Upper KS2 Curriculum (Years 5 and 6)

Upper Key Stage 2 Long-Term Plan

Excellence and Enjoyment in Education for Everyone.

Children in Key Stage 1 and Key Stage 2 learn in mixed-age classes: Years 1 and 2, Years 3 and 4, and Years 5 and 6. So that no child repeats a topic, our curriculum runs on a two-year cycle with an odd year and an even year. Each class follows one cycle one year and the other the next, so over their two years in a class every child is taught both. Choose a year below to see that plan.

Even yearTaught in 2026–27 and 2028–29Being taught this year Odd yearTaught in 2025–26 and 2027–28

On a phone or tablet, scroll each table sideways to see every half-term.

Even year plan

Years 5 and 6Industrial Revolution; Marvellous Miners; Extreme Earth; Tomb Raiders

How the year is delivered

The hooks, texts, enrichment and prior learning that carry the knowledge below. Read across a topic to see how a half-term is brought to life; the knowledge grid below sets out what is learned.

Topic	Industrial Revolution	Marvellous Miners	Extreme Earth		Tomb Raiders
	Autumn 1	Autumn 2	Spring 1	Spring 2	Summer 1	Summer 2
Key Question	How did the Industrial Revolution transform mining, and what impact did it have on the local area (Worksop)?		How can people and the planet recover and prepare sustainably after natural disasters?		How did the Ancient Egyptians shape one of the world’s greatest civilisations — and how do we know?
Hook & Enrichment	National Coal Mining Museum; Digimap for Schools colliery mapping (Manton, Shireoaks, Steetley, Creswell, Thoresby); historic OS map and aerial photograph enquiry (1887, 1938, 1967, modern)	Visit from ex-miners — Tuesday 11 November (oral history); local area fieldwork at Manton Pit Top and Manton Villas; coal-mining exhibition at the old library (slot to be booked via the office)	Planetarium visit		Weston Park Museum — Ancient Egypt Day; Portals to the Past; artefact box
Core Texts	Street Child — Berlie Doherty	Canary in the Coal Mine — Madelyn Rosenberg	I Survived — Lauren Tarshis		Egyptian narrative (Literacy Shed); Pig Heart Boy — Malorie Blackman (balanced argument and formal letter)
Key Concepts	Empire & power; Exploration; Cultural change; Technological advances	Cultural change; Technological advances; Exploration	Human & physical geography; Fieldwork & investigation; Places & connections		Exploration; Technological advances; Cultural change; Empire & power
Building On	Planes, Trains & Automobiles; KS1 change within living memory and significant local places; LKS2 Roman Britain, rocks, soils and fossils, and map keys, symbols and four-figure grid references	Industrial Revolution; Chesterfield Canal and Worksop area study; The World Around Me; Toys *if experienced odd cycle	Remarkable Rainforests; Arctic Adventures; Sun, Sea & Sand (Australia); Rocks (Science)		Ruthless Romans; Maya; Groovy Greeks* *if pupils have experienced the odd cycle

Inspirational Person: a year-long study runs across all six half-terms (each class teacher selects a different person).

What children will know and remember

Topic

Industrial Revolution

Marvellous Miners

Extreme Earth

Tomb Raiders

Autumn 1

Autumn 2

Spring 1

Spring 2

Summer 1

Summer 2

Key Question

How did the Industrial Revolution transform mining, and what impact did it have on the local area (Worksop)?

How can people and the planet recover and prepare sustainably after natural disasters?

How did the Ancient Egyptians shape one of the world’s greatest civilisations — and how do we know?

History

Industrial Revolution & Mining — Coal, Work and Change

NC: Hist KS2 — A study of an aspect or theme in British history that extends pupils’ chronological knowledge beyond 1066; note connections, contrasts and trends over time; address historically valid questions about change, cause and consequence; understand how our knowledge of the past is constructed from a range of sources; use historical terms accurately.

To know what coal is, how it formed and why demand for it grew during the Industrial Revolution.
To know how mining changed from Roman surface deposits and bell pits to deep, mechanised collieries.
To know what working and living conditions were like for miners before steam power.
To know the jobs done underground — getter, trapper, hurrier, thruster and pony driver — and the dangers of roof falls, flooding, firedamp and choke damp.
To know how the steam pumping engine, winding gear, ventilation fans and the Davy lamp (1815) made mines deeper, safer and more productive.
To know the main mining laws — 1842, 1850, 1860 and 1872 — and how they changed who could work underground.
To know how primary sources, including the Children’s Commission testimony, are used to build an account of the past.

Industrial Revolution & Mining — Community, Significance and Legacy

NC: Hist KS2 — A local history study; a study of an aspect or theme in British history that extends pupils’ chronological knowledge beyond 1066; address historically valid questions about significance and consequence; construct informed responses that involve thoughtful selection and organisation of relevant historical information.

To know how mining changed Worksop’s population, economy and identity between 1801 and 1951.
To know what a colliery village was and how Manton Villas was purpose-built for miners and their families.
To know how oral history from the visiting ex-miners provides evidence that maps and documents cannot.
To know who George Stephenson was, the mining problems his work solved and why he is regarded as significant.
To know how the steam locomotive changed the way coal was transported and how this links to Worksop’s rail connections.
To know how to construct an evidenced response on the impact of mining on miners and on the local area (Golden Thread assessment).

—

Ancient Egypt

NC: Hist KS2 — The achievements of the earliest civilizations: an overview of where and when the first civilizations appeared and a depth study of Ancient Egypt; understand how our knowledge of the past is constructed from a range of sources.

To know where Ancient Egypt fits on a world timeline.
To know what ‘civilisation’ means and why Egypt’s location helped it thrive.
To know the pharaoh’s role and the Egyptian social pyramid.
To know Egyptian beliefs about the afterlife and mummification.
To know why and how the pyramids were built.
To know how we know about Egypt (Howard Carter, Tutankhamun).

—

Geography

—

Extreme Earth — Volcanoes

NC: Geog KS2 — Human and physical geography: describe and understand key aspects of physical geography, including volcanoes and earthquakes; locational knowledge: identify the position and significance of latitude, longitude, the Equator and the hemispheres.

To know the four layers of the Earth (inner core, outer core, mantle, crust).
To know the crust is broken into slowly-moving tectonic plates.
To know what a natural disaster is and name different types.
To know where disasters happen (plate boundaries, Ring of Fire) and why location matters.
To know the parts of a volcano and how one forms (e.g. Mount Etna).

Extreme Earth — Earthquakes & Recovery

NC: Geog KS2 — Human and physical geography: describe and understand key aspects of physical geography including earthquakes, and human geography including types of settlement, land use and the distribution of natural resources.

