Woodside
Primary School
Science Policy
Introduction
This document is a statement of the aims, principals and strategies for teaching and
learning of science at Woodside Primary School.
This policy will be reviewed annually.
What is Science?
- SCIENCE is a body of knowledge which is built up through
experimental testing of ideas and which is organised in a way that makes it easy to use.
Science is also a methodology, a practical way of finding reliable answers to questions we
may ask about the world around us.
Aims
Our aims in teaching science are that all children will:
- retain and develop their natural sense of curiosity about
the world around them
- develop a set of attitudes which will promote scientific
ways of thinking, including open endedness, perseverance, objectivity and a recognition of
the importance of teamwork
- come to understand the nature of "scientific
method" involving: 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
- become effective communicators of scientific ideas, facts
and data
- begin to build up a body of scientific knowledge and
understanding which will serve as a foundation for future enquiry.
Principles of the Teaching and Learning of Science
Science is important because
- it is a body of knowledge essential to our understanding of
the world around us
- it has built up a methodology for thinking which today forms
the basis of most intellectual enquiry
- the skills and knowledge of science have wide applicability
in everyday life.
Science is a core subject in the National Curriculum. The fundamental skills, knowledge
and concepts of the subject are set out in "Science in the National Curriculum"
where they are categorised into 4 attainment targets
- scientific investigation
- life and living processes
- materials and their properties
- physical processes.
Strategies for the Teaching of Science
THE SCIENCE CURRICULUM IS ORGANISED on a topic basis wherein
science work is taught from the Woodside Steps scheme which is an "in house"
scheme of work based upon the requirements of KS1&2 of the National Curriculum
- approximately 2 hours per week on average is spent on
science in both key stages
- In addition to this integrated science, extra activities
focusing on AT1, Scientific
- Investigation, are carried out in some classes to ensure
full National Curriculum coverage.
The predominant mode of working in science is co-operative group work
although individual work and class teaching are used where appropriate. Within this
structure
- groups are usually of mixed ability with differentiation by
role
- teacher produced work cards and "circuses" are
frequently used
- relevant discussion is encouraged
- groups are encouraged to communicate their findings in a
variety of ways.
There is no specialist teaching in science, it is taught by class teachers.
Classroom helpers are used in science to assist
- in supporting group activities
- in providing extra help for children with particular needs
(see below).
Commercially available schemes of work are not used in science as teachers prefer to plan
their own programmes to integrate with topic activities.
Pupils with special needs may receive extra support for science work from a non-teaching
assistant working within the classroom.
Such pupils include
- pupils with language/communication difficulties who are
given support with reading and writing during science lessons
- pupils with particular ability and flair for science who
work more quickly through the levels of the National Curriculum and are extended through
the use of supplementary work cards and computer software.
Homework is used to support science through tasks such as
- finding answers to questions posed in school through the use
of books (libraries) and interviews with friends and family
- (for Year 6 pupils) writing up the findings of science
experiments carried out at school.
The emphasis in our teaching of science is on first hand experience and we encourage
children increasingly to take control of their own learning. Our focus is on AT1 of the
National Curriculum, Scientific Investigation, thus
- most study of science is through practical investigative
work
- careful observation is fostered
- resources are made readily available and accessible
- pupils are encouraged to communicate their scientific
findings to others using a variety of methods including written or verbal reports and use
of graphs or pictures.
Excellence in science is celebrated in display and performance including
- the mounting of graphical display of the results of
scientific enquiry
- communication of scientific findings during whole school or
whole class gatherings.
Strategies for Ensuring Progress and Continuity
Planning in science is a process in which all teachers are involved, wherein
- the foundation for curricular planning is the Whole School
Development Plan,
- developed through a process of collaboration between staff,
and approved by governors
- The STEPS document has been carefully balanced to ensure
full coverage of the National Curriculum
- Schemes of work for science are developed by the
co-ordinator (in collaboration with the whole staff)
- a termly staff meeting is used to discuss the science
curriculum and ensure consistency of approach and of standards
- work plans (including detailed lesson plans) are drawn up by
individual teachers.
The role of the science co-ordinator is to
- take the lead in policy development and the production of
schemes of work designed to ensure progression and continuity in science throughout the
school
- support colleagues in their development of detailed work
plans, their implementation of the scheme of work and in assessment and record keeping
activities
- monitor progress in science and advise the headteacher on
action needed
- take responsibility for the purchase and organisation of
central resources for science
- keep up-to-date with developments in science education and
disseminate information to colleagues as appropriate.
Feedback to pupils about their own progress in science is achieved through the marking of
work.
Effective assessment:
- is usually done while a task is being carried out through
discussion between children and teacher
- aims to help children learn by encouraging them to think
critically about what they have achieved
- and marking of written work is used sensitively and with
discretion so that a child can assimilate a limited number of corrections at one time -
this will vary according to age and ability.
Formative assessment is used to guide the progress of individual pupils in science. It
involves identifying each child's progress in each area of the science curriculum,
determining what each child has learned and what therefore should be the next stage in
his/her learning. Formative assessment is mostly carried out informally by teachers in the
course of their teaching. Suitable tasks for assessment include
- small group discussions usually in the context of a
practical task
- specific assignments for individual pupils
- individual discussions in which children are encouraged to
appraise their own work and progress.
- Strategies for Recording and Reporting
- Records of progress in science kept for each child contain
- a termly record of progress in each attainment target
- a portfolio of work, dated and annotated with teacher
comments and containing one item for each year which shows achievement and progress.
Reporting to parents is done three times yearly through interviews and annually through a
written report. Reporting in science will focus on each child's
attitudes to science progress in AT1, the ability to investigate scientifically including
understanding of the nature of "scientific method".
Formal summative assessment is carried out at the end of each National
Curriculum Key Stage (i.e. in Years 2 and 6) through the use of SATs and/or teacher
assessment.
Strategies for the Use of Resources
Classroom resources in science include
- a dedicated area suitable for scientific work and display
- a set of materials relevant to the scheme of work for that
class.
Central resources in science are the responsibility of the science co-ordinator who has a
small budget available. They include
- class sets of scientific instruments likely to be used
sporadically by all classes, such as pooters, magnifiers, stop clocks, spring balances
- major, expensive items such as the microscope (see Appendix
for details)
- wildlife area and pond.
Information Technology is a major resource which is used in science for
- communicating information (word processing and
graphics/drawing packages)
- handling information (databases and spreadsheets)
- modelling (simulations and spreadsheets)
- data logging (sensors, spreadsheets and databases).
The library houses a substantial stock of books on science based subjects and is used
regularly for reference.
Consideration of health and safety issues is of the utmost
Importance in science. Guidelines (see Appendix) are provided on
- appropriate handling of equipment and materials
- appropriate storage of equipment and materials.
Appendices
- lists of centrally held resources for science
- guidance notes for teachers on various aspects of science
teaching
- safety guidelines
- Woodside School Science Scheme of Work
- STEP document
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