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. 

 

HOCUS POCUS POETRY

• Write effectively for a range of purposes and audiences, selecting language that shows good awareness of the reader.

• Select vocabulary and grammatical structures that reflect what the writing requires, doing this mostly appropriately.

• Use the range of punctuation taught at key stage 2 mostly correctly,

• To write using alliteration.

• To write an evil spell which rhymes. 

• To use commas to separate clauses.

• Draft

• To edit and up-level.

 

BATTLECRY  -SPEECH

• Write effectively for a range of purposes and audiences, selecting language that shows good awareness of the reader.

• Select vocabulary and grammatical structures that reflect what the writing requires, doing this mostly appropriately.

• Use the range of punctuation taught at key stage 2 mostly correctly

• To use emotive devices. 

• To use parenthesis. 

• To use alliteration. 

• To use a thesaurus to improve vocabulary.

• To use rhetorical questions. 

• Draft

• To edit and up-level.

 

GREAT FIRE OF LONDON  - NEWSPAPER

• Integrate dialogue in narratives to convey character and advance the action

• Select vocabulary and grammatical structures that reflect what the writing requires, doing this mostly appropriately.

• Use the range of punctuation taught at key stage 2 correctly

• Use a range of devices to build cohesion

• To use conjunctions.

• To use modal verbs.

• To use the passive voice.

• To use reported speech.

• To use semi-colons.

• Draft

• To edit and up-level.

 

SPORTS MANAGERS- SPEECH

• Select vocabulary and grammatical structures that reflect what the writing requires, doing this mostly appropriately.

• Use the range of punctuation taught at key stage 2 correctly

• Use a range of devices to build cohesion

• To use relative clauses.

• To use subordinating clauses.

• To use ellipses for effect.

• To use a thesaurus to improve vocabulary.

• To use comparatives and superlatives.

• Draft

• 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:

• Define the term ‘organism’ and name the seven life processes of all living things.

• Describe the work of Carl Linnaeus. 

• Define the term ‘vertebrate’ and name the vertebrate groups.

• Describe the characteristics of fish, amphibians, reptiles, birds and mammals.

• Compare the characteristics of the vertebrate groups. 

• Define the term ‘invertebrate’. 

• Describe the characteristics of worms, snails, spiders and insects. 

• Compare the characteristics of the invertebrate groups. 

• Name the plant groups. 

• Describe the characteristics of flowering plants, ferns, mosses and conifers. 

• Define the term ‘micro-organism’ and name some examples.

When working scientifically pupils who are secure will be able to:

• Use a classification key to group and identify organisms.

• Make a simple classification key.

 

Circuits, batteries and switches

Revisiting electrical circuits, the children draw conventional circuit diagrams, use models to explain current, resistance and voltage, compare batteries and their effects on bulb brightness and apply their knowledge to design and create practical devices.

 

Pupils who are secure will be able to:

• Describe the function of key electrical components and explain how the models used in the lesson represent these.

• Correctly predict if an electrical circuit will work or not, explaining why using their knowledge of complete loops, power sources and presence of components.

• Describe the relationship between the number of bulbs in a circuit, the bulb brightness and the amount of resistance.

• Explain that increasing the number of components increases the resistance, affecting the flow of current and energy transferred.

• Identify that batteries are a voltage source; they come in different voltages, affecting bulb brightness.

• Describe that voltage can be changed using different numbers of cells in a circuit and that more cells or a higher voltage causes brighter bulbs.

• Use the relationship between voltage and bulbs to predict what will happen with buzzers and motors.

• Build an electrical circuit with a switch to control its function, explain how the switch and the electrical circuit solve the problem and recall different examples of problems that can be solved using an electrical circuit.

When working scientifically, pupils who are secure will be able to:

 

• Draw circuit diagrams with straight lines and using standard circuit symbols.

• Design a results table with an appropriate number of columns and headings with units.

• Identify the changed, measured and control variables in an enquiry to plan a method.

 

 

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:

• Determine the hardness of different materials and link this to their uses.

• Determine the transparency of different materials and link this to their uses. 

• Determine the thermal and electrical conductivity of different materials and link this to their uses. 

• Demonstrate, identify and describe reversible and irreversible changes.

When working scientifically pupils who are secure will be able to:

• Evaluate the hardness test to determine the degree of trust in the results.

• Plan and draw a table of results.

