Manor Junior School Policy for Science

Introduction

This is a statement of the aims, principles and strategies for teaching and learning of science at Manor Junior School. It was developed during the Summer of 1998 through a process of consultation with teaching staff.It was approved by the governing body in the Summer of 1998. This policy will be reviewed annually.

What is Science?
Science is a body of knowledge which is built up through experimental testing of ideas. Science is also a methodology, a practical way of finding reliable answers to questions we may ask about the world around us.

Aims
Manor Junior School aims that all children will

• retain and develop their natural sense of curiosity about the world around them
• develop a set of attitudes which will promote scientific ways of thinking, including openmindedness, perseverance, objectivity and a recognition of the importance of teamwork
• come to understand the nature of "scientific method" involving: meticulous observation, the making and testing of hypotheses, the design of fair and controlled experiments, the drawing of meaningful conclusions through critical reasoning and the evaluation of evidence
• become effective communicators of scientific ideas, facts and data
• begin to build up a body of scientific knowledge and understanding which will serve as a foundation for future enquiry.

Principles of the Teaching and Learning of Science

Science is important because

• it is a body of knowledge essential to our understanding the world around us
• it has built up a methodology for thinking which forms the basis of most intellectual enquiry
• the skills and knowledge of science have many applications in everyday life.

Science is a core subject in the National Curriculum. The fundamental skills, knowledge and concepts of the subject are set out in "Science in the National Curriculum" where they are categorised into 4 attainment targets.

1. Experimental and investigative science
2. life and living processes
3. materials and their properties
4. physical processes

Strategies for the Teaching of Science

The science curriculum is taught predominantly as a subject in its own right

• science may be integrated into the topics studied by each class each year
• approximately 4 hours per week are spent on science

Modes of working in science are through group work although individual work and class teaching are used where appropriate. Within this structure

• groups are usually of mixed ability
• relevant discussion is encouraged
• groups are encouraged to communicate their findings in a variety of ways.
• Borough Guidelines form the basis of the scheme of work in the school with additional input taken from commercially produced schemes and adaptations by staff at the school.

There is no specialist teaching in science, it is taught by class teachers.

Classroom helpers are used in science to assist

• in supporting group activities
• in providing extra help for children with particular needs (see below).

Pupils with special needs may receive extra support for science work from a non-teaching assistant working within the classroom. Such pupils include

• pupils with language/communication difficulties who may be given support with reading and writing during science lessons
• pupils with particular ability and flair for science who work more quickly through the levels of the National Curriculum are extended through the use of supplementary work and computer software.

Homework is used to support science through tasks such as

• finding answers to questions posed in school through the use of books (libraries) and interviews with friends and family
• for Year 6 pupils, writing up the findings of science experiements carried out at school.

The emphasis in our teaching of science is on first hand experience and we encourage children increasingly to take control of their own learning. Our focus is on AT1 of the National Curriculum, Scientific Investigation, thus

• most study of science is through practical investigative work
• careful observation is encouraged
• resources are made readily available and accessible
• pupils are encouraged to communicate their scientific findings to others using a variety of methods including written or verbal reports and use of graphs or pictures.

Excellence in science is celebrated in display and performance including

• the mounting of graphical display of the results of scientific enquiry
• communication of scientific findings during whole school or whole class gatherings.
• insistence upon organisation and care of equipment.

Strategies for Ensuring Progress and Continuity (also see Assessment Policy)

Planning is a process in which all teachers are involved, wherein

• the foundation for curricular planning is the School Development Plan, developed through a process of collaboration between staff, and approved by governors
• schemes of work for science are developed by the Science Leader in consultation with the Deputy Headteacher Curriculum, the staff and the Advisory staff
• regular meetings are used to discuss the science curriculum and ensure consistency of approach and of standards
• work plans are drawn up by individual teachers using agreed planning sheets.

The role of the Science Leader is to

• take the lead in developing the progression and continuity in science throughout the school with curriculum partners.
• support colleagues in their development of work plans and in assessment and record keeping
• monitor progress in science and highlight action needed
• take responsibility for the organisation of central resources for science
• keep up-to-date with developments in science education and disseminate information to colleagues as appropriate.

Feedback to pupils about their own progress in science is achieved through the marking of work. Effective marking

• is usually done while a task is being carried out through discussion between children and teacher
• aims to help children learn by encouraging them to think critically about what they have achieved
• of written work is used sensitively and with discretion so that a child can assimilate a limited number of corrections at one time - this will vary according to age and ability.

• small group discussions usually in the context of a practical task
• specific assignments for individual pupils
• individual discussions in which children are encouraged to talk about their own work and progress.

• a record of progress in each attainment target
• samples of work which show achievement and progress (portfolios).

• attitudes to science
• progress in AT1, the ability to investigate scientifically including understanding of the nature of "scientific method".

Strategies for the Use of Resources

Classroom resources in science include

• a dedicated area suitable for scientific work and display
• a set of material relevant to the scheme of work for that class.

Central resources in science are the responsibility of the science leader. They include

• sets of scientific instruments likely to be used sporadically by all classes, such as pooters, lenses, magnifiers, stop clocks, spring balances etc.
• major, expensive items such as microscopes.
• science topic boxes.

Information Communication Technology is a major resource which is used in science for

• communicating information (word processing and graphics/drawing packages)
• handling information (databases and date collecting)
• modelling (simulations and spreadsheets).

The library houses a substantial stock of books on science based subjects and is used regularly for reference.

Consideration of health and safety issues are of the utmost importance in science. Essex County Guidelines are provided (See Appendix) on

• appropriate handling of equipment and materials
• appropriate storage of equipment and materials.