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.
EXPLANATION TEXTS- CRIME AND PUNISHMENT
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To sequence, summarise and order events.
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To retrieve facts from a text.
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To explain and justify using evidence from the text.
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I can write using conjunctions.
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I can identify new words when I read and discuss their meaning in context
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Draft
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To edit and up-level.
BIOGRAPHY WRITING- BRITISH INVENTORS
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To explain and justify using evidence from the text.
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To use the passive voice
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To use time conjunctions
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To use parenthesis
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To summarise and order information.
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Draft
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To edit and up-level.
FAMOUS ARTISTS
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Select vocabulary and grammatical structures that reflect what the writing requires, doing this mostly appropriately.
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Use the range of punctuation taught at key stage 2 correctly
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Use a range of devices to build cohesion
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To use conjunctions.
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To use modal verbs.
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To use the passive voice.
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To use reported speech.
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To use semi-colons.
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Draft
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To edit and up-level.
UNTOLD FAIRY STORIES
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Select vocabulary and grammatical structures that reflect what the writing requires, doing this mostly appropriately.
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Use the range of punctuation taught at key stage 2 correctly
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Use a range of devices to build cohesion
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To use relative clauses.
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To use subordinating clauses.
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To use ellipses for effect.
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To use a thesaurus to improve vocabulary.
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To use comparatives and superlatives.
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Draft
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To edit and up-level.
Click on the link below for helpful information and activities which are all literacy based;
WEEKS1 &2
MULTIPLICATION AND DIVISION B Step 1 Multiply a unit fraction by an integer
Step 2 Multiply a non-unit fraction by an integer
Step 3 Multiply a mixed number by an integer
Step 4 Multiply fractions by fractions
Step 5 Divide a fraction by an integer
Step 6 Divide any fraction by an integer
Step 7 Fraction of an amount
Step 8 Fraction of an amount – find the whole
WEEK 3 & 4
DECIMALS A
Step 1 Decimals up to 2 decimal places
Step 2 Decimals up to 3 decimal places
Step 3 Place value – integers and decimals
Step 4 Order and compare decimals (same number of decimal places)
Step 5 Order and compare any decimals with up to 3 decimal places
Step 6 Round to the nearest whole number
Step 7 Round to 1 decimal place
Step 8 Round to 2 decimal places
WEEK 5 & 6
AREA PERIMETER AND VOLUME
Step 1 Perimeter of rectangles and rectilinear shapes
Step 2 Area of rectangles
Step 3 Area of compound shapes
Step 4 Estimate area
Step 5 Area of triangles
Step 6 Area of parallelograms
Step 7 Volume – cubic centimetres
Step 8 Volume of a cuboid
Step 9 Compare volume
Step 10 Estimate volume and capacity
WEEKS 7,8,9
DECIMALS B
Step 1 Use known facts to add and subtract decimals within 1
Step 2 Complements to 1
Step 3 Add and subtract decimals across 1
Step 4 Add decimals with the same number of decimal places
Step 5 Subtract decimals with the same number of decimal places
Step 6 Add decimals with different numbers of decimal places
Step 7 Subtract decimals with different numbers of decimal places
Step 8 Efficient strategies
Step 9 Decimal sequences
Step 10 Multiply by 10, 100 and 1,000
Step 11 Divide by 10, 100 and 1,000
Step 12 Multiply decimals by integers
Step 13 Divide decimals by integers
Step 14 Multiply and divide decimals in context
WEEKS 10- 11
FRACTIONS, DECIMALS AND PERCENTAGES
Step 1 Equivalent fractions and decimals – tenths
Step 2 Equivalent fractions and decimals – hundredths
Step 3 Equivalent fractions and decimals – thousandths
Step 4 Fractions as division
Step 5 Understand percentages
Step 6 Percentages as fractions
Step 7 Percentages as decimals
Step 8 Equivalent fractions,
decimals and percentages
Step 9 Order fractions, decimals and percentages
Step 10 Percentage of an amount
YEAR 6 Living things, classifying big and small
Broadening children’s knowledge of grouping vertebrates, invertebrates, plants and micro-organisms by shared characteristics, the children learn about Carl Linnaeus’s development of the Linnaean and binomial classification systems and use branching and number keys to sort and identify organisms.
Pupils who are secure will be able to:
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Define the term ‘organism’ and name the seven life processes of all living things.
