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Kenmont Primary School

Part of the
Brackenbury, Kenmont and Wendell Park



Science at Kenmont


Science is important because it has shaped the world that we live in today. The study of science enables pupils to develop their understanding of scientific concepts and make sense of the world around them through fostering independent thought and questioning. We intend to provide all children regardless of ethnic origin, gender, class, aptitude or disability, with a broad and balanced science curriculum derived from the national curriculum primary programmes of study and attainment targets for key stages 1 and 2.

At Kenmont Primary School, we have developed and are still developing a curriculum that will keep children motivated and engaged in science. It is important that science lessons encourage and challenge our children. Children start nursery as natural scientists, with inclinations to question; they display a sense of wonder at the world around them. We aim to maintain and nurture this throughout their time at school and ensure that they leave school with that ability intact as well as acquiring the knowledge that they need in secondary school and the world around them as they grow into adulthood.

Our curriculum is designed to give all children a strong understanding of the world around them whilst acquiring specific skills and knowledge to help them to think scientifically; to gain an understanding of scientific processes and also an understanding of the uses and implications of science in the past, present and for the future. Concepts are revisited throughout their time at school, going into further detail as children progress through the school. All children are encouraged to develop and use a range of skills including observations, planning and investigations. The correct terminology is taught and built upon whilst effective and precise language to communicate ideas is encouraged.

We believe that the curriculum that should be both interesting and useful to students, regardless of whether or not they wish to continue their studies in the science field, take up a science related career or just be science literate. All students should feel valued and successful in science. We want to challenge and support everyone regardless of ability. To this end, pupils are offered the opportunity to visit museums and exhibitions as well as having institutions and scientists visit (both in person and online). In order to increase the science capital of all members of the Kenmont community, we welcome all STEAM opportunities and invitations to enrich our offering.

By the end of their period at Kenmont Primary School, our pupils will have:

  • A wider variety of skills linked to both scientific knowledge and understanding, and scientific enquiry/investigative skills.
  • A rich vocabulary which will enable to articulate their understanding of taught concepts.
  • High aspirations, which will see them through to further study, work and a successful adult life.


In a world that is changing rapidly, a rigorous science curriculum will provide our pupils with the skills and knowledge they will need in the future, and hopefully inspire them to pursue careers in STEM industries.


The science curriculum at Kenmont Primary School has been devised and adapted by our teaching staff to meet the needs of all our pupils. We endeavour to provide our pupils with a coherently planned and sequenced curriculum that is ambitious and designed to give all learners at Kenmont, no matter their abilities, the knowledge and skills (not only scientific) that will help them as they progress through life.

Pupils are taught essential aspects of the knowledge, methods, processes and uses of science. The teaching of science is underpinned by thorough investigations and experiments both within and outside of the school grounds. Our curriculum is informed by quality resources produced by a variety of organisations: PLAN primary science assessment resources (Pan-London Assessment Network); the Association for Science Education (ASE); The Teacher Assessment in Primary Science (TAPS) project, Primary Science Teaching Trust (PSTT); Ogden Trust, Natural History Museum and Explorify.

Our teachers aim to create a positive attitude to science learning within their classrooms and reinforce an expectation that all children are capable of achieving high standards in science. Our whole school approach to the teaching and learning of science involves the following:

  • Children are encouraged to ask their own questions and be given opportunities to use their scientific skills and research to discover the answers. This curiosity is celebrated within the classroom.
  • Teachers use precise questioning in class to test conceptual knowledge and skills and assess children regularly to identify those children with gaps in learning.
  • Teachers model how to use scientific equipment skills in order to embed scientific understanding.
  • Skills that enable pupils to work scientifically are embedded into lessons with new vocabulary and challenging concepts are introduced through direct teaching.
  • Teachers find opportunities to develop children’s understanding of their surroundings by accessing outdoor learning and workshops with experts.
  • The learning and skill development of the previous years is built upon: as the children’s knowledge and understanding increases, and they become more proficient in selecting, using scientific equipment, collating and interpreting results, they become increasingly confident in their growing ability to come to conclusions based on real evidence.
  • Children are offered a wide range of extra-curricular activities, visits, trips and visitors to complement and broaden the curriculum. These are purposeful and link with the knowledge being taught in class.
  • Children are introduced to a wide range of scientists from a wide variety of backgrounds, both from the past and present, in order to find out about their achievements as well the attributes that helped to make them successful.
  • Links are made with other subjects across the curriculum in order for children to consolidate their skills and apply them to different contexts.
  • Regular events, such as Science Week and the CREST Superstar and Discovery Awards (a nationally recognised scheme for student-led project work in the STEM subjects) allow all pupils to come off-timetable, to provide broader provision and the acquisition and application of knowledge and skills. These events often involve families and the wider community.
  • Science Capital is incorporated both inside and outside science lessons:
    • We use Explorify and Twig Science Reporter (a weekly science news service) to encourage purposeful conversations as well as encouraging questioning outside of the science lesson.
    • UKS2 regularly take part in I’m a Scientists get me out of here where they get to communicate with scientists from across many research areas .
    • External organisations such as Urbanwise come and work with our Year 6 on projects applies their STEAM skills and knowledge to a real-life problem in our local area.
    • Workshops and visits to the Science Museum, the Natural History Museum, Kew Gardens, the Royal Institute, city farms, local parks and nature reserves for all year groups. 
    • Visits by scientists and other professionals involved with STEM industries such as a car designer in the F1 industry.
    • The school take part in the annual Great Science Share and The Mayor's London Scientist Exhibition. -
    • We take hold a science week annually where all classes can showcase the science that takes part in the classroom to other members of the school community. -
    • Half termly newsletters go out to families with ideas for scientific activities that can be undertaken both inside the home as well as outside.


The impact and measure of this is that children not only to acquire the appropriate age related knowledge linked to the science curriculum, but also skills, which equip them to progress from their starting points, and within their everyday lives.

All children will have:

  • A wider variety of skills linked to both scientific knowledge and understanding, and scientific enquiry/investigative skills. 
  • A richer vocabulary which will enable to articulate their understanding of taught concepts.
  • High aspirations, which will see them through to further study, work and a successful adult life.

We use materials developed by the TAPs project and PLAN primary science assessment resources to evaluate and develop our assessment processes. Teachers take part in moderation training. Evidence is collected not only through looking at planning, books, lesson observations but also through pupil, staff and parent surveys. In addition, we also have exemplification material for Years 1 to 6 to ensure that attainment and achievement are monitored regularly and accurately.

At Kenmont Primary School, we aim to enable pupils to have the knowledge that will be the basis on which they will build on in secondary school. In a world that is changing rapidly, a rigorous science curriculum will provide our pupils with the skills and knowledge they will need in the future.


Progression of Skills and Knowledge

Science progression of knowledge and skills document details how our curriculum builds pupils knowledge and skills over their time at the school. Science progression of knowledge and skills document

Science Long Term Plan

Science Long Term Plan