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Science

Inclusion
At Havelock Primary School, teachers ensure that they adopt an inclusive approach to their science planning and teaching; ensuring that pupils of all abilities and backgrounds have an equal opportunity to make good progress and enjoy science.

We aim to do this by:

  • Ensuring that all pupils have the opportunity to gain science knowledge and understanding regardless of gender, race, class, physical or intellectual ability.
  • Our expectations do not limit pupil achievement and assessment does not involve cultural, social, linguistic or gender bias.
  • We aim to teach science in a broad global and historical context, using the widest possible perspective and including the contributions of people of many different backgrounds.
  • We draw examples from other cultures, recognising that simple technology may be superior to complex solutions.
  • We value science as a vehicle for the development of language skills, and we encourage our children to talk constructively about their science experiences.
  • We exploit science’s special contribution to children’s developing creativity; we develop this by asking and encouraging challenging questions and encouraging original thinking.
  • In our teaching, science is closely linked with literacy, ICT and mathematics.
  • We recognise the particular importance of first-hand experience for motivating pupils with learning difficulties.
  • We recognise that science may strongly engage our gifted and talented pupils, and we aim to challenge and extend them.
  • When progress falls significantly outside the expected range, the pupil may have special educational needs. Our assessment process looks at a range of factors – classroom organisation, teaching materials, teaching style, and differentiation – so that we can take some additional or different action to enable the pupil to learn more effectively. This ensures that our teaching is matched to the pupil’s needs.

Principles of Good Science

Our Science Vision
Our vision is that children at Havelock will learn the fundamental skills required in science to develop an understanding of the world around them. By giving them challenging opportunities to learn and discover through practical investigations that stimulate open discussion and questioning, we hope to create highly motivated, independent, and curious young scientists.

Our Key Principles

  1. Children are motivated and engaged in a topic.
  2. Children understand the role of science in their lives.
  3. Children carry out hands on/practical investigations.
  4. Children are curious and ask questions.
  5. Children discover scientific language.

Planning

  • Science in the Early Years Foundation Stage is planned using the Early Years Curriculum ‘Understanding of the World’.
  • Key Stage 1 and 2 teachers plan science lessons using the new National Curriculum (2014).
  • All science lessons have focussed learning objectives, clear differentiation and success criteria to ensure that pupils make at least good progress.
  • Working scientifically’ is embedded throughout the areas of learning in key stage 1 and 2; this focuses on the key aspects of scientific enquiry which enable pupils to investigate and answer scientific questions.
  • Areas of learning within key stage 1 and 2 ensure that statutory requirements are being covered through the specific disciplines of biology, chemistry and physics (teachers may also refer to the non-statutory guidance which provide additional support).
  • Please refer to the overview for details of the specific areas of learning covered in each year group over the year.

Overview of Topics

Teaching and Learning

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.

They have the opportunity to use a variety of data, such as statistics, graphs, pictures, and photographs. Pupils use ICT in science lessons where appropriate to enhance their learning. They take part in role-play and discussions, and they present reports to the rest of the class, school or parents/guardians. They engage in a wide variety of problem-solving activities. Wherever possible, we involve the pupils in real scientific activities, for example, investigating a local environmental problem, or carrying out a practical experiment and analysing the results.

We recognise that in all classes pupils have a wide range of scientific abilities, and we ensure that we provide suitable learning opportunities for all pupils by matching the challenge of the task to the ability of the pupil.

We achieve this in a variety of ways:

  • setting tasks which are open-ended and can have a variety of responses; o setting tasks of increasing difficulty through the use of extension or high order thinking questions – linked to Blooms Taxonomy.(we do not expect all children to complete all tasks)
  • providing resources of different complexity, matched to the ability of the pupil;
  • using learning assistants to support the work of individual pupils or groups of children;
  • by teaching pupils in mixed ability groups; o by making links across subjects.

Foundation Stage

At this phase pupils are:

  • Developing the crucial knowledge, skills and understanding that help them make sense of the world;
  • Involved in activities based on first-hand experiences that encourage exploration, observation, problem solving, prediction, critical thinking and decision-making and discussion;
  • Experiencing a wide range of activities, indoors and outdoors, including adult-focused, child-initiated and independent play;
  • Stimulated, interested and curious;
  • Observed by adults and learning is recorded in a variety of ways.

Key Stage 1 and 2

At this phase pupils are:

  • Learning through a science process skill-based approach; o Undertaking practical enquiries;
  • Working collaboratively and independently;
  • Developing high quality, purposeful talk for science;
  • Recording findings in a variety of stimulating and purposeful ways; o Building upon prior science learning, both skill and knowledge based;
  • Beginning to think about the positive and negative effects of scientific and technological developments on the environment and in other contexts;
  • Evaluating their own science learning;
  • Using ICT to support and extend their learning in science; o Making links across subjects;
  • Experiencing a variety of teaching styles and strategies that promote positive science learning;
  • Learning that science promotes the concept of positive citizenship;
  • Learning through science, to raise social and moral questions, to understand differences between people and to have respect for others including those with disabilities.

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