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.

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Poetry

The children will write a rhyming poem related to the weather using:

• alliteration
• personification
• colons, semi-colons, commas and apostrophes

 

Genre: Non-fiction – Ancient Greece, the Stone age and Biographical writing

When writing, the children will:

• identify new words and synonyms
• use varied punctuation
• use coordinating conjunctions
• use subordinate clauses
• use subordinating conjunctions
• use fronted adverbials
• use prepositional phrases
• retrieve simple facts and answer a range of comprehension questions
• retrieve, record, sequence and summarise information from non-fiction texts

 

Genre: Fiction – Science fiction stories, Switched fairy tales and Myths and Legends

When writing, the children will:

• write sentences in varying lengths and structures
• write in cohesive paragraphs
• identify, create and use expanded noun phrases
• use fronted adverbials
• use active and passive voice
• use synonyms
• use and punctuate direct and indirect speech accurately
• use parenthesis

• use rhetorical questions
• use prepositions
• use varied punctuation

• write in 3^rd person
• use descriptive vocabulary.

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

 

 

Block 7: Shape

• Measure and classify angles
• Calculate angles
• Vertically opposite angles
• Angles in a triangle
• Angles in a triangle – special cases
• Angles in a triangle – missing angles
• Angles in a quadrilateral
• Angles in polygons
• Circles
• Draw shapes accurately
• Nets of 3-D shapes

 

Block 8: Position and direction

• The first quadrant
• Read and plot points in all four quadrants
• Solve problems with coordinates
• Translations
• Reflections

Reflections

    

   

     

    

    

    

   

 

 

 

Living things – Classifying big and small

In this unit, the children (working at a secure level) will be able to:

• explain how organisms are classified using the Linnaean system
• classify the cold and warm-blooded vertebrate groups using their common characteristic.
• classify invertebrates using their characteristics
• describe how the plant kingdom is organised based on shared characteristics
• describe and classify micro-organisms.

Working scientifically

When working scientifically, the children (working at a secure level) will:

• use a classification key to classify frog species
• use a classification key to classify vertebrates
• use a classification key to classify invertebrates
• produce a working classification key
• use a classification key to classify bacteria.

 

 

Evolution and inheritance

In this unit, the children (working at a secure level) will be able to:

• recognise that living things have changed over time and that fossils provide information about living things that inhabited the Earth millions of years ago
• recognise that living things produce offspring of the same kind, but normally offspring vary and are not identical to their parents
• identify how animals and plants are adapted to suit their environment in different ways, and that adaptation may lead to evolution
• appreciate that variation in offspring over time can make animals more or less able to survive in particular environments.

Working scientifically

When working scientifically, the children (working at a secure level) will:

• group factors
• evaluate the degree of trust and pose new questions for further enquiry
• consider evidence used to inform theories
• consider the degree of trust in the evidence used.

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

 

To the Ends of the Earth

By the end of this unit, most pupils will be able to:

• show an understanding of the Empty Tomb account, identifying authorial intent and literary form (U6  5.1)
• show an understanding of Jesus’ appearance to Mary Magdala identifying authorial intention (U6  5.1)
• explain why Jesus is called the new Adam, making links between Genesis and John’s Gospel and belief about the resurrection (U6 5.4 and U6 5.2)
• use specialist theological vocabulary to explain what John means by belief and why those who believe without seeing are blessed (U6 5.2 and R6 5.2)
• consider why faith in the Resurrection involves choice (D6 5.1 and R6 5.1)
• use specialist theological vocabulary to describe Christian belief in the Resurrection (U6 5.2 and U6 5.3)
• describe Christian belief about the Resurrection as the work of the Trinity (U6 5.3)
• describe ways Christians bore witness to the Resurrection in the early Church, with reference to the account of Stephen (U6 5.5)
• wonder why some believers choose persecution rather than denying faith (D6 5.2 and R6 5.2)
• describe how saints have borne witness to Christ through their lives (U6 5.5)
• describe how one charity witnesses Christian faith through its work (U6 5.6 and R6 5.3)

Spiritual Outcomes – 

It is hoped that pupils will develop:

• a sense of wonder for creation
• a willingness to learn from scripture
• an appreciation of the truths contained in Scripture
• a sense of the value of prayer.

