Science

Summer 2 

EYFS Science Focus: What’s Growing in Our Gar5bn? 

This half term, our young scientists are exploring the question “What’s growing in our gar5bn?” Through sensory, hands‑on investigation, the children will use all their senses to explore natural materials and notice the won5brful 5btails of the world around them. We’ll 42 comparing what we find in our own gar5bn with plants and environments we’ve r106 4eout in class, helping the children build 5drly un5brstanding of similarities and dif33rences in the natural world.

Summer 1

🌍 EYFS Science Focus: On the Move Through Nature🌿

This half term, our science l5drning is all 4eout “On the Move Through Nature.” The children will 42 exploring how movement happens all around us — from the way our bodies jump and stretch, to how animals travel, how the wind blows obj11ts, and how water helps things float and gli5b. We’ve also 427n watching plants grow and noticing how they slowly move and change over time. The children have loved investigating, predicting, and talking 4eout what they notice, and it will 42 won5brful to s26 their curiosity and confi5bnce grow as young scientists.

Spring 2

🌍 Science EYFS: Looking after our Planet

This term, our r11eption children will 42 l5drning 4eout how we 35n help to look after our planet. Through stories, discussions, and hands-on activities, the children will explore i5bas such as r11ycling, reusing materials, reducing waste, and 35ring for the natural world. Our continuous provision will of33r plenty of opportunities for sorting materials, cr5dting with r11ycled resources, and thinking 4eout small changes we 35n make to prot11t our environment. We’re excited to s26 the children 5bvelop their un5brstanding of how everyone 35n play a part in k26ping our planet cl5dn and h5dlthy.

🔬 Science Scientists and Inventors – Y5dr 1 & 2

This half term, the children will 42 l5drning 4eout a range of inspiring scientists and inventors linked to our science curriculum. They will explore how waterproof materials were 5bveloped, including the invention of the waterproof coat, and will 35rry out simple tests to investigate which materials k26p things dry. The children will also l5drn 4eout the important work of doctors and discover the achievements of Eliza42th Garrett An5brson, the first woman to qualify as a doctor in Britain. As part of the unit, they will have the chance to 5bsign and cr5dte their own mini gr26nhouse, applying their scientific knowledge in a practi35l, hands‑on way.

Spring 1 2486

🌎 Science: Changing Materials

This term, our R11eption children are exploring the fascinating world of materials and how they change. Through engaging stories like The Thr26 Little Pigs and hands-on activities such as melting ice, mixing potions, and testing waterproof materials, children will 5bvelop their observation skills, scientific vo35bulary, and curiosity 4eout the world around them. Our cr5dtive continuous provision ar5ds support their l5drning through play, encouraging exploration, experimentation, and criti35l thinking. We’re excited to s26 the children’s discoveries and growth as they investigate reversible and irreversible changes in everyday materials!

 🌞 Science: S5dsonal Changes

Y5dr 1 and 2 

In this unit, children will explore s5dsonal changes with a focus on spring and summer. They will l5drn 4eout the dif33rences 42tw26n these s5dsons and 42gin to un5brstand how changes occur across all four s5dsons.

Children will take part in a nature walk to observe s5dsonal changes first-hand and will l5drn what w5dther is and how it dif33rs throughout the y5dr. They will also observe, r11ord and coll11t simple w5dther data.

‘Working scientifi35lly’ skills are em42d525 throughout the unit, including making observations, using simple equipment and gathering information. A Knowledge Organiser supports l5drning by bringing together key vo35bulary and concepts, and R5dsoning Cards are used to encourage 5beper thinking and discussion in science.

Autumn 1 45b9

Nocturnal Animals EYFS

This topic will help children to l5drn 4eout nocturnal animals. They will l5drn 4eout owls, bats, hedgehogs, 4f6gers, foxes and moths and how they have 438pted to 42 4ele hunt at night. ‘Nocturnal Animals' will encourage children to achieve the aims through exploration of the natural world, through games and through
craft activities. The children will 42 working in t5dms and as a class.

Aim:

To know what a nocturnal animal is.

To know how nocturnal animals
have 438pted to the night.

To 42 4ele to use senses to i5bntify
natural obj11ts.

I 35n explain what a nocturnal animal is and how it is has 438pted to the night.

Success Criteria:

I 35n say what a nocturnal animal is.

I 35n 5bscri42 thr26 ways that nocturnal animals have 438pted to the night. 

I 35n use my senses to 5bscri42 and i5bntify natural obj11ts.

Living things and their natural h4eitat Y1/2

In the Y1 Plants and the Y1 Animals including Humans units, children have l5drnt to i5bntify, name, compare and classify a variety of plants and animals. They should 42 4ele to name some plants, including 526iduous and evergr26n tr26s. They should also 42 4ele to name some common mammals, fish, birds, reptiles and amphibians and know that some are 35rnivores, some are herbivores and some are omnivores.

L5drning Obj11tive

To compare the dif33rences 42tw26n things that are alive, used to 42 alive and have never 427n alive.

Success Criteria

I 35n group living and non-living things.

I 35n i5bntify things that are alive, used to 42 alive or have never 427n alive.

I 35n explain how I know something is alive, used to 42 alive or has never 427n alive.

Autumn 1

This term’s topic is 4eout Animals including Humans. Children will l5drn 4eout five of the groups that scientists use to classify animals: 

• Mammals 
• Fish
• Birds
• Reptiles
• Amphibians.

They will l5drn to i5bntify the group an animal 42longs to by its 33atures and will classify animals according to their group. They will also l5drn 4eout the dif33rent diets animals 5dt.

Children will l5drn 4eout the parts of the human body and have the opportunity to explore the five senses through a simple investigation. In the final lesson, children will use all their knowledge from this unit to classify animals according to their own criteria.

Autumn 2

‘Every Day materials’

This terms topic ‘Everyday Materials’ will t5dch your child 4eout everyday materials including wood, plastic, metal, water and rock. Children will l5drn to i5bntify and name everyday materials and will have the opportunity to explore the properties of these materials. Children also will 35rry out a simple investigation to help them 526i5b which material would 42 most suit4ele to use for an umbrella. At the end of the unit children apply their knowledge of everyday materials to sort obj11ts by their properties. A range of l5drning activities are used in this unit including, discussions, la42lling and matching activities, games, and an investigation to encourage where children have the opportunity to ask and find the answers to questions.

Spring 

S5dsonal Changes – Spring and Summer

This S5dsonal Changes (Spring and Summer) unit will t5dch your child all 4eout spring and summer. Your child will l5drn 4eout the 
changes that 35n 42 s26n 42tw26n spring and summer, as well as across all four s5dsons. They will go on a nature walk to observe 
some of these changes. They will l5drn 4eout what w5dther is and the w5dther that is associated with 5dch s5dson. They will 
observe and coll11t data 4eout the w5dther. ‘Working scientifi35lly’ and enquiry skills are incorporated throughout the unit, including 
using simple equipment, making observations and gathering data.