a)     Aims and Objectives

The aim of Science Education should be to assist pupils to gain a better understanding of themselves, of their environment and of the wider world.

 

Science Education should also aim to develop in pupils an awareness of scientific techniques ca be used to solve problems. By developing skills, concepts and attitudes, Science Education can create a lasting sense of awe and excitement.

 

In order to achieve these Aims, our short-term purposes or Objective must be clearly stated.

 

Skills – perhaps the most vital skills are concerned with scientific methods of enquiry, involving

 

(i)                Planning  -  observing

-       hypothesising,

-       predicting

 

(ii)     Obtaining evidence –

-         investigating

-         conducting experiments,

-         using equipment appropriately

-         recording results:

 

(iii)    Considering evidence   –

-         interpreting results,

-         drawing conclusions,

-         Communicating information.

 

Concepts –

                   Children should learn to investigate and discover, where possible by practical and first-hand means. They should learn that any testing they undertake must be ‘fair’, with controls to cover all variables. They should also come to realise that tests never prove, only support, a theory, and can even show ideas to be wrong.  b)   

 

b) Content Guidelines

 

The requirements for Science for schools in Wales are outlined in detail In the National Curriculum document:

 

At Key Stage 1, the headings are as follows –

 

Scientific Enquiry                              

 

1.  The Nature of Science             

2.  Communication of Science     

3.  Investigative Skills                    

 

Life Processes and Living Things

 

1.  Life Processes

2.  Humans and other Animals

3.  Green Plants as Organisms

4.  Living Things in their Environment

 

At Key Stage 2 there are some extra catergories:

 

Materials and their Properties          

 

1.  The Nature of Science             

2.  Changing Materials    

 

Physical Processes

 

1.  Electricity

2.  Forces and Motion

3.  Green Plants as Organisms

4.  Living Things in their Environment

              

Materials and their Properties    

      

1.  Grouping and Classifying Materials   

2.  Changing Materials                  

3.  Separating Mixtures of Materials          

   

Physical Processes

 

1.  Electricity

2.  Forces and Motion

3.  Light and Sound

4.  The Earth and Beyond     

 

NB  These topics will be subject to change as Curriculum 2008 is introduced.

                                                     

c)       Process Skills

 

 

Observing                           -       using all the senses

-         detail

-         similarities and differences

-         order and sequence

-         using equipment

 

Hypothesising                    -        explaining in the light of evidence

-         explaining using scientific concept or principle

-         applying previous knowledge or experience

-         more than one explanation

-         tentative explanation

 

Predicting                           -       using experience to suggest what may happen

-         using patterns to give reasons

 

Investigating                       -       identifying variables

-         controlling variables

-         fair testing

-         measuring

 

Interpreting                         -        finding patterns and spotting trends and

Findings                             -        checking them

And                                     -        putting various pieces of information together

Drawing                             -        to make a statement about their measuring

Conclusions                      -        identifying a relationship between one variable -    and another

 

Communicating                 -        talking, listening, writing, note taking

-         graphs  charts and tables

-         reporting to others

-         research skills

 

d) Progression and Differentiation

 

          Throughout the Primary years, it is almost inevitable that some themes are repeated. However, the importance of progression, both in content and skills, cannot be overstated. Progressing from simple observation, through identification of component parts, to explanation of phenomena must develop as children proceed through their primary classes. Children should become increasingly more adept in all scientific techniques, and these should be reflected in the tasks set before them. This can be seen through referral to SC1 objectives in the SOW.

 

          As they progress from the concrete to the abstract, children should be expected to draw upon previous experiences in predicting outcomes.

 

          Similarly, differing abilities and maturation levels within an age group must be taken into account, as must be the problems faced by children with SEN. Therefore teachers should differentiate work appropriately.

 

          The wonderful thing about Science is that, if tackled properly, it can transcend certain difficulties and usual ability levels that restrict pupils with Special Educational Needs.

 

Being largely a practical subject, with great emphasis upon first hand experiences (and less upon the gleaning of information from books), all children have the same opportunity to extend their knowledge and understanding towards higher and greater goals through independent, paired and group work which the CELIPS approach allows.

 

          Investigational work needs only to be restricted by levels of interest and maturation. The success that can be achieved by pupils who struggle in other areas of the Curriculum can be a stimulus towards success in those areas.

 

However, content must relate to a child’s experiences and stage of development.

 

e)                 Key Skills

 

There are often important and useful links between Science and other areas. For example –

 

Science gives the opportunity for the development of Literacy based on first hand experiences –

 

It provides opportunities for pupils to

 

·         Share, discuss, explore and develop ideas, insights and opinions.

