2 of 12

I have my own ideas

I test my ideas

I notice similarities and differences

I can use my senses and look closely

I use equipment and tools carefully

I can create simple representations of people and objects

I can talk about things like plants animals, natural and found objects

I begin to use science words

I question why things happen

EYFS

3 of 12

How do we talk as scientists in �Early Years Foundation Stage?

Working scientifically in EYFS: Show curiosity about objects, events and people Question why things happen Engage in open ended activity Take a risk, engage in new experiences and learn by trial and error Find ways to solve problems and test their ideas Develop ideas of grouping, sequences, cause and effect Know about similarities and differences in places, objects, materials and living things Comment on and ask questions about their world Closely observe what animals, people and vehicles do Use sense to explore the world around them Choose the resources they need for their chosen activity Handle equipment and tools effectively Create simple representations of events, people and objects Answer how and why questions Explain why some things occur and talk about changes Develop their own narratives and explanations by connecting ideas or events Build up vocabulary which reflects the breadth of their experience

Vocabulary		Question Stems
question	group	I wonder…
answer	same	How does … work? How can I build …?
equipment	different	How are they the same? How are they different?
sort	find out	Why….? Where …?

4 of 12

I perform simple tests

I can compare things. I sort and group them

I observe closely

I use simple equipment to make measurements

I gather and record simple data in different ways

I talk about what I have found out

I use simple scientific language

I ask simple questions

I recognise that questions can be answered in different ways

KS1

5 of 12

How do we talk as scientists� in Key Stage 1?

Working scientifically in Key Stage 1: Explore the world around them and raise their own simple questions Experience different types of science enquiries, including practical activities Begin to recognise different ways in which they might answer scientific questions Carry out simple tests Use simple features to compare objects, materials and living things and, with help, decide how to sort and group them (identifying and classifying) Ask people questions and use simple secondary sources to find answers Observe closely using simple equipment With help, observe changes over time With guidance, begin to notice patterns and relationships Use simple measurements and equipment (hand lenses, egg timers) to gather data Record simple data Use their observations and ideas to suggest answers to questions Talk about what they have found out and how they found it out With help, record and communicate their findings in a range of ways and begin to use simple scientific language

Vocabulary
observe	describe	map
identify	biology	data
classify	chemistry	compare
diagram	physics	contrast
chart	record	equipment

6 of 12

Question Stems Key Stage 1

Pupil Question Stems
I wonder …	Why….?	Where….?
How does this work? Why does this work?	If I ….. what will happen?	How can I test this? What does this tell me?

7 of 12

I set up my own simple tests

I make careful observations

I use different equipment to measure accurately in standard units

I gather, record, classify and present data in different ways including drawings, labelled diagrams, keys, bar charts and tables

I explain what I have found out using speaking and writing

I draw simple conclusions and make predictions for new values

I use relevant scientific language

I suggest improvements and raise further questions

I ask my own questions

I use different ways to answer them

LKS2

8 of 12

How do we talk as scientists� in Lower Key Stage 2?

Working scientifically in Lower Key Stage 2: Raise their own relevant questions about the world around them Have a range of scientific experiences including different types of science enquiries to answer questions Set up simple practical enquiries, comparative and fair tests. Recognise when a simple fair test is necessary and help decide how to set it up Talk about criteria for grouping, sorting and classifying; and use simple keys Recognise when and how secondary sources might help them to answer questions Make systematic and careful observations Help to make decisions about what observations to make, how long to make them for and the type of simple equipment that might be used Begin to look for naturally occurring patterns and relationships and decide what data to collect to identify them Take accurate measurements using standard units. Learn how to use a range of equipment (new), such as data loggers/ thermometers appropriately Collect and record data from their own observations and measurements in a variety of ways: notes, bar charts and tables, standard units, drawings, labelled diagrams, keys and help to make decisions about how to analyse this data With help, pupils should look for changes, patterns, similarities and differences in their data in order to draw simple conclusions and answer questions Use relevant scientific language to discuss their ideas and communicate their findings in ways that are appropriate for different audiences, including oral and written explanations, displays or presentations of results and conclusions With support, they should identify new questions arising from the data, making predictions for new values within or beyond the data they have collected and find ways to improve what they have done.

Vocabulary
relevant questions	data logger	similarities
scientific enquiry	gather	evidence
comparative test	record	bar chart
fair test	classify	table
systematic	present	changes
careful observation	drawings	conclusion
accurate measurement	labelled diagrams	oral/ written explanation
thermometer	differences	predictions

9 of 12

Question Stems Lower Key Stage 2

Pupil Question Stems
I predict that …	Why….?	Where….?
How can I measure this? How can I test/ prove this?	If I ….. what will happen?	How can I make this test fair? What can I conclude from this evidence?

10 of 12

I ask different kinds of questions

I plan different types of scientific enquiries to answer questions

I can set up fair tests when necessary

I decide what observations and measurements to make

I use different scientific equipment to measure with precision

I decide how to record data and results. I can use scientific diagrams, labels, classification keys, tables, scatter, bar and line graphs

I report and present findings using speaking and writing including displays and presentations

I use relevant scientific language and illustrations

I use results to make predictions and set up more tests (including fair tests)

UKS2

11 of 12

How do we talk as scientists� in Upper Key Stage 2?

Working scientifically in Upper Key Stage 2: Use their experiences to explore ideas and raise different kinds of questions Talk about how scientific ideas have developed over time Select and plan the most appropriate type of scientific enquiry to use to answer scientific questions Recognise when and how to set up comparative and fair tests and explain which variables need to be controlled and why Use and develop keys and other information records to identify, classify and describe living things and materials, and identify patterns that might be found in the natural environment Recognise which secondary sources will be most useful to research their ideas and begin to separate opinion from fact Choose the most appropriate equipment to make measurements with increasing precision and explain how to use it accurately Take repeat measurements where appropriate Make their own decisions about what observations to make, what measurements to use and how long to make them for Decide how to record data and results of increasing complexity from a choice of familiar approaches: scientific diagrams and labels, classification keys, tables, scatter graphs, bar and line graphs Look for different causal relationships in their data and identify evidence that refutes or support their ideas Identify scientific evidence that has been used to support or refute arguments or ideas Use relevant scientific language and illustrations to discuss, communicate and justify scientific ideas Use oral and written forms such as displays and other presentations to report conclusions, causal relationships and explanations of degree of trust in results Use their results to make predictions and identify when further observations, comparative and fair tests might be needed

Vocabulary
variables	repeat	scatter graphs
measurements	scientific diagrams	bar graph
accuracy	labels	predictions
precision	classifications keys	comparative test
readings	tables	fair test
causal relationship	explanations	degree of trust
evidence	improve	secondary sources
construct	interpret	key

12 of 12

Question Stems Upper Key Stage 2

Pupil Question Stems
I hypothesise that …	Why….?	Where….?
How can I check the accuracy of my test? How can I prove my hypothesis?	If I ….. what will happen? How do I ensure reliability? Can I improve my experiment?	How can I ensure this test fair? Which variables do I need to identify? What can I conclude from this evidence? Are there any anomalies?