Chellastoninfant School

ChellastonInfant School

School Lane, Chellaston

DERBY, DE73 6TA

Headteacher:Lindsay Galley

Telephone: 01332 700298

SCIENCE POLICY

Science Team

Reviewed October 2014

MISSION STATEMENT

At ChellastonInfant School we believe that everyone will reach their full potential in a safe, fun and happy environment which promotes independence, self worth and excellence. Everyone is a learner whose values are respected.

Come InSucceed

RATIONALE

Science is a core subject of the National Curriculum and is incorporated into the specific area of learning “understanding the world” in the foundation stage. Science plays a crucial role in developing our understanding of the world around us. Our science teaching helps us to prepare children for their life through experiences and exploration through the world in which they live in. Children can discover, explain and develop skills of enquiry through working scientifically.

AIMS

All children should:

• have the opportunity to achieve their full potential in their knowledge, skills and understanding through the process of scientific investigations.
• develop their ability to work independently and co-operatively in scientific activities.
• be curious about things they observe, and experience and explore the world about them with all their senses.

• use their experiences to develop their understanding of key scientific ideas and make links between different phenomena and experiences.
• try to make sense of phenomena, seeking explanations and thinking critically about claims and ideas.
• acquire and refine the practical skills needed to investigate questions safely.
• develop skills of predicting, asking questions, making inferences, concluding and evaluating based on evidence and understanding and use these skills in investigative work.

• develop a respect for the environment and living things and for their own health and safety.

OUR SCHOOL CURRICULUM

Our school curriculum is developed from the National Curriculum 2014 objectives for KS1 (or the EYFS Framework in FS2) and our own skills-based curriculum. Subject specific objectives from the National Curriculum are taught alongside a skills progression.

PLANNING

Children in the foundation stage work towards achieving the early learning goals in Understanding the World. Teachers plan specific topics and build upon and develop children’s own interests and curiosity about the world they live in.

In order to embed children’s skills to work scientifically investigations are planned regularly.

Each year group has access to science resources which are accessible during topic based afternoons and used to support scientific skills.

Teachers plan their topics to ensure the Science objectives for each year group as identified in the school’s skills document are covered (Appendix 1).

COMPUTING

Computing is used as an integral part of teaching and learning in every curriculum area. Computing can be used to support children in science in the following ways by giving pupils the opportunities to support their work by being taught to:

• find things out from a variety of sources, selecting the information to meet their needs and developing an ability to question its accuracy and bias;
• develop their ideas using technology to amend and refine their work and enhance its quality and accuracy;
• exchange and store information both directly and through electronic media;
• review, modify and evaluate their work reflecting critically on its quality as it progresses.

CONTINUITY & PROGRESSION

The National Curriculum objectives have been broken down into Year 1 and Year 2 milestones in order to show progression within the skills document. These build upon the Early Learning Goals achieved at the end of Foundation Stage. Investigative skills that develop children’s ability to work scientifically are fostered throughout all scientific learning.

EQUAL OPPORTUNITIES/SPECIAL NEEDS

We ensure that all pupils have equal access to a broad and balanced curriculum regardless of age, gender, race and ability.

All children will participate in Science activities. Tasks will be differentiated to provide appropriate challenges to specific individuals and groups. Adult support will be used when appropriate. (See Special Needs & Equal Opportunities Policies)

HEALTH & SAFETY

Activities are planned with due regard to our Health & Safety policy. Risk assessments are undertaken as appropriate, and kept in the Health & Safety file. A copy of any risk assessment is also kept with this policy.

When working with tools, equipment and materials in practical activities and in different environments, pupils should be taught:

• about hazards, risks and risk control;

• to recognise hazards, assess consequent risks and take steps to control the risks to themselves and others;
• to use information to assess the immediate and cumulative risks;
• to manage their environment to ensure the health and safety of themselves and others;
• to explain the steps they take to control risks.

