Whole School Plan for SESE-...

Phoenix Park School

Phoenix ParkDublin 8

Phone: 01-8386699Fax: 01-8385317

E-Mail: [email protected]

Whole School Plan for SESE-Science

January 2013

mailto:[email protected]

Phoenix Park SchoolWhole School Plan for Science

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1. IntroductionOur Whole School Science Plan was first drafted by the Principal and then redrafted in collaborationwith the teaching team. This plan outlines our whole school approach to teaching Science. The planwill form the basis for teacher’s long and short-term planning. It will also inform other members of theschool community of the approaches and methodologies used in our school.

2. Vision.We hope that this Whole School Plan will ensure that we cater for students of all abilities and thateach student is encouraged and challenged to achieve their best, with due regard to individual needs.

3. Aims and Objectives:Through our school's science programme, we aim to help pupils come to an understanding of andtake an interest in the world and environment around them, both physical and biological. It is ouraspiration that science in our school will be a practical subject as much as possible with hands-onactivities that give an opportunity to develop scientific skills. Environmental activities encouraged inour school will foster a positive attitude and sense of responsibility among our pupils for the naturalenvironment and its relationship with the human environment. Ultimately we aim to foster in thechildren a sense of curiosity in the world around them through fun filled active learning.

As per the Science Curriculum for Primary Schools, we aim: To enable the child to acquire knowledge, skills and attitudes so as to develop an informed

and critical understanding of social, environmental and scientific issues To reinforce and stimulate curiosity and imagination about local and wider environments To enable the child to play a responsible role as an individual, as a family member and as a

member of local, regional, national, European and global communities To foster an understanding of, and concern for, the total interdependence of all humans, all

living things and the Earth on which they live To foster a sense of responsibility for the long-term care of the environment and a

commitment to promote the sustainable use of the Earth's resources through personal life-style and participation in collective environmental decision-making

To cultivate humane and responsible attitudes and an appreciation of the world in accordancewith beliefs and values

4. Current PracticeWe currently have three class teachers with six children in each class. Individual class teachers teachScience formally in the classroom. We have had a successful “Science Week” in the past.


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5. Strands and Strand Units

All teachers are familiar with the strands, strand units and content objectives in the ScienceCurriculum and refer to them regularly when planning for their pupils ensuring all strands and strandunits are covered. Curriculum objectives are at the core of each Science lesson, and teachers refer tothe curriculum objectives in their own planning.

STRANDS STRAND UNITSLiving Things Human Life

Plants and AnimalsEnergy and Forces Light

SoundHeatMagnetism and ElectricityForces

Materials Properties and characteristics of materialsMaterials and change

Environmental Awareness and Care Environmental awarenessScience and the environmentCaring for the environment

6. Children’s IdeasTeachers elicit at the start of every science lesson what the children know already and use thechildren’s ideas as a starting point for all scientific activity. Teachers use a number of strategies suchas talk and discussion, questioning, listening, problem-solving tasks, drawings, teacher designedtests and tasks, concept mapping etc. to elicit what children know. Children are encouraged to posetheir own questions. During scientific activities children are encouraged to discuss, question, listenand problem solve through activities that ‘try out’, challenge, change or replace ideas.

7. MethodologiesAs per the Curriculum Statement, teachers will utilize the following methodologies:

Using the environment Active learning Guided and discovery learning Free exploration of materials Spiral nature of the curriculum – opportunities to return to earlier learning and to extend and

enhance Learning through language


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Differentiation Using ICT

8. Practical InvestigationsChildren use practical investigations to enthuse, motivate and excite the children when learning aboutScience. Overreliance on the use of workbooks is strongly discouraged and teachers are encouragedto plan and teach science through the medium of practical investigation whenever possible.

9. Using the EnvironmentOur school is situated in the grounds of the Phoenix Park. School staff carried out an EnvironmentalAudit (Appendix A) and collected information on our local environment for use in planning the ScienceCurriculum.

