humans that can be used to enhance a student’s scientific knowledge. Within this suggested programme of study pupils should be taught about a range of concepts that include but are not limited to:
Within this key stage one science curriculum focused article we will look at what home educated and school children should be taught in their programme of study and how our activities will help them meet these requirements using appropriate technical terminology.
When implementing a solid programme of study students should be taught about scientific concepts and ideas. These can reflect straightforward scientific methods that are age appropriate and follow the guidance of the national curriculum for science for key stage one.
Hands-On Education look at the local and wider environment involving everyday materials, animals and the human body. Teaching students’ new ideas and the disciplines of biology chemistry can be a challenge; so, we like to focus on expanding their existing knowledge. Pupils should be taught appropriately to their level; hence our activities do not focus on oral and written forms, we often use artistic projects when fulfilling the science curriculum.
Here are a few science national curriculum topics we offer and will look at in more detail:
Plants Around Us - year one worksheet
As outlined in the national curriculum for science for children in year 1, our plants and nature activities focus on encouraging children through careful observations to spot a variety of common plants and trees in their local and wider environment which includes taking accurate measurements.
Through local and wider environment nature hunts year one children will learn to identify and name a variety of common plants including garden flowers, wildflowers and trees both deciduous and evergreen. Students should learn to answer science related questions using the appropriate scientific vocabulary. Hands-On Education use practical scientific methods processes to present data, then compare and group together plant types helping children to draw simple conclusions.
While on a nature hunt students will identify the basic structure of plants including roots, stems, leaves, flowers and tree trunks. This will help them to understand the lifecycle of common plants and trees. Other activities looking at the life process within your local and wider environment can include designing a garden collage, leaf printing and bark rubbing. All of this involves gathering straightforward nature processes and methods in a fun and engaging way.
To develop a scientific understanding of the lifecycle of plants, year two children will plant a seed and closely observe its growth. Through this process students will be encouraged to draw simple conclusions to observe how different habitats, including soil conditions, affect common flowering plants. Without the assistance of evidence but still taking accurate measurements your child can draw simple conclusions on how the seeds will germinate in their different habitats.
The growing cycle of a cress seed (for example) in water, soil, sand or even cotton wool will require careful observations. A pupil may wish to apply their various methods processes and skills to questions at the start of the experiment. In the right local and wider environment pupils will watch as the seed germinates, growing shoots, roots and even leaves. However, this process will differ greatly within each environment and will certainly require careful observation before any scientific questions are answered with certainty.
When presenting data homeschool children should use simple scientific enquiries to gather scientific data and answer relevant scientific questions. Pupils can also prepare oral and written explanations if appropriate and in line with their ability. As educators it is our job to suggest simple scientific ideas as to how the trees are able to grow and offer various practical scientific methods processes for answering scientific questions. Your child or students will gather and record data by drawing diagrams as the plant grows. When gathering data on deciduous and evergreen trees a student needs to ensure precise observations to help them gather straightforward and scientific evidence. Students should understand that deciduous trees lose their leaves in the autumn, while evergreen trees retain their leaves year-round.
Through systematic and diligent observation of the plant’s, pupils will notice the leaves of deciduous trees tend to be broader and flatter, while the leaves of evergreen trees are often needle-like and narrower. Another common and observable characteristic of these trees is their bark texture and growth patterns. Thanks to dedicated observations you child or student should be able to identify and name these common trees throughout the year.
Presenting straightforward and scientific evidence of all things and their habitats is important for a child’s understanding of nature. When teaching key stage one students the complete loop of flowering plants be sure to include the presence of flowers, leaves, stems, and roots. Upon careful observation pupils will notice that flowers are typically brightly coloured and fragrant, this is primarily used for reproduction and to attract animals such as birds, bees and butterflies. The leaves of flowering plants are typically green, their stems provide support for the plant and transport nutrients and water. During the gathering and recording phase on flowering plants one should not leave out the roots which anchor the plant in the soil and support the lifecycle of all plants.
Through careful observations of common observable characteristics school going and homeschool children will understand the differences between deciduous and evergreen trees and common plants while growing their overall understanding of nature. Here are some simple scientific beliefs pupils should be taught:
Learn about the nature all around us all.
Primary and secondary school aged children working within the national curriculum for science will be asked to draw simple conclusions during activities. By comparing and grouping together different characteristics these lessons will look at the seasons as they change. The changing seasons in your local and wider environment affect different habitats in various ways. By gaining an overall understanding of the four seasons home educated and school children are taught that during the spring season, plants begin to grow and animals come out of hibernation.
