Mellis CEVCP School

Mellis CEVCP School

Science Policy 2014

Introduction

This document is a statement of the aims, principles and stratagies for the teaching and learning of Science at Mellis CEVCP School. It reflects the needs of the children as expressed in the revised National Curriculum for Science (September 2014).

What is Science?

In its simplest form Science is concerned with finding out about things. It involves a systematic study of the natural and physical world based on processes that lead to the drawing of conclusions. Children are natural scientists. They begin investigating their surroundings from birth, they question the world around them and they experiment and draw conclusions. The steps in this process lead to a progressively deeper scientific understanding. It is important therefore to build upon a child’s natural curiosity and to encourage a scientific approach based on a rich resource of experiences. It is important that many of these experiences are first-hand, although the use of secondary sources of information has a part to play. The aims of Science should be realised by all pupils regardless of ability, gender or ethnic group. Every effort will be made to include any child with physical needs.

Aims

Our aims in teaching Science are that all the children will:

·  Retain and develop their natural sense of curiosity about the world in which they live.

·  Develop a set of attitudes, which will promote scientific ways of thinking, including perseverance, objectivity and a recognition of the importance of teamwork.

·  Develop and use a good scientific vocabulary appropriate to their ability.

·  Come to understand the nature of “scientific method”. This will involve meticulous observation, the making and testing of hypotheses, the design of fair and considered experiments, the drawing of meaningful conclusions through critical reasoning and the evaluation of evidence.

·  Become effective communicators of scientific ideas, facts and data.

·  Begin to build up a body of scientific knowledge and understanding, which will be used as a foundation for future enquiry.

·  Relate Science to everyday life by using everyday materials and situations.

·  Participate in practical work safely and carefully.

Principles of the Teaching and Learning of Science

Science is important because:

·  It is a body of knowledge essential to our understanding of the world around us.

·  It has built up a methodology for thinking which today forms the basis of most intellectual thinking.

·  The skills and knowledge of Science have a wide applicability in everyday life.

·  It provides rich opportunities to develop the following attitudes

•  Curiosity

•  Open-mindedness

•  Perseverance

•  Tolerance

•  Co-operation

•  Responsibility

•  Critical awareness

•  Originality

Science is a core subject of the National Curriculum. The fundamental skills, knowledge and concepts of the subject are set out in “Science in the National Curriculum” which was revised in 2014. The four attainment targets are:

1.  Working Scientifically

2.  Biology

3.  Chemistry

4.  Physics

Strategies for the Teaching of Science

The new Science curriculum is stand alone in that each year group has a set amount of named topics that they must cover within the year. The new Science curriculum looks at ensuring that all pupils develop scientific knowledge and understanding through all three disciplines (Biology, Chemistry and Physics), as well as having a clear understanding of the nature, processes and methods involved in scientific enquiry. While programmes of study are set out for each year group, we are only required to have covered all programmes of study by the end of the key stage, resulting in some flexibility in what we teach. This gives us the flexibility to introduce topics earlier if required, or leave a topic until there is a more appropriate stage in their learning. However, it is worth considering that although we have this flexibility, it may be beneficial to follow the recommended outline to ensure full coverage- especially in its first year of implementation.

Throughout all programmes of study there are some key underlining skills which must be taught, and a heavy impetus put on ensuring that the children are working scientifically.

·  The Science curriculum is taught on a topic basis, based upon the requirements of KS1 and KS2 of the National Curriculum.

·  At KS1 the minimum time spent on Science is 1.5-2.0 hours per week.

·  At KS2 the minimum time spent on Science is 2.0-2.5 hours per week.

·  Science is taught by the class teachers who often use teaching assistants to support the children.

·  Teachers use a variety of teaching methods as appropriate co-operative group work, individual work and whole class teaching.

·  Homework is set at KS2 and at KS1 every fortnight to support class based teaching.

·  Excellence in Science is celebrated in displays, house points, and communication of findings during whole school or whole class gatherings.

·  Science themed marble treats have also been run to help raise the profile of Science. Children take part in a range of hands on experiments and explore the Science behind the fun!

Foundation Stage

During their Foundation Stage the younger children will continue to develop their scientific knowledge by continuing to work within the stepping stones of the Foundation curriculum. The children will be given opportunities to:

·  Participate in activities based on first-hand experiences that encourage exploration, observation, problem solving, prediction, critical thinking, decision-making and discussion.

·  Work both indoors and outside to stimulate their interest and curiosity.

This should help the children to achieve the Science element of the Early Learning Goals for Knowledge and Understanding of the World. The achievement of children beyond the early learning goals is described using the level description of the National Curriculum. When the children become Year 1, they will then be taught Science as set out in KS1 of the National Curriculum.

KS1

In KS1 the children are expected to ask questions and understand that these could be answered in different ways, observe and draw some conclusions, as well as be able to use simple equipment for experimentation. There is a heavy weight on life processes and the identification and classification of living and non-living things, which feeds into gaining skills in observation and questioning. Data collection, use of technical and scientific language and the understanding of fair testing is also important.

