Greenway School
Science Policy
Science
is an extension of our natural curiosity to explore and make sense of the world
around us. Einstein called it ‘a refinement of common sense’. It seeks to find patterns by fitting that
which is new into that which is already known.
The broad aim of school-based science is to develop children’s thinking, stimulating them to investigate and develop skills and concepts which will help them to interpret the world they live in, appreciate the interdependence of living things and understand the need to value scarce resources.
Science
for Primary children is essentially a practical investigation. Through observations and explorations,
children’s thinking, knowledge and understanding can be progressively
challenged, developed and extended.
Accelerated learning techniques and an increased understanding of multiple intelligences and learning styles will influence science at all levels.
This policy document
will be regularly discussed, both formally and informally, during the course of
the school year. The document will be
updated in the light of experiences, feedback and new initiatives.
Aims and Objectives
Work
will be planned to develop:
1.
An
interest and pleasure in science.
2.
An
enquiring mind and a scientific approach to problem solving,
3.
Sensitivity
to the environment and the interdependence of all living organisms.
4.
Positive
attitudes to science of:
·
Curiosity
·
Co-operation
with others
·
Perseverance
·
Open-mindedness
·
Self-criticism
·
Responsibility
·
Interdependent
thinking
·
Autonomous
learning
·
Self-discipline
5.
Practical
skills associated with scientific investigations:
·
Predicting
and hypothesising
·
Planning
·
Observing
·
Measuring
·
Testing
variables
·
Communicating
and recording
·
Interpreting
·
Pattern
finding
·
Problem
solving
·
Evaluating
6. Basic scientific concepts.
The ALPS approach
The accelerated learning environment is positive and
supportive. It attempts to connect to,
and build upon, prior knowledge and understanding whilst presenting an overview
of the learning challenge to come. The
children are given outcomes and defined targets in order to reach those
targets. Information is presented in
visual, auditory and kinaesthetic ways.
Many opportunities for review and recall of knowledge and understanding
are built into the cycle.
Thinking specifically of science, this approach may
be illustrated by the following example:
A class studying the human body are using role-play to
explain the different functions of the body.
The lesson is taking place in the hall.
Children are in position in the middle of the hall to represent the
chambers of the heart. They are holding
labels for the four chambers. Another
group are representing the lungs. Some
children are being blood cells. They
move towards the heart in a group, calling out the names of the chambers as
they do so. They then move as a group
to the lungs where they collect red bean bags and return to the heart. From there they continue round the body,
gradually becoming a single file. They
exchange their red bean bags for blue ones and return to the heart, from where
they are sent once more to the lungs.
Back in the
classroom, mind maps are used to reinforce the children’s learning and enable
them to make connections between concepts.
Children
will be grouped on ability within a year group. Year 3 children will initially be taught in mixed ability
registration classes, but will move to ability groups by the beginning of the
spring term. Sets will be determined by
teacher assessment and internal test results.
In year 6, sets will be determined by benchmark results from Key Stage 2
tests taken at the end of year 5.
In
lessons there will be class teaching, demonstration and discussions, but there
will always be a strong emphasis on small group activities and hands-on
experience. Content will be delivered
through an ALPS approach. Children will
work together to support each other’s learning.
Children
will be encouraged to extend their work and interests outside school and may be
required to do further tasks at home.
At times, the children will be taken on visits to further their
knowledge and individual speakers or groups will be invited to bring their
specific expertise into school.
Support
staff will work with small groups or individual children, under the supervision
and guidance of the class/group teacher.
The
science co-ordinator, in consultation with the head teacher and staff, will
provide schemes of work, which reflect a balanced, relevant curriculum,
providing for progression and including all aspects of the National Curriculum.
Work
will be divided into topics or themes.
The general pattern will be 2 or 3 topics per term.
The
start of each topic will be an assessment of the children’s level of
understanding. Subsequent work will be
influenced by this assessment. Mind
maps will be used to encourage the children to see connections and express
their understanding.
