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

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.

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.

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.

Substantive knowledge refers to the knowledge of scientific products, including concepts, laws, theories and models.

It is referred to as ‘Scientific knowledge and conceptual understanding’ in the National curriculum and ‘Scientific knowledge and understanding’ in the Kapow Primary Science scheme.

In the Science: Progression of skills and knowledge document, the National curriculum attainment targets are broken down into knowledge components, showing how they build over time to develop pupils’ understanding of key scientific concepts.

‘Working scientifically’ specifies the understanding of the nature, processes and methods of Science for each year group. It is covered alongside the ‘Scientific knowledge and understanding’ strand in every unit, not in isolation.

The ‘Working scientifically’ statements from the National curriculum have been further broken down to ensure gradual progression in skills development. This also allows teaching to focus on the component disciplinary knowledge that pupils need to successfully perform these skills.

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.

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.

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.

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.

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.

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.

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.

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.

With Kapow Primary’s CPD videos, subject leaders can develop their expertise and, in turn, support their colleagues in delivering high-quality lessons.

Whether helping with subject knowledge, modelling effective teaching techniques or offering practical tips for the classroom, Kapow Primary’s CPD videos ensure that every teacher has access to the support they need.

A short, engaging activity designed to hook pupils into the new learning in the lesson.

This could be a thought-provoking question, a quick investigation or an interactive discussion to spark curiosity and enthusiasm for the topic.

The core part of the lesson, where children engage in activities that develop their understanding of the learning objective.

This includes a mixture of teacher modelling, guided practice and independent or collaborative tasks tailored to support all pupils.

A final reflective activity that consolidates learning.

This could involve reviewing the success criteria, discussing key learning or applying knowledge in a different context to assess understanding and encourage deeper thinking.

• Activates prior knowledge – helps pupils make connections between new and existing learning, reducing cognitive overload.
• Strengthens memory pathways – retrieval practice has been shown to improve retention more effectively than passive review.
• Identifies gaps in understanding – teachers can quickly assess what children remember and address misconceptions before introducing new content.
• Builds confidence – regular recall activities reassure pupils that they can remember key concepts, improving engagement and motivation.
• Promotes spaced learning – revisiting prior learning at regular intervals supports long-term retention, rather than cramming information in a single lesson.

Due to budget constraints and varied staffing structures, it is not always possible to have classroom support from additional staff. Kapow Primary’s Science lessons are designed with this in mind, providing resources and explanations that allow teachers to deliver high-quality lessons independently without necessarily relying on additional adults.

If additional support is suggested in a lesson, it is clearly marked within the Have ready part of the lesson plan.

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.

The Assessment spreadsheet helps to track pupils’ Science attainment over time.

This tool allows teachers to record progress against learning objectives and assessment statements, making it easier to monitor development and identify areas for support.

The scheme supports school improvement using:

• Consistent, high-quality teaching – a structured scheme ensures a coherent approach across year groups, supporting curriculum progression.
• Assessment and evidence tracking – built-in assessment materials help teachers monitor progress and demonstrate impact.
• Alignment with Ofsted expectations – the scheme supports personal development, broadens pupils’ horizons and ensures a knowledge-rich curriculum, helping schools meet inspection criteria.

By reducing workload, building teacher expertise and ensuring high teaching standards, Kapow Primary contributes to a confident teaching staff and a well-structured, effective curriculum that supports whole-school improvement.

• Assessment materials (e.g. Unit quizzes, Knowledge catchers and the Assessment spreadsheet) can be used to provide information about pupil progress.
• Written outcomes and pupil voice show engagement, understanding and the ability to recall knowledge.

• Key documents and CPD videos help subject leaders confidently discuss the curriculum.
• Knowledge organisers and lesson plans provide details of what has been taught and learned.
• The Adaptive teaching section in each lesson provides an opportunity to discuss inclusivity and demonstrate how all learners are supported.

• The scheme broadens pupils’ horizons, develops critical thinking and promotes British values, contributing to Ofsted’s personal development criteria.
• Lessons integrate real-world connections and cultural capital, showcasing a rich learning experience.

• Equips subject leaders to articulate intent, implementation and impact – CPD videos provide clear explanations and subject knowledge to help leaders confidently discuss the curriculum with inspectors.
• Builds teacher confidence and consistency – ongoing training ensures all staff understand the curriculum structure and feel prepared to deliver high-quality Science lessons across the school.