Hillstone Primary School Science Policy 2015-16
This policy outlines the guiding principles by which this school will
implement Science in the National Curriculum (2000) in England. Hillstone
Primary school follow the ‘Dimensions’ curriculum plan.
1.
Our rationale for teaching science.
Children should have the opportunity to develop the understanding of the
world in which they live. Science is a body of knowledge built up through
experimental testing of ideas. Science is also a practical way of finding
reliable answers to questions we may ask about the world around us.
Science in our school is about developing children’s ideas and ways of
working that enable them to make sense of the world in which they live
through investigation, as well as using and applying process skills.
We believe that a broad and balanced science education is the
entitlement of all children, regardless of ethnic origin, gender, class,
aptitude or disability. Our aims in teaching science include the following.
 Preparing our children for life in an increasingly scientific and technological
world.
 Fostering concern about, and active care for, our environment.
 Helping our children acquire a growing understanding of scientific ideas.
 Helping develop and extend our children’s scientific concept of their world.
 Developing our children’s understanding of the international and
collaborative nature of science on a global scale.
 Developing our children’s instinctive curiosity to learn, and drawing on such
curiosity in order to plan meaningful and enjoyable science lessons.
 Use growing food as a unifying tool which brings together all aspects of
school life, from the curriculum to the canteen.
Attitudes
 Encouraging the development of positive attitudes to science.
 Building on our children’s natural curiosity and developing a scientific
approach to problems.
 To promote an interest in discovery.
 Encouraging open-mindedness, self-assessment, perseverance and
responsibility.
 Building our children’s self-confidence to enable them to work
independently.
 Developing our children’s social skills to work cooperatively with others.
 Providing our children with an enjoyable experience of science, so that they
will develop a deep and lasting interest and may be motivated to study
science further.
Skills
 Giving our children an understanding of scientific processes.
 Helping our children to acquire practical scientific skills.
 Developing the skills of investigation - including observing, measuring,
predicting, hypothesising, experimenting, communicating, interpreting,
explaining and evaluating.
 Developing the use of scientific language, recording and techniques.
 Developing the use of computing in investigating and recording.
 Enabling our children to become effective communicators of scientific
ideas, facts and data.
 Enabling our children to develop their manipulative skills and use of tools
available to them within the subject.
 Developing gardening skills where appropriate within the curriculum, then
extended to opportunities within out of hours learning.
2.
Our teaching aims
 Teaching science in ways that are imaginative, purposeful, well managed and
enjoyable.
 Giving clear and accurate teacher explanations, offering skilful questioning
and seeking opportunities for AFL.
 Offering ample opportunity for practical investigation and enquiry.
 Making links between science and other subjects, and using ICT in
particular to enhance the teaching and learning of the subject.
3.
How science is structured through the school
Hillstone Primary School adheres to the Dimensions creative curriculum.
The Dimensions approach to learning is based on investigation,
observation and application.
Children in the foundation stage are taught the science elements of the
foundation stage document through the Early-Learning Curriculum:
Knowledge and Understanding of the World.
Children from years 1-6 are taught Science within the ‘Science and
Technology’ based Dimension’s topics. Links to other areas of the
curriculum that enhance their understanding of science are identified and
incorporated into planning. Each topic is taught as a block of work each
half term. As before, each topic is revisited as the children progress
through the school, allowing the children to consolidate prior learning and
aid progression. The ‘Theme Maps’ are available on the shared file, or can
be found with the relevant year group teachers. Plans are monitored by
the science co-ordinator on a termly basis, and support given where
required.
In addition to the knowledge and understanding aspects of the National
Curriculum, emphasis needs to be put on scientific investigation and
enquiry, including the correct use and care of scientific apparatus. When
planning the learning experiences, the pupils’ previous experiences and
present understanding should be taken into account.
We use computing widely in science. Children are given the opportunity to
practise science skills and enhance their presentation using carefullychosen software. ICT is promoted as a good tool for enquiry work,
including use of microscopes, interactive white-boards, digital
thermometers, digital cameras and video recorders, web cameras and
data logging systems. The schools shared system has a science folder
within which resources and planning is shared. The school combines these
secondary sources with first-hand scientific enquiries, building children’s
science skills.
Teachers are encouraged to actively teach science skills, and reinforce
learning with selected enquiry stimulations. We encourage children to
ask and answer their own questions as far as practical. Children should
complete at least two full enquiries a term as far as a unit allows,
taking increasing responsibility for their planning, carrying them out
and recording/interpreting results as they move up the school.
We develop science informally through science out of hours, school trips
and school visitors. Teachers are encouraged to plan science based
Essential Learning Experiences to promote or consolidate the teaching
and learning in science. The science co-ordinator has provided a list of
possible learning experiences in each year group.
Our Food For Life partnership underpins the our healthy eating ethos.
Children in years 1 and 3 grow in our allotment and gardening club
maintain (with support from a volunteer parent.) The food is harvested
and used by the chef. A developing link is also growing with Southfields
Farm.
5.
Equal opportunities in science
Science is taught within the guidelines of the school’s equal-opportunities
policy.

