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Curriculum Subjects


At Sholing Infant School we believe that Art is inclusive and encourages creativity and curiosity for all children. We believe that Art should be a stimulating and enjoyable experience for all children, allowing them to express themselves through a piece of artwork, which has been produced individually or collaboratively. At Sholing, we want our children to have the confidence and freedom to experiment with their own ideas, through different mediums. Through the use of sketchbooks, children at Sholing will have the opportunity to evaluate, analyse and re-visit their work and develop resilience by making and learning from mistakes. All children should leave our school with: a set of basic skills in drawing and painting, sculpture and printmaking; an appreciation of work by a range of artists and an  inquisitive nature meaning that they are capable of producing a piece of creative artwork which they and others can be proud of.



At Sholing Infant School the Art curriculum consists of art objectives taught through topics in allocated timetabled sessions. We encourage children to express themselves and produce high-quality pieces of work in a variety of media that they can be proud of. Sholing’s Art curriculum is based on the National Curriculum and supported by Hampshire County Council’s aims and objectives, using an artist and their work as a stimulus. The units of Art covered throughout KS1 are: drawing and painting, sculpture and print making. Children at Sholing are given opportunities to discuss, critique, appreciate and evaluate their own and the work of professional artists and designers.

Pupils are taught:

  1. To create sketch books to record their observations and use them to review and revisit ideas.
  2. To explore different media of art and design techniques, including drawing, painting and sculpture with a range of materials [for example, pencil, charcoal, paint, clay].
  3. To develop their understanding of the appropriate art and design techniques and tools to use.
  4. To appreciate works of art from great artists and designers.


Foundation Stage

Art (as an area of learning) falls within ‘Expressive Arts and Design’ in the Early Years Foundation Stage. At Sholing Infant School we ensure that every child’s creativity is extended by the provision of support for their curiosity, exploration and play. Children are provided with opportunities to experiment and share their thoughts, ideas and feelings, through a variety of art, music, movement, dance and role play activities.

We strive to ensure that our children’s attainment is in line with or exceeds their potential when we consider the varied starting points of all our children. At Sholing Infant School we can judge the success of our Art curriculum in the following ways:

  • Using a clear progression of skills.
  • Pupil conferencing – are children happy, engaged, motivated to do well and are challenged within the subject. Are children able to clearly express their opinions about Art? Do the children know the names of professional artists and their work?
  • Sketchbooks – do they show a clear learning journey, progression of skills and opportunities to revisit and evaluate work?



The intent of computing education at Sholing Infant School is to equip all of our children, whatever their abilities or needs, with the computational skills and thinking they will need for the ever-changing world in which they are living.

By following the National Curriculum our aim is to ensure that all our children leave Sholing Infant School digitally literate with the skills and thinking they need for the next stage of their education.  They will learn about, and how to safely use and create digital systems, as well as how to express themselves and share their ideas through information and communication technology.

Through the computational opportunities that children are presented with we also aim to develop life-long learning characteristics within our children, which they can use both within school and beyond.


At Sholing Infant School computing is taught as part of our Foundation topics and is therefore taught within familiar, relevant, inspiring and engaging contexts.  With all of our learning we start with what the children already know and through practical and relevant experiences develop their skills and understanding further.  Teachers secure subject knowledge and awareness of the required skills progression ensures that children retain knowledge, develop skills and link learning into new contexts.


All staff work together to ensure that children meet expectations in Computing and are ready for the next stage of their education. Assessment is done in a timely manner which enables teachers to form an accurate assessment of the needs of the children going forward.


Design and Technology at Sholing Infant School is an inspiring, rigorous, creative and practical subject. Design technology encourages children to learn to think and intervene creatively to solve problems both as individuals and as members of a team. We encourage children to use their creativity and imagination, to design and make products that solve real and relevant problems within a variety of contexts, considering their own and others’ needs, wants and values. At Sholing Infant School we aim to, wherever possible, link work to other disciplines such as mathematics, science, engineering, computing and art. The children are also given opportunities to reflect upon and evaluate past and present design technology, its uses and its effectiveness and are encouraged to become innovators and risk-takers. In persisting, they develop problem solving skills such as trial and error in order to create their prototypes, before making their final product. These skills equip them for future learning in other subject areas, and participate successfully in a developing technological world.


