Science Policy 2019


Approved by Governors: 
4 November 2019
Due for review: 
November 2022
Ms Wellsbury and Mrs Rose

Our Vision for Learning…

At Bloxham C of E Primary School we aim to create effective learners so they can have greater success and reach their full potential, this is achieved through the 5R’s of the school. We believe that the children learn best through inter disciplinary learning and being surrounded in an environment where they have a love and passion for each subject. Our children are excited, enthused and active in their learning which results in them being confident and seeing a real purpose in their learning. The children are taught transferable skills which allow the child to understanding where we have come from, how we got here, why we are and how we are. Bloxham C of E Primary School believes that all of the above will lead to high attaining lifelong learners.

Science Vision for Learning…

A high-quality Science education provides foundations for understanding the world. Science has changed our lives and is vital to the world’s future prosperity. Through building key foundational knowledge and concepts, pupils should be encouraged 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 key knowledge and concepts can be used to explain what is occurring, predict how things will behave, and analyse causes. This understanding should be consolidated through their appreciation of applications of Science in society and the economy.


  • Develop scientific knowledge and conceptual understanding through the specific disciplines of Biology, Chemistry and Physics;
  • Develop understanding of the nature, processes and methods of Science through different types of Science enquiries that help them answer scientific questions about the world around them;
  • Are equipped with the scientific knowledge required to understand the uses and implications of Science, today and for the future.

Teaching and Learning

In the Early Years Foundation Stage (Lower Phase) Science is taught through Understanding of the World. Science is developed by building upon the children’s natural curiosity and fascination for their environment and the world around them. Children are encouraged to use all their senses to investigate, explore and make predictions.

Year 1 & 2

The main focus of science teaching in the Middle Phase is to enable pupils to experience and observe phenomena, looking more closely at the natural and humanly-constructed world around them. They should be encouraged to be curious and ask questions about what they notice. They should be helped to develop their understanding of scientific ideas by using different types of scientific enquiry to answer their own questions, including observing changes over a period of time, noticing patterns, grouping and classifying things, carrying out simple comparative tests and finding things out using secondary sources of information. They should begin to use simple scientific language to talk about what they have found out and communicate their ideas to a range of audiences in a variety of ways. Most of the learning about Science should be done through the use of first-hand practical experiences, but there should also be some use of appropriate secondary sources, such as books, photographs and videos. Pupils should read and spell scientific vocabulary at a level consistent with their reading and spelling knowledge at Key Stage 1.

Year 3 & 4

The main focus of Science teaching in Lower Key Stage 2 is to enable pupils to broaden their scientific view of the world around them. They should do this through exploring, talking about, testing and developing ideas about everyday phenomena and the relationships between living things and familiar environments, and by beginning to develop their ideas about functions, relationships and interactions. They should ask their own questions about what they observe and make some decisions about which types of scientific enquiry are likely to be the best ways of answering them, including observing changes over time, noticing patterns, grouping and classifying things, carrying out simple fair tests and finding things out using secondary sources of information. They should draw simple conclusions and use some scientific language, first, to talk about and, later, to write about what they have found out.

‘Working scientifically’ must always be taught through and clearly related to substantive Science content in the programme of study.

Pupils should read and spell scientific vocabulary correctly and with confidence, using their growing reading and spelling knowledge.

Year 5 & 6

The main focus of Science teaching in Upper Key Stage 2 is to enable pupils to develop a deeper understanding of a wide range of scientific ideas. They should do this through exploring and talking about their ideas; asking their own questions about scientific phenomena; and analysing functions, relationships and interactions more systematically.

At Upper Key Stage 2, they should encounter more abstract ideas and begin to recognise how these ideas help them to understand and predict how the world operates. They should also begin to recognise that scientific ideas change and develop over time. They should select the most appropriate ways to answer Science questions using different types of scientific enquiry, including observing changes over different periods of time, noticing patterns, grouping and classifying things, carrying out fair tests and finding things out using a wide range of secondary sources of information. Pupils should draw conclusions based on their data and observations, use evidence to justify their ideas, and use their scientific knowledge and understanding to explain their findings. Pupils should read, spell and pronounce scientific vocabulary correctly.

‘Working and thinking scientifically’ must always be taught through and clearly related to substantive Science content in the programme of study.


Teachers are encouraged to teach Science through interdisciplinary learning. Interdisciplinary learning is a planned approach to learning which uses links across different subjects to enhance learning.

