Main menu:
Science Policy
Introductory Statement:
This science plan was formulated on Friday 16 th March 2007, on in-
Rationale:
It was decided to focus on science to
Provide a coherent approach to the teaching of science across the whole school
Ensure that pupils are given adequate opportunities to develop skills and understanding of concepts as envisaged in the Primary Curriculum
Benefit the teaching and learning in our school.
Vision:
Science in our school should help children to work scientifically, giving them and developing a broad range of skills of enquiry, the cultivation of important attitudes and the acquisition of scientific knowledge and concepts about the biological and physical aspects of the world. The school will promote a shared understanding of the purpose and nature of science and promote a coordinated approach to the planning and teaching of Science throughout the school so as to ensure development and continuity and this will also facilitate the evaluation of teaching resources and methodologies.
Aims:
The aims of science education are:
To develop knowledge and understanding of scientific and technological concepts through the exploration of human, natural and physical aspects of the environment.
To develop a scientific approach to problem-
To encourage the child to explore, develop and apply scientific ideas and concepts through designing and making activities
To foster the child’s natural curiosity, so encouraging independent enquiry and creative action
To help the child to appreciate the contribution of science and technology to the social, economic, cultural and other dimensions of society.
To cultivate an appreciation and respect for the diversity of living and non-
To encourage the child to behave responsibly to protect, improve and cherish the environment and to become involved in the identification, discussion, resolution and avoidance of environmental problems and so promote sustainable development
To enable the child to communicate ideas, present work and report findings using a variety of media
Curriculum Planning
Infant Classes
Skills Development:
Working Scientifically
Questioning
Observing
Predicting
Investing and experimenting
Estimating and measuring
Analysing (sorting & classifying)
Recording and communicating
Designing and Making
Exploring
Planning
Making
Evaluating
Strands Strand Units
Living Things -
Plants & Animals
Energy & Forces -
Sound
Heat
Magnetism & Electricity
Forces
Materials -
Materials
Materials & Change
Emotional Awareness & Care Caring for my locality
Skills Development:
Working Scientifically
Questioning
Observing
Predicting
Investing and experimenting
Estimating and measuring
Analysing (sorting & classifying)
Recording and communicating
Designing and Making
Exploring
Planning
Making
Evaluating
The science skills above will be developed as work is completed on the strands and strand units of the curriculum outlined below.
Strands Strand Units
Living Things -
Plants & Animals
Energy & Forces -
Sound
Heat
Magnetism & Electricity
Forces
Materials -
Materials
Materials & Change
Emotional Awareness & Care Caring for my locality
Skills Development:
Working Scientifically
Questioning
Observing
Predicting
Investing and experimenting
Estimating and measuring
Analysing (sorting & classifying)
Recording and communicating
Designing and Making
Exploring
Planning
Making
Evaluating
The science skills above will be developed as work is completed on the strands and strand units of the curriculum outlined below.
Strands Strand Units
Living Things -
Plants & Animals
Energy & Forces -
Sound
Heat
Magnetism & Electricity
Forces
Materials -
Materials
Materials & Change
Emotional Awareness & Care Environmental Awareness
Science & the Environment
Skills Development:
Working Scientifically
Questioning
Observing
Predicting
Investing and experimenting
Estimating and measuring
Analysing (sorting & classifying, recognising patterns, interpreting)
Recording and communicating
Designing and Making
Exploring
Planning
Making
Evaluating
The science skills above will be developed as work is completed on the strands and strand units of the curriculum outlined below.
Strands Strand Units
Living Things -
Plants & Animals
Energy & Forces -
Sound
Heat
Magnetism & Electricity
Forces
Materials -
Materials
Materials & Change
Emotional Awareness & Care Environmental Awareness
Science & the Environment
Skills Development
Children will learn to investigate the world around them through:
Observing
Hypothesising
Predicting
Investigating & Experimenting
Testing
Analysing
Strategies used will include:
Play Scenarios
Talk and Discussion
Questioning
Listening
Problem-
Annotated Drawing
Teacher Designed Tasks
Concept Mapping
Children’s Ideas
The scientific activity of children is similar to that of the scientist. Children begin from their own ideas about how things are and they change and develop these by testing them in practical investigations. During their scientific activities children will be provided with opportunities to try out challenge, change or replace ideas. This view of learning involves children developing and constructing more scientific understanding through their own ideas and experience. A wide range of strategies will be used to explore the children’s ideas. These strategies may include discussion, questioning, annotated drawings, concept maps, teacher designed tests and tasks.
Practical Investigations
Science investigations provide children with opportunities to use and apply concepts while solving problems. A combination of open-
Practical investigations will require the children to have an understanding of the concept of a ‘fair test’. Fair testing involves the identification of the conditions that make a difference ion an experiment. Pupils will be encouraged to ask:
What is being tested?
What will be changed?
What will be kept the same?
What will be measured or compared?
Classroom Management
The use of a variety of approaches and methods will facilitate the efficient implementation of the science curriculum. A combination of approaches will be used to meet the needs of pupils and the nature of the topic.
Methods used will include whole class, group and individual work.
The language used will be age appropriate and teachers will identify the vocabulary the children will acquire during the activities in each strand unit.
Approaches & Methodologies
The methods and approaches should create a learning environment where:
Children’s ideas are the starting point for science activities
Practical activity is encouraged
Links with the environment are fostered
Children have an opportunity to work together, share ideas and communicate their findings
Methods used will include:
Whole class work
Small groups
Individual work on chosen topics or projects
Investigate approach
Closed activities
Open investigations
Teacher-
Exemplars
Linkage & Integration
Science will be linked and integrated with most subjects, particularly with history and geography.