Through a variety of creative and practical activities, we teach the knowledge, understanding and skills needed to engage in an iterative process of designing and making. The children work in a range of relevant contexts (for example home, school, leisure, culture, enterprise, industry and the wider environment).

When designing and making, the children are taught to:


• use research and develop design criteria to inform the design of innovative, functional, appealing products that are fit for purpose, aimed at particular individuals or groups

• generate, develop, model and communicate their ideas through discussion, annotated sketches, prototypes, pattern pieces and computer-aided design


• select from and use a wider range of tools and equipment to perform practical tasks (for example, cutting, shaping, joining and finishing) accurately

• select from and use a wider range of materials and components, including construction materials, textiles and ingredients, according to their functional properties and qualities


• investigate and analyse a range of existing products

• evaluate their ideas and products against their own design criteria and consider the views of others to improve their work

• understand how key events and individuals in design and technology have helped shape the world

Technical knowledge

• apply their understanding of how to strengthen, stiffen and reinforce more complex structures

• understand and use mechanical systems in their products

• apply their understanding of computing to program, monitor and control their products


Key skills and key knowledge for Design Technology have been carefully mapped across the school to ensure progression between year groups. This also ensures that there is a context for the children’s work in Design and Technology; that they learn about real life structures and the purpose of specific examples, as well as developing their skills throughout the programme of study.


We will ensure that all children:

• develop the creative, technical and practical expertise needed to perform everyday tasks confidently and to participate successfully in an increasingly technological world

• build and apply a repertoire of knowledge, understanding and skills in order to design and make high-quality prototypes and products for a wide range of users and critique, evaluate and test their ideas and products and the work of others

• understand and apply the principles of nutrition and learn how to cook. Children will design and make a range of products. A good quality finish will be expected in all design and activities made appropriate to the age and ability of the child


Through the teaching of Design Technology at Sholing Infant School children learn how to take risks, becoming resourceful, innovative, enterprising and capable citizens. Through the evaluation of past and present design and technology, they develop a critical understanding of its impact on daily life and the wider world. High-quality design and technology education makes an essential contribution to the creativity, culture, wealth and well-being of the nation.


At Sholing Infant School our English curriculum follows the national curriculum and intends to provide pupils with an introduction to the essential knowledge that they need to be educated citizens. We aim to develop pupils’ reading and writing in all subjects to support their acquisition of knowledge. Our pupils are taught to read fluently, understand extended prose (both fiction and non-fiction) and are encouraged to read for pleasure. Reading has a high profile and we do lots to promote wider reading, by providing library facilities and setting ambitious expectations for reading at home. In writing, our pupils develop the stamina and skills to write at length, with accurate spelling, grammar and punctuation.

The overarching aim for our English curriculum is to promote high standards of language and literacy by equipping pupils with a strong command of the spoken and written word, and to develop their love of literature through widespread reading for enjoyment. A high-quality education in English will teach pupils to speak and write fluently so that they can communicate their ideas and emotions to others and through their reading and listening, others can communicate with them. Through reading in particular, pupils have a chance to develop culturally, emotionally, intellectually, socially and spiritually. Reading also enables pupils both to acquire knowledge and to build on what they already know. All the skills of language are essential to participating fully as a member of society.

Underpinning both reading and writing is the understanding that the letters on the page represent the sounds in spoken words. This is why we emphasise phonics in the early teaching of reading to beginners when they start school. Good comprehension draws from linguistic knowledge and on knowledge of the world. We develop comprehension through high-quality discussion with the teacher, as well as from reading and discussing a range of stories, poems and non-fiction. All pupils are encouraged to read widely across both fiction and non-fiction to develop their knowledge of themselves and the world in which they live, to establish an appreciation and love of reading, and to gain knowledge across the curriculum.


