science
Introductory Statement
This policy is a record of the teaching and learning of science in our school.
The policy was formulated by the Principal and staff of Cloughduv N.S, following introductory science in-service days, in-school planning days, environmental audit and purchase and audit of science equipment. It has arisen after a process of staff consultation and curriculum research during the past few years, since the initial in-service days in Science.
It was reviewed several times and it is now being updated to keep it in line with our SSE plan and many staff changes. (January 2020)
RationaleWe focused on this area of planning to ensure that the revised guidelines for science were introduced in our school in an organised, coherent and accountable manner.
This plan will benefit the teacher by informing class planning and teaching and will provide the pupils with adequate opportunities to develop skills and understanding of concepts as envisaged by the science curriculum.
VISION AND AIMS:
VisionThrough our school science programme, we aim to help pupils to come to an understanding of and take an interest in the physical and biological world and environments around them. We believe that science should be a practical subject with opportunities to engage in hands on investigative work. To this end we will consciously develop children’s scientific skills as well as their scientific knowledge.
Environmental activities will foster a positive attitude and a sense of responsibility among our pupils for the natural and human environments.
Aims We endorse the aims of the SESE Science Curriculum, outlined below:
In addition to this, we also aim to:
CURRICULUM PLANNING
We have included work from each strand unit for each year.
We have selected a range of content objectives from each strand unit to ensure breadth and balance in science throughout the class levels.
We will use a balanced mix of theme-based approach to SESE, cross-curricular work and subject-centre focus.
See Appendix 1- Grids showing the choices we, as a school have made in relation to the SESE Science Curriculum for the different class groupings. These will be reviewed regularly and especially when the class split organisation changes.
1.2 Children’s Ideas
We will endeavour to use children’s ideas as a starting point for all scientific activity.
Strategies we will use to elicit children’s ideas may include -Talk and discussion, Open and closed questioning, Annotated drawings, Concept maps, Concept cartoons, Brainstorming and Free play with material.
1.3 Practical Investigations
When planning practical investigations, we will use the following methods:
1.4 Classroom Management
A combined approach of whole class work, small and individual work on chosen topics and projects will be use in each class, where practicable.
Children will be given opportunities to work together collaboratively and share their own ideas.
Each class will be encouraged to have a science display area, either on an on-going basis if space permits, or at specific times during the school year.
We encourage both the investigative approach and the teacher-directed approach.
Teachers will use their professional judgement to decide which methods and approaches are best suited to the needs of their pupils.
1.5 Approaches and Methodologies
We plan to use the key methodologies of the Primary Curriculum in the teaching of Science.
1.6 Linkage and Integration
We encourage the linkage of strands within the science curriculum and the integration of science with other subject areas. Examples include the following, but may extend beyond these, as the individual teacher decides.
1.7 Balance between knowledge and skills
Science is not only concerned with the acquisition of knowledge but the understanding of concepts. We can nurture this understanding by developing skills of, questioning, observing, predicting, investigating, analysing and recording and therefore acquiring knowledge. Children will explore, plan and analyse material through design and make activities. Pupils will be given an opportunity to engage in Design and Make activities appropriate to their ability and are of study.
In science we will assess
Knowledge
Understanding
Skills
Attitudes
Ability to work collaboratively / Group work
Assessment may be in the form of:
Information from assessment will be communicated to parents in the school report at the end of the year and at the parent / teacher meetings.
It is important that all children experience a rounded environmental education. Science plays a pivotal role in this education and so we will do our best to ensure that every child will have opportunities to engage in learning activities appropriate to their abilities.
4. Equality of Participation and Access
Science will be for all children regardless of gender, age or ability.
ORGANISATIONAL PLANNING
5. Time TableIn keeping with the recommendations in the Primary School Curriculum Introduction (page 70), a minimum of two and a quarter hours per week is devoted to SESE in infant classes and a minimum of three hours per week for classes 1st to 6th.
On occasion, time will be blocked as appropriate. This might occur when
6. Resources and Equipment
7. SafetyWe have a Health and Safety statement in our school which covers safety concerning the handling of equipment and out of school activities such as fieldwork.
Teachers will consult the Principal and / or other teachers whenever it is proposed to engage in fieldwork.
During practical work teachers will be aware of the safety implications of any exploratory or investigative work to be undertaken.
