Intent

• Prepare our children for life in an increasingly scientific and technological world today and in the future.
• Equip our children with knowledge, skills and understanding outlined in the Science National Curriculum.
• Nurture children’s curiosity about the world around them and inspire future scientists.
• Promote scientific enquiry and ensure our children are taught the skills they need to find out more about the world and how it works.
• Provide practical experiences to encourage and explore areas of science.
• Recognise working scientifically skills and use these in science lessons and any application of science.

Implementation

• Teaching comprehensively covers the objectives outlined in the national curriculum for science.
• Kapow national curriculum mapping shows which units cover each of the national curriculum attainment targets as well as each of the strands.
• The Kapow curriculum ensures a balanced and thorough exploration of scientific concepts, skills, and knowledge.
• Meaningful links to the creative curriculum are established whenever possible. In cases where this isn't feasible, units of learning are taught discretely, ensuring a comprehensive coverage of scientific content.
• Skills, knowledge, and vocabulary are systematically mapped on progression documents. These documents serve as guides for teachers, supporting planning and ensuring a coherent and progressive delivery of the science curriculum.
• The curriculum is meticulously planned and sequenced to provide children with substantive knowledge and vocabulary.
• Learning is scaffolded appropriately to meet the needs of all children including those with SEND.
• Sequencing ensures that children acquire the foundational understanding necessary for subsequent projects e.g. Forces is taught before Earth and Space in Y5.
• Children are taught disciplinary knowledge, enabling them to understand and explore the knowledge they acquire.
• Emphasis is placed on developing skills that allow students to work scientifically, fostering an enquiry-based approach to learning.
• Children engage in scientific investigations, including predicting, planning, making observations, concluding, and presenting findings.
• Science-specific language is emphasised, and children are encouraged to articulate their understanding using precise vocabulary, observations, and diagrams.
• In each year group, children are encouraged to draw upon their previous knowledge. This approach allows for the building and expansion of knowledge, creating a foundation for understanding new concepts.
• Children are prompted to make links between their existing knowledge and new concepts. This process aids in cementing new ideas into their long-term memory, promoting a deep and lasting understanding of scientific principles.
• The curriculum offers children the opportunity to question new concepts and carry out investigations.

Impact 

The impact of our science curriculum is assessed through the following methods:

• Book looks
• Analysis of planning skeletons
• Learning walks
• Curriculum reviews
• Pupil voice

• Pupil voice shows children feel confident to talk about their learning in science.
• Children are equipped with the skills to initiate the discovery of answers independently, fostering a self-directed approach to learning.
• Learners appreciate past developments in science, viewing science knowledge as an ongoing process.
• Children use appropriate scientific language to explain their knowledge.
• Emphasis is placed on effective communication, allowing students to articulate their understanding with precision.
• Learners identify and apply working scientifically skills.
• Children recognise the role and importance of science in today's world.
• By the end of KS2, most children are working at age-related expectations.
• Children feel confident to ask questions and suggest answers, using scientific vocabulary.