To know what causes earthquakes and how they are measured (Richter scale).
To know the short- and long-term effects of disasters.
To know how climate change makes disasters worse.
To know how communities prepare for and recover from disasters.

—

The River Nile

NC: Geog KS2 — Human and physical geography: describe and understand key aspects of physical geography including rivers and the water cycle; place knowledge: understand geographical similarities and differences through the study of a region of the UK and a region within Africa.

To know what a river is and how it forms.
To know where the River Nile is and the countries it borders.
To know how the Nile’s flooding enabled farming.
To know how the Nile shaped settlements and transport.
To know how the Nile compares with a UK river (Trent or Ryton).
To know how humans have changed the Nile (Aswan High Dam, 1970).

Science

Y5 Forces

NC: Sci Y5 — Forces: 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.

To know heavier objects have more gravitational force; different masses fall at the same speed.
To know unsupported objects fall to Earth because of gravity.
To know the effect of friction between moving surfaces.
To know the effects of air and water resistance (upthrust).

Y6 Electricity

NC: Sci Y6 — Electricity: associate the brightness of a lamp or the volume of a buzzer with the number and voltage of cells used in the circuit; compare and give reasons for variations in how components function; use recognised symbols when representing a simple circuit in a diagram.

To know how to build a simple circuit and why it works or not.
To know the symbols used in circuit diagrams.
To know how voltage affects brightness and volume.
To know how wire length affects bulbs and buzzers.
To know how to design and test a working circuit.

Y6 Circulatory System

NC: Sci Y6 — Animals, including humans: identify and name the main parts of the human circulatory system and describe the functions of the heart, blood vessels and blood; recognise the impact of diet, exercise, drugs and lifestyle on the way their bodies function; describe the ways in which nutrients and water are transported within animals, including humans.

To know the main parts of the human circulatory system.
To know the main parts of the heart.
To know how exercise affects heart rate.
To know how water and nutrients are transported in humans.
To know how to live a healthy lifestyle.

Y5 Earth & Space

NC: Sci Y5 — Earth and space: 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.

To know the planets in the solar system.
To know the Sun, Earth and Moon are approximately spherical.
To know how the Earth and other planets move around the Sun.
To know how the Moon moves around the Earth.
To know how the Earth’s rotation causes day and night.

Y5 Gears, Pulleys & Levers

NC: Sci Y5 — Forces: recognise that some mechanisms, including levers, pulleys and gears, allow a smaller force to have a greater effect.

To know that levers, pulleys and gears make a smaller force do more.
To know how levers work.
To know how pulleys work.
To know how gears work.

Y6 Classification

NC: Sci Y6 — Living things and their habitats: describe how living things are classified into broad groups according to common observable characteristics and based on similarities and differences, including micro-organisms, plants and animals; give reasons for classifying plants and animals based on specific characteristics.

To know how living things are classified (e.g. vertebrates).
To know how to use and make a classification key.
To know how plants are classified.
To know that microorganisms are living things.
To know the five main groups of microorganisms.

Art & Design

Painting — L.S. Lowry

NC: Art KS2 — Improve their mastery of art and design techniques, including painting, with a range of materials; create sketch books to record their observations and use them to review and revisit ideas; learn about great artists, architects and designers in history.

To know about the work of L.S. Lowry.
To know Lowry’s muted colour palette.
To know how to draw simplified industrial figures.
To know how to compose an industrial landscape.

—

Drawing — Peter Thorpe

NC: Art KS2 — Create sketch books to record their observations and use them to review and revisit ideas; improve their mastery of art and design techniques, including drawing, with a range of materials; learn about great artists in history.

To know about the work of Peter Thorpe.
To know how to draw a rocket using shape and perspective.
To know chalk and pastel background techniques.
To know how to plan and create a space artwork.

—

Painting — Joan Miró

NC: Art KS2 — Improve their mastery of art and design techniques, including painting, with a range of materials; learn about great artists, architects and designers in history and the historical and cultural development of their art forms.

To know about the work of Joan Miró and surrealism.
To know how to use continuous line drawing.
To know how to use bold primary colours linked to emotion.
To know how to create a piece in Miró’s style.

—

Automata — Cam Mechanisms

NC: D&T KS2 — Technical knowledge: understand and use mechanical systems in their products, including cams, levers and linkages; generate, develop, model and communicate ideas through annotated sketches and prototypes; evaluate their ideas and products against their own design criteria.

To know how cam mechanisms create movement.
To know how to design and build a mining automata.
To know how to decorate without affecting movement.
To know how to evaluate and improve a design.

Flood Barrier — Tinkercad

NC: D&T KS2 — Generate, develop, model and communicate their ideas through computer-aided design; apply their understanding of how to strengthen, stiffen and reinforce more complex structures; evaluate their ideas and products against their own design criteria.

To know about existing flood defences and materials.
To know how to design a flood barrier in Tinkercad.
To know how to make and test a prototype.
To know how to evaluate and improve a design.

—

Shaduf — Levers & Counterbalances

NC: D&T KS2 — Technical knowledge: understand and use mechanical systems in their products, including levers and linkages; understand how key events and individuals in design and technology have helped shape the world; evaluate their ideas and products against their own design criteria and consider the views of others.

To know what a shaduf is and its purpose.
To know how levers and counterbalances aid lifting.
To know how to design and build a working shaduf.
To know how to test and evaluate against a brief.

—

Computing

Systems & Networks

NC: Comp KS2 — Understand computer networks including the internet and the services they provide; use search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital content.

Y5 (Systems & Searching) — To know how computers form systems and how search engines rank results.
Y6 (Communication & Collaboration) — To know how data travels online and how to collaborate effectively.

Creating Media

NC: Comp KS2 — Select, use and combine a variety of software on a range of digital devices to design and create a range of content that accomplishes given goals.

Y5 (Video Production) — To know how to plan, film and edit a video.
Y6 (Web Page Creation) — To know how to plan web pages (structure, navigation, copyright).

Programming

NC: Comp KS2 — Design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; use sequence, selection and repetition in programs; work with variables and various forms of input and output.

Y5 (Selection in Physical Computing) — To know how to use loops and selection to control a project.
Y6 (Variables in Games) — To know how to use variables to extend a game.

Data & Information

NC: Comp KS2 — Select, use and combine a variety of software to collect, analyse, evaluate and present data and information.

Y5 (Flat-file Databases) — To know how to record, sort and question data in a database.
Y6 (Intro to Spreadsheets) — To know how to use formulas to calculate and present data.