• Write a detailed, organised and easy-to-follow method.

• Write a prediction using prior knowledge of the states of matter.

• 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;

 

 

 

Branch 3: Galilee to Jerusalem

Branches 2, 3 and 4 are the heart of the RED, teaching the life of Jesus, the Christ, the incarnation of God.

In Branch 1 we have learned about the birth of Jesus, now in Branch 2 we learn about his life - in what he said and did. In Branch 3 we will learn about the end of his life, his crucifixion and of course his resurrection, the most important belief of Christian faith.

This year, Year C, the Church reads from the Gospel of Luke, and so we follow it.

Luke follows Mark in the way he tells the life of Jesus, using geography to structure his Gospel. This branch does exactly what it says -it moves Jesus from Galilee to Jerusalem.

 

Branch 4: Desert to Garden

At the end of Branch 3 we left Jesus about to enter Jerusalem, on what we would call Palm Sunday. Desert to garden walks us through Jesus' last week, using the metaphor of gardening to image what happens.

We continue to read Luke's Gospel as our base text.

 

 

 

 

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

 

 

 

    

 

 

Where does our energy come from?

Learning about renewable and non-renewable energy sources, where they come from and their impact on society, the economy and the environment.

Unit outcomes

Pupils who are secure will be able to:

• Describe the significance of energy.

• Give examples of sources of energy and their trading routes.

• Define renewable and non-renewable energy.

• Discuss the benefits and drawbacks of different energy sources.

• Describe the significance of the Prime Meridian.

• Identify human features on a digital map.

• Discuss how transport links have changed over time.

• Locate UK cities on a map.

• Use six-figure grid references to identify features on an OS map.

• Consider and justify the location of energy sources.

• Design and use interview questions.

• Plot points on a sketch map

 

 

 

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:

• Explain what a search engine is, suggest several search engines to use and explain how to use them to find websites and information.

• Suggest that things online are not always true and recognise what to check for.

• Explain why keywords are important and what TASK stands for, using these strategies to search effectively.

• Recognise the terms ‘copyright’ and ‘fair use’ and combine text and images in a poster.

• 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:

• Understand why barcodes and QR codes were created.

• Create (and scan) their own QR code using a QR code generator website.

• Explain how infrared can be used to transmit a Boolean type signal.

• Explain how RFID works, recall a use of RFID chips, and type formulas into spreadsheets.

• Take real-time data and enter it effectively into a spreadsheet.

• Presenting the data collected as an answer to a question.

• Recognising the value of analysing real-time data.

• Analyse and evaluate transport data and consider how this provides a useful service to commuters.

 

 

                                                                                     

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

   

   

  Indoor PE (taught by tNon-Stop Action)

   

   

EXPRESSIONISM

• Threshold Concepts Covered

• Artists and Artisans

• Visual Language

• Colour Theory

• Techniques

• Process

• Styles and periods

Pupils who are at secure will be able to:

 

 

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.

• To identify the key features of any style of Expressionist art.

• To understand what the Fauvism art movement was.

• To develop my understanding of how Expressionist artists used colour as symbols for emotion.

• To understand what is meant by ‘the bridge’.

• To have a go at creating my own piece of Fauvist art based on Kirchner’s Street, Dresden.

• To explore the features of Expressionist sculpture.

• To have a go at creating my own expressionist sculpture.

• To recognise and understand who inspired the expressionist artist Henri Matisse.

• To critically explore Matisse’s famous painting  Woman with a Hat.

• To critically explore Matisse’s use of complimentary colours

• To understand the collage technique which Matisse used.

• To create my own Matisse style collage.

  • Describe the process of beef production.

  • Research a traditional recipe and make changes to it.

  • Add nutritional value to a recipe by selecting ingredients.

 

 

 

 

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.

 

CURRICULUM MAP AUTUMN 2024

TIMETABLE AUTUMN 2024

FOUNDATION SUBJECTS PLANNING AUTUMN 2024

NEWSLETTER AUTUMN 2024

CURRICULUM MAP SPRING 2025

TIMETABLE SPRING 2025

FOUNDATION SUBJECTS PLANNING SPRING 2025

NEWSLETTER SPRING 2025

CURRICULUM MAP SUMMER 2024

FOUNDATION SUBJECTS PLANNING SUMMER 2024

NEWSLETTER SUMMER 2024

TIMETABLE SUMMER 2024