Science

Intent:

At SMATT we value Science as an important subject. We encourage pupils to ‘let their light shine’ through our high-quality Science education which provides the foundations for understanding the world through the specific disciplines of biology, chemistry and physics. The curriculum aims for pupils to adopt a broad range of skills in working scientifically and beyond. The scheme of work is inclusive and meaningful so all pupils may experience the joy of Science and make associations between their Science learning and their lives outside the classroom. Studying Science allows pupils to appreciate how new knowledge and skills can be fundamental to solving arising global challenges. The aim of this curriculum is to encourage critical thinking, challenge misconceptions and develop curiosity. Science is not an isolated subject. It can often run hand in hand with other subjects such as mathematics. At SMATT, we encourage children to ‘let their light shine’ through discussions and investigations about the world around us and therefore how we can make our school, community and the world a better place.

Implementation:

At SMATT, we use the KAPOW Primary Science scheme. This is in order to maintain consistency across year groups and progress can be seen. This uses not only well thought out videos, but encourages a range of experiments and investigations where children are required to draw upon each and every enquiry skill. Learning is adapted to meet the needs of a range of pupils as well as constantly building on prior knowledge to aid with progression across the year groups. Science is a core subject and is allocated 2 hours a week for each year group.

There are three key strands in Science.

These include:

- Knowledge and understanding of each key Science (biology, chemistry and physics)

- Working scientifically (answering questions about the world around us)

- Science in action ( understanding the implications in the past, present and future)

Curriculum planning and the scientific knowledge to be taught:

Kapow works on a spiral curriculum meaning that essential knowledge and skills are revisited and expanded as pupil’s progress across the years.

Each year group focuses on the key six areas of:

- Plants

- Animals including humans

- Living things and their habitats

- Materials

- Energy

- Forces, earth and space

For EYFS, pupils are able to build strong foundations for Science before reaching Key Stage 1. This is due to hands-on exploration, focused observations and lessons that spark curiosity. They focus on appreciating the environments they see every day and are exposed to. The coverage of Science in the EYFS curriculum can help children to reach their early learning goals in the Early Years Foundation Stage Statutory Framework.

In Key Stage 1, their knowledge is built on through noticing patterns, observing changes over a certain time, asking questions, grouping and classifying, comparative testing and using secondary sources. They begin to use simple scientific language to communicate and explore their ideas.

In lower Key Stage 2 children will be able to broaden their scientific view of the world around them. They will use their previous knowledge from Key Stage 1, but also think about functions, relationships and interactions. They will be able to draw simple conclusions, carry out fair tests and confidently use a range of scientific vocabulary. Activities are a range of adult and child led but children are encouraged to grow in independence.

In upper Key Stage 2 children should be able to have a deeper understanding of a wide range of scientific ideas. They should do this by exploring, asking their own questions, and analysing functions, relationships and interactions more systematically. They will encounter more abstract ideas and will be able to understand them and predict how the world around them operates. They should be able to identify and use each enquiry skill and draw conclusions with justifications.

Long term plan:

standard science long term plan optimsed 15 04 25.pdf

Skills Progression:

m science progression of skills knowledge and vocabulary by area 24 03 25.pdf

Curriculum Policy:

science policy.pdf

Science in action

2024-2025

Adaptive Teaching

In line with the UK Primary Science Curriculum, Science teaching is adapted to support SEND and disadvantaged pupils through inclusive and accessible approaches. Teachers use differentiated instruction, including simplified language, visual aids, hands-on experiments, and scaffolded activities, to ensure all pupils can engage with scientific concepts. Practical investigations are often used to build curiosity and understanding, enabling pupils to learn through experience. Support staff, such as Teaching Assistants, may provide additional guidance, while targeted interventions help close learning gaps. Emphasis is placed on building scientific vocabulary and encouraging questioning, ensuring every child has the opportunity to develop key scientific knowledge and skills regardless of background or ability.

Take a look below at some examples of adaptive teaching in Science to ensure all children get the best outcome in their learning.

