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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.

 

 

 

  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. Eachweek 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.

 

 

Year 6

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 = ! & ].

Year 5

 

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.

 

Year 6:

 

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.

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.


Year 5 and 6

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].

 

Year 6

 

Navigating the World

 

National Curriculum Objectives:

 

Design

 

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

  • 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

 

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

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

 

Year 5

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.

Year 6

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

 


 

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.