At Wybunbury Delves we aim to 'light the spark for a love of learning and of life' and believe Science is a subject which offers the very best opportunities to achieve this. We work practically wherever possible to foster and maintain children's curiosity in the world around them.
Equipped with his five senses, man explores the universe around him and calls the adventure Science. Edwin Powell Hubble
The new National Curriculum for 2014 sets out why we teach Science in schools:
'A high-quality Science education provides the foundations for understanding the world through the specific disciplines of biology, chemistry and physics. Science has changed our lives and is vital to the world's future prosperity, and all pupils should be taught essential aspects of the knowledge, methods, processes and uses of Science. Through building up a body of key foundational knowledge and concepts, pupils should be encouraged to recognise the power of rational explanation and develop a sense of excitement and curiosity about natural phenomena. They should be encouraged to understand how Science can be used to explain what is occurring, predict how things will behave, and analyse causes.' Maintaining curiosity 2014
Coverage of Science in each year group is integrated where possible into annual study work plans.
In 2014, we reviewed our whole school overview for Science and adapted study work planning to match the new curriculum.
Medium term planning is incorporated into termly holistic plans and is developed in staff planning journals. Individual lesson planning and outcomes can be evidenced through staff planning journals, smart board files, Science evidence books, children's books and photographs.
Coverage and progression is monitored by the subject leader. The introduction of the new curriculum in 2014 does mean there will be a four year period (2014 -2018) where standards may fluctuate.
The Science Subject Leader ensures policy is in practice and is implemented across the school.
We aim to teach the equivalent of one hour of science per week in each key stage (or the equivalent cumulatively during a half term). In addition to this, we seek every opportunity to develop science with cross curricular links. Interactive and observational science display (in the science area and in classrooms) furthers children's opportunity to engage with science throughout the term/year.
EYFS Area: Understanding of the World By the end of Reception children should:
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.
Key stage 1 and 2: Science is planned from the statutory programmes of study within the National Curriculum.
There is a link to the National Curriculum from our website.
Science teaching at Wybunbury Delves focuses on maintaining curiosity. We do this by giving children every opportunity to work practically whilst exploring specific disciplines of Biology, Chemistry and Physics. In every series of lessons, we aim to give children opportunities to work scientifically using fair testing, pattern-seeking, observation and measurement over time, classification or identification. Written work is used only where scientifically beneficial and may be recorded in cohort Science evidence books or children's individual Science books.
Science is linked to study work topics where possible. However, where links might be considered tenuous, it will be taught as a discrete subject. Where work is cross curricular, children may experience Science through:
The learning environment
The learning environment is of great importance at Wybunbury Delves. Science displays around the school and in classrooms should:
Curriculum enhancement opportunities
School visits with links to science, visitors to school, science experiences during study work theme days and National Science Week all provide further opportunities to participate in science.
Assessment, Recording and Reporting
We currently assess children's learning at the end of a series of lessons through class teacher's judgments, Afl and an assessment task (outcomes stored in cohort assessment folders). The children are assessed as 'above expectation', 'online' or 'below expectation' and this information feeds into a termly cohort percentage grid of achievement. This information is collated annually by class teachers.
The Science Subject Leader monitors coverage, standards and progression through Science cohort evidence books (trial 2014-2015), cohort assessment folders and cohort percentage grids, lesson observations and pupil voice. The Science Subject Leader produces a curriculum review at year end and this feeds into action plans and an annual report to governors.
Monitoring, review and evaluation
Monitoring the standard of children's work and the quality of teaching in Science is the responsibility of the Science Subject Leader. The Science Subject Leader is also responsible for supporting colleagues in the teaching of Science, informing staff of developments in the subject and for providing a strategic lead and direction for the subject in the school.
The Science Subject Leader has had specially-allocated time in which to fulfil this role during spring 2015 (1):
The Science Subject Leader provides an annual curriculum review and feedback form which will be shared with Governors at the annual Curriculum meeting.
Our Critical Friend will also be invited into school to monitor Science. This may be to talk to children, observe Science taking place and meet with the Science subject-leader to discuss the standing of Science in school. Each year the Critical Friend will complete feedback which will inform future monitoring.
Resources are centrally stored in our new Science area (2014) and organised in clearly labelled boxes. These resources are accessible to all staff when required. Teachers are responsible for collecting and returning the resources. The contents of the resource boxes are updated annually after an audit of resources, and also on an on-going basis when teachers identify need.
We have computer software including links from the school website to support children's individual research. Websites and Espresso can be used through the IWB in each classroom. We also have a digital microscope, data loggers and make use of cameras and video cameras.
Wybunbury Delves provides children with the opportunity to maintain curiosity beyond the classroom through outdoor areas, educational visits, learning log homework tasks and, wherever possible, through visitors to school. Shavington High School also provides additional resource boxes which can support Science teaching/display and specialist staff are invited to our school to enhance children's learning in Science.
INSET needs are identified through:
�€� School development plan
�€� Curriculum review and evaluation
�€� Staff need
These are prioritised by the Staff Development Policy
Curriculum Risk Assessment
Staff are asked to use professional judgment with regard to pupil safety in individual lessons. Where it is deemed necessary, individual lesson risk assessments will be completed. The pro forma for this is in the Subject Leader folder on the t:drive. All staff have copies of the CLEAPPS guidance and access to the school Curriculum Health and Safety Guidance in the head teacher's office.
Links with other subjects
We seek every opportunity to develop science with cross curricular links to maths, Literacy, Computing and Design and Technology and other areas of the curriculum when appropriate.