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Church Lane, Doncaster, South Yorkshire, DN5 7EZ


Barnburgh Primary School

Learning to shine together


Science Portfolio

Evidence from the EYFS curriculum

Understanding the World, The World Nursery enjoyed an Autumn hunt. They explored and investigated the changes happening in the environment. We talked about how the seasons change. The children could make simple predictions about why the leaves are falling off the trees and could describe the hanging colours of the leaves.

Reception: Understanding the World - The World 

40-60m: Looks closely at similarities, differences, patterns and change.

Reception made their own fireworks in an exciting experiment. They measured the materials, predicted what would happen when the materials were combined and observed the changes they saw. 

Understanding the World - The World

The children explored how different drinks can impact our teeth. We used egg shells to represent teeth and watched the changes throughout the week.

Talks about why things happen and how things work.

Knows about similarities and differences in relation to places, objects, materials and living things.

Characteristics of effective learning

Making predictions

Testing their ideas

Developing ideas of grouping, sequences, cause and effect

Making links and noticing patterns in their experience

Please see our evidence for each Science National Curriculum Programme of Study below.

Working Scientifically:

KS1 - Ask simple questions and recognise that they can be answered in different ways

Year One

Learning Intention: To ask simple scientific questions.

To start with the children recapped their knowledge of animals that live in a woodland area. They were encouraged to speak about their features, what they eat and which part of the woodland they live in. Once they were familiar with the animals, the children were encouraged to ask their friends simple questions to figure out the animal stuck to their back. By the end of the session, they understood that questions can be answered in different ways. Some children asked questions that prompted a yes or no answer and some asked questions that required more detailed answers.

Some of the questions include;

Where does it live?

Does it have wings?

What does it eat?

Does it have claws?

Does it have feathers, fur, spikes or smooth skin?

KS1 - Observe closely, using simple equipment

Year One

We visited Walts Wood and enjoyed a walk outside, using our super senses to observe nature’s beauty and magic. In a small bag, the children collected fallen treasures they found along the way, describing and comparing their colour, shape and size. The children were encouraged to describe their surroundings and take digital photographs of interesting things, such as tree bark, leaves of different shapes and sizes, wildflowers or nuts and seeds. We found a tiny pair of wings, a sprinkle of fairy dust and a mysterious little spell book. We were all very excited at the thought of real fairies at our school.

"The leaves are rotting because they've been on the ground a long time" (Louie)

"The trees are empty but in spring they'll have lots of new leaves again" (Eddie)

"A fairy has left its home. We have to be quiet and it might come back to visit. Fairies don't like loud noises" (Marnie)

Year 2

LI: To explore and use tools for weighing and measuring foods and liquids.

The children explored tools used for weighing and measuring liquid and solid foods. They considered  why accuracy is important in a recipe and what might happen if ingredients are measured inaccurately. The children practised weighing and measuring ingredients in different units, such as cups, spoons, millilitres (ml) and grams (g). They were encouraged to follow the recipe for short bread and made predictions about what might happen if we added too much or not enough of an ingredient or if we missed a step. By the end of the lesson, the children showed a better understanding of using equipment to support measuring and were able to use the language related to measuring and following a recipe. 

KS1 - Perform simple tests

Year One

LQ: How do you perform a simple test and observe closely using simple equipment?

Year 1 took part in a simple science experiment 'Rain Cloud in a Jar' linked closely to our topic lessons. They worked as a class to follow the instructions and prepare the equipment needed to perform the test. Prior to the experiment they made predictions of what they thought might happen when the blue solution was placed into the shaving foam.

"I predict that it will fizz out of the cup"

" I predict that the foam will sink to the bottom and the water will come to the top"

"I predict that the water and foam will turn blue"

They then used simple equipment to observe and were encouraged to discuss what was happening as the solution entered the foam and water mix.

"The blue water is going through the foam and it looks like rain"

"The blue water is sinking through the foam"

Year One: The children investigated camouflage by taking part in a ‘butterfly hunt’. The children split into two groups: the first group quickly collected one ‘butterfly’ each from the school field or yard, and bring them back to the teacher, and the second group then did` the same. The children looked at the two groups of butterflies and decided how they are similar or different. They found out which group has more of the brightly-coloured butterflies. The children then had a go at creating their own camouflage butterfly.

