Woodlane High School. Subject Policy: Science

Transcription

1 Woodlane High School Helping pupils prepare for future life Du Cane Road London W12 0TN Tel: Fax: Headteacher: Claire Maynard EMPOWERMENT ACCESS OPPORTUNITY Woodlane High School Subject Policy: Science Update: September 2015

2 1. Introduction to this Policy 1.1 This policy is a statement of the aims, principles and practices of teaching and learning as they relate to science teaching at Woodlane. This policy supports the aims of the school mission statement, SEN policy and the whole school approach to teaching and learning. 1.2 Science teaching at Woodlane enables pupils to have a better understanding of both the natural and technological word they inhabit; this is to prepare pupils for future life as students, workers and responsible parents. 1.3 In science pupils follow the National Curriculum 2014 supported by the literacy and numeracy strategies at KS3. At KS4 pupils take Edexcel Science examinations at both Entry and GCSE level as appropriate. 2. Aims and Objectives 2.1 In science we consider that meaningful education should enable all pupils to: Study a broad, balanced and relevant science curriculum, Take part in interesting lessons which both stimulate and challenge, Encourage pupils to develop questioning, listening, thinking, literacy, numeracy and ICT skills, Encourage an ethical approach to issues raised by scientific discovery, To develop scientific skills so that they can formulate and carry out meaningful investigations which demonstrate the need for safety and valid and reliable testing. 3. Racial Equality Statement 3.1 The science department is firmly committed to the school policy to promote racial equality. The department works to create a learning environment where the diversity, needs and achievements of all members of the school community are recognised, valued and celebrated. The department will use the School Incident Form to record and challenge any racist attitudes as detailed within the whole school policy. 4. Access and Inclusion 4.1 The science department believe that curriculum access is principally about entitlement, equal opportunity and equal value. 4.2 All pupils have full access to the science curriculum. The content and mode of delivery of the curriculum will be modified to help support all pupils in accessing the curriculum offer. We aim to develop increasingly independent learners and provide opportunities for pupils to extend their experience and knowledge outside their world experience to help support them in preparing for future life. Page 2 of 7

3 4.3 Pupils progress will be carefully monitored to ensure access to the curriculum is appropriately supported and where necessary modified to reflect changing circumstances. 4.4 The science curriculum recognises that pupils have individual learning styles and interests; it aims to take into account pupils age, cognitive, social and emotional level of functioning in the design and delivery of the curriculum. 4.5 The science curriculum aims to encourage a climate in which all pupils can learn to the best of their ability and where all pupils special educational needs are addressed positively and sensitively. 5. Equal Opportunities 5.1 We are determined to ensure that all pupils have an equal opportunity to learn and achieve success appropriate to their need and abilities. We work to ensure that wherever possible, all pupils have full access to the science curriculum; this right is under constant review to ensure we do not discriminate against any individual or group. 5.2 In science we ensure all pupils have the opportunity to achieve their potential by: Using support in the classroom appropriately to prevent pupils with additional barriers to learning being disadvantaged, Establishing a learning ethos that challenges discrimination, aggression, racism, gender bias or loss of opportunity and consistently celebrates all pupils achievements, Providing a curriculum that promotes independence and addresses issues of self esteem and confidence. This is supported by the use of humour, warmth and willingness to apologise, the recognition of our shared humanity, weaknesses and strengths, Consistently implement the school s Promoting Positive Behaviour Policy using effective teacher roll modelling and clear boundaries and expectations, Ensuring that teaching styles and approaches to teaching are appropriately matched to the learning needs of the pupils. 6. Health and Safety 6.1 Pupils are taught to use science related materials and equipment safely and sensibly. There are expected to respect the learning environment in line with the school Health & Safety and Promoting Positive Behaviour polices. 6.2 The curriculum co-ordinator for science will carefully assess levels of risk of any practical activity and consider the most effective and safe way of completing certain learning outcomes, including: Page 3 of 7

4 Use of video or CD-ROM to show experiments, Teacher demonstrations using the fume cupboard, Teacher demonstrations on own desk, Teacher and pupils working together to complete supervised tasks, Pupils working individually or in pairs with careful teacher supervision. 6.3 Before practical activity takes place, the teacher will discuss the health & safety precautions to be taken with a practical activity with the class and identify risks. 6.4 The presence of at least two adults will be required in a lesson with practical activity in particular lessons where Bunsen Burners or harmful substances such as acids are being used. 7. The structure of the lesson 7.1 Although there will be some variation in the lesson structure due to a need of completing investigations, revision sessions and the need to follow the Promoting Positive Behaviour Policy, most science lessons follow the following sequence; Pupils are met punctually at the door at the start of the lesson. This ensures pupils are prepared to work prior to entry to the science room, On the entry to the room pupils are exposed to lesson s learning objectives, Discuss last lesson to test recall, Clear learning expectations are given for the lesson, A Starter activity which is a short, sharp and pleasurable activity often revising prior learning, Lessons should have a good pace so that pupils are actively engaged throughout, although time may be needed to consolidate learning, Effective and differentiated questioning of pupils is a vital part of science lessons, There should usually be several different tasks throughout the lesson. These tasks should cover a scheme of work, practical and literacy skills, Many pupils have poor literacy as a barrier to learning. This is addressed by careful selection of texts and worksheets with appropriate SaLT strategies, The lesson is completed with a plenary to assess and consolidate learning. 8. Schemes of work 8.1 The schemes of work in science reflect the requirements of the National Curriculum 2014 for the delivery of science. The department has constructed a five year curriculum plan to show an overall picture of how the National Curriculum is delivered at Woodlane. The scheme of work is written in line with Page 4 of 7

