Clee Hill Community Academy Science Policy

Written by: Julia Hilton

Approved: January 2020
To be reviewed by January 2023

At Clee Hill Academy we aim to encourage our children to develop their curiosity of the world around
them, providing first hand experiences to help develop enquiring minds through questioning, discussion
and collaboration. We aim to provide access for all children in science through practical, meaningful and
challenging activities that stimulate young minds, creating independent inquisitive learners who enjoy
science.
Principal Focus
KS1 (Year 1/2) :-

• To enable children to experience and observe phenomena in the world around them.
• To be curious and ask questions about what they see.
• Learn about science through first hand practical experiences.
• To develop an understanding of scientific ideas.
• Use different types of enquiry to answer questions.
• Use simple scientific language to communicate ideas.
• Learn information through secondary sources – books, photographs, vidoes.

Lower KS2 (Year 3/4) :-

• To broaden their scientific view of the world around them.

• Explore, discuss, test and develop ideas about different phenomena.
• Understand relationships between living things and familiar environments.
• Develop ideas about functions, relationships and interactions.
• Ask their own questions about what they see.
• Decide which type of scientific enquiry to use.
• Find things out using secondary sources and information.
• Draw simple conclusions using some scientific language.

Upper KS2 (Year 5/6) :-

• To develop a deeper understanding of a wide range of scientific ideas.

• Talk about and explore their ideas.
• Ask questions about scientific phenomena, analyse functions, relationships and interactions more
systematically.
• Start to recognise that scientific ideas change and develop over time.
• Choose appropriate scientific enquiries to answer questions.
• Use a wide range of secondary sources to find things out.
• Draw conclusions based on data and observations.
• Use evidence to justify ideas.
• Use scientific knowledge to explain findings.
 Scientific enquiry
We aim to teach our children science through a range of scientific enquiry as well as knowledge and
understanding. There are five different types of enquiry that will be used:-

Identifying and classifying

Pattern seeking
Observing
Comparative and fair testing
Research using secondary resources

Identifying and classifying Pattern Seeking Observing

Which types of animal have Do children with longer legs What happens to different
scales? jump the furthest? materials if they are buried for
Which material is the best for a long time?
mopping up water? Do taller plants grow from
Do all flower seeds look the bigger seed? Where is the best place to keep
same? chocolate?

Comparative and fair testing Research using secondary

resources
What conditions do plants need
to grow? Famous people/scientists e.g
Which material will make the Marie Curie/Charles
best parachute? Darwin/Thomas Edison
Which habitat contains the Why don’t we grow bananas in
most variety of plants? this country?
Working Scientifically

KS1

During years 1 and 2, pupils should be taught to use the following practical scientific methods, processes and skills
through the teaching of the programme of study content:

• asking simple questions and recognising that they can be answered in different ways
• observing closely, using simple equipment
• performing simple tests
• identifying and classifying
• using their observations and ideas to suggest answers to questions
• gathering and recording data to help in answering questions.

Lower KS2
During years 3 and 4, pupils should be taught to use the following practical scientific methods, processes and skills
through the teaching of the programme of study content:

• asking relevant questions and using different types of scientific enquiries to answer them
• setting up simple practical enquiries, comparative and fair tests
• making systematic and careful observations and, where appropriate, taking accurate measurements using standard
units, using a range of equipment, including thermometers and data loggers
• gathering, recording, classifying and presenting data in a variety of ways to help in answering questions
• recording findings using simple scientific language, drawings, labelled diagrams, keys, bar charts, and tables
• reporting on findings from enquiries, including oral and written explanations, displays or presentations of results and
conclusions
• using results to draw simple conclusions, make predictions for new values, suggest improvements and raise further
questions
• identifying differences, similarities or changes related to simple scientific ideas and processes
• using straightforward scientific evidence to answer questions or to support their findings.

Upper KS2
During years 5 and 6, pupils should be taught to use the following practical scientific methods, processes and skills
through the teaching of the programme of study content:

• planning different types of scientific enquiries to answer questions, including recognising and controlling variables
where necessary
• taking measurements, using a range of scientific equipment, with increasing accuracy and precision, taking repeat
readings when appropriate
• recording data and results of increasing complexity using scientific diagrams and labels, classification keys, tables,
scatter graphs, bar and line graphs
• using test results to make predictions to set up further comparative and fair tests
• reporting and presenting findings from enquiries, including conclusions, causal relationships and explanations of and
degree of trust in results, in oral and written forms such as displays and other presentations
• identifying scientific evidence that has been used to support or refute ideas or arguments.

