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“Let Your Light Shine!” - Matthew 5:16

Shirley Avenue




BD19 4NA


Year 5: Autumn 1 Curriculum


Autumn 1: Blue Abyss Children develop their understanding of rivers, seas and oceans. They learn about their uses, features and effect on the environment. They will study the water cycle, find out how rivers are formed and explore the journey from source to mouth. They will investigate river pollution and its effects and have the chance to study the wonders and mysteries of the world’s oceans.

Create A Spark

Each unit of work will begin with a stimulating activity to inspire curiosity and launch the unit.

Steps To Success

  • Love & respect: Develop pupils’ wonder and sense of awe in our natural world

  • Resilience: Teach children how their actions can have an impact on protecting our environment

  • Friendship: How can we support causes that we care about the have a greater impact?


We follow the White Rose Maths Hub scheme of work.

National Curriculum Objectives covered throughout the first half of the Autumn term:

To follow



Working scientifically:

  • Planning different types of scientific enquiries to answer questions, including recognising and controlling variables where necessary
  • Taking measurements, using a range of scientific equipment, with increasing accuracy and precision, taking repeat readings when appropriate
  • Using test results to make predictions to set up further comparative and fair tests
  • Identifying scientific evidence that has been used to support or refute ideas or arguments.

National Curriculum Objectives:

  • Explain that unsupported objects fall towards the Earth because of the force of gravity acting between the Earth and the falling object
  • Identify the effects of air resistance, water resistance and friction, that act between moving surfaces
  • Recognise that some mechanisms, including levers, pulleys and gears, allow a smaller force to have a greater effect.


Key Bible Story: Journeys and special places in the Bible

Key Bible resources:

  • Genesis 12:1-9 – Abraham trusts God
  • Exodus 19:1-25 – Journey of Israelites;
  • Mount Sinai giving of laws;
  • Ezra and Nehemiah- The return from exile- rebuilding of the temple;
  • Jesus’ journey to the cross;
  • Transfiguration- special place;
  • Acts 13-20 – Journey of St. Paul;
  • Road to Emmans.

Spiritual: What have you seen today that made you wonder? What really made you think? Why?

Moral: How are humans changing the environment? Who benefits and who suffers? Whose responsibility is it to preserve our water systems?

Social: How can we help to protect the environment? Who can we look to for guidance?

Cultural: Why are some rivers so important to the people who live near them? Are rivers more important to people in some parts of the world than in others?

Why are some journeys and places special?

  • Identify and explain features of some special places and journeys
  • Suggest reasons why special places and journeys inspire people
  • Investigate places of pilgrimage and reflect on the challenges involved in the journey


Improving Coding Skills with Scratch

National Curriculum objectives:

  • design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts
  • use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact.


Getting to Know You

National Curriculum objectives:

  • Present ideas and information orally to a range of audiences

  • understand basic grammar (key features and patterns) appropriate to the language being studied, how to apply these, for instance, to build sentences; and how these differ from or are similar to English
  • listen attentively to spoken language and show understanding by joining in and responding
  • develop accurate pronunciation and intonation so that others understand when they are reading aloud or using familiar words and phrases
  • Broaden their vocabulary and develop their ability to understand new words that are introduced into familiar written material, including through using a dictionary
  • appreciate stories, songs, poems and rhymes in the language
  • write phrases from memory, and adapt these to create new sentences, to express ideas clearly
  • describe people, places, things and actions orally and in writing

WE Schools

No specific focus during this half term.


Texts used in Year 5:

  • The Lost Thing, Sean Tan (Character and setting descriptions, non-chronological reports, narrative (fantasy))
  • The hidden forest, Jeanie Baker (Non-chronological report in the form of a letter to a character and balanced discursive piece)
  • How Does a Lighthouse Work? Roman Belyaev (Explanation texts)

English National Curriculum Objectives (click to expand)


Rivers, Seas & Oceans

National Curriculum Objectives:

  • Describe and understand key aspects of Physical geography, including: climate zones, biomes and vegetation belts, rivers, mountains, volcanoes and earthquakes, and the water cycle
  • Describe and understand key aspects of Human geography, including: types of settlement and land use, economic activity including trade links, and the distribution of natural resources including energy, food, minerals and water
  • Use fieldwork to observe, measure, record and present the human and physical features in the local area using a range of methods, including sketch maps, plans and graphs, and digital technologies.

Essential skills:

  • I can explain why many cities are situated on or close to rivers.
  • I can explain why people are attracted to live by rivers.
  • I can explain the course of a river.
  • I can name and locate many of the world’s most famous rivers in an atlas.
  • I can name and locate many of the world’s most famous mountainous regions in an atlas.
  • I can explain how a location fits into its wider geographical location with reference to human and economical features.


Charanga: Living On A Prayer

National Curriculum objectives:

  • Appreciate and understand a wide range of high-quality live and recorded music drawn from different traditions and from great composers and musicians
  • Develop an understanding of the history of music.

Essential Skills:

  • I can breathe in the correct place when singing.
  • I can maintain my part whilst others are performing their part.
  • I can describe, compare and evaluate music using musical vocabulary.
  • I can explain why I think music is successful or unsuccessful.
  • I can suggest improvement to my own work and that of others.

Design Technology

Light House/Boat Design

National Curriculum Objectives:

  • Generate, develop, model and communicate their ideas through discussion, annotated sketches, cross-sectional and exploded diagrams, prototypes, pattern pieces and computer-aided design
  • Select from and use a wider range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing], accurately
  • Select from and use a wider range of materials and components, including construction materials, textiles and ingredients, according to their functional properties and aesthetic qualities
  • Understand and use mechanical systems in their products [for example, gears, pulleys, cams, levers and linkages]
  • Understand and use electrical systems in their products [for example, series circuits incorporating switches, bulbs, buzzers and motors]

Essential skills:

  • I can come up with a range of ideas after collecting information from different sources.
  • I can produce a detailed step-by-step plan.
  • I can evaluate appearance and function against original criteria.
  • I can use a range of tools and equipment competently.


To follow

Enrich Drivers

  • Experiences: Visit a water processing plant. Visit The Deep
  • Preparedness for modern life & independence: Democracy – look at how the work of David Attenborough has had an impact on plastic pollution
  • Wellbeing: Water safety guidance
  • Aspiration & Curiosity: Look at the work of marine biologists

Let Your Light Shine

The unit will culminate with a piece of work designed to celebrate the pupils’ learning.

End Of Year Expectations