Broad Heath School Science Policy
Rationale:
Science is a core subject within the national curriculum. The aims of science are to enable
children to:
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Enquire, explore and observe so that they can ask questions about themselves and
their environment.
Stimulate their curiosity in finding out why things happen in the way they do.
Appreciate the way science will affect their future on a personal, national and global
level.
Aims and Objectives:
The teaching of science should help develop the key scientific skills of;
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Hypothesising and predicting
Planning and carrying out investigations
Using equipment correctly
Observing and measuring
Presenting results in a variety of ways including use of
ICT
Evaluating results and drawing conclusions
Through developing science skills pupils should acquire knowledge and understanding of:
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Life processes and living things
Materials and their properties
Physical processes
In addition science provides the opportunity for children to develop the key skills of
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Communication in a variety of contexts through promoting the skills of reading, writing,
speaking and listening.
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Application of number through the use of weights and measures, handling data,
estimating and predicting
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Use of ICT to measure, record, present and interpret Data where appropriate, use of
the internet and CD Rom.
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Working cooperatively with others
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Problem solving
Organisation
At Broad Heath School we use the LA Schemes of work as a basis and a starting point for
planning.
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In Key stage 1 at least 54 hours are spent on science.
In Key Stage2 at least 80 hours are spent on science.
The topics in science build on prior learning. Children are given the opportunities to
develop their skills and knowledge in each unit.
Progression is built into the science schemes of work to ensure that children are
increasingly challenged as they move through the school. Also ‘Gifted and Talented’
modules are introduced to stretch the more – able children in each class.
The children all carry out a ‘science investigation’ within their class one a week.
Long Term Planning
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The Key Stage Plan maps the units covered during each term during the key stage.
Units are arranged to ensure breadth and balance of the content areas across both key
stages. Approximate timings are given on the plan.
Medium Term Planning
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Lesson planning sheets based on the QCA schemes of work have been developed for
each unit. These include key objectives and keywords for each lesson with an outline
of the introduction, main activity, plenary, suggestions for differentiation and resources.
They also include opportunities for use of ICT, Science 1 investigations, assessment
activities and links to previous work.
Short Term Planning
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Lesson plans provide more detail about the lesson and the resources that are to be
used. These are produced by the (class teacher / science coordinator) They are kept in
a planning file with a resource list for the topic.
Assessment and recording
Through out each topic, teachers will monitor pupils' progress in scientific knowledge,
understanding and skills through:
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Observation during lessons
Marking written work
Discussion with pupils
Learning objectives are identified and activities planned in each scheme of work which
provide opportunities for teacher assessment. At the end of a unit of work the teacher
makes a summary judgement about the work of each pupil in relation to the National
Curriculum level of attainment and this is re-confirmed in the form of the Science yearly
targets assessments for each class that each child carries out half-termly. The teacher
keeps the records of attainment levels on a record sheet in the assessment file. This
information is used as the basis for assessing the progress of each child and the
information is passed on to the next teacher at the end of the year.
In Key Stage 1 the emphasis is on practical and oral work and the development of Science
1 skills. At Key Stage 2 more written assessment is introduced using previous SAT
questions but Science 1 skills are still assessed at regular intervals.
A portfolio will be kept containing samples of children's work to illustrate the expected level
of achievement across each key stage. This also provides examples of assessment
activities.
Children will be assessed through APP in science at the end of Key Stage 2. In other
years teachers assess the children's work through out the year through Rising Stars
(KS1/2), Gifted and Talented modules and APP
The results of tests and teacher assessments are reported to parents on an annual basis.
Teaching and learning style
A variety of teaching styles are used to teach science. The main focus is to provide
practical and investigative activities that enable the children to develop their knowledge,
understanding and skills through first hand experience.
This will involve:
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Whole class teaching
Enquiry based research activity
Discussion between pupils and teacher
The opportunity to use a variety of data such as
statistics, graphs, pictures and photographs etc
Use of ICT to enhance learning
Role play
Presenting reports to the rest of the class
A wide range of problem solving activities
Carrying out practical experiments and analysing the
Results
Because children have widely different scientific abilities we ensure that we provide
suitable learning opportunities for all children by
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Setting common task which are open ended and can have a variety of responses.
