Science Policy

◼ Vision and Aims

1. (a)  Vision:

   Our school aims to foster the childrens’ natural curiosity by enabling them to take an active part in their own learning. We aim to guide them to working scientifically. This will involve the development of a wide range of skills of enquiry, the cultivation of important attitudes and the acquisition of scientific knowledge and concepts about biological and physical aspects of the world.

2. (b)  Aims:
   We endorse the aims of the Primary School Curriculum for Science:

   • To develop a scientific approach to problem solving which emphasises understanding and constructive thinking

   • To foster the child’s natural curiosity, so encouraging independent enquiry and creative action

   • To encourage the child to explore, develop and apply scientific ideas and concepts through designing and making activities

   • To develop knowledge and understanding of scientific and technical concepts through the exploration of human, natural and physical aspects of the environment

   • To help the child to appreciate the contribution of science and technology to the social, economic, cultural and other dimensions of society

   • To cultivate an appreciation and respect for the diversity of living and non- living things, their interdependence and interactions

   • To encourage the child to behave responsibly to protect, improve and cherish the environment and to become involved in the identification, discussion resolution and avoidance of environmental problems and so promote sustainable development

   • To enable the child to communicate ideas, present work and report findings using a variety of media

Month

Living Things

Energy and Forces

Materials

Environmental Awareness and Care

Nov Dec Jan

Feb

March April

May

Human life

Animals

Human Life: The Eye

Light

Gravity

Electricity

Sound Heat

Magnetism

Caring for the environment: conserving resources

St Mary’s Science Week Engineers Week

Materials

Science Long Term Plan 5th and 6th Class 2 year cycle

Bold writing: 6th class content

Italic writing: 5th class content
Both 5th and 6th class are using ‘Small World’ as a resource for Science Plans, along with Let’s Discover and powerpoints from Twinkl.
Currently, in the 3rd Term, a group of Scientists from Alexion work with our 5th Classes and cover many Strands of the Curriculum using STEAM experiments.

(b) Methodologies:

Childrens’ ideas are used as a starting point for all scientific activity. We elicit what children already know about an area of science.

The methods we use include:

• Talk and discussion

• Open questions and problem-solving activities

• Active Learning

• Annotated drawings

• Concept maps and brainstorming

• Teacher designed tests and tasks

• Free exploration with materials

• Use of everyday objects found in the environment

• Outdoor habitat work

• Content spiralling from class to class

• Concept Cartoons are used by some teachers

• Twinkl Powerpoints and other videos

  We promote the development of good questioning in our classes, with pupils, as well as teachers, been given the opportunity to pose their own questions and set of investigations to find answers.

(c) Practical Investigations:
Investigations are encouraged with the use of scientific equipment.

Group work ensures the needs of each child is catered for.

• Open Investigations: where pupils are given or suggest themselves, an open question for which they have to design their own investigation and come up with their own results eg. Design and Make a pair of Waterproof Wellies for a Teddy Bear

• Closed Investigations: where the end result is obvious and there are not many variables eg. How many of these objects attract magnets?

• Fair Testing: where pupils will be encouraged to develop a sense of what part of the investigation should be kept the same and what should be the variable, to ensure the investigation is fair eg. Dropping items of different weight from the same height to see which land first.

(d) Classroom Management:

A combined approach of whole class work, small group work, paired work and individual work on chosen topics and projects will be used in each class.

Children will be given opportunities to work together collaboratively and share their own ideas.

We encourage the investigative, hands-on approach. The teacher-directed approach is needed for some experiments/investigations also.

Teachers will use their professional judgement to decide which methods and approaches are best suited to the needs of their pupils.

(e) Linkage and Integration:

The linkage of Strands with Science (pg. 34 Teacher Guidelines), and the integration of Science with other subjects is encouraged in our school. Pupils’ view of the world is a holistic one and as such more meaningful learning is achieved in an integrated setting.

Examples of integration, with other subjects, include:

Growth and Change in Living Things described in Science links with this theme in SPHE

Materials in Science links with Visual Arts

All Strands of Science link with Literacy and often overlaps with Starlight Themes, this helps with thematic planning

Design and Make in Science links with Maths and Visual Arts

Environmental Awareness and Care is closely linked with the SPHE and Geography Curricula

There is a link between PE and studying of the Human Body

Science integrates with other subjects to help with the teaching of vocabulary to EAL students

Science links SPHE when children feel good when they explore and contribute to the environment of the school eg. Bug Hotel, Maths Trails, Sensory Garden, Polytunnel, etc

Where there is an opportunity, maths should be linked with Science eg. charting findings, balancing, weighing, measuring, counting, capacity, time, temperature, shape etc. can be used in some science experiments

Science is a STEM subject and all areas of STEM are interdependent eg. A science experiment involves Maths (eg. measuring for Fair Testing) and Engineering (eg. Design and Make activities) and Technology (eg. use of Ipads or Interactive Whiteboards to further teach areas of Science)

(f) Using the Environment:
Each class engages in Habitat studies, using the School Environment.