Pupils
will progress through science by means of a spiral curriculum, whereby they
visit and revisit each concept area as their knowledge and understanding
deepens and their process skills increase.
There will be continuous review of previous topics, following the ALPS
model.
Natural
links to other areas of the curriculum will always be optimised. For example:
·
Year
3 Minibeasts and James and the Giant Peach
·
Year
4 Magnetism and The Iron Man
The
science co-ordinator will have an overview of the work and will lead a regular
review and evaluation of the schemes.
A
cycle has already been established to monitor and determine the needs of the
teaching staff. It will also need to
take on board the needs of support staff.
Interactive
whiteboard technology will be used to enrich the science curriculum and help
support different learning styles.
Internet links will be used when appropriate. The activote facility will be used for assessment.
Health and Safety
Health
and safety requirements will be a first priority when planning science
activities. Two examples of where this
will occur are in the care and handling of live animals and the use of
electrical equipment.
Schemes
of work will offer opportunities for all children to work at their own
level. Differentiation may be by
outcome or by task. Schemes of work will
indicate activities suitable for children with specific learning difficulties
and activities to challenge the more able.
An
awareness of potential problems in areas such as gender or cultural
stereotyping and subsequent action by teachers will ensure that no child is
disadvantaged for any reason. Positive
discrimination will be used if needed.
This may be reflected in the task set, the context used or the
organisation of the lesson. Positive
action will present a balanced picture.
For example:
·
Task
In a study of forces the children may be investigating how machines help to use forces more effectively. A drill, a food whisk and a sewing machine may be used and the children given the task of investigating two of them.
·
Content
Choice in the study of famous scientists, which will
occur throughout the science curriculum, will
reflect the fact that not all scientists are men. For example, Marianne North was one of the
most famous botanists of the 19th century. Marie Curie, who discovered radium, won the Nobel Prize for
Chemistry in 1911.
·
Organisation
Children working together on experiments may perform better in single sex groups. Dominant members of the class may have to be sensitively placed so as not to overwhelm quieter children.
The nationalities of scientists could be considered; children may think that American or Japanese scientists are responsible for most modern inventions
The
ALPS approach means that work will be presented in many different ways,
reflecting the different learning styles and multiple intelligences.
Records
of work covered each term will be kept.
Examples of completed science work will be kept in portfolios.
Assessment
will form an essential part of science work. It will be both formative and
summative and take a variety of forms:
·
Observation
·
Discussion
·
Written
·
Set
tasks or tests
The
children will be involved in direct feedback through self-assessment, mind
maps, and the use of the Interactive whiteboard activote.
Year
6 children will be assessed in National Curriculum tests for the end of Key
Stage 2. Year 5 children will be
assessed at the end of the year through a trial National Curriculum test which
will be used as a benchmark for target setting for the following year.
Parents
will receive detailed information of their child’s progress in the end of year
reports.
In-Service
Training will be both school-based and external and will make use of links with
other schools, industry and universities.
It will be determined by the needs of both teachers and support staff.
The
science co-ordinator will liaise with the head teacher and review and update
schemes in conjunction with staff to ensure a balance in the curriculum and
that the school is meeting both the statutory requirements of the National
Curriculum and the aims and objectives of the Whole School Curriculum,
The
science co-ordinator will be responsible for determining, monitoring and
auditing equipment.
The
science co-ordinator will also liaise with feeder schools and secondary
schools.
The
staff library will contain reference books and commercial schemes to help
teachers extend their own background knowledge and deliver the curriculum. It will be continually updated.
There
will be central storage of equipment in a science cupboard. Resources will be
housed in labelled boxes, trays and drawers.
A signing-out system will operate for equipment. All resources will be returned to the
central store at the end of a topic.
Pupils
will be taught skills necessary for appropriate care in the use and handling of
equipment.
The
science co-ordinator will report to the Governors annually, detailing progress
made and future plans.