St. Bridget’s Catholic Primary School
Mission Statement
As a family, we learn, support and care for one another in God’s love.
We reach for the stars.
May your life in this world be a happy one.
Science Policy
Ratified by Governors of the Curriculum & SDP Committee
Date 2/02/2015
Reviewed date
Amended date
Importance of science:
Science stimulates, excites and satisfies pupil’s curiosity about phenomena and events in the world around them. Since science links
direct practical experience with ideas, it can engage learners at many levels. Through science, pupils understand how major scientific
Science Policy Reviewed and Updated December 2014
ideas contribute to technological change – impacting on industry, business and medicine and improving the quality of life. They
learn to question and discuss science-based issues that may affect their own lives, the direction of society and the future of the world.
1
Aims and objectives

To develop pupils’ enjoyment and interest in science and an appreciation of its contribution to all aspects of everyday life.
•
To build on pupils’ curiosity and sense of awe of the natural world.
•
To use a planned range of investigations and practical activities to give pupils a greater understanding of the concepts and
knowledge of science.
•
To introduce pupils to the language and vocabulary of science.
•
To develop pupils’ basic practical skills and their ability to make accurate and appropriate measurements.
•
To develop pupils’ use of information and communication technology (ICT) in their science studies.
2
Teaching and learning
Key Stage 1
The main focus of science teaching in Key Stage 1 is to enable pupils to experience and observe phenomena, looking more closely at
the natural and humanly-constructed world around them. They should be encouraged to be curious and ask questions about what
they notice. They should be helped to develop their understanding of scientific ideas by using different types of scientific enquiry to
answer their own questions, including observing changes over a period of time, noticing patterns, grouping and classifying things,
carrying out simple comparative tests and finding things out using secondary sources of information. They should begin to use
simple scientific language to talk about what they have found out and communicate their ideas to a range of audiences in a variety of
ways. Most of the learning about Science should be done through the use of first-hand practical experiences, but there should also be
some use of appropriate secondary sources, such as books, photographs and videos. Pupils should read and spell scientific vocabulary
at a level consistent with their reading and spelling knowledge at Key Stage 1.
Lower Key Stage 2
The main focus of Science teaching in Lower Key Stage 2 is to enable pupils to broaden their scientific view of the world around
them. They should do this through exploring, talking about, testing and developing ideas about everyday phenomena and the
relationships between living things and familiar environments, and by beginning to develop their ideas about functions, relationships
and interactions. They should ask their own questions about what they observe and make some decisions about which types of
scientific enquiry are likely to be the best ways of answering them, including observing changes over time, noticing patterns,
grouping and classifying things, carrying out simple fair tests and finding things out using secondary sources of information. They
should draw simple conclusions and use some scientific language, first, to talk about and, later, to write about what they have found
out.
‘Working scientifically’ must always be taught through and clearly related to substantive Science content in the programme of study.
Upper Key Stage 2
The main focus of Science teaching in Upper Key Stage 2 is to enable pupils to develop a deeper understanding of a wide range of
scientific ideas. They should do this through exploring and talking about their ideas; asking their own questions about scientific
Science Policy Reviewed and Updated December 2014
phenomena; and analysing functions, relationships and interactions more systematically. At Upper Key Stage 2, they should
encounter more abstract ideas and begin to recognise how these ideas help them to understand and predict how the world operates.
They should also begin to recognise that scientific ideas change and develop over time. They should select the most appropriate ways
to answer Science questions using different types of scientific enquiry, including observing changes over different periods of time,
noticing patterns, grouping and classifying things, carrying out fair tests and finding things out using a wide range of secondary
sources of information. Pupils should draw conclusions based on their data and observations, use evidence to justify their ideas, and
use their scientific knowledge and understanding to explain their findings. Pupils should read, spell and pronounce scientific
vocabulary correctly.
‘Working and thinking scientifically’ must always be taught through and clearly related to substantive Science content in the
programme of study.
3. Key features of science include:
•
Lesson objectives in the form of a question as a way of inspiring children’s curiosity.
•
WOW science element included in every lesson to inspire the pupils to experiment and investigate the world around them
and to help them raise their own questions such as "Why...?", "How...?" and "What happens if...?"
•
Activities that develop skills of enquiry, observation, locating sources of information, selecting appropriate equipment and
using it safely, measuring and checking results, making comparisons and communicating results and findings.
