Science Policy

Science is the study of living things, materials and energy. It is a largely practical subject through which we aim to develop a spirit of enquiry in our children by encouraging curiosity and reason. Through the enjoyable experiences which science can provide we aim to increase each child's scientific knowledge and develop the following skills:

* observation

* prediction

* investigation

* interpretation

* communication and the use of appropriate language

* the ability to design investigations

* the ability to choose suitable equipment

* the ability to measure and record accurately

We aim to encourage our children to work cooperatively and with perseverance. We also aim to encourage a sensitive and caring attitudes towards living things.

Science and the National Curriculum

The three strands for Attainment Target 1, Scientific Investigation, should be encouraged in each investigation or activity when appropriate. The twelve knowledge strands for Attainment Targets 2, 3 and 4 are introduced once at Key Stage 1 and twice at Key Stage 2. During Key stage 2 each strand is covered every two years.

Teacher Strategies and Planning

In order to fulfil National Curriculum requirements, and to allow for collaborative planning between staff, classes are organised as follows for the purpose of science, geography and history.

Nursery and Reception Year 1 and Year 2 Year 3 and Year 4 Year 5 and Year 6

We have a two year topic cycle, details of which are given on the topic matrix (see page ). The topics have been chosen to fit the requirements of the National Curriculum. Science provides many opportunities for cross-curricular links. There are occasions, however, when science is taught as a subject in it's own right. It is important that the teacher identifies the most appropriate teaching strategy to suit the purpose of a particular learning situation. Teaching strategies which may be used include demonstrations, research, teacher-led investigations and child-led investigations.

The range of skills in child-led investigations is wide, therefore, activities which emphasise particular skills are undertaken first so as to facilitate the children's understanding of the processes involved in child-led investigations.

Each child should be involved in at least one investigation every term which involves;

* asking questions, making predictions and hypothesising

* observing, measuring and manipulating variables

* interpreting results and evaluating scientific evidence

Resources

When not in use the science equipment is stored in the Resource Area in the cellar. Teachers are responsible for returning this equipment when they have finished using it.

Safety

The safe and proper use of equipment is stressed at all times. Each member of staff has a copy of the ASE pamphlet, 'Be safe' to refer to when in doubt about an aspect of safety in science.

Assessment and Record Keeping

Teachers use their assessment of their children's work to plan appropriate scientific work. Assessment should be seen as an integral part of the teaching process rather than something that is 'tagged on' at the end. Assessment is recorded on the child's National Curriculum assessment sheet.

Equal Opportunities

Science is a subject which should be enjoyed by all irrespective of gender, race or ability. Though appropriate differentiation we ensure that all abilities are catered for. We also try to ensure that our selection of curriculum materials avoids negative stereotypes.