Science Policy

Science involves children observing, seeking evidence and looking for explanations for what they find.

Science is an important part of the education at Arnold Junior School. All children in the school study science through practical, challenging and yet safe activities based initially on their immediate personal experiences and later, on a broader range of contexts. They learn about science in their lives and the wider world.

Science involves children observing, seeking evidence and looking for explanations for what they find. The context of the work is most important in science. Teacher’s choice of content will be guided by the QCA scheme of work. We believe that all children benefit from science in terms of its contribution to their overall capability and from the way that science links with other areas of the curriculum like English, Maths, Technology and History.

Our scheme of work ensures that the children cover all of the requirements of the National Curriculum through the QCA and Ginn Star science schemes. There is a particular emphasis on investigating which goes on within these aspects of science.

We consider that attitude to work is very important and so place considerable emphasis on the quality of children's work. We know that children produce their best work when they are interested in their work, we therefore go to considerable effort to make the science work as realistic as possible i.e. we ensure that the children ask and seek answers to questions they identify.

This policy promotes progression in children’s' learning and high standards. Monitoring the progressive development of science goes on in the classrooms by teachers and across the whole school by the science coordinator. Period evaluation is conducted. Central to this is regular assessment both informal and formal in science and careful feedback to children and their parents.

Planning
Teachers plan science for the six half terms in the school year as per the schemes of work. Plans include a series of objectives drawn from the relevant programme of study. Plans should include introductory stimulus, skills and knowledge teaching, a clear role for the teacher, opportunity for teacher assessment, self assessment by the children and safety.

Schemes of Work
A scheme of work for science builds from the whole school curriculum plan and can be found in the appendix. It gives directions about the nature of the activities which are required and the topics which will form a context for the activity. There is reference to the Programme of Study, vocabulary and basic skills which are required.

SCHOOL AND CLASS ORGANISATION

Foundation Stage: Please refer to Foundation Stage Handbook
Key Stage One: Science is taught by the form teacher for approximately two hours per week
Key Stage Two: In Years 3, 4, and 5 Science is taught by the Science Co-ordinator for one hour per week, and by the Form Teacher for two hours per week (whenever possible). In Year 6 pupils are taught by the Science Co-ordinator for three hours per week.

Progression
We expect all children to progress in science in a number of areas. These will include progressively:
• Using more science vocabulary more accurately
• Taking more responsibility for science investigations
• Moving from familiar to less familiar contexts
• Increasing personal scientific knowledge and making more links between areas of science
• Development of the use of everyday language to increasingly precise scientific terminology
• From describing events to explaining events
• From unstructured exploration to increasingly systematic investigation
• Working as part of a team
• Increasing accuracy
• From using simple drawings and diagrams to using scientific diagrams and graphs
• Making more informed choices

The scheme of work is designed so that in each stage children have the opportunity to return to materials and skills spirally. The scheme of work refers to science skills, vocabulary and ICT. It ensures that children return to aspects of the subject within the meaningful contexts offered.

Key Skills
It is important that the following key skills are developed through science. It is necessary to make children aware of these in the same way that we tell children about the learning objectives at the start of each lesson.
• communication
• application of number
• information technology
• working with others
• improving own learning and performance
• problem solving
• thinking skills (information processing/ reasoning/ enquiry/ creative
• thinking/ evaluation skills).

Teacher Assessment
In order that the teaching of science and its reporting to others, including parents, is well informed, teachers must include assessment as part of the teaching process. It is this teacher assessment which will lead to informed decisions about differentiation. Assessment in science proceeds on the basis of teacher assessment and periodic testing. The day to day assessment is based on sound planning where specific learning objectives and related outcomes and criteria for assessment are identified.

Important points to remember about assessmen:
• Don't panic. Assessment can take different forms e.g. Diagrams, practical activities, discussion. It need not be a test at the end of a piece of work.
• Look on assessment as PART OF THE PLANNING i.e. what do you think the children should know at the end of the unit?
• Assessment can be of:
• groups
• individuals
• a whole class
• Assessment should record what the children can do not what they cannot.