Habitats in our school environment include Compost Heap, Walls, Grass, Wood, Hedgerows, Earth, Trees and Plants

School Garden Trees include Horsechestnut, Oak, Ash, Spruce, Cyress, Holly, Beech

Hedgerow Plants in our School include Hawthorn (Haws), Blackthorn (Sloes), Rosehips etc

Composting Area is managed by Thomas and Mrs A Gallagher Outdoor Classroom is located at the front of the Junior School Sensory Tree is located in 6th Class Yard

We take into account Seasonal Study of individual habitats, Outdoor Investigation and Exploration and Sample Collection. In Habitat Studies we will explore Minibeast Studies, Food Chains, Life Cycles, Caring for the Environment

The school environment is also used for Maths Trails, specially designed specific to St. Mary’s N.S.

Tyre Gardens on the Senior Side are maintained by the children with the help of SNAs Sinéad Mc Cormack and Michael

The Polytunnel is visited by our pupils to observe plant growth

The Indoor Flowerbed outside the Senior Hall is maintained by pupils with the help of SNAs

A Tree Trail of our school trees is available especially for Tree Week/Day

A Bug Hotel is established on the Junior Side as part of Arcadia Climate Action Awards for children to observe insects closely

Good waste Management Practices (Revised and led by Mrs A Gallagher for Arcadia Climate Action Awards 23/24) help to improve our school environment eg. Green Bins, Brown Bins, Paper/Card Recycling etc. have been more thoroughly adhered to throughout the school, and our St. Mary’s Green Team encourage children and teachers to abide by recycling rules and good practice.

(g) Balance between Knowledge and Skills:

Questioning eg. Are all the materials waterproof?

Observing eg. Look at the effects of heating and cooling on a variety of substances

Predicting eg. What do you think will happen to the ruler if we put it in water?

Investigating and Experimenting eg. Carry out investigations, make observations and collect data

Estimating and Measuring eg. describe mass and length using non-standard units of measurement and informal language (bigger than, longer, heavier etc.)

Analysing eg. sort and group objects according to observable features (set of heavy items)

Recording and Communicating eg. look for and recognise relationships when making observations (relationships between length, tension, type of material used in making musical instruments and sounds produced)

2. Targets and Events:

We have decided that the following main target projects and events would provide a focus for Science work during the year

St. Mary’s Science Week Days:

In recent years we have adapted the format of Science Week because of the many changes which have occurred in our school.
Currently, we feel that the best practice is for the class groups eg. The 4xFifth Classes share experiments. Teachers conduct a science activity/experiment with their own class, having come to a decision at whole school level as to the Strand(s) we would like to focus on during the St. Mary’s Science Week.

Next, each class within the class group experience the activity/experiment in the course of the Science Week. (St Mary’s St. Week has changed from a Week in February to the national science week in November) In this way each class from 1st to 6th can experience 4 Science activities/experiments during the week.

The Infant Classes enjoy experiments within their own class and share resources/ideas with their colleagues to do with other infant classes.
Many experiments are from the Curious Minds Website. Teachers can share ideas on the School Drive. Resources and themes can be accessed on the Science Week Ireland website of the current year also.

• Awards of Excellence in Science and Maths:
  Each year the School applies for the Plaque of Excellence. Evidence (photos, completed worksheets, childrens’ accounts, video footage etc.) of the Science work completed in the school throughout the year is gathered and compiled in a folder. This is submitted in April/May to Curious Minds STEM Awards.

• Science Week Activities: (November)
  Teachers are aware of, and participate in, Science Experiments on this nationally recognised week. Many activities are suggested on www.scienceweek.ie

• Engineer Week Activities: (March)
  Teachers are aware of and particate in Science Experiments that have an Engineering element to them. Experiments usually involve a Design and make element to them eg. Design a Bridge. Suggested activities are onwww.engineersweek.ie

• Maths Week Activities: (October)
  Teachers are aware of and participate in special Maths Activities. Many activities are suggested on www.mathsweek.ie and our school has its own outdoor Maths Trail, for each class group, that can be enjoyed during the good weather.

  Space Week Activities: (October)
  Teachers are aware of Activites that are available on www.spaceweek.ie

• RDS Science Blast:
  Every second year, on an even year eg. 2022, a senior class (4th-6th) applies for entry to the RDS Science Fair in early October. The Fair takes place in January.

• Green Schools Activities:
  Every second year the school applies for the Green Flag. All Classes are involved in keeping our school a Green School throughout each year and as recognition for this we have received many Green Flags.

• Scratch IT Competition:
  IT skills are rewarded in this competition. Some teachers in St. Mary’s particate in this, nationally recognised, competition with groups of children. Applications are made to scratch.ics.ie by mid February each year.