Creating Media / Programming

NC: Comp KS2 — Select, use and combine a variety of software to design and create content; design, write and debug programs that control or simulate physical systems; use logical reasoning to detect and correct errors.

Y5 (Vector Graphics) — To know how to make vector drawings using shapes and layers.
Y6 (Sensing Movement) — To know how to program a device using inputs and outputs.

Programming / Creating Media

NC: Comp KS2 — Use sequence, selection and repetition in programs; select, use and combine a variety of software on a range of digital devices to accomplish given goals.

Y5 (Selection in Quizzes) — To know how to use selection to make a quiz.
Y6 (3D Modelling) — To know how to plan and create a 3D model.

MFL (Spanish)

Y5 ¿Quién es? / Y6 Un pueblo en España

NC: MFL KS2 — Engage in conversations, express opinions and respond to those of others; understand basic grammar including feminine, masculine and neuter forms and the conjugation of high-frequency verbs.

Y5 — To know how to give opinions and apply gender agreement.
Y6 — To know how to describe a town using ‘vivir’, ‘del/de la’ and ‘porque’.

Y5 ¿Cómo eres? / Y6 Ir de compras

NC: MFL KS2 — Describe people, places, things and actions orally and in writing; understand key features and patterns of the language and how to apply these to build sentences; broaden their vocabulary.

Y5 — To know how to describe people using ‘tener’, ‘llevar’ and ‘estar’.
Y6 — To know how to use ‘comprar’, three-digit numbers and Christmas traditions.

Y5 En un restaurante / Y6 Descubrir España

NC: MFL KS2 — Speak in sentences using familiar vocabulary, phrases and basic language structures; present ideas and information orally to a range of audiences; read carefully and show understanding.

Y5 — To know how to order food and modify adjectives.
Y6 — To know how to compare countries and use compass points.

Y5 ¿Cómo es tu mundo? / Y6 ¿En qué época?

NC: MFL KS2 — Write phrases from memory and adapt these to create new sentences; understand basic grammar and how to apply it to build sentences; describe people, places, things and actions.

Y5 — To know how to describe my world using possessives.
Y6 — To know how to tell the time and use adverbs.

Y5 ¿Qué hay en el aula? / Y6 Nuestro mundo

NC: MFL KS2 — Broaden their vocabulary and develop their ability to understand new words introduced into familiar written material; express ideas clearly, orally and in writing.

Y5 — To know how to use prepositions and polite requests.
Y6 — To know how to describe environmental issues using ‘voy a’.

Y5 Historia de España / Y6 Próxima aventura

NC: MFL KS2 — Read carefully and show understanding of words, phrases and simple writing; use a dictionary; understand basic grammar including the conjugation of high-frequency verbs.

Y5 — To know past-tense facts about Spain using ‘tener’/‘nacer’.
Y6 — To know how to work out meanings and hold a simple conversation.

Inspiring Leaders Today

Agreed Syllabus 2026–31: Unit 5.1 — Theme: Inspirational people in today’s world. Outcomes A2, B2, C1.

To know what makes a leader inspiring, and examples of inspiring people in today’s world.
To know how religious faith has inspired people to act for others, such as William Booth and the Salvation Army.
To know how William Wilberforce’s Christian beliefs led him to campaign against slavery.
To know an example of an inspiring person who holds a non-religious worldview.
To know who inspires me, and how I can show leadership in my own life.

What Matters to Christians?

Agreed Syllabus 2026–31: Unit 5.2 — Theme: Religion and the individual. Outcomes A1, A2, B1, C3.

To know what matters most to Christians, such as God, love, truth, forgiveness, church, family and friends.
To know that Christians believe the Holy Spirit helps them show the fruit of the Spirit, and that being a peacemaker means actively making peace.
To know that the Christmas story appears in Luke and Matthew with differences, and that Christians may read the Bible literally or metaphorically.
To know the key Christian beliefs about the first Christmas and what the festival means to Christians.
To know that Christians celebrate Christmas as the Incarnation – God becoming human in Jesus.

Humanist and Christian Values

Agreed Syllabus 2026–31: Unit 5.5 — Theme: Believing. Outcomes A2, A3, B3, C3.

To know what Humanists believe and how they decide what is right and wrong without belief in God.
To know what Christians believe matters most, including love, forgiveness and the teaching of Jesus.
To know which values Humanists and Christians share and where they differ.
To know how Christians and Humanists respond to questions about why good and bad things happen.
To know how to build a reasoned argument about whether people can be good without God, respecting other views.

Muslims in Britain Today

Agreed Syllabus 2026–31: Unit 5.6 — Theme: Living. Outcomes A1, B2, C2.

To know the core beliefs of Islam and the importance of the Qur’an.
To know what the Five Pillars ask of a Muslim.
To know why Muslims fast during Ramadan and celebrate Eid.
To know how zakat and sadaqah put Muslim beliefs into action, including through charities such as Islamic Relief.
To know what census data shows about the diversity of Muslim communities in Britain and in our local area.

Reflecting on Wisdom

Agreed Syllabus 2026–31: Unit 6.1 — Theme: Teachings, wisdom and authority. Outcomes A1, A2, A3, B3, C1, C2.

To know what the Torah, the Bible and the Qur’an teach about God, the world and human life.
To know the story of the Exodus and the Ten Commandments, and why they matter to Jewish people.
To know what Jesus taught about how to live, including in the Sermon on the Mount.
To know where Humanists look for wisdom and guidance without a sacred text.
To know how to write and justify my own words of wisdom for living today.

Sikhs in Britain Today

Agreed Syllabus 2026–31: Unit 6.5 — Theme: Living. Outcomes A2, B2, C3.

To know the core beliefs of Sikhi and the importance of the Gurus and the Guru Granth Sahib.
To know what happens in a gurdwara, including the langar.
To know the meaning of sewa and how Sikhs serve others.
To know the Five Ks and what they show about Sikh identity.
To know what it means to be a Sikh in Britain today and how Sikh communities contribute to local life.

Music

Industrial Rhythms — Ostinato & Layers

NC: Music KS2 — Improvise and compose music for a range of purposes using the inter-related dimensions of music; listen with attention to detail and recall sounds with increasing aural memory.

To know that an ostinato is a repeated pattern that underpins a piece.
To know that texture describes how many layers are sounding at once.
To know how to create a rhythmic ostinato from an industrial sound.
To know how to layer several ostinati to build a machine-like texture.
To know how to control dynamics and tempo within an ensemble.

