I am among those who think that science has great beauty. A scientist in his laboratory is not only a technician: he is also a child placed before natural phenomena which impress him like a fairytale.

Marie Curie

Intent

We believe that great scientists are great thinkers; full of imagination and curiosity to seek answers to questions seen around them. We aim through our science teaching to build on our pupils natural curiosity and wonder of the world around them, enabling them to build skills in posing questions , investigating with increased understanding of correct technique and a knowledge of how to analyse their results. Through purposeful, imaginative and accurate lessons pupils will have exposure to scientific knowledge to understand both the uses and implications of science, today and in the future.

Science is taught throughout all year groups. The aims and objectives from the National Curriculum have been taken and covered through our four year rolling long term plan which aims, whenever possible, to derive and relate to other curriculum areas to provide pupils with a more in depth and cohesive view of their areas of learning. In school we use the Kapow scheme of work. 

Baydon St Nicholas Science Coverage 2026-2027 including skills and knowledge

Why Kapow?

Kapow Primary’s Science scheme of work aims to inspire pupils to become curious, inquisitive and analytical thinkers with a broad understanding of the natural world – in other words, to think like scientists. The intention is for pupils to develop the confidence to ask questions, make observations, carry out investigations, record data in a variety of ways and analyse and present their findings.
The scheme aims to build an awareness of how science influences everyday life and drives progress in society. The hope is to encourage pupils to become reflective, responsible individuals who use scientific knowledge and skills to make informed decisions and contribute positively to the world around them.
The scheme supports teachers in developing their subject knowledge and skills, enabling the delivery of engaging, well-informed lessons with confidence. The curriculum is designed to be both accessible and ambitious, ensuring all learners’ full participation and potential achievement.

National curriculum
Kapow Primary’s standard and mixed-age schemes of work fulfil the statutory requirements for Science outlined in the National curriculum (2014).

Ofsted research review
The standard and mixed-age Science schemes are based on principles outlined in Ofsted’s Science research review.

New research and developments
The standard and mixed-age Science schemes are continually evaluated and refined through regular curriculum reviews, internal audits and feedback from subscribing schools.
Updates are informed by the latest subject-specific research, changes to National curriculum guidance and developments in pedagogy. This ensures the curriculum remains current, effective and relevant.

The three strands

Based on the National curriculum, the following three strands have been identified, which run throughout the Science curriculum:

• Scientific knowledge and understanding.
• Working scientifically.
• Science in action.

The Science curriculum has been planned with these strands running through each unit, ensuring balanced coverage of the different areas of Science and both substantive and disciplinary knowledge.

Progression of skills and knowledge in each strand

The Science: Progression of skills and knowledge tables below provide an overview of the skills and knowledge covered in each phase and strand.
It explains how Science skills and knowledge are developed to support pupils in reaching the key stage outcomes as outlined in the National curriculum.
New learning is weighted toward the start of each key stage, allowing ample opportunity for it to be revisited and applied in later years. As a result, knowledge accumulation may look heavier in some year groups than others.

Baydon St Nicholas CE VA Primary School Kapow Strands showing Skills and Progression

Progression of vocabulary
Kapow Primary’s progression of vocabulary for Science focuses on the essential words and terms for understanding the subject. These words are carefully selected to help pupils grasp concepts and ideas outlined in the Kapow Primary Science scheme.
Science vocabulary is categorised under three curriculum strands: Working scientifically, Science in action and Scientific knowledge and understanding.

Spiral curriculum
Kapow Primary’s Science scheme of work has been designed as a spiral curriculum with the following key principles in mind:
Cyclical – pupils return to the key knowledge and skills again and again during their time in primary school.
Increasing depth – each time a skill is revisited, it is covered with greater complexity.
Prior knowledge – pupils build upon previous foundations rather than starting again.

Broadening horizons
The process of broadening horizons involves starting with familiar contexts, such as the pupils’ local area, and concrete experiences with materials, animals and plants, before learning to explain phenomena using scientific language, models, and evidence.
Kapow Primary’s Science scheme supports pupils’ development from direct observation and exploration towards a deeper understanding of abstract scientific concepts and the nature of scientific enquiry.

Wider Knowledge and Skills

Digital literacy

Kapow Primary’s Science scheme integrates technology through digital representations, research tasks and interactive activities.

This helps develop the children’s ability to find, evaluate and use scientific information effectively.

Oracy

Lessons encourage discussion, debate and presentations on scientific topics. This enables pupils to articulate their understanding, justify their opinions and engage in collaborative learning.

Throughout the Science scheme, pupils use oracy to enhance their learning by thinking aloud, questioning and discussing activities.

They develop essential skills such as choosing appropriate vocabulary, organising their ideas and listening effectively.

Sustainability

The Science curriculum promotes awareness of environmental issues by enabling pupils to explore topics such as climate change, the use of natural resources, biodiversity and the impact of human activity on ecosystems.

Through practical enquiry and real-world contexts, pupils develop a scientific understanding of sustainability and the importance of caring for the natural world.

Understanding climate change is crucial for comprehending the interconnected systems that sustain life on Earth. As outlined in the Department for Education’s 2023 guidance, educating pupils about the planet’s evolving conditions is a national priority. The guidance encourages all schools to create climate action plans and provide sustainability-rich learning environments.

