DOWNS PARK SCHOOL
SCIENCE POLICY
Downs Park School – September 2010 M Hurley
Introduction
Aims of the School
The Importance of a Science Qualification.
Special Educational Needs
The Role of Practical Science
Resources
Equipment
The Curriculum and Assessment
Schemes of Work
Cross Curricular Issues
Formative Assessment
Summative Assessment
Recording of Assessments
Development Plan
School Management
Training
Technical Support
Introduction
This Science Policy document outlines the framework of operation for Downs Park to deliver the science curriculum at all Key Stages. The school is committed to: -
1. Helping students with learning difficulties meet the National Curriculum requirements for science at Entry Level.
2. Being prepared to teach science to students with complex and specific needs including ASC and EBSD.
3. Setting targets for the improvement of science learning.
4. Setting targets for the improvement of science teaching.
5. Deliver the DFES schemes of work for science at Key Stages 1 to 4.
For the delivery of the science curriculum , the school will provide a full entitlement across all key stages.
At KS 1, 2 and 3 the subject is delivered as part of an integrated approach, typical of good primary practice, and usually in vertically grouped glasses. At KS4, the delivery is subject specific and taught by science a specialist.
Aims of the School
All students will receive an education covering the full National Curriculum. Our aim is to produce students who have an understanding and appreciation of science in everyday life and if necessary, be able to apply their science education in day-to-day life and employment. This will be achieved by:
1. Encouraging all our pupils to take an interest in science.
2. Helping children to recognise the application of science in everyday life.
3. Developing the skills to become autonomous users of some scientific equipment.
4. Helping each pupil to progress to the highest level of their capability.
5. Recognising and rewarding success at every level.
6. Meeting the National Curriculum requirements.
7. Developing partnerships and other links within and beyond school.
8. Helping pupils achieve a science qualification
The Importance of Science.
At all key stages, science can help children with learning difficulties to succeed by using practical skills and intellectual abilities. It can also provide a very stimulating medium for gaining the attention and interest of children who may otherwise have been alienated from learning.
At KS 1 and 2, science in general and practical science in particular can provide stimulation for learning and give an opportunity for experiential learning. Throughout the school there is an emphasis on incremental progression in the subject. Particular effort is given to helping the children overcome the KS 2 to 3 interface. External examinations are available for use in assessing achievement at KS 3 and KS 4.
A science qualification for our students can have a very wide range of applications. Many of the students leaving the school would be able to obtain employment giving domestic and technical support in a laboratory environment, managing livestock, animal care or using instruments and equipment. Organisations requiring these services would include chemical production, veterinary practices, hospitals, and service industries such as water, electricity and gas.
Students leaving school for employment in animal husbandry, agriculture, horticulture and related occupations would also be more employable with a science qualification. Science is also requested for GNVQ courses including Leisure and Recreation and similar courses.
Special Educational Needs
Students at Downs Park School have a diversity of special educational (complex) needs. We also accommodate the particular needs of pupils with ASC and other communication difficulties. It is necessary to recognise that the technical nature of science and the concepts and language of the subject must be delivered sensitively if pupil success is to be achieved. These needs are met in a variety of ways, namely:
1. Smaller class sizes.
2. Extra learning support.
3. Building knowledge in simple small stages with frequent repetition and appropriate pace.
4. Presenting scientific concepts in a simple form.
5. Presenting the language and vocabulary of science in an appropriate manner.
6. Providing a very high level of encouragement and positive expectation.
7. Offering a range of differentiation within the class.
8. Providing a range of practical activities and experience.
9. Presenting theoretical ideas using practical and visual learning experiences.
The Role of Practical Science
The approach to practical science that is taken is also intended to meet a variety of special educational needs.
Practical work is intended to promote skills of dexterity and co-ordination, intellectual ability, co-operation, observation and other social skills that many children need. It is also intended to increase the experience of using technical equipment. This type of experiential learning can be a powerful method of education, particularly for children with learning difficulties. Through practical work students can achieve success by developing and demonstrating skills gained in this way. It is recognised that practical science work should be increased.
Equipment
The school has a range of appropriate equipment for covering the National Curriculum. The range of equipment is slowly increasing and moving from “low skill” equipment to that more appropriate for work up to KS4.
The equipment used has to allow for the nature and difficulties experienced with some children. Safety has to be a major consideration, however it is recognised that delivering the full science curriculum must not be impeded by potentially unacceptable student behaviour when using such equipment.
Delivery
Primary School
At KS 1 and 2, science is taught in on integrated basis by class teachers and supported by a subject specialists who has responsibility for co-ordinating advising and monitoring progress and supporting the development of science in the primary phase. This role involves reviewing the schemes of work and lesson plans and to ensure that the NC is properly and safely covered.