Christmas Performance — Harmony & Part Singing

NC: Music KS2 — Play and perform in solo and ensemble contexts, using their voices and playing musical instruments with increasing accuracy, fluency, control and expression.

To know that harmony is two or more notes sounding together.
To know how to hold a second part against a melody.
To know how to breathe and phrase to shape a line.
To know how to respond to a conductor’s direction in performance.
To know how to evaluate a performance and identify improvements.

Composing for Extreme Earth — Structure & Dynamics

NC: Music KS2 — Improvise and compose music for a range of purposes using the inter-related dimensions of music; use and understand staff and other musical notations.

To know that structure is how sections of a piece are ordered.
To know that crescendo and diminuendo describe growing and fading sound.
To know how to plan a piece with a clear beginning, build and climax.
To know how to record a composition using a graphic score.
To know how to perform a composition accurately from the score.

Notation & Chords — Reading and Playing

NC: Music KS2 — Use and understand staff and other musical notations; play and perform in solo and ensemble contexts with increasing accuracy, fluency, control and expression.

To know that the treble clef fixes the pitch of notes on the stave.
To know that a chord is three or more notes played together.
To know how to read and play a melody of at least four bars.
To know how to play a simple chord accompaniment.
To know how to keep a part going while others play something different.

Ancient Egypt — Scales, Drones and Modes

NC: Music KS2 — Improvise and compose music for a range of purposes; appreciate and understand a wide range of high-quality live and recorded music drawn from different traditions; listen with attention to detail.

To know that a drone is a held note that other parts play over.
To know that different cultures use different scales and modes.
To know how to improvise a melody over a drone.
To know how instruments from other traditions produce their sound.
To know how to describe music using accurate musical vocabulary.

Showcase Performance — Ensemble & ICT

NC: Music KS2 — Play and perform in solo and ensemble contexts with increasing accuracy, fluency, control and expression; improvise and compose music for a range of purposes; develop an understanding of the history of music.

To know how to rehearse independently towards a performance.
To know how parts are allocated and balanced within an ensemble.
To know how music technology can be used to record and layer sound.
To know how to perform with confidence, control and expression.
To know how to evaluate a final performance against agreed criteria.

Invasion Games — Handball; Football

NC: PE KS2 — Play competitive games, modified where appropriate, and apply basic principles suitable for attacking and defending; use running, jumping, throwing and catching in isolation and in combination.

To know how to keep possession using accurate passing and movement off the ball.
To know how to create and use space to attack.
To know how to mark an opponent and delay an attack.
To know how to shoot with accuracy under pressure.
To know the rules of the game and how to officiate fairly.

Real PE — Agility; Dance — Victorian Christmas

NC: PE KS2 — Develop flexibility, strength, technique, control and balance; perform dances using a range of movement patterns.

To know how to react and respond quickly to a signal.
To know how to change direction at speed while keeping balance.
To know how to use motif, canon and unison in a dance.
To know how to perform a dance that reflects a historical style.
To know how to refine a performance after feedback.

Real Gym — Apparatus; Table Tennis

NC: PE KS2 — Develop flexibility, strength, technique, control and balance through gymnastics; play competitive net and wall games, modified where appropriate.

To know how to perform balances and rolls with control on apparatus.
To know how to link movements into a fluent sequence with a partner.
To know the ready position and grip in table tennis.
To know how to play forehand and backhand strokes with control.
To know how to use placement and spin to outwit an opponent.

Invasion Games — Netball; Dodgeball

NC: PE KS2 — Play competitive games, modified where appropriate, and apply basic principles suitable for attacking and defending; use throwing and catching in isolation and in combination.

To know how to pass accurately using chest, bounce and shoulder passes.
To know the footwork rule and how to land and pivot legally.
To know how to defend space and intercept a pass.
To know how to dodge, duck and catch to stay in a dodgeball game.
To know how to agree and apply tactics as a team.

Invasion / Net & Wall — Tag Rugby; Tennis

NC: PE KS2 — Play competitive games, modified where appropriate, applying basic principles suitable for attacking and defending; compare their performances with previous ones and demonstrate improvement to achieve their personal best.

To know how to pass backwards accurately while moving in tag rugby.
To know how to support the ball carrier and create an overlap.
To know how to serve and rally consistently in tennis.
To know how to play forehand and backhand groundstrokes.
To know how to score a game and compete honestly.

Athletics; Frisbee / Archery (Top Up Swimming alongside)

NC: PE KS2 — Use running, jumping, throwing and catching in isolation and in combination; compare their performances with previous ones to achieve their personal best. Swimming and water safety: swim competently over at least 25 metres, use a range of strokes effectively, and perform safe self-rescue.

To know how to pace a middle-distance run and finish strongly.
To know how to use the correct technique for a sprint start.
To know how to throw for distance using pull, push and sling actions.
To know how to jump for distance and height with a controlled landing.
To know how to aim and release accurately in frisbee and archery.

PSHE

Relationships & Online Safety

To know how relationships change as we grow.
To know how to recognise bullying and get help.
To know how to stay safe online.

Emergencies

To know how to help someone choking, bleeding or unresponsive.
To know the risks of alcohol.

Y6 GREAT Project / Y5 DART

Y6 — To know about healthy relationships, domestic abuse and gender respect.
Y5 — To know how to make safe choices about drugs, alcohol and risk.

Y6 Identity / Y5 DART

Y6 — To know what shapes identity and how media images are manipulated.
Y5 — To know how to make safe decisions and be a good citizen.

Y5 & Y6 Careers & Money

Y5 and Y6 — To know about career routes, budgeting and money risks.

Y5 Identity / Y6 Puberty (via Science)

Y5 — To know what shapes identity and how media images are manipulated.
Y6 — To know the changes of puberty and about conception and consent.

Knowledge statements taken from the UKS2 Knowledge & Assessment Grid — Even Year (2026–27). Each statement is an end-point for assessment.

Autumn 1 and Autumn 2: the History and Geography statements above are taken from the medium-term plan “Coal, Community and Change: The Industrial Revolution and Worksop” (10 lessons; Lessons 1–5 in Autumn 1, Lessons 6–10 in Autumn 2). The unit is a single enquiry across both half-terms and is assessed through retrieval quizzes, map and source work, a child-miner diary, interview responses, oral-history evidence from the ex-miners’ visit, fieldwork records and the final Golden Thread response. Both off-site visits require a risk assessment, staffing ratios and parental consent; visitor safeguarding checks are arranged through the office.

Inspirational Person: a year-long study runs across all six half-terms (each class teacher selects a different person).

