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St. Joseph is a very important saint. He is the husband of the Virgin Mary and the foster-father of Jesus. This is the second feast of St. Joseph the Church celebrates, the first falling on March 19. The bible says very little about St. Joseph and does not contain even one word spoken by this carpenter of Nazareth. But even without words, he shows how deep his faith was, in this we see his greatness.

Saint Joseph is a man of great spirit. He is great in faith, not because he speaks his own words, but because he listens, in silence, to the words of the Living God. Today we celebrate his witness of hard work. He was a carpenter who worked many hours a day and the little boy Jesus would help his dad in the small shop. St. Joseph teaches us that any work we do is important. Through it we do our part to serve our family and society.

But even more than that, as Christians we understand that our work is like a mirror of ourselves. It shows what kind of people we are, that is why we want our work to be done with care. Many countries have one day every year to show their respect for workers. This helps people to see how good it is to work to make this world a better place. In 1955, the Church has given us a wonderful model of work, St. Joseph the worker.

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.





Easter to Pentecost


By the end of this unit, the children should be able to:


  • describe how belief in the resurrection of Jesus is expressed in Matthew’s Gospel
  • make links to show how belief in the presence of the Spirit in the world is expressed in the life of Pope Francis
  • give reasons for the actions of Pope Francis as a man who acts in response to his belief
  • show understanding of how religious belief shapes the life of Pope Francis
  • identify similarities and differences between peoples’ responses to social and moral issues because of their beliefs – St Thomas Aquinas and Pope Francis
  • explain how their feelings and beliefs affect their own and others behaviour
  • demonstrate how religious beliefs and teaching give some explanation of the purpose and meaning of human life


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




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


Big Writing


To develop beginnings to stories, plot developments and endings. Also, to develop writing in different styles e.g. non-chronological reports, 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. A different spelling pattern is taught each week.




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

Position and direction


  • Read and plot coordinates

  • Problem solving with coordinates

  • Translation

  • Translation with coordinates

  • Lines of symmetry

  • Reflection in horizontal and vertical lines




  • Use known facts to add and subtract decimals within 1

  • Complements to 1

  • Add and subtract decimals across 1

  • Add and subtract decimals with the same number of decimal places

  • Add and subtract decimals with different numbers of decimal places

  • Use efficient strategies for adding and subtracting decimals

  • Decimal sequences

  • Multiply by 10, 100 and 1,000

  • Divide by 10, 100 and 1,000

  • Multiply and divide decimals – missing values


Second half term


       Negative numbers


  • Understand negative numbers

  • Count through zero in 1s

  • Count through zero in multiples

  • Compare and order negative numbers

  • Find the difference between negative numbers


                                        Converting units

Unit: Spreadsheets


National Curriculum Objectives:


By the end of this unit, the children should be able to:


  • enter data and formulas into a spreadsheet.
  • order and present data based on calculations.
  • add, edit and calculate data.
  • use a spreadsheet to solve problems.
  • plan and calculate a spending budget.
  • design a spreadsheet for a specific purpose


  • Convert between grams and kilograms and metres and kilometres

  • Convert between millimetres and metres and millilitres and litres

  • Convert units of metric length (millimetres, centimetres and metres)

  • Convert between metric and imperial units (inches, pounds and pints)

  • Solve word problems involving units of time (including timetables)




  • Find the volume of a variety of shapes, using both concrete and pictorial representations

  • Compare and estimate the volume of different shapes

  • Estimate the capacity of different objects


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 the inverse of these too (related division facts).




Year 6


        Themed projects, consolidation and problem solving


During their final term, the children will be completing a variety of projects that provide opportunities to revisit many of the skills and curriculum content covered previously during the year.




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 the inverse of these too (related division facts).



Year 5


First half term


                                                        Earth and Space

By the end of this unit, the children should be able to:

  • describe the movement of the Earth, and other planets, relative to the Sun in the solar system

  • describe the movement of the Moon relative to the Earth

  • describe the Sun, Earth and Moon as approximately spherical bodies

  • use the idea of the Earth’s rotation to explain day and night and the apparent movement of the sun across the sky

In this unit, the children will be introduced to a model of the Sun and Earth that enables them to explain day and night. They will learn that the Sun is a star at the centre of our solar system and that it has eight planets: Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus and Neptune (Pluto was reclassified as a ‘dwarf planet’ in 2006). Also, they should understand that a moon is a celestial body that orbits a planet (Earth has one moon; Jupiter has four large moons and numerous smaller ones). Working scientifically, the children will have the opportunity to plan and carry out an investigation in the context of exploring how their shadows change over the course of the day as the sun’s position changes. They will use their prior knowledge to predict the time of day they think their shadow will be the longest and shortest in size. In addition, the children will record their findings in a table and write a detailed conclusion to explain their results.


