Our science curriculum
We use Kapow Primary Science from Year 1 to Year 6 as the main resource for teaching the National Curriculum. Teachers adapt its lessons and enquiries to meet the needs of their class and connect learning with our local environment, Forest School, wider curriculum and pupils’ experiences. In Nursery and Reception, science is taught through purposeful play, talk, stories, observation and practical exploration within Understanding the World.
The curriculum builds knowledge in biology, chemistry and physics alongside the skills needed to work scientifically. Important ideas and vocabulary are revisited so pupils can remember more, make connections and explain their thinking with increasing confidence.
What pupils learn to do
- ask questions and decide how they might find answers;
- observe closely and use equipment safely;
- identify, compare, group and classify;
- plan and carry out practical enquiries and fair tests;
- measure, record and present information in appropriate ways;
- notice patterns, draw conclusions and use evidence to explain results;
- use and understand increasingly precise scientific vocabulary.
Early Years Foundation Stage
In Nursery and Reception, children encounter science mainly through the EYFS area Understanding the World. Experiences are planned across the year and respond to seasonal change, children’s questions and opportunities in the school grounds. Adults model accurate vocabulary and help children observe, compare, predict, test simple ideas and explain what they notice.
|
Year |
Autumn |
Spring |
Summer |
|
Nursery |
My body and senses; familiar materials; autumn and weather; caring for living things. |
Animals and their young; ice and melting; light and shadow; changes in the natural world. |
Seeds and plant growth; minibeasts and habitats; water and floating; summer observations. |
|
Reception |
Seasonal change; ourselves and healthy choices; materials and their properties; observing the school environment. |
Animals, habitats and life cycles; changing materials; forces through pushes, pulls and movement. |
Plants and growth; caring for the environment; shadows and sunlight; simple investigations and recording. |
These headings describe the scientific experiences offered through the EYFS curriculum. They are not taught as isolated formal units; learning is woven through provision, stories, outdoor learning and children’s interests.
Science curriculum overview Years 1 to 6
The overview below shows the science content planned for each academic year. The order may be adjusted when this improves links with seasonal opportunities, visits or other curriculum learning, while maintaining full National Curriculum coverage and progression.
|
Year |
Autumn |
Spring |
Summer |
|
1 |
Seasonal changes; everyday materials |
Sensitive bodies; comparing animals |
Introduction to plants; science stories |
|
2 |
Habitats and microhabitats |
Everyday materials; life cycles and health |
Plant growth; plant based materials |
|
3 |
Movement and nutrition; forces and magnets |
Rocks and soil; light and shadows |
Plant reproduction; hand span investigation |
|
4 |
Digestion and food; electricity and circuits |
States of matter; sound and vibrations |
Classification and habitats; liquid flow investigation |
|
5 |
Mixtures and separation; properties and changes |
Earth and space; life cycles and reproduction |
Unbalanced forces; human timeline; asteroid enquiry |
|
6 |
Classification; light and reflection |
Evolution and inheritance; circuits batteries and switches |
Circulation and health; sunglasses investigation |
Working scientifically and practical learning
Working scientifically is taught through every science unit rather than as a separate strand. In Years 1 and 2, pupils ask simple questions, observe, classify, test and record. In Years 3 and 4, they select enquiry approaches, make careful measurements, present data and draw conclusions. In Years 5 and 6, they plan enquiries, control variables where appropriate, take increasingly accurate measurements, evaluate evidence and justify conclusions.
Teachers provide regular practical experiences using safe, suitable equipment and the school environment. Pupils also learn that science is carried out by people from many backgrounds and that scientific explanations can change when new evidence becomes available.
Vocabulary reading and communication
Teachers explicitly teach and revisit scientific vocabulary. Pupils use discussion, diagrams, tables, graphs and written explanations to communicate their ideas. Reading supports science through carefully chosen texts and information sources, while practical work gives pupils meaningful contexts in which to use new language.
Inclusion and equality
Science is ambitious and accessible for all pupils, including pupils with SEND, pupils learning English as an additional language and disadvantaged pupils. Teachers maintain the intended scientific learning while adapting explanations, modelling, vocabulary, equipment, recording methods and levels of adult support. Reasonable adjustments and accessible alternatives enable pupils to participate safely in practical work, outdoor learning and visits.
Assessment
Assessment is woven through teaching. Teachers use questioning, discussion, practical work, quizzes and pupils’ recorded outcomes to identify what has been understood and where misconceptions remain. End of unit outcomes, together with ongoing evidence, inform future teaching. Leaders review coverage, progression, pupil work and pupil voice to evaluate the quality and impact of the curriculum.
Finding out more
Parents, carers and members of the public can find out more by contacting the school office and asking to speak with the Science Leader or Headteacher. This overview should be read alongside the whole school Curriculum Policy, Curriculum Map, Accessibility Plan, Equality Policy and Objectives, and SEND Information Report.
Kapow Primary is a commercial teaching resource used by the school. Detailed lesson plans, teaching slides and assessment materials are available to staff through the school subscription and are not reproduced on the public website.