KS1 - Identify and classify

Year One

Engage day

Working together, the children chose a tree to befriend. They were encouraged to circle it with their arms, smell it, touch its bark and take a close look at its branches and leaves. They took rubbings of its bark, collected a few of its leaves and took a photograph of their tree to help with identification. They  also used simple measuring equipment to measure their tree in cm and were given support to calculate this from cm into years.

"Our tree is 63 years old" (Pearl)

"The bark is bumpy and has lots of holes" (Elliot)

Once they had gathered the information needed, the children were introduced to the key vocabulary ‘evergreen’ and ‘deciduous using a range of sources e.g. books, videos and websites. The children were able to demonstrate their understanding by sorting a variety of tree pictures into evergreen and deciduous. Back in the classroom they made a booklet including lots of information about their tree.

"Deciduous means that it loses its leaves when its Autumn" (Jaxon)

"Evergreen means that it doesn't lose its leaves in Autumn or Winter" (Fletcher)

"Evergreen leaves have wax coats to protect them in the winter" (Owen)

Year One: The children were encouraged to look at different pictures of animal droppings and were encouraged to decide which animal it may belong to. The children were able to answer various questions to figure out the answers. 

Year One

The children worked in pairs to observe a selection of fake poo samples. They used scientific terminology to compare size, shape, colour, texture and content.  Based on what the children found they had to identify whether the poo came from a carnivore (meat), herbivore (plants) or an omnivore (both meat and plants).

Prior to examining the poo, we spoke about the protective equipment we would need. The children identified that we needed to wear gloves to keep our hands clean and make sure that we do not spread germs.

By the end of the lesson, the children had examined all three samples and come to a conclusion.

Sample 1- Herbivore because it only contained grass, leaves and seeds.

Sample 2-Omnivore because there were evidence of meat, leaves, grass and seeds.

Sample 3-Carnivore because it contained meat, bones and teeth.

KS1 - Use their observations and ideas to suggest answers to questions

Year One: During our investigation 'Whose Poo?' we investigated dinosaur poo. We looked at the features of it and which animal the dropping may have come from. The children completed an investigation sheet to share their observations.

Year One

The children worked in pairs to observe a selection of fake poo samples. They used scientific terminology to compare size, shape, colour, texture and content.  Based on what the children found they had to identify whether the poo came from a carnivore (meat), herbivore (plants) or an omnivore (both meat and plants).


KS1 - Gather and record data to help in answering questions

Year One:

The children observed bird life on the school grounds.  They used bird watching information sheets, videos, leaflets and books to learn more about the different species. They were then encouraged to count how many birds they could see, making simple records (tally charts). We held a class discussion to talk about how many they saw and what they saw the birds doing.

" I saw birds flying to their nests" (Nathan)

"Some birds were looking for food on the ground" (Jasmine)

"Birds like to look for worms in the ground but its icy today and the ground is hard" (Louie)

" We saw two pigeons" (Alistair)

Year One: The children were encouraged to investigate variation amongst classmates. They would encouraged to the think about different body parts and common features . The children worked as a team to investigate hair colour and they then sat with a friend to look at their similarities and differences. The children were able to talk about thir body parts and features.

LKS2 - Ask relevant questions and using different types of scientific enquiries to answer them

LKS2 - Set up simple practical enquiries, comparative and fair tests

Year 4 have been learning about setting experiments up. We wanted to know about the viscosity of a range of different liquids. Year 4 learnt about how to make a fair test and worked together as a team to conduct their experiment. They learnt about making predictions and how to record results.

LKS2 - Make systematic and careful observations and, where appropriate, take accurate measurements using standard units, using a range of equipment, including thermometers and data loggers

Year 4 learnt how to measure the temperature of liquid using a thermometer. They learnt how to hold a thermometer properly and how to read the scale. They made systematic observations over the afternoon to learn about what happens to liquid when stood at room temperature.

