Line of Development

Science Policy

In keeping with our school aims, our purpose in teaching primary science is to give the children experiences which will enhance their understanding of the world about them. We shall encourage scientific curiosity about their own environment and provide situations which lead the children to ask questions and, where possible, to devise methods of finding their own answers.

The keynotes of our policy are exploration and activity. It is our intention that by Primary Seven the children shall have had a planned programme of scientific experiences and have performed a variety of graded tasks which develop science process skills leading to an increase in their knowledge and understanding of key scientific ideas.

Planning for breadth

In planning our scheme of work we shall attempt to ensure that the children gain experience in all the main areas of Science i.e.

·       Investigating and making in Science and Technology

·       Living Things.

·       Materials.

·       Physical Processes

The work shall be planned to include both indoor and outdoor activities and shall allow scientific ideas to be developed in a sequenced and structured way.

Planning for balance

All pupils shall experience a planned programme of science on a regular basis. Schemes of work will be prepared and checked to ensure that an adequate period of time each week is allocated to science, compared to time allocated to other areas of the curriculum. The emphasis in Key Stage 1 will be cross curricular and related to structured play.

Planning for progression

The scheme of work shall build on skills, attitudes and knowledge acquired, and shall ensure that pupils do not cover the same work at the same level of difficulty, but rather take into account what pupils have covered in earlier years and will cover in subsequent stages.

Regular staff meetings shall ensure that the policy is kept under review.

The school’s approach

We see our science scheme at times taking one of the following forms, depending on chosen topic:

·       the central focus of an environmental theme;

·       a peripheral study in a theme which is mainly based on some other area of the curriculum;

·       a scientific study in its own right.

Whatever approach is chosen, planning shall reflect that science is essentially a method of enquiry (the process) which enables the pupils to gain a body of knowledge and to apply that knowledge in a variety of situations.

Cross curricular themes

Health Education, E.M.U and Cultural Heritage are three subjects which have cross curricular links with science. Teachers shall identify opportunities for delivering these subjects and include them in their scheme of work.

Information Technology in Science

Information Technology is a very useful resource for recording and analysing scientific inquiries, and teachers shall encourage the children to create and interrogate new databases in the course of their studies.

Skills such as observation and classification shall be developed using relevant programs. The language required to set up a new database or to modify it is exacting and challenging, but it is a natural way of teaching certain language and mathematical skills. It also allows the children to see that work away from the computer is just as important as time spent at the keyboard.

Word Processors

These programs shall be used to present reports, write articles and present findings either for personal recording or for classroom display whenever appropriate.

Classroom organisation

We believe that successful teaching methods cannot depend on any one approach, therefore the classroom organisation chosen shall depend on any one of a number of factors, e.g. ability, safety considerations, the availability of resources, the type of lesson. Our approach is flexible but must involve the children as much as possible in exploration and activity if we are to achieve our aims. Teaching methods shall include:

·       group work (variable sizes);

·       class lesson / demonstration;

·       individual work.

·       structured play

This allows teachers to plan ahead and prepare equipment in advance. The children’s work shall be monitored and discussed and guidance and encouragement offered when necessary. We recognise that the element of problem solving is an important scientific consideration which requires an open ended approach to collecting data and seeking solutions. We have therefore included such activities in topic work.

We also recognise that "play" aspect is an essential factor in children’s learning to be channelled and structured as an educational experience.

It will be our policy to keep the scheme under review and to make necessary adjustments.

Differentiation

Two main approaches have been suggested to allow for differentiation:

·       ability grouping;

·       mixed ability grouping.

After discussion it has been decided that teachers exercise their own professional judgement to decide on the more appropriate method of group work in each instance, but we recognise that care must be taken to ensure that children experience both challenge and success in their learning. Differentiation in recording is essential and should be reflected in the assessment procedure.

Lesson plan for children

What are we going to do, or what do we want to find out?

Equipment needed?

What we did?

What happened?

 What we found out?

An exhibition in the form of a classroom display may be used as an appropriate way of recording work.

Recording children’s work

There are many ways of recording children’s work and teachers shall help the child select the most appropriate form.

Recording shall not be carried out just so others can see the work has been done. Rather it shall be completed because it is useful to the science and to the children, e.g. graphs drawn to help analyse.

More senior pupils shall be encouraged to plan their activities and record their written results in an appropriate manner.

Safety

As all members of staff will teach science it is inevitable they may, from time to time supervise practical work which could be hazardous. These times can be used as a valuable learning experience in their own right.