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Describe the work of Carl Linnaeus.
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Define the term ‘vertebrate’ and name the vertebrate groups.
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Describe the characteristics of fish, amphibians, reptiles, birds and mammals.
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Compare the characteristics of the vertebrate groups.
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Define the term ‘invertebrate’.
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Describe the characteristics of worms, snails, spiders and insects.
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Compare the characteristics of the invertebrate groups.
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Name the plant groups.
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Describe the characteristics of flowering plants, ferns, mosses and conifers.
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Define the term ‘micro-organism’ and name some examples.
When working scientifically pupils who are secure will be able to:
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Use a classification key to group and identify organisms.
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Make a simple classification key.
YEAR 5
Properties and changes of materials
Broadening their understanding of material properties, the children investigate hardness, transparency and conductivity, explore how these properties influence material uses, study reversible changes like dissolving and changes of state and compare them to irreversible changes like rusting, burning and mixing vinegar with bicarbonate of soda.
Unit outcomes
Pupils who are at secure will be able to:
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Determine the hardness of different materials and link this to their uses.
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Determine the transparency of different materials and link this to their uses.
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Determine the thermal and electrical conductivity of different materials and link this to their uses.
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Demonstrate, identify and describe reversible and irreversible changes.
When working scientifically pupils who are secure will be able to:
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Evaluate the hardness test to determine the degree of trust in the results.
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Plan and draw a table of results.
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Write a detailed, organised and easy-to-follow method.
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Write a prediction using prior knowledge of the states of matter.
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Analyse observations about rusting and use them to support a conclusion.
Click on the link below for helpful information and activities which are all science based;
To The Ends of the Earth:
Pupils will continue to journey with St John’s gospel in this branch. Pupils started the year learning about the Fall and humanity’s broken relationship with God. In this branch, they will look at how St John’s account of the Resurrection alludes back to that narrative and shows that in Jesus the relationship with God is restored.
Dialogue to Encounter Year 6:
Pupils do not need to know the language of dialogue, but teachers should consider how they and others experience neighbourliness, collaboration, and sharing spiritual riches. This could be practically in projects (such as focusing on caring for our common home in their local area), learning about the lives of those committed to interreligious dialogue. or charitable organisations that work for justice and freedom. The children will be encouraged to explore ‘worldviews’ and explore the Hindu faith.
Dialogue to Encounter Year 5:
Pupils should recognise that the texts that Christians refer to as the Old Testament are texts of the Jewish religion. For Christians, they are ‘old’ as Jesus Christ fulfils a new covenant which the New Testament recounts. However, God’s covenantal relationship with Abraham told in the book of Genesis remains and the texts of the Old Testament remain relevant to Christians. However, Christians read the Old Testament in the light of Christ, seeing signs of him in the words, actions, and deeds of the Old Testament. In the encounter dimension of this branch, pupils will be invited to explore more about the importance of Hebrew, the holy language for Jewish people, and understand how prayer, beliefs and sacred objects form part of Jewish life. The Torah is central to Jewish life and the scrolls in synagogues are sacred objects. The Torah contains different names for God, many of which are familiar to Christians. The Shema prayer is the most important prayer in Judaism because it reminds Jewish people that there is only one God.
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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History
The Victorians
The children will be learning;
To put the Victorian period into historical context. To use historical sources to find out about the Victorian period. To find out about the life of Queen Victoria. To think about why Victoria became such a popular monarch. To find out about some famous Victorian inventions. To explain how new inventions changed people’s lives during the Victorian period.
To find out what the Industrial Revolution was. To explain how Victorian Britain was changed by the Industrial Revolution.
To find out how the introduction of the railways changed travel and trade. To explain different viewpoints about the new railways. To find out what sort of jobs were taken by Victorian children. To explore what life was like for Victorian working children. To explore why Lord Shaftesbury was an important Victorian figure. To find out how Lord Shaftesbury’s campaigns improved children’s lives during the Victorian period.
To find out about typical crimes and punishments in the Victorian period. To compare Victorian punishments to the modern-day justice system. To understand what an empire is and how Britain developed its Empire. To explore how trade changed during the Victorian period.
Computing systems and networks: Search engines
Understanding how search engines work and developing searching skills to find relevant and accurate information online.
Pupils who are secure will be able to:
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Explain what a search engine is, suggest several search engines to use and explain how to use them to find websites and information.
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Suggest that things online are not always true and recognise what to check for.
