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St Nicolas' Church of England Infant School

Living life in all its fullness

Home Page

St Nicolas' Church of England Infant School

Living life in all its fullness

Science

Our Intent-What we want to develop and deliver

  • To develop a range of scientific thinking skills and knowledge
  • To develop a range of practical scientific methods and processes.
  • To create a confidence in exploring the world around us and how it works.
  • To be able to raise own questions and recognise the various ways they can be answered.
  • To make observations and explain to others why things occur.
  • To be able to choose and use various types of scientific enquiry and equipment.

Since COVID:

  • To focus on using and understanding scientific vocabulary with a range of contexts.

Our Implementation-

Implementation-how we will develop and deliver

  • Cross curricular approach and Challenge Charts
  • First hand experiences (trips and visitors)
  • Quality books/resources/materials and online resources
  • Awe and wonder opportunities: problem solving, element of surprise, looking closely at natural objects and living things
  • Opportunities to explore concepts for themselves through continuous provision approach
  • Encouragement to share observations, theories and predictions and to ask own questions: Wondering Walls, and to seek answers (research skills taught). To hypothesise and make links with existing knowledge, drawing on personal experience within and beyond the classroom.
  • Outdoor learning in EYFS, Garden and Grotto and Forest School.
  • Incredible Eggs is an annual whole school experience from egg to chick.
  • Wisley Gardens whole school trip provides plenty of scientific learning opportunities  e.g leaf comparisons, tree ID, seed planting, plant structure, plant habitats, plant adaptations
  • Collective worship provides opportunities to reflect and wonder about the natural world and how we fit within in (opportunities for awe, wonder and reflection)
  • Eco Therapy sessions outside to explore the natural world whilst addressing the physicality of emotional release.

Impact-How we know we have developed and delivered

  • Our children will be ready for next stage in educational journey 
  • Curiosity to explore, challenge and wonder about scientific content and processes
  • Research and investigation, both adult led and child led
  • Questioning skills  
  • Children value outdoor learning as a mindful wellbeing activity and understanding how it can make us feel calm, peaceful and happy.
  • Children interested in subject; enthusiastic, self-led, motivated
  • Able to make links and reason
  • Able to apply skills and knowledge to new situations
  • Transfer knowledge of the world and how this could impact on the future (higher order thinking skills)
  • An understanding of how to use different tools and equipment.

 

Developing sensory awareness at the kitchen garden at Wisley Gardens

Skills Progression: Science                                     St Nicolas’ Infant School

Needs a secure fit to be ‘Expected,’ no Greater Depth option

Skill

Reception EYFS

Year 1

Year 2

Plants

Explore the natural world around them, making observations and drawing pictures of animals and plants.

 

Understand some important processes and changes in the natural world around them, including the seasons and changing states of matter.

Identify and name a variety of common wild and garden plants, including deciduous and evergreen.

 

Identify and describe the basic structure of a variety of common flowering plants, including trees.

 

Observe and describe how seeds and bulbs grow into mature plants.

 

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

Animals Including Humans

Explore the natural world around them, making observations and drawing pictures of animals and plants

 

Know some similarities and differences between the natural world around them and contrasting environments, drawing on their experiences and what has been read in class;

 

Identify and name a variety of common animals including fish, amphibians, reptiles, birds and mammals.

 

Identify and name a variety of common animals that are carnivores, herbivores and omnivores.

 

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

 

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

Notice that animals, including humans, have offspring which grow into adults.

 

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

 

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

Everyday Materials

Know some similarities and differences between the natural world around them and contrasting environments, drawing on their experiences and what has been read in class;

Distinguish between an object and the material from which it is made.

 

Can identify and name a variety of everyday materials, including wood, plastic, glass, metal, water and rock.

 

Describe the simple physical properties of a variety of everyday materials.

 

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

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

 

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

Seasonal Changes

Understand some important processes and changes in the natural world around them, including the seasons and changing states of matter.

Observe changes across the four seasons.

 

Observe and describe weather associated with the seasons and how day length varies.

N/A

All Living Things and Their Habitats

n/a

N/A

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

 

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.

 

Identify and name a variety of plants and animals in their habitats, including micro-habitats.

Please click on the PDF below to read more about our whole school skills progression.

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