ASSESSMENT, RECORDING & REPORTING (See Assessment, Recording & Reporting Policy)

Teacher assessments are carried out as part of every classroom activity and is a continuous process. Each teacher in Year One and Two will fill in the ‘Skills based Curriculum assessment sheet’ as part of the ongoing assessment procedure. For each learning outcome the teacher notes the names of any children who ‘have exceeded the outcomes’ or those who ‘have not achieved the outcomes’. As part of the process, the teacher will also note opportunities to revisit such skills in support of those children not achieving.

Teacher assessment is used to identify achievement of the milestones in Key Stage One. At the end of each year, data is collated based on achievement of the milestones.

In Foundation Stage, observations are used to assess the children’s development towards the early learning goal of ‘The World’. We recognise that some children will exceed the expectations within the early learning goal and will be working within the Year 1 curriculum milestones.

In Year Two the children’s science SATs results are reported in their end of year report (there are no sub-levels in science). Children in each year group are given a science target to work on for the following year, which are also written in their end of year reports.

MONITORING AND EVALUATION

• The science team will monitor teaching, learning and assessment during non-contact time through observations, work scrutinies, looking at planning, evaluations discussions with children and learning walks.
• The science team will write an evaluation of science each year demonstrating the progress made on the school improvement plan and any other improvements.

DELIVERING THE CURRICULUM

Science is delivered through a creative skills based curriculum, providing opportunities to learn transferable skills alongside subject specific knowledge. This involves topic afternoons, integrated days and cross-curricular sessions. Please see curriculum skills document for more information.

EYFS

Science in EYFS is embedded in the learning area Understanding of the world and is delivered through a range of child-initiated, adult – initiated and adult directed activities in the indoor and outdoor learning environment.

Please see the EYFS document for more information.

At Chellaston Infant School we embrace the opportunities the outdoor world provides us with to stimulate, motivate and engage children with learning in Science.

Agreed by Staff:Autumn 2 2014

Agreed by Governors:Autumn 2 2014

Policy Review Date:Autumn 2017

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Appendix

1.Skills Document

Essential characteristics of scientists

• The ability to think independently and raise questions about working scientifically and the knowledge and skills that it brings.

• To develop confidence and competence in a range of practical skills, taking the initiative in, for example, planning and carrying out scientific investigations.

• To develop scientific knowledge and understanding which is demonstrated in written and verbal explanations, solving challenging problems and reporting scientific findings.

• To develop and extend levels of originality, imagination or innovation in the application of skills.

• The ability to undertake practical work in a variety of contexts, including fieldwork.

Essential Opportunities

Title / Key Stage 1
Working scientifically / Across all year groups scientific knowledge and skills should be learned by working scientifically. (This is documented in the Essentials for progress section.)
Biology / Plants • Identify, classify and describe their basic structure.
• Observe and describe growth and conditions for growth.
Habitats • Look at the suitability of environments and at food chains.
Animals and humans • Identify, classify and observe.
• Look at growth, basic needs, exercise, food and hygiene.
All living things* • Investigate differences.
Chemistry / Materials • Identify, name, describe, classify, compare properties and changes.
• Look at the practical uses of everyday materials.
Physics / Light* • Look at sources and reflections.
Sound* • Look at sources.
Electricity* • Look at appliances and circuits.
Force • Describe basic movements.
Earth and space • Observe seasonal changes.

* Items marked * are not statutory.

