Science Policy J Johnson 2020 2021 - Approved by Chair_ Review Date _ - Lodge ...
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Science Policy
J Johnson
2020 – 2021
Approved by Chair_______________________________
Review Date ____________________________________
1
Policy Statement
Science is a core subject within the National Curriculum. This policy is a statement of aims, principles and
strategies for the teaching and learning of Science at SHINE academies. This policy should be read in
conjunction with the New Curriculum 2014 documentation which sets out in detail what pupils will be
taught in different year groups as of September 2014. The programmes of study set out what should be
taught at Key Stage 1 and 2 and The Foundation Stage programmes of study for Understanding of the
World are set out in the EYFS.
Rationale
Science teaches an understanding of natural phenomena. It aims to stimulate a pupil’s curiosity in finding
out why things happen in the way they do. It teaches methods of enquiry and investigation to stimulate
creative thought. Pupils learn to ask scientific questions and begin to appreciate the way in which science
will affect the future on a personal, national, and global level.
Purpose
At SHINE academies, we aim to develop pupil’s understanding of Working Scientifically, Materials and their
Properties, Life Processes and Living Things and Physical Processes. Pupils are taught to:
ask and answer scientific questions;
plan and carry out scientific investigations, using equipment (including computers) correctly;
know and understand the life processes of living things;
know and understand the physical processes of materials, electricity, light, sound, and natural
forces;
know about the nature of the solar system, including the earth;
evaluate the evidence and present their conclusions clearly and accurately.
Teaching and Learning
At SHINE academies, we use a variety of teaching and learning styles in Science lessons. Our principal aim
is to develop pupils’ knowledge, skills, and understanding.
Sometimes we do this through whole-class teaching, while at other times we engage the pupils in an
enquiry-based research activity.
We encourage the pupils to ask, as well as answer, scientific questions.
Pupils have the opportunity to use a variety of data, such as: statistics, graphs, pictures and
photographs.
Pupils use computing in Science lessons because it enhances their learning.
Pupils take part in discussions, and they present reports to the rest of the class.
Pupils engage in a wide variety of problem-solving activities.
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Wherever possible, we involve the pupils in real scientific activities, for example, investigating a local
environmental problem, or carrying out a practical experiment and analyzing the results.
The Trust are committed to working towards equality of opportunity in all aspects of school life. Our aim is
to offer all our pupils a Scientific curriculum that is relevant and differentiated to all pupils’ needs and
abilities, so that every pupil may reach their full potential.
SHINE academies recognises that in all classes, pupils have a wide range of scientific abilities, and will
ensure that it provides suitable learning opportunities for all pupils by matching the challenge of the task to
the ability of the pupil. This will be achieved in a variety of ways:
setting tasks which are open-ended and can have a variety of responses;
setting tasks of increasing difficulty (we do not expect all pupils to complete all tasks);
grouping pupils by ability in the room and setting different tasks for each ability group;
providing resources of different complexity, matched to the ability of the pupil.
Planning
SHINE academies uses the National Curriculum for Science as the basis of its curriculum planning and
follows the statutory programmes of study which is taught through Cornerstones and Love to investigate
topics (See Appendix 2 for programmes of study).
The Trust uses Cornerstones to help with the planning of Science. As well as planning weekly lessons, each
year group now plans a ‘Love to Investigate’ unit from Cornerstones. These units enable pupils to plan and
investigate a scientific experiment, which links to the topic being studied. These are done at least once
every half term and give the pupils the opportunity to expand their knowledge of working scientifically. The
units are open ended and allow pupils to work at their own pace and ability. Curriculum planning is carried
out in three phases (long-term, medium-term and short-term). The long-term plan maps the scientific topics
studied in each term during the key stage.
The class teacher is responsible for writing the weekly lesson plans (short-term plans). These plans list the
specific learning objectives and expected outcomes of each lesson. The class teacher keeps these individual
plans and will often discuss them on an informal basis with the subject leader.
