Science

Conifers Primary School – Science Policy

At Conifers Primary School our vision is to give children a Science curriculum which enables children to acknowledge the relevance of the subject in the world and to make links to their everyday experiences within their locality. To achieve this, opportunities are given to create open-ended questions, investigate using a range of scientific skills and explore the possibilities, incorporate strong mathematical and literacy based skills, as well as to learn about famous scientists and how their investigatory minds have shaped the world today and will continue to do so. We strive to celebrate the children’s achievements when they use and apply their scientific knowledge and skills to answer a question or solve a problem. Our aim is to create engaging and interesting lessons for all, which are cross-curricular and build upon prior knowledge so that scientific language can be used confidently and in the correct context.

At Conifers the Science curriculum has been carefully mapped out so that links between other areas of the curriculum can be made, so that any knowledge learnt can be strengthened. We incorporate the Science skills into other lessons and learn about a variety of scientists- past and present- who are linked to particular subject areas. Golden Threads have been adopted across the school to ensure that Science is knowledge rich. These Golden Threads are: Climate, Processes and Change, Ecology, Good Health, Sustainability and Pioneers/Capital. Science is taught weekly for at least 1.5 hours and there are high expectations for the standard of English and Maths within books. The school’s marking policy is adhered to as normal within Science.

Planning
Previous learning, sequencing lessons and differentiation KS1 and KS2 plan using the National Curiculuim standards for science (see long term plan), whereas the Foundation Stage plan activities from the ‘Understanding the World’ and ‘Characteristics of Effective Learning’ strands of the Early Learning Goals (see long term plan for suggested activities). Science skills (Working Scientifically) are integrated into lessons wherever possible and so are links to the locality and everyday experiences. To extend the knowledge of our pupils, planning is being done with reference to our Golden Threads (see above). Before beginning a new topic, the children complete an entry card to assess their retention of the previous learning. The children recap their previous learning e.g. plants in Y2, Y3 and plant lifecycles in Y5. Science starters could be also be used to recap knowledge from the previous year group- regardless of the link to the current unit. This keeps knowledge fresh for the children to make links.

The national curriculum for science aims to ensure that all pupils:
1. Develop scientific knowledge and conceptual understanding through the specific disciplines of biology, chemistry and physics.

2. Develop understanding of the nature, processes and methods of science through different types of science enquiries that help them to answer scientific questions about the world around them.

3. Are equipped with the scientific knowledge required to understand the uses and implications of science, today and for the future. (This makes it meaningful).

Therefore, a sequence of lessons include all three of these aspects. The PZAZ and PLAN resources will help sequence, plan and assess the children’s work.

Lessons, where appropriate should include a science skill (element of Working Scientifically). The skills could be used in order to find out the knowledge e.g. observe what happens between different poles on a magnet to know when they attract and when they repel.

All lessons are differentiated for SEN, BA, A, A2, A1, AA children using the progression of knowledge and skills documents given by the subject leader. PP children are taken into account during Science lessons as they have not experienced as much science outside the classroom. Relevant vocabulary is placed on science displays and referred to throughout the learning.

Inclusion
All children will be given equal learning opportunities irrespective of race, gender, learning ability, and vulnerability groupings. Science forms part of the School Curriculum Policy to provide a broad and balanced education for all children. Children with special educational needs will be catered for by differentiation which will allow accessibility for all abilities of children. Teachers will ensure that both boys and girls are treated equally in a subject, which traditionally has had a male bias.
For all children, especially SEN and EAL children, particular attention will be paid to the language of Science, including technical vocabulary, which unless well-developed can be detrimental to the whole process of understanding. Specific vocabulary should be displayed.

Scientific enquiry
There are 5 main types of enquiry:

1. Observation over time
2. Pattern seeking
3. Research
4. Comparative/ fair testing
5. Identifying, grouping and classifying

Each year group teaches each scientific enquiry at their own level and over numerous times throughout the year. See the progression of skills for differentiation on these skills.

Within each type of enquiry there are different skills that also need to be taught e.g. asking questions, recording data etc.

