Feedback is always welcome, please contact me at Copyright Flash Bang Pop! 2013 Summary of KS1 Changes
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1 The comprisons detiled in the document, compre the current 2000 Science Curriculum with the mster version of the 2014 Science Curriculum tht ws pulished y the DoE in Septemer Top 10 KS1 Science Curriculum Chnges At A Glnce 1) The "SC1 - Scientific Enquiry" section from the 2000 curriculum hs een renmed "Working Scientificlly" in the 2014 curriculum. 2) The "SC2 - Life Processes & Living Things" section from the 2000 curriculum hs een split out into "Animls including ", "Plnts" nd "Living things nd their hitts" in the new 2014 curriculum. 3) The "SC3 - Mterils nd their properties" section from the 2000 curriculum hs een split out into "Everydy " nd "Uses of everydy " in the new 2014 curriculum. 4) All the "SC4 - Physicl processes" LO's in the 2000 curriculum hve een moved to KS2. 5) A new topic re clled "Sesonl Chnges" hs een introduced in the new 2014 curriculum. 6) The 2000 curriculum "SC1 - Scientific enquiry" Lerning Ojective (LO) regrding "fir nd unfir tests" hs een moved to KS2. 7) The 2000 curriculum "SC3 - Mterils nd their properties" LO regrding heting nd cooling hs een moved to KS2. 8) In the new 2014 curriculum, "Working Scientificlly" explicitly sttes tht children should use simple equipment nd perform simple tests. This mkes the science more hnds-on for the children nd enles them to fully experience science for themselves rther thn y just videos nd demonstrtions. 9) The new curriculum recommends which yer individul LO's should e undertken. These re just ment s guide. You re free to tech ny of the LO's in either Yer 1 or 2 s you see fit ut they must e completed y the end of KS1. 10) The new 2014 curriculum is more focused towrds hitts, nimls, trees nd food chins thn the existing 2000 curriculum. Notes out this document: In this document I hve highlighted items in the "Current 2000 Curriculum" column RED wherey I elieve they re no longer present in the 2014 curriculum. In this document I hve highlighted items in the "New 2014 Curriculum" column RED wherey I elieve they re new dditions to the curriculum nd hve not een previously covered. Oviously, due to the nture of the 2014 curriculum nd the supplementry guidnce notes, some LO's re open to interprettion nd hence you my not lwys gree with my opinions. However, it is hoped tht this document is useful to you nd sves you mny hours of working out the key chnges! Feedck is lwys welcome, plese contct me t info@flshngpop.co.uk Summry of KS1 Chnges
2 Current 2000 Curriculum New 2014 Curriculum Yr. 1 - Science Topics - Science Topics SC1 - Scientific Enquiry "Ides & evidence in science", "Investigtive skills" Working Scientificlly Working Scientificlly SC2 - Life Processes & Living Things "Green Plnts" Plnts Plnts SC2 - Life Processes & Living Things "Life Processes", "Humns nd other nimls", "Vrition nd clssifiction", "Living things in their environment" Animls including Animls including SC2 - Life Processes & Living Things "Life Processes", "Living things in their environment" N/A Living things nd their hitts SC3 - Mterils nd Their Properties "Grouping ", "Chnging " Everydy Everydy (uses) Does not exist in the 2000 curriculum Sesonl chnges N/A New KS Curriculum Topics
3 Current 2000 Curriculum New 2014 Curriculum (Mster Version - Sept 2013) SC1 - Scientific Enquiry 1 Pupils should e tught tht it is importnt to collect evidence y mking oservtions nd mesurements when trying to nswer question. Investigtive Skills 2 Pupils should e tught to: sk questions nd decide how they might find nswers to them use first-hnd experience nd simple informtion sources to nswer questions c think out wht might hppen efore deciding wht to do d recognise when test or comprison is unfir Otining nd presenting evidence e follow simple instructions to control the risks to themselves nd to others f explore, using the senses of sight, hering, smell, touch nd tste s pproprite, nd mke nd record oservtions nd mesurements Working Scientificlly During yers 1 nd 2, pupils should e tught to use the following prcticl