What Science Is Taught In Reception?

Written by Dan

In the initial stages of education, Reception marks the first formal year in the UK, where children typically aged four to five encounter a structured learning environment.

Within the Early Years Foundation Stage (EYFS), the approach to learning is holistic, centred around play and exploration, with science woven into various aspects rather than standing alone as a separate subject.

This phase is designed to lay the groundwork for a child’s understanding of the world, nurturing their natural curiosity about their environment.

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What Science Is Taught In Reception?

Science in Reception is less about memorising facts and more about developing foundational knowledge through observation, discussion, and hands-on experiences. The curriculum supports children in building crucial skills by engaging in practical activities that promote questioning and critical thinking.

As they progress, these experiences serve as stepping stones that gradually develop core scientific principles and a solid base for future learning.

Key Takeaways

  • Reception science introduces foundational concepts through play and enquiry.
  • Children enhance observation and critical thinking via practical activities.
  • The framework supports broader educational development, including key areas of learning.

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Understanding the World in Reception

In the Early Years Foundation Stage (EYFS), “Understanding the World” forms a crucial part of the curriculum, focusing on exploration and observation to foster knowledge in young learners.

Through this multifaceted area, children explore science, the environment, and society.

Exploring Living Things

Children begin their scientific education by exploring living things. They engage with a variety of plants and animals, learning to observe closely and recognise differences.

Activities include growing plants from seeds and observing insects, fostering an early appreciation for biology and ecosystems. Encounters with living things help them understand life cycles and the basic needs for survival.

Discovering Objects and Materials

Discovering objects and materials involves tactile, hands-on experiences. Children handle a range of materials, noting their properties — such as texture, flexibility, and hardness.

They learn to categorise objects based on characteristics, which lays a foundation for understanding physics and chemistry concepts at a basic level. Experiments might include sorting materials into groups, such as metals or plastics, and discussing their uses in everyday life.

Learning About People and Communities

The study of people and communities helps children to grasp the diversity of the world around them. This involves looking at different professions, cultural traditions, and family structures.

Through stories, discussions, and role-play, pupils learn to respect others’ experiences and develop a sense of their place within their community.

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Foundational Science Concepts

A group of young children gathered around a teacher, exploring basic scientific concepts through hands-on activities and experiments

In the first years of formal education, children engage with foundational science concepts that lay the groundwork for future scientific understanding.

These concepts are introduced through hands-on experiences and observations that merge play with learning.

Experiencing Physical Processes

Children begin to understand the basics of forces by exploring movement, how things work, and the effects of pushing and pulling on objects. They notice the effects of gravity through activities like building with blocks or rolling balls down slopes.

Light and sound are introduced with simple experiments which may involve using objects to create shadows or exploring the sources of different sounds.

The concept of seasonal changes is observed through the changing weather and natural environment, helping children learn about the world they live in.

Investigating Earth and Space

The Reception year also includes rudimentary lessons about Earth and Space. They learn about the Earth by discussing different types of environments and may begin discussing simple concepts related to rocks and soil.

They are often introduced to other celestial bodies like the Sun, Moon, and stars, fostering a basic awareness of the wider universe.

Magnets might be used to explore magnetic forces, and electricity might be covered in a very basic form, such as understanding the on-and-off concept of electric devices or safe interactions with battery-operated toys.

Developing Scientific Skills

A group of young children engage in hands-on activities, exploring various scientific concepts such as colors, shapes, and simple experiments

In Reception, children begin to develop foundational scientific skills crucial to their understanding of the world around them. This development aligns with the Early Years Foundation Stage (EYFS) framework, which encourages practical and exploratory learning through play-based activities.

Observing and Recording

Observation is a key skill in the Reception classroom. Children learn to notice details about their environment and the changes within it. They may observe the growth of a plant or the way materials change state when heated or cooled.

Recording these observations teaches them to closely watch processes and phenomena, which is fundamental to working scientifically. Reception children might record their findings through drawing, annotating pictures, or discussing what they see.

Predicting and Experimenting

Prediction encourages children to apply their knowledge and critical thinking to anticipate what might happen next in an experiment or investigation. They learn to form hypotheses based on prior observations and experiences.

The act of experimenting then involves testing these predictions through simple experiments, such as mixing colours or observing the weather, which reinforces their understanding of cause and effect.

An essential part of experimenting is the assessment of their predictions. Was their prediction correct? Why or why not? This reflection is significant for developing critical thinking skills.

Incorporating Practice and Play

Children engage in hands-on science activities, exploring plants, animals, and the natural world. They use magnifying glasses, observe, and ask questions

Integrating practical activities and play is fundamental to teaching science in reception. These methods enable children to engage with scientific concepts through hands-on experiences and imaginative exploration.

