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Science Subject Leader: Mrs R Taylor

Our Science Curriculum


At Girnhill Infant School it is our intent that pupils will develop a fascination and love of learning science.  We want children to enjoy finding out about the science within their everyday lives, have an understanding of a variety of science concepts, be able to talk about them and work scientifically during lessons.  


The Early Years Foundation Stage is underpinned by the Characteristics of Effective Learning.  They are:

Playing and Exploring/Engagement

  • Finding out and exploring 
  • Playing with what they know
  • Being willing to 'have a go'


Active Learning/Motivation

  • Being involved and concentrating
  • Keeping trying
  • Enjoying achieving what they set out to do


Creating and Thinking Critically/Thinking 

  • Having their own ideas
  • Making links
  • Choosing ways to do things


Key Stage 1

The National curriculum  for Science aims to ensure that all pupils:

  • develop scientific knowledge and conceptual understanding through the specific disciplines of biology, chemistry and physics
  • develop understanding of the nature, processes and methods of science through different types of science enquiries that help them to answer scientific questions about the world around them
  • are equipped with the scientific knowledge required to understand the uses and implications of science, today and for the future


Our Science Curriculum Implementation

Early Years Foundation Stage

  • Children know about similarities and differences in relation to places, objects, materials and living things.
  • They talk about the features of their own immediate environment and how environments might vary from one another.
  • They make observations of animals and plants and explain why some things occur, and talk about changes.


Key Stage 1

Our pupils will experience and observe phenomena, looking more closely at the natural and humanly constructed world around them. They will be encouraged to be curious and ask questions about what they notice. They will develop their understanding of scientific ideas by using different types of scientific enquiry to answer their own questions, including observing changes over a period of time, noticing patterns, grouping and classifying things, carrying out simple comparative tests, and finding things out using secondary sources of information. They will begin to use simple scientific language to talk about what they have found out and communicate their ideas to a range of audiences in a variety of ways. Most of the learning about science will d be done through the use of first-hand practical experiences, but there will also be some use of appropriate secondary sources, such as books, photographs and videos.

Pupils will read and spell scientific vocabulary at a level consistent with their increasing word-reading and spelling knowledge at key stage 1.

Working scientifically

Pupils will be taught to use practical scientific methods, processes and skills through the teaching of: 

  • asking simple questions and recognising that they can be answered in different ways
  • observing closely, using simple equipment
  • performing simple tests
  • identifying and classifying
  • using their observations and ideas to suggest answers to questions
  • gathering and recording data to help in answering questions


Pupils in year 1 are taught about:


  • identify and name a variety of common wild and garden plants, including deciduous and evergreen trees
  • identify and describe the basic structure of a variety of common flowering plants, including trees



    Animals, including humans

    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
    • Everyday materials

      • distinguish between an object and the material from which it is made
      • 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



        Seasonal changes

        observe changes across the 4 seasons
        • observe and describe weather associated with the seasons and how day length varies


Pupils in year 2 are taught about:

Living things and their habitats

  • 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 microhabitats
  • 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
  • Plants

    • 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

      • 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
      • Uses of everyday materials

        • 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
        • Our Science Curriculum Impact 
        • Science assessment is ongoing to imform teachers with their planning, lesson activities and differentiation.  Summative assessment is completed at the end of each unit to inform leaders of the improveements or skills that still need to be embedded.  Science is monitored throughout all year groups using a variety of strategies such as folder/book scrutinies. lesson observations and pupil interviews.




  • Part of:Inspire
  • Aspire Teaching School
  • Healthy School
  • Ofsted Good Provider
  • Sports Mark