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