Essentials for progress

Learning Objectives / Milestone 1
End of Key Stage One
Year One / Year Two
1. To work scientifically / • Ask simple questions.
• Observe closely, using simple equipment.
• Perform simple tests.
• Identify and classify.
• Use observations and ideas to suggest answers to questions.
• Gather and record data to help in answering questions.
Biology / 2. To understand plants / • Identify and name a variety of common plants, including garden plants, wild plants and trees.
• Identify and name the basic structure of a variety of common flowering plants, including roots, stem/trunk, leaves and flowers.
• Find out and describe why plants need water and light. / • Identify, name and classify deciduous and evergreen plants.
• Describe the basic structure of a variety of common flowering plants, including roots, stem/trunk, leaves and flowers.
• Observe and describe how seeds and bulbs grow into mature plants.
• Find out and describe why plants need water, light and a suitable temperature to grow and stay healthy.
3. To understand animals and humans. / • Identify and name a variety of common animals in simple categories e.g. pets, birds, wild animals and fish.
• Describe and compare a variety of common animals in simple terms e.g. has 4 legs, all have wings.
• Identify name, draw and label the basic parts of the human body and say which part of the body is associated with each sense.
• Notice that animals, including humans, have offspring which grow into adults.
• Investigate and describe the basic needs of animals, including humans, for survival (water, food and air). / • Identify and name a variety of common animals that include amphibians, reptiles, mammals and invertebrates.
• Identify and name a variety of animals that are carnivores, herbivores and omnivores.
• Describe and compare the features of a variety of common animals (as above e.g. eats meat, has babies, lays eggs, has a back bone.)
• Describe the importance for humans of exercise, eating the right amounts of different types of food and hygiene.
4. To investigate living things. / • Explore and compare the differences between things that are living and that have never been alive.
• Identify animals that live in different environments e.g. fish in water/deserts/artic/jungles/farms. / • Explore and compare the differences between things that are living, that are dead and that have never been alive.
• Identify that most living things live in habitats to which they are suited and describe how different habitats provide for the basic needs of different kinds of animals and plants and how they depend on each other.
5. To understand evolution and inheritance. / • Identify how humans resemble their parents in many features.
Chemistry / 6. To investigate materials. / • Distinguish between an object and the material from which it is made.
• Identify and name a variety of everyday materials, including wood, plastic, glass, metal, water and rock.
• Describe the simple physical properties of a variety of everyday materials.
• Find out how the shapes of solid objects made from some materials can be changed by squashing, bending, twisting and stretching. / • Compare and group together a variety of everyday materials on the basis of their simple physical properties.
• Identify and compare the uses of a variety of everyday materials, including wood, metal, plastic, glass, brick/rock, and paper/cardboard
Physics / 7. To understand movement, forces and magnets. / • Notice and describe how things move, using simple comparisons such as faster and slower.
• Compare how different things move.
• Observe changes across the four seasons including weather. / • Observe the apparent movement of the Sun during the day.
• Observe changes across the four seasons.
• Observe and describe weather associated with the seasons and how day length varies.
8. . - ere able to attend to watch and take part! parents and it the day was made even better To understand light and seeing. / • Observe and name a variety of sources of light, including electric lights, flames and the Sun, explaining that we see things because light travels from them to our eyes.
9. To investigate sound and hearing. / • Observe and name a variety of sources of sound, noticing that we hear with our ears.
10. To understand electrical circuits. / • Identify common appliances that run on electricity. / • Construct a simple series electrical circuit.

Support

Generic science skills

P4
• Explore objects and materials provided, changing some materials by physical means and observing the outcomes.
• Communicate awareness of changes in light, sound or movement.
• Imitate actions involving main body parts.
• Make sounds using their own bodies, and imitate or copy sounds.
• Cause intentional movement by a pushing or pulling action. / P5
• Take part in activities focused on the anticipation of and enquiry into specific environments.
• Match objects and materials with single features or properties.
• Indicate the before and after of material changes.
• Try out a range of equipment in familiar and relevant situations. / P6
• Recognise distinctive features of objects.
• Begin to make generalisations, connections and predictions from regular experience.
• Sort materials according to a single criterion when the contrast is obvious.
• Observe closely changes that occur.
• Identify some appliances that use electricity.
• Show knowledge of some sources of sound and light. / P7
• Understand the scientific use of some simple vocabulary, such as before, after, bumpy, grow, eat and move, and communicate related ideas and observations using simple phrases.
• Demonstrate simple properties of light, sound and movement.
• Make simple records of findings.
• Begin to make suggestions for planning and evaluating work. / P8
• Observe patterns or regular changes in features of objects, living things and events.
• Make some contribution to planning and evaluation and to recording findings.
• Identify a range of common materials and know about some of their properties.
• Sort materials using simple criteria and communicate observations of materials in terms of these properties.
• Make observations of changes of light, sound or movement that result from actions and describe the changes when questioned. / Early Years
The world
Children know about similarities and differences in relation to places, objects, materials and living things.
They talk about the features of their own immediate environment and how environments might vary from one another.
They make observations of animals and plants and explain why some things occur, and talk about changes.

