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Welcome to William Austin Infant School

Enjoying Reading Together in our Library

Sharing Happiness and Making Friends

Inspiring Imagination through Storytelling

Discovering and Exploring in our Mud Kitchen

Keeping Fit and Healthy on the Playground


Science Curriculum Statement 2021-2022

William Austin Infant School Receives Science Award !


In 2016, William Austin Infant School were awarded the Silver Primary Quality Mark. This award acknowledges the schools achievement in the teaching and learning of Science. This year we are continuing on with our Science journey by working hard and aiming towards achieving the Gold Primary Quality Mark.


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.

Click on the link below to take you to a variety of different websites which will provide additional resources to support your child in their learning



Children in Year R are supported to work towards the Early Learning Goals. Children explore their world and begin to ask how and why things happen. Children explore materials and textures using their senses. They are encouraged to develop scientific language. The children compare and learn about similarities and differences. Mini beasts and habitats are also explored during Spring and Summer term. Children carry out investigations to challenge their thinking. A Gingerbread man experiment takes place to see what would happen to it if it was put into water. Children ask questions and are given opportunities to answer them while using scientific language. 


Year 1


Children begin the year thinking about themselves and naming the different body parts. Year 1 then begin thinking about their senses and engage in a range of practical activities exploring the use of their senses and understand their purposes.
Additionally, Year 1 look at Seasonal Change. It is here they begin to look at the seasons Autumn and Winter and make comparisons. They begin to ask questions about different types of weather we can experience and make links to different seasons.



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.



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


Children begin the year by thinking about the materials and what properties make them useful for different purposes.  They observe and investigate how changes can be caused in materials by applying forces. Children think scientifically to answer questions and predict what could happen in a test.



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.



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.