Science Policy

Learn from yesterday, live for today, hope for tomorrow. The important thing is not to stop questioning.

Albert Einstein

At the Independent Jewish Day School we seek to provide outstanding Science teaching and learning by:

  1. Giving pupils the opportunities to develop methods of systematic enquiry (predicting, planning, doing, concluding).

  2. Enabling pupils to consider the ways in which science is relevant to their lives and all living things.

  3. Helping pupils to understand findings through the use of correct scientific vocabulary and a wide range of data collection and presentation.

  4. Providing pupils with knowledge and understanding through first hand, practical experiences.

  5. Enabling pupils to explore science concepts by questioning, hypothesising and testing their ideas (often using fair tests).


  1. To explore and investigate our world while establishing an appreciation for life and scientific phenomena.

  2. To enable pupils to see how science is relevant to their lives and all living things.

  3. To give pupils the opportunities to develop methods of scientific enquiry.

  4. To offer opportunities to all children to practice skills, learn facts and develop their understanding of scientific concepts.

  5. To encourage pupils to understand the importance of Science :

    1. It is a body of knowledge essential to our understanding of the world around us.

    2. It has built up methodology for thinking which forms the basis of most enquiry.

    3. The skills and knowledge of Science are widely applicable in everyday life.

  6. To enable pupils to explore scientific topics through questioning, hypothesizing, predicting and testing their ideas.


  1. Science will be taught as a whole class, in groups or individually, depending on the activity and outcome expected. The collaborative work may be organised in mixed or similar ability groups, at the teacher’s discretion and the needs of the pupils.

  2. Pupils will be encouraged (increasingly independently) to ask questions, suggest investigations to address those questions, to observe systematically using all their senses and to plan and carry out experiments competently and safely.

  3. Pupils will be challenged to interpret their findings and draw conclusions. They will discuss their ideas and make reports.

  4. To be taught how to gain access to secondary source materials, which they can use selectively and appropriately.

  5. Provide access to appropriate information technology resources to aid/enhance the children’s work and to develop confidence in use of the equipment.


As in line with the National Curriculum, we aim to ensure that all pupils:

  1. develop scientific knowledge and conceptual understanding through the specific disciplines of biology, chemistry and physics.

  2. develop 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.

  3. are equipped with the scientific knowledge required to understand the uses and implications of science, today and for the future.

Embedded within each learning programme, pupils will develop a strong understanding of scientific enquiry which will include areas such as:

  1. Observing over time

  2. Pattern seeking

  3. Identifying, classifying and grouping

  4. Comparative and fair testing

Pupils will also be given opportunities to develop their scientific vocabulary and will learn the skills to be able to articulate scientific concepts clearly and precisely.

To achieve the desirable outcomes of the early years curriculum “Knowledge and Understanding of the World”, [as set out in the Foundation Stage Curriculum], children will experience a variety of activities often through firsthand experience.


Teachers will need to now plan lessons according to the school’s lesson plan format. This will include:

  1. What skills and key ideas children have previously covered (from the assessment records).

  2. What skills and key ideas they will be working on next.

  3. Which particular activities will best suit the development of those skills and ideas using a variety of teaching methods.

  4. How the activities are linked with the National Curriculum Programmes of Study.

  5. How the children will know the aims and purposes of the lesson.

  6. What clear goals are set for groups and individuals.

  7. That all children have been set high but attainable challenges.

  8. How their planning shows progression, continuity and balance.

  9. How assessment has been allowed for.

  10. Which materials and equipment are required.

When planning science, the blocks of work within each module may be taught separately as “science” or linked with content from other subjects with in line with the creative curriculum. Pupils will be provided with the opportunities to use first-hand experiences and secondary sources to obtain information. The Head of Kodesh will be informed and joint teaching will be planned for topics such as evolution.


Teachers will need to know how the activity requires the children to be organised to achieve the learning outcomes. This may involve children working as a whole class, small group or individually. If they are in groups, consideration should be given to:

  1. How long will the group work together (are they aware of that?)?

  2. How will the children get into their groups?

  3. Is this a useful way to facilitate observation and discussion with a view to assessing?

  4. Over time, are children given the opportunity to work in different groupings e.g. ability, friendship, age, gender, mixed ability etc?

  5. Does the task ensure the children are actually working as a group?

  6. How has feedback been planned?

Classroom Assistants

If classroom assistants are available to help in science activities, they may support small group activities or provide extra help for children with special needs and challenge the most able, following instructions provided by the class teacher.

Special Needs

Children identified with special needs will need to have work planned that is appropriate for their ability. These activities should be highlighted in plans. Teachers will aim to include all children in Science lessons. All children will benefit from aspects of the lesson, such as discussion, and other children communicating and sharing ideas. However, a pupil whose difficulties are severe or complex may need to be supported by a special needs assistant in addition to appropriately differentiated tasks given by the teacher.

Marking Work

Effective marking in the Foundation Stage, Key Stage 1 and Key Stage 2 is best done while a task is being carried out, through discussion between children and teacher. It aims to help children learn by encouraging them to think critically about what they have achieved and considering the next steps in their learning.