National Curriculum links (italicised, under each unit title) paraphrase the statutory programmes of study in the National Curriculum in England (DfE, 2013). RE sits outside the National Curriculum and follows the Agreed Syllabus for RE in Nottingham City and Nottinghamshire 2026–2031, so RE units are cited by syllabus unit number and by the statutory Key Stage 2 outcomes (A1–A3, B1–B3, C1–C3). PSHE follows the statutory RSHE guidance. Neither carries an NC reference. RE follows the confirmed Upper Key Stage 2 two-year cycle: the even cycle teaches units 5.1, 5.2, 5.5, 5.6, 6.1 and 6.5, and the odd cycle teaches 5.3, 6.4, 5.4, 6.6, 6.3 and 6.2, so every child meets all twelve UKS2 units once.

English and Maths are assessed separately.

Odd year plan

Years 5 and 6Blitz, Bombs & Britain; Mission Survival; Groovy Greeks

How the year is delivered

The hooks, texts, enrichment and prior learning that carry the knowledge below. Read across a topic to see how a half-term is brought to life; the knowledge grid below sets out what is learned.

Topic	Blitz, Bombs & Britain		Mission Survival		Groovy Greeks
	Autumn 1	Autumn 2	Spring 1	Spring 2	Summer 1	Summer 2
Key Question	What impact did WW2 have on the lives of the people of Britain?		Why are polar regions so cold and deserts so dry?	Why are mountains so important?	Why was the Greek period so significant?	Are two regions in Europe the same?
Hook & Enrichment	Eden Camp Modern History Museum		—		Greek Day — visit from Portals to the Past
Core Texts	Goodnight Mister Tom (Aut 1); The Diary of Anne Frank; Rose Blanche (Aut 2)		Kensuke's Kingdom (Spr 1 & 2)		Percy Jackson & the Lightning Thief (Sum 1 & 2)
Key Concepts	Cultural change; Empire & power		World & continents; Physical features; Map & atlas work; Places & connections		Cultural change; Empire & power; Technological advances (Sum 1); Human & physical geography; Map & atlas work; World & continents; Fieldwork & investigation (Sum 2)
Building On	Ruthless Romans (conflict); Saxons & Vikings; Raiders & Settlers		Arctic Adventures; There is No Planet B; Remarkable Rainforests		Ruthless Romans; Remarkable Rainforests (Maya); Tomb Raiders (if the even year falls first)

Inspirational Person: a year-long study runs across all six half-terms (each class teacher selects a different person).

What children will know and remember

Topic

Blitz, Bombs & Britain

Mission Survival

Groovy Greeks

Autumn 1

Autumn 2

Spring 1

Spring 2

Summer 1

Summer 2

Key Question

What impact did WW2 have on the lives of the people of Britain?

Why are polar regions so cold and deserts so dry?

Why are mountains so important?

Why was the Greek period so significant?

Are two regions in Europe the same?

History

WW2 — The Blitz & Evacuation

NC: Hist KS2 — A study of an aspect or theme in British history that extends pupils' chronological knowledge beyond 1066 (the Second World War); a local history study.

To know that World War 2 lasted from 1939 to 1945.
To know that Britain and its allies fought the Axis powers.
To know that the Blitz was the heavy German bombing of British cities.
To know that children were evacuated to safer rural areas.
To know that an empire is many territories ruled by one country.

WW2 — Home Front, Anne Frank & Key Figures

NC: Hist KS2 — A study of an aspect or theme in British history that extends pupils' chronological knowledge beyond 1066; note connections, contrasts and trends over time and address historically valid questions about change, cause, similarity and significance.

To know that rationing limited food and goods during the war.
To know that women took on many wartime roles and jobs.
To know that Anne Frank was a Jewish girl who hid from the Nazis.
To know that Churchill led Britain and Hitler led Nazi Germany.
To know that VE Day in 1945 marked victory in Europe.

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Ancient Greece — Life, Democracy & Legacy

NC: Hist KS2 — Ancient Greece: a study of Greek life and achievements and their influence on the western world.

To know that Ancient Greece existed over 2,000 years ago.
To know that Greece was made up of rival city-states such as Athens and Sparta.
To know that Athens developed an early form of democracy.
To know that Greek pottery is evidence about everyday life.
To know that the Olympic Games began in Ancient Greece.

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Geography

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Biomes — Deserts & Polar Regions

NC: Geog KS2 — Locational knowledge: identify the position and significance of latitude, longitude, the Equator, the Tropics and the Arctic and Antarctic Circles; human and physical geography: describe and understand climate zones, biomes and vegetation belts.

To know that climate zones relate to distance from the Equator.
To know that the Tropics of Cancer and Capricorn bound the tropics.
To know that a biome is a region defined by its climate and wildlife.
To know that the Sahara is the world’s largest hot desert.
To know that a climate graph shows temperature and rainfall.

Mountains — The Rockies & Kinder Scout

NC: Geog KS2 — Human and physical geography: describe and understand key aspects of physical geography, including mountains and the water cycle; locational knowledge: identify key physical characteristics of North America; geographical skills and fieldwork: use maps, atlases and digital mapping.

To know that mountains form in different ways: fold, fault-block, volcanic and dome.
To know that contour lines show the height and shape of the land.
To know that the Rockies are a major North American range.
To know that Kinder Scout is the highest point in the Peak District.
To know that mountain tourism brings both benefits and problems.

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A European Region — South Aegean v East Midlands

NC: Geog KS2 — Place knowledge: understand geographical similarities and differences through the study of human and physical geography of a region of the UK and a region in a European country; locational knowledge: locate European countries, their environmental regions and major cities.

To know that Greece is in southern Europe and the South Aegean is its island region.
To know that European regions vary in their physical and human features.
To know that land use reflects climate, relief and resources.
To know that settlements develop where the land suits people.
To know how to compare two regions for climate, land use and economy.

Science

Y6 Light

NC: Sci Y6 — Light: recognise that light appears to travel in straight lines; use this idea to explain that objects are seen because they give out or reflect light into the eye; explain that we see things because light travels from light sources to our eyes; use the idea to explain why shadows have the same shape as the objects that cast them.

To know that light travels in straight lines.
To know that we see objects when light enters our eyes.
To know that shadows match the shape of the object blocking the light.
To know that light reflects off surfaces, as in a periscope.
To know that objects are seen because they emit or reflect light.

Y6 Evolution & Inheritance

NC: Sci Y6 — Evolution and inheritance: recognise that living things have changed over time and that fossils provide information about living things that inhabited the Earth millions of years ago; recognise that living things produce offspring of the same kind, but normally offspring vary; identify how animals and plants are adapted to suit their environment and that adaptation may lead to evolution.

