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This very popular saint was born at Lisbon in Portugal in a wealthy family. He was baptized and named "Ferdinand." His parents wanted him to be a great nobleman but when Anthony grew up he wanted to become a priest. He received an excellent education from the Augustinian friars and joined the order. When he was twenty-five, his life took an exciting turn. He heard about how some Franciscans - St. Berard and his companions had been martyred by the Moors in Morocco for their faith in Jesus.

From then on, Ferdinand felt a strong desire to die for Christ and he joined the Franciscans. This order was very new. St. Francis himself was still alive. Ferdinand took the name "Anthony." He went off to Africa to preach to the Moors but he soon became so sick that he had to return to Italy. The other Franciscan friars had no idea how brilliant and talented Anthony was or of how much education he had received. He never spoke about himself. So the Franciscan superiors assigned him to a quiet friary in Italy. There he washed pots and pans without complaint.

One day, at a large gathering of priests, when the speaker failed to arrive, Anthony was forced to preach. He preached such a marvelous sermon that everyone who heard him was most impressed. From then on, until he died nine years later, St. Anthony preached all over Italy and France. He was so popular that people even closed their stores to go to hear him. St. Anthony died at Arcella, near Padua, Italy, on June 13, 1231 when he was just thirty-six. After he died, people often prayed to St. Anthony in times of physical as well as spiritual needs and many miracles have taken place through the intercession of St. Anthony. That is why he is called the "wonder-worker." The statue of St. Anthony shows him with Baby Jesus because Baby Jesus appeared to him. Other pictures show St. Anthony holding a bible. This is because he knew, loved and preached the Word of God so well. In fact, St. Anthony was so well educated especially in Sacred Scripture that Pope Pius XII proclaimed him the "Evangelical Doctor," or Doctor of Sacred Scripture.

 

Welcome to Year 5 St Joseph's website.

 Our class teacher is Mr Dixon 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.

 

 

 

  Beginning With The Church

By the end of the unit pupils will be able to:

  1. Give reasons for some religious signs, symbols, words and phrases related to the Sacraments of Initiation (AT 1 (ii) Level 3)
  2. Use religious terms to show an understanding of the sacraments of Initiation (AT 1 (ii) Level 4)
  3. Describe and explain the meaning and purpose of a variety of forms of worship (AT (ii) Level 5)
  1. Identify sources of religious belief and explain how distinctive religious beliefs arise (AT 1 (i) Level 5)

 

Spiritual Outcomes:

It is hoped that pupils will develop:

•               A sense of the importance of the sacramental life of the Church

•               A commitment to celebrating their faith

•               An openness to the presence of God in the Sacraments

•               Reflectiveness in prayer

 

 

From Advent to Christmas

By the end of the unit pupils will be able to:

  1. Give reasons for the practice of Lectio Divina (AT 1 (ii) Level 3)
  2. Use religious terms to show an understanding of Lectio Divina (AT 1 (ii) Level 4)
  3. Describe and explain the meaning and purpose of a variety of forms of worship (AT (ii) Level 5)
  4. Pray
  5. Give reasons for certain actions by believers (AT 1 (iii) Level 3)
  6. Show understanding of how religious belief shapes a person’s life (AT 1 (iii) Level 4)

 

Spiritual Outcomes:

It is hoped that pupils will develop:

•               A sense of the importance of the sacramental life of the Church

•               A commitment to celebrating their faith

•               An openness to the presence of God in the Sacraments

•               Reflectiveness in prayer


 

  • Reading  Collaborative reading groups to develop confidence and fluency of reading skills both during lesson time and outside of lesson time.

  • Big Writing – The children will be drafting and re-drafting using editing skills a variety of different styles including diary entries, speech writing, letter writing and script writing. 

  • Grammar & Punctuation – on going revision and consolidation of capital letters, full stops, speech marks, commas, semi-colons, colons, question marks, exclamation marks and the children will be learning how to use determiners, hyphens, parenthesis, brackets, cohesive devices, imperative verbs, fronted adverbials.

  • Weekly spellings – to develop children’s store of vocabulary. Each week follow a different spelling pattern.

  • Handwriting – exercises to practise and improve letter formation and presentation. We will focus on writing words that we have been studying for our spelling focus.

 

 

Year 5

Number and Place Value:

 

  • Read Roman numerals to 1,000 (M) and recognise years written in Roman numerals.
  • Solve number problems and practical problems using the above.
  • Count forwards and backwards in steps of powers of 10 for any given number up to 1,000,000.
  • Read, write, order, partition and compare numbers to at least 1,000,000 and determine the value of each digit.
  • Round any number up to 1,000,000 to the nearest 10, 100, 1,000, 10,000 and 100,000.

 

 

Addition and Subtraction:

 

  • Add and subtract numbers mentally with increasingly large numbers.
  • Add and subtract whole numbers with more than four digits, including using formal written methods (columnar addition and subtraction).
  • Solve addition and subtraction multi-step problems in contexts, deciding which operations and methods to use and why.
  • Round any number up to 1,000,000 to the nearest 10, 100, 1,000, 10,000 and 100,000.
  • Use rounding to check answers to calculations and determine, in the context of a problem, levels of accuracy.