The Trust have planned topics within Science so that it incorporates the statutory requirements of the
National Curriculum and:
builds on prior learning, ensuring that there are opportunities for pupils of all abilities to develop
their skills and knowledge in each unit;
builds progression through the Science scheme of work, so that the pupils are increasingly
challenged as they move up through the school.
The Foundation Stage
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At SHINE academies, we teach Science in Nursery and Reception classes as an integral part of the topic
work covered during the year. As the Nursery and Reception are part of the Foundation Stage area of the
National Curriculum, we relate the scientific aspects of the pupil’s work to the objectives set out by the
Foundation Stage Curriculum. Science makes a significant contribution to developing a pupil’s knowledge
and understanding of the world, for example: through investigating what floats and what sinks when
placed in water.
The contribution of Science to teaching in other curriculum areas:
English
Science contributes significantly to the teaching of English in our school by actively promoting the skills of
reading, writing, speaking and listening. The pupils develop oral skills in Science lessons through discussions
(for example - of the environment) and through recounting their observations of scientific experiments. They
develop their writing skills through writing reports and projects and by recording information.
Mathematics
Science contributes to the teaching of mathematics in a number of ways. When pupils use weights and
measures, they are learning to use and apply number. Through working on investigations, they learn to
estimate and predict. They develop accuracy in their observation and recording of events. Many of their
answers and conclusions include numbers and graphs are often used as a way of showing the results of
scientific observations.
Spiritual, moral, social and cultural development
Science teaching offers pupils many opportunities to examine some of the fundamental questions in life, for
example, the evolution of living things and how the world was created. Through many of the amazing
processes that affect living things, pupils develop a sense of awe and wonder regarding the nature of our
world. Science raises many social and moral questions. Through the teaching of Science, pupils have the
opportunity to discuss moral issues (for example: the effects of smoking and the moral questions involved in
this issue). The Trust gives them the chance to reflect on the way people care for the planet, and how
Science can contribute to the way we manage the earth’s resources. Science teaches pupils about the
reasons why people are different and, by developing the pupil’s knowledge and understanding of physical
and environmental factors, it promotes respect for other people.
Science and Computing
Use of technology enhances the teaching of Science in our school significantly, because there are some
tasks for which technology is particularly useful. It also offers ways of impacting on learning which are not
possible with conventional methods. Interactive whiteboards and software is used to animate and model
scientific concepts, and to allow pupils to investigate processes which it would be impracticable to do
directly in the classroom. Pupils use ICT to record, present and interpret data, to review, modify and
evaluate their work, and to improve its presentation. Pupils learn how to find, select, and analyze
information on the Internet and on other media.
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Equal Opportunities
At SHINE academies we teach Science to all pupils, whatever their ability and individual needs. Science
forms part of the school curriculum policy to provide a broad and balanced education to all pupils. Through
our Science teaching we provide learning opportunities that enable all pupils to make good progress. We
strive hard to meet the needs of those pupils with special educational needs, those with disabilities, those
with special gifts and talents, and those learning English as an additional language, and we take all
reasonable steps to achieve this. For further details, see individual whole-school policies: SEND; Disability
Non-Discrimination; Gifted and Talented; English as an Additional Language (EAL).
We enable all pupils to have access to the full range of activities involved in learning Science. Where pupils
are to participate in activities outside the classroom (a trip to a Science museum, a space centre for
example) we carry out a risk assessment prior to the activity, to ensure that the activity is safe and
appropriate for all pupils. Unfortunately, due to Covid restrictions, visits will not take place this year.
However, activities and Teams assemblies (to allow visitors) will still ensure children enjoy and achieve in
Science.
Assessment
Teachers will assess pupil’s work in Science by making informal judgements during lessons. On completion
of a piece of work, the teacher assesses it, and uses this assessment to plan for future learning. Written or
verbal feedback is given to the pupil to help guide his/her progress. Older pupils are encouraged to make
judgements about how they can improve their own work. The pupils will have an assessment grid for each
lessons, which will be stuck into their books and features the objectives covered in that lesson. The pupils
are to self-assess and, where appropriate, peer assess and making judgements as to whether they achieved
the Science targets or not by ticking next to a ‘smiley’ face, ‘straight face’ or ‘sad face’ indicating their level
of understanding of each individual target.
