Stanford School

Stanford Junior and Infant School

Living together - Learning together

Cooper Lane, Laceby, Grimsby
NE Lincolnshire DN37 7AX
Tel. 01472 318003
Contact. Miss King (Business Manager)


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.


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.


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.


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

LQ: Can I recognise how things change?
LQ: Can I add features to my map?

In preparation for our teddy bear's picnic tomorrow, Seedlings class have been busy baking teddy bear biscuits inspired by our toys themed work. Children counted the number of spoons, measured the ingredients and explored the mixture both before and after they had been cooked. We have also drawn maps that we will follow to help us find our way there. Children learned about the different features on a map, such as a path, bridge, stream and woods. All we need now are our wellies and teddy bears!

Animals including Humans

In our science this week we have been using the following vocabulary: predator, prey, hunt, food chain

We have all made food chains for the emperor penguin.

We learnt that:

We can read the ‘story’ of our food chains too.
“Plankton is eaten by Krill; Krill is eaten by squid; squid is eaten by fish; fish is eaten by penguins and penguins are eaten by leopard seals.”

Can I change the pitch of a sound?

We have been investigating the pitch of sound and how we can change it from low to high. We looked at stringed instruments, wind instruments and percussion instruments.

We discovered the shorter something was the more it vibrated sound and the higher the pitch. The longer something was it vibrated less and the pitch was lower.

We then tried to show this by making straw instruments and shortening them as we blew into them.

It was really hard, especially as we couldn’t stop laughing…… but we got there eventually!

Can I describe how shadows are formed?

In science we discovered that when you shine a light on an object on it sometimes makes a shadow. We investigated different objects. We learnt new vocabulary translucent, transparent and opaque. We now know that light cannot pass through opaque objects this is what causes the shadow.

Can I make and evaluate my own switch for an electrical circuit?

The children have been investigating electricity and how circuits work. After looking at insulators and conductors the children have learnt that an excellent conductor of electricity is metal. The children were set the challenge to make and evaluate their own switches for an electrical circuit using items in the classroom. The children made three switches using paperclips, bulldog clips and tinfoil. The children then thought about which switch was the easiest to use.

They thought that the bulldog clip switch was tricky to make because the sides of the clip were too close together.

The paperclip switch was tricky as the paperclip kept slipping off the connectors.

The easiest clip to make and use was the one made from cardboard and tin foil as it could be opened and closed quite easily.

LQ: Can I investigate the best things to wear in the dark?

Children investigated different materials that would help to be seen in the dark. We stuck different materials onto a black T-shirt before shining a torch light onto it to see which one we could then see the best. We learnt about a new word 'reflect' and that the Hi Viz jacket was the best thing to wear to be seen at night. We then sorted pictures into those things that give light and those that don't.


Our Science topic this term is electricity. 

We conducted a scientific investigation and asked ourselves the following questions;

Can I compare and give reasons for variations in how components function, including the brightness of bulbs, the loudness of buzzers and the on/off position of switches?
Can I use recognised symbols when representing a simple circuit in a diagram?
Can I plan different types of scientific enquiries to answer questions, including recognising and controlling variables where necessary?
Can I take measurements, using a range of scientific equipment, with increasing accuracy and precision, taking repeat readings when appropriate?
Can I use test results to make predictions to set up further comparative and fair tests?

LQ: Can I look observe handle stick insects

Today Mrs Robinson came to talk to Seedlings class about our school stick insects, which we have been responsible for this week.  We all held a stick insect and learnt all about what they eat, how many legs they have and looked at the eggs too.  A big thank you to Mrs Robinson for helping care for them too.

Can I investigate which materials are waterproof?

Winnie the Pooh needed a new umbrella. So The Sunflowers tested lots of different materials to find out which material would be the most suitable to use to make him a new umbrella.

A- We put water on to lots of different kinds of materials to see which ones were waterproof.
A- I predicted that cardboard would be waterproof because it is thick and strong. The water took a while to soak through, so I was nearly right.
L- Plastic was waterproof because the water didn't soak through.
S- The water just sat on top of the plastic, so I thought that would be the best material for Winnie's umbrella.
T- It was funny testing Miss Hartley’s waterproof things.
A- I predicted that plastic would be waterproof because when I go to Morrison’s and it’s raining, my shopping stays dry inside my plastic bag.