Fish, amphibians, reptiles, birds and mammals adapt to the weather in the summer months as their habitats become drier. Animals including humans tend to migrate to cooler areas during this season. In the autumn, one can draw simple conclusions and describe weather conditions as leaves change colour and many animals prepare for winter by storing food or migrating. As winter approaches, further understanding of the complete loop of animals and their habitats become apparent. Students should be able to recognize how habitats change and describe weather patterns as the air becomes colder leading animals to hibernate, migrate or grow thicker fur.
Pupils will use oral and written explanations when taught to describe weather conditions during the different seasons in their local and wider environment. By gathering straightforward and scientific evidence pupils can develop methods, processes and skills to draw simple conclusions on what season it is in their town or city. By going on nature walks they can observe different habitats and even notice changes in their own body. Can your child recognize any similarities in changes of animals including humans? For example: animals grow thicker fur while humans tend to wear more clothing. The primary stages of the seasons can be easily observed locally through systematic and careful observations of things and their habitats. Have your child answer science related questions to help demonstrate their understanding of this STEM activity.
There are many ways to describe weather in your local and wider environment. Hands-On Education have created many engaging activities for key stage one and two sciences for pupils to build secure foundations in the English national curriculum. Our aim is to help children develop scientific knowledge through natural process and methods. Answering scientific questions to describe weather in your local area is not always engaging to school going and homeschool children. We understand this and aim to make all our activities fun and engaging.
Pupils should gain an understanding of the essential aspects of the seasons and their changes. The seasons can affect the social and economic implications of things and their habitats. This can be seen through systematic observations and in a variety of ways across various regions of the United Kingdom. Here are some observable characteristics that primary and secondary home educated and school children should be taught:
School going and homeschool pupils should note that the changing seasons can have both positive and negative effects on a variety of habitats and the species that rely on them adapt. Some animals struggle during certain times of the year while others are better at adapting to this natural life process.
As outlined in the national curriculum for science for England, our hands-on programme of study provides children with the opportunity to learn about a variety of animals including fish, amphibians, reptiles, birds and mammals. Within the Hands-On Education animal STEM activities children will identify, name, compare and describe a variety of common animals. Pupils should be reminded that humans are also animals and may look to articulating the complete loop of natural life related to this fact.
Handprints on stone.
Young learners should be taught essential aspects making up the lifecycle and key stages of a variety of animals including: fish, amphibians, reptiles, birds and mammals. To enable pupils to build secure foundations in this science curriculum subject we encourage the use of a variety of solid objects and everyday materials such as binoculars, microscopes, art materials, videos and worksheets. When presenting data school going and homeschool children should use both oral and written explanations in-line with their abilities and be aware of all things and their habitats.
When presenting data school going and homeschool children should use both oral and written explanations in-line with their abilities and be aware of all things and their habitats.
Discover all our animal topics below.
Following practical scientific methods processes and gathering everyday materials children will create a paper plate fish to help demonstrate the life process and key stages of a fish’s life. By closely observing the lifecycle of fish from birth to death students will use these things and their habitats to gain scientific evidence on the lifecycle of a single fish species.
Global warming, pollution and human intervention all involve gathering information on fish and how their habitats are affected. Year one activities from hands-on education offer include labelling fish varieties, making simple practical enquires on fish diets and suggesting answers or write explanations of why their habits may be so. Fish are wonderfully varied and its important children build secure foundations and are understanding of the essential aspects of these wonderful creatures.
Hands-On Education make sure to answer science related questions when looking at animals including humans, this includes our amphibians’ topic. Year one pupils will be taught to identify and name amphibians including newts, toads and frogs through videos and relevant worksheets. The science curriculum is clear in asking one to describe and compare the basic structure of these animals by labelling diagrams and creating posters showing their key features. Simple scientific language should be used by year one and year two children to describe and compare the similarities and differences between toads and frogs. They will identify and name different images of these two specifies throughout this STEM activity.
Home educated and school children should be taught while visiting a local or wider environment pond how to spot frog spawn, froglets, toads and frogs. Through systematic and careful observations of nature children will be learn of the lifecycle of various amphibians including toads and frogs. Ultimately, pupils should be taught how to compare and group together the complete loop of amphibians such as newts, toads and frogs.
Scientific evidence has shown us that reptiles are cold blooded animals. Using straightforward scientific methods and equipment students should be able to demonstrate this fact through oral and written explanations based on their individual ability and age. Looking at reptile bone structure, diets and their different habitats is one clue towards understanding how the human body and reptile body differ. Year one children will find answers to common questions as well as suggest improvements to the natural habitats of these animals. Pupils can gather scientific evidence and demonstrate their scientific knowledge and conceptual understanding when writing explanations or presenting their comprehension of reptiles.
