Science

Introduction

Science is a core subject of the national curriculum and this policy aims to develop a consistency of approach, teaching methods, organisation and management of resources. This policy aims to provide effective staff information and enable all staff to effectively record and monitor science in his/her class so that all children have the opportunity to progress to their own highest potential level.

Aims and Objectives

We aim to:

· Provide every pupil with the scientific experience to which they are entitled.

· Communicate and relate science to everyday life and develop these experiences through scientific investigations. Science will relate to other areas of the curriculum.

· Develop interest and enthusiasm for science.

· Develop skills, knowledge and understanding of science.

· Teach children how to communicate their ideas effectively.

· Teach appropriate scientific vocabulary.

· Develop an understanding of the relevance of science in an everyday context.

· Help children acquire knowledge of a range of scientific concepts.

· Help children understand that scientific knowledge relies on evidence.

· Teach that scientific evidence can be obtained in a variety of ways.

· Help children acquire scientific process skills.

· Develop children’s ICT capabilities.

· Make children aware of Health and Safety issues.

Objectives for Foundation Stage:

We teach science in the nursery and reception classes as an integral part of the topic work covered during the year. As the reception class is part of the Foundation Stage of the National Curriculum, we relate the scientific aspects of the children’s work to the objectives set out in the Early Learning Goals (ELGs) which underpin the curriculum planning for children aged three to five. Science makes a significant contribution to the objective in the ELGs of developing a child’s knowledge and understanding of the world, e.g. through investigating what floats and what sinks when placed in water.

Objectives for KS1:

· To develop an awareness of the importance of science in everyday life, personal health and safety.

· To develop scientific enquiry skills as stated in AT1 and to develop an understanding of science through open ended questions and activities

· To develop questioning skills in a variety of situations.

· To develop skills of presenting information.

· To introduce the children to a variety of resources to enhance their knowledge and understanding of science.

· To use a variety of domestic and environmental contexts which relate to the child’s own knowledge/experience as initial starting points for scientific investigation.

Objectives for KS2:

· To develop further the child’s awareness of science in everyday life, personal health and safety.

· To develop the intellectual and practical skills for further progression in AT1.

· To use ICT to store, present and retrieve work. To present work in an ordered way, with illustrations where applicable.

· To develop skills of independent research using books, charts, ICT and other sources of information.

· Wherever possible to have visits which give pupils first hand experience of the topics studied.

· To develop the pupil’s oral skills by presenting work and ideas to the class, groups and teacher.

Teaching Styles and Strategies

Ranges of styles of teaching are necessary for the teaching of Science. Approaches need to be related to the topic itself and to the abilities and experience of both teachers and pupils.

Our teaching at all levels shall include opportunities for:

· Teacher exposition.

· Discussion techniques (pupil/pupil and pupil/teacher) appropriate to practical work.

· Consolidation and practice of fundamental skills and routines.

· Problem solving.

· First hand experience.

· The use of ICT.

· The committing to memory and recall of a range of scientific facts.

· Investigation and experimental work using questions, predictions, hypothesis and measurement. Also, to interpret results into meaningful conclusions.

· Recording though a range of methods e.g. diagrams, graphs, charts and models.

· Class work, group work, individual work.

Equal Opportunities

The teaching of Science will be in accordance with the present policy for Equal Opportunities. We aim to provide equal access to Science for those children with Special Educational Needs and those pupils who are very able and require extension activities, through small group work and through the use of Teaching Assistant’s help where available.

Curriculum

In order to fulfil the curriculum entitlement a two year rolling programme is in place so that all children will meet topics at least twice in their school career. The four areas to be studied are:

1. Sc1Scientific enquiry.

2. Sc2 Life processes and living things.

3. Sc3 Materials and their properties.

4. Sc4 Physical processes.

Assessment

Children’s work will be marked according to the agreed school policy and their performance continually assessed in accordance with the National Curriculum by the class teacher. The teacher may also test children from time to time, as may the Head teacher. A piece of work will be placed in the child’s profile per term. The teacher passes on relevant information to other teachers and the summative record, formative record and pupil profiles are regularly updated. Key Stage SATs results are reported to Parents, LA and DCSF as required by law. Members of staff hold regular parents meetings and written annual reports are forwarded to parents in the summer term.

Health and Safety

At all times adequate precautions must be taken. Children need to be made aware of the dangers of the improper use of electricity, heat and materials. Goggles are available and must be used where necessary. Iron filings may only be used for demonstration or if provided in a sealed unit. Children need to be aware of the danger of tasting unknown substances.

ICT

ICT will be used where appropriate to develop scientific skills. For example, use can be made of the Internet to observe things which cannot readily be seen. Also, using microscopes to record growth in plants, etc.

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