Science

The Intent, Implementation and Impact of our Curriculum – Science

Stanford Infant and Junior School understands the need for all pupils to develop their Scientific ability as an essential component of all subjects and as a subject in its own right. A good understanding of scientific knowledge and conceptual understanding helps to support pupils work across the curriculum.

Intent

At Stanford Infant and Junior School we believe that a high quality science education provides the foundations for understanding the world through the specific disciplines of biology, chemistry and physics. Science has changed our lives and is vital to the world’s future prosperity, and all pupils should be taught essential aspects of the knowledge, methods, processes and uses of science. Through building up a body of key foundational knowledge and concepts, pupils should be encouraged to recognise the power of rational explanation and develop a sense of excitement and curiosity about natural phenomena. They should be encouraged to understand how science can be used to explain what is occurring, predict how things will behave, and analyse causes.

Science in our school is about developing children’s ideas and ways of working that enable them to make sense of the world in which they live through investigation, as well as using and applying process skills. The staffs at Stanford Infant and Junior School insure that all children are exposed to high quality teaching and learning experiences, which allow children to explore their outdoor environment and locality, thus developing their scientific enquiry and investigative skills. They are immersed in scientific vocabulary, which aids children’s knowledge and understanding not only of the topic they are studying, but of the world around them. We intend to provide all children regardless of ethnic origin, gender, class, aptitude or disability, with a broad and balanced science curriculum.

Implementation

In ensuring high standards of teaching and learning in science, we implement a curriculum that is progressive throughout the whole school.

Planning for science is a process in which all teachers are involved to ensure that the school gives full coverage of, ‘The National Curriculum programmes of study for Science 2014’ and, ‘Understanding of the World’ in the Early Years Foundation Stage. Science teaching at School Stanford Infant and Junior involves adapting and extending the curriculum to match all pupils’ needs. Where possible, Science is linked to class themes. Science is taught as discrete units to ensure coverage. Due to one form year groups in our school, Science units are taught on a year rolling programme. This ensures progression between year groups and guarantees topics are covered. Teachers plan to suit their children’s interests, current events, their own teaching style, the use of any support staff and the resources available.

As part of the planning process teachers need to plan the following:

  • A knowledge organiser which outlines knowledge (including vocabulary) all children must master.
  • A cycle of lessons for each subject which carefully plans for progression and depth.
  • Encourage open-mindedness, self-assessment, perseverance, and developing skills of investigation-including: observing, measuring, predicting, hypothesising, experimenting, communicating, interpreting, explaining and evaluating.
  • A diagnostic assessment at the beginning of each new unit and at the end to support learners’ ability to block learning.  
  • Develop the use of scientific language and recording.
  • Making links between science and other subjects.
  • Trips and visits from experts who will enhance the learning experience.

Science is taught consistently, once a week for up to two hours, but is discretely taught in many different contexts throughout all areas of the curriculum.

At Stanford Infant and Junior School we aspire to promote children’s independence and for all children to take responsibility in their own learning, therefore we have implemented self/teacher assessment sheets, which the children use as a working document to track their achievements and progress throughout a topic.

Impact

The impact and measure of this is to ensure children not only acquire the appropriate age related knowledge linked to the science curriculum, but also skills which equip them to progress from their starting points, and within their everyday lives.

All children will have:

A wider variety of skills linked to scientific knowledge and understanding, and scientific enquiry/investigative skills.

A richer vocabulary which will enable to articulate their understanding of taught concepts.

High aspirations, which will see them through to further study, work and a successful adult life

What makes a bed Comfy? Science Investigation

We agreed that a good bed should be soft and comfortable and keep us warm
We explored a range of materials to try and find the best materials.  We discussed the different textures and feel of a range of materials eg soft, squishy, bumpy, fluffy, scratchy, hard, cold, snuggly.

Outside we used materials to make a bed. It was not comfortable. It was hard, cold and the sack was scratchy and rough.

PX Ltd visit

In Year 5 we have been completing different investigations to help the engineers at PX Ltd in Hull with the 'Children Challenging Industry' programme. On the last day of half term, we were lucky enough to be invited over to visit the site. The children thoroughly enjoyed the activities in the morning, these included: wearing PPE, using an inferred thermometer and a tour around the Saltend chemicals park.