Our teachers set high expectations for every pupil in English. We plan stretching work for pupils whose attainment is significantly above the expected standard and plan lessons which scaffold and support pupils who have low levels of prior attainment or come from disadvantaged backgrounds. Pupil’s prior knowledge and attainment is used to set targets which are deliberately ambitious. Across our curriculum we develop pupils’ spoken language, reading, writing and vocabulary as integral aspects of the teaching of every subject. Understanding the language provides access to the whole curriculum and we know that fluency in the English language is an essential foundation for success in all subjects.


Our reading curriculum consists of two dimensions: word reading and comprehension. It is essential that teaching focuses on developing pupils’ competence in both dimensions; different kinds of teaching are needed for each. Pupils’ acquisition and command of vocabulary are key to their learning and progress across the whole curriculum. Teachers should therefore develop vocabulary actively, building systematically on pupils’ current knowledge. They should increase pupils’ store of words in general and they should also make links between known and new vocabulary and discuss the shades of meaning in similar words. This is supported by practice in reading books consistent with pupils’ developing phonic knowledge and skill and their knowledge of common exception words.


Our reading curriculum helps pupils expand the vocabulary choices that are available to pupils when they write. During year 1, teachers build on work from the Early Years Foundation Stage, making sure that pupils can sound and blend unfamiliar printed words quickly and accurately using the phonic knowledge and skills that they have already learnt. Teachers also ensure that pupils continue to learn new grapheme-phoneme correspondences and revise and consolidate those learnt earlier. Pupils’ writing during year 1 develops the physical skill needed for handwriting, and pupils learn how to organise their ideas in writing. Pupils entering year 1 who have not yet met the early learning goals for literacy continue to follow the school’s curriculum for the Early Years Foundation Stage to develop their word reading, spelling and language skills. Moving through the school teachers ensure that a robust plan for writing progression is followed which motivates and inspires writers of all abilities and backgrounds. Writing in a variety of genres for different purposes, pupils will be pushed to master the key strands and skills that make up the writing curriculum.


The English curriculum aims to develop pupil’s knowledge and skills with language quickly, enabling them to innovate and create with words as their medium. At Sholing Infant School we hope to see the impact of a rigorous early reading program and progressive writing system through strong end of foundation stage and end of KS1 outcomes for all pupils. Most importantly we hope that our curriculum sets pupils up with a firm language base which they can apply in their next phase of education and wider life.


At Sholing Infant School, we believe that geography should capture children’s interests and allow them to explore the fascinating world we live in. Our aim is to inspire curiosity and fascination about the world, equip them with knowledge about diverse places, people, resources and understand the earths human and physical processes that have shaped and formed our landscape. We want children to gain a deep understanding by focusing on the geographical skills including using maps, atlases, aerial photographs, observational skills and geographical language. We believe it is important that children understand the scale of the world when identifying and locating countries, continents and oceans. Our hands on approach brings enjoyment and fun both in and out of the classroom. We provide opportunities for children to attend engaging educational visits and explore the local environment, which enables them to practise their geographical skills and develop simple field work.


Geography at Sholing Infant School and is implemented through topic based teaching. Our topic based study, is coherently planned through our enquiry led learning journey and builds on the children’s prior knowledge and understanding about the world. Our geography journey enables children to achieve depth in their learning through good teacher subject knowledge. It teaches children locational and place knowledge, develops geographical skills and fieldwork that enhances their local awareness and exposes them to key vocabulary relating to human and physical geography. Our aim at Sholing Infant School is to widen children’s knowledge of the world by investigating their local environment, then deepening their learning by exploring similar and contrasting countries and continents.


We will ensure that all children develop an understanding of our ever changing world and how human and physical interaction can influence these changes. We hope that children explore their inquisitive minds and enjoy learning about geography by building a deeper understanding of the world.  We want the impact of our high standards to show that children have made consistently good development throughout. By the time children leave Sholing Infant School we aim for children to have gained sufficient knowledge through a progression of geographical skills and understanding, which allows them to move onto the next stage of education and beyond.