When making assessments, teachers refer to year group assessment sheets. On these sheets, teachers
highlight the targets to which pupil has successfully achieved a good understanding. Targets are separated
on the grid by ‘Biology’, ‘Chemistry’, ‘Physics’ and ‘Working Scientifically’. This is to encourage staff to use
these key Science terms with the pupils and encourage the use more scientific language in lessons. Every
term, teachers make a judgement on what they have highlighted on the teacher assessments. They will
decide if a pupil is “emerging”, “developing” or “secure” in their year band. For example: If a pupil has met
just a few targets and a teacher judges them to be an “emerging Year 6”, they will be noted as an 6E on
the bottom of the assessment grid. Teachers are expected to refer to these sheets termly in order to make
successful assessment judgements. On these teacher assessment grids, there are also targets from the
previous year group. This is to assist teachers with making accurate assessments for those working below
year group expectations and also so teachers can see what previous knowledge the pupils should have of
each area of Science. (See Appendix 1 for Year group assessment sheets.)
The teacher records the termly assessment on the school format digitally. The Trust use these as the basis
for assessing the progress of each pupil, and we pass this information on to the next teacher at the end of
the year.
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Teachers make an assessment of the pupil’s work in Science at the end of Key Stage 1 and Key Stage 2.
We report these to the parents.
Each term, Senior Management and the Science subject leader will moderate Science books and planning.
Rising Stars progress tests are also used, alongside teacher assessment grids (Appendix 1) and teacher
judgement to assess pupil’s learning. By using the Cornerstones curriculum and Love to Investigate topics, it
is not always appropriate to complete a Rising Stars progress test at the end of each Cornerstones topic;
therefore, teachers are to use the Rising Stars tests at their own discretion. For example, a teacher may
choose to use a test question from the Rising Stars progress tests at the end of every appropriate lesson as
opposed to taking a test at the end of their Cornerstones topic, or a teacher may wish to wait until every
target is covered in one particular area of Science before completing the test.
It is the responsibility of the subject leader to monitor the standards of pupil’s work and the quality of
teaching in Science. The subject leader is also responsible for supporting colleagues in their teaching, by
being informed about current developments in the subject, and for providing a strategic lead and direction
for Science in the school.
Resources
The Trust has sufficient resources for all Science teaching units in the school. These are kept in a central
store, where there is equipment labelled by topic. Resources will need to be cleaned (where possible) and
quarantined for 72 hours after use, to ensure they are safe for another bubble to use. The library contains
a good supply of Science topic books and the Trust has computer software to support pupil’s individual
research. Copies of PowerPoint presentations for different scientific areas are kept on the Staff Shared area
and the Cornerstones and Love to Investigate topics on the Cornerstone website give detailed information
to assist the successful running of Science lessons. At the end of every year, the Science coordinator gives
staff the chance to ask for more resources that will assist Science lessons for the next academic year.
There are Science progress tests by Rising Stars on the school software which assess the National
Curriculum requirements.
Health and safety
All pupils are supervised whilst using scientific equipment. It is the responsibility of the class teacher to
ensure clear instructions relating to health and safety are given. If a Science lesson requires a risk
assessment, it is the responsibility of the teacher to complete this with the assistance of the Science
coordinator if necessary. Resources will need to be cleaned (where possible) and quarantined for 72 hours
after use, to ensure they are safe for another bubble to use.
Drugs
Through the teaching of Science, pupils will learn about drugs and the affects these can have on our
bodies. They will:
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look at drug safety and how they can look after themselves.
identify both the dangers of drugs and how certain drugs can help us.
These lessons will be linked to PSHE (Personal, Social Health and Economics)
This policy will be reviewed annually unless there are any changes within the Trust.
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Appendices
Appendix 1 – Science teacher assessments for each year group.