OB 'This is a once in a lifetime opportunity, we are so lucky to be able to do this.'
LS 'I want to work in an industry like this.'
FG 'I have really enjoyed taking up the role as PPE safety manager, making sure they are all wearing the correct PPE to keep them safe around the site.'

Science Investigation- Soil Permeability

Today in Pumpkin class we have been scientists. We identifed how to make careful observations and observed how much water had filtered through different types of soil. We made sure we used the same equipment and length of time for each observation to make our investigation a fair one. We also found that we were using skills from other lessons, such as maths for reading the units of measurement and time. The conclusion to our investigation was that the soil from our tyre plants was the most permeable. 

People that help us – Nurses

This afternoon we had a special visitor, Mrs Hurdman who told us all about her job working at the hospital as a Student Nurse.   We all had a go at using a stethoscope and listened to each other’s hearts.     We learnt that it is a busy job looking after people and helping them get well.  Lots of us want to be a nurse or Doctor when we are grown up.

Children Challenging Industry - Pastillator 🧫 🧪

Barley class continued their investigations into lanolin this week, as part of the Challenging Industry project. They had a challenge from Croda to investigate pastilles using different liquids and materials. The pastilles had to be of the same size and pupils worked within their teams to see if varying the liquid, changing the surface the liquid landed on or varying the tools in which they made the pastilles made a difference to the pastille formation and speed in which these could be made! Great scientific work!

Children Challenging Industry

Our Year 6 pupils are taking part in a fantastic programme ,with York University, which aims to give the opportunity of children learning about science and industry. The programme combines classroom science lessons led by expert advisory teachers, with visits to industry, tailored to meet the needs of the science curriculum.

In the first session this week, pupils worked together to complete an investigation on substances that needed separating. Our next session will be looking at particles. These investigations link with our industry visit to Croda at the end of the month!

Rocks

In Science we have started our new topic learning all about rocks. We looked at what different rocks there are; Igneous, Sedimentary, and Metamorphic Rocks. We compared the different types of rocks with the help of some sweets!

"Using sweets helped me understand the different types of rocks more"
"Making the sedimentary rock was my favourite because my hands got sticky"
"I know now that concrete is man made, I didn't know that" 

Mummification

In History this week we have looked at mummification and the process it entails. We learnt that when people were mummified to reduce the water in the body and to act as a preservative, they used Natron. We investigated using different kinds of salt on different fruits and vegetables to see which one would be a modern-day substitute for Natron. We scooped the insides of the fruit and veg out, weighed it and covered in different salts. Next week we will weigh the fruit and veg out again to see which salt has absorbed the most amount of water.

Being Scientists….

This week Year 1 have been studying Deciduous and Evergreen Trees. We went searching around school and found both types of tree. It was a windy day and we sat in the Nature area watching the leaves falling from the deciduous trees. We collected different leaves and took them back to class.

Because the Gardening Club have been working so hard making improvements in the wild area, we were able to use the new paths and seats to stay out of the mud. Thank you Gardening Club from all Year 1.

Pupil 1: I know that Evergreen trees stay green all year.

Pupil 2: Yes Evergreen trees never drop their leaves either.

Pupil 3: Deciduous trees have leaves that fall off.

Pupil 4: We drew Deciduous trees in the Summer with lots of green leaves and in Autumn with yellow, orange and brown leaves fallen to the floor.

Pupil 5: I loved going to the wild area and seeing the leaves falling.

Pupil 6: It was so windy the leaves blew around!

Year 1 Investigating Materials

The children were set a challenge to find the best material to cover a shelter and keep us dry. They decided that we should put water on different materials to see if the water stayed on the top of the materials or soaked through. If the material stayed on top of the material this meant that the material was waterproof.

We found out that rock and wood were waterproof. The children thought that rock might be too heavy for a shelter so the best material would be wood.

Magnets

In Pumpkin Class we have been learning all about magnets. This week we made our own games using paperclips and magnets. We used keywords such as: attract and repel.

"That was so much fun!"

"I'm taking mine home to show my little brother"

Magnetic Forces

In Science Pumpkin Class have been looking at forces and magnets. We noticed how magnetic forces can act at a distance and attract some materials and not others. We sorted these materials into magnetic and non-magnetic materials.

