Science

Intent

Harpole Primary School values science and scientific enquiry, aiming to deliver a fun, practical, and engaging curriculum that inspires children to succeed.

Aligned with the National Curriculum, our lessons focus on scientific investigation, encouraging children to ask and answer questions about the world.

Pupils explore science through varied investigations, develop key knowledge and vocabulary, and build Working Scientifically skills progressively. They also learn about science careers and notable scientists.

Equality, Diversity & Inclusion

Our topic-based curriculum helps pupils build knowledge and skills connected to their own lives and the wider world. It reflects the diverse society we live in, validating a range of family structures, backgrounds, and identities.

Special Educational Needs

We are committed to providing all children, including those with SEND, a high-quality and ambitious education. Lessons are adapted and resources differentiated to meet all needs, ensuring every pupil can access and engage with the curriculum.

Pupil Premium & Inclusion

We do not use the term “disadvantaged” to describe pupils supported by Pupil Premium funding. Our goal is for all pupils, regardless of background or challenges, to make strong progress and become resilient, independent thinkers. Our holistic approach combines excellent teaching with strong pastoral support, focusing on academic, social, emotional, and mental well-being to help every pupil thrive.

Implementation

To meet the aims of the National Curriculum for Science and in response to the Ofsted Research Review, Harpole Primary School uses the Kapow Primary Science scheme, which focuses on three key strands:

  • Scientific knowledge and understanding across biology (living organisms and processes), chemistry (matter and its properties), and physics (how the world works).
  • Working scientifically, developing enquiry skills through investigations and practical activities.
  • Science in action, exploring the uses and implications of science historically and for the future.

Kapow Primary offers a spiral curriculum where key concepts and skills are revisited with increasing complexity over time. This approach supports children in building strong prior knowledge and confidence. The scheme covers six core areas:

Plants, Animals (including humans), Living things and habitats, Materials, Energy, Forces, Earth and Space.

Children develop scientific vocabulary and conceptual understanding through engaging, hands-on lessons. The “Working Scientifically” skills are embedded throughout units, following Ofsted’s recommendations to integrate enquiry skills alongside knowledge rather than teaching them separately.

In Early Years Foundation Stage (Reception), pupils build a solid foundation for science through exploratory, practical activities that nurture curiosity and observation skills. As they move into Key Stage 1 and beyond, learning becomes more structured while maintaining practical investigation and enquiry.

Each year group also has an optional ‘Making Connections’ unit, which links prior knowledge and encourages deeper thinking beyond the statutory curriculum.

Lessons are designed to cater to a variety of learning styles, including independent, paired, group, practical, creative, and computer-based tasks. Teachers receive guidance on adapting lessons for all pupils, including those needing additional support or extension.

To support staff confidence and expertise, Kapow provides comprehensive resources including teacher videos, subject knowledge support, and practical advice for handling experiments. These tools help teachers address misconceptions and deliver engaging, effective science lessons.

Impact

The approach to teaching science at Harpole Primary School delivers an engaging, high-quality education that provides pupils with a strong foundation for understanding the world, which they carry forward beyond their primary years. We place significant value on child-led enquiry, tailoring learning to the interests and curiosities of the children throughout each unit.

Pupils record their learning in a variety of formats within their science books, reflecting the lesson objectives, year group expectations, and the specific skills and knowledge being developed. This may include photographs of practical activities, exploration using resources, extended writing, or evidence of fieldwork.

Teachers employ a broad range of assessment methods to evaluate pupils’ knowledge, skills, progress, and areas for development. These include assessment for learning, challenge tasks, independent and group enquiries, end-of-unit questions, and KWL grids. Marking and feedback are conducted in accordance with the school’s marking and feedback policy and are used to monitor both progress and impact. Throughout lessons, teaching staff provide timely and targeted support and challenge to individual pupils, ensuring personalised feedback is delivered consistently.

Pupil voice plays a crucial role in shaping the Science curriculum by capturing children’s views and attitudes towards the subject, which helps to assess engagement and motivation.

Assessment for learning is embedded throughout each unit and, combined with ongoing monitoring, enables the Science coordinator to identify trends and provide appropriate support. This process also helps teachers to understand their pupils’ prior knowledge and skills. Detailed progression documents for each unit outline the expected prior learning and future learning objectives, supporting continuity and coherence across the school. The Science coordinator regularly reviews pupil progress and books to ensure consistently high standards of science teaching.