Enrichment opportunities

For some exciting news this year we entered the 2025 Primary Engineer competition of ''if I was an engineer what would I do?''

We were very fortunate to have 18 entries that were shortlisted to the final and displayed at Canterbury Christ Church University!

Within these entries, we had a winner! Well done to our Year 2 pupil who designed a pair of cooling PJs.

During Science Week our year 5/6 classes were able to take part in a Royal Engineers Bridge Building Competition. Where they took part in a range of military activities and learnt about the principles of bridge building. To end the day the team had to design and test a bridge to see how much weight it could hold. The judges included an engineer, the museum manager and a soldier. We are very proud to announce that we came 2nd Place! The children won a bundle of books and activity packs as well as a certificate and medal each!

We also took part in Science Week. Please see our Special edition newsletters from 2025 and 2024 below.

2025 newsletter.pdf

special edition newsletter science week 2024.pdf

‘’Learning about the Bridge Building was fascinating as I have always wanted to be an engineer but I wasn’t sure what type but now I am interested in the bridges.’’- Year 6 pupil

‘’Visiting Tyland Barn helped me to understand different types of mini beasts and where they are best to live instead of just seeing it on a screen.’’- Year 2 pupil

‘’Because of Visiting the Royal Engineers museum, I would love to learn more about engineering.’’- Year 5 pupil.

‘’Having the Science lady Fiona to show us different experiments made science week so fun. I really enjoyed it. I didn’t know that different liquids can change colour when mixed together’’- Year 4 pupil.

Impact

There are different ways in which we measure the impact of our primary curriculum. These include:

- Preunit reviews and then after unit reviews.

- Assessing pupil’s understanding of topic vocabulary before and after.

- Marking of science books.

- Images and videos of practical learning.

- Interviewing pupils to gather pupil voice.

- Moderation of books across the school.

- Summative assessment at the end of each unit.

After implementing the science curriculum children should be ready with the appropriate skills and knowledge ready for further education. They should have the necessary tools to confidently and meaningfully question and explore the world around them. The children will then understand the significance and impact of science in society.

In terms of assessment, we follow the KAPOW primary science assessment grids. Children are identified as working towards, secure or greater depth. Teacher assess learning in the written work as well as in conversations with the pupils themselves. Assessment comes in starter tasks, group tasks and challenge tasks. Children are secure in a unit if they are able to look beyond the written facts and can explain confidently what the scientific concept is.

Pupil Voice

‘’Science to me is my favourite subject, I love learning about the world and trying to understand what is going on around us’’- Year 6 pupil.

‘’In the future I want to be a Scientist because we can learn so much as girls can do amazing things too. I learnt that by reading our Little People Big Dreams books.’’- Year 3 pupil.

‘’Learning about habitats is important so we know to be careful where we walk and what we do in our environment so that we don’t harm them. I saw someone at home knock into a bush and ruin a birds nest so we put it back together.’’- Year 2 pupil.

Useful links to support your children in Science

BBC Bitesize – Primary Science
https://www.bbc.co.uk/bitesize/primary
Offers age-appropriate science videos, quizzes, and activities aligned with the UK curriculum.
Explorify by STEM Learning
https://explorify.uk
Free to use (registration required), it provides engaging science activities and discussion prompts designed to develop scientific thinking.
STEM Learning – Home Learning
https://www.stem.org.uk/home-learning/primary
Features a range of science resources and activities for parents to use at home, many of which are hands-on and suitable for different age groups.
The Natural History Museum – Learning Resources
https://www.nhm.ac.uk/take-part/try-this-at-home.html
Offers science experiments and nature-based activities that support learning about animals, habitats, and evolution.
NASA Kids’ Club
https://www.nasa.gov/kidsclub
A fun and interactive site for children to explore space science through games, videos, and simple experiments.

Knowledge organisers for each year:

Science

Intent:

Implementation:

Science in action

Adaptive Teaching

Enrichment opportunities

Impact

Pupil Voice

Useful links to support your children in Science

Knowledge organisers for each year:

Year 1

Year 2

Year 3

Year 4

Year 5

Year 6