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Saint Christopher is one of the most popular, yet most enigmatic Catholic figures. He is considered a saint, although he is not in the official canon of the saints. Most Catholics refer to him as Saint Christopher and his medals and devotions are among the most common in Catholicism. According to legend, St. Christopher was extremely tall, and by some accounts he was even a giant! He is referred to as a Canaanite. We think this is unlikely, but he was surely a man of significant physical stature. St. Christopher found a hermit who taught him all about Christ, the King of Kings. The hermit suggested that he spend his life in prayer and fasting, a thing which St. Christopher, a large and probably often hungry man found difficult, he objected. The hermit suggested he then find something else that would please Christ. St. Christopher offered to work at a nearby river, and help travellers across. The fording was dangerous and many with less strength people had drowned. The hermit advised St. Christopher this would please Christ.

One day, a child approached St. Christopher by the river and asked to be helped across. St. Christopher obliged. However, as he entered midstream, the river rose and the child's weight grew and became extremely heavy. It was only by great exertion that St. Christopher safely delivered the child to the other side. When St. Christopher asked the child why he was so heavy, the child explained that He was the Christ and when St. Christopher carried Him, he also carried the weight of the whole world on his shoulders. The child then vanished. Other legends state that St. Christopher travelled after this experience and evangelized thousands of people.

 

Mrs Brennan is our class teacher in St Christopher. Mrs Bertolino is our Teaching Assistant.

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.

Stories with Flashbacks 

Revise work on adverbials and dialogue and then investigate relative clauses. Using the Harry Potter books by J.K. Rowling, chn explore different forms of flashback and identify its various functions. They then create a flashback in the form of a Pensieve memory.

Grammar focus:

1. Adverbs, adverbials, including fronted adverbials

2. Use commas after fronted adverbials and to clarify meaning

3. Use relative clauses beginning with who, whom, which, where, when, whose, that or with an implied relative pronoun

Tales from Other Cultures

Use Animated Tales and written stories from The Arabian Nights to inspire chn to re-write Ali Baba and the Forty Thieves from a different point of view and to create a playscript based on a Sinbad story. Introduce chn to the Tales of Nasrettin Hoca. Chn write a tale of their own. In their writing chn use dialogue, the subjunctive form and informal language features.

Grammar focus:

1. Use dialogue punctuation to indicate direct speech

2. Recognise differences between spoken and written speech and between direct and indirect speech

3. Formal and informal speech and writing, including the use of the subjunctive

Persuasive Writing

Use The Tin Forest, Dinosaurs and all that rubbish and Eco-Wolf and the Three Pigs to explore expanded noun phrases, apostrophes and modal verbs. Compare their informal language with formal texts. Chn write a persuasive letter, short story + blurb & hold a debate.

Grammar focus:

1. Recognise vocabulary and structures that are appropriate for formal speech and writing

2.  Use modal verbs in writing

3. Use expanded noun phrases

3. Use and understand the grammatical terminology

Non-chronological Reports and Journalistic Writing

Explore reports and journalistic writing, using Susanna Davidson's version of The Emperor's New Clothes, through the topic: clothes and shoes. Chn use role-play; read, discuss and write a range of reports; and hold a classroom fashion show. Grammar includes dialogue punctuation, direct/reported speech, active and passive voice.

Grammar focus:

1.  Understand active and passive moods and when to use each one

2.  Recognise differences between direct and indirect speech, including punctuation

3.  Understand the grammatical differences between spoken and written speech, incl. contractions

Free Form Poetry

Chn investigate a range of free-form poetry. They revise the use of verbs, adverbs, and adjectives in producing exciting and descriptive language. They consolidate the skills needed to write effective poetry, including those of rhyme, alliteration, assonance, onomatopoeia and metaphor. They will bring their skills together to write their own emotive free-form poem.

Grammar focus:

1. Revise grammatical categories: noun, adjective, verb, adverb and preposition

2.  Use expanded noun phrases and adverbials

3.  Identify and use relative clauses

4.  Use commas and semi-colons correctly.

Classic Poems

Read/analyse poems from Classic Poems for Children compiled by N Baxter. Use these to discuss expanded noun phrases, modal verbs and use of dashes and semi-colons. Chn write a poem review, a short biography of a poet and a poem based on one by Oscar Wilde.

Grammar focus:

1. Use brackets, dashes or commas to indicate parenthesis

2. Use semi-colons, colons or dashes to mark boundaries between independent clauses

3. Use commas to clarify meaning

4. Use expanded noun phrases to convey complicated information concisely

 

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

The children will continue to be taught the skills which are laid out in the New Curriculum.

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;

 

Light and Sounds
In this unit children will learn about how light travels and that we see things because light travels from light sources to our eyes, or from light sources to objects and then to our eyes. They will learn that shiny or reflective surfaces alter the direction in which light travels. Children will have the opportunity to solve problems related to everyday life about how light travels and how we see. Children will also investigate and explain the shapes of shadows, and relate this to light travelling in straight lines. Working Scientifically, children will have the opportunity to plan and carry out an investigation in the context of finding a reflective material for children’s clothing. They will have he opportunity to use light sensors and data logging equipment to measure and record their observations and they will write a report detailing what they have concluded.


