Mission Statement

Through scientific observation and investigation, children learn to appreciate the wonderful world in which we live and which God has made. They learn to look critically at the way we protect our environment and develop their own skills to become responsible and caring citizens.

Value Statement

We value Science because:

  • It makes an increasingly important contribution to all aspects of life.
  • All children are naturally curious about their environment  and Science makes a valuable contribution to their knowledge and understanding of the world.

Aims

These aims are intended for all pupils in school. How they are  implemented will be dependent on the age and ability of the pupils.

  • To build upon the best primary practice of learning where  possible through investigation and first-hand experience,  within the child’s physical environment.
  • To develop knowledge and understanding of important scientific ideas, processes and skills and to relate these to everyday experiences.
  • To learn about ways of thinking and of finding out about and communicating ideas.
  • To explore values and attitudes through Science.
  • To work collaboratively as young scientists.
  •  To develop knowledge and understanding using the SMART skills – Team Work, Self-management, Creativity, Problem Solving and Communication.

Teaching

The objectives of the new National Curriculum will be followed in the majority of year groups.   Year 2 and 6 will continue to use the old National Curriculum until September 2015.

Teachers may also use the following to support the planning and teaching of Science throughout the school:

  • ‘Focus’ materials as a tool for possible Challenge Questions and resources .
  • The QCA scheme of work for science.

The teaching method employed will vary according to the age, ability and experience of the children and the concept being taught. Where possible, children will be encourage and supported to devise and carry out their own investigations.

Early Years

We teach science in the early years classes as an integral part of the topic work covered during the year. We relate the scientific aspects of the children’s work to the objectives set out in the Early Learning Goals (ELGs), which underpin the curriculum planning for children aged three to five. Science makes a significant contribution to the ELG objectives of developing a child’s knowledge and understanding of the world.

Assessment and Record Keeping

All class teachers will use their assessment of the children in their class to plan appropriate work in Science. Class teachers will make an assessment of each child’s progress in Science at the end of each unit of work and keep appropriate records of achievement.

Cross-Curricular links

On occasions work in Science will have cross-curricular connections, for example DT. Where this is the case, these links should be shown in teacher’s planning for the curriculum areas involved.

Health and Safety Information

It is important that all teachers are aware of the responsibility they have regarding health and safety both inside and outside the classroom. Teachers need to take account of both the children’s and their own health and safety when involved in Science activities.

If teachers are unclear as to whether a material can be used in school they should refer to the to Mrs Croston, Health and safety coordinator.

Resource Management

The schools Science resources are stored in cupboards on the KS2 corridor.  The cupboards used for storage purposes are labelled.   We as a staff are responsible for returning Science equipment when we have finished using it. Any damaged equipment should be reported to the Science co-ordinator as soon as possible.  We all agree that   the quality and availability of resources must be maintained and that children should value the school’s equipment. As funding allows, the range of resources will be updated and extended as necessary.

Progression and Continuity

The whole school plan aims to ensure progression and continuity in the knowledge and skills of science. Making links between aspects of science studied is encouraged, enabling children to build upon previous skills and experience.

Special Educational Needs

“Schools have a responsibility to provide a broad and balanced curriculum for all pupils. The NC is the starting point for planning a school curriculum that meets the specific needs of individuals and groups of pupils” (NC Science Document)

We fully endorse the above statutory inclusion statement, believing that all children should have equal access to Science so that they may have the opportunity to progress and demonstrate achievement irrespective of ability or special educational needs.

Where special educational needs are identified, teachers will endeavour to provide such pupils with appropriately challenging work at each key stage, in line with the requirements of the NC.

Where pupils have special educational needs which are not identified as being learning difficulties, but require other special provision (eg. the use of technological aids in practical and written work) then we will as a school, endeavour to make appropriate provision for such children.

Equal Opportunities and Differentiation

It is important when planning work in Science that the teacher pays close attention to equal opportunity in respect of gender, race, the needs of the most able children and those children with special educational needs (see also the section entitled SEN).

The governors agreed this policy on 23 October 14 and it will be reviewed in partnership with staff, parents / carers and students again on 23 October 15 unless there are changes in National or Local Guidance.

Signed by S Kinman (coordinator), J Leader (Governor), D Raynor (Headteacher)