SCIENCE POLICY
Chapel St Trust Mission Statement
As part of the Chapel St family of schools, Benedict Primary strives to provide an
attractive, safe, well-ordered, child-centered place of learning within a broad, generous
and inclusive Christian ethos. Maintaining and sustaining the highest standards of
teaching and learning is the key concern of governors and staff. The school seeks to
work positively with parents and carers to fulfill the school's expectation that all
learners are enabled to achieve at the highest level of which they are capable.
Chapel St welcomes children and families from all faiths and none to work together
towards the good of the whole community through Grace, Love and Fellowship. There
is a daily act of collective worship, which encourages spiritual development and a
mutual understanding of life together.
OUR SCHOOL VISION
Inspire, Think, Enrich
“To develop an emotionally intelligent learning school, where everyone is inspired and
has a belief in their life long learning goals; feel valued and are empowered through
thinking to learn; work together to develop positive self esteem and enrich individual,
team and whole school success through Grace, Love and Fellowship.
1 of 7
Philosophy
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.
Aims







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.
to promote a ‘healthy lifestyle’ in our pupils.
Role of Subject Leader
 To take the lead in policy development.
 To support and advise colleagues.
 To lead staff in their continuing professional development.
 To monitor progress in science through lesson observations, monitoring
children’s work, analysis of formal assessment data and teacher
assessment.
 To take responsibility for the choice, purchase and organisation of central
resources for science , in consultation with colleagues.
 To liaise with other members of staff to form a coherent and progressive
scheme of work, thus ensuring both experience and capability in the
subject of all staff.
 To be familiar with current thinking concerning the teaching of science,
and to share information with colleagues.
 The subject leader will be responsible to the Headteacher and will liaise
with the named link Governors.
 The subject leader will work with other members of the senior leadership
team to monitor the science planning within our school.
2 of 7
Planning and Strategies
By the end of each key stage, pupils are expected to know, apply and understand the matters, skills
and processes specified in the relevant programme of study.
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 ability to articulate 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.
Children will be provided with opportunities to develop their understanding of the
nature, processes and methods of science within each year group. Scientific enquiry
includes the following skills: 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.
Thinking Hats
De Bono’s Thinking Hats will be used as a learning tool in science across the school.
They will be used to support critical, analytical and creative thinking particularly related
to problem solving. Class teachers will reference the thinking hats in weekly planning
and this will be monitored by the subject leader. Thinking hats will be displayed in every
classroom to support children with different types of thinking.
Program of Study
EYFS
Science will be taught under the heading ‘Understanding the world’. This involves guiding
children to make sense of their physical world and their community through opportunities to
explore, observe and find out about people, places, technology and the environment.
People and communities: children talk about past and present events in their own lives and in the
lives of family members. They know that other children don’t always enjoy the same things, and
are sensitive to this. They know about similarities and differences between themselves and others,
and among families, communities and traditions.
The world: children know about similarities and differences in relation to places, objects, materials
and living things. They talk about the features of their own immediate environment and how
environments might vary from one another. They make observations of animals
3 of 7
Key Stage 1
During years 1 and 2, pupils should be taught to use the following practical scientific
methods, processes and skills through the teaching of the programme of study content:
asking simple questions and recognising that they can be answered in different ways
observing closely, using simple equipment
performing simple tests
identifying and classifying
using their observations and ideas to suggest answers to questions
gathering and recording data to help in answering questions.
Year One and Two Topics
Plants
Living things and their habitats
Animals including Humans
Everyday materials and their uses
Seasonal Changes
Lower Key Stage 2
During years 3 and 4, pupils should be taught to use the following practical scientific
methods, processes and skills through the teaching of the programme of study content:
asking relevant questions and using different types of scientific enquiries to answer
them
setting up simple practical enquiries, comparative and fair tests
making systematic and careful observations and, where appropriate, taking accurate
measurements using standard units, using a range of equipment, including
thermometers and data loggers
gathering, recording, classifying and presenting data in a variety of ways to help in
answering questions
recording findings using simple scientific language, drawings, labelled diagrams, keys,
bar charts, and tables
reporting on findings from enquiries, including oral and written explanations, displays
or presentations of results and conclusions
using results to draw simple conclusions, make predictions for new values, suggest
improvements and raise further questions
identifying differences, similarities or changes related to simple scientific ideas and
processes
using straightforward scientific evidence to answer questions or to support their
findings.