Children grow up in a world surrounded by danger. It is part of their education to learn how to approach hazards in a safe way. It is often a sensible approach to discuss with children the safety needs or an activity and to guide them into developing their own safety rules.

There are times, however, when activities involve potential dangers, that it may be advisable for the teacher to carry out the activity while the children watch.

In the (unlikely) event of an accident or other emergency the teacher should:

·       summon assistance if necessary;

·       attend to the injury without delay;

·       evacuate pupils and/or ensure they are adequately supervised;

·       contact parents if necessary.

What is Science?

Science is the opportunity to allow children to find out about their everyday experiences and observation of their natural environment through discussion, research and experimentation, extending their understanding of other areas of the curriculum by building on what they know rather than imposing a set of facts and information upon them.

Science is giving children the opportunity to learn, think, take decisions and solve problems. The approach should engender a wide range of attitudes, skills, and be relevant to a young person in everyday life. It is ‘finding out’ through experimentation and making use of the child’s natural curiosity.

Science is using known knowledge to discover fresh things when experimenting. It is a systematic approach to problems. Not just about facts and getting the right answers but about using imagination to solve problems and devise better ways of doing things.

It is the development of skills which each child should be given to provide a powerful vehicle for his development in several other spheres of his education.

Primary Science Aims

To foster interest, enthusiasm and enjoyment in Science.

To develop a curiosity in themselves and their environment.

To develop skills of observation, measurement etc.

To foster caring attitude about themselves and the environment.

To provide, in accordance with their mental development KNOWLEDGE and UNDERSTANDING of scientific ideas enabling them to understand themselves and their environment.

To lay foundations which will ultimately enable them to become informed citizens.

To provide opportunities to apply their skills and knowledge to solve problems.

To develop an awareness of the part played by science and technology in everyday life.

Role of the Teacher

ATTITUDE

·       to be enthusiastic and prepared to learn with the children

·       to consider Science as an integral part of the curriculum

PLANNING

·       to help develop a school Science policy

·       to prepare schemes, lessons, topics so that the Science policy may be implemented.

·       to identify the essential knowledge and understanding, skills and attitudes to be included in children’s learning experiences.

ORGANISATION

·       to be aware of the value of active investigations allowing children to discover and explore for themselves.

·       to provide experiences which are enjoyable and have variety.

·       to provide opportunities for children to talk and discuss.

·       be aware of and utilise opportunities close at hand.

·       be prepared for and welcome unexpected questions and answers.

·       be prepared to vary classroom organisation.

·       accept that investigations do not necessarily require formal recording.

·       record and assess children’s development.

·       provide necessary motivation and interest.

·       organise learning situations appropriate to the stage of development of the children

·       ensure availability of relevant resources.

·       be aware of the levels of attainment for Science in the N.I. curriculum.

·       be aware of health and safety hazards which may arise from the use of scientific and technological apparatus and materials.

Skills (Must be progressive)

WE ARE WORKING TOWARDS THESE SKILLS

To complement our science policy we need the following criteria

Every teacher needs to be familiar with the progression in skills, concepts and content from P1 - P7 and regular discussion will provide a balanced curriculum.

A good central resource areas where equipment is stored in such a way that each teacher has easy access to what they require and time tabling for science must be such that teachers find equipment freely available when they need it.

Good forward planning of lessons is essential.

Schemes of work must be clear and precise and related to the programme of study in the science curriculum.

We must build on children’s existing practical skills with "hands-on" experience being the essential ingredient in each lesson.

A good well stocked reference library is needed (especially in Key Stage 2) where children have access to science information where and when it is needed.

Children need to be given the opportunity to communicate with both teacher and group and individually report on their findings so that their ideas become clearer to themselves as well as extending their search for ideas and information beyond their experience.

ASSESSMENT POLICY IN SCIENCE

·       All pupils will have a formative record in Science.

·       Science will form part of the Summative record for pupils leaving after Key Stage II.

·       Parents will be informed of the level their child has achieved in Science.

·       Assessment will be an essential element of teaching and learning in Science.

·       Assessment in Science will focus on the learning process and learning outcomes.

·       Assessment will identify progress or lack of progress in Science.

·       The assessment process will identify strengths and weaknesses in Science both in terms of pupil progress and the quality of teaching.

·       Assessment will form part of the Scheme of work each term / half term.

Assessment Procedures

·       We will assess the skills required to explore the world of Science and technology and within normal class work pupils should be assessed on their ability to plan, make, investigate, interpret and communicate within Science.

·       Assessment of knowledge and understanding of living things, the properties of materials and forces and energy.

·       The assessment process will require teachers to keep records which reflect practical and knowledge based work.

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