History at Sholing Infant School follows the National Curriculum aims and objectives in supporting all pupils, regardless of their background or ability, to develop an awareness of the past,. History is taught through carefully sequenced lessons, allowing children to gain a coherent knowledge of the past, in terms of both significant people and chronology. Within the history curriculum, we recognise the importance of how first-hand learning experiences, through educational trips and visitors, not only develop a deeper understanding of Britain’s past and that of the wider world, but also inspire all children to becoming lifelong learners as historians. History at Sholing Infant school will inspire pupil’s curiosity, giving all children opportunities to ask questions, to think critically and develop an understanding of how evidence can be used to examine how life today compares to that in the past.

The teaching of History at Sholing Infant School is underpinned by exemplary teacher subject knowledge, with lessons carefully planned and sequenced to enable children to use and apply prior knowledge and skills to engage in exciting and purposeful lessons that allow all pupils to cumulatively know more and remember more.

The History curriculum at Sholing Infant School starts with a key question and pupils are able to explore through an enquiry approach ,using a range of sources; initially artefacts and photographs before moving onto newspapers, film footage, diaries and textbooks as they build  up their knowledge and skills as historians,

Learning in History is enhanced by the inclusion of visitors and visits, to enable all pupils to contextualise and make sense of their learning in lessons, particularly those pupils who have limited experiences beyond their own locality or who have SEND.

In History pupils:

  • Are introduced to historical periods that they will study more fully in key stage 2.
  • Are taught about changes in living memory eg the changes to toys  over theirs and their grandparents lifetime
  • Will learn about events beyond living memory that are significant nationally or globally, for example the Great Fire of London and The first moon landing.
  • Will learn about the lives of significant individuals who have contributed to national and international achievements, for example in comparing the lives of Queen Victoria and Queen Elizabeth 11
  • Are taught about significant historical events and people in their own locality eg the sailing of The Titanic from Southampton docks, or the impact of RJ Mitchell in the context of WW2.


We will ensure that all pupils:

  • Acquire the historical skills, concepts and knowledge to a level that will prepare them for the more specific study of history at junior school.
  • Develop their understanding of the present in the context of the past.
  • Develop their interest in the past, arousing their curiosity and motivation to learn.
  • Understand and use the key skills of chronological understanding, Knowledge and understanding of events in the past, historical enquiry and communication..
  • As historians children will learn lessons from history to influence the decisions they make in their lives in the future.


Mathematics is a creative, inter-connected subject that enables pupils to develop rich links between the core mathematical skills whilst developing an understanding of the world, the ability to reason mathematically, and a sense of enjoyment and curiosity about the subject. Mathematics is essential to every-day life, providing the knowledge and skills needed for every stage of learning and beyond, underpinning financial responsibility and independence, employment, science and technology. At Sholing Infant School the Mathematics curriculum will equip our pupils with the skills necessary to succeed in the core areas of fluency, reasoning and problem solving. Pupils will become fluent through varied practise in order to develop conceptual understanding, will be able to reason mathematically, and solve problems through applying their mathematics to a variety of routine and non-routine problems. Our curriculum is designed in order for all pupils to develop their independence and fluency in the subject, building on their learning every year and strengthening their range of skills. Pupils will develop their confidence and mental fluency when working with numbers, and will be able to effectively carry out and apply a range of calculation strategies. They will have access to a range of practical resources, and will develop their use of mathematical language which they can apply to the wider curriculum and beyond.