Can I identify whether materials are insulators or conductors?

Now we know how a circuit works the children learnt about insulators and conductors. Insulators protect us from electricity and do not allow the flow of electricity to pass through them. Conductors direct the flow of electricity through them.

The children were given a range of materials and were asked to predict whether they would conduct the electricity through them or if they would be insulators and stop the circuit from working.

The children were really surprised by the materials which let electricity through. The materials which were the best conductors were tin foil and other metallic items.

Can I name the parts of an electrical circuit and predict if a circuit will work?

In Science we are learning about electricity. We found out that electrical current is passed around a circuit in a continuous flow. We tried to show this by linking hands together and passing around a ‘current’ by someone squeezing their neighbours hand and passing on the hand squeeze to the next person. While our hands were joined this passed around the circuit but when someone let go of their neighbours hand the signal stopped at the break in the chain.

We found out for a  circuit to work the parts of the circuit have to be joined with no breaks or gaps. There has to be a power source to provide the electricity and the circuit has to be joined to the positive and negative sides of the battery.

The children were given circuits and they had to predict whether the circuit was complete or incomplete. After the children made their predictions they tested out the circuits to see if their predictions were correct.

LQ: Can I recognise signs of Autumn
LQ: Can I sort autumn animals and autumn colours?

The sun shone as we put on our wellies and coats and set off in search of autumn animals. We looked in the trees and on the ground to find a spider, owl, squirrel, hedgehog, fox and a bat.

Then, we all searched for autumn colours that were brown, yellow, orange and white in colour.

Next, we worked in teams to sort the animal pictures to find their correct homes.

We then looked for an autumn leaf to bring back to the classroom and look closely at and draw what we see.

Can I use my senses to explore the fruit from our story 'Handa's Surprise?'

The children enjoyed exploring some of the exotic fruit from the story.

J- The pineapple was sweet and juicy.
M- The mango was slippery.
T- Mrs. Christie used a special tool to make pineapple rings.
H- There was a stone inside the avocado.
G- The passion-fruit had a nice smell.
L- The pineapple is spiky.
G- The avocado smells fresh.
A- The mango feels very heavy.

Living Things In Their Habitats Field Trip

Today Year 2 went to visit Far Ings Nature Reserve as part of our Science studies. We have been learning about plants and animals in different habitats.

We discovered for ourselves what lives in these habitats:

Here are some of the things we found:

Supporting Wildlife

This week in Science we explored our outdoor area looking at how we can further improve the environment to support wildlife.

Classifying Species

In science we are investigating ways to classify different species.

Can I set up an investigation on water transportation in plants?

We all set up our own investigation. We carefully measured out food colouring to put into the water and stood our flower in it. We then thought about where we could leave it to test if the temperature would affect the rate of transportation. We decided to leave one in a cool place, one in a warm place and one at room temperature. We had lots of fun doing this!

Can I model water transportation in plants?

We had great fun in science! We used our bodies to recreate the job of the stem and tell the class how water gets through the plant. We all had different ideas on how we could show this.

Chick, chick, chick, chick chickens!!

We are very fortunate to have some new arrivals expected at school in the very near future. A hatching station has been delivered to school with 10 eggs that are expected to hatch within the next 2 days and they will be with us for the next 10 days. We will post updates on their progress on the science blog for you to check on. We can’t wait to see them and some children are already thinking of names to call them.

First Chick Arrives!

Miss Perrin had a surprise when she arrived into work as our first chick had already arrived and was waiting to greet her!

Miss Watkinson, one of our site team, was the first to find the chick so she named it……Shellock Holmes! What an apt name as the chick was very keen to investigate the mystery of what was in the rest of the eggs and helped them escape.

And so started our theme of ‘cel-egg-brity’ names!

Second Chick!

The next chick arrived during the first lesson. It was named ‘Egg Sheerhen’ due to its quiff of feathers.

Race for 3rd place!

There was a competition between 2 eggs to see which one would be the 3rd chick to arrive……and the winner was ‘Shelley’ (Winters)

Chick number 4

Shortly after the arrival of ‘Shelley’ came our next ‘cel-egg-brity’ - Kim Kardashihen

Chicks 5 & 6


The last chicks of the day arrived. ‘Princess Laya’ and ‘Hen Solo’

Science Day

Seedlings Class

Today, as part of Science day, we listened to a scientist who showed us different science experiments in our school assembly.

