Our Year 5/6 Curriculum

Within Year 5/6, our curriculum is taught across the year through our three enquiries. The enquiries all have an overarching question which the children work towards answering through an authentic outcome. Our enquiries are developed by driving and enhancing subjects. 

In addition, our enquiries connect to our DEAL curriculum principles and shape the way the enquiries are planned and delivered.

Our Year 5/6 Enquiries for 2024-25

Autumn Term - Why is it so important to remember the past?

Through this enquiry, our children will learn about the historical significance of World War II. They will compare, contrast, and notice trends across key events such as The Blitz, Rationing, and Evacuation, explaining their findings using precise historical terminology. Children will also investigate influential figures such as Anne Frank and world leaders, and explore the roles played by the Allies and Axis powers.

Building on their knowledge from EYFS, KS1, and Lower KS2, our children will have already explored significant individuals, communities, and events from beyond living memory, such as the Great Fire of London. They will also have developed an understanding of early civilisations, Roman Britain, and themes such as monarchy and resistance. In Key Stage Two, the curriculum has introduced British history chronologically, beginning with the Stone Age in Year 3 and Roman Britain in Year 4. In Year 5/6 Cycle 1, children have studied modern invasions through World War II and considered how these events shaped the modern world.

Building on this knowledge, children in Year 5/6 will revisit the concept of invasion, examining the Axis invasion of Poland and the resulting global consequences. They will deepen their disciplinary understanding of cause and effect, significance, and the use of sources. As they progress into Year 7, pupils will continue to expand their understanding of broader historical concepts—such as society, empire, governance, and belief—discussing and debating how events across time contribute to continuity and change. They will use a wide range of evidence to construct and defend historically informed claims.

Throughout this enquiry, children will also explore artistic and societal responses to the war, including the work of Henry Moore, Jacqueline Hurley, the contributions of Lady Eve Balfour, and the Land Army girls. This will develop their understanding of how people responded creatively and practically to conflict.

Science, PSHE, and English will further enhance this enquiry.
– In Science, children will study light and shadows, relating this knowledge to wartime experiences during the Blitz.
– PSHE and RE will support discussions about discrimination, prejudice, and the importance of remembrance in fostering healthy and positive relationships.
– In English, children will write non‑fiction explanation texts about propaganda and develop debate skills to explore the complexities of wartime decisions and their consequences.

In the summer term enquiry, children will continue to explore themes of cause and effect and significance as they move through key events in British history beyond 1066. They will also consider how the consequences of historical events—such as war or climate change—can lead to migration and displacement in Cycle 2.

Our Autumn Term Authentic Outcome

Host a WWII exhibit where pupils can showcase their learning to family, friends, care‑home residents, and the wider community. This might look like:

“Dear Rivendell Historians,

Thank you for inviting me to your World War II exhibition. As I walked around the room, it felt as though the voices of wartime children were speaking through your work. Your artefacts, diary entries, models of Anderson shelters, and powerful explanations of life during the Blitz were truly remarkable.

I was especially impressed by the way you shared the stories of those who lived through evacuation, rationing, and the home front. Your passion for honouring their experiences shone through every display.

It fills my heart with pride to see how hard you have all worked on this important topic. Thank you for sharing your learning with me—I hope to see more of your incredible historical work in the future.”

Spring Term Enquiry - What is the impact of our footprint?

Through this enquiry, our children will investigate the concept of a global ‘footprint’ by exploring how human activity affects environments around the world. They will develop their understanding of biomes, with a particular focus on the tropical rainforest, learning about its layers, climate, and vegetation belts. Children will compare geographical features of Brazil and the UK, deepening their ability to express balanced opinions about global issues such as climate change, deforestation, and sustainability. They will also explore the role of environmental advocates, including artists like John Dyer, who use their work to raise awareness.

This enquiry builds on EYFS, where children learned about their local community and compared it with other countries such as Syria, Brazil, and Italy. In Year 1, they developed early knowledge of human and physical features while studying the four home nations. In Year 2, they explored different types of settlements across the world’s seven continents and evaluated the advantages and disadvantages of living in contrasting places. They also learned about different climates and habitats, describing these environments using appropriate geographical vocabulary.

In Lower Key Stage Two, this knowledge was deepened further. In Year 3, children learned about physical processes and human responses when studying natural disasters such as earthquakes, along with how charities support affected communities. In Year 4, they explored their local area, learning about topography, physical features, and the impact of flooding on agriculture. In Year 5/6 Cycle 1, children built upon this learning by comparing Brazil and other South American countries to the UK, considering how climate change affects both regions and exploring the socio‑economic differences between them. They also examined displacement in the autumn term through the study of British evacuees and Jewish families during World War II, and later studied the human impact on the Amazon Rainforest.

