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Hillside Infant School

Hillside Infant School

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At Hillside Infant School we believe that science is inclusive and fosters curiosity in all children. We want children to experience and observe natural phenomena as well as look more closely at the natural and humanly constructed world around them. Through our science topics we encourage the children to develop their curiosity by encouraging them to ask questions about what they notice, express their opinions and make links. 



  • To ensure the development of scientific knowledge and conceptual understanding through the disciplines of biology, chemistry and physics.
  • To develop understanding of scientific processes and terminology in practical ways that engage children’s natural curiosity.
  • To ensure that skills and knowledge builds on what children already know and that they can see the real life applications of what they are learning.



The science curriculum has been developed to make maximum use of the flora, fauna and natural resources that are in the immediate environment. This means that children will study the features of materials and learn the names and characteristics of plants and animals that they are most likely to encounter. Planning details specifically what plants and tree names we expect children to learn. This local knowledge provides the basis for comparisons and questions about the wider world. Where possible, the outside environment will be utilised so that living things can be seen where they naturally occur and the function of materials seen in practical applications.

Science builds on the inherent curiosity of children and therefore time should be factored into lessons/units to respond to child-generated questions and interests. The high proportion of children with English as an additional language means that we must have an emphasis on introducing, using and explaining scientific specific vocabulary; ensuring that concrete resources are used to demonstrate concepts. 

The progression of skills from Nursery to Year 2 is seen in the planning and the lesson outcomes so that ideas are developed over time and in line with the children’s ability to think about abstract concepts. Links between scientific knowledge and other areas may need to be made explicitly initially.  

Events like science week or blocking time for longer exploration of an aspect excite and enthuse children to think like a scientist; to wonder and question, hypothesise, test and find out. 



  • Explore the natural world around them, making observations and drawing pictures of animals and plants; 
  • know some similarities and differences between the natural world around them and contrasting environments;
  • understand some important processes and changes in the natural world around them, including the seasons and changing states of matter.

Year 1

  • Plants
  • Animals
  • Everyday materials
  • Seasonal changes

Year 2

  • Living things and their habitats
  • Plants
  • Animals including humans
  • Uses of everyday materials