Science is a systematic investigation of the physical, chemical and biological aspects of the world which relies on first hand experiences and other sources of information. At Yeadon Westfield Junior School, we are passionate about believing that science is important in every aspect of daily life and we want the children to be naturally curious, explain concepts confidently and continue to ask questions and deepen respect, care and appreciation for the living and non-living world around them. We build on science capital by fostering the acquisition of knowledge, skills, positive attitudes through experiences and resources in order to inspire them to be excited and enthusiastic about learning future science.
At Y.W.J.S, teachers will create a positive attitude to science by using a whole school progressive topic-based approach, reinforcing an expectation that all children are capable of achieving high standards. Working scientifically, skills are embedded into lessons and the children are challenged. As they become more proficient at working scientifically, and their knowledge and understanding increases, they are encouraged to be resilient, ask their own questions, choose scientific equipment, collate and interpret results and make conclusions on real evidence using correct scientific language and vocabulary. Teachers find opportunities to develop children’s understanding of their surroundings by accessing outdoor learning and workshops with experts.
Our scientists have rich vocabulary, articulate their ideas clearly and will have high aspirations which will move them forward to further study, careers and take these skills into adult life. They are exposed to a range of different scientists from a range of different backgrounds, understand how science has changed our lives and is vital to the worlds’ future prosperity. Children at Y.W.J.S feel they are scientists, and this results in motivated learners with good scientific understanding.
Continuing our study of light we used the darkened school hall to investigate reflection. Then we made, and experimented with, our own periscopes.
Autumn Term 2021 - Year 6 - How we see objects
We have been looking at how light travels to our eyes so we can see things. We made our own videos and here they are. (Sorry about the wind noise - hope you can still hear what we are saying.)
Summer Term 2021 - Year 4 Eco-Schools Energy Topic
We researched the ideas behind reusing materials. We learned about electric circuits.Then we designed and made our own electric table lamps using recycled materials.
Summer Term 2021 - Year 6 - Pond Dipping
We have revisited our pond to see what changes there have been since earlier this year.
Year 4 making human electrical circuits.
Spring Term 2021 - Year 6 Science - Micro-organisms
Year 6 have been studying micro-organisms. They have made some models of these micro-organisms using plasticene. They are very artistic.
Summer Term 2021 - Year 5 Science - Plant Structure
We went outside to examine the daffodils and identify the different parts. Back inside we cut up fruit and vegetables We counted the seeds and also found out where they were inside the plant.
Summer Term 2021 - Class 4I - Hunting For Minibeasts
Our project is "Living Things And Their Habitats". We hunted for minibeasts in the nature garden. We drew them and noted where they were living.
Summer Term 2021 - Year 3 - Planting Sunflower Seeds
We spent some time outside planting sunflowers to use in experiments later on this term.
Summer Term 2021 - Class 6G - Classification Of Living Things
Using the School Pond and School Grounds as a resource we collected a variety of living things and began to classify them.
Spring Term 2021 - 6G - Jenga and Robo-bugs
As part of British Science Week 6G have been studying herd immunity by playing Jenga, and designing their own insects with special powers.
Spring Term 2021 - 5A - Studying Plastics
As part of British Science Week the pupils have been looking at plastics - what they are, where they come from, and the issues of waste.
Spring 2021 - Year 6 - Evolution, Inheritance and Adaptation
This video contains end-of-topic summary sheets by a number of pupils.
Spring 2021 - Year 3 Science - Rocks
We have explored the different kinds of rock and their features. We have become Petrologists by creating observational drawings of sedimentary, metamorphic and igneous rocks. We have conducted a fair test investigation to discover rocks permeability, acidity and durability. We have then discussed the fossilisation process and had a go at making our own fossils!
Autumn 2020 - Class 3B - Magnetism
The children explored push and pull forces and applied this knowledge to magnets. They explored the classroom to discover what items were or weren’t magnetic. Following on the children then conducted their own fair test investigation into magnets. Using a variety of different magnets to answer their question of ‘are magnets affected by water?’ They wanted to find out if the size of the magnet made any difference to the attraction from lifting paper clips in water.
Autumn 2020 Year 5 Earth and Space
Class 6G - Circulation of the Blood
Investigating the strength of magnets and materials that were magnetic in Year 3
Year 3 investigated the force needed to pull a an object on different surfaces.
Fantastic messy digestion work in year 4K
Class 4I Digestion
Below are pictures of the Science displays which are on classroom walls during the Autumn term.
Year 6 - Light and Reflection
Year 5 have been learning about water resistance. We wanted to investigate which shapes are the least water resistant and, therefore, move through water most quickly. We used plasticine to experiment with a variety of shapes. We discovered that a pointy, thin shape was most streamlined and cut through the water most effectively. We talked about why the nose of a plane and the nose of a shark are the best shapes for flying and swimming.
Fabulous Forces September 2020 - Year 5
As part of our fabulous forces topic in science we have been using Newton meters to measure force. In this experiment we are measuring the force required to move a weighted shoe over different surfaces. Our conclusions showed us that to move a weighted shoe across a surface; smoother, slippery surfaces required less force whereas, rougher surfaces required greater force to move the shoe. The shoe generated greater friction (a force moving in the opposite direction to the movement of the shoe) the rougher the surface. This is why anti-slip surfaces are often rougher or more textured to generate higher friction and prevent slipping.
We are really excited at the arrival of our chickens. They are now living in their pen and chirping very loudly all day long!
Year 5 Investigation - Soluble and Insoluble Materials
We are pleased with the arrival of the rare breed chick eggs! We learnt lots about how they develop, what conditions they need to survive and will be taking good care of them over the coming weeks.
Unfortunately not the ones with chocolate chips.
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