How we teach it

In the Early Years, science is delivered through a balanced mix of play-based learning and adult-led opportunities that nurture exploration and curiosity. Children engage with rich and stimulating environments—both indoors and outdoors—where they are encouraged to observe, question, experiment, and investigate. Learning is child-led wherever possible, with skilled practitioners extending thinking through open-ended questions and purposeful interactions.

Science is embedded within daily routines and cross-curricular experiences, ensuring it is meaningful and connected to children’s real-life contexts. Through focused activities, stories, and continuous provision, children develop early scientific skills such as observing, predicting, comparing, and recording, while also strengthening their vocabulary and communication. Collaborative opportunities help build confidence, teamwork, and a love of discovery.

In Key Stage 1, Science is taught weekly. Topics are carefully selected and sequenced to ensure they are meaningful and relevant to children’s everyday experiences, drawing on seasonal changes, familiar contexts, and natural curiosity. Previously taught content is regularly revisited to support retrieval and long-term retention. Each Science topic is explored in both years of the key stage, allowing knowledge to build progressively and

enabling children to develop a secure scientific schema that can be transferred into long-term memory.

Disciplinary knowledge – our approach to working scientifically is organised into the following categories:

· asking questions

· planning and predicting

· making observations

· taking measurements

· gathering, recording, and classifying data

· answering questions and drawing conclusions

Substantive knowledge – our approach to the key concepts is organised into the following categories:

· Humans

· Animals (including humans)

· Natural world – seasons and plants

· Materials

· States of Matter

Science learning is further enriched through a range of first-hand experiences, including educational visits, outdoor learning and practical real-life opportunities. These experiences allow children to apply their scientific knowledge in meaningful contexts, deepen understanding, and develop curiosity about the world around them. Trips and hands-on experiences support observational skills, questioning, and exploration, helping children to make strong connections between classroom learning and the wider world. By encountering real-life scientific applications and role models, children begin to develop early aspirations and an understanding of how science links to future jobs and career opportunities.

All lessons and experiences are adapted to meet the needs of every learner, including those with SEND and disadvantaged children, through inclusive strategies and differentiated outcomes. Teachers also make effective use of high-quality questioning, oracy, and sentence stems to support and deepen understanding.

What pupils have learnt

Through a rich, engaging, and well-planned Science curriculum, children in the Early Years develop a strong foundation of curiosity, critical thinking, and a love of exploration. They become confident in asking questions, investigating their surroundings, and making sense of the world. By the end of the Early Years, pupils are well-prepared to deepen their scientific understanding in Key Stage 1, approaching new learning with enthusiasm, confidence, and a positive attitude toward science.

By the end of Key Stage 1, children have developed a secure foundation in scientific knowledge, skills, and understanding. They can ask simple questions, carry out practical investigations, observe closely, and record their findings using appropriate vocabulary and methods. This strong foundation equips them with the essential skills, confidence, and curiosity needed to continue their scientific learning successfully in Key Stage 2.

Science Medium Term Plan

Progression of Disciplinary knowledge Pre Nurs – Yr 2

Science – progression of substantive knowledge

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Year 2 Botanical Gardens Trip – Uplands Infant School

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In science we have moved onto healthy living, this lesson we discussed what it means to be healthy and all the lifestyle choices we can make to help us be healthy. The children had to sort the statements into healthy and unhealthy habits. We then discussed as a class at the end.

In this lesson the children learnt about the different food groups and how much of each food group is healthy. This week the children went over the food groups and then had to sort packaging into the groups. Once they had done this they went back over how much of each food group is healthy, using the eat well guide poster to help us.

In science we have been learning about healthy living. One aspect of this is maintaining good personal hygiene. We conducted an experiment to see what happens to germs when we wash them away with soap. We used a plate of water and pepper to represent our germs and when we added soapy water it pushed all the germs away.

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In Year 1, the children explored how animals can be grouped into different categories. They learned to name and identify a range of fish, amphibians, reptiles, birds and mammals, including sharks, frogs, snakes, robins and elephants. The children made simple observations about how animals look and move, asked thoughtful questions, and talked about what makes each group special. It was a fun and engaging lesson that helped develop their curiosity and understanding of the natural world.

Basic needs of animals

In Year 2, the children have been learning about the basic needs of all animals, including humans. They discovered that all living things need water, food, air, and shelter to survive. To reinforce their learning, the children completed a fun worksheet, helping them think about how animals meet these needs in their own environments. It was an engaging lesson that encouraged curiosity and understanding of the natural world.

Lifecycles:

Over a series of lessons, Year 2 explored how animals, including humans, have offspring. The children looked closely at the life cycles of butterflies, frogs, hens, and humans, noticing the stages from birth to adulthood. They made observations, asked questions, and learned how each species grows and changes over time. The lessons helped the children understand the concept of life cycles and the amazing ways living things reproduce and develop.

The children in reception have been observing and exploring signs of autumn. The children noticed leaves changing colours, falling off the trees and changes in weather. As you can see the children had lots of fun throwing the leaves in the air!

Reception children have been continuing to build their curiosity and scientific understanding by using their senses to explore the ice and snow outdoors. They observed how the environment had changed and used language to describe what they noticed—for example, how ice melts and how water freezes when the temperature has dropped.

The children noticed the leaves had frozen and watched closely over time to see what happened as the ice melted once we brought it into the classroom.

They talked about needing their coats, scarves, and gloves to stay warm and noticed the footprints they left in the snow. We also observed how the snow looked sparkly when the sunlight shone on it.

Seasons:

In Year 1, the children enjoyed learning about the changes that happen during autumn. They began by reading the story The Leaf Thief, which sparked discussions about autumnal changes like falling leaves and cooler weather. In the following lesson, they went on a nature walk to spot signs of autumn for themselves, making observations and connecting what they had read to the world around them. It was a fun, hands-on way to explore the season and the natural environment.

Planting:

Year 2 had the opportunity to plant cress seeds! The children learned how plants grow and what they need to survive, including water, light, and air. First they put soil into the pot, then they added seeds and finally they sprinkled them with water. They got to take their plants home to have the chance to help it grow, using all the information they have learnt. It was an engaging way to explore the world of plants up close.

In science we have been learning about what plants need to grow: light, air, soil and water. We planted 3 daffodils in different pots and we are going to observe them over time to see how they grow. We have put one outside, one in the classroom and one in the cupboard. We will monitor them and gather our findings.

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