St George’s C of E Primary School
Science Policy
THE IMPORTANCE OF SCIENCE
Science is a systematic investigation of the physical, chemical and biological aspects of the world which relies on first hand experiences and on other sources of information. The scientific process and pupils’ problem-solving activities will be used to deepen their understanding of the concepts involved. The main aspects of science to be studied will be determined by the programmes of study of the National Curriculum.
Through science pupils at St.George’sPrimary School will continue to deepen their respect, care and appreciation for the natural world and all its phenomena.
Aims
- to develop pupils’ enjoyment and interest in science and an appreciation of its contribution to all aspects of everyday life to build on pupils’ curiosity and sense of awe of the natural world
- to use a planned range of investigations and practical activities to give pupils a greater understanding of the concepts and knowledge of science
- to introduce pupils to the language and vocabulary of science
- to develop pupils’ basic practical skills and their ability to make accurate and appropriate measurements
- to develop pupils’ use of information and communication technology (ICT) in their science studies.
- to extend the learning environment for our pupils via our environmental areas and the locality
- to promote a ‘healthy lifestyle’ in our pupils.
Objectives
The following objectives derived from the above aims will form the basis of our decisions when planning a scheme of work. Assessment will also be related to these objectives:
Key Stage 1:
During years 1 and 2, pupils should be taught to use the following practical scientific methods, processes and skills through the teaching of the programme of study content:
asking simple questions and recognising that they can be answered in different ways
observing closely, using simple equipment
performing simple tests
identifying and classifying
using their observations and ideas to suggest answers to questions
gathering and recording data to help in answering questions.
Lower Key Stage 2
During years 3 and 4, pupils should be taught to use the following practical scientific methods, processes and skills through the teaching of the programme of study content:
asking relevant questions and using different types of scientific enquiries to answer them
setting up simple practical enquiries, comparative and fair tests
making systematic and careful observations and, where appropriate, taking accurate measurements using standard units, using a range of equipment, including thermometers and data loggers
gathering, recording, classifying and presenting data in a variety of ways to help in answering questions
recording findings using simple scientific language, drawings, labelled diagrams, keys, bar charts, and tables
reporting on findings from enquiries, including oral and written explanations, displays or presentations of results and conclusions
using results to draw simple conclusions, make predictions for new values, suggest improvements and raise further questions
identifying differences, similarities or changes related to simple scientific ideas and processes
using straightforward scientific evidence to answer questions or to support their findings.
Upper Key Stage 2
During years 5 and 6, pupils should be taught to use the following practical scientific methods, processes and skills through the teaching of the programme of study content:
planning different types of scientific enquiries to answer questions, including recognising and controlling variables where necessary
taking measurements, using a range of scientific equipment, with increasing accuracy and precision, taking repeat readings when appropriate
recording data and results of increasing complexity using scientific diagrams and labels, classification keys, tables, scatter graphs, bar and line graphs
using test results to make predictions to set up further comparative and fair tests
reporting and presenting findings from enquiries, including conclusions, causal relationships and explanations of and degree of trust in results, in oral and written forms such as displays and other presentations
identifying scientific evidence that has been used to support or refute ideas or arguments.
Principles of teaching and learning
Differentiation and Additional Educational Needs (see policy)
The study of science will be planned to give pupils a suitable range of differentiated activities appropriate to their age and abilities. Tasks will be set which challenge all pupils, including the more able. For pupils with SEN the task will be adjusted or pupils may be given extra support. The grouping of pupils for practical activities will take account of their strengths and weaknesses and ensure that all take an active part in the task and gain in confidence. Extra curricular activities for Gifted & Talented pupils are identified and pupils given the opportunity to attend these.
Breadth and Balance
We will ensure that all staff, including those in a supportive role, have a clear idea of the concepts and skills to be taught.
We will select the content to ensure a balanced coverage of the National Curriculum programmes of Study.
Relevance
Wherever possible science work will be related to the real world and everyday examples will be used to link understanding.
Cross-curricular skills and links
Science pervades every aspect of our lives and we will relate it to all areas of the curriculum.
Continuity and Progression
Foundation Stage pupils investigate science as part of Knowledge & Understanding of the World.
Science in the real world
Pupils will be given chance to investigate how Science is used in real life setting. Class visits are encouraged and a focus for Science week will be adopted.
Equality of Opportunity
All children have equal access to the science curriculum and its associated practical activities. The SLT, Class Teachers and TAs at St. George’sPrimary School are responsible for ensuring that all children, irrespective of gender, learning ability, physical disability, ethnicity and social circumstances, have access to the whole curriculum and make the greatest possible progress. Where appropriate, work will be adapted to meet pupils’ needs and, if appropriate, extra support given. More able pupils will be given suitably challenging activities. Gender and cultural differences will be reflected positively in the teaching materials used.
All children have equal access to the Science Curriculum, its teaching and learning, throughout any one year. This is being monitored by analyzing pupil performance throughout the school to ensure that there is no disparity between groups.
Health and safety (see policy)
Pupils will be taught to use scientific equipment safely when using it during practical activities. Class Teachers, Teaching Assistants and the Subject Leader will check equipment regularly and report any damage, taking defective equipment out of action.
Assessment for Learning, recording and reporting
Assessment opportunities will be identified within schemes of work. At Key Stage 1 the only statutory assessment for science is teacher assessment and therefore assessments will be recorded appropriately and some examples of work held.
At Key Stage 2 similar arrangements will be followed but assessments will include end of topic assessments which will be used to determine pupils’ retention of knowledge and vocabulary. The Rising Star scheme of work will be used to assess pupils understanding.
Presentation and Marking for Improvement (see policy)
Much of the work done in science lessons is of a practical or oral nature and, as such, recording will take many varied forms thus making marking different. It is, however, important that written work is marked regularly and clearly, as an aid to progression and to celebrate achievement. When appropriate, pupils may be asked to self assess or peer assess their own or other’s work.
Marking for improvement comments in a child’s book must be relevant to the learning objective to help children to better focus on future targets. It is imperative that children are given the time to improve their work and teachers will support children by scaffolding improvements as necessary. Teachers will follow the pink for perfect and green for growth marking scheme.Marking should follow the school’s policy.
The previous piece of work should be ruled off. The date and learning objective should be clearly identified at the start of each piece of work. In KS 1 the teacher will do this.Children will record their writing in pen/pencil as appropriate, but all drawings will be in pencil.
Management and administration
An annual key stage meeting will be held to review the needs of science. Personal development of staff and training needs will be discussed. The Science Subject Leader will organise and lead these meetings.
Role of the subject Leader
The Subject Leader will provide professional leadership and management for science and will ensure that it is managed and organised so that it meets the aims and objectives of the school. The Subject Leader will monitor teaching and learning within the subject and will initiate reviews of the scheme of work. The Subject Leader will manage the resources for science and will maintain the stock to meet the needs of the curriculum.
Resourcing
In order to encourage an investigative approach to learning all classrooms contain sufficient basic equipment to allow simple investigations, observations and measurements to be carried out in small groups.
The science Subject Leader will see that this level of resourcing is maintained and will administer the allocated budget for science. Background information on science are kept in the library.
Review
The Science Subject Leader will monitor classroom teaching in different year groups. The effectiveness of the science curriculum will be evaluated in discussions with the Headteacher and Deputy Headteacher. This evaluation will form the basis for an action plan, which will then inform the School Improvement Plan.
This policy will be reviewed annually by the Science Subject Leader or as necessary in view of government or LA initiatives, analysis of assessments or curriculum development.