Science Policy

Science Policy 1. Aims and Objectives The Foundation Stage The main aim of teaching science at the Falcons School for Girls at the Foundation stage is to give all children the best opportunities for developing effectively their knowledge and understanding of the world. Foundation teachers should give particular attention to the following details taken from the Primary Framework:  Activities based on first-hand experiences which encourage exploration, observation, problem solving, prediction, critical thinking, decision making and discussion  An environment with a wide range of activities, both indoors and outdoors, that stimulate children's interest and curiosity  Modelling of 'correct' language, for example children will enjoy naming a chrysalis correctly if the practitioner does  The use of carefully framed open-ended questions, such as: 'How can we... What would happen if...'  Encouraging the children to tell each other what they have found out, to speculate on future findings or to describe their experiences. This enables them to rehearse and reflect upon their knowledge, and to practice new vocabulary  Direct teaching of skills and knowledge in the context of practical activities, for example the words 'liquid' and 'solid' when melting chocolate or cooking eggs  Making effective use of outdoors and the local neighbourhood  Teaching children to use a range of ICT - not just computers but, for instance, cameras, copiers, tape recorders and programmable toys  Using parents' knowledge to extend children's experiences of the world  Opportunities that help children to become aware of, explore and question issues of differences in gender, ethnicity, language, religion and culture, and of special educational needs and disability issues  Adult support in helping children communicate and record orally and in other ways  Supplementary experience and information for children with sensory impairment. F. Mannan Summer 2008 Science Policy Key Stage 1 and Key Stage 2 The aims of science teaching at the Falcons School for Girls at Key Stages 1 and 2 are to enable children to:                     Learn to observe the world around them with excitement, using all their senses; To be able to present their observations in written form using descriptions which include various adjectives; To realise our actions have a reaction on the world around us; To begin to feel responsible towards the future of our world; Be able to present their observations as accurately labelled sketches and diagrams Become confident at asking questions beginning with the words, why, how, who, what and when as they try and explain their observations; Become confident at suggesting possible answers to the questions drawing on scientific vocabulary where possible; To identify, explore, manipulate and enjoy cross-curricular links with other curriculum areas. Take initiative in planning investigations to test their theories in a fair and accurate way; Learn to use basic scientific apparatus safely, including computers, data loggers and digital microscopes; Become confident at working independently as well as working responsibly as part of a team; To learn to realise and accept that making “mistakes” is also a part of learning through experimental investigation; Become efficient at recording results in different formats and on various media; To be able to write reports on their experimental investigations integrating various media resources available to them; Analyse their findings and draw conclusions from them; Suggest possible improvements for further investigations; Present to and share information with the rest of the class using various media; To be able to relate their learning in class to the guidelines of the National Curriculum and the 11+ Science Syllabus; To learn exam skills by taking regular tests under exam conditions and then evaluating their performance. To be able to respond to new texts, situations and problems by applying previous knowledge and experiences confidently and rationally. F. Mannan Summer 2008 Science Policy 2. Objectives of the Revised Scheme The Falcons science scheme of work has been redrafted to meet the following objectives: 1. To maintain the Science scheme of work in line with key elements of the revised 11+ and National Curriculum KS1 and KS2 units; 2. To instigate the use of the fsgteacher wiki as the first point of reference when consulting the teaching of science. 3. To include clear cross-curricular links with other subjects in the school curriculum; 4. To embed 'creative teaching' (M.IMultiple Intelligences; V.A.K.Visual, Auditory, Kinesthetic) techniques within long-term planning; 5. To embed the application of Web 2.0 techniques within long-term planning; 6. To incorporate the How on Earth? bog into the daily teaching of science; 7. To include assessment activities at the end of each topic; 8. To include clear record keeping guidance within long-term planning; 9. To include planning for the Test Weeks; 10. To plan KS1 and KS2 trips for science topics. The Structure of the Science Scheme  The main framework for the scheme can only be changed by the science specialist as it follows a progression from KS1 to KS2, the teaching order of which is important.  The scheme is presented in teaching units of 12 weeks for Autumn and Spring terms and 11 teaching units for the Summer term. The whole of the teaching syllabus for a particular topic is set out in these 12 weeks. It is up to the individual teacher to condense or expand the units according to the day-today and term-to-term changes in the timetable of the school.  The individual teachers should feel free to change the teaching order of the units within a term (following their own creativity or the interest of the class). It is however assumed that the entire curriculum for that particular topic has been covered by the end of the term.  