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Explain why keywords are important and what TASK stands for, using these strategies to search effectively.
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Recognise the terms ‘copyright’ and ‘fair use’ and combine text and images in a poster.
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Make parallels between book searching and internet searching, explaining the role of web crawlers and recognising that results are rated to decide rank.
Data handling 1: Big Data 1
Understanding about the use of big data including barcodes, QR codes, infrared, and RFID technologies. Children will create and scan their own QR codes, manipulate real-time data in spreadsheets, and present their findings. They also analyse transport data to understand its usefulness to commuters.
Pupils who are secure will be able to:
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Understand why barcodes and QR codes were created.
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Create (and scan) their own QR code using a QR code generator website.
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Explain how infrared can be used to transmit a Boolean type signal.
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Explain how RFID works, recall a use of RFID chips, and type formulas into spreadsheets.
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Take real-time data and enter it effectively into a spreadsheet.
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Presenting the data collected as an answer to a question.
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Recognising the value of analysing real-time data.
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Analyse and evaluate transport data and consider how this provides a useful service to commuters.
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Lessons Planned and taught by External Sports Company Non-Stop Action.
Indoor PE (taught by tNon-Stop Action)
ART
Cultural Tradition in Art
The children will be able;
To recognise that many cultures use art in order to tell stories.
To investigate the art from a particular culture.
To investigate and understand what is meant by folk art.
To identify the features of folk art.
To use the materials of Indian folk artists to create my own piece of art in the style of Madhubani.
To realise that some cultures share the same features and theat patterns are used as a recurring effect throughout cultural art.
To explore the media and materials which may be used in the cultural art process.
To begin to explore the Cultural Tradition artist Richard Kimbo.
To explore the process used by Richard Kimbo when creating his batiks.
To explore how batik has been used in fashion and renamed Madiba shirts.
To have a go at sketching my own batik clothing design.
To explore Kimbo’s use of colour in his batiks.
To have a go at creating my own batik design of a bustling African city.
DEVELOPING A RECIPE
Learning a simple bolognese recipe and adapting it to improve nutritional content, this unit provides new lessons with teacher and pupil videos to develop the children’s food preparation skills.
Pupils who are secure will be able to:
Prepare and cook a version of bolognese sauce.
SRE
Module 2: Created to Love Others
UKS2 Module Two: Created to Love Others explores the individual’s relationship with others. Building on the understanding that we have been created out of love and for love, this module explores how we take this calling into our family, friendships and relationships, and teaches strategies for developing healthy relationships and keeping safe both online and in our daily
Unit 1 – Religious Understanding explores the nature of God’s call to love others. Children will study and reflect imaginatively on the story of Zacchaeus’ conversion and explore ways in which they can hear God’s call in their lives.
UNIT 2 - Through a series of short sketches from presenters Zoe and Joey, Unit 2 – Personal Relationships aims to equip children with strategies for more complex experiences of relationships and conflict. This covers how to respond to spoken and unspoken pressure, the concept of consent and further teaching on how our thoughts and feelings have an impact on how we act. The concept of fairness is introduced, where pupils will consider what bullying, prejudice and discrimination are. A series of Classroom Shorts further explore how to recognise and respond to prejudice and discrimination. Focus is also given to what attraction is and children will also explore the concept of gender stereotypes and how these stereotypes might make us feel. This is all presented within the Christian belief that everyone is made in the image and likeness of God, is loved unconditionally by Him, has equal dignity and is deserving of equal respect.
UNIT 3 -Life Online builds on the NSPCC Share Aware resources used in Lower Key Stage Two, equipping children to make safe and sensible decisions about what online content they should/shouldn’t share, cyberbullying and how to report and get help if they encounter inappropriate messages or material. A deeper dive into why and how we should think critically about the content we consume is covered within Classroom Shorts.
UNIT 4 - After learning about Online Safety, Unit 4 – Keeping Safe considers safety in the real world beginning with the four types of abuse: sexual, physical, emotional and neglect. Children will learn how to spot each type of abuse and who they can go to for help. Children will also learn more about practices against British law and how forced marriage is not compatible with God’s plan for marriage. The final three sessions in this module explore how drugs, alcohol and tobacco can negatively affect people’s lifestyles and the body’s natural functioning, discuss how to make good choices even in pressured situations, and teach essential First Aid such as DR ABC and the recovery position.