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St. Catherine of Siena

Feast Day:April 29 

Born:1347 :

Died:1380

Catherine was born at Siena, Tuscany in Italy. Catherine was the youngest in a family of twenty-five children. When she was six years old Jesus appeared and blessed her. Her mother and father wanted her to be happily married. But, Catherine wished only to be a nun. To make herself as unattractive as possible, she cut off her long, beautiful hair. Her parents were very upset and scolded her often. They also gave her the most difficult housework to do. But Catherine did not change her mind. Finally, her parents stopped bothering her and allowed her to become a nun. St. Catherine was very honest and straightforward with Jesus and scolded him when he was not around to help her in her struggles and temptations. Jesus told her that because he was in her heart she was able to win her struggles by his grace. In those days the Church had many problems. There were fights going on all over Italy. Catherine wrote letters to kings and queens. She even went to beg rulers to make peace with the pope and to avoid wars. Catherine asked the pope to leave Avignon, France, and return to Rome to rule the Church as it was God's will. He listened to St. Catherine and did as she said. Catherine never forgot that Jesus was in her heart. Through her, Jesus helped the sick people she nursed and comforted the prisoners she visited in jail. This great saint died in Rome in 1380 when she was just thirty-three. She is the patroness of Italy, her country. Hundreds of years later St. Catherine was named a Doctor of the Church. She received this great honor because she served Jesus' Church boldly during her short lifetime.

Mrs Martin is our class teacher in St Catherine. Mrs Bertolino is our Teaching Assistant. Mrs Egboh works with both classes in Year 6.

                 PGL INFORMATION POWERPOINT                            Click here to look at a day in the life of PGL         Click here for a kit list

This term in literacy we will be exploring the following units of works. Each unit will explain the text which we will be exploring and the grammar focuses for that unit.

FICTION
Tales from Outer Suburbia by Shaun Tan, 

ChIldren will  read and analyse a selection of short stories from Tales of Outer Suburbia by Shaun Tan. They explore the structure of short stories & the use of modal verbs & dialogue. Children write a drama based on one they have heard & then a new story in the Shaun Tan-style.
Grammar focus:
1. Use dialogue, recognise differences between spoken and written speech.
2. Use speech punctuation to indicate direct speech.
3. Understand and use modal verbs.


NON-FICTION
Various reports 

The children will use texts about iPads & iPhones to introduce features of non-chronological reports. Children will create a new section for a BBC online activity about reports using BOS/ QuAD techniques. Then chn research information about another electronic device & write reports.
Grammar focus:
1. Begin to understand the use of active and passive verbs, especially the use of the passive form in reports.
2. Recognise and use a past participle.
3.  Use semi-colons, colons and dashes appropriately in reports.
4. Use bullet points in reports.

POETRY
The Convergence of the Twain by Thomas Hardy 

Using a range of sea poems & The Convergence of the Twain by Thomas Hardy, explore the use of imagery & description. The children will then discuss how to use language to evoke feelings & produce impressions. Children draft & write their own poem about the Titanic.
Grammar focus:
1. Use fronted adverbials and non-finite verbs to start a sentence.
2. Use commas after fronted adverbials
3.  Use elaborated description, including adjectives and adverbs, and subordinate clauses. 

Click on the link below for helpful information and activities which are all literacy based;

Here we are working together to generate persuasive arguments about why tourism on mountains should be banned;

 

The children will continue to be taught the skills which are laid out in the New Curriculum.
The following skills are taught within each unit:

Place Value and Rounding: Read, write, order and compare numbers up to 10,000,000 and determine the value of each digit, round any whole number to a required degree of accuracy, solve number and practical problems that involve all of these.

Decimals: Identify the value of each digit in numbers given to three decimal places and multiply and divide numbers by 10, 100, 1000, use, read write and convert between standard units, converting measurements of length, mass and volume, solve problems involving the calculation and conversion of units of measure, using decimal notation up to three decimal places where appropriate.

Addition and Subtraction: Perform mental calculations, including with mixed operations and large numbers, solve addition and subtraction multi-step problems deciding which operations to use and why, use estimation to check answers to calculations and determine, in the context of a problem, an appropriate degree of accuracy.

Prime numbers, factors and multiples: perform mental calculations, including with mixed operations and large numbers, identify common factors, common multiples and prime numbers, solve problems involving multiplication and division.