To know that living things have changed over time through evolution.
To know that fossils give evidence of life millions of years ago.
To know that offspring inherit traits but are not identical to their parents.
To know that adaptation helps living things survive.
To know that natural selection can lead to evolution.

Y5 Properties & Changes of Materials

NC: Sci Y5 — Properties and changes of materials: compare and group everyday materials on the basis of their properties, including hardness, solubility, transparency, conductivity and response to magnets; know that some materials will dissolve in liquid to form a solution and describe how to recover a substance from a solution.

To know that materials are grouped by properties such as hardness and conductivity.
To know that properties decide what a material is used for.
To know that thermal insulators slow the transfer of heat.
To know that some materials are magnetic and others are not.
To know that fair tests compare materials reliably.

Y5 Materials — Mixtures & Changes

NC: Sci Y5 — Properties and changes of materials: decide how mixtures might be separated, including through filtering, sieving and evaporating; demonstrate that dissolving, mixing and changes of state are reversible changes; explain that some changes result in the formation of new materials and that this kind of change is not usually reversible.

To know that some materials dissolve to form a solution.
To know that mixtures separate by filtering, sieving and evaporating.
To know that a dissolved solid can be recovered by evaporation.
To know that reversible changes such as melting can be undone.
To know that burning forms new materials and is irreversible.

Y5 Living Things — Life Cycles

NC: Sci Y5 — Living things and their habitats: describe the differences in the life cycles of a mammal, an amphibian, an insect and a bird; describe the life process of reproduction in some plants and animals.

To know that reproduction is how living things make offspring.
To know that plants reproduce both sexually and asexually.
To know that mammals, amphibians, insects and birds differ in life cycle.
To know that a life cycle runs from birth to reproduction.
To know that naturalists such as Darwin study living things.

Y5 Animals including Humans — Growing & Changing

NC: Sci Y5 — Animals, including humans: describe the changes as humans develop to old age.

To know that humans develop from birth to old age.
To know that a baby develops in the womb during pregnancy.
To know that puberty brings physical changes to the body.
To know that people change at different rates.
To know that gestation periods vary between animals.

Art & Design

Painting — Banksy (Propaganda Poster)

To know that propaganda uses art to spread a message.
To know that Banksy makes art carrying political comment.
To know that stencilling repeats a precise design.
To know that lettering styles change a poster’s impact.
To know that historic sources can inform new artwork.

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Drawing — Stephen Wiltshire (Perspective)

NC: Art KS2 — Improve their mastery of art and design techniques, including drawing, with a range of materials; create sketch books to record their observations and use them to review and revisit ideas; learn about great artists, architects and designers in history.

To know that perspective shows depth and distance on a flat page.
To know that composition arranges a landscape view.
To know that Stephen Wiltshire draws cityscapes from memory.
To know that mark-making adds detail and texture.
To know that sketches plan a final drawing.

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Ceramics — Roberto Lugo (Greek Pot)

NC: Art KS2 — Improve their mastery of art and design techniques, including sculpture with clay, with a range of materials; learn about great artists, architects and designers in history.

To know that Greek urns told stories through painted scenes.
To know that sgraffito scratches a design into a slip layer.
To know that pinch and coil techniques build a clay pot.
To know that Roberto Lugo blends tradition with modern themes.
To know that clay is shaped, decorated and fired.

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Structures & Electrical — Anderson Shelter

NC: D&T KS2 — Technical knowledge: apply their understanding of how to strengthen, stiffen and reinforce more complex structures; understand and use electrical systems in their products; generate, develop, model and communicate ideas through annotated sketches, cross-sectional and exploded diagrams and prototypes.

To know that an Anderson shelter protected families during air raids.
To know that strong, stable structures resist forces.
To know that a simple circuit can power a warning alarm.
To know how to select and use tools safely.
To know how products are tested and evaluated.

Textiles Project

NC: D&T KS2 — Design purposeful products aimed at particular individuals or groups; select from and use a wider range of materials and components, including textiles, according to their functional properties and aesthetic qualities; evaluate their ideas and products against their own design criteria.

To know that products are designed to be fit for purpose.
To know that ideas are shown through annotated sketches and CAD.
To know that a pattern guides the cutting and joining of fabric.
To know that materials are chosen for function and appearance.
To know how to evaluate work against design criteria.

Cooking — Camp Fire Stew

NC: D&T KS2 — Cooking and nutrition: understand and apply the principles of a healthy and varied diet; prepare and cook a variety of predominantly savoury dishes using a range of cooking techniques; understand seasonality and know where and how a variety of ingredients are grown, reared, caught and processed.

To know that food is grown, reared or caught.
To know that seasonality affects which foods are available.
To know that a recipe lists ingredients and method.
To know how to combine and cook ingredients safely.
To know how to evaluate a dish against success criteria.

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Computing

Systems & Networks

Y5 (Systems & Searching) — To know how computers form systems and how search engines rank results.
Y6 (Communication & Collaboration) — To know how data travels online and how to collaborate effectively.

Creating Media

NC: Comp KS2 — Select, use and combine a variety of software on a range of digital devices to design and create a range of content that accomplishes given goals.

Y5 (Video Production) — To know how to plan, film and edit a video.
Y6 (Web Page Creation) — To know how to plan web pages (structure, navigation, copyright).

Programming

Y5 (Selection in Physical Computing) — To know how to use loops and selection to control a project.
Y6 (Variables in Games) — To know how to use variables to extend a game.

Data & Information

NC: Comp KS2 — Select, use and combine a variety of software to collect, analyse, evaluate and present data and information.

Y5 (Flat-file Databases) — To know how to record, sort and question data in a database.
Y6 (Intro to Spreadsheets) — To know how to use formulas to calculate and present data.

Creating Media / Programming

Y5 (Vector Graphics) — To know how to make vector drawings using shapes and layers.
Y6 (Sensing Movement) — To know how to program a device using inputs and outputs.

Programming / Creating Media

NC: Comp KS2 — Use sequence, selection and repetition in programs; select, use and combine a variety of software on a range of digital devices to accomplish given goals.

Y5 (Selection in Quizzes) — To know how to use selection to make a quiz.
Y6 (3D Modelling) — To know how to plan and create a 3D model.

MFL (Spanish)

Describing People & a Spanish Town (Y5/Y6)

NC: MFL KS2 — Describe people, places, things and actions orally and in writing; understand basic grammar including feminine, masculine and neuter forms and the conjugation of high-frequency verbs; speak in sentences using familiar vocabulary and basic language structures.