•
A variety of strategies, including questioning, discussion, concept mapping and marking, are used to assess progress and
the information is used to identify what is taught next.
•
Activities are challenging, motivating and extend pupils’ learning. Pupils have frequent opportunities to develop their
skills in, and take responsibility for, planning investigative work, selecting relevant resources, making decisions about sources of
information, carrying out activities safely and deciding on the best form of communicating their findings.
4. Planning
School curriculum:
The programmes of study for Science are set out year-by-year for Key Stages 1 and 2. Teachers will base their planning on the
programmes of study for their relevant year groups. Teachers are able to plan and teach their science topics in any order ensuring
that a link is made where possible to their learning challenge topic. E.G. If learning about the ‘Stone Age’ was your learning
challenge topic then it would make sense to teach ‘Rocks and Solids’ in line with this. Planning should be recorded on the specific
science planning template and should include:
-Learning challenge
-Wow science element
-Main input/teaching
-Focussed activities
-Resources
Science Policy Reviewed and Updated December 2014
-Plenary/ AFL
Scientific Enquiry:
The programmes of study describe a sequence of knowledge and concepts. While it is important that pupils make progress in
relation to subject knowledge, it is also vitally important that they develop a secure understanding of each key enquiry skill. These
skills are:
-Asking questions
-Making predictions
-Measuring
-Fair Testing
-Recording Results
-Evaluating and observing
Teachers should refer to the science skills ladder when planning to develop children’s enquiry skills and ensure a clear progression
from EYFS to Year 6 is evident. Evidence of science enquiry should be recorded in their ‘science enquiry scrap book’ including
photographs, quotations from the children, and work samples as evidence.
5. Assessment
Teacher’s assessment should be ongoing throughout science topics and ‘Active Assessment’ activities should be carried out
throughout in order to inform future planning and highlight any misconceptions. At the end of a topic teachers should use the
‘Primarily Science’ assessment grids, highlighting children’s learning and ultimately making an assessment judgement on whether a
child is working at expected, emerging or exceeding level. With regards to science enquiry assessment, teachers should refer to the
‘science skills ladder’ document which clearly states what is expected within each skill and for each year group.
These judgements will be recorded on the ‘Primarily Science Trackers’ which clearly shows whether the children are working at,
below or above expected level.
6. Recording/ Marking
Science subject knowledge must be recorded in science books in the form of photographs, written investigations/ learning, diagrams,
tables/ graphs and other methods appropriate to specific learning objectives. In line with subject knowledge science books teachers
should be recording photographic evidence of science enquiry learning within their science scrap book. Teachers should include
quotations and children’s written work in relation to asking questions, making predictions, planning a fair test etc.
7. Resources
Science resources are kept in the key stage 1 corridor in the designated science cupboards. Resources are checked and updated when
relevant throughout the school year and staff should notify the co-ordinator of any extra resources required, of any breakage’s or
losses, which occur, and of any new materials, books, videos etc., which might prove to be useful. Teachers make informed decisions,
based on the age and stage of pupils, in relation to whether the teacher, the pupils under the guidance of an adult, or the pupils
independently, should collect and replace resources.
Science Policy Reviewed and Updated December 2014
In the resource area, resources are organised in boxes which are linked to themes. Teachers must sign in and out resources in order
to kept track and they should be returned in the correct place.
8. Learning Environment
Each class is expected to have a science investigative area in which the children can access. The science investigation area should be
interactive, allowing the children to extend and investigate their curiosity. An effective science area should include:
-A science display (subject knowledge/ skills focus)
-Photographs
-A science challenge/ investigation that the children can access
-Relevant resources
-Correct vocabulary
9
Monitoring and review
The science team is responsible for monitoring the standards of the children’s work and the quality of the teaching in science and
science enquiry. They are also responsible for supporting colleagues in the teaching of science, for being informed about current
developments in the subject, and for providing a strategic lead and direction for the subject in the school. The science team presents
the Headteacher with an annual report which evaluates the strengths and weaknesses in the subject and indicates areas for further
improvement. Pupil interviews are regularly undertaken in order for us to gain an insight into the children’s thoughts on the subject,
what they enjoy/ dislike about the subject and how we can make it better.
Reviewed by: S ROSS
Date: December 2014
Science Policy Reviewed and Updated December 2014