Science and Technology Policy

1. Introduction
Science and Technology is a mandatory Key Learning Area. The 1991 syllabus and the 2000 Outcomes and Indicators document are the key resources. Science and Technology play a crucial role in the rapidly changing world we are living in. Children need to be skilled in scientific thought and be able to reflect upon and use technology in a critical way. With the sum total of human knowledge increasing at an exponential rate, the skills of investigating, identifying problems and proposing satisfactory solutions that are sensitive to environmental, social, cultural and spiritual perspectives are imperative. Children need to learn and become literate in our scientific culture and engage with the scientific narratives that describe the natural and made environments, our cosmology and us.

2. Purpose
The purpose of this policy is to provide a clear framework for the systematic teaching and learning of Science and Technology at St Philip Neri Catholic School. The policy shall outline the content to be taught and developed conceptually as well as delineating the continuum of skill development in the processes of Investigating, Designing and Making and Using Technology. The policy makes explicit our commitment to Catholic Discipleship and core values outlined in the Diocesan Mission Statement. It reflects the identity of the school as articulated in the St Philip Neri Catholic School Mission and Vision Statement.

3. Aim
This policy aims to develop the children’s competence, confidence and responsibility in their interactions with science and technology, engendering an enriched view of themselves, society, the environment and the future, leading to an enthusiasm for further learning in Science and Technology.

4. Beliefs about Teaching and Learning in Science and Technology
Belief 1
We believe all students have the capacity and the right to learn and the need to experience successful learning.

Therefore

Whole school programs need to be continually monitored and evaluated to ensure that the children have experience of quality programs and successful learning.

Belief 2
We believe students are individuals who learn at different rates, with different strengths and with a variety of preferred learning styles.

Therefore

Class programs need to be based upon authentic assessment and knowledge of individual learning needs.

Belief 3
Learning is life long, continuous, developmental and holistic; students need to learn how to learn and to actively evaluate their learning.

Therefore

Proficiency in Science and Technology is best developed when skills and content are taught in a systematic, developmental, enquiry based, problem solving and holistic way.

Belief 4
Teaching and learning need to take place in a context of high expectations and in a positive, supportive environment.

Therefore

The teacher needs to provide structures, scaffolds and challenging learning contexts where adequate and appropriate resources are provided and sufficient, dedicated time is allocated to the teaching and learning of science and technology.

Belief 5
Effective learning occurs when students are engaged in learning contexts that are collaborative and draw upon prior experiences, knowledge, understandings and skills.

Therefore

Learning in Science and Technology is best when it occurs within a collaborative environment that structures group work and allows for the supportive and critical mutual sharing of experiences, skills and ideas.

Belief 6
Teaching and learning is informed by explicit assessment and feedback, which in turn will inform future learning pathways.

Therefore

Teaching programs are based on authentic assessment and evaluation.

Belief 7
Parents ought to be encouraged to be actively involved in their children’s learning.

Therefore

Parents need to be informed of the content of class programs and provided opportunities to deepen their understanding of the teaching and learning of Science and Technology.

5. Catholic Dimension of Science and Technology
At St Philip Neri Catholic School, we are a community of disciples of Jesus. Science and Technology is an area of learning in which the students are encouraged to develop attitudes, skills and knowledge that will enable them to make an informed commitment to improving the quality of society and the environment, thus making a positive contribution to the wider community.

6. Outcomes
This policy shall ensure that: -

The children will

The teachers will

The parents and community will

7. References

• NSW Board of Studies Syllabus and Support Documents.
• School Based Scope and Sequence
• School Based Term overviews
• Diocese of Broken Bay Systemic School Strategic Plan 2002 – 2006.

7. Appendices

The following Appendices have been developed to support the implementation of the Science and Technology Policy.

A. Scope and Sequence- see APPENDIX 1
A Scope and Sequence grid was developed in 2002 and revised in 2003. The grid ensures that all six content strands are being addressed in each of the Stages. The scope and sequence aims to develop key scientific and technological concepts in a developmental manner across the stages.

The Scope and Sequence grid also names a focus process for each Unit of work. This process receives explicit teaching during the Unit. Other processes will be used and developed but in a less significant way.

B. Programming Expectations- see APPENDIX 2
A guide proforma has been developed for Science and Technology to assist teachers in the planning of Units of work. Whilst this proforma is not mandatory at St Philip Neri Catholic School, the elements included on this example are expected to be present in teaching programs.

