Science Subject Statement

 

Perseverance  is developed through practical investigations and problem-solving. Children learn that scientific enquiry involves trial, error and refinement, and they are encouraged to persist, reflect and improve when outcomes are unexpected.

Ambition is fostered by setting high expectations for all learners. Children are challenged to think deeply, apply their knowledge in different contexts, and build the confidence to explain, justify and extend their scientific thinking.

Curiosity is at the heart of science learning. Children are encouraged to ask thoughtful questions, explore ideas, and develop a genuine fascination with how the world works. Kapow’s enquiry-led approach supports children in investigating real-world phenomena and developing a lifelong love of learning.

Kindness is promoted through collaborative learning, respectful discussion and a growing awareness of the responsibility we have towards others and the environment. Science learning helps children understand the impact of human actions and encourages them to act thoughtfully and responsibly.

 

Curriculum Intent

At St John’s, our Science curriculum, delivered through Kapow Primary’s Science scheme, is designed to inspire excitement and curiosity about the natural world while developing a deep understanding of how science shapes the past, present and future. We aim for all children to build secure and progressive knowledge of biology, chemistry and physics alongside a strong range of scientific enquiry skills. Learning is inclusive, meaningful and connected to real life, enabling every child to experience the joy of science and understand its role in addressing global challenges.

Our curriculum encourages critical thinking, empowering children to question, investigate and challenge misconceptions using evidence and precise scientific vocabulary. Curiosity drives learning as children explore familiar and unfamiliar phenomena through enquiry-led experiences. Ambition is fostered through high expectations and opportunities to apply learning in new contexts. Perseverance is developed through investigation, reflection and refinement. Kindness underpins collaborative learning and promotes responsibility towards others and the environment.

 

Curriculum Implementation

At St John’s, our Science curriculum is implemented through Kapow Primary’s Science scheme, which is carefully designed to meet the aims of the National Curriculum and reflects the recommendations of the Ofsted Research Review: Science (2021). Teaching is structured around three key strands: scientific knowledge and understanding (biology, chemistry and physics), working scientifically, and science in action, ensuring children gain both secure knowledge and a clear understanding of how science is used in the real world.

Kapow’s spiral curriculum ensures that essential knowledge, vocabulary and skills are revisited and developed with increasing depth and complexity. This enables children to build confidently on prior learning, supported by regular recall and reflection activities embedded within lessons. Scientific concepts are organised into six key areas—plants; animals including humans; living things and habitats; materials; energy; and forces, Earth and Space—ensuring clear progression across year groups.

Lessons are enquiry-led and incorporate a range of teaching strategies, including practical investigations, observation, discussion, questioning, recording and analysis. Working scientifically skills are integrated within each unit rather than taught discretely, allowing children to apply enquiry skills in meaningful contexts. Children are regularly given opportunities to plan and carry out investigations, make predictions, identify patterns, use equipment safely, and draw conclusions based on evidence.

In EYFS, children develop early scientific understanding through hands-on exploration, focused observation and adult-led discussion, fostering curiosity about the natural world and preparing them for more structured scientific learning in Key Stage 1. Across the school, lessons include independent, paired and group tasks, alongside creative and technology-based activities, ensuring accessibility and engagement for all learners.

Adaptive teaching is supported through clear lesson guidance, scaffolding, targeted questioning and opportunities for challenge. Assessment for learning is ongoing and purposeful, using questioning, observations, pupil explanations, practical outcomes and written work to monitor understanding. Optional ‘Making Connections’ units allow children to consolidate prior learning, make links across units and provide additional opportunities to assess scientific understanding and progression.

 

Curriculum Impact

The impact of our Science curriculum at St John’s is measured through a combination of formative and summative assessment, ensuring that our curriculum intent is realised through strong implementation. Using Kapow Primary’s Science scheme, teachers regularly assess children’s understanding through questioning, observation, discussion, practical outcomes and review of work against lesson learning objectives and relevant working scientifically skills. Children’s use of accurate scientific vocabulary to explain ideas, justify conclusions and discuss evidence is a key indicator of progress.

Summative assessment opportunities are built into each unit through retrieval quizzes, which allow teachers to monitor progress, identify strengths and spot gaps and misconceptions which may require further teaching. Optional ‘Making Connections’ units provide further opportunities for children to consolidate and apply knowledge and skills across units.

The quality and impact of teaching and learning are monitored through regular lesson observations, learning walks, book reviews, analysis of summative assessment data and pupil voice activities such as child interviews. These processes ensure consistency, identify strengths and areas for development, and support continuous improvement. There is a strong culture of open, reflective and professional dialogue among teaching and support staff, both in staff meetings and through informal discussion, enabling best practice to be shared and refined.

In the short term, children develop confidence, curiosity and enthusiasm for science, engaging actively in investigations and demonstrating resilience when outcomes are unexpected. In the long term, children leave St John’s equipped with the knowledge, skills and attitudes needed for success at Key Stage 3.