Year 5 Topic 6
In this topic the children will develop a deeper understanding of where our food comes from and how it is produced, processed and consumed, making meaningful links across geography, history and design technology. Building on prior learning, children will apply their knowledge to explore both local and global food systems and understand their impact on people and the environment.
In geography, children begin by revisiting their prior learning about the local area and fieldwork skills from earlier lessons, using these to observe, measure and record features during a visit to the school allotment. They will build on their existing map skills to locate countries around the world and identify where different foods originate, applying previous knowledge of continents, climate zones and human and physical geography.
Children will develop their understanding of food production and distribution, including how foods such as bread and chocolate are produced. This will help the children to recognise how food production has changed over time from small-scale farming to large-scale factory processes. They will also explore the concept of food miles, considering how global trade connects countries and affects both economies and the environment.
Children will apply previous knowledge of seasonality and climate to explain why certain foods are grown in particular regions and how seasonal changes affect availability. This builds on earlier geography learning about weather patterns and climate, enabling the children to understand real-world issues such as food sustainability and climate change. They will evaluate the advantages and disadvantages of importing food, linking this to environmental impact and economic decision-making.
In design and technology, pupils will apply their understanding of food sourcing to design, make and evaluate their own food product. Building on prior learning from Year 3, where they made bread products and developed basic food preparation skills, children will now refine their cutting, mixing and preparation techniques, working safely and hygienically.
They will undertake a full design process, generating ideas, developing design criteria and using recipes to plan their product. Children will then make a biscuit cake, selecting appropriate ingredients and considering factors such as taste, texture and appearance. This practical work is closely linked to their geography learning, as they will consider whether ingredients are locally sourced, seasonal or imported, applying their understanding of food origins.
Finally, pupils will evaluate their products, carrying out sensory assessments and considering cost and value, introducing them to basic economic principles and linking back to discussions about trade and production.
Across the topic, children are encouraged to make connections with prior learning in both geography and history, using previously developed knowledge of settlements, trade, climate and industrial change to deepen their understanding.
In science, children will learn about animals, including humans, focusing on the human life cycle. They will identify and describe the stages of the human life cycle, building on prior knowledge from Key Stage 1 about how animals obtain food and grow.
Children will also revisit learning about plant reproduction. By connecting this to prior knowledge of plants and habitats, children deepen their understanding of food systems from a biological perspective.
Working scientifically, pupils will develop skills such as asking questions, planning fair investigations, recording data and drawing conclusions. These skills build on earlier enquiry-based learning and support children in making evidence-based connections across subjects.
Importantly, children will apply their science learning to the wider topic by understanding how living things grow, reproduce and contribute to food systems, linking human development with the production and consumption of food.