 

·         Explain ideas rationally and argue constrictively.

 

·         Listen to the views of others, questioning them to clarify what they mean.

 

·         Read and write with confidence, fluency, understanding and enjoyment.

 

·         Write factual, detailed accounts, and present written reports which are clear and accurate.

 

·         Consider analytically and make reasoned judgements and evaluation.

 

·         Increase their understanding and use of a wider vocabulary.

In the sphere of Scientific Investigation, Numeracy plays an essential part in ensuring that all tasks are completed accurately, fairly and comprehensively.

 

Planning a ‘fair test’ requires certain variables being maintained while others are altered one at a time. This could require accurately measurement of

                             ‘mass’, ‘length’, ‘time’, ‘volume or capacity’,

         

                             ‘temperature’ ‘surface area’ and ‘angles’,

 

not to mention the ability to ‘estimate’ effectively.

 

‘Numeracy’ skills will prove invaluable to the successful outcomes of Science investigations, as pupils will regularly meet the need to

 

       Classify,    count,       order        measure,    calculate,

 

          use              fractions,    decimals      and percentages

 

          and              negative as well as           positive numbers.

 

In recording their Results, pupils have the opportunity to use a range of Data Handling skills, from using simple

 

       Pictograms         block graphs and  line graph.

 

Through to the more complex

 

       Pie chart, statistical graph or line graph.

 

In Science, pupils will be encouraged to repeat experiments to ensure the results they obtain are valid and reliable. This could involve the mathematical skills of

 

‘Averaging’ (mean, median and mode) as well as being required to look for ‘trends’ or ‘patterns’ in their results

 

- A characteristic of much mathematical investigation. These can be produced using pencil and paper or through the choice of Data Handling programs on the computer.

 

 

ICT should form an integral part of all schemes of work, and it is particularly appropriate in the teaching of Science.

 

Most children enjoy hands on experience on the computer. This in itself provides a powerful stimulus to tackle new challenges. Lessons produced on the SMART board can be interactive, exciting and extremely visual.

 

However, the use by children of the computer needs to be planned most carefully by the teacher in order to co-ordinate each aspect of learning. The computer can assist in producing a balanced, broad and progressive programme of study.

 

It is essential that teachers are aware first of the range of software within I.C.T. that is appropriate to the needs of their pupils, as well as being fully conversant with the smooth running of each program.

 

A Database program allows the pupil to store data in a structured way. This can be accessed, searched, sorted, and located quickly and efficiently. New technical vocabulary such as ‘fields’ will become familiar, as well as the sub-headings of ‘alphabetic’, ‘numeric’ and ‘alphanumeric’.

 

Spreadsheets allow data to be stored and manipulated, and is viewed as a form of grid, each section being known as a ‘cell’. Information entered can be translated into a variety of different graphs – a bar chart, pie chart or line graph – at the touch of a chart tool button.

 

Word processing can make the writing of reports easier and less frustrating to those who find it a chore. By varying the font and/or size, more interesting results can be achieved.

 

The use of appropriate CD-Roms  provides opportunity for pupils to research information in an exciting and stimulation way, thus developing and increasing their scientific knowledge and understanding.

 

If I.C.T. can do all this to support Science, the role of Science within I.C.T. should also be examined. In the section entitled Communicating and Handling Information of the Programmes of Study, pupils are expected to

·         Use ICT equipment and software to communicate and share ideas and information in a variety of forms.

·         Organise, reorganise and analyse ideas and information.

·         Interpret, analyse and check the plausibility of information held on ICT systems 

                            

In the Modelling section of the Programme of Study, it states that pupils should

·         Use ICT models or simulations to try things out,                   (KS1)

·         Explore the effects of changing variables in simulations and similar packages, and to ask the question

                   ‘What would happen if…..?’                            (KS2)

 

and

·         recognise pattern and shape in the results obtained from ICT based models or simulations                                               (KS2)

 

A Check List of Information Technology skills appropriate to Science Investigations and Understanding will include

 

Save            load             print            edit             copy text

 

Collect data set up database     search database    sort database

 

Create bar chart             create pie chart              interpret graph

 

Create spreadsheet                  insert formulae               search CD-ROM

 

Retrieve information       produce table        draw image  use sensors

 

Thus Science and Information Technology are closely associated and share many vital characteristics. 

 

Science also provides children with opportunities to work in pairs and in groups, communicating their findings, sharing and evaluating their and others work in a positive way.

  

         

In the Foundation subjects, there is also scope for a scientific input, and teachers might well find ideas for scientific investigations from a range of cross curricular stimuli.