Back in the classroom we carried out our own experiment and used our eyes and hands to help us observe changes to three blocks of ice. We placed the ice in different places - outside, inside on the table and inside next to the radiator and observed the changes every 10 minutes. We learnt lots of new words including, solid, liquid and thaw. We found out that that the ice near the radiator melted the quickest because it was the warmest place.

Sunflower Class

We saw some wonderful experiments when Mr. Bromley from the Science Boffins visited our school. Lots of us enjoyed dressing up as crazy scientists!

During his exciting assembly we saw explosions, balloons being skewered and amazing elephant toothpaste being made. Sunflower Class enjoyed a workshop entitled 'Plasma Ball and Playful Polymers.'

Can I learn about electricity?

OL- Electricity goes through your phone charger.
FR- Solar panels collect sun power to make electricity.
CJ- I have learnt that you can make static electricity using a balloon. Electrons rub off and make your hair stand up.
OL- When you touch the plasma ball the electricity comes up.
CJ- The electrons go through you and touch the ground. It makes your finger glow. Can I make slime?
LS- We mixed the chemicals together with a stirrer. I think they are called polymers. My slime was really sticky and stretchy.
PB- My slime could wobble like jelly.
SS- Making the slime was good fun. Many thanks to Mrs. Amos for organising this amazing experience.

Can I learn about a wide range of animals, fish, amphibians, reptiles, birds and mammals?

Sunflower Class enjoyed visiting the Jungle Zoo in Cleethorpes to learn more facts about animals. They were able to identify many animals and discuss whether they were carnivores, herbivores or omnivores.

MT- I learnt that snakes shed their skin and it comes off as a long bit. It felt very dry.
EH- I found out that parrots can peel the skin off nuts very quickly with their beaks.
JS- I saw that meerkats can dig holes in the soil.
LC- The lady told me that the meerkats have see-through eyelids, so when they are digging in the soil, they can see.
OB- The meerkats have black around their eyes, like sunglasses that protect their eyes from the sun. They can see a very long way away.
IM- George was a very funny cockatoo. He could say 'hello.'
JA- There was a big tortoise and he could live to be 100.
LA- I liked the pig, he looked so big.
PR- The lady told us that it is difficult to tell the difference between the boy and the girl parrots, so scientists have to do DNA tests to tell them.


Star Anise had a fabulous Science Day on the 12th March. It was fantastic seeing so many scientists dressed up for the occasion and taking part in the exciting workshop on Newton.

Science Boffins

On the 11 March, as part of Science Week, Stanford School had the wonderful “Science Boffins” visit our school. The assemblies and workshops were brilliant and the staff and children loved them. The slime making was a great hit and in Key Stage 2 the children found out about one of the greatest scientists in human history our own local Lincolnshire superstar Sir Isaac Newton. Gravity, rockets and balloons galore !!

Can I identify the properties of rocks?

Today we investigated the different properties of rocks.

Density: will it will sink or float?
Permeability: does it allow water to pass through it?
Durability: does it wear away easily?
Hardness: can it be easily marked?

After this the children tried to group the different rocks together according to their properties.

We had lots of fun with all the different investigations.

Making ‘rocks’ from Starbursts

Can I model the different types of rock formations?

The children were so excited to find out that everyone was getting Starbursts but unfortunately these were not going to be eaten. We have been learning about the different ways rocks are formed and one fabulous way is by modelling this with sweets.

Sedimentary rock – This is created when several layers or fragments of rock are put under pressure until they become one piece of rock. We recreated this in 2 ways.

First we put 3 different coloured Starbursts together and then squeezed them until they became one sweet-rock.

We then created sedimentary rock by cutting the sweets into fragments, mixing them together and squeezing them until they formed one sweet-rock.

Metamorphic rock – this is where existing rock is heated and pressure is applied. We got our 2 examples of rock and used the heat from our hands to warm them and squeeze them. They both changed, the colours blurred together to make one new colour and it looked totally different. It had metamorphosed into a new type or rock.

Igneous – this is where rock is heated until it becomes molten and it is then allowed to cool. An adult put our Starburst rocks into the microwave s that they boiled and cooled.

Can you tell which type of rock is which?