Challenge

Learning Objectives / Milestone 2
End of Key Stage Two
M1. To work scientifically / • Ask relevant questions.
• Set up simple practical enquiries and comparative and fair tests.
• Make accurate measurements using standard units, using a range of equipment, e.g. thermometers and data loggers.
• Gather, record, classify and present data in a variety of ways to help in answering questions.
• Record findings using simple scientific language, drawings, labelled diagrams, bar charts and tables.
• Report on findings from enquiries, including oral and written explanations, displays or presentations of results and conclusions.
• Use results to draw simple conclusions and suggest improvements, new questions and predictions for setting up further tests.
• Identify differences, similarities or changes related to simple, scientific ideas and processes.
• Use straightforward, scientific evidence to answer questions or to support their findings.
Biology / M2. To understand plants / • Identify and describe the functions of different parts of flowering plants: roots, stem, leaves and flowers.
• Explore the requirements of plants for life and growth (air, light, water, nutrients from soil, and room to grow) and how they vary from plant to plant.
• Investigate the way in which water is transported within plants.
• Explore the role of flowers in the life cycle of flowering plants, including pollination, seed formation and seed dispersal.
M3. To understand animals and humans. / • Identify that animals, including humans, need the right types and amounts of nutrition, that they cannot make their own food and they get nutrition from what they eat.
• Describe the ways in which nutrients and water are transported within animals, including humans.
• Identify that humans and some animals have skeletons and muscles for support, protection and movement.
• Describe the simple functions of the basic parts of the digestive system in humans.
• Identify the different types of teeth in humans and their simple functions.
M4. To investigate living things. / • Identify and name a variety of living things (plants and animals) in the local and wider environment, using classification keys to assign them to groups.
• Give reasons for classifying plants and animals based on specific characteristics.
• Recognise that environments are constantly changing and that this can sometimes pose dangers to specific habitats.
M5. To understand evolution and inheritance. / • Identify how plants and animals, including humans, resemble their parents in many features.
• Recognise that living things have changed over time and that fossils provide information about living things that inhabited the Earth millions of years ago.
• Identify how animals and plants are suited to and adapt to their environment in different ways.
Chemistry / M6. To investigate materials. / • Compare and group together different kinds of rocks on the basis of their simple, physical properties.
• Relate the simple physical properties of some rocks to their formation (igneous or sedimentary).
• Describe in simple terms how fossils are formed when things that have lived are trapped within sedimentary rock.
• Compare and group materials together, according
to whether they are solids, liquids or gases.
• Observe that some materials change state when they are heated or cooled, and measure the temperature at which this happens in degrees Celsius (°C), building on their teaching in mathematics.
• Identify the part played by evaporation and condensation in the water cycle and associate the rate of evaporation with temperature.
Physics / M7. To understand movement, forces and magnets. / • Notice that some forces need contact between two objects and some forces act at a distance.
• Observe how magnets attract or repel each other and attract some materials and not others.
• Compare and group together a variety of everyday materials on the basis of whether they are attracted to a magnet and identify some magnetic materials.
M8. To understand light and seeing. / • Notice that light is reflected from surfaces.
• Associate shadows with a light source being blocked by something; find patterns that determine the size of shadows.
M9. To investigate sound and hearing. / • Identify how sounds are made, associating some of them with something vibrating.
• Recognise that sounds get fainter as the distance from the sound’s source increases.
M10. To understand electrical circuits. / • Identify whether or not a lamp will light in a simple series circuit based on whether or not the lamp is part of a complete loop with a battery.
• Recognise that a switch opens and closes a circuit and associate this with whether or not a lamp lights in a simple series circuit.
• Recognise some common conductors and insulators and associate metals with being good conductors.
M11. To understand the Earth’s movement in space. / • Describe the movement of the Earth relative to the Sun in the solar system.
• Describe the movement of the Moon relative to the Earth.

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