What a great start to the new term here at Woodlea. Please stay in touch by keeping updated with Twitter, our website and your Seesaw accounts. Should you wish to speak with any school staff, please contact the school on 01772 421992 to make an appointment. Thank you, Mrs Shorrocks.

Woodlea Junior School


Our Vision for Science at Woodlea!

Here at Woodlea Junior School, we aim for every child to develop a passion, love and curiosity for Science. Our children enjoy the chance to learn through being totally hands-on and finding things out for themselves. Through providing them with exciting and real life experiences, we hope for them to gain a deeper understanding of the science surrounding them and think about how science could play an important role in their life later on, making links with STEM. Working with experts and external agencies is very important to us, so if you feel you can offer our school any expertise in a particular area, we would be grateful to hear from you. 


We aim to develop a lifelong curiosity in the sciences.When planning for the science curriculum, we intend for children to have the opportunity, wherever possible, to learn through varied systematic investigations, leading to them being equipped for life to ask and answer scientific questions about the world around them. As children progress through the year groups, they build on their skills in working scientifically, as well as on their scientific knowledge, as they develop greater independence in planning and carrying out fair tests to answer a range of scientific questions. Our curriculum allows our children at Woodlea to acquire skills and knowledge to help them think and work like a scientist. 

The content of science teaching and learning is 5 Science units to be covered per year group. Within this, certain topics and areas are repeated across year groups, children may revisit a particular topic in each year but with increasing vocabulary and with a different focus each time. Alongside these areas runs the Working Scientifically element. This focuses on the skills the children need to become accurate, careful and confident practical scientists.Scientific knowledge and enquiry skills are developed with increasing depth and challenge as children move through the year groups. All children are expected to master certain skills in each year group and there is very clear progression of these set out. Our children are always eager to point out how they are working scientifically in each lesson and enjoy proving and sharing this with their peers and teachers. Through planned science topics, children develop the following types of science skills at Woodlea:

  • Questioning and researching
  • Exploring and observing
  • Modelling and collaborating
  • Describing results and looking for patterns
  • Identifying, grouping and classifying
  • Planning and testing
  • Explaining and trusting results
  • Communicating scientific vocabulary
  • Using equipment and measures

In order to inspire our children at Woodlea, we regularly invite a scientist in to school to put their learning into context, and we have close links with the local High School (Worden High School) to deliver any practical sessions in a science lab with the use of their specialised facilities. To ensure that learning occurs in each subject equally, we provide opportunities for children to develop their scientific understanding and skills, whilst also strengthening their oral and written English. 

The content of Science covered for each year is as follows:

Year Group

Autumn 1

Autumn 2

Spring 1

Spring 2

Summer 1

Summer 2

Year 3

Are all rocks the same?


(Fossils and Soils)

How do living things work?

Animals, including humans

(Nutrition, skeleton and muscles)

What can magnets do?

Forces and Magnets

(Magnetic materials, attracting and repelling)

What is the dark?


(Reflection and Shadows)

Do living things need different things to survive?


(Life cycles)

Year 4

What do our bodies do with food we eat?

Animals, including humans

(Digestive system, teeth and food chains)

Living things: What’s the same and what’s different?

Are living things in danger?

Living things and their habitats

(Classification keys)

Can we control electricity?


(Simple circuits, insulators and conductors)

How do we hear different sounds?


(Vibration, pitch and volume)

Is water always wet?

States of matter

(Changes of state, evaporation and condensation)

Year 5

What are things made from and why? Can we change materials?

Can we change materials?

Properties and changes of materials

(Dissolving, separating materials, reversible and irreversible changes)

How do things move?


(Gravity, air resistance, water resistance and friction)

Do all Life cycles look the same?

Living things and their habitats

(Life cycles and reproduction in humans and plants)

Sun, Earth and Moon: what is moving?

Earth and Space

(Earth, Sun, Moon and the solar system)


How do our bodies change as they get older?

Animals, including humans

(Human development from birth to old age)

Year 6

Living things: What’s the same and what’s different?

Living things and their habitats

(Classification, characteristics of plant and animal groups)


How do living things change over time and place?

Evolution and inheritance

(How living things have changed over time, fossils, dinosaurs and adaptation to environment)

Can we vary the effects of electricity?