School going and home school pupils should be taught to compare and group together a variety of birds and show how a variety of habitats are used by this common animal. Children will be taught to identify and name birds found in the UK such as robins, sparrows and blackbirds, which all nest in trees. Pupils will also learn how swans and ducks build quite different habitats on the edge of waterways. Gaining an overall understanding of birds through common observable characteristics, children will use practical scientific methods processes such as worksheets to answer scientific questions and write explanations.
Children will compare a variety of birds in their local area, observing closely using simple tools such as binoculars. Children should look to build secure foundations in this STEM activity as they draw simple conclusions on the life of birds by labelling diagrams and creating posters showing their main changes of life. In order to gain further scientific understanding pupils will use systematic and careful observations pupils will answer science related questions to identify and name a variety of birds that are carnivores, herbivores or omnivores.
What is a mammal? Children will answer science related questions, suggest answers and run comparative and fair tests to gain an overall understanding of this seemingly simple question. Mammals are a diverse group of animals including humans that can be found throughout world, from the deserts of Africa to the rainforests of South America.
Through the disciplines of biology and chemistry and physics pupils can make scientific enquiries and use simple scientific ideas to conclude that mammals come in all shapes and sizes, from tiny shrews to massive elephants. Pupils should be taught to identify and name a variety of mammals and recognize the social and economic implications that come with ignoring the important roles non-human mammals play in our local and wider environments. Year one pupils can suggest improvements in how we live alongside nature and methods processes and skills to answer to these difficult questions.
One STEM activity looks at pupils presenting data on physical skills and exercise. As pupils build secure foundations of the human body, its physical limits and even one’s own bone structure their future scientific knowledge has a pathway to greater understanding.
Using straightforward nature processes and methods to engage young learners in the physical properties of the body year two pupils should be taught along a clear programme of study. Children will identify, name and label the basic parts of the body through taking accurate measurements (their height), write explanations (engaging worksheets), and discover how components function (videos) within their body. Pupils should be taught about bone structure at the school going and homeschool primary level and how nature processes and methods can trace the body back to its primal form. Students can answer questions about the body within this STEM activity.
Hands-On Education encourage children to make their own scientific evidence of the human body by drawing around their own body. This will involve taking accurate measurements of bone structure and having to answer scientific questions. Following this a pupil should be able to label all their primary body parts.Hands-On Education encourage children to make their own scientific evidence of the body by drawing around their own body. This will involve taking accurate measurements of bone structure and having to use methods processes and skills learnt. Following this a pupil should be able to label all their primary body parts.
Pupils will learn to compare and group together the simple physical properties beyond their bone structure that are shared between us and animals. Following practical scientific methods processes to view scientific evidence pupils will describe and compare the bone structure of the body to that of an animal body, such as fish, amphibians, reptiles, birds and mammals.
Scientists have been gathering and recording data on the human body for as long as humans have had simple scientific ideas. The scientific concepts surrounding humans have changed as our understanding of who we are both holistically and scientifically has grown. While these ideas can be controversial, the evidence for now shows that animals including humans share many of the same DNA traits.
Science reflects that it is important within our social groups to help shape our scientific beliefs with straightforward nature processes and methods. The disciplines of biology and chemistry helps to describe weather and many other unknown questions. A conceptual understanding is required to work through these important topics. Understanding how things and their habitats not only survive but evolve may be a key cog in the long-term survival of humans. Students should be taught to compare and group together the natural processes and methods humans live by.
One STEM activity looks at pupils presenting data on physical skills and exercise. As children develop their secure foundations of the body, its physical limits and even one’s own bone structure their gained knowledge has a pathway to greater understanding.
Due to the disciplines of biology, chemistry and physics and the use of scientific equipment to answer long sought after scientific ideas humans can now gain straightforward nature processes and methods on the evolution of a body and its lifecycle. Pupils will identify and name the five human senses including smell, taste, sight, touch and hearing throughout this STEM activity topic. By collecting data and taking accurate measurements children will draw and label the human face. Through oral and written explanations appropriate for their age and scientific vocabulary pupils will identify which parts of the body are associated with each sense.
Using common materials such as: coffee (smell), oranges (taste), peas (touch), different coloured peppers (sight), a crunchy carrot (sound), children will learn how parts function within the body. Natural processes and methods are used to make simple practical enquiries which will bring simple scientific notions to life. Using comparative and fair tests to investigate how humans use these five senses pupils will describe weather within the disciplines of biology and chemistry and physics.
The scientific study to compare and group together animals including humans is an essential part of the science curriculum of England. Gaining an overall understanding of this science reflects the acceptance of simple scientific ideas. Here are some relevant points that help pupils build secure foundations in the STEM activities of animals including humans:
Investigate materials in lots of different fun ways.
