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

Making switches for electrical circuits

This week we have been learning about different electrical switches that are used around our homes and on electrical appliances.

We then tried to make our own switches using paperclips, bulldog clips and tin foil. They were quite tricky to make!

Insulators and Conductors

In Science we have been learning about electrical circuits. Today we have investigated conductors and insulators. Insulators are materials which do not allow electrical charge to go through them and conductors are materials which allow electrical charge to pass through them. We found out that most of the materials we tested are insulators and that metallic items are conductors.

Complete and Incomplete circuits

In science we have been learning about electrical circuits and how they work.

For electricity to work the circuit must have a power source, the circuit must be complete and have no gaps and the wires must go to the positive and negative sides of a battery or cell.

We tried acting this out in person- one person was a cell and sent off a pulse around the circuit and when it reached the ‘bulb’ she went “shine”. We then looked at what happens when the circuit is broken, when someone wasn’t connected to both sides of the cell, when there was no cell and when the bulb was removed.

We looked at different circuits and we predicted if they would work, then we made the circuits to see if our predictions were right. How illuminating!!!

Science Investigation

The Year 1 children worked with Mrs. Amos (our Science leader). They investigated which material would be the most suitable to make a new umbrella for Winnie the Pooh.

W- We dropped water on different materials to see if any of them were waterproof.
H- I predicted cardboard would be waterproof. I waited to see if it soaked up the water and after a long wait it did. So it wouldn't be very good to make an umbrella with.
E- The fabric went very soggy.
E- My tissue paper got wet and started to tear.
D- We found out that plastic is waterproof. The water didn't soak in. The water just stayed on top.
C- We found out that Winnie the Pooh's new umbrella should be made of plastic because plastic is waterproof.

Investigating Magnets

We enjoyed looking at how iron filings are attracted to the magnet. The magnetic force pulls them towards the magnet.

We enjoyed investigating which objects are attracted to the magnets in our classroom.

The Water Cycle – Rain in a bag.

In science have been looking at how water changes state through freezing, melting, evaporation & condensation, We applied this knowledge to the world in general and looked at how water goes through these processes in the water cycle.

To show this process in the classroom we made ‘Rain in a bag’. We labelled a bag with the processes and put some coloured water in the bottom of the bag then we taped it to the window. Each child was given their own bag of ‘rain’ so they can observe the science at home.

Can I identify and observe the processes that cause water to change state?

We have already been learning about how materials have a melting and a freezing point. Today we developed our understanding of changing states of matter by looking at how liquids change into gases and reverse back to liquids. These processes are called evaporation and condensation.

Ice Cube Investigation

We investigated how hot water and ice affect each other.

We filled a bowl with hot water and covered it with cling film. We then placed an ice cube on the top.

The hot water turned into water vapour. When the water vapour particles came into contact with the cold ice cube through the cling film they formed water particles. We call this process condensation.

The hot water vapour particles affected the ice cube. The heat made the ice cube melt and water pooled on top of the cling film.

Reversing the changes

Miss Perrin said that she could move water from the kettle to the bowl without picking up the kettle. We didn’t think she could.

She turned the kettle on which heated up the water and turned the water into water vapour. Miss Perrin then held a plate near the steam from the kettle. When the water vapour particles hit the plate they cooled down which formed water droplets. These dripped down off the plate and into the bowl….. so Miss Perrin was right!

Salt and Ice

We investigated the effect of adding salt to ice cubes. We left one as a control with nothing added to it then we put salt on the second one. The ice cube started to melt immediately. This is because the salt particles mix between the water particles. They make the water particles break away from the solid ice cube and form a liquid. It is because of this that salt is useful in icy weather on paths and roads.

Investigating the melting point of chocolate

In science we have been looking at how materials melt and freeze at different temperatures. We know that water freezes and melts at 0 degrees C. We thought we would look at chocolate to see at what temperature it starts to melt. We used 3 bowls of water at different temperatures (5, 30 & 40 degrees C) to place our chocolate in then we observed them closely. We discovered that the chocolate melts between 30 and 40 degrees C.

This is why chocolate will melt in our hand as our body temperature is higher than the melting point of chocolate.

Does gas have weight?

We have been learning about solids, liquids and gases. We know that solids and liquids have weight but we wanted to see if it was the same for gas. To prove that gas has weight we thought about where we could easily find a source of gas and we decided to use fizzy drinks for our investigation.

First we weighed the sealed bottle to find the weight of the bottle, liquid & gas. Then we shook the bottle to release the gas. We continued to do this until the liquid was flat then we weighed the bottle again. The bottle was lighter so this proved that the gas in the liquid had weight.

