Year 5 – What am I learning now? (Term 3 2021-22)

Who we are

Central idea

Human invention can impact the availability of resources.

Lines of Inquiry –  an inquiry into

  • The reasons for water scarcity (causation)
  • The quantity and quality of water is dependent upon locality (connection)
  • How humans can impact water usage now and in the future (responsibility)

Subject Focus

Geography, Science, Art, DT, Music, Computing 


All chn will have a bottle of water each and they will need to think about the importance of the water over the day. They will need to think about whether they wash their hands, prepare food, water plants etc. Once the water is gone, it’s gone! 

Home Learning Opportunities

Children will keep a record of how much water they use at home. Pupils will reflect on their water usage as the term goes on and take action to become more sustainable.

Transferable skills (approaches to learning)

  • Thinking Skills
  • Research Skills 
  • Social Skills

Links to PSHE / SMSC

Sharing resources (water). Seeing the world from others point of view who are less fortunate (empathy). Being fair and making the correct moral choices (sustainability).

Key Vocabulary

Commodity, sustainable, scarcity, fair, irrigation, agriculture, filter, hygiene, sanitary, location, hemisphere, states of matter, solid, liquid, gas, dissolve.

Career Links

 Inventors, politicians, water efficiency analysts 

Sharing Success

During the term, children will be able to request a selfie of their work to be uploaded onto their Class Dojo profiles. Home learning and actions will be shared with peers and promoted on school displays to promote sustainability and encourage others to take action actions


Pupils will attempt to create a world changing invention that will either save or purify water. Children will reflect on their water consumption at home and make adaptations to the way they live as well as encourage family members to do the same.  

Milestones covered in this Inquiry

Lead Subjects

  • I can explain why water is such a valuable commodity.
  • I can describe the environmental impact of water scarcity.
  • I can explain the human causes and impacts of water scarcity.
  • I can understand geographical similarities and differences through studying the human and physical geography of a small area of the UK, a region in a European country, and a region within North or South America.
  • I can collect information about a place and use it in a report.
  • I can  find possible answers to my own geographical questions,
  • I can explain how a location fits into its wider geographical location; with reference to its physical features.
  • I can  locate the Tropic of Cancer and the Tropic of Capricorn
  • I can  name and locate many of the world’s major rivers on maps.
  • I can use my knowledge of solids, liquids and gases to decide how mixtures might be separated, including through filtering, sieving, evaporating.
  • I  can explain how some materials dissolve in liquid to form a solution.
  • I can describe methods for separating mixtures. (filtration, distillation)
  • I can describe changes using scientific words. (evaporation, condensation)
  • I can present a report of my findings through writing, display and presentation.
  • I can report and present findings from enquiries through written explanations and conclusions.
  • I can discuss and develop initial ideas in order to plan and draft before writing.
  • I can evaluate own and others’ writing; with direction, proof read, edit and revise.
  • I can find key words and ideas and begin to write a summary about why water scarcity exists.
  • I can organise writing into sections or paragraphs; create cohesion by linking ideas across paragraphs using adverbials of time.
  • I can use of commas to clarify meaning or avoid ambiguity.
  • I can indicate degrees of possibility using adverbs or modal verbs.
  • I can begin to use commas for parenthesis
  • I can choose vocabulary and grammar to suit formal writing, with guidance.
  • I  can listen and respond to others and make contributions which are relevant and may add challenge to ideas e.g. poses thoughtful alternatives that extend peers’ thinking.
  • I can  evaluate the effectiveness and impact of my own and others’ word choices. e.g. use of imperative and modal verbs during persuasive writing.
  • I can  present information clearly using an introduction, relevant ideas and a conclusion. Vocabulary is well-chosen and specific.
  • I can play and perform in solo and ensemble contexts, using voices and playing musical instruments with increasing accuracy, fluency, control and expression.
  • I can improvise and compose music for a range of purposes using interrelated dimensions of music.
  • I can express emotions accurately through painting and sketches.
  • I can make notes in a sketchbook as to how I might develop my work further.
  • I can combine graphics and text based on my research.
  • I can generate innovative ideas, drawing on research.
  • I can accurately assemble, join and combine materials and components.
  • I can consider the views of others, including intended users, to improve my work.
  • I can competently use the internet as a search tool.
  • I can reference information sources.
  • I can discuss the postive and negative impact of the uses of ICT in their own lives and those of their peers and their family.
  • I can recognise the potential risk of using internet communication tools and understand how to minimise those risks (including scams and phishing).
  • I can use instant messaging to communicate with class members.