LKS2 - Gather, record, classify and present data in a variety of ways to help in answering questions

LKS2 - Record findings using simple scientific language, drawings, labelled diagrams, keys, bar charts, and tables

LKS2 - Report on findings from enquiries, including oral and written explanations, displays or presentations of results and conclusions

LKS2 - Use results to draw simple conclusions, make predictions for new values, suggest improvements and raise further questions

LKS2 - Identify differences, similarities or changes related to simple scientific ideas and processes

LKS2 - Use straightforward scientific evidence to answer questions or to support their findings

UKS2 - Plan different types of scientific enquiries to answer questions, including recognising and controlling variables where necessary

UKS2 - Take measurements, using a range of scientific equipment, with increasing accuracy and precision, taking repeat readings when appropriate

Year 5 learnt about craters. They used balls of different sizes and masses and dropped them in flour. They measured the craters formed by the drop. The drop was measured at the same height to make it a fair test.

UKS2 - Record data and results of increasing complexity using scientific diagrams and labels, classification keys, tables, scatter graphs, bar and line graphs

Year 6 - Why are things classified?

Year 6 learnt that we can group living and non-living things by their observable characteristics and create classification keys that help us with identification. They created their own keys to classify each other and worked together to create a whole class classification key. 

UKS2 - Use test results to make predictions to set up further comparative and fair tests

UKS2 - Report and present findings from enquiries, including conclusions, causal relationships and explanations of and degree of trust in results, in oral and written forms such as displays and other presentations

UKS2 - Identify scientific evidence that has been used to support or refute ideas or arguments


Year 1 - Identify and name a variety of common wild and garden plants, including deciduous and evergreen trees

Year 1 - Identify and describe the basic structure of a variety of common flowering plants, including trees

The children listened to the story 'Little Sunflower' to help them understand the parts of a plant. The book provided visual representations of a petal, stem, leaves and roots. Once they had learnt the key vocabulary of todays session, they had a go at labelling the flowers in small groups. By the end of the lesson, the children were able to label the parts of a plant and could talk about their new knowledge with peers.

The children listened to the story 'Little Acorn' about the life cycle of an acorn. Throughout the story, we spoke about the parts of a tree. We looked at an information PowerPoint that explained the purpose of each part of a tree. 

The children then used their new knowledge to label the parts of a tree. By the end of the lesson, the children were able to explain each part and what its purpose is.

They were very eager to use their knew knowledge and even looked closely at the parts of a tree during playtime

Year 2 - Observe and describe how seeds and bulbs grow into mature plants

Year 2 - Find out and describe how plants need water, light and a suitable temperature to grow and stay healthy

Year 3 - Identify and describe the functions of different parts of flowering plants: roots, stem/trunk, leaves and flowers

Year 3 - Explore the requirements of plants for life and growth (air, light, water, nutrients from soil, and room to grow) and how they vary from plant to plant

Year 3 - Investigate the way in which water is transported within plants

Year 3 - Explore the part that flowers play in the life cycle of flowering plants, including pollination, seed formation and seed dispersal

Animals Including Humans:

Year 1 - Identify and name a variety of common animals including fish, amphibians, reptiles, birds and mammals

Year 1 - Identify and name a variety of common animals that are carnivores, herbivores and omnivores

Year One: The children looked at herbivores, omnivores and carnivores and were encouraged to identify the differences between each one. The children looked at common animals and dinosaurs and looked at which group they belonged to. The children are able to talk about what a herbivore, carnviore and omnivore is.

Year 1 - Describe and compare the structure of a variety of common animals (fish, amphibians, reptiles, birds and mammals, including pets)

Year 1: The children described and compared the six main animal groups. They looked at simularities and differences and compared the structure and appearance of the different animals. The children worked as a class to sort the animals into different sorting hoops and by the end of the session they were able to identify the various groups.

Year One: The children identified the similarities and differences of a variety of dinosaurs and reptiles. They noticed that some dinosaurs and reptiles had the same amount of legs, scaly skin, sharp claws and long tails. They also discussed how they varied in size and the fact that reptiles tend to be smaller than dinosaurs.