We ensure that all our children have the opportunity to gain science
knowledge and understanding regardless of gender, race, class,
physical or intellectual ability.

Our expectations do not limit pupil achievement and assessment
does not involve cultural, social, linguistic or gender bias.

We aim to teach science in a broad global and historical context,
using the widest possible perspective and including the contributions
of people of many different backgrounds. This falls in line with the
Global Citizenship dimensions we are introducing to our curriculum.
We draw examples from other cultures, recognising that simple
technology may be superior to complex solutions.

We value science as a vehicle for the development of language skills,
and we encourage our children to talk constructively about their
science experiences.

In our teaching, science is closely linked with literacy and
mathematics. All science work is recorded in the children’s ‘Learning
Journals’ in order to raise standards in literacy and allow for
consistency in regards to the presentation of children’s work.

We recognise the particular importance of first-hand experience
for motivating children with learning difficulties. Lessons planned
are always inclusive of all learning abilities, and staff as a mean of
further support are used effectively within lesson time.

We recognise that science may strongly engage our gifted and
talented children, and we aim to challenge and extend them.

We exploit science’s special contribution to children’s developing
creativity; we develop this by asking and encouraging challenging
questions and encouraging original thinking. This is also developed
through Forest Schools.
6.
Assessment and recording in science
We use assessment to inform and develop our teaching.

Within the classroom, topics commonly begin with an assessment of
what children already know. Objectives for the lesson may or may
not be shared with the children depending upon the success criteria
of the lesson. For instance, if a the children are conducting an
enquiry, the success criteria may act as the stepping stones or
instructions for an investigation gearing towards children
successfully reaching an initially unknown objective

We assess for learning (AfL). Children are involved in the process of
self-improvement, recognising their achievements and acknowledging
where they could improve on both a short and long term basis. This
can range from a mini-plenary session consisting of informal
questioning within a lesson to consolidate or even re-direct
children’s learning, to an activity at the end of a unit to record
achievement and celebrate success. Activities during, and at the
end of, each topic record achievement and celebrate success.

As far as assessing Sc1 is concerned, it is not necessary to assess
all children in one activity or investigation, as the same criteria
could apply to several different activities.

In the foundation stage, science is recorded within knowledge and
understanding of the world. Work is recorded in A4 ‘Learning
Journals’ and folders in Key Stage 1 and Key Stage 2. We mark each
piece of work in line with the school’s marking policy, making it clear
verbally, or on paper, where the work is good, and how it could be
further improved. Gap tasks are also relevant to extending learning
within science.

We have a tracking system to follow and accelerate children’s
progress across the school. Three children of varying ability are
selected when they begin their time at Hillstone, and their work is
monitored and tracked on an annual basis. This work also contributes
to building a portfolio of our science work at Hillstone.

The school science coordinator monitors progress through the
school with the recently introduced science assessment procedure.
Each child is assessed at the end of a unit against the Dimension’s
skills ladders for the relevant unit- ‘Learning Ladders.’ Such
assessment determines whether a child is working towards, at or
beyond expected level for their age. The system allows every child
in the school to be tracked for the subject, and also generates a
trajector. Using this system, children who are not succeeding, and
children who demonstrate high ability in science, are identified and
supported.

As well as assessing the children’s understanding of a topic,
children’s enquiry skills are also monitored. Children are assessed
against the Dimension’s skills ladders in their ability to investigate,
observe and apply science across the curriculum.

A selection of children are chosen by the LEA to take the national
SATS for science in Year 6. Year 6 complete a purchased
assessment test at the time of their SATS to inform teacher
assessments.

Reports to parents are made verbally each term, and written once a
year, describing each child’s attitude to science, his/her progress in
scientific enquiry and understanding of the content of science.
7. Safety
Children should be taught the correct and safe use of equipment and the
carrying out of simple safety procedures as an intrinsic part of their
science lessons. A risk assessment should be carried out in line with
school policy in regards to any school trips or experiments out of school
grounds. Safety goggles are available in the KS2 stock cupboard. The
Association for Science Education document ‘Be Safe’ is available for
consultation in each Key Stage. These documents can also be found in the
KS2 stock cupboard.
Review
This science policy will be reviewed by the science subject leader
annually.
H.Moyle October 2015