Outdoor work will be based in areas that are accessible for children, teachers and helpers and that are safe. Preliminary visits by teachers to the site may be necessary to identify potential hazards. Habitat studies involve children in working with plants and animals, and teachers will be made aware that some children may be allergic to some animals and plants and will take appropriate precautions.
8. Individual Teachers’ Planning and ReportingTeachers will consult this Whole School Plan and the curriculum documents for Science when they are drawing up their own plans.
Teachers will include all the strands and strand units every year and will select objectives within the strand units each year. Staff teaching the same class level will decide collaboratively on objectives chosen and will inform subsequent teachers of content covered to ensure continuity in our spiral curriculum.
Cúntais Míosúil will assist in recording work covered, in evaluating progress in Science and in informing future teaching.
9. Staff Development
10. Parental InvolvementParents may help out in the delivery of this programme by assisting in various aspects of the work undertaken – particularly in relation to fieldwork and gardening / planting. Parents are invited to celebrate and view results of projects, surveys and investigations in the school.
11. Community Links
SUCCESS CRITERIA
We shall review this whole school plan in the future under the following headings:
Means of assessing the outcomes of the plan will include
IMPLEMENTATION
Roles and Responsibilities:
This plan will be supported, developed and implemented by all staff members.
Various staff members will take responsibility for the following as the needs arise:
ReviewThis policy will be reviewed if the curriculum changes or when necessary to ensure optimum implementation of the Science Curriculum.
We will
Those involved in the review will be: Principal & all teachers
This review was done in February 2020
Ratification
This plan was ratified by the Board of Management
This policy is a record of the teaching and learning of science in our school.
The policy was formulated by the Principal and staff of Cloughduv N.S, following introductory science in-service days, in-school planning days, environmental audit and purchase and audit of science equipment. It has arisen after a process of staff consultation and curriculum research during the past few years, since the initial in-service days in Science.
It was reviewed several times and it is now being updated to keep it in line with our SSE plan and many staff changes. (January 2020)
RationaleWe focused on this area of planning to ensure that the revised guidelines for science were introduced in our school in an organised, coherent and accountable manner.
This plan will benefit the teacher by informing class planning and teaching and will provide the pupils with adequate opportunities to develop skills and understanding of concepts as envisaged by the science curriculum.
VISION AND AIMS:
VisionThrough our school science programme, we aim to help pupils to come to an understanding of and take an interest in the physical and biological world and environments around them. We believe that science should be a practical subject with opportunities to engage in hands on investigative work. To this end we will consciously develop children’s scientific skills as well as their scientific knowledge.
Environmental activities will foster a positive attitude and a sense of responsibility among our pupils for the natural and human environments.
Aims We endorse the aims of the SESE Science Curriculum, outlined below:
- To develop knowledge and understanding of scientific and technological concepts through the exploration of human, natural and physical aspects of the environment
- To develop a scientific approach to problem-solving
- To encourage the child to explore, develop and apply scientific ideas and concepts
- To foster the child’s natural curiosity
- To aid the child to appreciate the contribution of science and technology to the wider world
- To appreciate and respect diverse living and non-living things
- To encourage the child to become environmentally responsible and aware
- To enable the child to communicate ideas, present ideas and report findings using a variety of media
In addition to this, we also aim to:
- Continue our endeavours to be a greener school – composting / recycling / switching off lights / conserving water etc.
- Have a school garden, whereby each class group in the school has the opportunity to plant and maintain a particular crop each year – e.g. carrots / beans. spring flowers / window boxes etc.
- Integrate other specially designated days and weeks into our school calendar e.g. national tree day / week; national spring clean month; and undertaking field trips where appropriate.
- Upgrade and purchase additional science equipment when the need arises.
CURRICULUM PLANNING
- Science Programme Content – Strand and Strand Units
We have included work from each strand unit for each year.
We have selected a range of content objectives from each strand unit to ensure breadth and balance in science throughout the class levels.
We will use a balanced mix of theme-based approach to SESE, cross-curricular work and subject-centre focus.
See Appendix 1- Grids showing the choices we, as a school have made in relation to the SESE Science Curriculum for the different class groupings. These will be reviewed regularly and especially when the class split organisation changes.
