Science

In Science, students explore how both the natural physical world and science itself work so that they can participate as critical, informed, and responsible citizens in a society in which science plays a significant role.

Beliefs

• Students need to develop the knowledge, skills and attitudes that enable them to problem solve and make decisions from a scientific perspective taking into account social and ethical considerations.

Learning Goals

Through our teaching and learning programmes our students should understand the nature of science by:

• • Developing an understanding of the world based on scientific theories
  • Developing knowledge of fair testing and scientific investigation processes
  • Understanding the implications of science as it relates to their own lives and cultures and the sustainability of the environment
  • Understanding science through the following contexts (strands):
    • Living World – students recognise that all groups of living things have life processes, common and unique requirements, and adapt to and interact with their environment in particular ways.
    • Planet Earth & Beyond – students have understandings about the natural processes on Earth (erosion, weather systems) and the solar system (day and night), and the interdependence of land,    air, water, and life.
    • Physical World – students have explanations for a variety of physical phenomena such as light, sound, heat, magnetism, motion, energy.
    • Material World – students describe and group materials based on properties and recognise permanent and temporary changes in materials in everyday situations

Teaching and Learning Guidelines

Our teaching and learning programmes will:

• Provide meaningful contexts
• Be integrated with Inquiry  Learning Units and also be taught as stand-alone science units as appropriate
• Incorporate Enviro Schools and  Living Landscapes programmes
• Model and teach the scientific process 
• Model the use of scientific language and equipment
• Provide opportunities for fair testing, identifying and classifying, modelling, pattern seeking, and researching
• Reflect the Tua Marina Curriculum Overview
• Link to key competencies, principles and values
• Consider the learning environment – intellectual, emotional, physical, and cultural engagement
• Use a variety of teaching strategies
• Incorporate ICT and Thinking Skills when appropriate
• Make use of staff strengths and community expertise

Planning

• The New Zealand Curriculum will provide the basis for the teaching and learning programmes.
• Refer to PEAK Inquiry Learning Model and MOE resources when planning e.g. TKI, and Building Science Concepts Handbooks
• Planning will follow a coherent pathway from curriculum plans to long term plans to unit or weekly planning to teaching and learning
• Students will participate in the School Science Fair on a biannual basis (even years).
• Assessment data and information about students will be used to determine the teaching and learning programme.

Assessment

Information on student achievement will be gathered and analysed through a range of assessment practices e.g. rubrics, self/peer assessment, observation, NEMP tasks, etc.