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 and Mrs Gusciglio are our Teaching Assistants.
War Letters
The children will focus on writing their own letters as evacuees during WW2 and will edit and redraft their work. They will be able to;
• use a variety of sentence structures e.g. simple, compound and complex.
• use subject-specific vocabulary.
• use relative clauses.
• use reported speech.
• use verbs as sentence starters.
Bedtime Stories
The children will be able to write their own bedtime story about an adventure with a dragon. They will be able to;
• use a variety of literary devices.
• use adjectives to describe.
• use expanded noun phrases to describe.
• use subject-specific language.
Campfire Ghost Stories
The children will have the opportunity to write their own campfire ghost stories. They will be able to;
• write cohesive paragraphs.
• use parenthesis.
• use synonyms.
• use a range of openers.
• write in the active and passive voice.
Click on the link below for helpful information and activities which are all literacy based;
Place Value:
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Read, write, (order and compare) numbers up to 10 000 000 and determine the value of each digit
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Round any whole number to a required degree of accuracy
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Use negative numbers in context, and calculate intervals across zero
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Solve number and practical problems that involve all of the above
Addition and Subtraction:
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Perform mental calculations, including mixed operations and large numbers
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Use their knowledge of the order of operations to carry out calculations involving the four operations
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Solve addition and subtraction multi-step problems in contexts, deciding which operations and methods to use and why
Multiplication and Division
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Identify common factors, common multiples and prime numbers
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Use estimation to check answers to calculations and determine, in the context of a problem, an appropriate degree of accuracy
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Multiply multi-digit numbers up to 4 digits by a two-digit whole number using the formal written method of long multiplication
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Divide numbers up to 4 digits by a two-digit whole number using the formal written method of long division, and interpret remainders as whole number remainders, fractions, or by rounding, as appropriate for the context
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Divide numbers up to 4 digits by a two-digit number using the formal written method of short division where appropriate, interpreting remainders according to the context
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Perform mental calculations, including mixed operations and large numbers
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Solve problems involving addition, subtraction, multiplication and division
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Use their knowledge of the order of operations to carry out calculations involving the four operations
YEAR 6 Light and Sounds- Proving that light travels in a straight line, children use this information to explain observations of reflection and shadows. Pupils investigate the effect of moving an object away from the surface it casts a shadow on and the relationship between the incoming and reflected rays on a mirrored surface. Exploring real uses of mirrors allow children to apply what they have learned about light throughout the unit.
YEAR 6 Our Bodies- Studying the human circulatory system, children learn about the role of the heart, blood and blood vessels and use models to demonstrate their function. They explore how lifestyle choices affect our health and use secondary sources to advise patients. Pupils devise their own investigation to look at the relationship between exercise and heart rate, applying their knowledge of variables and then analysing secondary data to understand fitness better.
YEAR 5 Materials: Mixtures and separation Pupils explore different types of mixtures and the different methods that can be used to separate them. They dissolve a range of substances, identify different solutions and investigate how temperature affects the time taken to dissolve. They design and create a water filter, sieve soil and evaporate solutions.
YEAR 5 Forces and space: Earth and space Children explore the movement of the celestial bodies in our Solar System, including the Earth and other planets and the Moon. They discover how the rotation of the Earth causes night and day and how sundials work. Pupils find out about the uses of satellites and the problem with space junk.
Click on the link below for helpful information and activities which are all science based;
Beginning with God
Pupils will
a. Make links between scripture and the nature of God expressed in some Biblical metaphors (AT 1 (i) Level 3)
b. Make links between Scripture and belief in the Trinitarian nature of God (AT 1 (i) Level 3)
c. Describe and show understanding of God from two sources of revelation: Scripture and the Nicene Creed (AT 1 (i) Level 4)
Show how belief in God as Trinity developed (AT 1 (i) Level 5)
Spiritual Outcomes:
It is hoped that pupils will develop:
an appreciation of the nature of God as greater than what we can imagine or know.
A sense of the presence of God in their lives
An openness to wondering about God as ‘three in one’.
Sing up Music Scheme:
Unit: Hey Mr Miller
Focus: Swing music, syncopation, swing rhythm, big band instruments, scat singing,
social and historical context (WWII, segregation) progression snapshot 1.
Objectives:
• Compose a syncopated melody using the notes of the C major scale.
• Sing a syncopated melody accurately and in tune.
• Sing and play a class arrangement of the song with a good sense of ensemble.
• Listen to historical recordings of big band swing and describe features of the music using music vocabulary
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The Second World War
Threshold Concepts Covered
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Main Events
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Conflict
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Location
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Society
By the end of the unit, the children will be able to;
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label a timeline with significant events in the Second World War.
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list some important events which took place after the war.
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explain why World War II began and order events from early World War II on a timeline.
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explain when, where and why children were evacuated in World War II.
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learn about rationing during WW2 and how people adapted to deal with reduced product availability.
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find out about women's wartime jobs and describe what they entailed in detail.
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explain what the Holocaust was and describe some events that happened.
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describe what happened during some key events from WW2 and order events on a timeline.
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recognise and understand the term Blitz and the effect which it had on Britain.
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explore the consequences of the use of atomic weapons at the end of the war.
Online Safety
National Curriculum Objectives covered:
• use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact.
Programming 1: Music:
Applying programming skills to create sounds and melodies leading to a battle of the bands performance.
Creating media: Stop motion animation:
Storyboarding ideas, taking photographs and editing to create a video animation.
Surrealism
Threshold Concepts Covered
• Artists and Artisans
• Visual Language
• Colour Theory
• Effects
• Techniques
• Process
• Emotions
By the end of the unit the children will be able to;
• understand and explore the artistic movement of ‘Surrealism’.
• identify key Surrealist artists.
• explore the use and effect of visual language within Surrealist artwork.
• have a go at mimicking an artist’s style.
• observe and experiment with the use of colour in Surrealist art.
• compare and contrast the use of colour in different artistic styles.
• explore the use of the technique automatism in Surrealist art.
• explore how the Surrealist artist Salvador Dali used visual language in his artwork.
• explore how the Surrealist artist Salvador Dali conveyed emotion in his artwork.
• recognise that Dali’s artistic process saw him use everyday objects as symbols.
• explore the techniques which Dali used in his paintings.
• create my own Surrealist painting using the techniques of Dali.
S&R EDUCATION:
Unit 1 – Religious Understanding- “Created and Loved By God.”
This unit explores the Gospel story of the ‘Calming of the Storm’ (from Matthew, Mark and Luke). Over five story sessions, children will consider experiences of change, growth and development, and the trust that they can have in the person of Jesus through times of trial and tribulation. This is the religious and spiritual foundation for the exploration throughout the rest of the work covered in Module 1: Created and Loved By God.