A breakdown of the programs of study for each year group can be found at :-
https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/425618/PRIMARY_national_curric
ulum_-_Science.pdf
 Long Term Plan
Class 1 Class 2 Class 2 Cycle Class 3 Cycle A Class 3 Cycle B
Year R/1 Cycle A B Year 2/3 Year 2/3
Year 1/2 Year 1/2
Working Working scientifically Working Working
scientifically scientifically scientifically

Animals, including Animals, Animals, Animals, including Animals, including

humans including including humans humans humans
(naming animal and humans (Health and growth) (skeletons) Y3 (Health and growth)
body parts) Y1 (naming Y2 Y2
animal and
body parts) Y1
Plants Plants Living things and Plants Living things and
(names and structure) (names and their habitats (functions of parts their habitats
Y1 structure) Y1 (suitable and life cycles) Y3 (suitable
habitats/simple habitats/simple food
food chains) Y2 chains) Y2

Plants Plants
(growing conditions (growing conditions
for seeds and for seeds and bulbs)
bulbs) Y2 Y2

Everyday materials Everyday Uses of every day Rocks Uses of every day
(names and properties of materials materials (Simple properties, materials
simple materials) Y1 (names and (suitability and fossils, soils) Y3 (suitability and changing
properties of changing shapes of shapes of materials) Y2
simple materials) Y2
materials) Y1

Electricity Light (dark is the

absence of light, size of
shadows) Y3

Light Sound

Forces Forces and magnets

(friction-how things
move on different
surfaces/magnets) Y3

Seasonal Changes Seasonal Seasonal Changes

(changes and weather) Changes (changes and
(changes and weather)
weather)
Class 4 Class 4 Class 4 Class 5 Class 5 Class 5
Cycle A Cycle B Cycle C Cycle A Cycle B Cycle C
Year 4/5 Year 4/5 Year 4/5 Year 5/6 Year 5/6 Year 5/6
Working Working Working Working Working Working
scientifically scientifically scientifically scientifically scientifically scientifically

Animals, Animals, Animals, Animals, Animals, Animals,

including including including including including including
humans humans humans humans Y6 humans Y6 humans
(changes in (changes in (teeth, eating (circulatory (circulatory (teeth, eating
humans as they humans as they and digestion) system, functions system, functions and digestion)
grow) Y5 grow) Y5 Y4 of heart, blood of heart, blood Y4
vessels and blood, vessels and blood,
health, water health, water
transport in transport in
animals) animals)
Living things Living things Living things Living things Living things Living things
and their and their and their and their and their and their
habitats habitats habitats habitats habitats habitats
(life cycles, (life cycles, (grouping and (classifying (classifying (classifying
reproduction) Y5 reproduction) Y5 simple including micro- including micro- including micro-
classifying/changes organisms) Y6 organisms) Y6 organisms) Y6
to habitats can
pose dangers) Y4

Properties and Properties and States of Properties and States of

changes Y4 changes Y4 matter changes Y4 matter
(more properties (more properties (solids, liquids, (more properties (solids, liquids,
including thermal including thermal gases, heating and including thermal gases, heating and
and electrical and electrical cooling, water and electrical cooling, water
conductivity, conductivity, cycle) Y4 conductivity, cycle) Y4
mixing and mixing and mixing and
separating separating separating
reversible and reversible and reversible and
irreversible) irreversible) irreversible)
Light (Travels in Electricity Electricity (what Light (Travels in Electricity (what
straight lines, how (simple circuit, affects bulb straight lines, how affects bulb
we see things) Y6 switches, brightness, buzzer we see things) Y6 brightness, buzzer
conductors and volume, voltage, volume, voltage,
insulators) Y4 symbols) Y6 symbols) Y6

Sound (fainter Sound (fainter

sounds further sounds further
away, vibrations) away, vibrations)
Y4

Forces Earth and Forces Y5 Earth and

(gravity, friction, Space (gravity, friction, Space
air-resistance, (other planets) Y5 air-resistance, (other planets) Y5
levers, pulleys and levers, pulleys and
gears) Y5 gears)
Evolution and Evolution and
inheritance inheritance
(more about (more about
fossils, adaptation) fossils, adaptation)
Y6 Y6
 Medium Term Plan example

Clee Hill Community Academy Medium Term Science Planning

Class 2 Year 1 and 2 Term Autumn 2017

Cross-curricular Links: Science Topic See science planning booklet for
History English each year group for more detail. All
D and T Maths Ourselves work recorded in Big Books.
PHSE Geography Animals including humans/Electricity
Resources including scientists and engineers
Our local environment BBC website Espressso BP website
Discovery Dog
Thomas Edison/Michael Faraday
Opportunities for assessment WS (Working Scientifically)
Observations/Testing/Collecting data and feedback through different types of enquiry

