SCIENCE

1.	This policy reflects the school's values and philosophy in relation to the teaching and learning of Science.  It sets out a framework within which staff can operate and gives guidance on planning, teaching and assessment.

The policy should be read in conjunction with the Programmes of Study for Science in the National Curriculum which set out in detail what pupils will be taught.

2.	This policy is intended for all teaching staff who will have their own copy.  Governors will be offered a copy and further copies will be available for parents, inspection teams and LEA advisers, from the Headteacher.

3.	Science is a core subject within the National Curriculum.  The aims of Science are to:

•	Enquire, explore and observe so that they can ask questions about themselves and their environment.
•	Test and experiment in order to progress towards answers to their many questions.
•	Look for links and patterns in their science work.
•	Record their findings as accurately as possible in appropriate ways for their age and ability.
•	Draw conclusions of answers from their work and evaluate the evidence gathered.

The teaching of Science should  develop the key scientific skills of:

•	Hypothesising and predicting
•	Planning and carrying out investigations
•	Observing and measuring
•	Presenting results by appropriate means including use of ICT.
•	Evaluating results and drawing conclusions.

Science teaching should contribute to the cross curricular skills of:

•	Discrimination
•	Communication
•	Collaboration
•	Manipulation

Through appropriate scientific experiences children will,

•	Acquire knowledge
•	Develop an increasing ability to work independently
•	Develop a respect for the views of others, their property and work.
•	Work co-operatively with others

These aims are consistent with our school philosophy and take account of the LEA Curriculum Policy and National Curriculum Non-Statutory Guidance.

The subject comprises Programmes of Study, level descriptions and 4 Attainment Targets.  These are divided into Key Stages and organised into levels of increasing challenge.

Our pupils will work at the levels appropriate to their ability.  It is expected that most children will achieve Level 2 at age 7 and Level 4  by age 11.

1.	CURRICULUM AND SCHOOL ORGANISATION

In order  to achieve these aims, Science is organised into topics, to form a scheme of work with opportunities for integration with other subjects - Geography, English, Maths, Music, Technology and I.C.T.

Within the Scheme of Work, learning activities are sequenced to ensure progression and taught through direct teaching, providing pupils with real experience.

Teacher prepared materials, practical tasks for pupils, educational visits, plus the availability of published schemes.

Other resources, Television and Videos as listed in resources sheets will be enhanced by visits to school of outside organisations such as "Floating Point" Science Theatre, and the Science Department from Turton High School.  Also, visits will be organised to outside organisations e,.g. Queen Elizabeth Grammar School, Blackburn, BAYS Science challenge days, Groundwork Blackburn.

Subject planning and evaluation is:

•	At class level on a weekly (short-term) basis
•	Between classes in a Key Stage termly (medium-term)basis
•	At a whole school level on an annual long-term basis

The subject has a co-ordinator.  The scheme of work is allocated to year groups and timetabled on a weekly basis.

1.	TIME ALLOCATION

Subject teaching is planned so that each Year Group allocates a percentage of teaching time per week for Science, in line with the National requirements.

Each Year Group has the freedom to allocate blocks of time for Science within the term if this suits the method of delivery of the subject best.

6.	PLANNING

Planning is used to:

a)	set clear, learning objectives and achievable goals
b)	ensure work is matched to pupils abilities, experience and interests.
c)	Ensure progression, continuity and subject coverage throughout the school.
d)	Develop assessment procedures to provide criteria for evaluation of teaching and learning involving all staff.

Curriculum planning is weekly, termly and annually.

The format used is based on the school's materials and uses Programmes of study as a basis for Schemes of Work.

Planning is the responsibility of the co-ordinator and teachers.

Plans are available to headteacher, curriculum co-ordinators and other teachers.

7.	CLASS ORGANISATION AND TEACHING STYLE

Within classes pupils are taught in a combination of ways, i.e. individually, in groups (ability, age, social) in classes, according to the learning task.

The organisation will vary greatly depending on a number of factors:

-	Space available
-	Type of Activity
-	Safety and the degree of supervision needed
-	The children's experience and ability
-	Use of time
-	Additional help.

Science provides opportunities to teach the following cross-curricular themes:-

	The Water Cycle	-	Weather			Geography
	Reporting and recording					English
	Presenting information as measurements,
	Graphs, charts						Maths
	Vibrating instruments					Music
	Designing Equipment					Technology
	Presenting and communicating evidence		
	Data collecting and recording
	Investigating via Internet					ICT

Science and the age and ability of our pupils requires the use of resources as listed in Appendix 'A'.

