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Science PolicyDesignated member of staff: Gary Wright

Chair of Governors: Alison Logan

March 2018Written by Science Subject Leader: Rebecca Bell

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IntroductionThis document is a statement of the purpose, aims, principles and strategies for the teaching and learning of Science at Usworth Colliery Primary School. The policy reflects the views of teaching staff and has the full agreement of the Governing Body. The implementation is the responsibility of all teaching staff in school and the responsibility of the Science Subject Leader to monitor its imple-mentation along with SMT.

Purpose We believe in the view of science outlined in the 2014 National Curriculum:-

“A science education provides the foundations for understanding the world through the specific dis-ciplines of biology, chemistry and physics. Science has changed our lives and is vital to the world’s future prosperity, and all pupils should be taught essential aspects of the knowledge, methods, pro-cesses and uses of science. Through building up a body of key foundational knowledge and con -cepts, pupils should be encouraged to recognise the power of rational explanation and develop a sense of excitement and curiosity about natural phenomena. They should be encouraged to under-stand how science can be used to explain what is occurring, predict how things will behave, and an-alyse causes.” (National Curriculum 2014 p.2)

A high-quality Science education therefore stimulates a child’s curiosity through methods of enquiry and enables children to ask scientific questions, predict and explain why things happen in the way that they do. This allows children to engage with and appreciate the way in which Science will af -fect their future on a personal, national and global level.

Aims of Science Teaching The national curriculum for Science aims to ensure that all pupils:

· develop scientific knowledge and conceptual understanding through the specific disciplines of biology, chemistry and physics.

· develop understanding of the nature, processes and methods of science through different types of science enquiries which help pupils to answer scientific questions about the world around them.

· are equipped with the scientific knowledge required to understand the uses and implications of science, today and for the future.

· are taught with a greater emphasis scientific knowledge and vocabulary.· are taught with a strong focus on the practical aspects of science including understanding

and applying fair tests, drawing conclusions, analysing data etc.

The Nature, Processes and Methods of ScienceWe teach the three types of Science: Biology, Chemistry and Physics. In each of these areas we focus on ‘working scientifically’ so that pupils learn to use a variety of approaches to answer rele-vant scientific questions.Scientific investigations include: observing over time; finding patterns; iden-tifying, classifying and grouping; comparing and fair testing (controlled investigations); and re-searching using books, internet, etc. Children are able seek and find answers to questions through collecting, analysing and presenting data.The topics covered across year groups are:

• Animals including Humans • Living Things and Their Habitats • Plants• Materials and States of Matter• Forces and Magnets

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• Rocks and Soil• Evolution and Inheritance • Light • Earth and Space • Electricity • Seasonal Change• Sound

Where practicable, Science is taught through cross-curricular links to other subjects, particularly topic as part of a wider learning challenge. In instances where there is no clear link between the sci -ence unit and topic, science will be taught as a discrete subject area with its separate learning chal-lenge grid (see examples appendix 1). However, links to English and Maths should be seen throughout most lessons, where it is appropriate to do so.

Scientific Knowledge and Conceptual UnderstandingChildren are taught to describe processes and key characteristics using an extended technical vo-cabulary accurately. They should also apply their Mathematical knowledge to their understanding of Science, including collecting, presenting and analysing data using graphs. Staff have been supplied and given CPD on suing graphs accurately in Science including a graph progression document en-abling them to see how data should be presented in their year group. Furthermore, staff have also been supplied and given CPD on vocabulary in Science, with a progression topic and vocabulary for each year group and science topic taught. Vocabulary should be displayed in all classrooms on dis-play or within science lessons to broaden children's knowledge, a glossary of these terms has also been supplied to classes and published on the website to increase children's access to the special-ist scientific vocabulary.

Science in the Early Years Foundation StageIn the Early Years Foundation Stage, Science forms part of the learning pupils acquire under the ‘Understanding the World’ branch of the Early Years Curriculum.Pupils are given the opportunity to explore their world through a variety of teacher-led and independent activities. Furthermore, pupils learn through first-hand experiences and are encouraged to explore the indoor and outdoor environ-ment; observe things closely through a variety of means including magnifiers and photographs and ask questions and speculate on the reasons why things happen or how things work. Pupils are given the opportunities to record findings by drawing, writing and model making.Additionally, pupils are supported in developing the knowledge, skills and understanding that help them to make sense of the world. Opportunities are planned so that pupils encounter creatures, people, plants and ob-jects in their natural environments and in real-life situations, so they can use and extend their scien -tific vocabulary.