10. Assessment and Record KeepingAssessment is a central part of the everyday learning and teaching process in Science. Assessmentinformation is kept in each child’s Learning Folder as evidence of achievement and progress. Thefollowing assessment tools are used when assessing Science: Formal and informal assessment tools Teacher observation Teacher-designed task Portfolios and projects

11. TimetableScience is timetabled as an integral part of the SESE time allocation of three hours per week. Everythree years the Phoenix Park Special School will take part in the Discover Primary Science Awards ofExcellence project. Every year the school will run a “Science Week”.

12. Individual Teachers’ PlanningTeachers should base their yearly and short term plans on the approaches set out in this wholeschool plan for Science. Work covered will be outlined in the Cuntas Míosúil which will be submittedto the principal at the end of each month.

13. Staff DevelopmentTeachers are made aware of any opportunities for further professional development throughparticipation in courses available in Education Centres or other venues. Skills and expertise within theschool is shared and developed through input at staff meetings.

14. ResourcesScience resources are stored in the Resource Room. Equipment is organized into boxes according tostrands. Teachers can request to purchase equipment as the need arises.


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15. Healths and SafetySafety should permeate all aspects of the teachings of Science and children should be encouraged toobserve safety procedures during all tasks.

Outdoor Exploration:Outdoor work should be based in areas that are accessible for children, teachers and helpers andthat are safe. Preliminary visits by teachers to the site can be used to identify potential hazards.Adequate supervision should be given to the children at all times. It will be necessary for a number ofadults to accompany each class. These adults should be aware of procedures to be adopted in theevent of emergencies.

Light:When planning a unit of work on light the teacher will ensure that the children are aware of andadhere to the following safety procedures:· Do not look at the sun or very bright beams of light· Plastic mirrors should be used and glass mirrors avoided· Never look at the sun through lenses· Children should be made aware of the dangers of sunburn

Electricity:Work on the topic of electricity and magnetism will provide opportunities for children to learn about thesafe use of electricity. It is important that children realise the dangers of mains electricity and becomeaware of and discuss safety issues associated with use of mains electricity and electrical appliances.Batteries should be used for activities based on electric current. Mains electricity should never beused during science investigations. The children should be aware of the following safetyconsiderations:· The dangers of touching the bare metal of a plug or a switch especially when hands are wet· The importance of not using electrical appliances without adult supervision· The dangers associated with flying kites or using fishing rods near overhead wires· The risks attached to playing near electricity sub stations

Safety and care of equipmentWork on electricity at all levels will involve the use of batteries. The following safety proceduresshould be observed:· Batteries must not be cut open· Batteries should be disposed of in a safe manner

16. Community Links

Members of the local community may be invited to assist the school’s Science programme. Proposed


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invitations must be discussed in advance with the Principal. Examples of appropriate visits includelocal Park Ranger, Animal Welfare Reps etc

17. Policy Links

The Science plan has direct links with the following policies: Health and Safety Substance Use Policy Healthy Eating Policy Child Protection Policy (Visitors)

18. Roles and Responsibilities

B.O.M. → ratify plan & support implementation. Parents → be aware of content of school plan & support Science through involvement in

homework Principal → oversees implementation and support staff. Teachers → follow school plan and implement Science accordingly. Pupils → Co-operate and participate in class lesson. Other staff → be aware of contents of this plan and follow procedures.

19. Implementation, Review and Ratification

This plan will be distributed to teachers in January 2013. It will be revised and redrafted over thecourse of Term 3 as the school review of Science progresses. The final draft will be presented to theBoard of Management and parents. The Board will then ratify the plan.

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Date Created January 2013

Date Ratified

Date for Review March 2015

Chairperson’s Signature: _______________________


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Appendix

A. Environmental AuditB. Whole School PlanC. Resource Inventory

Whole School Plan for SESE-...

Documents

Transcript of Whole School Plan for SESE-...