Castle Bromwich

Infant and Nursery School

Reach for the Stars

Contact Details


Science at CBINS


Intent - Our Science curriculum is designed to give children the foundations for understanding the world through a Scientific lens. We encourage our children to become scientists by developing their scientific knowledge and understanding that science has been a quest for understanding for many years, and will continue to be so in the future. They will be given an introduction to fascinating content which will allow them to make observations and investigate scientific lines of enquiry in the world around us. Children will be encouraged to develop a sense of curiosity about the world around them and over time their knowledge will deepen as they ask questions and apply their Scientific knowledge through investigations and as they test out theories.


Curriculum Drivers


Big ideas



  • Learning for Life
  • Learning together; Making connections
  • Learning and Living Healthily
  • Learnning and Living in our Community and the Wider World
  • Working scientifically and observing changes
  • Animals including humans
  • Plants
  • Our environment and beyond
  • Materials & their properties
  • Progression of skills and knowledge
  • Builds on, embeds and deepens prior learning
  • Enquiry, exploration and investigation underpin teaching and learning.


Implementation – We implement this by following a cycle of learning experiences that builds on prior scientific knowledge and understanding in order to meet and go beyond national expectations as outlined in the EYFS framework (Updated 2021) and, using the PKC materials across school to support the sequential teaching of Science. In Key stage 1 scientific knowledge is taught first, before pupils are asked to undertake enquiry, helping them to fully understand the elements of the enquiry first and to make observations of the processes they see.  Children learn to become scientists through: play and exploration; discussion and talk with peers and knowledgeable adults; investigating relevant real world open-ended questions; learning about people who have made significant contributions to the field of Science over time and gathering information, recording data, graphing data and interpreting findings. Crucial to this is a rich learning environment that encourages children to use and apply scientific language to communicate scientific ideas clearly and precisely. 




Support and challenge


Retaining knowledge

  • Modelling through clear presentation of subject matter
  • Responsive and adaptive to the needs of children
  • Assessment for learning throughout
  • Promoting independence through learning and play
  • Impactful questioning that promotes deeper thinking and talk
  • Promoting the use of everyday language, the language of learning e.g. compare, analyse etc... and subject specific vocabulary e.g. transparent, stem etc…
  • Developmentally appropriate that leads to high levels of productivity
  • Scaffolding through resources, models, peer support and adult interaction
  • Addressing errors at the point of misconception
  • Delving deeper through questioning, both adult led and child led
  • Use feedback, learning conversations, play partnering and sustained shared thinking strategies to reinforce and extend learning
  • Sequential mapping and skills progression that revisits and reinforces taught content
  • Learning environment that reinforces taught knoweldge and encourages application to new learning with continuous provision inviting children to turn to science as part of their play and exploration
  • Applying investigative skills and knowledge into new contexts by making links to previous learning


Impact – Our Science curriculum leads to good results across the school. At the end of EYFS 89% of children achieved their Early Learning Goal for Understanding the World compared to 88% nationally. At the end of KS1 87% of children achieved the expected standard for science compared to 83% nationally. This is reflected in our children’s strong understanding of scientific concepts, use of subject specific language and ability to use and apply their scientific knowledge during meaningful discovery, exploration and play both inside and outside the classroom.