Key Stage 1 – Years 1 and 2 (ages 5-7)
Key Stage 2 – Years 3, 4, 5 and 6 (ages 7-11)
Key Stage 3 – Years 7, 8 and 9 (ages 11-14)
Key Stage 4 – Years 10 and 11 (ages 14-16)
Statutory
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.
Non-statutory
Pupils in years 1 and 2 should explore the world around them and raise their own questions - for example going on a trip to a reservoir.
Statutory
Scientific knowledge and conceptual understanding:
Interactions and interdependencies
Relationships in an ecosystem
Earth and atmosphere
Energy
Calculation of fuel uses and costs in the domestic context:
Pressure in fluids
Nutrition and digestion
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.
Experimental skills and strategies:
Analysis and evaluation
Earth and atmospheric science:
A high-quality geography education should inspire in pupils a curiosity and fascination about the world and its people that will remain with them for the rest of their lives.
Teaching should equip pupils with knowledge about diverse places, people, resources and natural and human environments, together with a deep understanding of the Earth’s key physical and human processes. As pupils progress, their growing knowledge about the world should help them to deepen their understanding of the interaction between physical and human processes, and of the formation and use of landscapes and environments.
Human and physical geography:
Describe and understand key aspects of:
Statutory
Human and physical geography:
Understand, through the use of detailed place-based exemplars at a variety of scales, the key processes in:
Statutory
Purpose of study:
A high-quality citizenship education helps to provide pupils with knowledge, skills and understanding to prepare them to play a full and active part in society. In particular, citizenship education should foster pupils’ keen awareness and understanding of democracy, government and how laws are made and upheld. Teaching should equip pupils with the skills and knowledge to explore political and social issues critically, to weigh evidence, debate and make reasoned arguments. It should also prepare pupils to take their place in society as responsible citizens, manage their money well and make sound financial decisions.
Pupils should be taught about:
Teaching should build on the key stage 3 programme of study to deepen pupils’ understanding of democracy, government and the rights and responsibilities of citizens. Pupils should develop their skills to be able to use a range of research strategies, weigh up evidence, make persuasive arguments and substantiate their conclusions. They should experience and evaluate different ways that citizens can act together to solve problems and contribute to society.
Pupils should be taught about:
PSHE (Personal, social, health and economic education)
Non-statutory
Schools tailor their local PSHE programme to reflect the needs of their pupils, we expect schools to use their PSHE education programme to equip pupils with a sound understanding of risk and with the knowledge and skills necessary to make safe and informed decisions.