Contribution of the subject to developing other curriculum areas
The practical nature of Scientific Enquiry lends itself to developing a range of skills in other curricular areas:
• Mathematical skills such as measuring, recording and data handling.
• Children use a range of Literacy skills including instruction writing and written as well as oral explanations during investigative work.
• Art skills are encouraged as children draw their observations.
• Teaching a healthy lifestyle (including SRE and Drug Education) is a part of P.S.H.C.E. and Science. See SRE policy and Drug policy for more information.
• I.C.T. skills are used for recording, handling data, research and observations.
Mathematical and literacy skills are taught to a high standard continuously throughout science.

Investigations
When conducting an investigation, planning sheets are available, such as Discovery dog for EYFS and KS1; and the Post-it note system for KS2. The investigations will be child-led wherever possible.

KS1 and KS2 children have individual Science books to record their work in so this can help give evidence on what each child has accomplished and to what level they are capable.

By the end of year 6, they should be able to plan and conduct their own investigation.

Misconceptions
Misconceptions must be corrected via written or verbal feedback. The child may be given a next step to correct their misconception or to check their understanding now the misconception has been addressed. The misconception could be information or the incorrect use of vocabulary e.g. the magnets hold paperclips the magnet attracts paperclips. See training document for more information.

Next steps and challenges
Next Steps or Challenges are used to correct misconceptions and further learning, especially after an investigation. Sometimes challenges are used as next steps or incorporated into lessons where possible. Some examples of challenges we use at Conifers are: What if…?, Big questions, Odd one out and Predict.

Visitors and educational visits
Each Year group is encouraged to carry out a visit or have a visitor in to the school to discuss a Science Based topic of interest. Year groups are responsible for incorporating this into their planning. Teachers also plan for a scientific impact day when appropriate.

Displays
Classroom/ Year group displays should be exciting and engaging and should have on them: vocabulary, investigation posters, Scientist of the Week certificate, images and children’s work.

Scientist of the week
After every lesson, one child is chosen to be scientist of the week. This is noted on the Science Award certificate, which is be displayed on the class/ Year group science board.

Assessment
AfL strategies are used throughout the unit to assess a child’s learning and inform planning. A teacher’s assessment includes observations, questioning, books, focused assessment task, entry and exit cards. Throughout the unit coverage of the “I cans” is recorded in the purple Science folder. DC pro is used to record the assessments of the children (Yellow – Has not Met, Green Met). This is done termly in line with the other core subjects. There is a percentage data record of children who have Met and those who Have Not Met the required criteria. This assessment feeds into differentiation levels for planning, teaching and learning. Watch lists are also formed to note those children who Have Not Met and those who are showing elements of Greater Depth. This leads future planning, teaching and learning for these children.

Evidence of children’s work
Individual books are used to record all work, practical activities, investigations, questions, ideas and show progression. It contains a range of differentiated pieces of work. When an investigation is conducted, only one part of the investigation will be a focus for learning. Work in books has the long date and learning objective as well as showing differentiation and level of support. These books are used for evidence of the children’s progress and are moderated by the whole school staff and the Science leader. Evidence of the children’s deeper knowledge will be evident from the introduction of the Golden threads and this will be monitored by student survey.

Monitoring
The Science Leader will monitor learning environments and conduct a pupil conferencing at least once a year and monitor books and assess data once a term. The Science action plan will be updated regularly. There will be drop ins on a fortnightly basis to monitor coverage, progress and effectiveness in Science teaching and learning. The Science leader will share good practice and will moderate work alongside colleagues during staff meetings. Monitoring and Sharing good practice will provide effective teaching and learning.

Resources
Resources are stored centrally in the Science cupboard which are situated at the Year 6 end of the upstairs corridor. Resources are separated into units, where appropriate. Teachers ensure that all resources are collected in advance of lessons and returned promptly and put away in the correct place. Investigation Resources such as (KS1) Discovery Dog and (KS2) Post-It note are available to format to plan, conduct and review investigations and experiments.

Successful resourcing practices will help to fully immerse our young scientists in their Working Scientifically objectives.

Charlotte Tourgout 23.10.2024 Review Date _________________________________

Subject Overview