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Sarisbury Infant School

Sailing the Seas to Success

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Sarisbury Infant School



At Sarisbury Infant School we teach science by:

Delivering planned opportunities for children to make progress in their scientific understanding, skills and knowledge.

Building the understanding of key ideas and scientific enquiry through topic based learning.

Providing first hand experiences using a range of resources as well as regular use of habitats across the school grounds and local areas.

Enabling children to explore and make early observations to suggests answers to questions.

Encouraging children to be inquisitive about the world around them and nurture their innate curiosity.



Year R

Year 1

Year 2

Working Scientifically

-Show curiosity about objects and ask questions about why things happen.

-Find ways to solve problems and test their ideas.

-Develop ideas of grouping and begin to think about similarities and differences.

-Handle equipment and tools effectively.

-Closely observe what animals do and talk about changes in animals and plants.

-Make links and notice patterns in their experience.

-Ask simple questions and recognise that they can be answered in different way.

-Use simple equipment to observe closely.

-Perform simple tests

-Identify and classify

-Use own observations and ideas to suggest answers to questions.

-Gather and record data to help answering questions

Ask simple questions and recognise that they can be answered in different ways using scientific language from the national curriculum.

-Use simple equipment to observe closely including changes over time.

-Perform simple comparative tests

-Identify, group and classify

-Use own observations and ideas to suggest answers to questions noticing similarities, differences and patterns.

-Gather and record data to help in answering questions including from secondary sources of information.

Animals including Humans

-Name some of the animals found in the school grounds.

-Identify and name parts of the body.

-Locate and name senses for hearing and seeing.

-Identify and name a range of common animals including fish, amphibians, reptiles, birds and mammals.

-Identify and name a range of common animals that are

carnivores, herbivores and omnivores.

-Describe and compare the structure of a variety of common animals including pets (fish, amphibians, reptiles, birds and mammals).

-Identify, name, draw and label the basic parts of the human body and say which part of the body is associated with each sense.

-Understand that animals, inc humans have offspring which grown into adults.

-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 foods, and hygiene.

Living Things and their Habitats

-Explore where different animals live in the school grounds.

-Compare 2 different kinds of habitats.

-Identify and name a variety of plants and animals the habitats within the local area.

-Explore and compare differences between things that are living, dead and things that have never been alive.

-Identify that most 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 micro-habitats.

-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.


-Identify and name a variety of materials they are using inc wood, plastic, and metal.

-Explore how a material’s shape can be changed.

-Distinguish between an object and the material it is made from.

-Identify and name a variety of everyday materials inc wood, plastic, glass, metal, rock and water.

-Describe the simple physical properties of a variety of everyday materials

-Identify and compare the suitability of a variety of everyday materials including inc wood, plastic, glass, metal, brick, rock, cardboard and paper for particular uses.

-Describe how the shapes of solid objects made from some materials can be changed by squashing, bending, twisting and stretching.


-Identify the difference between a plant and a tree.

-Name trees and plants within the school grounds.

-Explore the parts of a flower.

-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.

-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.

Seasonal Changes

- Name the seasons summer and winter and begin to show how they are different.

-Identify night and day and how they are different.

-Observe changes across the four seasons.

-Observe and describe weather associated with the season and how day length varies.

-Describe how habitats change over the seasons and identify changes in animals and plants during different seasons.


Key Stage 1


The science national curriculum is delivered throughout key stage 1 using the Hampshire planning model. This introduces children to their scientific understanding using a ‘key idea’ which teachers integrate into their topic based learning. This could be anything from English traditional tales, such as Jack and the Beanstalk to investigate if plants can grow from any bean, though to more science based topics such as pet and pretending to be vets to give advice on how an overweight dog might become healthier.


Scientific Enquiry


Children are encouraged to apply their science knowledge through their own scientific enquiry. This may start with them setting out to answer their own question within a topic: I wonder why Polar Bears do not live in Holly Hill? Or a Teacher led question: Which of these materials would be the best to make a jacket to keep a teddy bear dry? Why? These enquiries are carried out using practical activies and children are asked to start noticing patterns and differences to help explain their thinking. As they progress through the school they will begin to record their observations and try to explain what they found out.



In addition to the resources in the environment children are encouraged to use practical resources to help them measure, magnify, photograph, collect and sort.


To gain scientific knowledge children also use a variety of secondary resources. These include books from our extensive library, iPads and computers as well as the many experts who come in to further enhance their learning.


Assessment & Tracking


Progression is tracked through key stage one based on the end of key statements. Both subject knowledge and scientific thinking are tracked over the two years. Children working at the appropriate level are recorded as being at ‘The Expected Standard’ in science for Key Stage One.


Science is Fun!


In addition to regular subject time or child led topic interest, Sarisbury Infant school also offers further enhancements to develop a lifelong love of learning science. This includes a lunchtime science club, a joint science day with Sarisbury Junior School and a Science Week which is part of a national event. During this week we invite STEM ambassadors into school to show science ‘in action’.



If you have a ‘Wondering Walter’ or an ‘Enthusiastic Eddie’ at home who likes to ask ‘why?’ you might like to try to the following places to provide further information and learning opportunities.


Click on the websites below to access free resources, activities and games to use with your child at home.