5 the standards outlined in the school s Supporting Achievement through Effective Assessment Policy. 8.2 Pupils progress in science is closely monitored against differentiated learning objectives, highlighted within the schemes of work and recorded on an end of term summative assessment sheet as well as electronically in the BSquared Connecting Steps program. 9. Maintaining pupils folders and storing work 9.1 Pupils work is marked on a regular basis using the school s AMRR policy and this is combined with verbal feedback to pupils. Pupils work is valued and respected; comments are given on how pupils can improve work both in presentation and content. 9.2 Each topic of work has a cover page with topic title and key words. Pupils are encouraged to maintain own folder but are given support to number and date pages of work and to enter new work into their folder. 9.3 KS4 students coursework is archived and kept for three years after leaving Woodlane High School. 10. Record Keeping 10.1 The class teacher keeps a record of pupil s attendance and general effort on the daily lesson plan held in a teaching file The teaching file contains the daily lesson plans, the most recent scheme of work and summative assessment sheets for each class. 11. Science & cross-curricular skills Literacy 11.1 The science curriculum reinforces the principles of the KS3 Strategy - Literacy and works to ensure that pupils literacy development is supported and encouraged through: Identifying and reinforcing key technical words in each module of work, Teaching key words in context, Modelling and encouraging appropriate speaking and listening skills, Supporting pupils to interact with one another and extend and reflect on their responses, Encouraging focused questioning and discussion skills, Encouraging the learning and use of appropriate writing and recording skills including the use of ICT, Enabling group work, Page 5 of 7

6 Developing pupil s presentational skills, 12. Science & cross-curricular skills Numeracy 12.1 The science department curriculum reinforces the principles of the KS3 Strategy - Numeracy and works to ensure the pupils numeracy development is supported and encouraged through: Improving pupils skills in interpreting and constructing graphs, charts and diagrams, Encouraging accuracy, particularly in calculations, measurements and graphical work, Improving pupils reasoning and problem solving skills, Use calculators and other resources appropriately and effectively to solve problems, Collecting data accurately, Using sequences of questions to foster conjecture, Using and open questioning style and encouraging collaboration, Allowing pupils to repeat reprocess responses, including key vocabulary, Using visualisation exercises to help pupils create and talk about mental images using precise language, Exploring strategies to solve geometric problems e.g. using protractors accurately to measure angles. 13. Science & cross-curricular skills Computing 13.1 Through science we aim to develop pupils capability through: The use of appropriate software to support pupils progress, e.g. Clicker 5 and Communicate and Print, and encouraging familiarity with common computer software, e.g. Microsoft Word and PowerPoint, The use of PC s to improve pupils presentation skills, Developing pupils skills in handling information effectively and using the internet appropriately as a learning tool to find things out, develop ideas and exchange and share information. 14. Differentiation 14.1 All schemes of work in science are initially differentiated to two levels (L2 and below and L3 and above) to meet the broad levels of attainment of each year group. They are differentiated further depending on the range of abilities within the year group To enable all pupils to gain access to the curriculum the teacher is responsible for deploying the teaching assistant (TA) to support those pupils who may need additional help to access the curriculum offer. Initial TA support is identified on the daily lesson plan. Page 6 of 7

7 14.3 A range of differentiation strategies are used in science to enable all pupils to access the curriculum, these include differentiation by: Task - Tasks will vary in difficulty and style, materials may be varied or pupils will have specific tasks related to the same material, Text Written texts may be differentiated for reading age, length and front size, Questioning A large range of questions will be used so that pupils can respond at a level matched to their level of understanding, Outcome Pupils may be presented with a common practical task, the task may have an open-ended outcome in order to allow pupil to work at their own pace and level of attainment and yet provide opportunities for extension and challenge for example the use of mini-projects and investigations, Support Support may exist in many exist in many form, but in science includes reference materials including posters, human resources (teacher, TA, peer group) writing frames, model answers, key words, simple and concise small step instructions, Process In science we recognise pupils learn in different ways and we encourage pupils to develop their meta-cognitive skills through helping them share ideas about the ways in which they might solve problems, Grouping In science different tasks might be best achieved through different types of grouping including; friendship groups, pairing, 1-1 support group etc., 14.4 Further information on our whole school approach to differentiation is included in the Teaching and Learning Policy. 15. Evaluation 15.1 This policy will be reviewed by the subject co-ordinator as part of an annual review of subject development in line with the school s Continuing Professional Development and Performance Management Review process. Last review date: September 18 th 2015 Reviewed by: L Kosut Last SMT review: January 6 th 2016 Reviewed by: T Heapy Page 7 of 7