To know that "y" means "and" and "pero" means "but".
To know that adjectives agree with masculine and feminine nouns.
To know that the verb "vivir" means "to live".
To know that "porque" means "because".
To know that the Day of the Dead is a festival of the Spanish-speaking world.

Appearance & Shopping (Y5/Y6)

NC: MFL KS2 — Engage in conversations, ask and answer questions and express opinions; understand basic grammar including the conjugation of high-frequency verbs; broaden their vocabulary.

To know that "tener" (to have) is used to describe appearance.
To know that "llevar" means "to wear".
To know that "me duele(n)" says what hurts.
To know that the verb "comprar" means "to buy".
To know how to use three-digit numbers in Spanish.

Restaurant & Discovering Spain (Y5/Y6)

NC: MFL KS2 — Engage in conversations and express opinions; speak in sentences using familiar vocabulary and basic language structures; read carefully and show understanding of words, phrases and simple writing.

To know that "quisiera…" means "I would like…".
To know that adjectives change with gender and number.
To know how to compare countries using adjectives and verbs.
To know the compass points in Spanish.
To know how to express an opinion and respond to one.

My World & Seasons (Y5/Y6)

NC: MFL KS2 — Describe people, places, things and actions orally and in writing; understand basic grammar including key features and patterns of the language and how to apply these to build sentences; broaden their vocabulary.

To know that possessive determiners show ownership.
To know that adjectives are spelled to agree with the noun.
To know how to use a bilingual dictionary to find words.
To know how to tell the time in five-minute intervals.
To know how Easter traditions compare between countries.

The Classroom & Environment (Y5/Y6)

NC: MFL KS2 — Broaden their vocabulary and develop their ability to understand new words introduced into familiar written material; understand basic grammar; write phrases from memory and adapt these to create new sentences.

To know that prepositions say where things are.
To know that "más" means "more".
To know that "voy a…" is the near future, "I am going to…".
To know how to name environmental challenges in Spanish.
To know that polite requests use "disculpe… por favor".

History of Spain & My Next Adventure (Y5/Y6)

NC: MFL KS2 — Read carefully and show understanding of words, phrases and simple writing; appreciate stories, songs, poems and rhymes in the language; present ideas and information orally to a range of audiences.

To know that "tener" and "nacer" (to be born) describe history.
To know that the past tense describes events that have happened.
To know how word types help work out meaning.
To know how to hold a short conversation in Spanish.
To know how to pronounce key Spanish sounds correctly.

The Impact of Beliefs

Agreed Syllabus 2026–31: Unit 5.3 — Theme: Beliefs and questions. Outcomes A1, A2, A3, B3, C1.

To know that the Five Pillars are the foundations of Muslim life.
To know that they are faith, prayer, charity, fasting and pilgrimage.
To know that Hindus may worship many gods and goddesses.
To know that atheists do not believe in God and agnostics are unsure.
To know that beliefs, or the absence of them, influence how people live.

Rescuers and Upstanders: the Kindertransport

Agreed Syllabus 2026–31: Unit 6.4 — Theme: Beliefs in action. Outcomes A1, A2, B2, C2.

To know that Jewish people faced persecution in 1930s Germany.
To know that the Kindertransport rescued Jewish child refugees.
To know that the Holocaust was the Nazi murder of millions of Jewish people.
To know that an "upstander" speaks up against injustice.
To know that we can learn from those who rescued and resisted.

Expressing Spirituality

Agreed Syllabus 2026–31: Unit 5.4 — Theme: Beliefs in action in the world. Outcomes A2, B2, C1, C3.

To know that religious art and architecture express belief.
To know that charity and generosity are valued in many faiths.
To know that some believers value generosity above buildings.
To know that mosques and churches are designed with meaning.
To know that people debate the value of art against charity.

What Kind of King?

Agreed Syllabus 2026–31: Unit 6.6 — Theme: Believing. Outcomes A1, B2, C1.

To know that Christians believe Jesus is the Messiah, God’s chosen one.
To know that Jesus taught about the ‘kingdom of God’, where God rules in people’s hearts, lives and communities.
To know that in the temptation in the wilderness Jesus refused to become king by force.
To know what parables such as The Feast (Luke 14) teach Christians about who is welcome in God’s kingdom.
To know how Christians today serve others and work for justice and peace, and why they see this as following Jesus.

Religions and Global Issues

Agreed Syllabus 2026–31: Unit 6.3 — Theme: Beliefs in action in the world. Outcomes A1, C1, C3.

To know that many faiths teach fairness, justice and care.
To know that Islamic Relief and Christian Aid respond to need.
To know that human rights include the right to education.
To know that caring for the environment is a shared duty.
To know that beliefs can inspire action to change the world.

Respect for Everyone

Agreed Syllabus 2026–31: Unit 6.2 — Theme: Religion, worldviews, family and community. Outcomes A1, A2, B2, C1, C2.

To know what census data shows about religion and belief in Nottinghamshire, the UK and the world.
To know that Nottinghamshire is home to people of many religions and of none.
To know how different communities show that they belong, and the similarities and differences between them.
To know what inter-faith co-operation is, using at least two local examples.
To know how tolerance, empathy and respect can build harmony in a community.

Music

Dynamic, Dramatic Music (WW2)

NC: Music KS2 — Improvise and compose music for a range of purposes using the inter-related dimensions of music; listen with attention to detail and recall sounds with increasing aural memory; appreciate and understand a wide range of high-quality live and recorded music.

To know that accelerando means gradually getting faster.
To know that a crescendo builds tension by getting louder.
To know that music can represent characters, events or moods.
To know that all musical elements can add drama.
To know how a class can compose a soundscape.

Time Signatures

NC: Music KS2 — Use and understand staff and other musical notations; play and perform in solo and ensemble contexts with increasing accuracy, fluency, control and expression.

To know that a time signature shows the beats in a bar.
To know that music can be in 3, 4, 5, 6 or 9 beats per bar.
To know that the time signature can define a style.
To know that most pop music is in 4/4 time.
To know that rhythmic motifs can be internalised and played.

Form & Structure

NC: Music KS2 — Listen with attention to detail and recall sounds with increasing aural memory; appreciate and understand a wide range of high-quality live and recorded music drawn from different traditions and from great composers and musicians.

To know that music is built from sections such as verse, chorus and bridge.
To know that sections can be labelled A, B and C.
To know how listening identifies the different parts of a piece.
To know that composers structure and arrange deliberately.
To know that rearranging sections changes the music.

Improvise & Compose with a Drone

NC: Music KS2 — Improvise and compose music for a range of purposes using the inter-related dimensions of music; play and perform in solo and ensemble contexts.

