Praht Thai Science
The 2008 Primary Science syllabus reflects the continual changes and  trends in science theory, understanding and teaching methodology for sustained and effective education. The 2008 syllabus continues to emphasise conceptual understanding, skill proficiencies and thinking skills in the teaching and learning of science with the overall concept of applied science throughout.  Children learn good science involving hands-on science learning, rigorous treatment of science standards and use of innovative pedagogical approaches to make science more meaningful and successful.
Emphasis is also given to reasoning, applications, and understanding of scientific principals and theory.  Changes and advances in technology have changed the way we teach and learn science. Advances in humankinds understanding of science is accelerating and creating a whole new set of horizons for our children to meet in the future. Computer technology, for example, now becomes a real part of the whole science experience both in what it is feeding to the scientific body of knowledge and in to how we teach science in schools.
Students will have opportunities to discover, reason and communicate science. Learn the history of science and engage in stimulating discussions and activities where they can explore possibilities and make science real for themselves. These evolutionary changes require a continual change in the teaching and learning approaches; incorporating activity-based and learner-centred methodologies and revisionist approaches to the syllabus.

1.   Aims
1.1       Science is a high priority for all citizens, helping them to be interested in, and understand, the world around them, to engage in the discourse of and about science, to be sceptical and questioning of claims made by others about scientific matters, to be able to identify questions and draw evidence-based conclusions, and to make informed decisions about the environment and their own health and well-being.
Students develop reasoning and logical thought patterns through the PTS science learning strategies and incorporate thinking and problem solving skills through the hands-on approach in our science programmes. These are valued not only in science and technology, but also in everyday living and in the workplace. The development of a highly skilled, scientifically and technologically based resource requires a strong grounding in fundamental understanding and mental flexibility to adapt to and foresee change..
Science is certainly a subject of enjoyment and excitement, which offers students opportunities for creative work and moments of enlightenment and joy. When ideas are discovered and insights gained, students are spurred to pursue the many opportunities presented by the sciences beyond the classroom walls.
1.2 The aims of teaching Science are:

• to promote enjoyment of learning through practical activity, exploration and discussion;
• to promote confidence and competence with concepts and theories;
• to develop the ability to solve problems through decision-making and reasoning in a range of contexts;
• to develop a practical understanding of the ways in which scientific data and information is gathered and presented;
• to explore features of our physical world and environments
• to understand the importance of science in everyday life.

2.   Teaching and Learning Style
2.1   Praht Thai employs a variety of teaching and learning styles in science. Our principal aim is to develop children’s knowledge, skills and understanding.  We teach Science initially in Thai language and introduce English into our Science through vocabulary building exercises. Science  is another of our ‘cognitive’ subject areas which is made much more difficult to understand and commit to knowledge when a child’s brain is coping with the tasks and difficulties involved in learning a new language, as in English. Language learning focuses a child’s skill and energy requirements on the Linguistic component of the brain thus confusion becomes a real factor in inhibiting the student’s ability to learn both at the same pace and time.
By separating these factors we can achieve a greater learning in both language and sciences which will provide the communications ability later to deliver the higher level of scientific understanding the student has achieved.
During our daily lessons we encourage children to ask as well as answer questions they discover in the science they are exposed to. ICT is used in science lessons for research and for project assistance as well as a place to develop and explore new ideas and methods. Wherever possible, we encourage the children to apply their learning to everyday situations.

Science education aims to enable students to:

•  Acquire the necessary science based concepts and skills for everyday life, and for continuous learning in science and related disciplines.
• Develop the necessary process skills for the acquisition and application of scientific concepts, principals, laws and theories and skills.
• Develop a scientific approach understanding to thinking and problem solving skills and apply these skills to understanding and solving problems.
• Recognition of scientific principals, laws and theories.
• Develop positive attitudes towards science and the future.
• Make effective use of a variety of scientific resources and tools (including information and communication technology tools) in the learning and application of science.
• Produce imaginative and creative work arising from scientific ideas.
• Develop the abilities to reason logically, communicate in a more reasoned and scientifically correct manner , and learn cooperatively and independently.