 

For example, in History, pupils might investigate ways of moving heavy objects, as in the case of Stonehenge, or how to raise stones as in the building of the pyramids in Egypt.

 

In the study of A Third World County in Geography, pupils might investigate how to purify muddy water and make it fit for drinking.

 

Moving models are often needed for Science experiments in such activities as comparing various slopes or surfaces. Design Technology skills will be invaluable in producing effective ‘vehicles’.

 

Cwrriculum Cymraeg – In all aspects of the National Curriculum, the Welsh dimension should be emphasised. Science is no exception. Wherever and whenever possible, aspects of  “Welshness” can be referred to.

 

For example, in Sc2, when studying the parts of a flower, the daffodil (the Welsh emblem) makes a perfect specimen. Likewise the planting of daffodil bulbs can produce a colourful display for St. David’s Day.

 

Materials (Sc3) can include an examination of types of coal and reference can be made to the historical association between coal mining and Wales. Similarly, Welsh slate and Pembrokeshire stone transported to Stonehenge add to the Welsh element.

 

Marconi’s use of a base in Wales is just one aspect which could be incorporated into Sc4.

 

No doubt, teachers will find many opportunities to incorporate key skills and marry Science to other curriculum areas skills and will come to appreciate the benefits in doing so. 

 

f)                 Science in the Early Years, Foundation Phase (Knowledge and Understanding of the World)

 

The overall aims of Science in the Early Years are threefold –

a)                 to foster a child’s natural curiosity;

b)                to provide a variety of hands on experiences; and

c)                 to begin the development of skills useful not only in future science activities but in future everyday life – ‘active learning’.

 

A child’s natural curiosity can be developed through exploratory play using sand, water, clay, dough, paint etc., as well as investigative play using magnets, mirrors, buzzers and the like. The Foundation Phase provides an excellent vehicle through which to do this.

 

Cooking, gardening, outdoor play, Forest School, visits to parks, visitors to the classroom can all provide a rich variety of experiences.

 

Among the skills to be developed are –

·         Observation encouraging children to observe such criteria as

(i)                self awareness

(ii)             other living things

(iii)           natural materials

(iv)            man made materials.

 

·         Comparing and classifying – looking for similarities and differences in the above, and the testing of ideas.

 

·         Communicating – the sharing of scientific experiences through talking, questions and answers in either –

(i)                small groups

(ii)             child/adult situations

(iii)           discrete questions

(iv)            imaginative role play

 

Good, effective early year’s experiences will provide the foundation on which later scientific skills and concepts will flourish.

 

g)    Resources 

This does not merely refer to a list of suitable Science equipment. While teachers need to know what apparatus is available, and its exact location, resources has a much wider meaning.

 

Teachers, through their own particular expertise, can be a most valuable resource in passing on their skills, knowledge, experience and ideas to their colleagues. Passing on information regarding what works well and what is ineffective is very worthwhile.

 

Science Resources can be found in various locations around the school, mainly in the white boxes adjacent to the Year 5 classroom and in individual teacher’s classrooms. Television, the Internet and computer programs can be wonderful stimuli.

 

The school grounds and local environment are further resources from which to draw. Outside agencies include –

 

          Science Advisory Service             S.G.I.G.E.

 

          Forestry Commission                     Parks Dept. 

 

          National Museum of Wales           Techniquest 

 

          Local Libraries                               GE Healthcare 

 

          XL Wales Roadshow

h)   Assessment and Record Keeping.

 

Assessment is a means of discovering what a pupil has learned and mastered. It informs teachers as to relevant future steps.

 

The National Curriculum requires teachers to make regular assessments of their pupils, and to gather evidence to justify scores/grades awarded.

 

Assessment can not best be undertaken through a series of tests. Rather, it involves observation of a child at work, questioning on what is being done and understood, noted in field notes in the Assessment file. The extent to which the results are interpreted and assimilated during investigations at the end of topics on a termly basis are analysed and levelled by the class teacher and filed in the Class Assessment file. These levels are then entered onto the school’s Electronic Pupil Tracker which follows and tracks a child’s progress as he/she moves through the school. Teachers should also use the 2 stars and a wish sheets half termly when marking children’s work to inform them of the next step.

 

Tasks to be assessed need not be lengthy or complex, merely appropriate to the ability of the child. Optional Assessment Materials at KS2 provide assistance to Teachers when levelling children’s work.

 

Progress should be kept and updated regularly. Teachers have Science field notes to keep ongoing records covering the Skills relative to SC1, 2, 3 and 4.

 

It is essential that Assessment relate to specific Learning Objectives, SC1 objectives and KS objectives as outlined in Teachers’ Planning – both Medium and Short term.

 

More details appear in the Scheme of Work.