eastwood-grange-school-science-policy-october-2016

EASTWOOD GRANGE SCHOOL SCIENCE POLICY Overview Eastwood Grange School is a special day school for up to 36 boys aged 9-18 years.. The school’s policy for Science is based on the guidel

EASTWOOD GRANGE SCHOOL

SCIENCE POLICY

Overview

Eastwood Grange School is a special day school for up to 36 boys aged 9-18 years The pupils exhibit a variety of severe and complex educational, social, emotional and mental health difficulties, which have impeded personal developmental and educational success Many of the pupils have a number of diagnoses Our pupils have failed in, or have been failed by, a variety of settings before coming to Eastwood Grange School They arrive at Eastwood Grange very

disengaged with education and life after having experienced many break downs and trauma

Mathematics Policy Curriculum Policy Assessment Policy Marking and Feedback Policy

Issue date: October 2016

Review date: October 2017

Author: Richard Radford (Deputy Head Teacher)

The National Curriculum gives a common framework providing progression and continuity which

is broad-based, balanced, relevant and differentiated

The school’s policy for Science is based on the guidelines set out by the new National Curriculum for Science 2014 The policy has been drawn up as a result of staff discussion The implementation of this policy is the responsibility of all the teaching staff

PURPOSE

Science is the study of the world around us using observation, questioning, experimenting, deduction and exploration It is a way of drawing conclusions about what has happened based

on evidence

We recognise at Eastwood Grange School, that Science teaching starts with direct experience and builds upon the children’s natural curiosity and encourages them to question the happenings around them Research and investigational skills need to be developed, along with the skills, attitudes and knowledge of Science

AIMS

specific disciplines of biology, chemistry and physics

• Developing understanding of the nature, processes and methods of science through

different types of science enquiries that help them to answer scientific questions about the world around them

• Equipping children with the scientific knowledge required to understand the uses and implications of science, today and for the future

• Be curious about the things they observe, experience and explore relating to the world around them

• Use their experiences to develop understanding of key scientific ideas

• Use models to represent things that they cannot directly experience

• Acquire and refine practical skills necessary to investigate ideas and questions safely

• Develop skills of sorting, classifying, planning, predicting, questioning, inferring, concluding and evaluating through investigative activities

• Make informed decisions based on evidence and their own experiences, and be able to apply scientific knowledge to new situations

• Practice mathematical skills (counting, ordering numbers, measuring, drawing and interpreting graphs and charts) in real contexts Develop effective ways of thinking, finding out about and communicating scientific ideas and information

• Think creatively about science and enjoy trying to make sense of phenomena

• Develop their own ideas on how to investigate an idea or phenomena

• Develop responsibility for their own health and safety and that of others when undertaking scientific activities

OVERVIEW

A high-quality science education provides the foundations for understanding the world through the specific disciplines of:

• Biology

• Chemistry

• Physics

• How science works/enquiry skills

EXPECTATIONS

By the time children leave our school we want them 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

TIME ALLOCATION

At key stage 2/3 this amounts from between 2 to 3 hours per week

In addition, it is expected that cross-curricular links will contribute to pupils learning in scientific enquiry This is achieved through Topic sessions on a weekly basis

At key stage 4 this amounts to a minimum 2 hours per week Science

TEACHING, LEARNING AND PLANNING

Key Stage 2 and 3

Key Stage 2 and 3 Students

Curriculums are underpinned by the National Curriculum topic headings for Science and are created from the assessment criteria for each year group (1 to 8) Working scientifically is threaded throughout each year of development and should encompass the investigative techniques used at Key Stage 4 accredited courses

Teachers use the guidelines set out in the new national Curriculum to inform medium term planning These are used as a basis for short term planning and adapted according to the text type and the needs of the children The length of a unit may vary Clear objectives and outcomes are set for each session and are shared with pupils

The Teacher personalizes according to the needs of the pupils and use intervention programs for targeted support

Key Stage 4

Students will progress onto the accredited course for Science that best fits their current level of attainment Entry Level qualifications are the starting point for, and run parallel with, GCSE Science qualifications to ensure that all of our Key Stage 4 students will be able to access the highest levels of qualifications

The current specification being used for Science is from AQA Examination Board and all students

at Key Stage 4 will access an accredited Science qualification

ASSESSMENT, RECORDING AND REPORTING

Assessments are made in line with the school assessment policy Teachers report to parents once

a year at the annual review

The Teacher uses the new national curriculum end of key stage attainments to ensure planning is based on prior attainment and that pupils know what they need to do to achieve the next steps Individual targets are set accordingly from this Short-term assessments will be an informal part

of every lesson to check understanding and give the teacher information, which will help to adjust day-to-day lesson plans

Weekly evaluations of lessons are also done in order to reflect upon children’s learning during the week which will inform planning for the following week

Key Stage 2 and 3

All students are tracked using the schools version of Sheffield Stat that is available for English and Mathematics Each year of development encompasses a range of attainment outcomes that the students aspire to achieve Each outcome is graded Beginning, Progressing or Embedded The reporting of the students’ grade is in number format using the schools assessment Flight Path If a student was mainly progressing in all outcomes then the corresponding number on the schools assessment Flight Path Tracker is recorded for data purposes

Key Stage 4

All students are tracked using the course specification grading criteria’s For Entry Level students there are designated assessments that have to be completed by each student The grade boundaries for this are set by the Exam Board which is currently AQA The results of each test are recorded in the subjects’ assessment folder and this gives an overview of where each student’s current level of attainment is

All students have access to GCSE levels of exam questions and these are collated over time to give a representative score of a student’s attainment

SELF-ASSESSMENT

All outcomes that our students are aiming to achieve are graded Beginning, Progressing or Embedded with pupil friendly versions of what these mean being displayed in every classroom Dialogue when reviewing performance should involve students reflecting on their performance against the set outcomes judging themselves to be Beginning, Progressing or Embedded

Where possible, children should be involved in assessing their own work This might include: L.O (learning objective) - linked to objectives/success criteria

Peer assessment - peers thoughts will be recorded periodically

Use of the Green Pen Marking policy

TARGET SETTING

Individual Science Targets are placed on the wall where pupils can see them Children friendly level descriptors are put in the front of their exercise books – these are reviewed with the children on a half-termly basis and new targets are set from these

When setting individual targets for students a reference is to be made in books, target sheets and examination pieces of work directing the student to the next level of attainment