Starting our work on natural materials (soil) we discussed how soil is made when rocks are worn down and how they consist of particles of different sizes. We collected three samples, from three different sites, to analyse whether they were mainly clay particles, chalk particles or sand particles. Tomorrow we shall test for drainage through each soil sample.

KS2 children have been working on the four forces of flight: they used their understanding to work through the challenge ‘Who can fly the most cargo?’ We realised that weight is the force of gravity and that lift is created by the angle of our throw. Having flown little gliders we saw how the shape of the wings had an impact on the distance flown as well as the angle of our launch. Folding our own paper planes we competed against each other’s plane designs to investigate who could fly the furthest with the most cargo. Great STEM work .

Using the knowledge acquired from previous lessons on the four forces of flight, everyone was encouraged to produce their learning in a format that reflects their ability. Click the thumbnails below to read some of the work produced.

KS2 have been investigating forces. Using the parachute they chatted about the forces at work. Looking at how air resistance can slow down the effects of gravity.  The children carried out some comparative tests of different leaves to investigate if shape makes a difference.

In Key Stage 1, the children have been exploring seasonal change. At Welly Wednesday they compared the weather and environment to that of last week. They watched the autumn leaves fall to the ground and decided it was definitely cooler today compared to last week. The children then proved it is autumn by talking about what autumn means and then collected signs of autumn from the area around camp. The children used what they had collected to produce an autumn drawing.

An autumnal themed Welly Wednesday was enjoyed as the children in EYFS explored the signs of the new season! The children began by listening to a story all about an acorn. We then set out on an adventure to create our very own autumn crowns using items found in the forest and identified the tree which the leaf had fallen from using our identification sheets.

Our Science Vision and Principles

Greystoke School recognises and values the importance of science and scientific enquiry. Science at Greystoke School aims to develop a fun, practical and engaging high-quality curriculum that inspires the next generation to succeed and excel in science. We do this through fully adhering to the aims of the national curriculum and fostering a healthy curiosity and interest in the sciences.

Intent - The teaching of science at Greystoke Primary School aims to promote a curiosity in the world around us. We aim to encourage children to ask questions and provide them with enjoyable practical experiences to help develop the key investigative skills and promote a growing understanding of science knowledge.

Key Aims:

• To use 'Conceptual Models' to support deeper understanding in science - The Particle Model, Force Arrow Model, Energy Transfer Model and The Big Picture Model.
• To promote a positive attitude towards the learning of science
• to develop the key investigational skills and value through relevant practical tasks.
• to enable children to work as a team.
• to enable children to develop a respect for the environment around them.
• to enable children to develop a responsibility for their own health and safety and that of others when undertaking scientific activities.
• To promote learning through a wide variety of teaching and learning styles
• To deliver the national curriculum science programme of study.  

Implementation (Teaching and Learning) - A wide range of teaching styles will be used with an emphasis on investigative skills. These include

• Perceiving a problem and asking questions.
• making predictions about the outcomes of experiments and investigations.
• Planning the form of an investigation.
• Developing skills in measuring and data handling.
• Carrying out a fair test.
• Developing the concept of 'variables'.
• Interpreting findings.
• Drawing conclusions.
• Supporting statements with evidence and making generalisations.
• Findings will be presented in a range of different forms. 

Following this, we had a visit from Mrs Hill who works for the National Trust. She explained her role and inspired the children to enjoy nature and quiet time and we all discussed the activitres that we enjoy doing outside. Mrs Hill's job involves the running of National Trust campsites and how these can be made sustainable for generations to come. The children thoroughly enjoyed using constructions toys to build their own campsites that included toilets, play areas, rivers, woodland areas and a camping ground.

Day 1

This morning, we began our first day of ‘Science Week’ with an assembly where we explored the question ‘what is science?’ The children shared their thoughts on the theme of this years science focus ‘connections’ and what this might mean. They then watched with excitement as Mrs Willis began the first experiment of the week- investigating whether eggs in a box would smash when they were walked across. The children predicted and reasoned before one brave pupil walked across the eggs. The children were amazed that the eggs didn’t crack!

This afternoon Edith’s Daddy- Mr Barton visited us to talk about his job in electricity transmission. Through many exciting activities he taught us how electricity can be produced. The children used torches to represent the sun and explored how solar panels produce electricity as well as using a hairdryer to represent the wind as we learned how wind turbines produce electricity. Finally, the children discovered the importance of electricity and how it is distributed around the UK.

Today, both classes have also taken part in an online learning session with the STEM Ambassador Hub in London with Mrs. Willis class enjoying an engineering based story time whilst Mrs. Matthews children explored insect entomology.