 

    

History

The Tudors

Threshold Concepts Covered

Main Events

Conflict

Culture and Pastimes

Travel and Exploration

By the end of the unit, most of the pupils will be able to;

• present information about 3 Tudor monarchs and compare and contrast their reigns
• recognise the significance of Elizabeth I dying without an heir
• understand and explain what is meant by the term `Civil War‘

• explore the Pilgrimage of Grace
• describe some of the challenges the Tudor monarchs faced with religion and how they began to overcome these problems
• organise information about the Spanish Armada
• organise information about the Renaissance during the reign of Elizabeth I
• understand who Walter Raleigh was and the reasons why he was executed
• explore what is meant by the word `devout‘
• know when Henry VIII became the head of the Church of England
• organise information about the Protestant Reformation.

Data handling 1 and 2

By the end of unit 1, pupils working at a secure level will be able to;

• identify how barcodes and QR codes work
• know how infrared waves transmit data
• recognise the uses of RFID
• know how decoding keeps data safe
• gather, analyse and evaluate data in real terms

By the end of unit 2, pupils working at a secure level will be able to:

• explain how data can be safely transferred
• investigate the data usage of online activities
• identify how data analysis can improve city life
• design a system for turning a school into a smart school
• present ideas for turning a school into a smart school.

2x 45 minutes session taught by external company non-stop action.

Realism

Threshold Concepts Covered

• Artists and Artisans
• Visual Language
• Effects
• Emotions
• Process
• Media and materials
• Styles and periods

By the end of the unit, pupils working at a secure level will be able to;

• investigate the work and style of Ford Madox Brown
• understand why art critics were sceptical of Realist artists in the mid-19th century
• replicate the depiction of peasants in my own artwork in the style of a Realist artist
• compare and contrast the colours used by French Realist artists with those used by Surrealist and Pop artists
• explore the reasons why Gustave Courbet’s art was not popular and was criticised during his lifetime 
• experiment with Courbet’s style of depicting the main character from the back to draw the viewer into the scene
• copy Courbet’s use of rough and visible brushstrokes, as well as applying paint with my thumb in my own realistic painting  
• copy Courbet’s technique of using lighter tones in the background and darker tones for the main features in the foreground
• develop my own piece of realism and critically analyse my work.

Design

In this unit, children working at a secure level will:

• use research and develop design criteria to inform the design of innovative, functional, appealing products that are fit for purpose, aimed at particular individuals or groups.

Technical knowledge

In this unit, children working at a secure level will:

• apply their understanding of computing to program, monitor and control their products.

Learning outcomes

• To write a design brief and criteria based on a client request
• To write a program to include multiple functions as part of a navigation device
• To develop a sustainable product concept
• To develop 3D CAD skills to produce a virtual model
• To present a pitch to ‘sell’ the product to a specified client.

 

Module 3: Created to Live in Community

UKS2 Module Three: Created to Live in Community explores the individual’s relationship with the wider world. Here we explore how human beings are relational by nature and are called to love others in the wider community through service, dialogue, and working for the Common Good:

Unit 1 – Religious Understanding deepens pupils' understanding and appreciation of the three-part community of love, the Trinity, with the endpoint of discussing the Trinity as it might be communicated in a church setting. Children will learn that the Trinity demonstrates the perfect, loving community, and we are called to emulate this self-giving, self-sacrificing love in our communities.

Building on learning from Lower Key Stage Two, Unit 2 – Living in the Wider World teaches children some of the principles of Catholic Social Teaching from Together For The Common Good, which will help them to fulfil their purpose of making a difference in the world around them. Teaching includes the common good, the human person, social relationships and stewardship.

Sing Up Scheme unit: Ame sau vala tara bal:

Musical focus: To recognise Indian music, bhairavi raga, chaal rhythm, Indian musical instruments, and comparison of Indian musical styles -Bhangra, Bollywood, and Indian classical

About this unit: Ame sau vala tara bal is a Gujarati devotional song with a melody based on the bhairavi raag. During this unit, in addition to singing the song, pupils will learn about a variety of Indian music styles, focusing on three in particular – bhangra, Bollywood, and classical – and will compose their own rhythmic piece for percussion instruments.

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

• create a rhythmic piece for drums and percussion instruments.
• sing the chorus of Throw, catch in three-part harmony with dancing.
• develop knowledge and understanding of a variety of musical styles from India, talking about them using music vocabulary.
• demonstrate coordination and keep a steady beat by dancing to bhangra music.