1.2 Children’s Ideas
We will endeavour to use children’s ideas as a starting point for all scientific activity.
Strategies we will use to elicit children’s ideas may include -Talk and discussion, Open and closed questioning, Annotated drawings, Concept maps, Concept cartoons, Brainstorming and Free play with material.
1.3 Practical Investigations
When planning practical investigations, we will use the following methods:
- Open Investigations: Pupils are given or may suggest an open question for which they have to design their own investigation
- Closed Investigations: Pupils will engage in activities where the end result is obvious and there are not many variables.
- Fair Testing: Pupils develop a sense of what should be kept the same and what should be variable to ensure that an investigation is fair.
1.4 Classroom Management
A combined approach of whole class work, small and individual work on chosen topics and projects will be use in each class, where practicable.
Children will be given opportunities to work together collaboratively and share their own ideas.
Each class will be encouraged to have a science display area, either on an on-going basis if space permits, or at specific times during the school year.
We encourage both the investigative approach and the teacher-directed approach.
Teachers will use their professional judgement to decide which methods and approaches are best suited to the needs of their pupils.
1.5 Approaches and Methodologies
We plan to use the key methodologies of the Primary Curriculum in the teaching of Science.
- Active learning
- Problem solving
- Developing skills through content
- Talk and discussion
- Co-operative learning
- Use of the environment
- Free exploration of materials
- Use of everyday objects and materials in the environment
- Outdoor investigation and Fieldwork
- ICT
1.6 Linkage and Integration
We encourage the linkage of strands within the science curriculum and the integration of science with other subject areas. Examples include the following, but may extend beyond these, as the individual teacher decides.
- Environmental awareness and care is closely integrated with the SPHE and Geography curricula.
- Design and Make activities will connect with the Visual Arts content in Construction strand.
- Links with the maths curriculum are many e.g. graphing results of investigations, measurement, sorting and classifying etc.
- The strand unit on sound is an integral part of the music curriculum e.g. Sound in the environment and the designing of musical instruments.
1.7 Balance between knowledge and skills
Science is not only concerned with the acquisition of knowledge but the understanding of concepts. We can nurture this understanding by developing skills of, questioning, observing, predicting, investigating, analysing and recording and therefore acquiring knowledge. Children will explore, plan and analyse material through design and make activities. Pupils will be given an opportunity to engage in Design and Make activities appropriate to their ability and are of study.
In science we will assess
Knowledge
Understanding
Skills
Attitudes
Ability to work collaboratively / Group work
Assessment may be in the form of:
- Teacher observation
- Concept-mapping
- Annotated drawings
- Teacher-designed tasks, worksheets and test
- Project work
- Children’s work books / copybooks / scrapbooks
- Children’s Self - Assessment – analysing the success of a design and make activity
Information from assessment will be communicated to parents in the school report at the end of the year and at the parent / teacher meetings.
It is important that all children experience a rounded environmental education. Science plays a pivotal role in this education and so we will do our best to ensure that every child will have opportunities to engage in learning activities appropriate to their abilities.
- Teachers will use a mixture of whole-class teaching and group work, with different groups set tasks of various complexities.
- Teachers will develop their questioning, techniques spanning from simple recall to more complex and analytical skills so that all pupils will have opportunities for success.
- Different ways of recording and communication findings will be encouraged: drawing, ICT, written records, oral reports and models.
- All children benefit from active involvement in the environment so all will be encouraged to participate in fieldwork.
- The exceptional ability child will be encouraged to undertake additional research and recording their findings in a variety of ways, as appropriate.
- SNA support for particular children as directed by class teacher.
4. Equality of Participation and Access
- Boys and girls will have equal opportunities to participate in science lessons and activities, across all strands.
- Provision will be made for children whose first language is not English.
Science will be for all children regardless of gender, age or ability.
ORGANISATIONAL PLANNING
5. Time TableIn keeping with the recommendations in the Primary School Curriculum Introduction (page 70), a minimum of two and a quarter hours per week is devoted to SESE in infant classes and a minimum of three hours per week for classes 1st to 6th.
On occasion, time will be blocked as appropriate. This might occur when
- Working on an integrated project
- Exploring the local environment
6. Resources and Equipment
- We have attached a list of our current resources for science to this plan – See Appendix 2.