By investigating environmental issues through Science, pupils are encouraged to think critically, act responsibly and feel empowered to contribute to a more sustainable future.

Critical thinking

Pupils analyse scientific data, compare different perspectives and draw conclusions from findings.

This helps them question assumptions and form reasoned conclusions based on their discoveries.

Personal Development in Science

SMSC

The Science scheme supports Spiritual, Moral, Social and Cultural (SMSC) development by encouraging pupils to:

• Explore different perspectives.
• Reflect on ethical issues.
• Collaborate with others.
• Appreciate cultural diversity through subject-specific content.

British values

Lessons promote British values (democracy, the rule of law, individual liberty, mutual respect and tolerance) by incorporating activities that encourage debate, respect for differing opinions and an understanding of societal structures.

Cultural capital

Kapow Primary’s Science curriculum broadens children’s experiences by introducing them to key scientists, significant discoveries and diverse scientific contexts.

The scheme helps ensure they gain the knowledge and skills needed to understand the world around them and engage meaningfully with science in everyday life.

Inclusion and diversity

Kapow Primary’s Science scheme has been designed to represent a wide range of cultures, communities and perspectives.

Where appropriate, the contributions of scientists from diverse backgrounds and the historical context of scientific discoveries are explored.

The scheme’s visual and textual content is inclusive and representative of diverse people and fields of study, challenging stereotypes and outdated ideologies.

Within sensitive units, questions are included to support pupils’ lived experiences and backgrounds.

Resources and case studies are carefully selected to encourage children to think about their role in society and to respect the many ways in which Science has shaped and continues to shape people’s lives.

SEND

The Kapow Primary Science scheme of work is designed to be fully adaptable for pupils with SEND. Every lesson includes an adaptive teaching section, providing clear guidance on how activities can be modified to meet the needs of all learners.

Children learn in various ways. As such, Kapow Primary Science lessons include a range of strategies to support and challenge every pupil, such as:

Scaffolding – activities are designed with flexibility in mind, allowing for additional support or challenge where needed.

Multi-sensory approaches – lessons incorporate different elements to engage all learners.

Clear instructions and structured tasks – ensuring clarity and reducing cognitive load for pupils who benefit from additional support.

Opportunities for collaborative and independent learning – allowing pupils to work at their own pace while building confidence and independence.

By embedding adaptive teaching throughout, the scheme ensures that all pupils, regardless of their starting points, can access and succeed in their learning.

In addition, the step-by-step curriculum design supports pupils with SEND, avoiding sudden jumps in complexity at transition points and allowing for steady, manageable progression.

Transition from EYFS to Year 1

Continuity of learning

Kapow Primary’s Science scheme aligns with the statutory EYFS (Reception) guidance.

Key themes and skills introduced in EYFS (Reception) are revisited and developed further in KS1, ensuring continuity and progression.

This transition is aided by the continuity of learning created by the curriculum strands, which run from EYFS (Reception) to Year 6. Subject leaders can pinpoint how knowledge develops in Reception and how this creates the foundation for learning in KS1.

Building on early experiences

Lessons build on curiosity, exploration and discussion, which are central to EYFS (Reception) learning. As pupils move into Year 1, more structured activities are gradually introduced. In KS1, oracy, questioning and storytelling help pupils transition from informal to more formal subject-based learning.

Development of key skills

The Science scheme supports the progressive development of skills, such as observation, reasoning and problem-solving, which are introduced in EYFS (Reception) and strengthened in KS1.

Adaptive teaching strategies ensure all learners are supported as they transition to more formal learning approaches.

Cross-curricular links

The Science scheme aligns with the EYFS Early Learning Goals, making connections with communication and language, understanding the world and expressive arts to create a seamless transition.

It promotes independence and confidence, supporting pupils as they adapt to the expectations of KS1 learning.

Impact
Pupils will have experienced study over the range of national curriculum areas by the end of their time at Baydon. They will have continuously built upon skills throughout whilst working scientifically. During Key Stage 1 pupils will have built strong foundations or further study in Key Stage 2 and beyond.

Assessment
Formative

Kapow Primary Science lessons include ongoing assessment opportunities, such as questioning, retrieval practice and interactive activities.
These enable teachers to assess understanding in real time and adapt their teaching accordingly.

Summative

Each unit provides an Assessment quiz and Knowledge catcher, which allow teachers to measure pupils’ understanding at key points.
These tools help gauge how well pupils have retained key knowledge and skills over time.

Evidencing Progress

Written outcomes
Pupils demonstrate their learning and provide tangible evidence of progress through a variety of activities, including structured written work, annotated diagrams and creative responses.

Pupil voice
Lessons encourage discussion, reflection and verbal explanations. This allows teachers to capture pupils’ understanding through questioning, class discussions and recorded responses, supporting a broader view of progress beyond written work.

Assessment spreadsheet
The Assessment spreadsheet helps to track pupils’ Science attainment over time. The statements are combined into our whole school tracker INSIGHT, which then allows teachers to record progress against learning objectives and assessment statements, making it easier to monitor development and identify areas for support.