Multiplication and Division: Multiply multi-digit numbers up to 4 digits by a two-digit whole number using the formal written method of long multiplication, multiply one-digit numbers with up to two decimal places by whole numbers, divide numbers up to 4 digits by a two-digit whole number using the formal written method of short division, and interpret remainders as a whole number remainders, fractions, or by rounding, as appropriate for the context, use written division methods in cases where the answer has up to two decimal places, use estimation to check answers to calculations and determine, in the context of a problem, an appropriate degree of accuracy, use their knowledge of the order of operations to carry out calculations involving the four operations.

Click on the link below for helpful information and activities which are all numeracy based;

Here we are in maths working together to help solve problems;

And here we are recording information and solving problems on our working wall;

We have had a MoneySense workshop where we had to plan a birthday party with a set budget. We worked in groups to complete to organise the best party, for the greatest number of people for the least amount of money! Luckily we had helpers from the bank to help guide us with our financial organisation. Have a look at our pictures to see how we got on!

Living things and their habitats:
Pupils should be taught to:
 describe how living things are classified into broad groups according to common
observable characteristics and based on similarities and differences, including microorganisms,
plants and animals
 give reasons for classifying plants and animals based on specific characteristics.

Evolution and Inheritance:
Pupils should be taught to:
 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 and are not identical to their parents
 identify how animals and plants are adapted to suit their environment in different
ways and that adaptation may lead to evolution.

Click on the link below for helpful information and activities which are all science based;

Here we are in an earlier unit investigating how we can use shadows to proove that light travels in straight lines;

Here we are exploring the components of blood by making our own and building our own working models of the lungs;

Here we are investigating how exercise affects our heart rate;

From Easter To Pentecost:
After this topic we will be able to:

Retell the events of the Easter Season from the writing of Luke.
Explain how the Resurrection and Post-Resurrection appearances lead to belief in the divinity of Christ. 
Make connections between two sources of revelation by finding belief in the resurrection within the Creed. 
Show how belief in the resurrection has developed from the time of Jesus to the writing of the Creed and to the present day. 
Recognise, describe and give reasons for the actions of ‘caritas’ by Christians. 
Show understanding of how belief in ‘caritas’ shapes a whole persons life.
Identify similarities and differences between how people of faith and no faith respond to care of those in need. 

Spiritual Outcomes:

We are hoping to develop:
A strengthened sense of belief in the resurrection of Jesus
A willingness to accept the obligation to care for those less fortunate than ourselves
A sense of how the resurrection provides a way of living.

 

A Virtuous Life

After this topic we will be able to:
Retell the story of the Good Samaritan according the Gospel of Luke.

Know the cardinal virtues (prudence, justice, restraint and courage) and be able to explain them as a response to belief in love of neighbours.

Describe how the cardinal virtues are evident in the characters in the story of the Good Samaritan. 

Name, describe and explain the life work of St John Southworth as one who lived a virtuous life.

Identify similarities and differences between the Good Samaritan’s and John Southworth’s responses to the moral issues that they experienced.

Spiritual Outcomes:
We are hoping to develop:

A sense of a virtuous person.

An openness to the virtues that are presented.

A willingness to try and live these virtues.

Here we are during our Lenten NSPCC assembly and workshops

Here we are praying the Lectio Divina together

As a class we performed an assembly in the Autumn Term on Remembrance Sunday;

 

How did life in our locality change in Victorian times?

To understand what a census return is and what can be learnt from it.
To extract data from a census return and record it in a graph.
To identify changes between the census of 1841 and that of 1891.
To speculate about possible reasons for changes.
To describe the attitudes of some different people to the building of a railway in our local area.
To communicate their understanding of benefits and disadvantages of railways.
To identify features of Victorian buildings.
To record features of Victorian buildings.
To identify changes in buildings and suggest reasons for the changes.
To suggest the ways in which the locality changed in the Victorian period.
To summarise what they have found out about one way the local area has changed.

MULTIMEDIA
During these lessons, children learn to create a non-linear ICT resource to help others
learn about a topic studied in class. 
Audience, purpose and evaluation of multimedia resources are key elements of the unit and children are encouraged to look
critically at their own work and other multimedia resources.


National Curriculum Programmes of study:
Finding Things Out

1a) to talk about what information they need and how they can find and use it
1b) how to prepare information for development using ICT, including selecting suitable
sources, finding information, classifying it and checking it for accuracy
1c) to interpret information, to check it is relevant and reasonable and to think about
what might happen if there were any errors or omissions.
Developing ideas and making things happen
2a) how to develop and refine ideas by bringing together, organising and reorganising
text, tables, images and sound as appropriate
Exchanging and sharing information
3a) how to share and exchange information in a variety of forms, including email
3b) to be sensitive to the needs of the audience and think carefully about the
content and quality when communicating information
Reviewing, modifying and evaluating work as it progresses
4a) review what they and others have done to help them develop their ideas
4b) describe and talk about the effectiveness of their work with ICT, comparing it
with other methods and considering the effect it has on others
4c) talk about how they could improve future work

Lessons Planned and taught by External Sports Company Non-Stop Action.