Second half term



By the end of this unit, the children should be able to:

  • explain that unsupported objects fall towards the Earth because of the force of gravity acting between the Earth and the falling object

  • identify the effects of air resistance, water resistance and friction, that act between moving surfaces

  • recognise that some mechanisms, including levers, pulleys and gears, allow a smaller force to have a greater effect

In this unit, the children will explore falling objects and raise questions about the effects of air resistance. They will explore the effects of air resistance by observing how parachutes fall. They will experience forces that make things begin to move, get faster or slow down. The children will explore the effects of friction on movement and find out how it slows or stops moving objects, for example, by observing the effects of different surface types on a moving toy car. Also, they will explore the effects of levers, pulleys and simple machines on movement. The children will work scientifically by designing and making a variety of parachutes and carrying out fair tests to determine which designs are the most effective. Also, they will explore resistance in water by investigating the best shape for the bow (front) of a speedboat.




Year 6


First half term


Living things and their habitats

By the end of this unit, the children should be able to:

  • describe how living things are classified into broad groups according to common observable characteristics and based on similarities and differences, including microorganisms, plants and animals

  • give reasons for classifying plants and animals based on specific characteristics

During this unit, the children will build on their learning about grouping living things in year 4 by looking at the classification system in more detail. They will be introduced to the idea that broad groupings, such as micro-organisms, plants and animals can be subdivided. They will classify animals into commonly found invertebrates (such as insects and spiders) and vertebrates (fish, amphibians, reptiles, birds and mammals). Also, they will discuss reasons why living things are placed in one group and not another, and will find out about the significance of the work of scientists such as Carl Linnaeus, a pioneer of classification. The children will work scientifically by using classification systems and keys to identify some animals and plants.

Second half term


Evolution and Inheritance

By the end of this unit, the children should 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

During this unit, the children will build on what they learned about fossils in the topic on rocks in Year 3, and find out more about how living things on earth have changed over time. They will be introduced to the idea that characteristics are passed from parents to their offspring and will learn that variation in offspring over time can make animals more or less able to survive in particular environments, for example, by exploring how giraffes’ necks got longer. Also, they will find out how Charles Darwin and Alfred Wallace developed their ideas on evolution. The children will work scientifically by comparing how some living things have adapted to survive in extreme conditions, for example, cactuses and camels. As well as, analyse the advantages and disadvantages of specific adaptations, such as having a long or a short beak.


Unit: The Tudors


Threshold Concepts Covered:


  • Main Events
  • Conflict
  • Culture and Pastimes
  • Travel and Exploration
  • Beliefs




By the end of this unit, the children should be able to:


  • present information about three 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





Unit: Digital world monitoring devices


In this unit, children learn what is meant by ‘monitoring device’ and discover the history and development of thermometers. The children find out how thermometers have evolved into the wide range of digital, electronic and intelligent devices we use today. They will apply Computing knowledge and understanding how to program a smart thermometer that will support animal care and alert their owners when the temperature is not optimal using sound and an LED display. Their product will need to fulfil a design brief and a list of design criteria. They will tailor the design criteria to meet the specific needs of a chosen animal.

The children will use building bricks to develop creative and unique housing and stand ideas for the animal monitor’s processor, the micro:bit. Children will develop their 3D CAD skills by navigating the Tinkercad interface and essential tools to combine multiple objects.


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

  • describe what is meant by monitoring devices and provide an example
  • explain briefly the development of thermometers from thermoscopes to digital thermometers
  • research a chosen animal’s key information to develop a list of design criteria for an animal monitoring device
  • write a program that monitors the ambient temperature and alerts someone when the temperature moves from a specified range
  • identify errors (bugs) in the code and ways to fix (debug) them
  • state one or two facts about the history and development of plastic, including how it is now affecting planet Earth
  • build a variety of brick models to invent Micro:bit case, housing and stand ideas, evaluating the success of their favourite model
  • explain key pros and cons of virtual modelling vs physical modelling
  • recall and describe the name and use of key tools used in Tinkercad (CAD) software




Unit: Spreadsheets


National Curriculum Objectives:


By the end of this unit, the children should be able to:


  • enter data and formulas into a spreadsheet.
  • order and present data based on calculations.
  • add, edit and calculate data.
  • use a spreadsheet to solve problems.
  • plan and calculate a spending budget.
  • design a spreadsheet for a specific purpose




All lessons are planned and taught by External Sports Company Non-Stop Action.


Athletics and Rounders


By the end of this unit, the children should be able to:


  • use running, jumping and throwing in isolation and in combination
  • play competitive games, modified where appropriate
  • communicate, collaborate and compete with each other
  • develop flexibility, strength, technique, control and balance
  • develop an understanding of how to improve in different sports
  • learn how to evaluate and recognise success
  • compare performances with previous ones and demonstrate improvement




In this unit, the children learn different styles of dance and focus on dancing with other people.


By the end of this unit, the children should be able to:


  • create, perform and watch dances in a range of styles
  • work with partners and as part of a group
  • think about how to use movement to explore and communicate ideas and issues, and their own feelings and thoughts
  • develop an awareness of the historical and cultural origins of different ideas




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