Y5/6 1960s and the Space Race


We are learning about space and in particular:

  • To describe the movement of the Earth, and other planets, relative to the Sun in the solar system:
  • To describe the movement of the Moon relative to the Earth:
  • To describe the Sun, Earth and Moon as approximately spherical bodies:
  • To use the idea of the Earth’s rotation to explain day and night.

We are learning about forces and in particular:

  • To explain that unsupported objects fall towards the Earth because of the force of gravity acting between the Earth and the falling object:
  • To understand that force and motion can be transferred through mechanical devices such as gears, pulleys, levers and springs.

We are learning about light and in particular:

  • To understand that light appears to travel in straight lines;
  • To use the idea that light travels in straight lines to explain that objects are seen because they give out or reflect light into the eye;
  • To explain that we see things because light travels from light sources to our eyes or from light sources to objects and then to our eyes;
  • To use the idea that light travels in straight lines to explain why shadows have the same shape as the objects that cast them, and to predict the size of shadows when the position of the light source changes.


We are learning about the 1960s and in particular:

  • To know a significant turning point in British history – the rise of popular culture and music; the rise of The Beatles and Beatle-mania;
  • To understand the changes in fashion and everyday life of the people of Britain;
  • To understand the changing makeup of British society;
  • To know about the moon landing and the ‘space race’.


We are learning about the 1960s and the space race and in particular:

  • To locate the world’s countries, using maps to focus on Europe (including the location of Russia) and North and South America, with reference to the locations of the key events that shaped the 1960s;
  • To use maps, atlases, globes and digital/computer mapping to locate countries with reference to the locations of the key events that shaped the 1960s;
  • To identify the position and significance of latitude, longitude, Equator, Northern Hemisphere, Southern Hemisphere, the Tropics of Cancer and Capricorn, Arctic and Antarctic Circle, the Prime/Greenwich Meridian and time zones (including day and night).


We are learning about art in the 1960s and in particular:

  • To know about the work of Andy Warhol, his inspirations and thoughts on art;
  • To recreate images in a similar style to Andy Warhol by looking at his use of colour, textures and repetition;
  • To improve mastery of art and design techniques, including drawing, painting and mixing colours;
  • To study other pop art and recreate images in a similar style;
  • To know about 1960s fashion and design;
  • To design an item of clothing or furniture in a similar style.
  • To know how to tie-dye material.

Design Technology

We are learning about controllable vehicles and in particular:

  • To investigate and analyse a range of existing products.
  • To generate, develop, model and communicate their ideas through discussion, annotated sketches, cross-sectional and exploded diagrams, prototypes, pattern pieces and computer-aided design;
  • To select from and use a wider range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing], accurately;
  • To understand and use mechanical systems in their products [for example, gears, pulleys, cams, levers and linkages];
  • To understand and use the electrical systems in their products (for example series circuits, lights and switches);
  • To evaluate their ideas and products against their own design criteria and consider the views of others to improve their work.
  • To understand how key events and individuals in design and technology have helped shape the world.


We are learning about a savoury dish linked to the 1960’s and in particular:

  • To understand and apply the principles of a healthy and varied diet.

Religious Education

We are learning about journeys in religion and in particular:

  • To know about journeys and pilgrimage;
  • To learn why people make pilgrimages;
  • To recall details of religious pilgrimages;
  • To recount their own special journeys.

Computing year 5

We are learning about creativity and computer networks and in particular:

5.3 We are artists – fusing geometry and art by learning:

  • To develop an appreciation of the links between geometry and art;
  • To become familiar with the tools and techniques of a vector graphics package;
  • To develop an understanding of turtle graphics;
  • To experiment with the tools available, refining and developing their work as they apply their own;
  • To criteria to evaluate it and receive feedback from their peers;
  • To develop some awareness of computer-generated art, in particular fractal-based landscapes.

5.4 We are web developers – creating a web page about cyber safety by learning:

  • To develop their research skills to decide what information is appropriate;
  • To understand some elements of how search engines select and rank results;
  • To question the plausibility and quality of information;
  • To develop and refine their ideas and text collaboratively;
  • To develop their understanding of e-safety and responsible use of technology.

Computing year 6

We are learning about productivity and communication with collaboration and in particular:

6.3 We are market researchers – researching the app market by learning:

  • To create a set of good survey questions;
  • To analyse the data obtained from a survey;
  • To work collaboratively to plan questions;
  • To conduct an interview or focus group;
  • To analyse and interpret the information obtained from interviews or a focus group present their research findings.

6.4 We are interface designers – designing an interface for an app by learning:

  • To work collaboratively to design the app’s interface;
  • To use wire framing tools to create a design prototype of their app;
  • To develop or source the individual interface components (media assets) they will use;
  • To address accessibility and inclusion issues;
  • To document their design decisions and the process they’ve followed.

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