Secondary School
There are nominated science teachers for KS 3 and 4. The schemes of work and lesson plans for all secondary science are prepared or should be approved by the secondary science co-ordinator and likewise the co-ordinator is responsible for ensuring that the NC is properly and safely covered in the secondary school.
Whole School
Primary and Secondary co-ordinators meet, as opportunities allow, for the purposes of managing and co-ordinating science across the school.
The Curriculum and Assessment
The subject content for the different key stages is given in the science National Curriculum. The curriculum will be delivered using appropriate teaching techniques, this includes individual, pair and group work for practical activities, theory work includes the use of simplified worksheets, class texts, research topics, and where appropriate the use of ICT. Different measuring and recording methods are used for a variety of practical activities. We aim to make the work fun and relevant to the students where possible.
Schemes of Work
In KS 1 and 2, science is primarily taught as a discrete subject activity. It is closely linked with the term topics. A three-year rolling programme links science with the topics. Practical and experimental work is done as part of the programme.
All primary staff produce their own schemes of work and lesson plans. These are reviewed by the primary science co-ordinator. The primary and secondary science co-ordinators make their schemes of work available for review.
The secondary school adapts the QCA guidance schemes of work, and the Exploring Science/Science Spotlight schemes of work for KS3. Spotlight Science and Exploring Science have material aimed to give extra help a to children with learning needs and extensive use is made of the SEN sections which are designed to help students with learning difficulties.
Full schemes of work are constantly being updated for KS4, these are written internally by the specialist secondary science teacher. They are based on revision guides and the syllabus for exam courses , and are used in a manner similar to a class text. This approach is chosen because the revision guide is relatively easy to read, has many clear diagrams and is short on text but contain all the key words. They are also affordable for as wide a range of students as possible. Supplementary information is provided from Key Science books one and two.
Cross Curricular Issues
There are close links between science and other subjects including Maths, English (Literacy) and ICT, PE and PSHE including sex education and keeping healthy. Maths is important for understanding and executing calculations and matters relating to graphs, English for developing essential reading skills and vocabulary. ICT is used extensively for understanding and presenting results, acquiring information and presenting work, particularly coursework at KS4. The use of spreadsheets for collecting, manipulating interpreting and presenting data is very far reaching. Collecting data through sensors is covered and if extended, could bring about major changes in how the subject is taught and assessed.
Formative Assessment
The school continuously uses a wide range of formative assessment in science. This is intended to lead students to success at all key stages.
At KS 1 and 2, assessment is based on observation and assessment in class tasks at the end of each module or term. The levels that the children are considered to be at are recorded by the teacher. Then same system applies to KS 3 but with the addition of end-of-module tests, homework and other classroom tests. At KS 4, assessment is made through the use of mock tests, coursework and end-of-module tests.
Summative Assessment
All pupils are teacher-assessed annually to provide NC levels and P levels. Pupils who are considered able will be entered for SAT’s at the end of KS1 and KS 2.
At the end of KS3, most students sit the national SATS (in special instances, they may be teacher-assessed). The department policy is to assist with reading for certain students, but not assist with answering or interpretation. In certain circumstances, pupils have amanuensis to read and scribe during exams. Information from these tests is used to decide the level that the students will work at for KS4. At the end of KS 4, summative assessments are made by external examining bodies. It is expected that all students will undertake an Entry Level qualification.
Recording of Assessments
At KS 1, 2, and 3, staff keep the KS results or assessments. Records of module tests are kept for KS 3 and 4 and old test papers are kept as documentary evidence. Children are informed about their performance. At KS 4 the Entry Level students will have internal “end of module” tests that will be recorded by staff and the results given to the students. These are passed on to external examiners for moderation.
Application of Assessment Results
At all key stages, the data is available for use to monitor individual progress, pitch differentiated work and for setting targets including IEP’s.
Development Plan (Three Year)
To make further progress, the science department will need to: -
Ø Prepare full and up-to-date schemes of work and internal tests.
Ø Extend the amount and range of equipment.
Ø Further utilise ICT in science teaching and AT1 preparation.
Ø To extend the range and level of work, particularly practical work, that can be delivered in class.
To achieve this, working practices will be developed appropriately to meet the needs of the science action plan and through the SMT priorities will be decided, leading to:
1. A budget that allows replacement of consumables and the purchase of new and replacement laboratory equipment.
2. The opportunity for every pupil to continue access the National Curriculum for science.
3. An improved standard of learning for all pupils.
4. A co-ordinated record of evidence for each student achievements in science.
5. An updated inventory of key equipment and resources.
6. Improved IT/science integration.
Training
1. Determine and cost suitable courses for school personnel (teachers and LSA’s).
2. Primary and secondary teachers to visit other schools etc. to exchange information.
3. Training to permit integration of ICT / science work as necessary.
4. Whole school training for the delivery of science.
5. Colleague observation and feedback
Matt Hurley – September 2010
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