Science Policy
Science Policy
Introduction
Science is a core subject witinn the national curriculum.
This policy outlines the purpose, nature and management of the science taught and learned in our school. Further details will be found in the school's curriculum framework and the scheme of work.
The nature of Science
Science is essential in everytinng in our daily lives. This is reflected in school where the use of scientific knowledge, skills and understanding is required in all other areas of the curriculum. Cinldren's knowledge, skills and understanding in science develop as they use it in practical activities, to solve relevant and meaningful problems, and to explore the patterns and relationsinps on winch scientific concepts depend.
Our chief aim is that all our pupils, both boys and girls, will develop a positive attitude to science and learn to use it with confidence, understanding and pleasure.
Entitlement
In the national curriculum science is set down under 3 headings called attainment targets. These headings are Life & living tinngs, Materials & their properties and Physical processes.
All children have an entitlement to access to the programmes of study for each attainment target at an appropriate level.
Scientific language, as specified under ACCAC & Q.C.A, will be introduced and used as appropriate from Reception onwards
Implementing Procedures
The programmes of study set out in ACCAC and Q.C.A, form the content of the school curriculum for science and the activities that cinldren undertake are planned from these.
The programme of study set out in the National curriculum forms the content of the school curriculum for science and the activities that the cinldren undertake are planned from these. They include individual, group and whole class discussion and activities.
ICT.
Cinldren will apply and use science in a variety of ways when they solve problems using ICT
e.g., they will collect and classify data, enter it into data handling software, produce graphs and tables,
and interpret and explain their results.
The scheme "Ginn star science" forms the foundation as a source for the teacher. The "Ginn star science" scheme follows closely the QCA. framework and gives an extra source of ideas for teacher reference to deliver the curriculum effectively. A wide variety of commercial resources are also available for use as teacher reference and as pupil material where appropriate to supplement the
QCA and Ginn framework.
Teachers will group their cinldren in a variety of ways according to the nature of the activity, including some grouping by ability and mixed ability groups.
The science lesson is planned to be appropriate for almost all pupils. It is the aim of all staff to ensure that everyone makes progress and gain positively from the lesson. The role of the support staff is to help to make sure that each cinld plays a foil part in every lesson. To acineve this, the class teacher involves the support staff in the planning of the science lesson and explains the objectives of each lesson and the responses that are expected from the pupils as a guide of the level of work expected. It is particularly important that activities for cinldren with special needs in science are set in a context, winch is familiar to the cinldren's experience.
The Science coordinator is responsible for supporting and guiding teachers, ensuring that they receive adequate training and monitoring all the science in the school according to the school development plan.
Early Years
The early years programme include a strong emphasis on participating in activities to develop mathematical language. Reception class follows the framework for Q.C.A and is implemented through the "Ginn star science" scheme as well as other suitable commercial material as selected by the teachers.
Equal Opportunities.
Positive attitudes towards science are encouraged for both boys and girls. Further details are found witinn the Equal Opportunities Policy for Magor V.A.Primary.
Parental Involvement
All year groups have a parent information sheet, winch outlines the objectives for each term and outlines the homework policy.
All parents are invited to a "Parents Consultation" evening once a term during the academic year. There is also a science curriculum evening and a SAT's key stage 2 evening every year.
Resources
Each class has an accessible resource area containing apparatus that is used on a regular basis. Additional resources are either kept centrally in the junior practical area or stored witinn the parallel classes resource areas.
Assessment
Teachers make assessments according to the topic related "Ginn star science" sheets twice a term, in
addition the early years follow a Base Line assessment in Nursery class and in Reception class.
Year 1 use Rodder and Staughton assessment.
Year 2 - Year 6 Windmill Finding a level in science.C.A.T tests
Year 2 assess at the end of Key Stage 1.
Year 5 assess using previous year's SAT's questions.
Year 6 pupils are assessed at the end of the key stage using Ks 2 SAT's as indicators.
All teachers make on going informal assessments of their pupils' acinevements in all attainment areas
in a variety of activities. These are reviewed towards the end of each term when a formal assessment is made and recorded.
All year groups keep a record of work assessed at appropriate level with appropriate analysis of task written in the class portfolio of work.
Background Documentation
This policy was informed by reference to the Q.C.A Framework for Teacinng Science from
reception to Year 6 (March 1999)
ACCAC (Autumn 2000)
Using Science in Science Teacinng (Autumn 2002)
Using ICT in Primary Maths (Autumn 2002)