7.	ASSESSMENT

Assessment is used to:

a)	provide diagnostic information about individuals/groups
b)	plan future teaching and learning
c)	provide summative information for teachers
d)	provide information for parents
e)	contribute to each child's curricular record

Further details of assessment in Science are included in this school's Assessment Policy.

7.	RECORD-KEEPING

Records of pupils achievements are kept to:

a)	plan pupil's future learning
b)	report progress to parents
c)	maintain a written record of pupil's learning
d)	provide a curricular record for each pupil

7.	 	REPORTING

Details of reporting arrangements in Science are included in the school's Assessment Policy.

8.	CO-ORDINATOR ROLE

In planning, the co-ordinator should:

a)	plan work with teachers
b)	review and contribute to teacher planning
c)	prepare policy and scheme of work
d)	develop policy and scheme of work with staff
e)	prepare a subject development plan

The co-ordinator will assist staff by:

a)	leading staff meetings
b)	planning/leading INSET activities
c)	providing consultancy/advice
d)	specifying and ordering all resources
e)	co-ordinating staff requests for resources
f)	monitoring and maintaining condition and availability of resources.

The co-ordinators' responsibility for monitoring  and evaluating includes:

a)	Analysing pupil's access to the subject
b)	Reviewing teacher's plans
c)	Reviewing teacher/pupil records
d)	Reviewing assessment and SAT results
e)	Leading curriculum review meetings

7.	 RESOURCES AND ACCOMODATION

An inventory of resources is available in Appendix 'A', this includes location of resources which are in two main places

1.	Science Room outside Class 6
2.	Teacher Resource Library

Several tapes and video resources are located with the teacher resources in the Teachers' resource area.  An ongoing system of cataloguing these is in operation.

Published schemes available are:
	Ginn Science 3, 4, 5
	"Science for Primary School" by S.F. King levels 1 - 4
	Collins Primary Science, Key Stage 1, Set 1, Set 2, 
	Key Stage 2, Set 1, 2, 3, 4.

Information on Safety in Science in Primary Schools is available in Appendix 'B'.

Information on Visits and Parental Involvement is available in Appendix 'C'.
7.	  INSET PROVISION

Needs are identified through appraisal, curriculum review, external advice and school development planning.  They are prioritised and recorded by the co-ordinator and Headteacher who will also review the effectiveness of INSET on the teaching and learning.

8.	  EQUAL OPPORTUNITIES

It is the responsibility of all teachers to ensure that all pupils irrespective of gender, ability, including gifted children, ethnicity and social circumstance, have access to the curriculum and make the greatest progress possible.

Science provides opportunities to raise awareness and to value cultural and ethnic diversity.

9.	 SPECIAL EDUCATIONAL NEEDS

All pupils should have access to a broad balanced curriculum which includes Science and should make the greatest progress possible.  Further details are contained in the school Special Educational Needs Policy.

10.	 CROSS-CURRICULAR SKILLS AND THEMES

Links between Science and the cross-curricular themes are identified by:

1)	class teacher
2)	curriculum co-ordinator
3)	scheme of work

As an awareness of the links arises, meetings need to be arranged so that coverage through individual subjects or topics follows.

7.	 EVALUATION

Evaluation is carried out to enhance teaching and learning and is the responsibility of all staff.  Evaluation will include content (National Curriculum requirements), pupil's progress, organisation and teaching methods and effectiveness of INSET.

Methods of evaluation will include:

a)	assessing pupil's work and achievements
b)	reviewing coverage of Programmes of Study
c)	analysis of teacher planning
d)	staff discussion
e)	external advice.

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APPENDIX A (Page 1)

RESOURCES

All Science Reference books are now classified in the Library to which they apply in the main entrance.  Collins  books are in the Teacher Resource Area.

Made resource material from past topic work is kept in ring binders in each area, Infant, Class 3 - 4, Classes 5 - 6 and the Science Room.

The Science Room is located outside Class 6.  Most equipment is to be found in here.  The contents are labelled and stored on the shelves, in the science cupboard and on the trolley.  There are science reference materials in the cupboard located in Class 6.  At the present time, all video resources are stored in the cupboards joining the Infants to Class 3.

The Music Room
Musical resources are available for all, eg. Cello, drums (to see vibration), chime bars (to feel vibration).

I.C.T. RESOURCES - for Key Stage 1 are stored in the storeroom opposite Class 2.   CD-Roms are kept in Junior Library and/or Classrooms. Key Stage 2 ICT resources are in the I.T. Suite.