Lower KS2

In lower KS2 children’s questioning should be developed further and include a clear understanding of the importance of asking relevant questions, and providing scientific enquiry that could help them find an answer. They should look closely at scientific evidence and focus on the importance of practical sessions within their enquiry. At this level they should be able to draw simple conclusions from results gathered, record findings using diagrams, charts and graphs, and then explain their findings through oral and written feedback. Building on their skills from KS1, children should also be using scientific vocabulary which coincides with their spelling development and also recognise standard units of measure.

Upper KS2

In Upper KS2 the focus is clearly on scientific enquiry, including the ability to plan their own investigations to find out the answer to questions they themselves have asked. There is an emphasis on being able to establish and control variables, and the importance of precision and accuracy in skills such as measurement and repeated reading. Children should be able to make predictions and set up further testing in order to prove or disprove their hypothesis, and record accurately any data they gain. They should be developing their skills in scientific drawing (diagrams), and be able to produce charts, graphs and keys confidently. Building on Lower KS2 children should be confident in using scientific vocabulary, and be able to discuss clearly relationships between data, results and processes.

Consideration of health and safety issues is of up-most importance and the children are taught to handle and store equipment and materials appropriately. They are taught to asses risks and take action to reduce risk to themselves and others.

When teachers plan their work, they do not solely use commercially bought schemes. Teachers use the many teaching resources avaiable to help provide a range of experiences to aid and broaden the children’s understanding.

Strategies for Ensuring Progress and Continuity

Planning in Science is a whole school process wherein:

·  Issues may be highlighted in the School Improvement Plan.

·  Teachers refer to the Science policy.

·  The long-term plans were developed by the co-ordinator.

·  Issues are raised at staff meetings to ensure consistency of approach and standards.

·  Teachers produce detailed medium term plans.

SEN

Teachers take account of the individual needs of pupils and make provision accordingly. This may include allowing the children to report their findings verbally or pictorially or supporting them with the use of a teaching assistant to read questions. During end of Key Stage assessments, teachers should bear in mind that special arrangements should be available to support these pupils, as learning difficulties in other areas of the curriculum does not indicate that these children will not achieve in Science.

Able Pupils

Pupils with a particular flair and ability in Science and who work more quickly through the levels of the National Curriculum can be extended by:

·  Open-ended activities

·  Independent investigations

·  Research work

·  Computer software

The Role of the Science co-ordinator

The co-ordinator:

·  Takes the lead in policy development to ensure progression and continuity in Science throughout the school.

·  Supports colleagues in their development of detailed plans, implementation of the curriculum and in assessment and record keeping.

·  Monitors the progress in Science

·  Takes responsibility for the purchase and organisation of central resources.

·  Keeps up-to-date with developments in Science education and disseminates information to colleagues.

·  Inform colleagues of relevant training courses.

Assessment

Our aim is to help the children learn by encouraging them to think critically about what they are achieving . Assessment:

·  Provides information about children’s achievements and is used to inform future planning.

·  Relates to the objectives in lesson or topic.

·  Should be manageable.

·  Should be a regular feature of Science teaching

Feedback to pupils about their progress in Science is achieved through the marking of work and target setting.

Formative assessment is used to guide the progress of individual pupils in Science, and involves identifying each child’s progress in each area of the Science curriculum, determining what each child has learned and what therefore should be the next step in his/her learning. Formative assessment is mostly carried out by teachers in the course of their teaching and may include:

·  Small group discussions

·  Specific assignments for individual pupils

·  Individual discussions

Formal summative assessment is carried out at the end of each National Curriculum Key Stage (i.e. in Years 2 and 6) through the use of SATS and/or teacher assessment.

Strategies for Recording and Reporting

Records of progress in Science for each individual child include:

·  Dated and annotated work in their Science books.

·  Personal targets recorded into Science books.

Reporting to parents is done during informal discussions when applicable and annually through the written report and interview. Reporting in Science focuses on each child’s attitudes to Science, ability to investigate scientifically and scientific knowledge.

Safety

Science poses a number of potential dangers in the classroom as a result of its practical nature. The school has adopted the safety policy included in the “Be Safe” document produced by the Association for Science Education. Teachers will need to make references to this document when they are performing new activities or techniques. Children should be made aware of the safety requirements and encourage to develop an awareness of safety as they undertake practical work.

Resources

Resources are kept locally in each classroom, shared items are stored centrally in the store room. They are the responsibility of the Science co-ordinator who is given an annual budget to manage. Effective management of resources is also the responsibility of each teacher who uses them. They include:

·  Practical equipment

·  Wildlife area and pond

·  Pupil and teacher books

·  Posters

·  New National Curriculum 2014

·  ICT equipment including a data logger, microscope and CD ROM’s

Information Technology is a major resource which is used in Science for:

·  Communicating information (word processing and graphics packages)

·  Handling information (databases and spreadsheets)

·  Modelling (simulations)

·  Data logging

The library has a substantial stock of books on Science-based subjects and is regularly used for reference. Teachers are also able to make use of the County’s School Library Service

This policy will be reviewed regularly.

Millie Corke

Science Co-ordinator

April 2014