Hillborough Infant and Nursery School provides a Science curriculum that is embedded through our creative topics. Teachers encourage pupil’s natural curiosity for exploration, through purposeful practical Science. We aim to nurture scientific enquiry skills that are not only a key aspect of the Science curriculum, but essential skills for learning across the curriculum.
At Hillborough Infant and Nursery School we teach and explore Science through our topic based learning questions. This allows children to generate their own questions, lead their own science investigations and use scientific language to explain what their findings.
Science in Early Years Foundation Stage (EYFS)
In the early years’ pupils will explore the world around them. They will be encouraged to investigate questions they have about what they observe and use appropriate scientific language to explain what they find out. Pupils will be provided with exciting opportunities to observe natural and man-made phenomena. For example, when learning about life cycles of living things, pupils will witness first-hand the life cycle of ducks hatching and can explore how animals and humans change as they grow.
Teachers in the Early Years aim to build a foundation of skills required to broaden pupil’s scientific thinking. Pupils will be encouraged to use exploratory skills by introducing scientific equipment through play-based activities, for example using magnifying glasses to observe fruit and vegetables and for extracting seeds for planting.
Science in Key Stage One (KS1)
Building on the enquiry skills learnt in EYFS, KS1 pupils are encouraged to broaden their scientific view of the world around them. This is supported by our rich topic based learning questions that guide pupils’ scientific thoughts about the world we live in. Opportunities for enquiry is rooted in cross curricular activities and challenges. Pupils are also taught about the possibilities of science and are encouraged to be curious. Through this, children will develop their scientific knowledge and conceptual understanding. They will have the opportunity to plan experiments, look at their findings and from this decide what to investigate next. Pupils are exposed to a rich scientific vocabulary and are encouraged to use this language to communicate what they have found orally and in writing.
Animals including humans
We will be identifying the key features of the life cycle of an animal. We will begin to understand the need to respect and care for the natural environment and all living things.
We will be identifying the key features of the life cycle of a plant. Plant cress seeds and learn how to care for growing plants.
Animals including humans
We will be naming different animals and some places which animals live. We will identify and locate parts of animals bodies. We will make observations to describe humans and other animals. We will talk about the extinction of animals and name some places where these animals lived. We be exploring the natural environment we live in and that not all environments are the same drawing on the stories and nonfiction texts that we have read.
We will recognise the changes that take place in the natural environment. We will continue to observe and investigate changes in weather and seasons. We will observe how animals behave differently as the seasons change.
We will recognise that plants need water to grow and explore pollination and how it helps plants grow.
We will be identifying and naming a variety of common wild and garden plants, including deciduous and evergreen trees. We will also be identifying and describing the basic structure of a variety of common flowering plants, including trees.
We will continue to observe changes across the four seasons. We will observe and describe weather associated with the seasons and how day length varies.
Animals, including humans
We will notice that animals, including humans, have offspring which grow into adults. We will describe some differences and make comparisons between babies and toddlers. We will identify the offspring of a selection of different animals. We will use evidence to show that children of the same age are not all the same size and that older children are generally taller than younger children.
Living things and their habitats
We will explore and compare the differences between things that are living, dead, and things that have never been alive. We will 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. We will identify and name a variety of plants and animals in their habitats, including micro-habitats. We will 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.