(Voltage, power in circuits, circuit components, symbols and diagrams)

How do our choices affect how our bodies work?

Animals, including humans

(Circulatory system, diet, exercise and healthy living)

How do we see?


(How it travels, how we see and shadows)


At Woodlea, we believe that progress is measured through a child's ability to know more, remember more and explicitly explain more. This can be measured in a variety of different ways such as questioning and communicating with the children, walking into great science sessions and through the overall learning environment in school. Our young scientists at Woodlea will feel confident with their science knowledge and enquiry skills and therefore, will be very excited about science, show that they are actively curious to learn more and will see the relevance of what they learn in science lessons to real-life situations and also the importance of science in the real world. Children are assessed in their ability to work scientifically through teacher assessment during investigative work; their knowledge is assessed during sessions which ask scientific questions about all the unit of work being covered. 

Science club


Our science club have been working hard predicting, testing, observing and problem solving on Tuesday after school. The scientists have observed air resistance, tested sound waves and predicted how materials will behave together. 

Innovating for the Future - British Science Week 2021


Across school we have been ‘innovating our future scientists’ and exploring STEM to celebrate British Science Week. Children have been partaking in experiments, learning about scientists, sparking conversations, observing and expanding our scientific knowledge through questioning, exploring, researching, collaborating and testing. 

Year 3

Year three have been building their knowledge on their topic of forces and magnets by creating magnet slings and engineering catapults in our outdoor learning space.

Innovating our future scientists!

Science at Woodlea during lockdown!

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In year 5, our science topic has been all about plants. The children have been, identifying parts of a plant, using scientific language to explain the sexual reproduction of plants and exploring seed dispersal. It has been very exciting, ask your year 5 children how plants reproduce!

Year 3 children have been studying Forces and Magnets as part of their curriculum this term. They have been learning about metal and the different kinds of metal, including Bronze and Iron. On Wednesday 22nd January, Gary, a Blackmsith, was invited to School to showcase his knowledge and expertise on metal. Gary explained and showed the children there are 7 different ways a piece of metal can be changed.

1. Upset it by squashing it

2. Draw it out.

3. Bend it once it has been heated on the anvil.

4. Twist it using the tongs.

5. Punch it using the chisel.

6. Cut it using the hammer.

7. Weld it to join two pieces of metal with heat.


Gary, a professional Blacksmith, showcasing his knowledge about metal.

Mad Science Club!

Some of our children had the privilege of taking part in an after school club, offered by a trained scientist from the Mad Science company. The scientist worked well with the children by demonstrating investigations, sharing key facts, asking scientific questions, promoting the use of scientific terminology and encouraging children to think scientifically. Different concepts were demonstrated in a visual and interactive manner which made the children enjoy learning and take part in various activities. The activities ranged from learning about Space, understanding how ultra violet light is used and why, glue making and best of all making slime. The children all had an amazing time.

Mad Science Club!

3G created a magnet sling to develop their understanding about the Earth acting like a huge magnet, recognising the reason why we can use compasses to navigate.

3P made their very own magnet slings to investigate compass directions.

Year 3 have been investigating how different surfaces create different amounts of friction. We did this by testing how far a toy car would travel on different surfaces after being rolled down a ramp.

Circuits by Year 4T!

Children learnt what an electrical circuit is. By using simple apparatus, they looked at some illustrations of different circuits and attempted to create them. They then explained clearly using scientific language what would happen to the light bulb once each circuit is complete!

Separation experiment by Year 5E!

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Year 5 have been learning all about separation, filtering and evaporating. They recognised that mixtures can be separated by methods like sieving, filtering and evaporating. The children were taught that you can separate a mixture of sand and water by passing it through a piece of filter paper. After, they went and tested this out for themselves to see the actual results. All the children learnt that the water is able to pass through the tiny gaps in the paper but the sand particles are far too big and are left on the surface of the filter paper.

In Year 6, children are consolidating their electrical knowledge and understanding about circuits. They are beginning to draw electrical circuits using the correct symbols and are recognising the difference between a series and a parallel circuit!


Circulatory system by Year 6!

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What a fantastic way of learning and being able to identify and name the main parts of the human circulatory system. The children had great fun describing the functions of the heart, blood vessels and blood. Lots of scientific vocabulary being implemented here!