Through a variety of practical, explorative and challenging activities, Mathematics teaching at Sholing Infant School is designed in order for children to build on their mathematical skills whilst progressing through the curriculum and developing their confidence in a range of mathematical areas, such as number and calculating, shape, space, measure and statistics.  A rich learning environment and practical resources support pupils to underpin the core learning objectives across all areas of Mathematics. The subject leader and senior leadership team work to ensure that all teachers are equipped with the necessary skills to deliver clearly presented lessons and learning opportunities with confidence and competence, demonstrating sound subject knowledge. Teachers are supported to understand progression in all areas of the subject, building upon the children’s learning in prior year groups, and knowing what the subsequent steps in mathematics learning are. At Sholing Infant School Mathematics is taught using an adaptation of the ‘Loopy maths’ model. Class teachers produce unit plans which list the specific learning objective for the unit, suggestions of teaching and learning sequences following the ‘I do-You do’ approach, practise tasks for pupils to complete with support, and pieces of work that will provide evidence of pupils mastering working at Age Related Expectations (ARE). Our fully inclusive curriculum and teaching approach ensures that the needs of all learners are met, with pupils who have Special Educational Needs or are Working Towards the expected standard receiving lessons tailored to their current level of understanding. Opportunities for pupils to demonstrate that they are mastering AREs at Greater Depth are also provided, ensuring that pupils of all abilities are challenged. Systematic assessment enables Teachers to identify the level of pupil understanding and application of skills in each area, and allows errors and misconceptions to be addressed to ensure that pupils are confident when moving to the next stage of learning. This ensures that pupils can achieve our core aims of developing fluency, being able to problem solve, and being able to reason mathematically.


At Sholing Infant School all learners are supported to develop their mathematical knowledge and skills to ensure that they are ready for the next stage of their education. With principal aims of our curriculum being to develop fluency, the ability to reason and to solve problems, pupils are provided with rich and varied learning experiences to ensure that they develop confidence and mental fluency with whole numbers, counting and place value. This in turn underpins the other core curriculum areas of Mathematics, such as calculation, fractions, statistics, measure and geometry. Pupils are equipped with the competence and confidence to solve increasingly sophisticated problems. This enables them to apply their mathematical knowledge to science and other subjects such as Design Technology and Computing. Children achieve high outcomes at the end of the Early Years Foundation Stage and at the end of Key Stage 1, demonstrating that they have mastered the curriculum and have embedded key mathematical skills that will equip them in later life and beyond.


A copy of our latest Maths information for parents can be downloaded here.


Music is taught through the integrated activities of performing, singing, composing and listening. Pupils are given opportunities to respond creativity to music from a variety of different styles and genres.

Pupils will be inspired through live musical experiences and practical music making, empowering them to be confident, resilient and culturally aware.

The National Curriculum for music aims to ensure that all pupils:

  • Perform, listen to, review and evaluate music across a range of historical periods, including music in Victorian time, Fire of London, and Medieval times, along with a range of composers throughout all musical periods, genres, styles and traditions, including the works of great composers and musicians, such as Vaughan-Williams, Walton, Beethoven, and Whitacre, to name a few.
  • Learn to sing and to use their voices every week with a variety of songs to fit with topics, including learning British Sign Language to fit with the appropriate words.
  • Create and compose music on their own and with others.
  • Use technology appropriately and have the opportunity to progress to the next level of musical excellence.
  • Understand and explore how music is created, produced and communicated, including through the inter-related dimensions: pitch, duration, dynamics, tempo, timbre, texture, structure and appropriate musical notations.


By the end of key stage 1, pupils should be able to:

  • Listen to performances, with an appropriate level of understanding and concentration.  They should be able to recognise the majority of Orchestral instruments and understand how instruments are used for different sounds and effects.  They should be able to recognise different genres, key features and their impact.
  • Sing expressively, and with increasing accuracy through a range of songs, including rounds and chants.
  • Create short sequences of sound and simple soundscape from a starting point, using simple symbols and the elements of music.  They should also be able to compose through using specific musical notation and have an understanding of a whole note, half note and quarter note.


Our pupils will be fully immersed in the great power that music can have, to encourage creativity, teamwork, attention, self-expression, resilience and most importantly enjoyment in through, listening, performing, singing and composing.  Pupils will be given the opportunities to hear live performances and perform their own music through learning and composing on various tuned and untuned instruments.

