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Cottesbrooke Infant School Science Policy

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					                   Cottesbrooke Infant School Science Policy

                                Written January 2001

                               Revised December 2005

                          SCIENCE POLICY STATEMENT

                               WHY TEACH SCIENCE?

Science stimulates and excites pupils’ curiosity about phenomena and events in the world
around them. It also satisfies the curiosity with knowledge. Because science links
direct practical experience with ideas, it can engage learners at many levels. Scientific
method is about developing and evaluating explanations through experimental evidence
and modelling. This is a spur to critical and creative thought. Through science pupils
understand how major scientific ideas contribute to technical change – impacting on
industry, business and medicine and improving quality of life. Pupils recognise the
culture significance of science and trace its worldwide development. They learn to
question and discuss science-based issues that may affect their own lives, the direction
of society and the future of the world.

(National Curriculum Orders 2000)


      The science teaching at Cottesbrooke Infant School is geared towards enabling
       each pupil to develop within their capabilities; not only on the science skills and
       understanding required for later life, but also an enthusiasm and fascination
       about science itself.

      We aim to increase pupil confidence in science so they are able to express
       themselves and their ideas using the language of science with assurance.

      We are continually aiming to raise the standards of achievement of the pupils of
       Cottesbrooke Infant School.

Planning is undertaken at three levels:

Long term planning is based on the programmes of study set out in the National
Curriculum Orders (2000) for science in years 1 and 2. For the foundation stage, long
term plans are based around the Early Learning Goals mainly in ‘Knowledge and
Understanding of the World’.

Medium term planning is carried out half-termly and for Key Stage One is based
around the QCA schemes of work for science. The Foundation Stage includes science
when planning for the learning area ‘Knowledge and Understanding of the World’.

Short term planning is carried out weekly in year groups. Weekly plans are produced,
detailing the work to be covered.

Science has obvious links with other areas of the curriculum. Many specific links with
Numeracy and Literacy are identified in The National Curriculum (2000) and we aim to
offer these opportunities to our pupils where possible.

We try to identify these links at the planning stage. We also draw children’s attention
to the links between science and other curriculum work so that children can see that
science is not an isolated subject. ICT is often used to support the science curriculum.

In the Early Years these links are more evident because of the less formal timetable.

We are aware that science contributes to the wider aims of the primary curriculum.
Through the science curriculum, children can also learn about aspects of personal, social
and health education (PSHE) and citizenship.

Children learn:

      That people and other living things have needs, and that they have responsibilities
       to meet them.

      What improves and harms their local, natural and built environments and some of
       the ways people look after them.

      How to make simple choices that improve their health and wellbeing.

      About the process of growing from young to old and how people’s needs change.

      The names of the main parts of the body.

      That all household products, including medicines, can be harmful if not used

      To identify and respect the differences and similarities between people.

Problem solving includes the skill of identifying and understanding a problem, planning
ways to solve a problem, monitoring progress in tackling a problem and reviewing
solutions to problems. (Curriculum 2000)

Many aspects of science contribute to the development of thinking skills and
opportunities will be given to develop the following different thinking skills:

      Information-processing skills: - enabling children to locate and collect relevant
       information, to sort, classify, sequence and to analyse relationships.

      Reasoning skills:- enabling children to give reasons for opinions and actions, to
       draw inferences and make deductions, to use precise language to explain what
       they think and to make judgements and decisions informed by reasons and/or

      Enquiry skills:- enabling children to ask relevant questions, to pose and define
       problems, to plan what to do and ways to research, to predict outcomes and
       anticipate consequences and to test conclusions and improve ideas.

      Creative thinking skills:- enabling children to generate and extend ideas, to
       suggest hypotheses, to apply imagination and to look for alternative innovative

      Evaluation skills:- enabling children to evaluate information, to judge the value of
       what they read, hear and do and to have confidence in their judgements.


A balance of individual, group and teacher led methods of teaching should be used
throughout the year to facilitate learning outcomes.

The teacher’s roll in the science lesson is to resource, prompt, question, advise,
encourage, impart knowledge, support and give structure to the task.

The pupil’s roll is to participate in decision making, discuss, try out ideas, record
findings, report to others and to make appropriate use of tools and resources (to work
as a scientist).

In year 1 and year 2 the science lesson should include a whole class introduction leading
to group, paired or individual work and whole class feedback at the end. In the
foundation stage science will be much more integrated into other learning.


At Cottesbrooke Infant School we are continually assessing our pupils and recording
their progress. We see assessment as an integral part of the teaching process and
endeavour to make our assessment purposeful, allowing us to match the correct level of
work to the needs of the pupils, thus benefiting the pupils and ensuring progress.
Assessment is carried out on three levels. Short-term assessments are an informal
part of every lesson and are closely matched to the teaching objectives. These tend
not to be recorded because they are for the teacher’s immediate attention and action.

In year 1 and year 2 there is an ongoing assessment sheet that can be used to mark
achievements as they are observed or to assess a particular objective at a particular
time for a particular group of children. In year 2 there is an assessment at the end of
each unit of work to help to inform end of key stage assessments.

In the Foundation Stage assessment is linked to the Early Learning Goals for ‘Knowledge
and Understanding of the World’ and is recorded in the Foundation Stage profile.


It is the role of the science post-holder to advise and inform staff about issues relating
to health and safety.

Where appropriate, staff will follow guidance from the QCA.


All parents receive an annual written report on which there is a summary of their child’s
effort and progress in science over the year.

At the end of Key Stage 1 each pupil’s level of achievement against national standards is
included as part of their annual written report. For science this is teacher assessment.

Resources for the delivery of the science curriculum are stored centrally. It is the role
of the science post holder to resource the schemes of work for science, in consultation
with staff.


As a staff we endeavour to maintain an awareness of, and to provide for, equal
opportunities for all our pupils in science. We aim to take into account cultural
background, gender and Special Needs, both in our teaching attitudes and in the
published materials we use with our pupils.


Wherever possible we aim to fully include SEN pupils in the science lesson. At
Cottesbrooke Infant School we do not make the assumption that a child with special
educational needs in another curriculum area will necessarily have a particular difficulty
or talent for science.

As with any pupil it is the teacher’s task to help a child with special needs in science to
experience success and some degree of satisfaction. The teacher will need to

* differentiating to meet the need of the pupil

* offering additional experiences

* adapting tools or equipment to meet needs

* take account of any IEPs if these are relevant to their learning of science