This enables our children

  • to make connections between subjects
  • to transfer key skills and knowledge to deepen understanding

We design our own units of learning, customising them to meet the needs of our pupils; including those who have learning difficulties and those who are gifted and talented. This ensures our teaching and learning meets the demands and interests of the full range of learners and keeps pace with changes.

We believe in quality first teaching which involves

  • highly focused lesson design with sharp learning intentions
  • high demands of pupil involvement and engagement with their learning
  • high levels of interaction for all pupils
  • appropriate use of teacher questioning, modelling and explaining
  • an emphasis on learning through dialogue, with regular opportunities for pupils to talk both individually and in groups
  • an expectation that pupils will accept responsibility for their own learning and work independently
  • regular use of encouragement and authentic praise to engage and motivate pupils


Our moral purpose is also to do something extra for our disadvantaged children AND our big challenge is to make certain that our disadvantaged children make at least good progress compared to their peers. All our teachers recognise and accept that the vast majority of pupils’ progress comes out of good teaching and learning on a day to day basis. As a school we receive funding for disadvantaged pupils, this is used to increase the attainment of pupil premium children, looked after children and armed forces children.

We ensure as a non-negotiable that

  • we know who our disadvantaged children are
  • our TAs know who they are
  • when planning these children have that little bit extra
  • we mark their work first when we are fresher
  • we talk to these children about their learning not regularly but frequently
  • we monitor the progress of these children not regularly but frequently

Children with special educational needs and disabilities (SEND)

At Bloxham Primary school Science is always all inclusive.

We do this in a number of ways including:

  • teachers adapting planning so that individuals have specific learning outcomes:
  • teachers working specifically with children with SEND
  • providing extra adult support in class so that children are focused on accessing the curriculum;
  • meeting regularly in staff teams to discuss provision and if it needs to be adapted;
  • liaising with outside agencies to receive the best advice on how to help children learn
  • adapting buildings and furniture if necessary so that children are not restricted from using the school fully.


At Bloxham Primary School we are committed to providing a fully accessible environment which values and includes all pupils, staff, parents and visitors regardless of their education, physical, sensory, social, spiritual, emotional, sexual orientation and cultural needs. We are also committed to challenging negative attitudes about disability and accessibility and to developing a culture of awareness, tolerance and inclusion.


Differentiation is the process of matching learning tasks to particular groups or individuals. Teachers have to consider differences when planning and teaching lessons in order to ensure that all abilities in the class are catered for.

  Blake & Hanley (1995:50) in English & Newton (2005)

Differentiation is not about        Differentiation is about                               

Segregation …                         Inclusion                                 

Selection …                              Diversity                                  

Competition …                         Collaboration                         

Uniformity …                             Variety                                    

Problems …                                       Solutions                                  

Pessimism …                            Optimism

How do teachers differentiate in the classroom in order to be inclusive, engage and encourage all children to learn?

1.  By input

Level of Information Given (by content)

The way the ideas are explained and expressed


2. By questioning

3. By task

The activity to be undertaken

4. By resources

5. By support




  1. By planned Independence in learning
  2. By response

Target Setting



  1. By class organisation

Grouping (ability or mixed ability)



Children’s learning is continually assessed in lessons. Once the children complete a piece of work, we mark and comment as necessary according to our marking code. We use our knowledge of the children’s learning to support the subsequent planning of lessons.

The Science co-ordinator keeps samples of children’s learning in the subject co-ordinators folder to show the expected level of achievement in Science in each year in the school.

Parents/carers are informed of the targets the children are working on a weekly basis. At the end of the year parents are informed of their child’s progress in the annual report.

Health and Safety

All staff are aware of the requirements of the school’s Health and Safety Policy. Risk assessments are carried out for all activities, taking into account medical issues, where needed. Visits to off-school sites are arranged in line with the school visits policy and Risk Assessment Forms are filled in.

Monitoring and Evaluating

Monitoring the standards of children’s learning and the quality of teaching in Science is the responsibility of the Science subject co-ordinator. The Science subject co-ordinator monitors children’s books, wall displays, planning and carries out pupil interviews, learning walks and an audit. The work of the Science co-ordinator also involves supporting colleagues in the teaching of Science and keeping informed about current developments in the subject.

Wider opportunities

  • Science club (after school)
  • Whole school Science day / Science week