To know that a drone is a single sustained note or chord.
To know that improvisation stays in the key of the drone.
To know that notes in the same key sound good together.
To know that tonality is the key or feel of a piece.
To know that start and end notes shape an improvisation.

Whole-Class Performance

NC: Music KS2 — Play and perform in solo and ensemble contexts, using their voices and playing musical instruments with increasing accuracy, fluency, control and expression.

To know that an ensemble plays at the same tempo and in the same key.
To know that players start and stop together.
To know that a shared structure keeps the group together.
To know that music can be composed, arranged or mashed up.
To know that recordings help us reflect and improve.

Showcase with ICT & Instruments

To know that parts are allocated to suit each player.
To know that simplifying a part can ensure success.
To know that music can be extended or deepened later.
To know how ICT and instruments combine in performance.
To know that choices are made to give the best performance.

Dance WW2; Pop Lacrosse

NC: PE KS2 — Perform dances using a range of movement patterns; use running, jumping, throwing and catching in isolation and in combination; play competitive games applying basic principles suitable for attacking and defending.

To know that dance reflects a style and mood, such as the 1940s.
To know that movements are performed in unison and in time.
To know that lacrosse uses scoop, cradle, catch and throw.
To know that possession is kept and won as a team.
To know that control improves the quality of a performance.

Basketball; Orienteering

NC: PE KS2 — Play competitive games, modified where appropriate, and apply basic principles suitable for attacking and defending; take part in outdoor and adventurous activity challenges both individually and within a team.

To know that dribbling and passing keep possession on the move.
To know that footwork rules such as no travelling apply.
To know that the BEEF principle aids shooting accuracy.
To know that orienteering uses a map to find a route.
To know that communication helps a team complete a course.

Real PE — Ball Skills / Agility; Real Gym — Partner Balance

NC: PE KS2 — Develop flexibility, strength, technique, control and balance through gymnastics; use running, jumping, throwing and catching in isolation and in combination.

To know that agility is quick acceleration and change of direction.
To know that attacking creates and exploits space.
To know that defending uses strategy and tactics.
To know that partner balances need contrast and control.
To know that sequences combine actions and apparatus.

Cricket; Team-Building / OAA

NC: PE KS2 — Use running, jumping, throwing and catching in isolation and in combination; play competitive games; take part in outdoor and adventurous activity challenges both individually and within a team.

To know that hand–eye coordination strikes a bowled ball.
To know that long and short barriers stop the ball.
To know that players have set roles: bowler, batter and keeper.
To know that teamwork and leadership solve challenges.
To know that first aid and water skills keep us safe.

Quick Sticks Hockey; Athletics

NC: PE KS2 — Play competitive games, modified where appropriate, applying basic principles for attacking and defending; use running, jumping and throwing in isolation and in combination; compare their performances with previous ones to achieve their personal best.

To know that control keeps the ball close while moving.
To know that a safe tackle gains possession fairly.
To know that athletics combines running, jumping and throwing.
To know that technique maximises distance and height.
To know that pacing suits the distance to be run.

Tri Golf; Rounders

NC: PE KS2 — Use running, jumping, throwing and catching in isolation and in combination; play competitive games, modified where appropriate, applying basic principles suitable for attacking and defending.

To know that the swing is adjusted for short and long shots.
To know that a chipper is used for distance when appropriate.
To know that bowling is communicated to the backstop and bases.
To know that hand–eye coordination strikes the ball.
To know that fielding, catching and throwing get batters out.

PSHE

What changes as we become more independent? (Y5/6)

To know that relationships can be healthy or unhealthy.
To know that family life can feel unhappy and that help is available.
To know that attitudes to gender have changed over time.
To know how to respectfully challenge unfair attitudes.
To know that independence brings new choices and responsibilities.

How can I keep myself safe in the community?

To know that breaking the law has consequences.
To know that friendship choices affect our wellbeing.
To know that knife crime causes serious harm and that life has value.
To know that actions have consequences for ourselves and others.
To know that prejudice and discrimination can be challenged.

DART (Y5); Positive Choices (Y6)

To know that bullying and hate crime have consequences.
To know that trusted adults can help in difficulty.
To know that consent means asking for and giving permission.
To know that rights come with responsibilities.
To know that a decision-making model supports safe choices.

DART (Y5); Mental Health (Y6)

To know that sleep benefits both the body and the mind.
To know that failure can be part of learning and growing.
To know that goals can be short, medium and long term.
To know that alcohol, drugs and solvents affect health.
To know that technology can affect physical and mental health.

Keeping Healthy as We Grow (Y5/6)

To know that a healthy lifestyle supports mental health.
To know that regular physical activity keeps the body healthy.
To know how to notice when we are unwell and seek help.
To know that habits can be good or bad for our health.
To know how food groups help us plan healthy meals.

Puberty (Y6); Money (Y5)

To know that puberty brings physical and emotional changes.
To know that the reproductive systems have specific functions.
To know that consent and privacy must be respected.
To know that money should be kept safe and that gambling has risks.
To know that a budget plans how money is earned, saved and spent.

Distilled from the UKS2 Odd-Year LTP and the Y5/6 MTP suite. Each statement is an end-point for assessment (maximum 5 per unit).

Inspirational Person: a year-long study runs across all six half-terms (each class teacher selects a different person).

Core texts: Goodnight Mister Tom (Aut 1); The Diary of Anne Frank / Rose Blanche (Aut 2); Kensuke’s Kingdom (Spr 1 & 2); Percy Jackson & the Lightning Thief (Sum 1 & 2).

RE follows the confirmed Upper Key Stage 2 two-year cycle for the 2026–2031 Agreed Syllabus. The odd cycle teaches units 5.3, 6.4, 5.4, 6.6, 6.3 and 6.2; the even cycle teaches 5.1, 5.2, 5.5, 5.6, 6.1 and 6.5, so every child meets all twelve UKS2 units once.

Computing follows the NCCE Teach Computing Curriculum, adopted from 2026–27. Its units are sequenced by year group rather than by topic, so the Computing row is identical in the odd and even cycles, and each cell gives the end-point for both year groups (Y5 and Y6). It replaces the previous topic-linked units (Blitz animation, Project Evolve, App Prototype, Augmented Reality, Scratch platform game and micro:bit). Online safety is taught through PSHE / RSHE and the Education for a Connected World framework alongside the NCCE units.

English and Maths are assessed separately.

Sparken Hill Academy

Upper KS2 Curriculum (Years 5 and 6)

How the year is delivered

What children will know and remember

How the year is delivered

What children will know and remember

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