INDOOR SESSION TAUGHT BY TEACHER:

Gym- Counter balance & counter tension:

In this unit the children investigate balances and bridges and create longer sequences. They learn to arrange the apparatus responsibly without direct supervision. They use their knowledge of compositional principles to adapt and develop their sequences. They will also watch performances and begin to make simple judgements against set criteria, suggesting ways that work could be improved. In gymnastics as a whole, children use skills and agilities individually, in combination and in sequence, with their aim of showing as much control and precision as possible.

Investigating Pattern (William Morris) Victorian Art and Puppetry

In this unit children investigate patterns in textiles from different times and cultures. They use ideas from these as a starting point for developing their own designs. They investigate stencilling and print-making techniques and explore ways of combining and organising shapes, colours and patterns to make a decorative textile piece. 

 

 

PSHE/ CITIZENSHIP & S&R EDUCATION:

SEAL Scheme:

Relationships: 

To use problem solving approaches to sort out an embarrassing situation.

To know how to make people feel good about themselves.

To recognise and challenge stereotyping.

To be able to support someone who is unhappy because they have lost someone or something.

To be able to forgive someone.

Good to be Me:

To be able to feel positive even when things are going wrong.

To know that boasting can make other people feel inadequate or useless.

To be able to explain how I am feeling even if I have mixed feelings.

To be able to disagree with someone without falling out.

Stars Hide your Fires:

This unit develops and demonstrates children's ability to take part in a class performance with confidence, expression and control.
In this unit children sing and play a two-part song, play instrumental accompaniments and rehearse and develop musical and performance ideas with understanding of how to achieve a quality class performance. The skills required of the teacher may make this unit more demanding for a class teacher without specialist support. However, the song could be recorded by colleagues, parents or pupils, and this recording used as a means of teaching the song to the rest of the class. In this case, teachers may wish to place a greater emphasis on the descriptive activity included in the final section, 'Bringing it all together'.

 

For a full breakdown of our coverage from the previous terms click on the links below!

Secondary Booklet 2019 Children

Information for Parents: national curriculum tests at the end of key stage 2

KS2 National Results 2017


Open Evenings Leaflet 2019 Children

Year 6 Secondary Transfer 2019 Letter to Parents

SATs INFORMATION EVENING 2018

INFORMATION FOR PARENTS ON THE NCT SUMMER 2018


2019 CURRICULUM MAP SUMMER

2019 TIMETABLE SUMMER

2019 NEWSLETTER SUMMER

2019 FOUNDATION SUBJECTS SUMMER


2019 CURRICULUM MAP SPRING

2019 SPRING TIMETABLE

2019 SPRING TERM COVERAGE

2019 SPRING TERM NEWSLETTER YEAR 6


AUTUMN TERM FOUNDATION PLANNING 2018

AUTUMN TERM NEWSLETTER 2018

AUTUMN TIMETABLE 2018

CURRICULUM MAP AUTUMN 2018

Homework is intended to consolidate our learning. Homework is given out on a Monday and is to be returned Friday of the same week. Remember homework club for Year 6 is on a Monday! We encourage children to use the resources available to them at the club including the adults who will be there to help them.

All of the children in Year 6 have been given responsibilities in the form of Buddy Duties. The children complete a range of duties around the school at lunchtimes- ask your child what duty they have been given!

 

Reading

Your child should have their reading record and reading book with them every night. We encourage you to read with your child and sign and date their reading records. A summary of your child’s reading level is glued in the front of their reading record you can use this while you are reading with your child to ensure they are working towards achieving their target! Reading records are checked on a Wednesday.

Edward De Bono

We continue to use Edward De Bono's six thinking hats to help us to organise our thinking and process or ideas. There are 6 hats and each has a different colour and so a different use or meaning. When children answer questions in class, each question will have a different colour hat attached to it. The diagram below shows you in better detail how we use them. Ask your children what hats they have used in their learning today!

Habits of Mind
The Habits of Mind are a collection of 16 thinking dispositions designed to help children develop their critical and creative thinking skills. Every week children are taught to use a different ‘habit of mind’ to help with their thinking and apply this to their work.

Visual Maps
The children are now using visual tools in all areas of their learning. These tools help the children map out their ideas and organize their thinking.

 

Macmillan Coffee Afternoon
Year 6 Science Investigating Heart Rates
Shakespeare Globe Players Production