Our Bodies
In this unit children will work towards answering the Quest question, ‘How can we stay healthy?’ They will present their findings in the form of a ‘health roadshow’ incorporating multi-media presentations which show that they will have recognised the impact of diet, exercise and lifestyle choices on the way their bodies function. Children will learn that there are many different but related aspects to keeping healthy. They will investigate the functions of the heart and circulatory system and will describe how nutrients and water are transported in human and animal bodies. Working Scientifically, children will investigate how exercise and heart rate are related, and also to find out how scientific ideas about health have developed over time. They will plan an investigation and will take measurements with accuracy and precision. Children will present their findings in a number of ways, and will explain causal relationships emerging from their own data.

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

YEAR 6: EVOLUTION WORKSHOP

 

SCIENCE WORKSHOP: SCIENCE THROUGH DRAMA

Being a Sacramental People

Children will be able to;

Recognise, describe or explain that people act in particular ways because of their faith.

Explain how religious belief shapes life.

Recognise, describe or explain some of the signs, symbols, words and actions in the Sacrament of Reconciliation.

Identify and describe how the words, actions and symbols in the Sacrament of Reconciliation express its belief.

Describe and explain the meaning and purpose of both Sacraments of Healing.

Spiritual Outcomes:

It is hoped that pupils will develop:

An appreciation of God’s presence in the world.

A respect for relationships which bring God’s presence to us.

An attitude of openness to the Sacraments: words, actions and symbols.

A willingness to seek God in their own lives.

A recognition of the need for healing in the world.

From Lent To Easter

Children will be able to:

Explain the Stations of the Cross as a devotional practise associated with Lent. 

Explain belief in the real presence of God from the story of the Last Supper. 

Explain the purpose and history of the Traditional Stations of the Cross. 

Make links between Luke’s account of the passion of Jesus and the Stations of the Cross.

Plot development in belief of the Passion of Jesus through the Stations of the Cross. 

Spiritual Outcomes:

It is hoped that pupils will develop:

A sense of reflection and prayer.

An openness to the presence of God in the Eucharist.

A willingness to be part of Lent and Easter celebrations.

 

Here we are during our Lenten NSPCC assembly and workshops

 

 

The Mountain Environment

Key Teaching Points:

To learn about different types of environments and specifically a mountain one.

To learn about the world distribution of major mountain areas.

To investigate how mountain environments are similar and different in nature across a range of places and scales.

To learn about weather patterns in different parts of the world.

To learn that varying weather conditions can have a significant impact on life in an area.

To learn that the effect of tourism can be significant in a given area and can be both good and bad.

Spreadsheets

1a) 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 for accuracy

Developing ideas and making things happen

2a) how to develop and refine ideas by bringing together, organising and reorganising tables.

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.

A Sense of place

Key Teaching Points

In this unit children explore the rural and/or urban landscape as a starting point for two-dimensional work. They record their observations through drawing and photography.

SEAL Scheme:

Say No To Bullying

To be able to say what bullying is.          

To understand how rumour-spreading and name-calling can be bullying behaviours.           

To know some ways to encourage children who use bullying behaviours to make other choices.         

To be able to use a range of strategies to manage feelings in bullying situations.

Going For Goals

I know the skills and attributes of an effective learner.

I can set myself a goal or a challenge.

I can be a critical friend of others and myself.

I can recognise and celebrate my own achievements.

I know what some people in my class like or admire about me. I can tell you what I need to learn next.

Roundabout:
The children will create a class performance of a song called “Junkanoo” through practice and rehearsal. The children will complete the song in a 4 part round and must ensure that their timing is correct.


Songwriter:
The children will focus on the lyrics of songs and they will explore how melody reflects the lyrics. The children will be learning the scat song “I wanna sing scat” and they will discuss the relationship between the words and the music.

For a full breakdown of our coverage this term click on the link below!

Secondary Booklet 2019 Children

KS2 National Results 2017

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


Open Evenings Leaflet 2019 Children

Year 6 Secondary Transfer 2019 Letter to Parents

SATs INFORMATION EVENING 2018

INFORMATION FOR PARENTS NCT 2018

CURRICULUM MAP SUMMER 2018

SUMMER TERM COVERAGE 2018

NEWSLETTER SUMMER 2018

TIMETABLE SUMMER 2018


2019 CURRICULUM MAP SPRING

2019 SPRING TERM COVERAGE

2019 SPRING TERM NEWSLETTER YEAR 6

TIMETABLE SPRING 2019


AUTUMN TERM FOUNDATION PLANNING 2018

AUTUMN TERM NEWSLETTER 2018

AUTUMN TERM CURRICULUM AMP 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
Shakespeare Globe Players Production