Y4 Hook Day - Scientists

Year 4 enjoyed their hook day last week where we learned about different types of scientific enquiry. We became rocket scientists in the morning and tested out how to launch balloon rockets across a wire. We made predictions and asked scientific questions, then tested to see what different variables would affect the speed of the balloons and the distance they could travel. We found that it helped to put some soap on the wire as well! Children also learned about some key scientific figures throughout history and dressed up to look the part.

We Are Scientists

Pumpkin Class have been learning about seed dispersal and they enjoyed investigating different kinds of fruit and finding out which ones contain seeds.

E- We used our observational skills.

A- We described the different shapes, sizes and quantities of seeds each fruit had.

H- We made predictions about how many seeds we thought would be in each piece of fruit.

V- I was surprised that a smaller piece of fruit had more seeds inside it, than a larger one.

J- We did some research to find out about different kinds of seed dispersal.

E- Seeds can be dispersed by the wind, water and animals.

R- Squirrels sometimes hide seeds in the ground and then they grow.

M- Animals eat fruit and sometimes the seeds come out whole in their poo. Then the seeds might grow.

R- I really enjoyed watching the videos of explosive dispersal. It was exciting to see the seeds shoot out of the pods.

Outdoor Science: Identification and Classification Skills

The Year 2 children have been learning all about different kinds of plants, flowers and trees.
They enjoyed exploring The Humber Bridge Country Park and were able to spot a wide range of wild plants and flowers and could identify and name trees by matching their leaves to their spotter’s guides.

J- Plants are all different in appearance. I had to look carefully at the shapes of leaves and the colour of petals
H- Classification is when you put plants into groups. Some plants produce seeds and some don’t.
S- I spotted some flowers that I hadn’t seen before. I had to look carefully at lots of pictures to find out what they were called.
R- If we went back to the park at a different time of year, I think we might see some different plants. In the springtime there might be flowers that grow from bulbs like daffodils.

Well-being Wednesday!

In Year 1 we have been taking extra care of all our plants we have. The plants link to our Science topic, so we have been making sure we know how to look after plants. We have found that watering plants can be very relaxing so we incorporated this into our well-being Wednesday this week.

"The plants need water to survive"

Saying Bye to the Butterflies

Recently in the classroom, we have been experiencing the miracle of metamorphosis, as we have had some special mini-beast visitors stay with us. We welcomed the caterpillars into our class before the half-term break and watched them grow, then they entered their pupal stage over the break. A few days after returning, the butterflies began to emerge. After spending a few days with us, we had to set them free. We hope that they will still come back to visit!

Y3 – How does water move through a plant?

In Science we learned about how water moves through a plant. When water evaporates from the leaves, water is sucked from the soil by the roots and travels up the stem in a similar way to us drinking through a straw. We put food colouring in the water and left the plants in different places to see how quickly the plants changed colour. The quickest change in colour was in the classroom. We managed to make a colourful vase of flowers by putting different colours in different test tubes.

Our Teeth and Gums

This week in year 6 we have been learning and understanding how best to look after our teeth and gums and how food and drink can affect our teeth. In this lesson we learnt about the different types of teeth we have: incisors, molars, canines, premolars and wisdom teeth. We then had a think about how much sugar is in some of the drinks we drink day to day, some of the children were shocked! But we understood that the occasional treat is perfectly fine as long as we take the right precautions in looking after our teeth 🦷

Y3 – Can I identify the parts of a flower

The children enjoyed investigating flowers using their observational skills to identify the different parts of a flower. They then learnt about the roles of each individual part and why they are important in the pollination process.

Science scavenger hunt!

Today our Year 1 scientists worked together to go on a senses scavenger hunt. We took our learning outdoors to see what we could smell, see, touch, hear and taste. Although the taste sense was tricky we decided to think back to what we tasted at dinner time. One of the main things we all could hear was a neighbour cutting their grass.

Year 3 - "Oh we do like to be beside the sea side!"

We had a great day on our fieldtrip to 'sunny' Cleethorpes. Nothing was going to stop our fun....rain, drizzle...we didn't care!

We looked at the differences between the human and physical aspects of Cleethorpes. The changing coastlines with the sand dunes and the vegetation which keeps the sand in place compared with the built sea defences. The children loved exploring the marsh land for creatures, shells and pebbles, trying to guess which types of rocks they were. We explored the sand dunes then we went to the bandstand to shelter from the elements and sketch some local wildlife. The sun finally came out for us so we had a brisk walk to get chips & ice cream! Yum! As the children had been so great we had a little free time on the beach then another walk back to the bus! We were all shattered but everyone loved the adventure we had!

