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Trefonen CE Primary School

Learning in love, growing in faith.

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Wrens Class

In Wrens Class children will learn about:

  • Plants
  • Animals, including humans
  • Rocks
  • Light
  • Forces & Magnets


Children will learn about the relationship between structure and function: the idea that every part has a job to do. They will explore the role of the roots and stem in nutrition and support, leaves for nutrition and flowers for reproduction. They will learn about how plants can make their own food (they do not need to understand how this happens).


Children will learn:

  • to identify and describe the functions of different parts of flowering plants: roots, stem/trunk, leaves and flowers
  • the requirements of plants for life and growth (air, light, water, nutrients from soil, and room to grow), including how they vary from plant to plant
  • how water is transported within plants
  • which parts flowers play in the life cycle of flowering plants, including pollination, seed formation and seed dispersal
  • the relationship between structure and function: the idea that every part has a job to do
  • the role of the roots and stem in nutrition and support, leaves for nutrition and flowers for reproduction
  • that plants can make their own food (they do not need to understand how this happens)
  • how to work scientifically by:
  • comparing the effect of different factors on plant growth, e.g. the amount of light, the amount of fertiliser
  • how seeds are formed by observing the different stages of plant life cycles over a period of time
  • looking for patterns in the structure of fruits that relate to how the seeds are dispersed.
  • observing how water is transported in plants, e.g. putting cut, white carnations into coloured water and observing how water travels up the stem to the flowers.


Children will learn about the importance of nutrition. They will learn the main body parts associated with the skeleton and muscles, they will learn how different parts of the body have special functions.


Children will learn:

  • that animals, including humans, need the right types and amount of nutrition,
  • that they cannot make their own food; they get nutrition from what they eat
  • that humans and some other animals have skeletons and muscles for support, protection and movement
  • how to work scientifically by:
  • identifying and grouping animals with and without skeletons and observing and comparing their movement
  • exploring ideas about what would happen if humans did not have skeletons
  • comparing and contrasting the diets of different animals (including their pets) and decide ways of grouping them according to what they eat
  • researching different food groups according to how they keep us healthy
  • design meals based on what they find out.


Children will explore different kinds of rocks and soils, including those in the local environment.


Children will learn:

  • the properties of different kinds of rocks
  • how to compare and group together different kinds of rocks on the basis of their appearance and simple physical properties
  • how fossils are formed when things that have lived are trapped within rock
  • that soils are made from rocks and organic matter
  • how to work scientifically by:


  • observing rocks, including those used in buildings and gravestones, exploring how and why they might have changed over time
  • using a hand lens or microscope to help them to identify and classify rocks according to whether they have grains or crystals, and whether they have fossils in them
  • researching the different kinds of living things whose fossils are found in sedimentary rock
  • exploring how fossils are formed
  • exploring different soils and identify similarities and differences between them
  • investigating what happens when rocks are rubbed together or what changes occur when they are in water
  • investigating how soils are formed.


Pupils will explore what happens when light reflects off a mirror or other reflective surfaces, including playing mirror games to help them to answer questions about how light behaves. They will learn about why it is important to protect their eyes from bright lights. They will investigates shadows by measuring them, finding out how they are formed and what might cause the shadows to change.

Children will learn:

  • that they need light in order to see things and that dark is the absence of light
  • that light is reflected from surfaces
  • that light from the sun can be dangerous and that there are ways to protect their eyes
  • that shadows are formed when the light from a light source is blocked by an opaque object
  • about patterns in the way that the size of shadows change
  • that it is not safe to look directly at the sun, even when wearing dark glasses
  • how to work scientifically by:
  • looking for patterns in what happens to shadows when the light source moves or the distance between the light source and the object changes.


Children will learn that magnetic forces can act without direct contact, unlike most forces, where direct contact is necessary (e.g.opening a door, pushing a swing). They will explore the behaviour and everyday uses of different magnets (e.g. bar, ring, button and horseshoe).


Children will learn:

  • how things move on different surfaces
  • that some forces need contact between 2 objects, but magnetic forces can act at a distance
  • that magnets attract or repel each other and attract some materials and not others
  • to identify some magnetic materials
  • to compare and group together a variety of everyday materials on the basis of whether they are attracted to a magnet,
  • that magnets as having 2 poles
  • how to identify whether 2 magnets will attract or repel each other, depending on which poles are facing
  • how to work scientifically by:
  • comparing how different things move and grouping them
  • raising questions and carrying out tests to find out how far things move on different surfaces, and gathering and recording data to find answers to their questions
  • exploring the strengths of different magnets and finding a fair way to compare them
  • sorting materials into those that are magnetic and those that are not
  • looking for patterns in the way that magnets behave in relation to each other and what might affect this, e.g. the strength of the magnet or which pole faces another
  • identifying how these properties make magnets useful in everyday items and suggesting creative uses for different magnets.