Science at Stondon Lower
Science provision follows the KAPOW Primary single-age planning sequence for each year group, while Reception follows the EYFS curriculum. Further opportunities to develop science knowledge and skills are planned throughout the year, linked to significant dates and events within the academic calendar.
Intent
Curriculum Aims
At Stondon Lower School, we have chosen to use the Kapow Primary Science scheme as the foundation for our science curriculum. Kapow Primary’s Science scheme of work is designed to inspire pupils to become curious, inquisitive and analytical thinkers with a secure understanding of the natural world. It encourages children to think and work like scientists by developing their confidence to ask questions, make observations, carry out investigations, record data in a range of ways, and analyse and present their findings.
Our science curriculum promotes an understanding of how science shapes everyday life and drives innovation and progress in society. Through this, pupils are encouraged to become reflective and responsible individuals who can apply scientific knowledge and skills to make informed decisions and contribute positively to the wider world.
The progressive nature of the Kapow Primary Science scheme enables pupils to build their scientific knowledge and skills over time. Designed to be both ambitious and accessible, the curriculum ensures that all learners can participate fully, make sustained progress and achieve their full potential.
National Curriculum
The Kapow Primary Science scheme of work fulfils the statutory requirements of the National Curriculum (2014) and is regularly reviewed to reflect current educational research, cognitive science and subject-specific pedagogy.
The National Curriculum for Science emphasises the importance of developing pupils' scientific knowledge and conceptual understanding across the disciplines of biology, chemistry and physics. It also highlights the role of scientific enquiry in enabling pupils to understand the nature, processes and methods of science.
To support this, the Kapow Primary Science curriculum is organised into seven key areas:
-
Plants
-
Animals, including humans
-
Living things and their habitats
-
Materials
-
Energy
-
Forces, Earth and space
-
Making connections
These key areas are revisited and built upon across each year group through a carefully sequenced curriculum. This progressive approach enables pupils to develop a secure, connected understanding of scientific concepts while strengthening their enquiry skills and ability to think and work scientifically.
Purpose of study
The curriculum is structured around three interwoven strands that run through every unit:
Scientific Knowledge and Understanding
Pupils develop substantive knowledge through the disciplines of biology, chemistry and physics. They learn key scientific facts, concepts and vocabulary, deepen their understanding of processes such as digestion and evaporation, and explore abstract ideas including magnetism, forces and inheritance. Knowledge is deliberately sequenced and revisited, allowing pupils to build secure understanding over time and explain scientific phenomena using evidence and increasingly sophisticated scientific ideas.
Working Scientifically
Pupils develop disciplinary knowledge by learning the skills and methods used by scientists. They ask questions, make predictions, plan and carry out investigations, observe carefully, gather and record data, interpret results and draw evidence-based conclusions. Through a range of enquiry types, pupils gain an understanding of how scientific knowledge is developed and tested.
Science in Action
Pupils explore how science influences everyday life and shapes the future. They consider the practical applications of scientific discoveries, the impact of science on society and the role scientists play in addressing global challenges. This strand helps pupils understand the relevance of science beyond the classroom and encourages them to become informed, responsible citizens.
Together, these three strands ensure balanced coverage of the National Curriculum while developing both substantive knowledge (what pupils know) and disciplinary knowledge (how pupils work scientifically). This progressive approach enables all pupils to deepen their understanding, develop scientific thinking and become confident, curious learners.
EYFS (Reception)
In the Early Years Foundation Stage (EYFS), the Kapow Primary Science curriculum is designed to align with the EYFS Statutory Framework, with a particular focus on the Understanding the World area of learning. Although science is not taught as a discrete subject in the EYFS, the curriculum provides rich opportunities for children to explore the natural world through observation, questioning, investigation and hands-on experiences.
The EYFS science units promote curiosity and enquiry through playful, purposeful learning. Children are encouraged to observe closely, identify patterns, ask questions and explore changes in the world around them. These early scientific experiences develop key knowledge, skills and vocabulary, providing strong foundations for working scientifically and supporting a smooth transition into the National Curriculum for Science in Key Stage 1.
Continuity of learning from EYFS to KS1
Kapow Primary’s Science scheme aligns with the statutory EYFS guidance. Key themes and skills introduced in EYFS are revisited and developed further in Key stage 1, ensuring continuity and progression. This transition is aided by the continuity of learning created by the curriculum strands, which run from EYFS to Year 6.
Progression
The units of work and lesson within each unit planning adopts a spiral curriculum model; this is where key knowledge and skills are revisited and built on at a level appropriate to children’s development.
A spiral curriculum enables us to introduce complex topics to young children in a way that is both accessible and engaging. This method builds a strong pedagogical foundation, which can be developed further as children progress through primary school.
Inclusion and diversity
Our science 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.