- Equipment and resource materials have been allocated to appropriate storage boxes. A list of the contents of the box is attached to the lid.
- Any equipment purchased will be organised by individual teachers.
- Science boxes are stored in the teacher’s resource room and must be returned to this storage area immediately after use.
- The school encourages the use of science websites providing this is with the safe use of the internet guidelines.
- We will use textbooks as a resource in the teaching of Science.
- Environmentalists in the community, and those employed by various national agencies will be asked to talk to the children and share their knowledge with them, where appropriate.
7. SafetyWe have a Health and Safety statement in our school which covers safety concerning the handling of equipment and out of school activities such as fieldwork.
Teachers will consult the Principal and / or other teachers whenever it is proposed to engage in fieldwork.
During practical work teachers will be aware of the safety implications of any exploratory or investigative work to be undertaken.
Outdoor work will be based in areas that are accessible for children, teachers and helpers and that are safe. Preliminary visits by teachers to the site may be necessary to identify potential hazards. Habitat studies involve children in working with plants and animals, and teachers will be made aware that some children may be allergic to some animals and plants and will take appropriate precautions.
8. Individual Teachers’ Planning and ReportingTeachers will consult this Whole School Plan and the curriculum documents for Science when they are drawing up their own plans.
Teachers will include all the strands and strand units every year and will select objectives within the strand units each year. Staff teaching the same class level will decide collaboratively on objectives chosen and will inform subsequent teachers of content covered to ensure continuity in our spiral curriculum.
Cúntais Míosúil will assist in recording work covered, in evaluating progress in Science and in informing future teaching.
9. Staff Development
- Teachers will have access to reference books, resource materials and websites dealing with Science.
- Staff will be encouraged to research and try out new approaches and methodologies.
- The teachers, as a staff will be responsible for keeping resource material up to date and for purchasing additional resources.
- Teachers will be encouraged to attend inservice workshops and courses on Science in order to enhance their understanding and teaching of the subject. Expertise acquired at these courses will be shared with other staff members.
10. Parental InvolvementParents may help out in the delivery of this programme by assisting in various aspects of the work undertaken – particularly in relation to fieldwork and gardening / planting. Parents are invited to celebrate and view results of projects, surveys and investigations in the school.
11. Community Links
- People in the local community who have an interest and knowledge in the environment may be invited to speak to the children, where appropriate.
- The local library will be a source of knowledge for the children.
- The work of some national agencies relates to aspects of the Science programme and these will be used whenever they relate to the curriculum. As well as accessing materials produced by these agencies specifically for schools, we may consider visits by speakers from organisations such as: The Tree Council, Sustainable Energy Ireland, and the INTO Heritage in Schools Scheme.
SUCCESS CRITERIA
We shall review this whole school plan in the future under the following headings:
- How individual teacher preparation, planning and teaching reflects this plan.
- Are procedures outlined in this plan consistently followed? i.e. procedures for fieldwork, assessment.
- How methodologies listed in this whole school plan are working in the classroom
- Science Resources
- How well are Scientific concepts learnt by the children
- How well are the children’s scientific investigation skills progressing.
- Evidence of practical activities in classrooms
- Evidence of indoor and outdoor work
Means of assessing the outcomes of the plan will include
- Revisiting this plan as a staff
- Teacher / Parent / Children’s feedback
- Inspectors reports / suggestions
- Results of class assessment
IMPLEMENTATION
Roles and Responsibilities:
This plan will be supported, developed and implemented by all staff members.
Various staff members will take responsibility for the following as the needs arise:
- Scientific audit of school grounds and immediate locality
- Fieldwork – trails and packs
- Purchase, maintenance and storage of resources
- Leading the development of new methodologies
- Liaising with community organisations and relevant agencies with regard to visitors and speakers
- The development of ICT as a learning tool in Science and the vetting of websites,
- Attendance at up-skilling workshops and courses, providing feedback to staff.
ReviewThis policy will be reviewed if the curriculum changes or when necessary to ensure optimum implementation of the Science Curriculum.
We will
- co-ordinate the progress of the plan
- encourage and accept feedback on its implementation
- ensure teachers have the resources needed to implement this plan
- ensure each teacher has a copy of this plan
Those involved in the review will be: Principal & all teachers
This review was done in February 2020
Ratification
This plan was ratified by the Board of Management