By the end of the session they were able to label a reptile and dinosaur as well as discuss the similarities and differences between them

Year 1 - Identify, name, draw and label the basic parts of the human body and say which part of the body is associated with each sense

Year 2 - Notice that animals, including humans, have offspring which grow into adults

Year 2 - Find out about and describe the basic needs of animals, including humans, for survival (water, food and air)

Year 2 - Describe the importance for humans of exercise, eating the right amounts of different types of food, and hygiene

Year 3 - Identify that animals, including humans, need the right types and amount of nutrition, and that they cannot make their own food; they get nutrition from what they eat

Year 3 - Identify that humans and some other animals have skeletons and muscles for support, protection and movement

Year 4 - Describe the simple functions of the basic parts of the digestive system in humans

Year 4 explored the different parts of the digestive system. We learnt about the jobs each of the parts of the system do and why we need all of the organs to support the process.

Year 4 researched different animal's digestive systems. We compared these to humans to see why they might be the same or different. We presented this information however we liked.

Year 4 conducted an experiment to answer the question 'what is spit for?' The children chewed pieces of cracker for agreed lengths of time before adding water and iodine to measure the starch levels. This helped us to see that saliva in the mouth starts the digestive process and begins by breaking down foods.

Year 4 replicated the digestive system using household items to represent the different organs. They began by chopping up the food, mashing the food and then transferring this to the stomach (bag). They mixed the food in the stomach with bile (orange juice) and churned it up. They then passed this through the intestines (tights) and allowed all the nutrients to go into the body (tray). At the end, they were left with the waste which needed to be excreted. Year 4 LOVED learning about the digestive system.

Year 4 - Identify the different types of teeth in humans and their simple functions

Year 4 looked at a range of images of decayed teeth - you can see their reaction in the second photo! They didn't really enjoy this but it helped them realise why we must take care and look after our teeth. The children then made images of their own teeth discoloured, broken, bleeding and missing and talked about how this made them feel.

Year 4 conducted an experiment to see the importance of brushing your teeth properly. First they brushed their teeth. Next they chewed a plaque disclosing tablet and looked at the plaque left on their teeth. They compare their results with each other. Lastly, they brushed their teeth again focusing on the leftover plaque.

Year 4 had a really fun afternoon eating lots of different foods. We did this to explore which teeth we used to eat different textured foods. This helped us to learn the jobs of the different teeth and realise they work as a team.

Year 4 - Construct and interpret a variety of food chains, identifying producers, predators and prey

Year 5 - Describe the changes as humans develop to old age

Year 5 were asked to bring in some photos from home of themselves between birth and now. They needed to identify whether it was birth & infancy or early childhood. They then labelled the photos to show how they had changed and what they were able to do at that age.

Year 5 learnt about the changes that happen as we get older. They compared images of themselves as babies, now and when older.

Year 6 - Identify and name the main parts of the human circulatory system, and describe the functions of the heart, blood vessels and blood

The children learnt what the different parts of the circulatory system are.

During this lesson, the children learnt about how blood flows around the body.

The children learnt about the journey of a blood cell. They were given ownership as to how to set it out.

The children learnt that people have different types of blood, what blood transfusions are and who Karl Landsteiner is.

Year 6 - Recognise the impact of diet, exercise, drugs and lifestyle on the way their bodies function

The children researched and learnt how a lifestyle of alcohol and smoking affects the body.

Year 6 - Describe the ways in which nutrients and water are transported within animals, including humans

Everyday Materials:

Year 1 - Distinguish between an object and the material from which it is made

Year 1 - Identify and name a variety of everyday materials, including wood, plastic, glass, metal, water, and rock

Year 1 - Describe the simple physical properties of a variety of everyday materials

Year 1 - Compare and group together a variety of everyday materials on the basis of their simple physical properties

Year 2 - Identify and compare the suitability of a variety of everyday materials, including wood, metal, plastic, glass, brick, rock, paper and cardboard for particular uses

Year 2 - Find out how the shapes of solid objects made from some materials can be changed by squashing, bending, twisting and stretching

Seasonal Changes:

Year 1 - Observe changes across the four seasons

Year 1 - Observe and describe weather associated with the seasons and how day length varies

Living Things and their Habitats:

Year 2 - Explore and compare the differences between things that are living, dead, and things that have never been alive

LQ: How do you explore and compare the differences between things that are living, dead, and things that have never been alive?