scientific methods, processes nd skills through the teching of the progrmme of study content: sking simple questions nd recognising tht they cn e nswered in different wys using their oservtions nd ides to suggest nswers to questions gthering nd recording dt to help in nswering questions g communicte wht hppened in vriety of wys, including using ICT Considering evidence nd evluting h mke simple comprisons nd identify simple ptterns or ssocitions implied in the guidnce notes for "Working scientificlly" Does not exist in the 2000 curriculum oserving closely, using simple equipment Does not exist in the 2000 curriculum performing simple tests identifying nd clssifying i compre wht hppened with wht they expected would hppen, nd try to explin it, drwing on their knowledge nd understnding j review their work nd explin wht they did to others. implied in the guidnce notes for "Working scientificlly" SC1 - Scientific Enquiry
4 SC2 - Life Processes nd living things Current 2000 Curriculum Yr. of study Topic New 2014 Curriculum (Mster Version Sept 2013) Life Processes 1 Pupils should e tught: the differences etween things tht re living nd things tht hve never een live tht nimls, including, move, feed, grow, use their senses nd reproduce to relte life processes to nimls nd plnts found in the locl c environment. Living things & their hitts explore nd compre the differences etween things tht re living, ded, nd things tht hve never een live. implied in the "luding " guidnce notes implied in the "luding " guidnce notes SC2 Life Processes & Living Thi
5 SC2 - Life Processes nd living things Humns nd other nimls 2 Pupils should e tught: Current 2000 Curriculum to recognise nd compre the min externl prts of the odies of nd other nimls Yr. of study Topic New 2014 Curriculum (Mster Version Sept 2013) Yr. 1 tht nd other nimls need food nd wter to sty live tht tking exercise nd eting the right types nd mounts of food c help to keep helthy d out the role of drugs s medicines e how to tret nimls with cre nd sensitivity Yr. 1 f g tht nd other nimls cn produce offspring nd tht these offspring grow into dults out the senses tht enle nd other nimls to e wre of the world round them. Does not exist in the 2000 curriculum Yr. 1 Does not exist in the 2000 curriculum Yr. 1 Does not exist in the 2000 curriculum Yr. 1 identify, nme, drw nd lel the sic prts of the humn ody nd sy which prt of the ody is ssocited with ech sense. find out out nd descrie the sic needs of nimls, including, for survivl (wter, food nd ir) descrie the importnce for of exercise, eting the right mounts of different types of food, nd hygiene. implied in the guidnce notes for luding notice tht nimls, including, hve offspring which grow into dults identify nd nme vriety of common nimls including fish, mphiins, reptiles, irds nd mmmls identify nd nme vriety of common nimls tht re crnivores, herivores nd omnivores descrie nd compre the structure of vriety of common nimls (fish, mphiins, reptiles, irds nd mmmls including pets) SC2 Life Processes & Living Thi
6 SC2 - Life Processes nd living things Green Plnts 3 Pupils should e tught: Current 2000 Curriculum to recognise tht plnts need light nd wter to grow Plnts to recognise nd nme the lef, flower, stem nd root of flowering plnts Yr. of study Topic New 2014 Curriculum (Mster Version Sept 2013) Yr. 1 Plnts find out nd descrie how plnts need wter, light nd suitle temperture to grow nd sty helthy. identify nd descrie the sic structure of vriety of common flowering plnts, including trees c tht seeds grow into flowering plnts. Plnts oserve nd descrie how seeds nd uls grow into mture plnts Does not exist in the 2000 curriculum Yr. 1 Plnts identify nd nme vriety of common wild nd grden plnts, including deciduous nd evergreen trees Vrition nd clssifiction 4 Pupils should e tught: recognise similrities nd differences etween themselves nd others, nd to tret others with sensitivity group living things ccording to oservle similrities nd differences. implied in the guidnce notes for luding SC2 Life Processes & Living Thi
