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1.1.1 Approved Learning Framework

Curriculum decision-making contributes to each child’s learning and development outcomes in relation to their identity, connection with community, wellbeing, confidence as learners and effectiveness as communicators.

1.1.2 - Child Centred

Each child's current knowledge, strengths, ideas, culture, abilities and interests are the foundation of the program.

1.2.1 - Intentional Teaching

Educators are deliberate, purposeful, and thoughtful in their decisions and actions.

1.2.2 - Responsive teaching and scaffolding

Educators respond to children’s ideas and play and extend children’s learning through open-ended questions, interactions and feedback.

Outcome 2: CHILDREN ARE CONNECTED WITH AND CONTRIBUTE TO THEIR WORLD; Children respond to diversity with respect.

listen to others’ ideas and respect different ways of being and doing

OUTCOME 3: CHILDREN HAVE A STRONG SENSE OF WELLBEING; Children become strong in their social and emotional wellbeing.

seek out and accept new challenges, make new discoveries, and celebrate their own efforts and achievements and those of others

increasingly co-operate and work collaboratively with others.

OUTCOME 4: CHILDREN ARE CONFIDENT AND INVOLVED LEARNERS; Children develop dispositions for learning such as curiosity, cooperation, confidence, creativity, commitment, enthusiasm, persistence, imagination and reflexivity

Children develop a range of skills and processes such as problem solving, enquiry, experimentation, hypothesising, researching and investigating

Children transfer and adapt what they have learned from one context to another

Children resource their own learning through connecting with people, place, technologies and natural and processed materials.

OUTCOME 5: CHILDREN ARE EFFECTIVE COMMUNICATORS; Children express ideas and make meaning using a range of media.

begin to use images and approximations of letters and words to convey meaning.

Principles and practices

Secure, respectful and reciprocal relationships

Equity, inclusion and high expectations

Critical reflection and ongoing professional learning

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What makes something a solid, liquid, or gas? provocations put forward to the children, for further explorations into science concepts.

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Children will be given the opportunity to engage in small or large group studies. To explore, hypothesise and critical consider the findings, regarding objects used from individual science objectives, such as solids, liquids, and gases using Padlet for collaborative input and sharing.

One science experiment will be introduced twice weekly to the children, once decisions of collaboration are made, to which experiment is introduced first.

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Children and their families/carers will be given the opportunity to collect data based on their scientific findings from home. Working on concepts practiced at preschool, such as solids, liquids, or gases.

They will be given the opportunity to take home the science book, created from previous science provisions and add their own ideas to the book.

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Children to explore further explore science ideas with family/carers. The children will then share their ideas with their peers. This was asked in term 1; however, no responses were shared.

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Observe each child's participation during discussions and review their completed ideas and interests for their understanding of science concepts.

Science sessions will be documented and filmed, to ensure the subject matter is supporting children's learning, assisting, supporting and scaffolding children's learning further.

Scaffolded learning for children aged 3-5 years in science involves a structured approach to teaching that builds on their natural curiosity, allowing them to gradually develop skills, concepts, and understanding in a supportive environment. This approach is particularly effective for young children because it provides guidance and support while encouraging exploration and independence.

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Introduce basic science concepts using interactive demonstrations with everyday objects to explain the differences between solid, liquid, and gas. This will be explored through collaborative discussions, as each idea is introduced.

Ideas to explore and ponder

Literacy: Ingenious Jean, Author: Susan Chandler, Illustrator: Kate Leake. Being an inventor!

Homemade honeycomb (risk assessment required, heating) (https://www.bbcgoodfood.com/recipes/honeycomb-0)

Easy Sherbet: (kidspot)

Denser than you think: Buoyancy/sinking (DAVEHAX.com)

12 layer liquid density tower: The Sci Guys

Submersible Diver: Kid Science, Learning about buoyancy.

Lemon Volcano: Chemical reactions (sciencebuddies.org)

Home-made slim: (@laurenteachermum)-TIKTOK

Vinegar+baking soda+balloons = fizzy fun (

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Title: Fun Science Adventure

Aim: To assess children's understanding of basic scientific concepts through hands-on exploration and observation.

Materials Needed:

1. Various objects representing different materials (e.g., plastic, wood, metal, fabric)

2. Magnifying glasses

3. Containers (e.g., clear plastic cups, small bowls)

4. Water and various other liquids (e.g., vinegar, oil)

5. Different fruits and vegetables

6. Flashcards with pictures of animals, plants, and basic scientific concepts (e.g., sun, moon, water cycle)

7. Large paper or cardboard for drawing

8. Stickers or stamps

9. Timer (optional)

Assessment Tasks:

1. Material Exploration: Set up a table with objects made of different materials. Invite children to touch, observe, and describe the materials. Encourage them to use adjectives like smooth, rough, hard, soft, shiny, etc. Ask questions like, "Which object do you think is the softest?" or "Can you find something that is shiny?"

