Review Date - January 2018 BURNLEY ROAD ACADEMY

POLICY FOR SCIENCE Introduction

Science is an essential element of the primary curriculum. High-quality science education provides the foundations for understanding the world through the specific disciplines of biology, chemistry and physics. Primary school science should arouse in children an awareness, excitement and curiosity of the natural and physical world around them and make use of first- hand experience to develop key skills and concepts.

Aims and Objectives

We live in an increasingly scientific and technological age where children need to acquire the knowledge, skills and attitudes to prepare them for life in the 21st century.

The study of science within the school should encourage pupils to:  develop an enjoyment and interest in science and an appreciation of its contribution to all aspects of everyday life  build a curiosity and sense of awe of the natural world  use a planned range of investigations and practical activities to give a greater understanding of the concepts and knowledge of science  learn and use scientific vocabulary  develop pupils’ basic practical skills and their ability to make accurate and appropriate measurements  ask questions in order to develop scientific knowledge, understanding and skills  extend the learning environment for our pupils via our environmental areas and the locality  be aware of a ‘healthy lifestyle’

Curriculum and Subject Content

The programmes of study for science are set out year-by-year for key stages 1 and 2 in the National Curriculum 2014. The national curriculum gives a full breakdown of the statutory content to be taught within each unit. Non-statutory guidance is also provided which staff members are encouraged to use. Class teachers must ensure that there are frequent opportunities for pupils to ‘work scientifically’ within the curriculum. ‘Working scientifically’ specifies the understanding of the nature, processes and methods of science. Pupils are required to work scientifically within all areas of the science curriculum. The following skills are statutory:

Years 1 and 2 - asking simple questions and recognising that they can be answered in different ways - observing closely, using simple equipment - performing simple tests - identifying and classifying 1 Science Policy Review Date - January 2018 - using their observations and ideas to suggest answers to questions - gathering and recording data to help in answering questions.

Years 3 and 4 During years 3 and 4, pupils should be taught to use the following practical scientific methods, processes and skills through the teaching of the programme of study content: - asking relevant questions and using different types of scientific enquiries to answer them - setting up simple practical enquiries, comparative and fair tests - making systematic and careful observations and, where appropriate, taking accurate measurements using standard units, using a range of equipment, including thermometers and data loggers - gathering, recording, classifying and presenting data in a variety of ways to help in answering questions - recording findings using simple scientific language, drawings, labelled diagrams, keys, bar charts, and tables - reporting on findings from enquiries, including oral and written explanations, displays or presentations of results and conclusions - using results to draw simple conclusions, make predictions for new values, suggest improvements and raise further questions - identifying differences, similarities or changes related to simple scientific ideas and processes - using straight forward scientific evidence to answer questions or to support their findings.

Years 5 and 6 During years 5 and 6, pupils should be taught to use the following practical scientific methods, processes and skills through the teaching of the programme of study content: - planning different types of scientific enquiries to answer questions, including recognising and controlling variables where necessary - taking measurements, using a range of scientific equipment, with increasing accuracy and precision, taking repeat readings when appropriate - recording data and results of increasing complexity using scientific diagrams and labels, classification keys, tables, scatter graphs, bar and line graphs - using test results to make predictions to set up further comparative and fair tests - reporting and presenting findings from enquiries, including conclusions, causal relationships and explanations of and degree of trust in results, in oral and written forms such as displays and other presentations - identifying scientific evidence that has been used to support or refute ideas or arguments.

Assessment, Recording and Reporting on Pupil Progress

Each class teacher has responsibility for assessment of the pupils in their class. Pupil progress can be monitored by a range of techniques (see Assessment, Recording and Reporting Policy) Topics commonly begin with an assessment of what pupils already know. Throughout the school teachers will assess whether children are working at/above or below the expected level for their age based on their understanding and application of the content of the National Curriculum 2014. Progress and attainment is reported to parents through parent’s evenings and end of year reports. Assessment results will also be passed to the next class teacher at the transition meetings and should inform future planning.

2 Science Policy Review Date - January 2018 Roles and Responsibilities

The Science Subject Leader will be responsible for: Resource management Policy development and review. Staff development Reporting to Governing Body Monitoring the curriculum planned and taught

Resources

Resources are stored in the designated resource area. Some resources are needed for particular year groups and these are stored in those classes.

An audit of science equipment is undertaken annually, both by individuals for equipment peculiar to their own year group, and by the science subject leader of all the equipment stored in the science resource area.

Children should not be allowed access to these resources. They should be collected and returned promptly to their appropriate place by a member of staff, so that they are readily available for all the classes. However, whenever possible children should be encouraged to choose their own equipment when designing investigations. They should be guided in the safe and considerate use of animals, plants and equipment.

Professional Development

The professional development of staff can take place both in and out of school. The science subject leader will be available to provide professional support, to research and cascade knowledge and information and to inform of any changes in legislation. The subject leader will monitor and evaluate science throughout the school through lesson observations, work scrutiny and discussions.

Equality of Opportunity and Inclusion

At Burnley Road Academy we are committed to providing all children with an equal entitlement to scientific activities and opportunities. Science is taught within the guidelines of the equal opportunities policy. All children have the opportunity to gain science knowledge and understanding regardless of gender, race, culture, class, physical or intellectual ability.

We aim to meet the needs of all our children by differentiation in our science planning and in providing a variety of approaches and tasks appropriate to ability levels. The particular importance of first-hand experience for motivating children with learning difficulties is recognised and, similarly, science may strongly engage gifted and talented children, and the aim is to challenge and extend them through differentiated activities. By being given enhancing and enriching activities, more able children will be able to progress to a higher level of knowledge and understanding appropriate to their abilities.

3 Science Policy Review Date - January 2018 Links with other areas of the Curriculum

Science links closely with other areas of the primary curriculum, particularly Literacy, Numeracy, DT and ICT, and the development of thinking skills is inherent in these areas too. There are also opportunities in science to contribute to PHSE and Citizenship Education.

These links are identified in short and medium term planning and are even more relevant now the curriculum is delivered through topics. Science is also valued as a vehicle for the development of language skills, and children are encouraged to talk constructively about their science experiences. Health and Safety In regard to science work in school all teachers will be conversant with the “Be Safe" safety booklet. Children need to be taught to recognise potential hazards and risks when working with living things and materials and to take the appropriate action to control these risks. Any visits should have been planned with due regard to the school policy. Review and Evaluation

All staff will have access to the policy on the suite. The policy will be reviewed in January 2018.

JT July 2016.

4 Science Policy