Main learning Question/Ch Type of Activity Outcome

objective taken allenge scientific
from the enquiry
science
curriculum
Identify, name, How do we Practical Song – I’ve got a body, a very busy To be familiar with
draw and label use our involvement body/Heads shoulders knees and toes/The different parts of the
the basic parts of bodies? okie kokie body through song and
the human body Observation Draw around the outline of a child lying practical activities and to
and say which know what they can do.
What are the down.
part of the body
is associated with
different Use labels to identify different parts of the
each sense. parts of our body including actions you can do with them
bodies using the songs to help.
called?
Identify, name, What is Observation Read the story Funnybones. To have some
draw and label inside our Research Song “Have you seen the ghost of Tom?” understanding about our
the basic parts of bodies? Look at the school skeleton and pictures of x- bones and skeleton.
the human body What do our Using their rays. To know our 5 senses
and say which observations and and how we use them.
bones do? Name some simple bones in the body.
part of the body ideas to suggest
is associated with
What are our Senses workshop! Set up different stations
5 senses? answers to where the children need to use their senses.
each sense. questions
Senses match.
Identify, name, Are we all the Pattern Seeking Discussion about what we like and dislike. To understand that we
draw and label same? Play a game – stand on the red spot if you like different things
the basic parts of Data collecting don’t like and the blue spot if you do like. and we are all
the human body Do all children Then suggest different things for the children individual
and say which like the same
to respond to.
part of the body things?
is associated with
To work
each sense. Do all children Collect data depending on the criteria independently to
with brown chosen. Discuss options with the children collect and present
Gathering and hair have which they can choose from. data in a simple way.
recording data to brown eyes? Hand printing/Palm sketching
help in answering
questions.
Teaching and learning

Teachers plan science into their themes where possible for each term using the long term plan. The science
stimulus might be from a school visit, a story, picture or a famous person. The teaching of science is done
on a weekly basis in year groups relating to KS1, lower KS2 Year 5 and Year 6 which corresponds with our
long term plan (subject to changes as children move up the school and year groups change)

At Clee Hill Community Academy we record all of our science work in big books. The children work
collaboratively on activities and enquiries. Their contributions are recorded and teachers annotate work to
show understanding, identify areas for improvement and assess progress.

Questions are posed to extend thinking and learning and children are encouraged to feedback to one
another.All contributions are valued and the children
respect one another’s work.

Science is a collaborative subject where the children share ideas and move forward in their thinking by
talking through their ideas, noting down those ideas, and building on their existing knowledge and skills.
Cross Curricular

Science offers the opportunity to engage in other areas across the curriculum and it is important to embed
these in science. English plays a vital role where the children use extensive speaking and listening skills to
discuss and explain concepts as well as recording their work in a variety of ways. Data handling and
recording results in tables, charts and graphs exposes the children to maths where they are encouraged to
interpret data.

Many of our Design and Technology topics are closely linked to science and can be taught alongside one
another.

As a staff we have looked at science and the creative curriculum where the stimulus of art, music and
dance can be used to introduce, enhance and embed and consolidate science concepts and skills.

We give our children the opportunity to experience “Forest School” and teachers
often plan science which can be done in the outside environment.
Science and reading

The children use their reading skills during every science lesson. The Discovery Dog stories contain text for
children to follow the stories and pose questions for them to think about. Books for research are available
in the school library, covering all topics for the children to find out about and record in booklets, leaflets,
posters and glossaries. The children also enjoy making games to enhance their knowledge where reading is
required, for example “Heads Up” “Top Trumps” and “Spin the Spinner”. Questioning is key in science
and to develop independence from an early age questions are written for the children to answer and share
with the rest of the class. Ultimately the children enjoy reading through their science Big Books and they
often look back at completed books throughout the year.

The children are also given the opportunity to be involved in the Heart Start program which is delivered by
members of staff who have done the Heart Start training. This is done at KS1 and KS2 with appropriate life-
saving skills taught at an early age.

As a school in a multi academy trust we have formed strong links with the local secondary school in the
MAT. The STEM coordinator for the MAT plans activities throughout the year where children are able to
visit the secondary school or teachers come to us to deliver exciting STEM activities for all year groups.
Assessment and Monitoring

At Clee Hill Academy we use the Primarily Science progress tracker which is designed to work with the
“mastery” model of curriculum delivery. The tracker provides information needed to track pupils’ progress
in science learning. Teachers ensure that breadth and depth in a topic is taught. Children are able to work
beyond the nation standard in “Working Scientifically” only.

“Big Book” trawls are done each term and feedback given to ensure ongoing, high quality teaching of
science

Early Years Foundation Stage

Important science skills are addressed through Physical Development, Understanding the World and
Expressive Arts and Design. It is also part of the Characteristics of Learning that are an essential part in the
early years curriculum.

Pupils learn through practical activities and are given opportunities to develop and explore skills through
both directed adult led activities and child initiated play. They have access to a rich, stimulating environment
which encourages exploration, problem solving, prediction, critical thinking, decision making and discussion.

We have introduced a science program in Reception and KS1 which encourages children to solve problems
in science using puppets and stories. The “Problem Pup” and “Discovery Dog” series introduces children to
real life problems to solve which involve all aspects of the National curriculum and early learning goals. The
series uses templates for the children to experience discussion, predicting, testing and recording at an early
level and introduces them to the different types of scientific enquiry at a simple level.