Music lessons will encourage children to develop a love of music, offering them many different styles and genres to explore and experiment with and to understand the way music is created. Pupils will also have the opportunity to take part in extra-curricular music groups and to learn tuned instruments in class and privately.



Our music lessons will provide every child with an all-round basic knowledge of a variety of different cultures, traditions and genres that will leave them with a love of music which they can go on and explore throughout their lives. The will develop skills to enable them to enjoy music as a listener, performer and composer.


At Sholing Infant School, our high-quality physical education curriculum inspires all pupils to succeed and excel in competitive sport and other physically-demanding activities.  We aim to have a child-centered approach that gives every child the physical literacy, emotional and thinking skills to achieve in PE, sport and life.

Being one of the initial Real Legacy schools, we follow a fun and thematic approach to delivering PE that ensures all children are engaged in PE lessons whilst developing their fundamental skills of agility, balance and coordination.  Our lessons are taught by inspired teachers who challenge and support every child in every lesson, whether this be PE, gymnastics or dance.


This high quality teaching approach has allowed us to maintain high levels of teaching in PE. Following the real PE cogs approach, not only have physical skills developed but also key abilities (personal, social, cognitive and creative skills) that all children need to be successful across the wider curriculum have improved.  In all class’s children have a wide range of physical ability. Whilst recognising this fact, we provide suitable learning opportunities for all children by matching the challenge of the task to the ability of the child and in doing so raise pupil’s health (considering childhood obesity) and fitness levels, improve skills and develop pupil’s resilience, independence, creative skills (school values).


The use of assessment, questionnaires and surveys (staff) and by talking to children the quality of lessons and confidence in the teaching of PE improves and as a result the enjoyment and positive outcomes increases.

When children leave Sholing Infant School, they are confident in mastering basic movements, applying these in a range of different activities and can work collaboratively in small groups. 


At Sholing Infant School, Personal, Social and Health education (PSHE), aims to give all children opportunity to develop their personal and moral independence to grow into responsible and healthy members of society. It aims to help children to understand how they are developing socially and personally, and giving them the tools to tackle any moral, cultural and social issues that they may encounter while growing up. We encourage children to reflect on the rights and responsibilities they have as a member of both our school and wider community. We encourage our children to develop their independence and self-worth by ensuring that all children have opportunity to positively contribute to both their school and a wider community. We aim to ensure that children establish life-long learning skills such as, resilience, curiosity, fascination and perseverance that they will apply to their learning both in our school and beyond. We aim to give children the key skills needed to better understand themselves, and to build good relationships with their peers and ultimately to allowing them to have positive future relationships in life. 


High-quality PSHE is taught regularly by teachers who have secure and up-to date subject knowledge. PSHE values run through all other areas of school life with all members of staff setting a model example of the head, heart, hands values that underpin our school ethos. PSHE is taught within a context that is relevant to experiences that our children may encounter to ensure that all children are able to access the learning. We allow children time to explore, reflect and build their own views and ideas about key concepts in the world around them. In Sholing Infant School, we teach children the skills and strategies they need in order to live healthy, safe, fulfilling and responsible lives. PSHE is taught through a series of planned sequenced sessions to ensure that children are building on prior learning as they progress through our school. We draw our guidance from the statutory Relationship Education, Relationships and sex education (RSE) and health education guidance.  However, to ensure that our students access a wider PSHE curriculum we also draw guidance from the PSHE Association in relation to living in the wider world and understanding British Values.  We review and adapt it to meet the needs of our pupils each year.  Although PSHE skills are integrated within curriculum plans for other areas of learning such as P.E, Science and Design Technology, it is explicitly taught within 3 core themes to ensure that PSHE learning is reinforced and revisited at appropriate age related levels. These 3 core themes are; health and wellbeing, relationships and living in the wider world.


Through our thought provoking and relevant PSHE sessions we hope that children will progress in the skills that the need in order to build relationships with others, reflect on their own responsibilities within their community and understand how to make sound, safe and calculated decisions in both their life and their relationships.  By the time that children leave Sholing Infant School we hope that they have a good understanding of their wider community and their rights and responsibilities in both school and home life. We ensure that children have an awareness of how to maintain their physical and mental health. We ensure that the children have the skills needed to make safe and responsible decisions about themselves and their behaviour and who to tell if they feel unsafe in anyway.