APPENDIX A (Page 2)

TEACHERS RESOURCE CUPBOARD
VIDEOS AND FILES

Assorted						Video or		Age
							File

Science Skills - Nursery Inf & Junior			V

Investigations    1-2 Science Challenge		V		7-9

Electricity Materials, Daylight - Light - Sound
Forces, Plants, Buildings & Structures

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Life  and Living Processes

Stage 1 - Ourselves

Moving On - Skin Deep - Seeing is Believing
Hear This - Open Wide					V		I/J

Stage 1	New Life (Separate Video)
		Growing, Death, Rotting Away
		Materials					V		I/J

Stage 2	Life Cycles/Family Groups/Human Body
		All about us/Diet/My World. Birds,
		Seashore					V		I/J
		Fresh Water					V		I/J
		A Place to live (Tiger in the Pond)	V		I/J
		Sex Education				V & F		I/J
		Flight (birds)				V		J

		Ecosystems

		Using it Again/Habitats/
		The Human Factor						J
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APPENDIX A (Page 3)

Materials and their properties

When it Rains/Changing weather/Raw Materials			J
Water Cycle							V		J
Change/Forces -Task sheet outlines			V		J

Stage 1	Weather Wise - Its freezing, Its Raining
		Air & Wind, Hot Days, 
Powerful Weather				V		I/J
Changing State, Fireworks				J

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Physical Processes (electricity - sound) light forces
Earth, Moon and Sun

Light Talk - effects - Getting the message
Sounding Out - Picking up the vibes			V		J

Jodrell Bank							F		J
25 yrs On Moon landing					V		J
Earth and Space/Our Sun					V		J
Space (Horizon)						V		J
Graveyard of the Dinosaurs (Horizon)			V		J
Change/Forces - Task Sheet outlines			V		J

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APPENDIX A (Page 4)

SCIENCE ROOM

High Shelf			Sieves, Funnels, test-tubes, bowls, baby bath

Lower Shelf			Foodtstuffs - oil, flour,sugar, rice salt etc.
				Materials, pulleys, torso

Trolley			Tongs, push/pull meters
				Petri dishes, clear tubing
				Plant pots, seeds, compost, candle trays
				Tanks, pyrex measuring jars
				Magnetic board, rubber bands
				Technology kit

Cloakroom			Pond dipping nets
				Science book resource cupboard

APPENDIX A (Page 5)

CUPBOARD OUTSIDE CLASS 6

TOP SHELF
Hand Lens (various sizes)		Various Mirrors & lenses
3 concave & 3 convex Mirrors		Prisms
magnifiers
concave & convex lenses

SECOND SHELF
Assorted colour apparatus		4 Timers
1 Ant Farm					Balloons & Pump
1 Sun collector				1 - 2 Way Microscope
Filter Paper

THIRD SHELF
Bug boxes					Pooters
Droppers					Timers	
Torches					Stopwatches

FOURTH SHELF
Iron Filings					Compasses
Magnets					Spring Balances
Brass weights				Force meters ( 2 scales)
Assorted metals				cog wheels

FIFTH SHELF
Indicator Paper, Postlip papers, cotton wool, food wrap
Thermometers, Stirring thermometers, test tube holders

SIXTH SHELF
Electricity Equipment - Batteries

Science resources are listed on Science cupboard

APPENDIX B (Page 1)

SAFETY IN SCIENCE IN PRIMARY SCHOOLS

When carrying out scientific investigations, certain work could create a potential hazard.  The following notes give guidance to teachers who are carrying  out scientific investigation in Infant or Junior schools.

Normally this work is carried out in the classroom and no special facilities or services are provided.  In some schools special science rooms or bays have been provided with gas and electrical services.  In all instances the potential areas of hazard are likely to be:-

1.	Storage and use of chemicals and equipment
2.	Fire hazards where heating is required
3.	Transport of materials
4.	Electrical hazards
5.	Ponds and water courses
6.	Hazards associated with the care and maintenance of animals.
(See Local Authority Guidelines)
7.	School visits for environmental studies.

1.	(a) Chemicals
i)	Chemicals should be locked away in a cupboard until required, except where a long term experiment is set up.
ii)	Careful permanent labelling is essential
iii)	If testing is necessary only those chemicals normally used in household cooking should be used under the careful supervision of the teacher, e.g. salt, bicarbonate of soda.
iv)	Some household chemicals commonly in use and others used in crystal gardens can present a hazard and great care must always be taken, e.g. washing soda, copper sulphate.
v)	Chemicals should always be stored in appropriate sealed containers, e.g. glass or rigid plastic with screw or "tupperware" top.
vi)	Great care must be taken with organic solvents such as methylated spirits and those substances used, for instance in plastic embedding kits.
vii)	There are many hazards associated with the use of modern adhesives and care must be taken when using such substances.