Differentiation
It is suggested that we consider differentiation by outcome in the early activities i.e. exploratory, play, elicitation and initial teaching activity, followed by task differentiation and conclude with investigative activity which differentiates by outcome. Differentiation can also be planned for in:
• the time teachers give to individuals and groups
• instructions they give
• the support they give
• the expectations they have of the children
• the time allowed for the activity
• the resources provided
Teachers should make a professional decision about which ones they employ in a lesson.

Special Needs
Science can offer all children an exciting and challenging way to learn. Teachers may refer to the schools special needs policy or speak to Michelle Hecht. Some children may need more than the regular range of differentiation in the class.

Resources
Each year group has their own set of Ginn science teacher and pupil books in order to follow the QCA science curriculum. All practical equipment is kept in the science room and any breakages or insufficient amounts should be reported to the science coordinator ASAP.

Cross Curricular
As we are concerned that children see science as part of their world we are keen to use positive cross-curricular links. By this we mean that the link furthers the objective of either science or the subject it is linked with or both.

Spiritual, Moral, Social and Cultural Development
Science Is a useful vehicle for children to consider serious questions about human activity eg, achievement in science can positively affect children’s’ self esteem and offer opportunities for socialization as children work together. Science draws on contributions from all human cultures where children consider people in their work, at home and at play solving problems with science. Science allows children to consider issues of right and wrong in for example exploitation of the environment.

Safety
Safety is an integral part of teaching in science. With younger children there will be a need for the teacher to take responsibility for all safety issues. As children mature it will be possible to talk to them more about safety and to ask them to conduct a safety review of an activity. Children should progressively be expected to take responsibility for safety, but always within their capability and after careful instruction about the use of the apparatus and materials being used. Specific advice can be found in the ASE book ‘Be Safe’ a copy of which has been given to every teacher.

Equal Opportunity
Science is for everyone. It is an important aspect of everyone’s life now and in the future. Science education should account for children’s abilities, gender, culture and religion so that it celebrates similarity and difference, ensures access and presents positive images.

Recording
Children build up over the course of a year a portfolio of work and assessments. These assessment and levels of achievement in all areas are recorded on a sheet and passed on to the child’s next teacher. In May Year 2 and Year 6 children take part in the National KS1 and KS2 SATS.

Reporting
Parents receive written reports twice a year in February and June. There is also a Parents’ Evening in the Autumn Term. However, the school encourages parents to speak to teachers at any time if they have any worries and vice versa.

Staff Developent

This is an important area as it will improve standards of achievement and teaching. To date all teachers in years 3, 4 and 5 have undergone a full days inset with the science coordinator looking at problem areas and in particular assessment recording. All staff are also encouraged to seek help and advice from the coordinator whenever and if they feel uncomfortable teaching any particular aspect the coordinator is more than happy to help out.

Role of the Co-ordinator
• To be enthusiastic about Science and demonstrate good practice at all times.
• To keep under review the written policy document for Science and Scheme of Work, including regular monitoring and evaluation.
• Encourage and support staff in the implementation of the agreed procedures, and closely monitor the progression of activities and consistency of approach across both year groups and Key Stages.
• Purchase and organise all Science equipment, ensuring they are readily available and well maintained.
• Monitor short-term planning for each year group.
• Promote a spirit of scientific enquiry throughout the school.
• Support and guide staff, encourage the sharing of ideas and, in collaboration with the Head teacher, organise in-service training as appropriate.
• Liaise closely with Heads of Sections.
• Initiate occasion special science events.
• Be aware of national and local developments in Science through reading relevant materials and attending courses.

Role of the Heads of Section
To liaise with the co ordinator and members of staff to ensure continuity across the Key Stages.

Role of the Head teacher
• Lead, manage and monitor the implementation of Science, including monitoring teaching plans and the quality of teaching within the school.
• Keep the Governing Body informed about the progress of Science within the school.
• Ensure that Science remains a high profile in the school’s Development Plan.
• Deploy support staff to maximise support for Science if required.

<< Back

School rules
A breach of common sense is likely to be a breach of school rules. Find out what they are here.

Free rice

Improve your vocabulary and help others.

School Shop
Everything you need for school life

Arnold Monthly Draw
Your chance to win

National Year of Reading
Year 7 book reviews