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.

 

 

 

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

 

WEEK 1 &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

 

 

    

   

     

    

    

    

   

 

 

 

 

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.

 

 

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 Names:

Dona nobis pacem

You to me are everything

Twinkle variations

Focus:   Texture (3 part round/polyphonic) monophonic, homophonic,  3/ 4 time, crotchet, rest, quavers, minim, dotted minim, dotted crotchet, sacred vocal music, harmony, 1970s soul music

 

 

 

    

 

 

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.

• 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.

                                                                                     

Tuesdays and Thursdays

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

Outdoor PE and Indoor PE sessions (taught by Non-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:

 

• 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.

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:

 

• Describe the process of beef production.
• Research a traditional recipe and make changes to it.
• Add nutritional value to a recipe by selecting ingredients.

Prepare and cook a version of bolognese sauce.

 

 

S&R EDUCATION:

 

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 

TIMETABLE SPRING

FOUNDATION SUBJECTS PLANNING SPRING 

NEWSLETTER SPRING 

CURRICULUM MAP SUMMER 2024

FOUNDATION SUBJECTS PLANNING SUMMER 2024

NEWSLETTER SUMMER 2024

TIMETABLE SUMMER 2024