  Science-in-a-box, STEAM:

  Visiting Engineers from Alexion work with 5th or 6th Class for 10 weeks in the 3rd Term of school year.

  STEPS to Engineering:
  Some senior classes like to participate in this Engineering Project, which involves online support from Engineers if requested

  Arcadia Climate Action Awards:
  At St Mary’s Primary School we want to maintain a good waste management practice and other good environmental awareness practices for our school environment which will ultimately help with the environment and to combat climate change in wider community.

  LEGO Workshops:
  Organised and funded by St. Mary’s Parents Association in January 2024

  (3)Assessment – Looking at Children’s Work:

  Childrens’ Knowledge, Understanding, Skills, Attitudes towards Investigation & Problem Solving and Sense of Responsibility for the Environment, as well as their Ability to Work Collaboratively, are assessed in Science.

  Assessment is in the form of:

• Teacher Observation

• Teacher-Designed Tasks

• Annotated Drawings

• Concept Mapping

• Portfolios of Work (Work samples)

• Pupil and Parental Feedback at Parent/Teacher meetings and School Reports

• Childrens’ Self Assessment of Design and Make Activities and Portfolios (4) Children with Different Needs:

Equality of Participation: Teachers will differentiate for the individual needs of their class eg. Polytunnel/nature walks help to regulate children with sensory or other additional needs.

• We will endeavour to make science activities accessible to all children, as we recognise the potential science has to help them make sense of the physical and biological worlds in which we live.

• We are aware that science offers many opportunities for fun and to develop a sense of curiosity and wonder

• Hands on practical work to suit all abilities is used in science lessons

• Activities will be differentiated according to ability

• ICT/Digital images can be used to record work

• Recording will be based on the child’s level of understanding eg. brainstorms, annotated drawings etc

• Assistance from school personnel will be availed of when appropriate

  (5) Equality of Participation and Access: Science is for all children

  Organisation:

  (1) Timetable:

  Science, Geography and History are the three subjects in SESE. There are three hours allocated to SESE each week for Senior classes, and two and a quarter hours for Junior Classes. This allows one hour per week of Science in Senior Classes and fifty mins per week in Junior classes.

Some resources are being located on the Senior Side and will be filled in on this chart in due course.

(3) Safety:

Teachers are mindful of the safety of pupils at all times when engaged in
Science Experiments. Some Science Experiments involve an element of danger, which contributes to the excitement and wonder of science.
Examples include..
Designing Simple Rockets where children stand at a safe distance outside waiting for the chemical reaction to occur and their rocket to launch.
Another could be
the careful use of sharp cocktail sticks for Designing and Making a tower.

(4) Homework:

Science homework is at the discretion of the Class Teacher. It takes the form of workbook activities, worksheets, design and make ideas, project work, observation exercises,
gathering eg. autumn leaves etc.

Videos/Photos of Childrens’ work can be shown to parents on Seesaw

(5) Individual Teachers’ Planning and Reporting:

Yearly and short-term plans will be based on the approaches and methodologies set out in the school plan. Templates for yearly plans were compiled by teachers and are included earlier in this Science Plan.

A suggested short term plan is available to teachers. Work covered will be outlined in the Cuntas Miosuil.

(6) Staff Development:
Teachers are made aware of opportunities to attend science courses.

Curious Minds Science Facilitators are invited to St. Mary’s for Staff
Training every 2-3 years. An application is made for these visiting Science Facilitators when it is requested by teachers and this forms part of our Croke Park Hour time.

Teachers can share valuable resources they have acquired on courses on our school drive eg. Mr Lowry’s STEAM course resources are a fantastic tool for our expanding school and can be accessed and added to by all teachers on the drive.

(7) Parental Involvement:

Parents are encouraged to support the school’s science programme by helping with science homework and by encouraging their child’s interest in science
and looking at nature around them.
Sometimes, parents may be in a position to help a class prepare for eg.
Science Blast, STEPs to Engineering projects, if they have a Science background

(8) Community Links:

We apply to attend local science events during Science Week

Visiting Engineers from the locality are sometimes invited to talk during Science week or Engineer’s Week

Engineers from Alexion Pharmaceutical Factory carry out many exciting
STEAM experiments with 5th or 6th Classes in a ten week block.
Children display the projects they have achieved in Alexion at the end of the 10 weeks.

Arcadia Climate Action Awards takes place in TUS.
Local guest speakers help to inspire pupils to participate in this project (eg. Frankie Keena)

Ericsson invite some Senior Classes (4th Class in 2024) to participate in Coding Activities

◼ Ratification and Communication

This review of the Science Plan will be presented to the Board of Management for Ratification in May 2024. It will then recirculated to all staff members for implementation.
A copy of the document will be incorporated into the Whole School Plan.