2. Magnifying Discovery: Provide magnifying glasses and various small objects (e.g., leaves, rocks, insects). Let children explore these objects up close and describe what they see. Guide them to notice details such as textures, colours, and patterns.

3. Sink or Float Experiment: Fill containers with water and provide objects of different densities (e.g., cork, plastic toy, metal spoon). Let children predict whether each object will sink or float, then test their predictions by placing the objects in the water. Encourage them to explain their observations.

4. Simple Experiments:

Conduct a couple of easy experiments related to basic scientific concepts such as floating and sinking, mixing colours, or simple plant growth (community garden).

Have the children participate in the experiments and make observations.

Ask simple questions related to the experiments to assess their understanding of cause and effect.

5. Storytelling or Drawing: ?

Allow children to express their understanding through storytelling or drawing. Linking the story created last term, 'A girl and her a magnifying glass.

Assessment Criteria:

Observation Skills: Did the child use their senses to observe and describe objects accurately?

Sorting and Classifying: Could the child sort objects according to given categories?

Understanding of Basic Concepts: Could the child explain simple scientific phenomena based on their observations and experiences?

Creativity and Expression: Did the child express their understanding creatively through storytelling or drawing?

Collaborative approach for educators to participate, observe and document.

This assessment plan emphasises hands-on, experiential learning and provides opportunities for children to demonstrate their understanding in various ways suited to their developmental stage.

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Children to further explore science ideas with family/carers. The children will then share their ideas with their peers. This was asked in term 1; however, no responses were shared.

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To assess children's understanding of basic scientific concepts through hands-on exploration and observation.

By the end of this term, the children will be able to identify common objects and materials in their environment and categorise them based on basic physical properties such as solid, liquid, and gas. Also looking at further exposure to buoyancy, heavy/light objects, weight and height using data from previous term.(previously explored in term 1)

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Here are some key components of scaffolded learning in science for this age group:

1.    Structured Activities with Flexibility:

•     Plan science activities that are engaging and hands-on. These might include simple experiments, observations, or sensory experiences. However, leave room for flexibility and exploration so that children can follow their interests and ask questions.

2.    Guided Discovery:

•     Encourage children to explore science concepts through guided discovery. This can involve asking open-ended questions, providing prompts, and offering hints that lead them toward understanding without giving away the answers.

3.    Use of Visual Aids and Manipulatives:

•     Visual aids like pictures, diagrams, and videos can help children grasp complex concepts. Manipulatives such as blocks, water, sand, or other tactile materials are useful for hands-on learning.

4.    Modelling and Demonstration:

•     Model scientific processes and behaviours. For example, you can demonstrate how to use a magnifying glass, how to measure with a ruler, or how to mix colours. Children learn by watching and imitating, so your actions can guide their learning.

5.    Language Development and Vocabulary Building:

•     Use science-related vocabulary and encourage children to use these words in their discussions. This builds language skills while reinforcing scientific concepts.

6.    Encouragement and Positive Reinforcement:

•     Provide positive reinforcement and encouragement as children progress in their learning. This can be through praise, high-fives, or displaying their work. Acknowledge their effort and creativity.

7.    Interactive Group Activities:

•     Organise group activities that promote collaboration and communication. Working in groups allows children to learn from each other and develop social skills.

8.    Observation and Reflection:

•     Encourage children to observe, describe, and reflect on what they see and experience. This can be done through drawing, storytelling, or sharing their thoughts with the class.

9.    Connecting Science to Everyday Life:

•     Relate science activities to everyday experiences, like weather, plants, animals, and cooking. This makes learning relevant and engaging.

10.   Parental Involvement:

•     Engage parents in the learning process. Providing families/carers with ideas for science activities they can do at home, and encourage them to ask their children about what they’re learning.

By incorporating these elements into a teaching approach, it can create a supportive and engaging environment for young children to explore the world of science.

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Buoyancy - sink and float concepts in action! 

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Buoyancy - sink and float concepts in action! 

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Elroy and Jake use the large wooden sales to explore mathematical concepts - heavy and light.

This exportation moves into buoyancy concepts - sink and float.

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Karen, our director was at home preparing dinner for the family, cutting her vegetables. Rather than throwing the celery stump into the compost, Karen decided to share this new concept with the children, families and educators. Celery stump used at Karen’s home. Karen's contribution has brought an intentional aspect of learning, allowing the children to share in the growth of the celery.

Opportunities and possibilities, could merge into many different explorations into the 'celery'. Perhaps the children could taste test the celery, we could look at science concepts, such as growth, linking numeracy and literacy concepts, botanical explorations how do plants feed (osmosis). So many wonderful areas to explore, with one celery and its changes through time.

the magnifying interest could also link in beautifully with the growth of the celery, i.e. observing the growth, changes in the Apium graveolens (leaves).

Pondering ideas: mind-mapping the learning, as we have regular discussions about the changes we observe, introducing the botanical names of the celery.

The celery measures 4.5cms.

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Progress on the broccoli and cauliflower seeds