Use effective marking of written work sensitively and with discretion so that a child can assimilate a limited number of corrections at any one time. Try and incorporate a short-term target for the next piece of work in the written dialogue. Encourage children to ‘engage’ with this dialogue before starting further work. This will, of course, vary according to age and ability.


Formative assessment is used to guide the progress of individual pupils in science. It involves identifying each child’s progress in each area of the science curriculum, determining what each child has learnt and what, therefore, should be the next stage in his or her learning. In the course of their teaching, teachers create a range of assessment opportunities, both formally and informally to ensure progress is rigorous.

Assessment of both skills and knowledge need to be carried out.  Pupils will also be provided with assessment for learning opportunities.  Pupils’ progress will be discussed at termly Pupil Progress meetings where actions will be implemented to support progress.

Early years goals will be used to guide assessment in EYFS and planning will be informed by assessment.

Classroom Monitor will be used to compile a teacher assessment grade for each child on Science.

Monitoring and Evaluation

The Science Subject Leader is responsible:

  1. To be a role model and demonstrate good practice.

  2. Keep the written policy document and scheme of work up to date and evaluate the content and method.

  3. Encourage and support staff in the implementation of the agreed procedures and closely monitor the progression of activities and consistency of approach across both  year groups and Key Stages through lesson observation.

  4. Arrange INSET as appropriate to meet the needs of individuals and the school.

  5. Purchase and organise all Science resources, ensuring they are readily available and well maintained.

  6. Monitor teachers’ planning as part of on-going subject monitoring and evaluation of practice.

  7. Facilitate parental involvement.

  8. Liaise with other post holders to ensure coherence across subject areas.

  9. To be aware of national and local developments through reading relevant materials and attending courses as appropriate.

  10. To work with the Gifted and Talented coordinator to provide support and resources  for pupils on the register.

  11. Work to achieve equality of opportunity throughout the school.

  12. Monitor and evaluate end of Key Stage teacher assessments.

  13. Monitor record keeping each term.

  14. Draw up an annual science development plan based upon the information gathered from monitoring and the evaluations undertaken.

Learning Experiences


Consideration for health and safety issues is of the utmost importance in science. Appropriate storage and handling methods must be taught to all pupils. Children should be taught to recognise hazards and risks when working with living things and materials. They must also learn to follow simple instructions to control the risks to themselves and others. Teachers must ensure classroom assistants as well as helpers or other students, are aware of safety procedures.

Provide access to appropriate information technology resources to aid/enhance the children’s work and to develop confidence in the use of equipment.

Values and Attitudes

In their early experiences of the world children form ideas which enable them to make sense of the things which happen around them. They bring these informal ideas into the classroom. By developing the skills identified we can give pupils more explanatory power so that their ideas can become useful concepts on which to build their scientific knowledge.

Children hold scientific ideas of their own, from their previous experiences, which have built an understanding of the ways in which the world works. Even if these ideas differ from accepted scientific views, they may be plausible and, as such, be treated seriously, as they fit the evidence that is in the child’s experience.


In order for lessons to be robust and effective, specific resources may need to be prepared far in advance. Teachers will be informed of where equipment and resources is stored and how it is accessed. Teachers are also responsible for returning equipment after use. If items are in need of replacement teachers should notify Science Coordinator as soon as possible.

Pupils will also be taught about taking responsibility for resources as well as looking after the Science Lab.


              Rabbi J. Ebrahimoff

              Head Teacher

Date:     4 January 2017

Children's Science Policy

There is a single light of science, and to brighten it anywhere is to brighten it everywhere.

Isaac Asimov


At the Independent Jewish Day School we will teach science in a fun and interactive way by:

  1. Giving you the opportunities to predict, plan and do experiments.

  2. To think about how Science is real and around us every day.

  3. Helping you to use Science vocabulary, collecting data by yourselves and giving you the chance to present your work.

  4. Letting you take part in science experiments to find things out for yourself.

  5. Exploring and questioning Science methods and doing tests in a fair way.

We hope you will enjoy exploring our world and seeing how Science is an important part of everyone’s lives. Science is real and all around us and you will use Science every single day.


  1. Science will be taught as a whole class, in groups or individually, depending on the activity. Sometimes you will work in different groups.

  2. You will be encouraged to ask questions, suggest investigations to answer those questions, and to plan and complete experiments independently and safely.

  3. You will be challenged to explain your experiment findings and to draw conclusions.

  4. You will get to discuss your ideas and make reports.

  5. We will let you use Science equipment to carry out experiments.

  6. You will use ICT programs to help you understand some Science concepts.

There is a new curriculum which we will be starting to introduce this year. It will prepare you for secondary school and teach you Biology, Chemistry and Physics. We will talk about how Science has helped the world in the past, how we use it today and how it will be useful in the future.

Learning Experiences


Everyone, including teachers, will learn how to use the Science room carefully and properly. Any equipment that you will be using will be demonstrated by your teacher first. We will teach you to look for danger and how to deal with it. We must make sure we are all safe in the Science Lab.

Values and Attitudes

We promise to listen to your views on Science and to take your questions seriously. We will work together to find out your answers.


We must learn to look after the expensive equipment in the Science Lab. It is really important we leave the room tidy and organised, ready for the next class.

Signed: Miss Caplan

              Science Coordinator