Building on this secure foundation, children in Cycle 2 will apply their geographical knowledge to investigate how a country’s Human Development Index (HDI), alongside the effects of climate change, can lead to migration and displacement from less economically developed countries. They will continue to develop their disciplinary understanding by using sources of evidence to form and justify geographical conclusions.

In the secondary curriculum, pupils will extend this primary knowledge to develop a deeper understanding of global patterns of development and compare the physical and human features of a broader range of countries, such as Russia. They will draw on their understanding of their local area to examine global links through the concept of globalisation.

This enquiry is enriched through strong cross‑curricular links.
– PSHE and Learning to be a Rivendellian (Sustainability) will help children understand their personal responsibility in caring for the planet and making sustainable choices.
– English will support the enquiry through the creation of persuasive letters addressing environmental concerns such as deforestation.
– Science will enhance understanding of living things and their habitats—including classification and life cycles—and reinforce working scientifically skills through data collection and analysis.
– RE and British Values will help children explore themes of stewardship, respect, and responsibility, linking to protected characteristics.
– PE will develop pupils’ understanding of resilience and determination by learning about Paralympians who have overcome adversity.

Our Enquiry Authentic outcome

As part of our sustainability and geography enquiry, our pupils have taken meaningful action to help our school and wider community understand how to reduce their carbon footprint. Using iPads and digital media skills, the children created a series of iMovie videos offering practical tips on sustainable living. These films will be shared on our school website to inspire positive environmental choices at home and beyond.

To extend their impact even further, the children have organised a public fundraising event in support of the World Wildlife Fund (WWF). They have launched a GoFundMe page and will be hosting a community fundraiser at our local Aldi store. Pupils will take along iPads showing their iMovies, alongside large display boards showcasing their research into climate change, endangered species, and the importance of protecting our planet.

Summer Term Enquiry - Do things get better with time?

Through this enquiry, our children will deepen their understanding of how the concept of progress has shaped British society over time. They will explore significant periods beyond 1066—including the Norman, Medieval, Tudor, Stuart (English Civil War), Industrial Revolution, and the era of the British Empire—to identify how ideas about monarchy, equality, education, and leadership have evolved. Through studying influential figures such as Mary Seacole, Emmeline Pankhurst, and Malala Yousafzai, children will develop balanced opinions about societal change and reflect on how individuals can influence the world around them.

This enquiry builds on learning from EYFS, where children were introduced to the idea of community, identity, and the people who help us. In Key Stage One, pupils expanded their understanding by learning about how societies and important individuals shaped daily life in the past, including themes of aspiration, identity, and legacy. This foundation was strengthened through RE and PSHE, where children examined beliefs, values, and the qualities of role models.

As children moved into Lower Key Stage Two, they explored ancient civilisations and gained a deeper understanding of how societies were organised, what people believed, and how these beliefs influenced daily life. They also began developing key historical skills—such as questioning, analysing evidence, and recognising change over time—that they will continue to apply throughout this enquiry.

This knowledge is then extended further in Year 5/6. In Cycle 2, pupils will apply their disciplinary understanding to new historical contexts, including the invasions of the Vikings and Anglo‑Saxons and the study of an additional ancient civilisation: the Ancient Maya. They will revisit and deepen their understanding of historical significance, cause and effect, continuity and change, and the ways historians construct interpretations of the past.

In the secondary curriculum, our pupils will carry this strong foundation forward as they explore broader global histories and the development of societies around the world. They will examine how concepts such as power, identity, governance, and equality have been shaped across different cultures and time periods, further strengthening their ability to debate, analyse, and construct evidence‑based claims.

This enquiry is closely supported by PSHE, where children will explore themes of equality, education, and leadership, encouraging them to reflect on how society has changed and their own roles as active, responsible citizens.

Our Enquiry Authentic outcome

As the culmination of our enquiry into progress, leadership, equality, and education, each of our pupils has written a powerful and thoughtful letter to the Education Secretary. In their letters, the children shared their visions for the future of education and explained the kind of leader they would strive to be—one who champions fairness, opportunity, and positive change for all young people.

The children spoke passionately about how schools could become more inclusive, how learning could be improved for every child, and how equality can be strengthened within modern society. Their ideas reflect not only what they have learned through this enquiry, but also their growing understanding of citizenship and their role in shaping a better future.