Science Policy
South Ossett Infants’ Academy
2015
Policy Written by Danielle Newby
Completed July 2015
Agreed by staff September 2015
Policy review date September 2017
Introduction
Definition of science:
Science is a body of knowledge built up through the experimental testing
of ideas. Science is also a practical way of finding reliable answers to
questions we make about the world.
Rational:
‘A high quality science education provides the foundations for
understanding the world through the specific disciplines of biology,
chemistry and physics. Science has changed our lives and is vital to the
world’s future prosperity, and all pupils should be taught essential
aspects of the knowledge, methods, processes and uses of science.
Through building up a body of key foundational knowledge and concepts,
pupils should be encouraged to recognise the power of rational
explanation and develop a sense of excitement and curiosity about
natural phenomena. They should be encouraged to understand how science
can be used to explain what is occurring, predict how things will
behave, and analyse cause.’ (taken from ‘maintain curiosity’).
Aims:
Science teaches an understanding of natural phenomena. It aims to
stimulate a child’s curiosity in finding out why things happen in the
way they do. It teaches methods of enquiry and investigation to
stimulate creative thought. Children learn to ask scientific questions
and begin to appreciate the way science affects themselves and their
environment.
KS1
The national curriculum for science aims to ensure that all pupils:
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Develop Scientific knowledge and conceptual understanding through
the specific disciplines of biology, chemistry and physics
Develop understanding of the nature, processes and the methods of
science through different types of science enquiries that help he
to answer scientific questions about the world around them.
Are equipped with the scientific knowledge required to understand
the uses and implications of science, today and for the future.
Working scientifically
During KS1, pupils are taught to use the following practical scientific
methods, processes and skills through the teaching of the programme of
study content
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Asking simple questions and recognising that they can be answered
in different ways
Observing closely, using simple equipment
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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.
Early Years Foundation stage
The EYFS is split into two areas of learning: prime and specific areas.
Science comes under the specific area and is known as ‘Understanding the
World.’ Understanding the World is then split into 3 categories: People
and Communities, The World and Technology.
Children are given a wide range of first hand activities and experiences
that encourage exploration, observation, problem solving, prediction,
critical thinking, decision making and discussion to develop scientific
enquiry, knowledge and skills.
Methodology
We use a variety of different teaching and learning styles in our
science lessons. Our principle aim is to develop children’s knowledge,
skills and understanding. Sometimes we do this through whole class
teaching, while at other times we engage the children in an enquirybased research activity. We encourage children to think creatively and
to ask, as well as answer, scientific questions. They engage in a wide
range of problem solving activities. We use the ‘Open Futures
curriculum’ to support the teaching and learning of science.
Planning
In Lower and Upper Foundation stage, science is an integral part of our
‘projects’. The curriculum is delivered primarily from the 30-50mths and
40-60mth statements within ‘Understanding the World’ of the Development
Matters ages and stages of development.
At Key Stage 1 the National Curriculum framework is used to inform
planning. KS1 plan topics that children access during weekly teaching
sessions. Both Class One and Class Two have ‘Enquiring Mind’ sessions
that support the ‘awe and wonder’ of Science.
Differentiation
We recognise that there are children of widely
abilities in all classes and we ensure that we
opportunities for all children by matching the
the ability of the child. We achieve this in a
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different scientific
provide suitable learning
challenge of the task to
variety of ways by:
setting tasks which are open ended and can have a variety of
responses
setting tasks so children can master their skills in working
scientifically
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using the continuous provision both indoors and outdoors so
children can master their skills
the grouping of pupils for practical activities takes into account
their strengths and areas for development and ensures that they all
take an active part in the task
for pupils with SEN we set suitable learning challenges and respond
to each child’s different needs
What good Science teaching looks like at our school
At South Ossett Infant Academy children say they learn best when Science
is:
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‘fun and exciting’
‘doing activities’
‘going outside’
‘looking at nature’
‘going bug hunting’
‘finding and bashing different poos’
Links across the curriculum
Science actively promotes the skills of reading, writing, speaking and
listening. We use big books (nonfiction and fiction books) as a way to
link Literacy within our Science Lessons. Science contributes to the
teaching of Mathematics in a number of ways; children weigh, measure,
gather and record data and learn to use and apply number. Through
working on investigations, they learn to estimate, predict, observe
accurately, make comparisons and record events. Children use Computing
in Science to support their investigations and findings; they select and
analyse information from the internet, use ‘easi-scope’ digital viewers
to observe and make comparisons between objects. We use ‘Open Futures’
to support our teaching across the curriculum, this includes ‘grow it’,
‘cook it’ and ‘ask it.’
Assessment and recording
In Foundation Stage we assess Science within ‘Understanding the World’
against Development Matters ages and stages of development and the Early
Learning Goals in which we make a best fit judgment on whether the
children are emerging, expected or exceeding in this area. The type of
evidence we gather to support our judgments are mainly through photos,
practitioners’ observations and comments that the children make combined
with practitioner knowledge.
During the academic year 2015-16 KS1 will introduce assessment grids as
used in maths and literacy.
Reporting to parents
Parents are offered a consultation session each term where science may
be discussed, describing each child’s attitudes to Science, their
progress in working scientifically and their understanding of Science
concepts. Science is part of the annual report sent home in the summer
term.
Health and Safety
For all practical activities due care and attention is paid to health
and safety issues and this will be identified in planning and risk
assessments.
Monitoring and Evaluating
The monitoring and evaluation of Science will be done by the Science Coordinator; this will include book scrutiny, learning walks, drop in
sessions and science lesson observations. Feedback will be given to
class teachers and points for development will be identified.
Science Enrichment: Awe and Wonder
“Awe and wonder” is developed in a variety of ways for example
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“Living Eggs” and keeping the hens
Our Outdoor and Continuous provision in both KS1 and Foundation
Stage
Enquiring Minds
Whole School Science day
Science Family Learning morning (as available)
Opportunities that arise due to natural phenomena, for example the
solar eclipse and hail stones the size of golf balls.