Following straightforward scientific methods our hands-on activities will help pupils in using solid objects as everyday materials. Children will group materials and make simple practical enquires to investigate the simple physical properties of materials using basic everyday equipment. This may be as simple as recording how unsupported objects fall differently. Comon scientific equipment can include a variety of common materials found in a home or classroom such as microscopes, binoculars, a compass or even a smart phone. Helping year one pupils in the scientific understanding required to properly suggest improvements, take notes and guidance and answer scientific questions is key to their home school education.
By using a variety of objects and everyday materials to group materials key stage one pupils will identify and name objects by their simple physical properties. Children will also compare and group together everyday objects to demonstrate an overall understanding. Students will use comparative and fair tests to distinguish between a variety of accurate measurements asking relevant scientific enquiries to suggest improvements and answers.
Through systematic and careful observations year one pupils should be able to group materials by the properties they are made from. Children will compare and group together everyday objects by how they function through the use of proper equipment and scientific enquiries. Using technical scientific terminology accurately during oral and written explanations (according to their appropriate level) homeschool pupils will build secure foundations within the science curriculum.
Year two pupils will create scientific diagrams using the scientific knowledge required to write explanations and complete both oral and written forms through worksheets. Making scientific enquiries into which materials are made from the same simple physical properties including: glass, plastic, wood and metal. Primary school aged children will label and group everyday materials as a way of presenting data. Through simple scientific language children will develop an understanding of which objects can be recycled based on the nature processes and methods and the conceptual understanding of which physical properties are recyclable.
Using the right phrases pupils will perform a number of experiments and investigations on solid objects. This will be achieved by making comparative and fair tests to gather and record data on written forms. By taking accurate measurements, making systematic and careful observations of a variety of common materials children will further develop their scientific knowledge required and an overall understanding of the disciplines of biology and chemistry. Following practical scientific methods processes while investigating which everyday materials are waterproof, children will use articulating scientific beliefs and perform a simple test on how various components function when wet. Pupils will then group materials based on the straightforward and scientific evidence gathered.
After being made aware of the essential aspects of if a material is waterproof the year two pupil will answer scientific questions to suggest improvements to the investigation using the technical terminology accurately and write explanations within their conclusion.
Hands-On Education's Strongest Paper Investigation activity.
Home educated children and school attending students will be set the challenge of following practical scientific methods processes and making their own scientific enquires to investigate how to make a piece of wood sink and a rock float. Using the scientific knowledge required to understand how this variety of everyday materials will sink or float is an important STEM concept. While investigating which everyday objects made from simple physical properties sink or float in water children will ask questions using technical terminology as well as perform a variety of tests using the appropriate equipment.
Pupils will identify and name which variety of common materials which sink or float. By answering relevant scientific questions on various objects, they will closely observe and make comparative and fair tests. Students will use their observations to gather and then enjoy presenting data to suggest answers as well as suggest improvements to the test. Another simple test may be to record how unsupported objects fall differently.
Year one children will perform simple practical enquiries and use simple scientific ideas to discover which everyday group of materials is the strongest. Learning how such components function will help grow their scientific understanding through taking accurate measurements to determine the strength of a variety of common materials. By using such everyday materials children will perform comparative and fair tests. Students will achieve this by closely observing and gathering data and use their scientific ideas to find a cognitive conclusion. Another fun STEM activity uses performing simple practical enquiries whereby children will find out which common materials with different simple physical properties are magnetic. Pupils will use scientific awareness and comprehension to make their oral and written explanations.
School going and home school aged pupils should be taught using a solid programme of study for science as reflected in the science curriculum. Developing a use of technical terminology accurately and the ability to take accurate measurements is key to their future scientific knowledge. Learning how these function and developing scientific knowledge in a range of ways including disciplines of biology and chemistry and physics allows pupils to strive when working on practical scientific methods processes and skills relating to a wider variety of everyday materials and scientific enquiries.
To further enhance a students' understanding of the science curriculum and STEM activities try out these additional ideas:
Teaching primary-aged students about the scientific understanding of everyday materials should include introducing them to concepts such as bar and line graphs, recycling and grouping materials of our changing environment and the disciplines of biology and chemistry. As educators you can introduce pupils to explore how materials can change state, for example from solid to liquid, as well as the properties and uses of different group materials such as metals, plastics, and wood. Having children write explanations and discussing the role of chemistry and other sciences in developing new materials and technologies broaden their understanding of how science positively reflects and impacts our world.
Additional Aged 5 - 7 Activities
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