The children discussed what each word meant in the lesson. We spoke about how things are alive and their features through animals, humans and plants. The children then discussed what it meant if something had once been alive. The chidlren were able to use the vocabulary linked to this lesson such as Alive, Once Alive and Never Alive. By the end of the lesson, the children were able to sort out different pictures into the correct section and talk about why they have put it in that box.

Year 2 - Identify that most living things live in habitats to which they are suited and describe how different habitats provide for the basic needs of different kinds of animals and plants, and how they depend on each other

Year 2 - Identify and name a variety of plants and animals in their habitats, including microhabitats

Year 2 - Describe how animals obtain their food from plants and other animals, using the idea of a simple food chain, and identify and name different sources of food

Year 4 - Recognise that living things can be grouped in a variety of ways

Year 4 - Explore and use classification keys to help group, identify and name a variety of living things in their local and wider environment

Year 4 - Recognise that environments can change and that this can sometimes pose dangers to living things

Year 5 - Describe the differences in the life cycles of a mammal, an amphibian, an insect and a bird

Year 5 - Describe the life process of reproduction in some plants and animals

Year 6 - Describe how living things are classified into broad groups according to common observable characteristics and based on similarities and differences, including micro-organisms, plants and animals

Year 6 - Give reasons for classifying plants and animals based on specific characteristics


Year 3 - Compare and group together different kinds of rocks on the basis of their appearance and simple physical properties

Year 3 - Describe in simple terms how fossils are formed when things that have lived are trapped within rock

Year 3 - Recognise that soils are made from rocks and organic matter


Year 3 - Recognise that they need light in order to see things and that dark is the absence of light

Year 3 - Notice that light is reflected from surfaces

Year 3 - Recognise that light from the sun can be dangerous and that there are ways to protect their eyes

Year 3 - Recognise that shadows are formed when the light from a light source is blocked by a solid object

Y3 investigated how shadows are formed by making a tinfoil figure, then using a light source to cast shadows. Children noted how the angle of the light source and the distance the object, created different sizes of shadow,clarity of shadow and direction of 'shadow fall'

Year 3 - Find patterns in the way that the size of shadows change

Year 6 - Recognise that light appears to travel in straight lines

Year 6 - Use the idea that light travels in straight lines to explain that objects are seen because they give out or reflect light into the eye

Year 6 - Explain that we see things because light travels from light sources to our eyes or from light sources to objects and then to our eyes


Year 6 learnt how a periscope is an optical device that allows a person to see something that is not in their direct line of sight. It works by using two mirrors to reflect light from one place to another. A typical periscope uses two mirrors at 45° angles, which means that the light reflects from one mirror to the other and then to our eyes. In the war, periscopes allowed people to look at things without putting themselves in danger. Year 6 worked in small groups to have a go at making their own periscopes and after learning how they worked, gave them a go. 

Year 6 - Use the idea that light travels in straight lines to explain why shadows have the same shape as the objects that cast them

Forces and Magnets:

Year 3 - Compare how things move on different surfaces

Year 3 - Notice that some forces need contact between two objects, but magnetic forces can act at a distance

Year 3 - Observe how magnets attract or repel each other and attract some materials and not others

Year 3 - Compare and group together a variety of everyday materials on the basis of whether they are attracted to a magnet, and identify some magnetic materials

Year 3 - Describe magnets as having two poles

Year 3 - Predict whether two magnets will attract or repel each other, depending on which poles are facing

States of Matter:

Year 4 - Compare and group materials together, according to whether they are solids, liquids or gases

In Science, we explored the three states of solids, liquids and gases through balloons. We described what we could see and feel and learnt about the make up of the particles in each state of matter.

Year 4 - Observe that some materials change state when they are heated or cooled, and measure or research the temperature at which this happens in degrees Celsius (°C)

In Science, we learnt about how different products react to each other and what they produce when they are mixed together. We combined bicarbonate of soda with vinegar and it blew up our balloon - we were all AMAZED!

In Science, we made bathbombs. We learnyt about combining different substances to make a solid and then observed what happened when this solid was dropped into water.