PlanningTeachers should draw upon high quality subject knowledge and astute planning to set challenging tasks based on systematic, accurate assessment of pupils’ prior skills, knowledge and understand-ing. They should use well-judged, imaginative teaching strategies to engage and inspire learners.KWL grids are completed prior to the teacher planning for a topic. This will enable teachers to plan based on prior knowledge as well as follow the children's interests by planning lessons and investi-gations that answer their specific questions. Long Term Planning is taken from the statutory science programmes of study in the National Cur-riculum using our curriculum coverage document (Appendix 2). Medium Term Planning is produced half-termly by teachers and uses the National Curriculum and keys skills objectives for that half-term’s topic. The planning is in the format of a learning challenge with a key question each week to hook the children and a WOW experience to interest the pupils at the beginning of a topic. (Appendix 1) A pre-learning task (KWL Grid) is carried out prior to planning

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the topic and it helps bring out what learners already know, what misconceptions they may have, and what really interests them. Teachers use this as a basis for their short term planning.Short Term Planning is in the form of weekly and daily lesson planning adapted and differentiated as necessary (Appendix 3)

Progression of skillsProgression in the curriculum is built around essential knowledge, understanding and key skills. We have a Science Curriculum Coverage that ensures progress, continuity and consistency throughout the school in certain Science skills and objectives outlined in the National Curriculum (See Curricu-lum coverage document - Appendix 2).

Equal OpportunitiesStaff endeavour to maintain an awareness of and to provide for equal opportunities for all pupils within Science lessons. We aim to consider cultural background, gender and special needs when selecting activities, resources and teaching styles to be utilised thus enabling every child to equally access a broad and balanced science curriculum. We will also use opportunities within Science to challenge stereotypes.

Differentiation and support, including support for SEN.Differentiation is incorporated into all Science lessons and is done in various ways, for all pupils whom we have high expectations of at all times:· More able pupils

Pupils are taught within their class and extended by being offered a more challenging or de-manding activity requiring the pupil to utilise a greater range of skills and applying them across a range of contexts. Furthermore a challenge task will always be planned, with a scientific con-text., to extended more able pupils. This should be evident in school books as challenge will be written above the task to indicate the extension. Teachers also differentiate by outcome, expect-ing a more able or gifted pupil to produce work at a higher level (e.g. in terms of its originality, the level of questions a pupil is able to raise, their consideration of results and their hypotheses as to the reasons for their findings).More able pupils can also show their depth of understanding and progress their explanation skills and use of scientific vocabulary by supporting other children in the classroom.

· Pupils with Special Educational NeedsTeachers include all pupils in the Science lessons. Mixed-ability groupings allow pupils to share skills, ideas, knowledge and resources both in collaborative and individual projects. Where pupils have particular difficulties, the teacher provides demonstration and individual support to enable the pupil to participate in practical activities. All children’s ideas are valued and support is given to enable children with special educational needs to communicate their thoughts and ob-servations in a variety of ways, e.g. I.C.T., photographs, discussions with an adult, the adult be-ing a scribe, writing scaffolds and drawings, all strategies used never disc tact from the scientific content being taught.

ResourcesUsworth Colliery Primary School has a range of materials sufficient to deliver the Science curricu-lum effectively and in an engaging way for all pupils. These are reviewed and extended annually (where funding allows) based on staff questionaries of what is required to adequately teach their topics in each year group Resources have been sorted into topic boxes for each area of the sci -ence curriculum and general and specific investigation equipment has been set up into individual year group working scientifically boxes. The topic boxes are kept in the Science and Technology cupboard but staff, while teaching that unit, should get that box and keep resources in their class-room. A working scientifically box should be available at all times, in one class of the year group. This enables children to have access to resources and can take responsibly for them as well as

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have a greater insight to when they should be used. This is to further promote child-led investiga-tions.

Information and Communication Technology (ICT)ICT should be used in Science lessons to enhance the learning. iPads and computers can be an ef -fective tool to record scientific findings, conduct scientific research and present findings in a variety of ways. Further ICT resources that are available, such as data loggers, should be utilised to full effect where appropriate in lessons also our Curriculum Coverage Document highlight effective ICT links to each area of the Science curriculum (Appendix 2). Staff also evidence practical investiga-tions and working scientifically objectives by using our ICT portfolio called Seesaw, this was in-trocuded last year after CPD for staff using our Enthuse Award grant. Evidence of this work on See-saw is put in books with a QR code to scan, which takes you the Seesaw portfolio. Evidence also published online for parents using SeeSaw blogs on the class pages.

Health and SafetyIt is the responsibility of all staff to ensure that activities being conducted are done so safely and in accordance with the School’s Health and Safety policy and LA guidance. Staff will always teach the safe handling of tools and equipment and insist on good practice using safety equipment where necessary. Children are also taught how to work safely in accordance to the curriculum, for example when working with electricity. Teachers will always supervise the children in lessons ensuring they are responsible and demonstrate how to work with equipment safely. The use of hot water should only be at ‘hand tolerant’ temperature to avoid scalds. Children should not use boiling water. (See also the Health and Safety Policy)

Homework (see Homework Policy) It is our school policy to provide parents and carers with opportunities to work with their children at home. These activities are often creative linking to the learning challenge curriculum, not all activi-ties will be science related and often the homework will be on a carousel with topic homework. One activity will be set every two weeks and some may be brief valuable in promoting children’s learning and engagement in science (Appendix 4)

Attainment TargetsBy the end of each year group, pupils are expected to know, apply and understand the skills and objectives in the curriculum coverage document in line with the programmes of study in the National Curriculum. The broad objectives for each year group can be found on pupil asset under the sci-ence assessment framework. Teachers use the pupil asset framework to assess their children after lessons or topics using our agreed Just Below, Expected or Just above bands on pupil asset, we would aim that the majority of pupils should be reaching expected standard in their year group for Science by the end of the year.