Yorkshire Wildlife Park

Year 6 had a fantastic day at the wildlife park! We explored the different animals and how these have evolved over time. This linked with what we have been learning about in Science, evolution and inheritance! We discussed the different characteristics different animals have and how they are similar or different to us. A great day was had by all!

British Science Week 2023- We are scientists!

Foundation Stage and Year 1

Children in foundation stage have really enjoyed being scientists during British Science Week. We learned that science involves: exploring how things work, using enquiry skills, making predictions and learning about the world around us. We focused on the pioneering astronaut Mae Jemison and learned the names of the planets. We had fun making rockets, crafting alien spaceships and writing about things we would take into space. We also did plenty of investigations, including mixing colours in the water tray and testing magnetic materials. We did a class investigation into making ramps and the children made some great predictions:

Child 1 - I think the pencil will roll down the ramp.

Child 2 - The brick will slide down instead of roll.

Child 3 - The jar will roll further than the tube because it's heavier.

For science week this week we have looked at zoo's (linking to our topic of animals.) We looked at who invented the first non-caged zoo in the U.K and then watched an old advert from when it first opened. We then went on to creating our own posters to promote the new zoo!

Pumpkin Class

Pumpkin Class always enjoy a good investigation in Science.
Here they investigated the question: Are older children always taller than younger children?

The children investigated this with a very scientific approach:

  1. They each made a prediction
  2. Measured heights in centimetres using a height chart
  3. Explained their method
  4. Analysed and discussed the whole class results
  5. Wrote their own conclusions

Nature Connections

To start British Science week Willow Class looked at nature connections, linking ecosystems of living and non-living things in the environment.

Year 6: Eggsperiment!

Year 6 enjoyed Science Week last week, completing our Eggsperiment! We used eggs to test which liquids would have the biggest effect on our teeth. We left them in liquids for 3 days, before observing what had happened to them. Finally, We've spent this week writing up our findings and seeing if our predictions were correct!

Signs of Spring...?

Children in foundation enjoyed exploring the snowfall this morning. We went outside and carefully walked around in the snow. We will shortly be looking for signs of Spring in our outdoor area, but experienced some very wintery weather today. We had fun drawing in the snow, making patterns with our shoes and the construction materials.

Y1 Science Trip to The Deep

In Year 1 we have been science explorers today, looking for different groups of animals.

We have been classifying fish, reptiles, mammals and amphibians at The Deep.

We spotted all kinds of fascinating creatures.

Child 1: my favourites were the blue poisonous frogs
Child 2: I loved going under the water to see the sharks!
Child 3: The penguins were great fun to watch

We also had a story about river turtles getting trapped in rubbish and learnt to put our rubbish in the bins so they don’t get harmed. To finish the day we made our own river turtles.

We hope you like our pictures!

Today, in year 6, we were being Scientists🥼

We firstly learnt about Alfred Wallace and his support of Charles Darwin in the discovery of natural selection. We then worked to understand how different beaks may affect a birds ability to survive and gather food. We did this by using a key, different coloured smarties representing different birds, and watched the survival of the fittest happen with some birds not surviving due to not having the right adaptations🦜

Testing Mass

Juniper class had fun doing a science experiment seeing if the mass of an object changed the impact it made into the flour. We tested a variety of objects to see the impact as the mass changed!

Year 6 Palaeontologists

We have really enjoyed being scientists this week in Year 6. We have reminded ourselves of the fossilisation and human evolution processes. We even had the chance to become Palaeontologists and have a look at some real life fossils!

How are fossils formed?

We have been learning about how fossils are formed. Animals die and are covered with layers of sediment. The body rots away leaving a mould (like a jelly mould) or a skeleton. The skeleton is slowly replaced by minerals and the moulds are sometimes filled with different sediment. Eventually the layers are covered by water which puts immense pressure and compacts the sediment & the body remains. The water disappears and the layers of rock & sediment erode away until the skeleton is exposed.

You never have a spare dead dinosaur when you need one.....luckily we had a willing volunteer to model this process!

Inheritance and Adaptations

We had a great first session on inheritance and adaptations! It was interesting to see the ways we are similar to our parents and which of these characteristics we inherit from our parents, and which are acquired.