Teachers are expected to have an organisational statement at the beginning of their Science and Technology program, detailing management practices including safety.

Teaching programs are monitored once each term by the Principal or delegated representative of the Principal (for example the Assistant Principal or Key Reference Teacher for Science and Technology). The person reading the Program gives feedback to teachers shortly after. This is an opportunity for professional development in Science and Technology. Compliance with this policy is also scrutinised at this time.

C. Assessment and Reporting- see APPENDIX 3
All Science and Technology Units are assessed against the stated learning outcomes using the indicators of learning as guides. Assessments are made of children’s knowledge and understanding of content strands, skill in using processes and values and attitudes demonstrated.

Children are expected to be reflective of their learning. Formal self-evaluation and peer evaluation tasks are planned for and included as part of the Science and Technology Unit of work.

A piece of Science and Technology work is included in each child’s portfolio for each Unit taught. This work is annotated by the teacher and referenced to the stated Outcomes and Indicators. The portfolio is used during Parent/ Teacher interviews to support formal Reporting to Parent processes.

D. Use of ICLT- see APPENDIX 4
ICLT has a significant role to play in enhancing the Science and Technology curriculum. ICLT has application in using the Investigation process and in presenting the outcomes of learning. There are also implication for using ICLT in planning and recording the Design process.
The Using Technology process in the Science and Technology syllabus is the part of the K- 6 curriculum that seeks to empower children as critical users of technology. Viewing technology as a tool and critiquing the impact of technology upon people, communities and the environment are central concepts of the Using Technology process.
Appendix 4 collates syllabus outcomes that have explicitly technological skill development articulated.

E. Safety and Tool Usage- see APPENDIX 5
In line with OH&S guidelines, Safe Operating Procedures (SOPs) have been developed for each of the tools used in the Science and Technology Classroom. Procedures have been developed in training, skilling and accrediting children in the safe usage of each tool. A “license” has been developed for each tool detailing the skills displayed by each licensed child. Only children who are licensed can use tools without direct adult supervision. There are safety signs for each tool. These are to be reviewed and displayed at the tool use area each time a tool is used.
Appendix 5 includes a Code of Practice detailing Before, During and After management procedures for the safe use of tools in the classroom.
Appendix 5 also includes Safety Tips for safe behaviours in the Science and Technology classroom.

F. Links with Literacy and Numeracy
Literacy Links to Science and Technology
Science and Technology offers natural integrative links with the English syllabus. Science and Technology can provide the content and a meaningful context for an English program. The types of explicit links with Science and Technology would be particularly evident in:-
Talking and Listening- children are required to discuss, clarify thinking and ideas, negotiate design and investigation tasks, work collaboratively and report upon the work they have been completing.
Reading- factual texts related to the science and technology unit being studied would be usefully addressed in Guided Reading and Reciprocal Teaching sessions thereby “building field knowledge” for application in the Science and Technology lessons.
Writing- the teaching of factual text types especially the report (describing the outcome of investigations, observations), the procedure (detailing how investigations, fair tests, design tasks were accomplished) lends themselves to a natural and mutually supportive integration.

Numeracy Links to the Science and Technology
Science and Technology and numeracy are often thought of as complimentary KLAs. The skills learned in Mathematics are frequently applied in Science and Technology. These links are evident in
Number – basic operations and understanding of numeracy is required when dealing with empirical scientific investigation.
Measurement- is a central skill to fair testing and being able to accurate construct during the design process.
Space- representational drawings and positional language are significant skills in representing and recording data and designs.
Patterns and Algebra- the capacity to identify regular patterns and predict their extension is central to scientific thinking.
Data- representing data and findings in a variety of forms is highly desirable in the Science and Technology classroom.
Working Mathematically- the process skills taught in mathematics are frequently reflected in the three process skills of the Science and Technology syllabus. When such parallels are apparent, children ought to be made aware of them.

Integration
Teachers are encouraged to explore these links when planning Science and Technology units of work. As with all integration, specific outcomes and indicators need to be developed and assessed for each of the integrated KLAs.

G. KLA Annual Goals- see APPENDIX 6
An Annual Goals is developed in line with the School’s Annual Goals, which in turn is derived from the St Philip Neri Catholic School Strategic Plan. Goals are regularly reviewed by the KRT. The annual goals are reported against in the school’s Annual Report.