Marking (see Marking policy and Guidance) The main purpose of our marking policy is to give children consistency in their learning – to ensure that as children progress through school they benefit from the feedback they are given through con-structive guidance about how to improve and given time to make those improvements. Within Sci -ence, marking is also used to challenge and extend pupils scientific knowledge as well as address misconceptions or pick up basic skill errors in their writing and presentation.

Assessment (see Assessment Policy)

· In the long term, pupil progress and achievement is recorded and tracked using Pupil Asset across the year. This constant recording against the learning objectives will lead to an overall as-sessment level of just below, expected or just above at the end of the year.

· In the short term, teachers will assess against the learning objective of that lesson. Assessment is ongoing and carried out as an integral part of the lesson. Observations of pupils working and

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written evidence in books will determine this assessment. Difficulties are addressed in future lessons, or greater challenges presented to the higher ability pupils in response to the observa-tions. This assessment will be evident in the books with either: two ticks if the learning objective is fully met, one tick if the learning objective is partially met and finally a dot if the learning objec-tive has not be achieved.

· At the end of each topic there is an end of unit assessment, this helps identify what pupils can do independently and to determine their secure knowledge of science objectives taught. This is an assessment tool to aid the teacher with their own assessment which they then in turn input onto Pupil Asset for each of the objectives assessed.

Reporting to parentsParents receive an end of year report indicating their pupils’ achievement in science in line with the overall assessment level on Pupil Asset (just below, expected or just above)

WebsiteThe science page of the school website will provide a range of supporting and informative materials for parents and children such as:

· links to science experiments that parents can do at home with their children · a link to the science curriculum coverage document used in school · information about any relevant after school science clubs or scientific related activities in

school this will normally be done on our school Twitter feed or on separate web pages eg: STEM Week which has it’s own designated page on the school website.

· links to places in the local area where science visits and trips could be be undertaken out of school

· links to science websites and interactive games for children · a scientific glossary    · examples of science homework and medium term planning

Staff Monitoring and assessmentThe teaching and learning of Science is monitored through:

· Lesson observations (formal and informal)· Work and book scrutiny by senior management and science team· Tracking and monitoring of pupil progress on pupil asset on a termly basis · Pupil voice interviews on a annual basis · Learning walks

Continued Professional DevelopmentThe Science subject leader is responsible for ensuring that all staff are adequately trained so that they are able to deliver the curriculum effectively. This will include: organising CPD; leading staff meetings; sharing resources for planning and teaching and supporting colleagues formally or infor-mally. Regular communication with staff will be sustained and all staff can speak to the subject leader if they require any further support.

Management of ScienceRole of the Senior Management · To support the subject leader in the execution of their responsibilities providing time to fulfil such

responsibilities as far as is practicable, in proportion to the demands of the School Improvement Plan.

· To ensure the subject leader has access to appropriate continual professional development linked to their subject needs and Performance Management targets within the budgetary con-straints of the school.

Role of Science Subject Leader:• Support the implementation of science

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• Ensure that planning for science takes account of the range of children at the school, including gender, and all abilities and backgrounds, and is appropriate to their needs.

• Be responsible for the compiling the portfolio and updating on a termly basis.• Develop assessment and recording techniques, and collect examples of pupils’ work to use them

as a basis for internal moderated assessment.• Monitor teaching and learning of science through learning walks, lesson observations (where ap-

propriate), pupil discussions and work/planning scrutiny.• Support staff in ensuring that resources are available for the teaching of science • Encourage the use of outside resources.• Keep updated on policy and practice in the teaching of science • Be responsible to the Senior Management.• Monitor data for science, analysing trends and work with phase leaders to develop appropriate in-

tervention.• Liaise with other agencies including LA advisers/inspectors as appropriate.• Keeping subject leader files up-to-date.Role of the Curriculum Team Support in Science• Assist subject leaders to achieve points on action plans.• To be involved in monitoring of teaching and learning of science • Assist in the collection of evidence for science portfolio and updating on a termly basis.

GovernanceWe have an identified science governor who meets with the subject leader at least one a year to discuss the subject and action plan. The governor can also be involved in events such as work scru-tiny, learning walks, pupil interviews, lesson observations etc.

Author: Rebecca Bell

Agreed date: 2018

Implementation date: March 2018

Review date: Every 3 years (March 2021) or in response to LA guidance or significant changes

Signed: …………………………………………………

Date:……………………………………………………..

Head Teacher

Signed: ………………………………………………

Date: …………………………………………………

Chair of Governors

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