We looked at the different brands of fizzy drinks to see which brand was the fizziest, it was Tango. We then placed the bottles in order of fizziness. We had lots of fun completing this investigation.


Our science topic this term is 'Electricity', we looked at naming and identifying the basic electrical components; wire, buzzer, bulb, switch, motor, battery. We then created a circuit using these components.


In Green Bubble, when it rained, we dressed in our waterproofs and wellies and went to investigate the puddles. Some were deep, but others were deeper! Some made small splashes, but others made huge splashes! We loved the rain.


On Tuesday we learnt about ‘Chromatography’ and investigated how colours can be ‘separated’, looking at which colours made each felt pen! We drew a coloured spot using a felt pen onto filter paper and carefully put the bottom of the paper into water. Then we watched the colours separate. Look at what we found out.

‘Don’t Tip The Ship!’ Science Investigation

On Tuesday’s Science Day Seedlings, Sunflower and Pumpkin classes all joined together to investigate 3 different things. In this group we made boats that were all the same and tried to keep them afloat with different objects. We counted how many cubes, stones or counters we could put into the boats without them sinking. We had lots of fun investigating in the water!

Our Diverse Planet

As part of our Science week, we have been scientist learning about our diverse planet. Children have worked collaboratively with Year 1 and 2 to find out about native animals, our bodies and objects that float or sink.

British Science Week: Is everyone's body the same?

The children played 'Simon Says' to learn the different parts of the body. They compared their bodies with others: looking at eye colour, hair colour, height, size of their hands and feet and length of their arms and legs.

J- I looked in the mirror and I could see that I have blue eyes.
J- My hand was bigger than a Year 2 boy's. I was surprised because I'm in a little class and he is older than me.
C and T- We found out that we have the same sized hands.
A- Mrs. Brady's hand was almost the same size as mine!
B and E- We are what we thought: the older person is taller.
W and J- We had the same sized feet, even though we are not the same age.
T- Everyone in our group has two arms, two hands, two eyes- but some things look different. There might be different colours and different sizes and shapes.
F- I enjoyed drawing around a person and making the picture look just like them.

Science Day in Juniper Class

Snowdrop Experiment

Seedlings class have been investigated what would happen when we put snowdrops in different coloured water. Can you tell a grown up what happened?

Evolution and Inheritance

In Year 6 we have been learning about 'Evolution and Inheritance'.

We have investigated inherited and adaptive traits, examined fossil evidence to support the idea of evolution and discussed the ethical issues of human intervention in the process of evolution by natural selection.

Some fossils were brought in by a pupil and we examined them under the visualiser, thinking about what made the fossilised imprint and discussing any present day ancestors.

In Year 6 we have been learning about 'Evolution and Inheritance'.

We have investigated inherited and adaptive traits, examined fossil evidence to support the idea of evolution and discussed the ethical issues of human intervention in the process of evolution by natural selection.

Some fossils were brought in by a pupil and we examined them under the visualiser, thinking about what made the fossilised imprint and discussing any present day ancestors.

Weight and Mass

As part of our theme on 'Forces' we investigated if there was a link between the weight and mass of an object. Class Star Anise measured the weight and mass of different objects using a force metre and scales and then compared the results.

The children discussed all objects are made of matter and that the amount of matter they are made of is called their mass. This is measured in Kg. The pulling force of gravity on an object is the weight. It is measured in Newtons.

Famous Scientists – Alexander Graham Bell

As well as learning about different aspects of science we also learn about famous scientists and how they have made an impact on our lives.

This term we have been learning about sound and how it moves through vibration in the air. Alexander Graham Bell spent his life investigating sound and thinking of ways that he could help people. He did a lot of work with the hearing impaired and his most famous invention was the telephone.

The children looked at how sound changes over distance. As the children moved away from each other they could not hear as clearly. The children then tried to make telephones using paper cups and string.

The children realised that if the string was loose it did not work but if the string was kept taught they could hear each other. This is because the vibrations caused by speech vibrate through the cup, through the string, through the receiving cup and into the ear. The children were amazed when they looked at photos of the original phones and how they have changed over time to the current mobile phones.

The children had lots of fun recreating the work of Alexander Graham Bell, but I don’t think we are at the stage to compete with any of the mobile networks….yet!

Properties of Rocks

In Science, we have been investigating properties of different rocks.

Is it permerable?

Is it durable?

Is it high density (sinks) or low density (floats)?

Is it igneous, sedimentary or metamorphic?

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!