Starbursts and Rocks

We have been learning about how rocks are made. There are three different types Sedimentary, Igneous & metamorphic. Sedimentary rock is formed when layers/bits of sediment are compacted together to form rock but you can still see the separate layers and segments within the rock.

Igneous rock is where rocks have been melted and have cooled in a different form Metamorphic rock is where rocks have been put under pressure and warmed so that they have changed (without being melted) To show these different structures of rock we used pieces of Starburst. Can you see from the pictures which different types of rock they are?

We are Scientists - Egg Investigation

In year 4 we have been looking at the effect different foods have on our teeth. We left a hard-boiled egg in vinegar, milk and cola for a week and investigated the effect.

I thought the coke was going to cause decay because it had the most sugar- AB

I thought the egg was going to rot- WV I was surprised the egg in the milk hadn’t fallen apart- OS

I thought the egg in the coke might explode as it is fizzy- OW

The milk surprised me the most because it was mushy like mayonnaise- LD

Investigation Station

Children in foundation stage have been enjoying exploring the 'Investigation Station' within the classroom provision. Children use tools from this area to explore materials and deepen their understanding of the world around them. Exploring scientific questions helps children to build enquiry skills and develop their vocabulary. We always find lots of opportunities across our curriculum, including having lots of funs with pumpkins during Harvest and Halloween.

Digestive System

In year 4 we have been learning about the digestive system. This week we have been modelling digestion using a zip lock bag and tights to show what happens to our food in our bodies. We used the bag to mash up the ingredients and then pour in orange juice for our stomach acid. We then squeezed the mixture through a tight to show the nutrients being removed into the blood in the small intestine before finally travelling through the large intestine and leaving our bodies as waste.

One pupil said, ‘My favourite bit was when I squished the feces out on the plate, it was so fun to do!’ Another pupil commented,

My favourite part was when it came out of the tights! Also it was disgusting’ The class had lots of fun exploring the digestive system and learning the scientific vocabulary.

Fireworks in a cup

Today Year 1 have been scientists! We added warm water, oil and food colouring to make fireworks in a cup. We learnt that water and oil don't mix. We asked scientific questions to extend our learning.

W-"It was SO cool!"

C-"It looks like real fireworks"

S-"I learnt oil is a fat"

C-"The colours were pretty"

Making magnetic games

To finish off our learning about magnets the children were asked to use their knowledge of magnets to create their own games. The children really enjoyed being creative and explaining how their games worked.

Y3 Being a Scientist – Investigating magnetic poles

Today the children explored the magnetic poles of a magnet. They learned how to identify the poles and predicted whether the magnets would attract or repel each other when the poles were the same or different.

The children identified a pattern - that similar poles repel each other and opposite poles attract each other.


Circuits

Year 6 have thoroughly enjoyed being scientists this week! We have built circuits, using bulbs and buzzers. We evaluated whether ours were complete or incomplete, before assessing what we could do to ensure they were complete. A brilliant lesson!

Year 3 Harvest Live – Scientists at work

Today we joined a live link to see how scientists are working to improve harvests. They are looking at the soil used to see if carrots can be grown carbon free to improve global warning. They are also growing flowers amongst the crops so the insects attracted to the flowers can feed on more harmful creatures who could ruin the crops thus avoiding using chemicals. The children were amazed as they didn't realise how technical farming can be.

Pupil Voice

- I didn't know that carrots could be different colours

- I didn't know that nematodes existed and lived in the soil

- I found out that some parasitic wasps lay their eggs in caterpillars

-I was surprised that they use boxes to track the sound that insects make to identify them

-I didn't realise that plants can affect global warming

Year 3 - Being a scientist - Friction

We have been learning about different forces which act upon objects and this week we looked at friction. This is when a force acts on a moving object to slow it down/stop it. We conducted a comparative investigation to see which surfaces have the most friction and slow down a moving toy car. The children made accurate predictions and enjoyed taking ownership of their investigation.

Year 1's are Scientists!

Today Year 1 have been Scientists! We have been sorting different objects by their materials. We listened to see if different materials made different noises.

Science Investigation - Refraction

This week's science investigation was to explore refraction.

We made predictions about what we thought would happen to an object/image when seen through a glass of water and discussed how light travels differently in different mediums, e.g. water. We explored how this is due to light waves travelling at different speeds and distorting the portrayal of the object.

We will continue to investigate how light travels and how we see things over our next few lessons.