 

 

 

Multiplication and Division:

 

  • Identify multiples and factors, including all factor pairs of a number, and common factors of two numbers.
  • Solve problems involving multiplication and division, including using their knowledge of factors and multiples, squares and cubes.
  • Know and use the vocabulary of prime numbers, prime factors and composite (non-prime) numbers.
  • Establish whether a number up to 100 is prime and recall all prime numbers up to 19.
  • Recognise and use square numbers and cube numbers, and the notation for squared and cubed.
  • Multiply and divide numbers by 10, 100 and 1,000.

 

Fractions:

 

  • Identify, name and write equivalent fractions of a given fraction, represented visually, including tenths and hundredths.
  • Recognise mixed numbers and improper fractions and convert from one form to the other and write mathematical statements greater than one as a mixed number.
  • Compare and order fractions whose denominators are all multiples of the same number.
  • Add and subtract fractions with the same denominator, and denominators that are multiples of the same number.

 

Tables Test:

 

Weekly tests for x0, x1, x 2, x 3, x 4, x5, x 6, x7, x8, x9 x10, x11 and x12. Children need to know inverse of these too.

 

 


 

Properties and Changes of Materials –

In this unit children will compare and group together everyday materials on the basis of their properties. They should apply prior knowledge of solids, liquids and gases to decide how to separate mixtures. They should know that some materials will dissolve in liquid. They will demonstrate that dissolving, mixing and changes of state are reversible changes and explain that some changes result in the formation of new materials, and that this kind of change is not usually reversible. Children will prepare comparative tests throughout to aid knowledge and understanding.

 

Scientific Enquiry –

The children will:

  • Plan out an investigation.
  • Record findings in tables.
  • Take repeat readings.
  • Develop graphing skills.

 

 


 

 

Explorers

 

Threshold Concepts covered:

 

·        Main Events

·        Travel and Exploration

·        Vocabulary

·        Society

 

By the end of the unit, the children will be able:

·        To identify famous British explorers and place them on a timeline.

·        To explain some of the advantages of exploration.

·        To understand how exploration influenced British attitudes to people from different countries and to recognise how these attitudes changed over time.

·        To compare and contrast the experiences of 3 different explorers.

·        To recognise and understand the difference between migration and exploration.

·        To recognise and suggest reasons why Europeans called the area discovered by Christopher Columbus the New World.

·        To organise information about Mount Everest and the people who have climbed it. To recognise why it is an important mountain to climb.

·        I can suggest reasons why the kings and queens of Europe encouraged explorers to sail to new worlds.

·        To organise information about Amelia Earhart and consider what makes her achievements particularly significant.

To suggest reasons why most explorers in history have been men and to find out more about female explorers.

 

Art

Threshold Concepts covered

  • Artists and Artisans
  • Visual Language
  • Colour Theory
  • Effects
  • Techniques
  • Process
  • Emotions
  • Media and Materials

 

Our focus this term is Futuristic art and how it has developed. Children will be learning about the artist Giacomo Balla and the techniques which he used when creating his work.

 

By the end of the unit the children will be able;

  • To identify the techniques used by futurists.
  • To recognise and use divisionism.
  • To recognise how futurists often used aspects of modern life in their work.
  • To recognise the kinds of emotions this use of modern life created.
  • To explore some famous Italian Futurist artists.
  • To name some artists from other countries who were inspired by Italian futurists and compare their work.
  • To critically explore Giacomo Balla’s Street Light painting.
  • To summarise the reasons why the artist Giacomo Balla was an influential figure to Boccioni.
  • To describe the features of Bocciono’s masterpiece sculpture.
  • To create a sculpture in the style of Boccioni.
  • To experiment with Boccioni’s advocated materials in my own sculpture.
  • To compare and contrast Boccioni’s use of line in his paintings with that of Piet Mondrian in his Cubist style.
  • To plan their own Futuristic style artwork.
  • To create their own clay sculpture using distorted poses to give the effect of dynamism and movement.
  • To evaluate their piece of work.

 

 

D&T

Year 5

Mechanical systems: Pop-up books

 

National Curriculum Objectives:

 

Design

 

By the end of the unit pupils will be able to:

  • Generate, develop, model and communicate their ideas through discussion, annotated sketches, cross-sectional and explored diagrams, prototypes, pattern pieces and computer-aided design.

 

Technical knowledge

 

By the end of the unit pupils will be able to:

  • Apply their understanding of how to strengthen, stiffen and reinforce more complex structures
  • Understand and use mechanical systems in their products [for example, gears, pulleys, cams, levers and linkages].

 

 

 

 

 

 

 

ICT – Online Safety

 

National Curriculum Objectives:

 

  • Understand computer networks including the internet; how they can provide multiple services, such as the world wide web; and the opportunities they offer for communication and collaboration
  • Use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact.
  • Use search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital content

 

Search engines – Unit 1

 

National Curriculum Objectives:

 

  • Use search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital content.
  • Select, use and combine a variety of software (including internet services) to create content that accomplishes given goals, including collecting data and information.
  • Use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact.

 

 

 


 

PE for St Joseph will take place on Tuesday and Thursday afternoons with our Non-Stop Action Coach. 

The children are required to wear a white PE shirt, blue jogging bottoms and black plimsolls. P.E kits cannot be shared/ borrowed from friends or siblings. As before, please ensure that your child wears their full PE kit to school on these days with the exception of footwear which they will change prior to the lesson.


 

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.