Use of Tools and Equipment

Children are introduced to basic tools and equipment to foster their skills in investigation and discovery. Safety scissors, glue, and construction materials allow them to build models, enhancing their understanding of shapes and structures.

Magnifying glasses are often used to observe details and differences in materials, which promotes curiosity about the natural world. They learn to handle these tools responsibly, laying the groundwork for future scientific experiments.

Role of Play in Learning

Play serves as a pivotal aspect of learning in reception. Through role-play, children imitate and explore various science-related roles and scenarios, from pretending to be weather forecasters to reconstructing the life cycle of a butterfly.

This helps them internalise scientific ideas and vocabulary. Additionally, settings like water tables enable them to investigate concepts such as volume and buoyancy.

Practical activities, like sorting natural materials, offer opportunities for discovery and categorisation, critical skills in the early understanding of scientific methods.

Supporting Areas of Learning

Children exploring nature, conducting simple experiments, and learning about plants and animals in a hands-on, interactive way

In Reception, effective science teaching is bolstered through cross-curricular connections, particularly with Mathematics and Information and Communication Technology (ICT), as well as with elements that foster Communication and Literacy.

These connections provide a holistic learning experience that aligns well with the early stages of the National Curriculum.

Linking Science with Mathematics and ICT

Integrating science with mathematics in Reception lays the groundwork for developing essential skills such as measurement, categorisation, and quantification, which are integral both in scientific enquiry and in meeting early learning goals in mathematics.

For instance, when studying various types of plants, children may count leaves or measure plant growth.

ICT can be utilised to further engage pupils through interactive games or apps that introduce basic scientific concepts, thereby also supporting their Knowledge and Understanding of the World, a key learning area for this age group.

Key Stage 2 planning often reflects upon the foundations built during these early years. Therefore, using technology for data collection or scientific experiments enables a smooth transition into more complex scientific study and mathematical representation in subsequent educational stages.

Enhancing Communication and Literacy

The development of communication skills and literacy is crucial during the early years and can be effectively incorporated into science education. Pupils are encouraged to expand their vocabulary by naming and discussing scientific concepts.

For instance, labelling parts of a plant or discussing the weather fosters vocabulary growth crucial for later success in the National Curriculum.

Reading plays a significant part as well; storybooks about natural phenomena or simple experiments lay the foundation for literacy and scientific understanding.

Children begin to understand narrative sequencing, which supports their ability to predict outcomes, form hypotheses, and communicate their thoughts—all key components of scientific literacy.

By weaving together these areas, Reception teachers provide pupils with a robust framework for exploring the world around them, simultaneously carving the path for advanced learning in both science and other core subjects.

Frequently Asked Questions

The science curriculum during the Reception year is designed to spark curiosity and lay foundational knowledge through exploration and discovery.

This encompasses various themes and activities aligned with the Early Years Foundation Stage framework.

What topics are covered under the EYFS science curriculum?

In the Reception year, children explore a range of topics like minibeasts, animals, plants, and seasonal changes. These areas introduce pupils to the diversity of living things and their environments.

Which scientific activities are commonly included in the reception year?

Children engage in practical, hands-on activities such as observing plant growth, examining insects, or discussing seasonal weather patterns. These activities encourage inquiry and the development of observational skills.

How is ‘Understanding the World’ implemented within reception level science?

‘Understanding the World’ is a crucial area of learning where science is presented through relatable concepts such as family, community, technology, and the natural world. It helps children make sense of their physical world and their community.

In what ways do reception children learn about scientific concepts?

Reception children learn through interactive experiences that might involve communicating, planning, investigating, recording, and evaluating findings. This allows them to grasp basic scientific ideas and develop critical thinking skills.

What are the key EYFS science objectives for early years education?

The key objectives focus on recognising similarities and differences in the environment, talking about changes, and asking questions about the world. These objectives are foundational for nurturing scientific thought in young learners.

How does the reception science curriculum lay the foundation for Key Stage 1?

By introducing core scientific concepts through play and exploration, the reception science curriculum builds a base for more structured learning in Key Stage 1. It ensures a smooth transition to more formal science education as pupils progress in their schooling.

About The Author

I'm Dan Higgins, one of the faces behind The Teaching Couple. With 15 years in the education sector and a decade as a teacher, I've witnessed the highs and lows of school life. Over the years, my passion for supporting fellow teachers and making school more bearable has grown. The Teaching Couple is my platform to share strategies, tips, and insights from my journey. Together, we can shape a better school experience for all.






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