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Appendix 2: Programmes of Study
The Importance of Science
A high-quality science education provides the foundations for understanding the world through the specific disciplines
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, processes and uses of science. Through building
up a body of key foundational knowledge and concepts, 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 understand how science can be used to explain what is occurring, predict how things will behave, and
analyse causes.
Key stage 1
The principal focus of science teaching in key stage 1 is to enable pupils to experience and observe
phenomena, looking more closely at the natural and humanly constructed world around them. They should
be encouraged to be curious and ask questions about what they notice. They should be helped to develop
their understanding of scientific ideas by using different types of scientific enquiry to answer their own
questions, including observing changes over a period of time, noticing patterns, grouping and classifying
things, carrying out simple comparative tests, and finding things out using secondary sources of
information. They should begin to use simple scientific language to talk about what they have found out
and communicate their ideas to a range of audiences in a variety of ways. Most of the learning about
science should be done through the use of first-hand practical experiences, but there should also be some
use of appropriate secondary sources, such as books, photographs and videos.
‘Working scientifically’ is described separately in the programme of study, but must always be taught
through and clearly related to the teaching of substantive science content in the programme of study.
Throughout the notes and guidance, examples show how scientific methods and skills might be linked to
specific elements of the content.
Pupils should read and spell scientific vocabulary at a level consistent with their increasing word-reading
and spelling knowledge at key stage 1
The programs of study for KS1 are set out below and follow the Cornerstones and Love to Investigate
topics.
13Year 1
14Year 2
1516
17
Lower key stage 2 – years 3 and 4
The principal focus of science teaching in lower key stage 2 is to enable pupils to broaden their scientific
view of the world around them. They should do this through exploring, talking about, testing and
developing ideas about everyday phenomena and the relationships between living things and familiar
environments, and by beginning to develop their ideas about functions, relationships and interactions. They
should ask their own questions about what they observe and make some decisions about which types of
scientific enquiry are likely to be the best ways of answering them, including observing changes over time,
noticing patterns, grouping and classifying things, carrying out simple comparative and fair tests and
finding things out using secondary sources of information. They should draw simple conclusions and use
some scientific language, first, to talk about and, later, to write about what they have found out.
‘Working scientifically’ is described separately at the beginning of the programme of study, but must
always be taught through and clearly related to substantive science content in the programme of study.
Throughout the notes and guidance, examples show how scientific methods and skills might be linked to
specific elements of the content.
Pupils should read and spell scientific vocabulary correctly and with confidence, using their growing word-
reading and spelling knowledge.
The programs of study Lower KS2 are set out below and follow the Cornerstones and Love to Investigate
topics.
18Year 3
1920
21
Year 4
2223
Upper key stage 2 – years 5 and 6
24The principal focus of science teaching in upper key stage 2 is to enable pupils to develop a deeper
understanding of a wide range of scientific ideas. They should do this through exploring and talking about
their ideas; asking their own questions about scientific phenomena; and analysing functions, relationships
and interactions more systematically. At upper key stage 2, they should encounter more abstract ideas and
begin to recognise how these ideas help them to understand and predict how the world operates. They
should also begin to recognise that scientific ideas change and develop over time. They should select the
most appropriate ways to answer science questions using different types of scientific enquiry, including
observing changes over different periods of time, noticing patterns, grouping and classifying things,
carrying out comparative and fair tests and finding things out using a wide range of secondary sources of
information. Pupils should draw conclusions based on their data and observations, use evidence to justify
their ideas, and use their scientific knowledge and understanding to explain their findings.
‘Working and thinking scientifically’ is described separately at the beginning of the programme of study,
but must always be taught through and clearly related to substantive science content in the programme of
study. Throughout the notes and guidance, examples show how scientific methods and skills might be
linked to specific elements of the content.
Pupils should read, spell and pronounce scientific vocabulary correctly.
The programs of study for Upper KS2 are set out below following the Cornerstones and Love to Investigate
topics.
25Year 5
26Year 6
2728
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