3.   Science Curriculum Planning
3.1   Science is a core subject in the Thai National Curriculum, and we use the amalgamation of the Thai curriculum requirements for Science with perhaps our broadest syllabus cross section of any subject at Praht Thai. The science curriculum is drawn from a cross section of many countries’ curricula as there is no considered outright leader in the field of Science curriculum. There are however recognized leading curricula that are perhaps most intense in their research and ongoing enhancement/development of the science area of study. These are the countries we have chosen to adapt into our enhance science curriculum.
Our curriculum draws on components of the US Science curriculum – particularly in the area of activities as applied to our syllabus, the UK for its methodologies and matching syllabus tracking along with many aspects of the early learning programmes. Singapore – for the application of science and technology components and basic learning flow principals and the application of our Science Curriculum Framework, Australia for many of the technological advancement teaching areas in upper elementary and into secondary and from Germany when it comes to our secondary syllabus areas.
3.2   We carry out the curriculum planning in the sciences in three phases (long-term, medium-term and short-term). Our Science Curriculum Framework gives a detailed outline of what we teach in the long term, while our yearly teaching programme identifies the key objectives we teach to in each year.
3.3   Our medium-term science curriculum plans, which are also adopted from our curriculum framework, give details of the main teaching objectives for each term and define what we teach. They ensure an appropriate balance and distribution of work across each term. These plans are kept and reviewed by the Head of Mathematics and Science.
3.4   It is the class teacher who completes the weekly plans for the teaching of science. These weekly plans list the specific learning objectives and expected outcomes for each lesson, and give details of how the lessons are to be taught. The class teacher keeps these individual plans, and the class teacher and subject leader often discuss them on an informal basis.

4.   The Early Stages - Kindergarten
4.1   We teach science in our kindergarten classes. As the classes are an integral part of the our overall curriculum strategy, we relate the science aspects of the children’s work to the objectives set out in our earl learning objectives. We give all the children the opportunity to develop their understanding of the basic science of their environment in a fun and non invasive manner through varied activities that allow them to enjoy, explore, practice and talk confidently about science as a natural discourse. As mentioned earlier we teach a greater percentage of our early years (even into primary school) in Thai the native language to ensure we do not compromise our high standard in science learning for language.
4.2   Our programme provides our early years pupils with :

• fun experiences which build on their interest in and stimulate their curiosity about their environment
•  basic scientific terms and concepts to help them understand themselves and the world around them
• opportunities to develop skills, habits of mind and attitudes necessary for later scientific inquiry
• experiences which build on their interest in and stimulate their curiosity about their environment
• opportunities to develop skills, habits of mind and attitudes necessary for scientific inquiry

5.   Contribution of Science to Teaching in other Curriculum Areas
5.1   Languages
The teaching of Science contributes significantly to children’s understanding of Thai and English as well as Chinese in our school by actively promoting the skills of reading, writing, speaking and listening in Thai and later in English and top a lesser extent Chinese. We also promote English and Chinese development through vocabulary expansion. As a result pupils are also improving their command of Thai when they explain and present their work to others during sessions. In English and Chinese lessons, too, science can contribute: This will occur as a natural part of the language lesson components in discussing scientific related topics in those subject areas. Younger children enjoy stories and rhyme that subtly present science in theory, concept or fact when reading both fictional and non-fiction texts.
5.2   Personal and social development
Science contributes to overall students’ social development. The work that children do outside their normal lessons encourages independent study and helps them to become increasingly responsible for their own learning. The planned activities that children do within the classroom encourage them to work together and respect each other’s views. We present older children with real-life situations in science. An example of this may be in the Plant life cycle.
5.3   Spiritual, moral, social and cultural development
The teaching of science supports the social development of our children through the way we expect them to work with each other in lessons. We group children so that they work together, and we give them the chance to discuss their ideas and results. The study of famous scientists and scientific discoveries around the world contributes to the cultural development of our children.

