Science

__ Adopted by BoT 1995 __ __ Reviewed on a 4-yearly cycle – last review November 2016 __
 * ==** Current Action Plan **== ||
 * [[file:InquiryActionPlan2017includingsocialstudiesscienceenvironmentandtechnology.pdf]] ||
 * An inquiry action plan which includes Science has been implemented in 2017. ||
 * ** CURRICULUM POLICY - SCIENCE **

Students need opportunities to investigate, understand and explain our natural, material and physical world and the wider universe. A scientific perspective can inform problem solving and decision making in many areas of life.
 * Rationale: **

To promote curiosity and an awareness of science concepts.
 * Purposes: **
 * 1) To develop scientific understanding through the processes of generating and testing ideas, making observations, gathering evidence and drawing conclusions.
 * 2) To develop the skills of logical and critical thinking, problem solving and decision-making.
 * 3) To clarify students’ scientific and investigative thinking through analysis, synthesis and evaluation of facts and observations through the SOLO taxonomy.

The Nature of Science strand unifies the other strands and will underpin all planning and teaching in science. a. School Health and Safety Policy and Guidelines b. Safety and Science: A Guidance Manual for NZ Schools
 * Guidelines: **
 * 1) The strands The Living World, The Planet Earth and Beyond, The Physical World, and The Material World are the major contexts for learning in science.
 * 2) The programme will reflect the needs and interests of students at each syndicate level. At different times particular strands may be emphasised.
 * 3) The programme will feature the special aspects of the local environment when appropriate.
 * 4) Learning in science will often be integrated with other learning areas. Teachers will ensure that specific learning intentions for science will be made clear.
 * 5) Teachers will ensure that the learning environment, equipment, and activities are safe. Please refer to:

The science programme will provide students with the skills and attitudes they need to investigate, understand, explain the world around them and promote life long learning.
 * Conclusion: **

Appendix 1: CODE OF ETHICAL CONDUCT FOR THE CARE AND USE OF ANIMALS AT SCHOOL
Keeping animals can be a very valuable learning experience. In any activities involving animals, their care and welfare shall have the highest priority.
 * 1) Teachers planning to do this in their classrooms should seek further guidance from the Senior Management team. If the appropriate level of care and welfare cannot be provided, the animal in question shall not be kept at the school.
 * 2) Teachers will take responsibility for the welfare of the animals, but the ultimate responsibility shall rest with the Principal and the Board of Trustees.
 * 3) For hygiene reasons pets should usually be kept in their enclosures. Teachers should ensure students wash their hands properly or use sanitising liquid after handling animals.
 * 4) Teachers need to consider the needs of any students in the class who may have an allergic reaction.
 * 5) Teachers will have established routines for feeding and caring for the animal during the term and over the holiday period.
 * 6) Students bringing their own pets to school must first gain permission from their classroom teacher, who will check this with their Syndicate Leader. The following should be considered:
 * Could the animal carry disease? (Don’t bring to school if this is the case).
 * Is it fair to the animal to be under the stress of so many children watching it?
 * Is it better if the animal is taken home after 20 or 30 minutes?
 * Is the student bringing the pet capable of looking after it for the day?
 * Is it fair for the animal to be in a cage for any amount of time?

NB: Animals will not be used for experimental purposes i.e. manipulating or dissecting animals. || ** ORGANISATION AND GUIDELINES ** ** RELEVANT RESOURCES ** LEARNZ Website [|Digistore: digital learning objects] //Building Science Concepts// series, Learning Media //Making Sense of…// series, Learning Media //Connected Journals//, Learning Media [|Science exemplars] Learning HUB ||
 * Science topics are chosen with reference to whole school themes and current events.
 * The SOLO taxonomy and Sunnybrae Normal School inquiry model will underpin planning and teaching in science.
 * Science programmes will use a practical and investigative approach. ||