The intent of Religious Education (RE) at Sholing Infant School is to introduce children to what a religious way of looking at and existing in the world may offer in leading one’s life, individually and collectively. It recognises and acknowledges that the question as to what it means to lead one’s life with such an orientation can be answered in a number of different ways. We will study what different religions believe, what they practice and also how different beliefs affect your actions and outlook. At Sholing Infant School we teach mainly about Christianity but also study Hinduism as a comparative religion.  As a school we follow the Southampton City Council agreed Living Difference III syllabus.


Following best practice guidelines we teach RE each half term as a specific block.  Where possible these units will fit into the wider learning of the children at the time.  Our RE syllabus is an approach to enquiry in religious education.  It takes as its starting point an exploration, with children, of what it means to exist in and with the world. The enquiry process, therefore, begins as the teacher brings each child or young person to attend to aspects of their own experience, before attending and responding to ways in which aspects of human existence have been conceptualised and lived out by other people in particular situations. As the teacher brings the child to question and enquire further they become able to discern what may be valuable in these matters.  The concepts that we look at at Sholing Infant School will either be concepts that are common to everyone or concepts that are common to many religions.


All staff work together to ensure that children meet expectations in RE and are ready for the next stage of their education. A different aspect of the enquiry approach will be assessed each half term.


Our Science teaching at Sholing Infant School stems from the idea that having a good scientific understanding is fundamental for children to understand the world that they live in. We therefore strive to provide children with a high-quality Science education that teaches them the knowledge, skills and applications of Science needed for them to understand their surroundings. We believe that Science lessons should foster an excitement and curiosity in children about what they are learning and teach them about how they can use Science to help them explain their experiences of the world. We also want to teach children different types of scientific enquiries that will encourage them to ask questions about the world, as we believe that children should be active in their learning. Our goal is for the children to have ample opportunity to have lots of first-hand practical experiences to look at scientific phenomena, observe changes over time, notice patterns and begin to use scientific language to describe what they have found out.

We aim to create an ambitious Science curriculum that will foster a love of learning for all children, will build on what they already know and will provide them with the scientific skills they will need for when they move into Key Stage 2, as well as giving them the knowledge and experiences they need to succeed in life. Our Science curriculum is very inclusive and is intended to inspire all children to develop their scientific skills, regardless of their background and ability, and ensures that all children make progress.


In order to deliver a high-quality Science education, Science is taught regularly at Sholing Infant School by teachers that have secure subject knowledge that will motivate children to become passionate and skilled scientists.  Science lessons are planned carefully based on the National Curriculum objectives so that they are coherently sequenced to enable children to build upon what they already know. Through this cumulative approach, we enable children to make links and retain more scientific knowledge. We also ensure that the planned Science lessons are purposeful, exciting and sufficiently challenging to keep pupils engaged in their learning.

At our school, we want children to be as active as possible in their Science lessons. We therefore ensure that they have plenty of opportunity to use hands-on science equipment such as microscopes, magnifying glasses and stopwatches, as well as doing practical activities such as planting seeds and tracking how plants grow over time. Children are taught a variety of topics during Key Stage One Science such as learning about plants, animals (including humans) and their habitats, materials and seasonal changes, and these topics are supported by investigations where children can apply the scientific skills they have learnt.


Through our high-quality approach to the teaching of Science, we hope that all children will enjoy lessons and will have made good progress in their knowledge of a range of different scientific phenomena that they would have learnt in an engaging way. To be a scientist is to be inquisitive and apply what you have learnt to aid your understanding of the world. By the time children leave Sholing Infant School, we hope to have instilled these qualities in them and have taught them the necessary knowledge and skills that will equip them to be successful scientists in the next Key Stage, as well as for their futures.



If you would like to find out more about the curriculum at our school then please contact us.