6.   Science and ICT
6.1   Information and communication technology enhances the teaching of science significantly, because ICT is particularly useful for research and presentation oriented tasks. It also offers ways of impacting on learning which are not possible with conventional methods. Teachers can use software to present information visually, dynamically and interactively, so that children understand concepts more quickly. Younger children use ICT to develop ideas and present concepts. Older children use ICT to produce graphs and tables when explaining their results, or when creating more significant projects. Students are also able to use simulations to intensify the learning experience.

7.   Science and Inclusion
7.1   At our school science forms an important part of the school curriculum policy to provide a broad and balanced education. Through our science framework we provide learning opportunities that enable pupils to make steady and real progress. We strive hard to meet the needs of those pupils with special gifts and talents and we take all reasonable steps to achieve this.
7.2   Our assessment process looks at a range of factors including classroom organisation, teaching materials, teaching style, and differentiation so that we can take some additional or different action to enable the child to learn more effectively.  Assessment against the Thailand national curriculum and against our own PTS Assessment Testing and Examinations based on the Singapore model, allows us to accurately assess and consider each child’s attainment and progress against expected levels. This ensures that our teaching is matched to the child’s needs.
7.3   We enable all students to have access to the full range of activities involved in learning science. Where children are to participate in activities outside the classroom (eg ‘Science Museum Visits’) we carry out a risk assessment prior to the activity, to ensure that the activity is safe and appropriate for all students and in accord with our PTS Excursion Policy.

8.   Assessment for Learning
8.1   Teachers will assess children’s work in Science from three aspects (long-term, medium-term and short-term). We use short-term assessments to help us adjust our daily plans. These short-term assessments are closely matched to the teaching objectives.
8.2   We make medium-term assessments to measure progress against the key objectives, and to help us plan the next unit of work. We use the class record of the key objectives as the recording format for this.
8.3   We make long-term assessments towards the end of the school year, and we use these to assess progress against school and national targets. We can then set targets for the next school year and make a summary of each child’s progress before discussing it with parents. We pass this information on to the next teacher at the end of the year, so that s/he can plan for the new school year. We make the long-term assessments with the help of end-of-year tests and teacher assessments. We use our own tests for all years which follow the PTS Science Curriculum Framework and Thai Test strategies.  Additionally use material drawn from British national tests for children in Year 2 and Year 6, plus the optional British national tests for children at the end of Years 3, 4 and 5. We also make annual assessments of children’s progress measured against the level descriptions of the USA, Australian, British and Singapore curriculums in addition to the Thai National Curriculum.

8.4   The Head of Mathematics and Sciences keeps samples of children’s work in a portfolio. This demonstrates the expected level of achievement in science in each year of the school. Teachers meet regularly to review individual examples of work against our stated aims and requirements.
9.   Resources
9.1   All classrooms have a number line and a wide range of appropriate small apparatus. Mathematical dictionaries are available in all classrooms. Calculators and a variety of audio visual aids are available from the library and central ICT storage area. The library contains a number of books to support children’s individual research. A range of software is available to support work with the computers.
10.   Monitoring and Review
10.1   Monitoring of the standards of children’s work and of the quality of teaching in science is the responsibility of the subject leader. The work of the Head of Mathematics and Sciences also involves supporting colleagues in their teaching, being informed about current developments in the subject, and providing a strategic lead and direction for science in the school. The Head of Mathematics and Sciences gives the Principal an annual summary in which he or she evaluates strengths and weaknesses in the subject, and indicates areas for further improvement. The Principal allocates regular management time to the Head of Mathematics and Sciences so that he or she can review samples of children’s work and undertake lesson observations of science teaching across the school.
10.2   The Head of Mathematics and Sciences will be given time to attend professional development  courses, observe practice in similar schools and keep up-to date on current developments in the curriculum area. They will provide feedback to staff.
10.3 This policy will be significantly reviewed at least every three years but subject to constant review each year.

Science for the future…….Praht Thai