Science

Rationale

Learning about science can stimulate a child’s curiosity in finding out why things happen in the way they do. At Pathfield School we believe that the teaching of science should be a positive experience. We provide an active, stimulating learning environment using step by step activities. All staff recognise that by having a multi-sensory approach to teaching enables all of our children to access science in their own differentiated way. This is facilitated by our Total Communication approach which includes: text, signing, symbols, photos, objects of reference and sensory learning.

Opportunities are given to experience a wide range of Science activities at an individual personalised level, including Scientific Enquiry, Life processes and Living Things, Materials and their Properties and Physical Processes.

Aims

  • To immerse pupils in a Total Communication environment with all information presented visually or in a tactile way, so that opportunities to be independent can be maximised.
  • To provide an appropriate level of challenge and learning in science that is relevant to the need and ability of every individual pupil.
  • To enable all pupils to develop an awareness of and interest in, themselves, their immediate environment, knowledge and understanding of the world.
  • To encourage the pupils to join in practical activities that link to ideas.
  • To foster curiosity and develop an enquiring and analytical mind.
  • To widen experiences and develop all senses to explore and investigate.
  • To develop an understanding of cause and effect.

Assessment

The majority of pupils’ at Pathfield are working at P-Levels or early National Curriculum levels, with many pupils’ learning through a multi-sensory approach to access and respond to Science activities. During lessons teachers will assess children’s work in science by making informal judgements. On completion of a lesson, the teacher reviews it, and uses this to plan for future learning. All progress is monitored against each pupil’s own developmental progress and individual objectives are incorporated into class planning. Individual pupil assessment is completed through lesson evaluations, photographic assessments and half termly against the science P-Level descriptors.