Welcome to Year 5 St Joseph's website.

Welcome to Year 5/6 St Joseph's website.

 Our class teacher is Mrs Egboh and our teaching assistant is Mrs Isiguzo.

This term we will be focusing on developing the children’s skills in all curriculum subjects, further details are below.

Hocus Pocus - Poetry

• Write effectively for a range of purposes and audiences, selecting language that shows good reader awareness.
• 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.
• To develop our drafting skills.
• To develop our editing and up-levelling skills.

Battle-cry –Speech

• Write effectively for a range of purposes and audiences, selecting language that shows good reader awareness.
• 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. TAF 6D
• To use parenthesis. TAF 6G
• To use alliteration. TAF 6A
• To use a thesaurus to improve vocabulary.
• To use rhetorical questions. TAF 6A
• To develop our drafting, editing and up-levelling skills.

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.
• To use the range of punctuation taught at key stage 2 correctly
• To 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.
• To develop our drafting, editing and up-levelling skills.

Sports Manager‘s- Speech

• Select vocabulary and grammatical structures that reflect what the writing requires, doing this mostly appropriately.
• To use the range of punctuation taught at key stage 2 correctly
• To 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.
• To develop our drafting, editing and up-levelling skills.

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

Spring term Numeracy units:

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

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

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 the volume

Step 10: Estimate volume and capacity

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 a different number 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

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 amounts

Tables Test:

Weekly tests for x0, x1, x 2, x 3, x 4, x5, x 6, x7, x8, x9 x10, x11 and x12. Children must know the inverse of these too (related division facts).

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 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 various 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.
• Measure accurately in centimetres

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

BRANCH 3: From Galilee to Jerusalem

‘God’s only Son, who is at the Father’s side, has made him known’ (Jn 1:18).

In this branch, pupils will experience the ministry of Jesus, the Word of God. They will learn about the life of Jesus and his revelation of the Kingdom of God through parables, encounters, miracles, and teachings. They will learn about the call of the disciples and the nature of being a follower of Jesus.

This Year, Year C, the Church reads from the Gospel of Luke. 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: From 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.

Madina tun nabi

Madina tun Nabi is a catchy modern Nasheed (Islamic song) with a chorus in two parts. Pupils will learn to sing the song, develop their own accompaniment with a drone, chords, and improvisation, and play together with a percussion backing track. On the way, they will be developing their ‘ear’ with lots of echo singing and playing by ear. They’ll find out about the type of song called a Nasheed and its connection with the Islamic faith.

Most children will be able to:

• Sing a song in two parts with expression and an understanding of its origins.
• Play a drone and chords to accompany singing.
• Improvise freely over a drone.
• Listen and copy back simple rhythmic and melodic patterns.
• Sing a round and accompany themselves with a beat.

Building a groove

This unit aims to provide some straightforward starting points for composing within a groove music context. Using Watermelon Man by Herbie Hancock as a stimulus, students will develop their rhythmic awareness, listening skills, and compositional skills through a series of practical activities.

Most children will be able to:

• Show understanding of how a drum pattern, bass line and riff fit together to create a memorable and catchy groove.
• Identify drum patterns, basslines, and riffs and play them using body percussion and voices.
• Compose and perform drum patterns, basslines, and riffs on a variety of instruments as part of a group.

Epoca

This unit is based on Época by Gotan Project. With four prominent parts that are sufficiently different that the ear can track them, the piece offers a tangible way to explore texture in music. The activities ‘unpack’ each of the four parts and through movement explore their articulation and rhythm. The unit culminates in bringing all four parts together to create a physical representation of the music, revealing the interaction and complementary nature of the individual textures.

Most children will be able to:

• Engage the imagination, work creatively in movement in small groups, learning to share and develop ideas. 
• Develop listening skills and an understanding of how different instrumental parts interact (texture) by responding to each part through movement.
• Demonstrate an understanding of the history of Argentine tango.

Unit: Where does our energy come from?

The children will be 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.

Unit: Computing systems and networks: Search engines

The children will understand how search engines work and develop search skills to find relevant and accurate information online.

Unit outcomes

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

The children will understand 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 the 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.

P.E. lessons for St Joseph will take place on Tuesday and Thursday with our Non-Stop Action Coach.

During the winter, the children are required to wear a white P.E. t-shirt, blue jogging bottoms, blue sweatshirt and black plimsolls or trainers. P.E. kits cannot be shared or borrowed from friends or siblings. As was the case last term, the children will continue to come to school in their P.E. kits on their allocated P.E. days. Please ensure that your child has their PE shoes with them in their bag as they must come to school dressed in their usual black school shoes.

Unit: Expressionism

Threshold Concepts Covered

• Artists and Artisans
• Visual Language
• Colour Theory
• Techniques
• Process
• Styles and periods

Unit outcomes:

Pupils who are 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.

Unit: Developing a recipe

During this unit, the children will be learning a simple bolognese recipe and adapting it to improve nutritional content. This unit provides opportunities for the children to develop their 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 lives.

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: 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

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.