Science

Following the science curriculum of 2014, each year group plans engaging, experimental work that goes beyond the statutory requirements outlined by the government. We also work closely with Malton Secondary School Science Department, as well as the Howardian Alliance for training and moderation events.

Intent

We have adopted the Kapow Primary Science curriculum in our aim to develop a sense of excitement and curiosity about natural phenomena and an understanding of how the scientific community contributes to the past, present and future. We aim for pupils to develop a complex knowledge of biology, chemistry and physics but also adopt a broad range of skills in working scientifically and beyond.

Our science lessons are 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.

Our implementation of The Kapow science scheme aims to encourage critical thinking and empower pupils to question the hows and whys of the world around them and encourages:

A strong focus on developing knowledge alongside scientific skills across biology, chemistry and physics.
Curiosity and excitement about familiar and unknown observations.
Challenging misconceptions and demystifying truths.
Continuous progression by building on practical and investigative skills across all units.
Critical thinking, with the ability to ask perceptive questions and explain and analyse evidence.
Development of scientific literacy using wide-ranging, specialist vocabulary.

Our use of the Kapow Science scheme supports pupils in meeting the Early Learning Goals for Understanding the world (The Natural world) and the end of key stage attainment targets set out in the National curriculum.

Implementation

To meet the aims of the National curriculum for science, we teach the following key strands:

Scientific knowledge and understanding of:

– biology: living organisms and vital processes;

– chemistry: matter and its properties;

– physics: how the world we live in ‘works.’

Working scientifically: processes and methods of science to answer questions about the world around us.
Science in action: uses and implications of science in the past, present and for the future.

Essential knowledge and skills are revisited with increasing complexity, allowing pupils to revise and build on their previous learning.

Each Kapow science unit is based on one of the key science disciplines: biology, chemistry and physics.

The National curriculum content is grouped into six key areas of science to show progression throughout the school: Plants. Animals, including humans. Living things and habitats. Materials. Energy. Forces, Earth and space.

Our pupils explore knowledge and conceptual understanding through engaging activities and an introduction to relevant, specialist vocabulary. Working scientifically skills are integrated with conceptual understanding rather than taught discretely to provide frequent but relevant opportunities for developing scientific enquiry skills. Our teaching of the Kapow science scheme utilises practical activities that aid in the progression of individual skills and provide opportunities for full investigations.

In EYFS (Reception), pupils build a solid foundation for science before transitioning to Key stage 1. Through hands-on exploration and focused observations, lessons spark curiosity and foster an early appreciation for the natural environment, paving the way for more structured scientific learning in Key stage 1.

Lessons incorporate various teaching strategies, from independent tasks to paired and group work, including practical, creative, computer-based and collaborative tasks. This variety means that lessons are engaging and appeal to those with different learning styles. In Year 1, the transition into the Key stage is eased by providing a selection of activities: some adult-led, some independent tasks and some that can be used during continuous provision to suit your set-up.

Learning is adapted when needed in lessons to ensure that all pupils can access key learning and opportunities to stretch their learning are planned.

Knowledge organisers for each unit help to identify key learning and vocabulary and ensure pupils of all abilities are supported in their retrieval of previous learning and concepts.

Our use of the Kapow science scheme supports ongoing subject knowledge and CPD for teachers, as each lesson resource contains specific teacher knowledge tutorial videos.

Impact

The impact of our use and implementation of the Kapow Science scheme is monitored through both formative and summative assessment opportunities. Each unit has a unit quiz and a knowledge, which is used at the beginning and end of the unit to provide a summative assessment.

Opportunities for pupils to communicate using scientific vocabulary also form part of the assessment process in each unit. After implementing Kapow Science scheme, pupils should leave school equipped with the skills and knowledge to succeed in science at Key stage 3. They will have the necessary tools to confidently and meaningfully question and explore the world around them and critically and analytically experience and observe phenomena. Pupils will understand the significance and impact of science on society.

The expected impact of following the Kapow Science scheme is that pupils will:

Develop early scientific thinking skills through hands-on exploration and sensory experiences in EYFS (Reception).
Develop a body of foundational knowledge for the biology topics in the National curriculum: Plants; Animals, including humans; Living things and their habitats; and Evolution and inheritance.
Develop a body of foundational knowledge for the chemistry topics in the National curriculum: Everyday materials; Uses of everyday materials; Properties and changes of materials; States of matter; and Rocks.
Develop a body of foundational knowledge for the physics topics in the National curriculum: Seasonal changes; Forces and magnets; Sound; Light; Electricity; and Earth and space.
Evaluate and identify the methods that ‘real world’ scientists use to develop and answer scientific questions.
Identify and use equipment effectively to accurately gather, measure and record data.
Be able to display and convey data in a variety of ways, including graphs.
Analyse data to identify, classify, group and find patterns.
Use evidence to formulate explanations and conclusions.
Demonstrate scientific literacy through presenting concepts and communicating ideas using scientific vocabulary.
Understand the importance of resilience and a growth mindset, particularly in reference to scientific enquiry.
Meet the end of key stage expectations outlined in the National curriculum for science.

Curriculum Enrichment Opportunities

Additional to the Kapow Science, Slingsby School benefit hugely from their location and constantly look for ways to further enrich the curriculum. This has included workshops with ‘Ryevitalise’ a Landscape Partnership focussing on the River Rye, forming close links with the science department at the local Secondary School and taking part in practical lessons as well as attending countryside learning days on the moors and working with residents of Slingsby to visit local allotments. More recently the school has set up an Eco Committee to look for ways that school can help the environment.