Menu
Home Page

Science

William Austin Infant School Receives Science Award !

 

Following on from achieving the Bronze Primary Science Quality Mark last year we have now been awarded the Silver Primary Science Quality Mark. This award acknowledges the schools achievement in the teaching and learning of science.

 

William Austin Infant School was highly commended for developing and using questioning skills allowing children to ask and answer their own scientific questions. As well as providing an exciting, stimulating, enquiry environment with activities that motivate the children enabling them to make high achievements in all areas of science learning.

 

Children at William Austin Infant School are encouraged to observe, enquire and question to understand how and why things happen and to develop their use of scientific language.

Picture 1
Picture 2
Picture 3
Picture 4

Reception

Children explore their world and begin to ask how and why things happen. Children explore materials and texture using their senses. They are encouraged to develop scientific

 

Lots of work is done on comparing and looking at similarities and differences of food that is good for us, good sometimes and never. Mini beasts and their habitats are also explored.

Children are encouraged to think what might happen and why for example by putting a ginger bread man in water.

Children ask questions and are given opportunities to explore how to answer them.

 

Year 1

Autumn

Children begin the year with thinking about themselves and thinking and naming body parts. They do practical exploring on using senses.

In the Light and Dark project children compare differences between daytime and night time. They have practical experiences of darkness being an absence of light. They also investigate how shadows are made.

 

Spring

Materials are explored and their properties described using scientific language. An investigation takes place to find the best materials to make Teddy’s raincoat.

In the Weather project children learn to compare and name the different seasons. They also observe, collect, record and produce data about the weather over a period of time.

 

Summer

Growth is explored by looking at plants and how they grow. Children also identify and name common plants and trees and their structures. The local environment is also explored.

Animals are identified and named and put into groups including mammals, reptiles and birds. Children will understand that we are part of the mammals group.

Throughout the year children are encouraged, with adult support, to ask questions and to find ways through research, observation, data collection and investigation to answer them.

 

Year 2

Autumn

Children begin the year thinking about materials and what properties make them useful for different purposes. They observe and investigate how changes can be caused in materials by heating, freezing and applying forces.

 

Spring

In Being Healthy, children explore what we need to survive, the importance of eating a balanced diet and what different foods give us. The themes of hygiene, exercise and medicine are also explored investigated and researched.

In Variation, similarities and differences are investigated and researched between plants and animals, humans and other animals and between different animal groups.

 

Summer

In Plants,, children sort and group seeds and bulbs. The process of growth is observed and recorded. Children plant their own bulbs and carry out investigations. The conditions under which plants grow is also investigated. Life- cycles are also researched and produced.

In Living things and their habitats, children explore why plants and animals are suited to certain habitats. They identify and name animals and plants in certain habitats. Children get to research and make simple food chains.

Throughout the year children are encouraged to ask questions and to find ways through research, observation, data collection and investigation to answer them.

 

Science Learning Principles at William Austin Infant School

  • Science learning is good when it relates to children’s own experiences.
  • Science learning is good when children get to explore and answer their own questions
  • Science learning is good when children are surprised by the outcome and want to find out why.
  • Science learning is good when children get to choose how to investigate and enquire.
  • Science learning is good when children are asked open questions and are encouraged to think of their own.
  • Science learning is good when all children are actively engaged in enquiry activities.
  • Science learning is good when children enjoy the experiences.
  • Science learning is good when children get to think of creative ways to answer a question.
  • Science learning is good when children get to evaluate their own targets.
Top