7 SC2 - Life Processes nd living things Current 2000 Curriculum Living things in their environment 5 Pupils should e tught: find out out the different kinds of plnts nd nimls in the locl environment identify similrities nd differences etween locl environments nd wys in which these ffect nimls nd plnts tht re found there c cre for the environment. Yr. of study Topic New 2014 Curriculum (Mster Version Sept 2013) Living things & their hitts Living things & their hitts identify nd nme vriety of plnts nd nimls in their hitts, including micro-hitts implied in the guidnce notes for Living things nd their hitts Does not exist in the 2000 curriculum Does not exist in the 2000 curriculum Living things & their hitts Living things & their hitts identify tht most living things live in hitts to which they re suited nd descrie how different hitts provide for the sic needs of different kinds of nimls nd plnts, nd how they depend on ech other descrie how nimls otin their food from plnts nd other nimls, using the ide of simple food chin, nd identify nd nme different sources of food. SC2 Life Processes & Living Thi
8 Current 2000 Curriculum Yr. of studytopic New 2014 Curriculum (Mster Version Sept 2013) SC3 - Mterils nd their properties Grouping 1 Pupils should e tught: use their senses to explore nd recognise the similrities nd differences etween Yr. 1 Everydy compre nd group together vriety of everydy on the sis of their simple physicl properties c sort ojects into groups on the sis of simple mteril properties [for exmple, roughness, hrdness, shininess, ility to flot, trnsprency Yr. 1 nd whether they re mgnetic or non-mgnetic] recognise nd nme common types of mteril [for exmple, metl, plstic, wood, pper, rock] nd recognise tht some of them re found nturlly find out out the uses of vriety of [for exmple, glss, d wood, wool] nd how these re chosen for specific uses on the sis of their simple properties. Chnging 2 Pupils should e tught: find out how the shpes of ojects mde from some cn e chnged y some processes, including squshing, ending, twisting nd stretching explore nd descrie the wy some everydy [for exmple, wter, chocolte, red, cly] chnge when they re heted or cooled. Yr. 1 Does not exist in the 2000 curriculum Yr. 1 Everydy Everydy Uses of everydy Uses of everydy Everydy descrie the simple physicl properties of vriety of everydy identify nd nme vriety of everydy, including wood, plstic, glss, metl, wter, nd rock identify nd compre the suitility of vriety of everydy, including wood, metl, plstic, glss, rick, rock, pper nd crdord for prticulr uses. find out how the shpes of solid ojects mde from some cn e chnged y squshing, ending, twisting nd stretching. - moved to KS2 distinguish etween n oject nd the mteril from which it is mde SC3 Mterils & Their Propertie
9 Current 2000 Curriculum Yr. of study Topic New 2014 Curriculum (Mster Version Sept 2013) SC4 - Physicl Processes Electricity 1 Pupils should e tught: out everydy pplinces tht use electricity out simple series circuits involving tteries, wires, uls nd other components [for exmple, uzzers, motors] c how switch cn e used to rek circuit. Forces nd motion 2 Pupils should e tught: to find out out, nd descrie the movement of, fmilir things [for exmple, crs going fster, slowing down, chnging direction] tht oth pushes nd pulls re exmples of forces to recognise tht when things speed up, slow down or chnge c direction, there is cuse [for exmple, push or pull]. Light nd sound 3 Pupils should e tught: Light & drk to identify different light sources, including the Sun tht drkness is the sence of light Mking nd detecting sounds c tht there re mny kinds of sound nd sources of sound tht sounds trvel wy from sources, getting finter s they do so, d nd tht they re herd when they enter the er. This section hs een moved to KS2! Removed -SC4 Physicl Processes
10 Current 2000 Curriculum These items do not exist in the current 2000 curriculum Yr. of study Topic New 2014 Curriculum (Mster Version Sept 2013) Sesonl Chnges Pupils should e tught to: Yr. 1 Sesonl chnges oserve chnges cross the four sesons Yr. 1 Sesonl chnges oserve nd descrie wether ssocited with the sesons nd how dy length vries New - Sesonl Chnges
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