Tower Hill Primary School
Science Policy
Policy Date: Autumn 2015
Review Date: Autumn 2018
Author: Samantha Hicks
Science Manager
Our Rationale for Teaching Science
Science is a body of knowledge built up through experimental testing of ideas.
Science is also methodology, a practical way of finding reliable answers to
questions we may ask about the world around us. Through the teaching of the
specific disciplines biology, chemistry and physics we develop children’s ideas and
ways of working that enable them to make sense of the world in which they live
through explanation, prediction, investigation and analysis. 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:
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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 knowledge and
conceptual understanding of their world.
Attitudes
 Encouraging the development of positive attitudes to science.
 Building on our children’s natural curiosity and developing a scientific
approach to problems.
 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 sense of excitement and a deep and lasting interest that
may motivate them 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 ICT in investigating and recording.
 Enabling our children to become effective communicators of scientific
ideas, facts and data.
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Our Teaching Aims
 Teaching science (National Curriculum) in ways that are imaginative,
purposeful, well managed and enjoyable.
 Giving clear and accurate teacher explanations and offering skilful
questioning.
 To make links between science and other subjects.
Science is a core subject in the National Curriculum which focuses on providing
the foundations for understanding the world through the specific disciplines
of biology, chemistry and physics. Our role is to teach scientific enquiry through
the contexts of the three main content areas. Children in the Foundation Stage
are taught the science elements of the Foundation Stage document through the
Early-Learning Curriculum: Understanding the World.
How Science is Structured through Tower Hill School
Planning for science is a process in which all teachers are involved to ensure that
the school gives full coverage of the National Curriculum. Science teaching in the
school is about excellence and enjoyment. We adapt and extend the curriculum to
match the unique circumstances of our school. We aim to ensure the planning is
contextualized in order to make the learning real. Medium Term planning is based
around a ‘big idea’. Lessons are then planned in the context of the terms theme
where possible.
KSI and Foundation stage teachers should be teaching science for a minimum of
one hour each week.
KSII teachers should be teaching science for a minimum of two hours per week.
Our Approach to Science
The essential elements describing how science is taught in our school are
described below.
 We use ICT widely in science. Children are given the opportunity to
practice science skills and enhance their presentation using carefullychosen software.
 We use ICT for enquiry work, including digital cameras, video capture of
images and activities, and data logging.
 We encourage children to ask and answer their own questions as far as
practicable.
 We use cross-curricula links to science with, for example, design and
technology units.
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.
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Our expectations do not limit pupil achievement and assessment does not
involve cultural, social, linguistic or gender bias.
We value science as a vehicle for the development of language skills, and
we encourage our children to talk constructively about their science
experiences.
We recognise the particular importance of first-hand experience for
motivating children with learning difficulties.
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.
Assessment and Recording in Science
We use assessment to inform and develop our teaching.
 The ‘Understanding the World’ section of the EYFSP is used in YR to
monitor and track the progress of children’s abilities.
 Topics commonly begin with an assessment of what children already know.
 We use assessment for learning techniques within lessons to move
children’s thinking forward and to address misconceptions. Children are
encouraged to ask questions and investigate their own thinking on an idea.
 We mark each piece of work positively, making it clear verbally, or on
paper, where the work is good, and how it could be further improved.
 We have a tracking system to follow and accelerate children’s progress.
The school science manager monitors progress through the school by
sampling children’s work and analysing data on a half termly basis.
 Children who demonstrate high ability in science, are identified and
supported.
 At the end of Year 2 science assessments are formally reported to the LA.
 All children take the National Assessments in science (the science ‘SATs’)
in Year 6 and are given their results.
 Reports to parents are made verbally in the first two terms, and written
once in the Summer term, describing each child’s attitude to science,
his/her progress in scientific enquiry and understanding of the content of
science.
Health and Safety in Science
The health and safety section of this policy should be read in accordance with the
overall schools health and safety policy. The employer, ie, the governing body of
Tower Hill Primary School has the ultimate responsibility to ensure the health and
safety of employees and others at this school. The task of overseeing health and
safety in this school has been delegated by the employer to the Headteacher.
Within Science this task has been further delegated to the Science Manager.
It is the duty of all staff:
 to take reasonable care for the health and safety of themselves and
others who may be affected by their acts or omissions;
 to be familiar with this policy by periodic reference to it;
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to implement the provisions of this policy; and
to cooperate with the employer and with other members of staff in
promoting health and safety.
Advice on Health & Safety Matters in Science
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The local authority’s designated representative for giving advice on health
& safety in teaching science in primary schools is:
Frank Fearn, HIAS General Inspector/Adviser for Science
E-mail: frank.fearn@hants.gov.uk
or:
Dave Whittle, HIAS General Inspector/Adviser for Science
E-mail: david.whittle@hants.gov.uk
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Tower Hill Primary School through HIAS has a subscription to 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.
About 3 or 4 weeks after the start of each term the CLEAPSS Primary
Science and Technology Newsletter is dispatched to schools by Hampshire
County Council.
It is the Science Managers responsibility to circulate a copy of the
Newsletter amongst staff.
Back copies are kept for reference in the Science Managers Folder and
are also available on the members-only part of the CLEAPSS web site.
Risk Assessments
 At Tower Hill Primary School we adopt the advice given in “Safety in
Science at Key Stages 1 and 2, December 2014, 3rd edition” published by
Hampshire County Council. A copy of this document along with the Hazard
cards is kept in the Science Managers Classroom. Another kept in the
Staff Study which staff is aware of.
 When planning science activities staff take copies of the relevant hazard
cards and attach to planning. The risks are assessed and recorded on
science planning. All relevant steps are then taken within the lesson to
minimise potential risks.
 It is the responsibility of the Science Manager to monitor health and
safety in Science and to ensure all members of staff are following
guidance provided.
 The Science Manager completes and returns the Annual Primary Science
safety monitoring schedule to Hampshire County Council.
Review
This science policy will be reviewed by the science curriculum leader and the
senior management team. It is shared with all members of staff on an annual
basis. Any new members of staff will be given a copy of this policy during the
induction process.
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