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.
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.
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.