If, for any reason, a particular teaching unit has been left out the teacher should make an appropriate note on the Wiki so that the science specialist is aware of this for future teaching of that topic. F. Mannan Summer 2008 Science Policy Planning from the Scheme The Foundation Stage teachers follow the guidelines for Knowledge and Understanding of the World as set out in the Primary Framework . They incorporate these guidelines into their Long Term, Medium Term and Short Term planning. It is the science coordinator’s responsibility to check that the resources are available as necessary for a hands-on and interactive teaching scheme at this stage. KS1 teachers follow the Long Term Planning set out by the science specialist in the Science Scheme. They can adapt the lessons to suit their own teaching styles and pupil differentiation. They are encouraged to edit the appropriate Wiki pages to include additional resources, web links, and experimental investigations. They should also comment on any suggestions to improve the content or sequence of teaching for next year. KS2 science is taught by the science specialist, who can adapt the Long and Medium term plans to suit the class needs and any timetable constraints. It is hoped that once the scheme is in place, any teacher should be able to step in and teach science from it. F. Mannan Summer 2008 Science Policy 3. Teaching science to children with Special Educational Needs At the Falcons School for Girls we teach science to all children, whatever their ability. Science forms part of the school curriculum policy to provide a broad and balanced education to all children. Through our science teaching we provide learning opportunities that enable all pupils to make progress. We do this by setting suitable learning challenges and responding to each child’s different needs. We enable all pupils to have access to the full range of activities involved in learning science. Where the girls are to participate in activities outside the classroom, for example, a trip to a science museum, we carry out a risk assessment prior to the activity, to ensure that the activity is safe and appropriate for all pupils. When progress falls significantly outside the expected range, the child may have special educational needs. Our assessment process looks at a range of factors – classroom organisation, teaching materials, teaching style, differentiation – so that we can take some additional or different action to enable the child to learn more effectively. This ensures that our teaching is matched to the child’s needs. Referral to our SENCO coordinator will lead to the creation of an Individual Education Plan (IEP) for children with special educational needs. The IEP may include, as appropriate, specific targets relating to science. We also have a Gifted and Talented program in place throughout the whole school. We identify particular pupils who may qualify for further enhancement in science and provide individually planned activities, which stimulate and captivate the interest of these children. Where relevant, we work with the parents so that there is extra support available for the child at home. F. Mannan Summer 2008 Science Policy 4. Assessment and Recording Foundation Stage The teachers assess the children’s progress according to the guidelines set out within the Primary Framework Key Stage 1 and Key Stage 2 The teachers record observations on a weekly basis on their pupils’ attitude and application towards practical activities: these identify any points regarding initiative, planning, safety, independent work, group work, recording, report writing and evaluation. The teacher reports back regularly to the pupil informally via verbal feedback and written comments on completed pieces of work. At the end of each term, the girls are given a written assessment on the topic for that term. Their marks are recorded and reported verbally to the pupils as a percentage. More importantly, the teacher evaluates the marked test. In the presence of the pupil, and any areas for improvement are identified and agreed upon. Any written reports to parents reflect the observations made throughout the year regarding practical work; effort in class work and homework; quality of class work and homework as well as the attainment in the unit tests. No marks, percentages or grades are given in the written reports unless instructed to by the Principal. Additional to Key Stage 2 only The ends of unit tests are based on the KS2 SATS papers and the Common Entrance at 11+ exams. The parents receive a grade in the written reports, which reflects purely the attainment in the written tests. The written report identifies the areas of further improvement as well as listing the achievements to date. The science subject leader keeps samples of children’s work in a portfolio and uses these to demonstrate what the expected level of achievement is in science for each age group in the school. F. Mannan Summer 2008 Science Policy 5. Resources     It is the science coordinator's responsibility, as the budget holder for the subject, to make certain that appropriate resources are available for the successful teaching of each unit area. KS1 and Foundatin stage teachers are expected to inform the science coordinator in good time if they need additional resources to be ordered. As the use of resources can overlap between different topic areas, the science scheme has been planned so that the necessary resources are available for use across the year groups at any particular time. The bulk of the resources are stored in the science /art room in designated areas and containers. There is a log kept in the science room by the door which must be signed on borrowing and returning the resources to their proper places. There is a regularly updated Science Inventory available for checking ahead.  6. Monitoring and Review   It is the responsibility of the science coordinator to monitor the standards of children’s work and the quality of teaching in science. The science coordinator is also responsible for supporting colleagues in the teaching of science, for being informed about current developments in the subject and for providing a strategic lead and direction for the subject in the school. The science coordinator gives the Principal an annual summary report in which s/he evaluates strengths and weaknesses in the subject and indicates areas for further improvement. This leads onto forming the Curriculum Development Plan for science for the following year. The science coordinator has specially-allocated time for fulfilling the vital task of reviewing samples of children’s work and visiting classes to observe teaching in the subject.   F. Mannan Summer 2008 Science Policy F. Mannan Summer 2008