APPENDIX B (Page 2)

viii)	Manufacturers' instructions/warnings must be read carefully and strictly adhered to.

(b) Equipment
i)	Equipment should always be stored in an orderly fashion
ii)	Whenever equipment in which steam generated under pressure is used, it must be thoroughly checked to ensure that all valves are working correctly and only used by a teacher.
iii)	Although glassware will have to be used in certain circumstances, it is recommended that whenever possible substitutes should be used, e.g. plastic beakers, tin lids etc.
iv)	Asbestos products of any kind must not be used

1.	Normally an electric kettle or a properly plumbed water heater of approved design should be used to obtain supplies of hot water.
Where individual heating is required, schools will not normally have access to piped gas so a candle, night light or spirit burner of approved design in metal should be used.  Suitable burners can be purchased from scientific suppliers such as Griffin and George or Philip Harris.

Calor gas burners or propane/butane burners must not be used in School.

Recommended Practice
i)	If a candle is used it should be placed in a holder which will prevent it from falling and this should be placed on a large metal tray filled with sand.
ii)	Spirit burners should be placed on a metal tray filled with sand.
iii)	Heating devices which produce naked flames should not be positioned in close proximity to loose curtains.
iv)	A flame against a bright light, e.g. a window, is difficult to see and therefore constitutes a hazard.
v)	Any group of children using naked flames should work at a table where the teacher can easily monitor what is happening.  A fire extinguisher should be readily available.  Children with long hair should be instructed to tie it back securely.

APPENDIX B (Page 3)

1.	Whenever equipment or chemicals have to be transported, a trolley, or alternatively, a properly designed container should be used.  Suitable trolleys are available from educational suppliers.
2.	Electrical Hazards - dry cells should be used to supply electricity for simple experiments.  Batteries should be checked for leakage before use.  Rechargeable batteries should be used with care.  If their terminals are 'short circuited' by being joined with a length of wire, for example, a good deal of heat will be produced and it could cause a fire.  Batteries of this sort should only be used by older pupils who know how to use them correctly.
3.	Ponds and Water Courses - Ponds and streams are a rich educational resource but have associated hazards.  It is perfectly proper for schools to use ponds and streams but children should be carefully instructed in the way to behave when using them and should be made fully aware of the hazards.

If a pond is to be constructed on a school site it does not need to be very large or very deep.  A maximum depth of 18 inches (45 cms) to two feet (60 cm) only is necessary to avoid problems associated with freezing conditions.  Children should be warned of the dangers of ponds and water courses and should be told that they must not return to ponds on school estates after school hours.   Advice should always be sought from the Chief Education Officer before building a pond.

Useful References:
Local Authority Guidelines on Safety
"Be Safe" - Association for Science Education, College Lane
Hatfield, Herts AL10 9AA.

Personal Hygiene - many dangers can be eliminated if the hands are washed immediately after experiments are carried out.

Careful preparation at all times can prevent accidents and if a demonstration is carried out children should sit at a safe distance.

APPENDIX B (Page 4)

RECOMMENDATIONS RELATING TO MICRO ORGANISMS
IN THE PRIMARY SCHOOL.

It is natural that during science studies it may be sensible and exciting to show children certain micro-organisms such as moulds on bread or cheese.  Examples of the type of material which might be available are:-

	Mildew and rusts on weeds and garden plants,
	Soil,
	Baker's Yeast
	Pond Material,
	Mouldy cheese, bread or fruit
	Hay or grass infusions in rain water.
A hand lens or simple microscope may be used to look at the material mentioned above and further studies may develop for instance with respect to the use of moulds in cheese.  A mould garden using bread on a bed of moist sand in a large screw-topped jar may be used to show the variety of colonies which can develop.  Disposal of such material needs special care - see paragraph on "Disposal".

It is neither advisable nor necessary to attempt to pursue things any further than this in the early primary school years.

In later primary years some children become ready to carry out further investigations, using mould gardens, or observing moulds on seedlings and the effect of different growth conditions, for instance.  Often baking will be carried out which will possibly lead to a study of baker's yeast and its use in bread making.  The association of the activities of moulds and the conditions of the growth related to the preservation of food stuffs might also be studied.  During the primary school years the stress will be on observation and the carrying out of simple experiments as described.  It is not necessary nor advisable to grow cultures on petri dishes since the appropriate conditions for safe handing of the sort of organisms which might appear on a growth medium are not to be found in primary schools.  Furthermore, special training and techniques are required for such work.  This type of work with micro-organis,s should not therefore be carried out in the primary school.