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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.

 

 

 

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

 

Big Writing – Develop beginnings to stories, plot developments and endings. Improve use of adjectives. To develop writing different styles e.g. diary entries, recounts, poetry, letters and descriptions.

 

Grammar & Punctuation – on going revision and consolidation of capital letters, full stops, speech marks, commas, semi-colons, colons, question marks, exclamation marks etc.

 

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.

 

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

Place Value:

·         Read, write, (order and compare) numbers up to 10 000 000 and determine the value of each digit

·         Round any whole number to a required degree of accuracy

·         Use negative numbers in context, and calculate intervals across zero

·         Solve number and practical problems that involve all of the above

 

Addition and Subtraction:

·         Perform mental calculations, including with mixed operations and large numbers

·         Use their knowledge of the order of operations to carry out calculations involving the four operations

·         Solve addition and subtraction multistep problems in contexts, deciding which operations and methods to use and why

 

Multiplication and Division

·         Identify common factors, common multiples and prime numbers

·         Use estimation to check answers to calculations and determine, in the context of a problem, an appropriate degree of accuracy

·         Multiply multi-digit numbers up to 4 digits by a two-digit whole number using the formal written method of long multiplication

·         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

·         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

·         Perform mental calculations, including with mixed operations and large numbers

·         Solve problems involving addition, subtraction, multiplication and division

·         Use their knowledge of the order of operations to carry out calculations involving the four operations

 

Fractions

·         Use common factors to simplify fractions; use common multiples to express fractions in the same denomination

·         Compare and order fractions, including fractions > 1

·         Add and subtract fractions with different denominators and mixed numbers, using the concept of equivalent fractions

·         Multiply simple pairs of proper fractions, writing the answer in its simplest form [for example,! # × ! $ = ! ( ]

Divide proper fractions by whole numbers [for example ! " ÷ 2 = ! & ]

 

     

    

     

    

    

     

   

 

 

 

Light and Sounds

In this unit children will learn about how light travels and that we see things because light travels from light sources to our eyes, or from light sources to objects and then to our eyes. They will learn that shiny or reflective surfaces alter the direction in which light travels. Children will have the opportunity to solve problems related to everyday life about how light travels and how we see. Children will also investigate and explain the shapes of shadows, and relate this to light travelling in straight lines.

Working Scientifically, children will have the opportunity to plan and carry out an investigation in the context of finding a reflective material for children’s clothing. They will have the opportunity to use light sensors and data logging equipment to measure and record their observations and they will write a report detailing what they have concluded.

In order to teach this unit, children will need to have studied Y3 Light and Shadows.

 

Our Bodies

In this unit children will work towards answering the Quest question, ‘How can we stay healthy?’ They will present their findings in the form of a ‘health roadshow’ incorporating multi-media presentations which show that they will have recognised the impact of diet, exercise and lifestyle choices on the way their bodies function. Children will learn that there are many different but related aspects to keeping healthy. They will investigate the functions of the heart and circulatory system and will describe how nutrients and water are transported in human and animal bodies.

Working Scientifically, children will investigate how exercise and heart rate are related, and also to find out how scientific ideas about health have developed over time. They will plan an investigation and will take measurements with accuracy and precision. Children will present their findings in a number of ways, and will explain causal relationships emerging from their own data.

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

 

 

 

 

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

 

 

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

 

 

    

 

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.

 

 

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.

 

Bletchley Park – Unit 1

National Curriculum Objectives:

•              Solve problems by decomposing them into smaller parts

•              Use logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and programs

•              Design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts

•              Use sequence, selection, and repetition in programs; work with variables and various forms of input and output

•              Select, use and combine a variety of software […] to design and create a range of programs, systems and content that accomplish given goals, including collecting, analysing, evaluating and presenting data and information

•              Use search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital content

•              Use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact

                                                                                                                                                                                  

  • 45 minutes outdoor session taught by external company non-stop action.

    Unit to be confirmed.

     

    INDOOR SESSION TAUGHT NON-STOP ACTION:

    Unit to be confirmed.

     

Futurism

Threshold Concepts Covered

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

 

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 my own 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 my own Futuristic style artwork.
  • To create my own clay sculpture using distorted poses to give the effect of dynamism and movement.
  • To evaluate my piece of work.

 

 

 

SRE

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.