Year Three Topics
Plants
Animals including Humans
Rocks
Light
Forces and magnets
4 of 7
Year Four Topics
Living things and their habitats
States of Matter
Sound
Electricity
Upper Key Stage 2
During years 5 and 6, pupils should be taught to use the following practical scientific
methods, processes and skills through the teaching of the programme of study content:
planning different types of scientific enquiries to answer questions, including
recognising and controlling variables where necessary
taking measurements, using a range of scientific equipment, with increasing accuracy
and precision, taking repeat readings when appropriate
recording data and results of increasing complexity using scientific diagrams and
labels, classification keys, tables, scatter graphs, bar and line graphs
using test results to make predictions to set up further comparative and fair tests
reporting and presenting findings from enquiries, including conclusions, causal
relationships and explanations of and degree of trust in results, in oral and written
forms such as displays and other presentations
identifying scientific evidence that has been used to support or refute ideas or
arguments.
Year Five Topics
Living things and their habitats
Animals including humans
Properties and changes of materials
Earth and Space
Forces
Year Six Topics
Living things and their habitats
Animals including humans
Evolution and inheritance
Light
Electricity
Strategies for Teaching.
Pupils will be involved in a variety of structured activities and in more open-ended
investigative work:
Activities to develop good observational skills
Practical activities using measuring instruments which develop pupils’ ability to read
scales accurately
Structured activities to develop understanding of a scientific concept
Open ended investigations. On some occasions pupils will carry out the whole
investigative process themselves or in small groups.
Wherever possible science work will be related to the real world and everyday examples
will be used.
Science pervades every aspect of our lives and we will relate it to all areas of the
curriculum. We will also ensure that pupils realise the positive contribution of both men
and women to science and the contribution from those of other cultures. We will not
only emphasise the positive effects of science on the world but also include problems,
which some human activities can produce.
Continuity and Progression
Foundation Stage pupils investigate science as part of Understanding the World. By
careful planning, pupils’ scientific skills and knowledge gained at Key Stage 1 will be
consolidated and
developed during Key Stage 2.
Health and safety
Pupils will be taught to use scientific equipment safely when using it during practical
activities. Class Teachers, Teaching Assistants and the Subject Leader will check
equipment regularly and report any damage, taking defective equipment out of action.
A simple risk assessment will be carried out for all practical activities.
5 of 7
Differentiation and Additional Educational Needs
The study of science will be planned to give pupils a suitable range of differentiated
activities appropriate to their age and abilities. Tasks will be set which challenge all
pupils, including the more able. For pupils with SEN the task will be adjusted or pupils
may be given extra support. The grouping of pupils for practical activities will take
account of their strengths and weaknesses and ensure that all take an active part in the
task and gain in confidence. Extra curricular activities for Gifted & Talented pupils are
identified and pupils given the opportunity to attend these.
Assessment and Monitoring
Assessment opportunities will be identified within schemes of work. At Key Stage 1 the
only statutory
assessment for science is teacher assessment and therefore assessments will be
recorded appropriately and some examples of work held in portfolios. Levels awarded
will be related to the National Curriculum statutory guidance and will be moderated
within the school.
At Key Stage 2 similar arrangements will be followed but assessments will include end
of topic assessments which will be used to determine pupils’ retention of knowledge
and vocabulary. The assessment of scientific enquiry will rely on a mixture of evidence
from pupils’ everyday practical work throughout the key stage and other more
independent investigations carried out by the pupils.
Marking for Improvement (see policy)
Much of the work done in science lessons is of a practical or oral nature and, as such,
recording will take many varied forms thus making marking different. Written work will
be marked regularly and clearly, as an aid to progression and to celebrate achievement.
When appropriate, pupils may be asked to self assess or peer assess their own or
other’s work.
Marking for improvement comments in a child’s book must be relevant to the learning
objective to help children to better focus on future targets. It is imperative that children
are given the time to improve their work and teachers will support children by
scaffolding improvements as necessary.
Monitoring
The Science Subject Leader will monitor classroom teaching in all year groups
according to the monitoring schedule. The effectiveness of the science curriculum will
be evaluated in discussions with the Senior Leadership Team and the Science Subject
Leader. Priorities for in service support and external review will be established. This
evaluation will form the basis for an action plan, which will then inform the School
Improvement Plan.
Partnership with Parents
Teachers will share curriculum maps with parents each term to enable them to support
learning at home.
Workshops will be run annually to enhance parents understanding of the science
curriculum.
6 of 7
Equal Opportunities
Children of all ethnic and cultural groups, races, genders and abilities, have equal
access to the Science Curriculum. Positive images in terms of all groups are promoted
throughout the school, both in the use of language and in the provision of resources.
Role of the Subject Leader
The Subject Leader will provide professional leadership and management for science
and will ensure that it is managed and organised so that it meets the aims and
objectives of the school. The Subject Leader will monitor teaching and learning within
the subject and will initiate reviews of the scheme of work. The Subject Leader will
manage the resources for science and will maintain the stock to meet the needs of the
curriculum.
Approved
Review Date
Signed (Principal)
Name
Signed (Chair of
Local
Governing
Body)
Signed
(Company
Secretary)
Name
Written by Catherine Martin
March 2015

7 of 7
Name