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

Shirley Avenue




BD19 4NA


Year 5: Summer 2 Curriculum


Summer 2: Out Of This World! Children learn about the solar system, find out about the history of space exploration, explore the lives of astronauts and the hidden figures behind the scientific achievements in space exploration.

Create A Spark

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

Steps To Success

  • Love: wonder at the grandeur and mysteries of the universe

  • Resilience: Learn  what it takes to be an astronaut


We follow the White Rose Maths Hub scheme of work.

National Curriculum Objectives covered throughout the second half of the Summer term:

To follow


Key Biblical Teaching: What happens when we die? John 11:25-26; Romans 8:38-39; 1 Thessalonians 4:14/ 176/ 18; 1 Timothy 6:7; Lamentations 3:22-23; Matthew 5:4; John 3:16.

Spiritual: Star Walk- what stars can I see above me and how far away are they? What was the big bang and how can it explain how the world was created?  Can you be a scientist and still believe in God? How big is the universe? What does infinity mean?

Moral: Why were the women of science ignored or hidden? Are all scientific advancements good? Should space tourism be allowed? Why were early theorists villainised and was this fair?

Social: How has space exploration helped us to understand more about our universe? What do we now know that our grandparents didn’t? What might future generations discover?

Cultural: What stories are told about the constellations? Why did ancient civilisations tell stories about things they didn’t understand?  Do these stories still have a place?

What happens when we die? – a Christian perspective


Earth & Space

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
  • Recording data and results of increasing complexity using scientific diagrams and labels, classification keys, tables, scatter graphs, bar and line graphs
  • Using test results to make predictions to set up further comparative and fair tests
  • Reporting and presenting findings from enquiries, including conclusions, causal relationships and explanations of and degree of trust in results, in oral and written forms such as displays and other presentations
  • Identifying scientific evidence that has been used to support or refute ideas or arguments.

National Curriculum Objectives:

  • Describe the movement of the Earth, and other planets, relative to the Sun in the solar system
  • Describe the movement of the Moon relative to the Earth
  • Describe the Sun, Earth and Moon as approximately spherical bodies
  • Use the idea of the Earth’s rotation to explain day and night and the apparent movement of the sun across the sky


Pixel Art & Thinglink Science Projects

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.

WE Schools

WE CARE – no specific focus this half term.


Texts used in Year 5:

  • Hidden Figures: The True Story of Four Black Women and the Space Race by Margot Lee Shetterly (Non-chronological Reports, formal persuasive letter, informal letter, diary entry, character descriptions, newspaper report (opinion piece), memoir)
  • Robot girl by Malorie Blackman (Discussion, debate, science fiction narrative)


School Life

National Curriculum objectives:

  • To follow.


Charanga: Dancing In The Streets

National Curriculum objectives:

  • Listen with attention to detail and recall sounds with increasing aural memory
  • Use and understand staff and other musical notations

Essential Skills:

  • I can maintain my part whilst others are preforming their part.
  • I can compose music which meets specific criteria.
  • I can use notation to record groups of pitches (chords).
  • I can use my music diary to record aspects of the composition process.
  • I can choose the most appropriate tempo for a piece of music.
  • I can suggest improvement to my own work and that of others.

Design Technology

Moon Buggies

National Curriculum Objectives:

  • Apply their understanding of how to strengthen, stiffen and reinforce more complex structures
  • 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]
  • Apply their understanding of computing to program, monitor and control their products.

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 explain how a product will appeal to a specific audience.
  • I can evaluate appearance and function against original criteria.
  • I can use a range of tools and equipment competently.
  • I can make a prototype before making a final version.


To follow

Enrich Drivers

  • Experiences: Planetarium visit
  • Preparedness for modern life & independence: What do astronauts need to survive on the International Space Station? How can we apply these to our lives?
  • Wellbeing: How do astronauts look after their mental health in space?
  • Aspiration & Curiosity: Tim Peake’s story

Let Your Light Shine

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

End Of Year Expectations