Year 4 - Identify the part played by evaporation and condensation in the water cycle and associate the rate of evaporation with temperature


Year 4 - Identify how sounds are made, associating some of them with something vibrating

Year 4 - Recognise that vibrations from sounds travel through a medium to the ear

Year 4 - Find patterns between the pitch of a sound and features of the object that produced it

Year 4 - Find patterns between the volume of a sound and the strength of the vibrations that produced it

Year 4 - Recognise that sounds get fainter as the distance from the sound source increases


Year 4 - Identify common appliances that run on electricity

Year 4 - Construct a simple series electrical circuit, identifying and naming its basic parts, including cells, wires, bulbs, switches and buzzers

Year 4 - Identify whether or not a lamp will light in a simple series circuit, based on whether or not the lamp is part of a complete loop with a battery

Year 4 - Recognise that a switch opens and closes a circuit and associate this with whether or not a lamp lights in a simple series circuit

Year 4 - Recognise some common conductors and insulators, and associate metals with being good conductors

Year 6 - Associate the brightness of a lamp or the volume of a buzzer with the number and voltage of cells used in the circuit

Year 6 - Compare and give reasons for variations in how components function, including the brightness of bulbs, the loudness of buzzers and the on/off position of switches

Year 6 - Use recognised symbols when representing a simple circuit in a diagram

Properties and Changes of Materials:

Year 5 - Compare and group together everyday materials on the basis of their properties, including their hardness, solubility, transparency, conductivity (electrical and thermal), and response to magnets

Year 5 learnt about the properties of a range of materials found on Alchemy Island. They tested these for hardness, transparency, magnetism and electrical conductivity.

Year 5 - Know that some materials will dissolve in liquid to form a solution, and describe how to recover a substance from a solution

Year 5 learnt that some materials will dissolve in water, some materials will not and some materials will change the colour of water but no particles can be seen. We tested a range of different solids.

Year 5 used their scientific knowledge to decide how to hide the 'gold dust'. We kept adding 'gold dust' to warm water until no particles could be seen - it had dissolved.

Year 5 - Use knowledge of solids, liquids and gases to decide how mixtures might be separated, including through filtering, sieving and evaporating

Year 5 - Give reasons, based on evidence from comparative and fair tests, for the particular uses of everyday materials, including metals, wood and plastic

Year 5 - Demonstrate that dissolving, mixing and changes of state are reversible changes

Year 5 - Explain that some changes result in the formation of new materials, and that this kind of change is not usually reversible, including changes associated with burning and the action of acid on bicarbonate of soda

Earth and Space:

Year 5 - Describe the movement of the Earth, and other planets, relative to the Sun in the solar system

Year 5 learnt about the size of the planets in our solar system. They used fruit to compare the sizes with each other to recognise the scale.

Year 5 - Describe the movement of the Moon relative to the Earth

Year 5 learnt about how the Moon orbits the Earth and how the Earth orbits the Sun. We made models to show these orbits.

Year 5 - Describe the Sun, Earth and Moon as approximately spherical bodies

Year 5 - Use the idea of the Earth’s rotation to explain day and night and the apparent movement of the sun across the sky

Year 5 learnt about day and night through using a torch and a globe. They learnt when it is day in our country it is night on the other side of the world. They were able to name when it was morning, day, evening and night.


Year 5 - Explain that unsupported objects fall towards the Earth because of the force of gravity acting between the Earth and the falling object

Year 5 completed an investigation linked to gravity. We dropped light and heavy items to see which would drop to the ground first. We learnt that gravity pulls all objects to the ground. 

Year 5 - Gravity Investigations. Year 5 learnt about the centre of gravity and how it is important in performing everyday tasks. We completed challenges with our partners and learnt that because our centre of gravity had changed we couldn't perform certain things.

Year 5 - Identify the effects of air resistance, water resistance and friction, that act between moving surfaces

Year 5 - Recognise that some mechanisms, including levers, pulleys and gears, allow a smaller force to have a greater effect

Evolution and Inheritance:

Year 6 - Recognise that living things have changed over time and that fossils provide information about living things that inhabited the Earth millions of years ago

Year 6 - Recognise that living things produce offspring of the same kind, but normally offspring vary and are not identical to their parents

Year 6 - Identify how animals and plants are adapted to suit their environment in different ways and that adaptation may lead to evolution