At Seaton Academy, we believe that Science prepares pupils to lead an enriched, fulfilling life by giving children opportunities to discuss, discover and explore the world and develop their understanding of the world around them. They can discover and develop skills of enquiry by working scientifically when doing scientific experiments by exploring, observing, identifying and classifying.
- To relate Science to everyday life.
- To develop scientific knowledge and understanding through all areas of Science.
- To develop 'Working Scientifically' skills by performing simple tests, exploring, observing, using simple equipment and identifying and classifying.
- To ensure children have great exposure to a range of enquiry types and ultimately be able to decide for themselves which type to use in order to tackle a question they are investigating.
- To develop communicative skills.
- To develop questioning skills.
- To involve children in problem solving which will include variables.
- To seek solutions, to be able to interpret and display results with clarity.
- To develop knowledge and awareness of the importance of Science and begin to appreciate the way it affects us today and how it will affect the future.
- To encourage interest and appreciation of the wonders in the surrounding world.
- To make children aware of the need of safety in their actions and their approach to the environment.
- To encourage PSHE, thinking about issues around us such as caring for the environment.
Science teaches an understanding of natural phenomena and should be stimulating and encourage children to feel curious and want to ask questions about what they notice in the world around them. Science should teach children methods of enquiry and investigation to stimulate creative thought. They should be taught to observe, experiment and communicate findings with increased accuracy. Scientific experiences and observations should enhance children's questioning skills and provide answers to questions. Correct terminology will be modelled by staff and the children will be encouraged to use it. In Key Stage One, the children should be able to both read and spell Scientific vocabulary based on their reading and spelling knowledge.
In the Foundation Stage, activities are planned to allow children to develop early scientific understanding through everyday themes and events.
In Year 1, work will be introduced each half term and consolidated through cross curricular links during the year.
In Year 2, work will be revisited and consolidated each half term.
Throughout Key Stage One, there will be a main focus on Scientific Enquiry throughout the lessons to develop their scientific knowledge and skills further.
Well planned visits are vitally important to enable the children to gain a first hand experience and also aid visual learning.
See guide for out of school visits.
Safety aspects and rules are reinforced, discussed and must be understood in order to protect themselves, other animals and plant life.
Children in the Foundation Stage have their attainment on entry assessed by observations and their progress is tracked and monitored through the use of Early Years Outcomes during their time in Nursery and Reception. The Foundation Stage profile will indicate if children are reaching expected levels by the end of Reception and will be used in transition into Key Stage One.
In Key Stage One, children will be graded according to work produced, observations and discussions. Evidence will be recorded in individual Science books. Each child will self assess against the success criteria using an individual target sheet. Assessments will be highlighted onto Seaton Academy Assessment Performance Descriptors.
The children will be encouraged to record their work and findings in a variety of different ways. Methods of recording include: tables, graphs, photographs, drawings and discussions which some involve using Computing skills.
Displays and collections will have a purpose and develop thinking.
Equal Opportunities and Inclusion
- All children are given access to a broad and balanced Science curriculum regardless of gender, ability, race or religion.
- Provision will be made for individual needs in IEP’s.
- Equal opportunities are provided for boys and girls, also for children with special needs, those who are higher achievers and children from different cultural backgrounds.
- Children with English as an additional language (E.A.L.) will be given access to additional resources and teaching to support their learning and to ensure they make maximum progress from their individual starting points.
- A feeling of self worth will be engendered throughout the activities.
Children with special needs will be identified and work within their individual level. If needed, they will have an IEP and work with support under the direction of the class teacher.
- To identify pupils showing particular talents.
- To establish challenging targets for pupils within lessons.
- To modify schemes of work to develop children further.
- To evaluate progress and adapt targets accordingly.
- To encourage self review.
- To develop children’s curiosity, wonder and self esteem.
Opportunities to Increase Children’s Learning by:
- Developing investigative skills.
- Responding to new events and ideas through increased and meaningful questioning.
- Providing opportunities to develop their own investigations.
- Encouraging use of more sources of information and ways of recording.
- Time given to follow up own investigations and to develop ideas.
Early Years Foundation Stage
- Encourage children to develop own ideas with help.
- Give children time to explore and develop these ideas.
- Encouraging children to enquire and explore to find out more, including questioning about the world around them.
- Children to use a wider range of resources to find information including Computing.
- Children to plan and develop own investigation to answer their questions.
- Children to record results in a more scientific way including Computing.
- Children to question results with a view to further investigation.
- Children to be given time to further develop ideas.
- Children to record results more accurately and interpret them meaningfully
- Children to use their knowledge of the subject to help answer questions and to pose further questions
- Children to find information from a variety of sources
- Children to begin to see relationships between different investigations
- Children to be given time to develop these ideas
Health and Safety
- All aspects of this policy and practise are carried out with regard to our health and safety procedures.
- All relevant risk assessments should be read in conjunction with this policy.
Effective from: September 2019 Reviewed annually by N.Birch