Setting tasks of increasing difficulty to allow children to investigate at their own level.
Grouping children by ability in the room and setting different tasks for each ability
group.
Providing resources of different complexity, matched to the ability of the child.
Using classroom assistants to support the work of individual children or groups of
children.
Where appropriate plan lessons with support teachers to support children with special
educational needs or who speak English as an additional language.
Teaching Science to children with special needs
The school strives to enable all pupils to reach their potential. Science forms part of the
school curriculum policy to provide a broad and balanced education for all children.
Science activities are carefully chosen to match the needs of children with learning
difficulties. Our work in science takes into account the targets set in the children's
individual Education Plans (IEPs) Further details are contained in the school Special
Needs Educational Policy.
Equal opportunities
It is the responsibility of all teachers to ensure that all pupils irrespective of gender, ability,
including gifted children, ethnicity, and social circumstance, have access to the curriculum
and make the greatest progress possible.
Science provides opportunities to draw on the different interests and experience of pupils
to raise awareness and value cultural and ethnic diversity.
Health and Safety
Health and safety issues will be considered and appropriate risk assessments will be put in
place when planning science work. Schemes of work are annotated to identify areas
where particular care is needed.
The school has adopted the (Association for Science Education) ASE “Be Safe
“publication as in the detailed guidance for all staff. The termly CLEAPSS newsletter
“Primary Science and Technology is circulated to the Science Coordinator and copies are
kept as an electronic file for future reference. In addition, Coordinators have access to the
(Consortium of Local Education Authorities for Provision of Science Services) CLEAPSS
helpline if required.
The “Be Safe" booklet which is kept by the Science Coordinator, within the science
resource area, should be consulted by teachers before engaging on any scientific activity
that could be hazardous such as:
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Use of chemicals
Heating and Burning
Electricity
Care and maintenance of animals
Pond dipping
Growing microorganisms.
All teachers must check Be safe! from time to time and use it when planning their science
activities. Where relevant guidance cannot be found in Be safe!, staff should consult
[CLEAPSS]
CLEAPSS, Brunel University, Uxbridge UB8 3PH (Tel: 01895 251496; Fax: 01895 814372;
E-mail: science@cleapss.org.uk; Web site: www.cleapss.org.uk) for the purpose of
obtaining risk assessments and for general advice on health & safety matters in science.
Special restrictions for Health and Safety
There are no special restrictions in teaching science in this school. We have decided that
in addition to advice in Be safe! and relevant CLEAPSS publications, the following special
restrictions will apply when teaching science:•
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Thin plastic (polystyrene) cups from drinks machines should not be used to hold hot
water, because of the risk that they may be easily knocked over when pouring the
water or may soften and collapse, in either case spilling hot water on those nearby.
Glass containers should not normally be used by pupils in Years R to 4, but may be
used in Years 5 and 6 when the nature of the work means that there is no realistic
alternative.
Rechargeable batteries should not be used for circuit work by pupils, because they
may become very hot if short-circuited (but they can be used in equipment, for
example, in Roamer robots, Lego motors, etc).
Scrupulous hygiene must be observed before and after cooking activities or handling
animals, etc. Younger pupils should be supervised to ensure they wash their hands
properly.
Resources
Resources are kept in a (central store / science cupboard/science drawers) where there is
a (box of equipment for each unit of work/ items of equipment in labelled boxes, contents
labelled and stored on shelves.) The science coordinator has an inventory of all equipment
held in the school.
Teachers should inform the science coordinator if equipment is damaged or needs
replacing.
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The library contains a selection of science topic books and ICT software e.g. science
videos.
Monitoring and review - the role of the science coordinator
The Science teaching and learning is subject to continual review, evaluation and
monitoring.
The science coordinator is responsible for this and will:
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Monitor the standards of the children's work and the quality of teaching in science.
Analyse data to consider trends or issues such as patterns of attainment by boys and
girls.
Be responsible for the support of colleagues in the teaching of science.
Provide a strategic lead and direction for the subject in the school.
Produce an annual evaluation of the strengths and weaknesses of the subject which
indicates areas for further improvement.
Be responsible for the science input to the school development plan.
• Policy dated Sep 2013
• Policy to be reviewed…………………….
• Policy accepted by Governors……….