Examples:
Weather Geography
Electricity Science
Care for Environment Geography
Drama
Language Development Heavier/Lighter
Designing & Making Art
Myself (Growing & Changing) SPHE
Local Natural Environment Geography
Time & Chronology History
Clothes Junior Classes
Water Middle Classes
Food
People at Work (Food & Farming) Geography – Industry
Food & Nutrition SPHE
At each class level, teachers will give several opportunities throughout the school year to integrate science with other curricular areas. This will be found in class teacher’s individual planning.
Science activities will be used particularly in infant classes to develop pupil’s language competence and confidence and new vocabulary.
Using the Environment
Strand Unit Plant & Animals
The children will use the school grounds to find record and examine a wide variety of living things.
Trees include ash, oak, sycamore, cherry
Birds: sparrows, crows, bird table
Mini-
Growing: bulbs & seeds
Life – cycles
Strand Unit Caring for my Locality
Caring for living things in the locality, school yard, and classroom.
Litter
Pollution
Planting bulbs/gardening
Assessment
Children will be given opportunities to record then work in a variety of ways e.g.
Concrete Materials
Oral Presentation
Drawings
Photographs
Written records
Concept maps
Children’s work will be displayed in classrooms. Records will be kept in Pupil Profiles and in their copies.
Both Knowledge and Skill Development will be assessed through:
Teacher Observation
Teacher – designed tasks and tests
Concept – mapping
Work samples, Portfolios and Projects
Science Experiments
Self-
Conferring
Questioning
Information gathered by this assessment will
Identify areas of difficulty in order to respond to the needs of the pupils
Establish learning outcomes
Assist the teachers in assessing their own practice and methodologies
Assist the teacher with short term planning
Will form part of the report given to parents in the end of the year reports
Success Criteria
Success will be assessed by individual teachers. Teacher’s preparation and planning will be based on plan.
Success will be assessed by teacher’s observation of:
Skills Development
Content and Knowledge Acquisition
Ability to carry out Science Experiments i.e. follow procedures and discuss results (vocabulary etc.)
Knowledge of local trees, birds, insects etc.
Children with Different Needs
This Science programme aims to meet the needs of all the children in the school. This will be achieved by teachers varying the pace, content and methodologies to insure learning for all pupils and will be recorded in the teacher’s yearly notes. These requirements of children with special needs will be taken into account when planning class lessons and related activities. The S.N.A. supports particular children and groups as directed by the class teacher.
Equality of Participation and Access
We view the Science programme as playing a key role in ensuring equality of opportunity for all children. The programme at each class level will be flexible so that the learning requirements of all children may be addressed. Children with special needs will be included in all activities where possible.
Organisational Planning
Timetable
Science is timetabled as part of SESE. SESE is allocated 3 hours per week (2 hour 15 minutes for infants). This time is usually divided into three 1 hour slots, but depending on weather, seasons, projects, this weekly time could be increased or decreased. Discretionary time is used for science, particularly during Science week.
Resources and Equipment
Science resources and equipment will be stored in a designated area in the school and will be updated and maintained by staff.
Textbooks in use are:
Infants – 2 nd Class What a Wonderful World
Unlocking SESE
Ipads -
3 rd – 6 th Class Small World Geography and Science
Ipads – (internet)
Safety
During practical work teachers should be aware of the safety implications of any work being undertaken. Children should be encouraged to observe safety procedures during all tasks. The following is a summary of safety issues in the different strands of the curriculum. Outdoor work should be based in areas that are accessible and safe. Preliminary visit by teachers should be used to identify any possible hazards. When working with plants and animals pupils should wear gloves to protect from allergic reactions. Children should wash their hands after handling animals, plants or soil. Cuts, grazes and skin infections should be covered.
Prior to engaging in any outdoor work the children and teacher should discuss how they will care for the animals and plants they may collect. Children should draw up their own conversion code before working in the outdoor environment.
When engaged in work in the strand unit Light the pupils should use plastic mirrors, should not look directly at the sun or very bright beams of light.
When working in the strand unit Electricity and Magnetism the children should be reminded of the importance of not using mains current, disposing of batteries properly.
Magnets should be stored properly to preserve their magnetism. They should be stored with their keepers. Hammering, dropping or heating magnets will cause them to lose their magnetic properties.
When working in the strand unit Heat teachers should be careful in organising activities involving hot water.
During Designing and Making activities, teachers should demonstrate and ensure that pupils are able to safely use any tools needed.
Homework
Science homework is not usually given in any classes.
Individual Teachers’ Planning & Reporting
Teachers plan individually for science in their Fortnightly Schemes.
Teachers plan using Strand Unit & Content Objectives.
Staff Development
Teachers will be made aware of any opportunities for further professional development through participation in courses available in education centres or other venues.
Parental Involvement
Parents and other members of the school community may be invited to assist with certain activities e.g. outdoor work
Parents and others who have particular knowledge and expertise may be invited to support the class teacher in implementing the science curriculum.
Community Links
Local specialists may be invited in to share their knowledge with thaw class.
Implementation:
Roles & Responsibilities
The plan will be implemented, supported and developed by all the teachers. Principal will carry out overall monitoring and evaluation at each year end in consultation with staff i.e. staff meetings
Timeframe
This plan will be implemented immediately
Review
All teachers will be involved in review
Principal will co-
Plan will be reviewed in January 2019