AURIOL JUNIOR SCHOOL
SCIENCE POLICY
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 causes.
(National Curriculum 2014)
Aims:
Children will:

develop their scientific knowledge and conceptual understanding through the specific
disciplines of biology, chemistry and physics

develop an understanding of the nature, processes and methods of science through different
types of scientific enquiry that help them to answer scientific questions about the world
around them

be equipped with the scientific knowledge required to understand the uses and implications of
science, today and for the future.

develop a set of attitudes that will promote scientific ways of thinking, including openmindedness, perseverance, objectivity and a recognition of the importance of teamwork

develop the skills of meticulous observation, the making and testing of hypotheses, the design
of fair and controlled experiments, the drawing of meaningful conclusions through critical
reasoning and the evaluation of evidence

be able to describe associated processes and key characteristics in common language, but
also be familiar with, and use, technical terminology accurately and precisely. They should
build up an extended specialist vocabulary.

apply their mathematical knowledge to their understanding of science, including collecting,
presenting and analysing data.
Teachers will:

give a broad and balanced curriculum within the National Curriculum (2014) guidelines

give a range of practical experiences within each specific scientific disicipline

plan work that is based on and related to the children’s experiences through the
implementation of the new school curriculum (Cornerstones).

ensure that pupils develop a secure understanding of each key block of knowledge and
concepts in order to progress to the next stage.

identify and deal with any serious misconceptions pupils may have
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
use a range of contexts to maximise pupils’ engagement with and motivation to study science.
The nature, processes and methods of science
An understanding of the nature, processes and methods of science should not be taught as a
separate strand. ‘Working scientifically’ should be embedded within the content of biology, chemistry
and physics, focusing on the key features of scientific enquiry, so that pupils learn to use a variety of
approaches to answer relevant scientific questions. These types of scientific enquiry should include:
observing over time; pattern seeking; identifying, classifying and grouping; comparative and fair
testing (controlled investigations); and researching using secondary sources. Pupils should seek
answers to questions through collecting, analysing and presenting data.
Health and Safety
It is essential in Science to ensure that all appropriate safety measures are employed and that the
pupils’ are taught how to conduct investigations using agreed safety practices.
Particular reference should be made to:
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The safe use of equipment
•
The dangers of substances unknown/unlabelled
•
The dangers of electricity
•
Care for the environment and any species being studied.
For all queries related to health and safety please refer to a copy of the booklet called “Be Safe!
Health and safety in primary school science and technology” from the ASE. A copy of this important
reference booklet can be found in the Staff room.
Spoken language
The national curriculum for science reflects the importance of spoken language in pupils’ development
across the whole curriculum – cognitively, socially and linguistically. The quality and variety of
language that pupils hear and speak are key factors in developing their scientific vocabulary and
articulating scientific concepts clearly and precisely. They must be assisted in making their thinking
clear, both to themselves and others, and teachers should ensure that pupils build secure foundations
by using discussion to probe and remedy their misconceptions.
School curriculum
The programme of study for science is set out year-by-year for key stage 2. The relevant programme
of study must be taught by the end of the key stage. Within each key stage, there is the flexibility to
introduce content earlier or later than set out in the programme of study. The school’s curriculum for
science is set out on a year-by-year basis and this information is available online.
Organisational Strategies
The Science curriculum is organised on a topic basis wherein:
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Science work is based on a scheme of work for each Year group. In every Year group, aspects
from each area of the subject are covered, with an emphasis on incorporating investigative
skills into all topics.
•
Science is studied regularly each term
•
Approximately two to two and a half hours is spent on science a week, this can be cumulative,
throughout a term
The class teacher organises the teaching of Science in a variety of ways appropriate to the task and
situation. There are opportunities for both long and short-term projects as some tasks may span an
extended period, while others are achieved within a shorter time. There are occasions when specific
skills are taught, allowing the pupils to develop specialist techniques and knowledge.
Assessment, Recording and Reporting
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Teachers should keep a record of all practical activities carried out by the pupils and the attainment
shown as a result of these – this should take the form of on-going assessment, both formative (with
regard to the nature, processes and methods of science) and summative (with regard to scientific
knowledge). Assessment of scientific understanding may be a teacher focus during discussion with
the children or when observing them during practical activities. Formal summative assessments
should be carried out at least once a year, targeting at least one topic area from each of the three
areas of the subject (biology, chemistry and physics).
All children will complete a concept map / KWL chart at the beginning and end of each topic. This
enables both the teacher and child to keep a record of existing topic related knowledge which can be
compared to topic related knowledge that is learnt through the teaching of that unit of work. The
pupils should be given feedback about their progress, identifying their strengths and areas for
development. Next steps should be identified in the marking of work when this is relevant and
appropriate.
Tracking of pupils’ progress and attainment should be maintained throughout the school to inform
both planning (for pitch and expectation) and curricular target setting. This is carried out in line with
the school’s assessment procedures. Progress in Science is reported to parents in the annual, end of
year report.
Attainment targets
By the end of key stage 2, pupils are expected to know, apply and understand the matters, skills and
processes specified in the relevant programme of study.
Date approved by staff:
Date approved by the governing body:
Date to be reviewed:
Responsibility:
Summer Term 6 2014
Summer Term 6 2104
Autumn Term 1 2014
Science Leader
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