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 class page.
Our class teacher is Miss Chafla
This term we will be focusing on developing the children’s skills in all curriculum subjects, further detail below.
All children are expected to read for 20 minutes at home at least 5 times a week and have an adult sign their reading record confirming that this reading has taken place on a daily basis. Children must bring their reading record book in every Friday and these will be checked every Monday to ensure that the 5-times-a-week reading has been taken place.
Maths and English homework will be set each week on Wednesday with a due date of the following Monday, the day it will be marked. The children will also have to complete some times table questions, spellings and handwriting sheets. There may be occasions when the children are asked to complete a further piece for another subject area.
I hope to have your support for the above arrangements and I am more than happy to discuss these with you at any time after school. If you have any questions or concerns,please do not hesitate to contact me via the School Office
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During this term in Literacy, we will be studying our class novel ‘Why the whales came’. The children will read, use their inferencing skills, answer comprehensions questions based on the text and complete challenges based on the writing. The children read each week in class and have their own library book which they can change each week. In writing the children will be writing Diary entries, reports, recounts, play scripts, speeches and poems. In SPAG, the children will be covering all the grammar and punctuation associated with year 5, building on their prior knowledge.
Portal Stories
To use similes to describe.
To use personification.
To use varied openers.
To include dialogue.
To include a variety of punctuation in my sentences.
Draft
To edit and up-level.
Evolution
To describe settings, characters and atmosphere.
To use the range of punctuation taught at key stage 2 correctly.
To use a range of devices to build cohesion.
To integrate dialogue in narratives to convey character and advance the action.
Biographical Writing
To complete a piece of biographical writing.
To use the passive voice.
To accurately use an exclamation mark and a question mark.
To use parenthesis.
To use conjunctions.
The Industrial Revolution
To use retrieval skills.
To identify new words and discuss their meaning in context.
To use my comprehension skills by matching facts and figures.
To use rhetorical questions.
To answer literal questions.
To explain and justify using evidence from the text.
In Numeracy, we will be using the objectives set out in the 2014 Curriculum. Throughout the term, we will focus specifically on shape, position and direction, decimals, negative numbers, converting units and volume. We ask that you encourage your children to learn and know their multiplication tables.
Tables Test –
Weekly tests for x0, x1, x 2, x 3, x 4, x5, x 6, x7, x8, x9 x10, x11and x12. Children to know inverse of these too
Year 5- Life Cycles and Reproduction
Pupils will be taught to:
Describe the life cycle of a plant, including the reproduction stage. Describe the life cycle of a mammal and a bird, and compare them.
Describe the life cycles of an amphibian and an insect, and compare them. Describe asexual reproduction in plants.
Year 5- Forces and space: Unbalanced forces
Pupils will be taught to:
Describe gravity, air resistance, water resistance, and friction and their effects.
Describe the relationship between surface area and air and water resistance.
Explain how to make an object aerodynamic or streamlined.
Describe the effects of levers, pulleys and simple machines on movement.
To The Ends of the Earth:
In this branch, pupils will continue to journey with St John’s gospel. They started the year learning about the Fall and humanity’s broken relationship with God. In this branch, they will look at how St John’s account of the Resurrection alludes back to that narrative and shows that in Jesus, the relationship with God is restored.
Dialogue to Encounter:
Pupils should recognise that the texts that Christians refer to as the Old Testament are texts of the Jewish religion. For Christians, they are ‘old’ as Jesus Christ fulfils a new covenant, which the New Testament recounts. However, God’s covenantal relationship with Abraham, told in the book of Genesis, remains, and the texts of the Old Testament remain relevant to Christians. However, Christians read the Old Testament in the light of Christ, seeing signs of him in the Old Testament's words, actions, and deeds. In the encounter dimension of this branch, pupils will be invited to explore more about the importance of Hebrew, the holy language for Jewish people, and understand how prayer, beliefs and sacred objects form part of Jewish life. The Torah is central to Jewish life, and the scrolls in synagogues are sacred objects. The Torah contains different names for God, many of which are familiar to Christians. The Shema prayer is the most important prayer in Judaism because it reminds Jewish people that there is only one God.
This term we are once again joined by Enfield Sings, who will be practicing a variety of different songs with the children. Both classes will attend rehearsals together on Wednesday afternoons throughout the summer term. By the end of the term the children will then perform an Enfield Sings concert for the school and for parents. We do kindly ask that you support your child with their singing and any practice of songs at home. I am sure the children will appreciate your attendance to their performance when it comes around later this term.
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In History, we will be studying the Ancient Maya civilisation, their culture and way of life. The children will be able to where the Maya lived and to order a timeline, showing how the population of the Maya changed over time due to natural disasters, war and invasions of territory. They will explore the significance of the Maya including the creation of their calendar, their writing techniques and trade. We will also explore the sports they played, the jewellery they created and where they are today.
Spreadsheets –
The children will know that computers can calculate costs and are useful when prices change. They will enter labels and numbers into a spreadsheet. They will learn how to enter formulae into a spreadsheet. The children will learn how to change data in a spreadsheet to answer ‘What if…?’ questions and then to check predictions.
PE lessons are scheduled on Tuesday and Friday for St Anthony.Hair should be tied back and earrings should not be worn on these days. Please arrange for your child to have a complete and correct P.E. kit in school, including the correct footwear and ensure that all items are clearly labelled with their name in the correct school PE bag. PE kits cannot be shared or borrowed from friends or siblings.
Lessons are planned and taught by the external sports company Non-Stop Action.
Athletics and Rounders:
The children will learn how to:
Use running, jumping, and throwing in isolation and combination.
Play competitive games, modified where appropriate.
Communicate, collaborate and compete with each other.
Develop flexibility, strength, technique, control, and balance. Understand how to improve in different sports.
Learn how to evaluate and recognise success. Compare performances with previous ones and demonstrate improvement.
Indoor PE (taught by Non-Stop Action)
Dance:
In this unit, the children learn different dance styles and focus on dancing with others. They create, perform and watch dances in various styles, working with partners and groups. In dance, the children think about how to use movement to explore and communicate ideas, issues and their own feelings and thoughts. As they work, they develop an awareness of different ideas' historical and cultural origin
Cultural Tradition in Art
The children will learn how;
To recognise that many cultures use art to tell stories.
To investigate the art from a particular culture.
To investigate and understand what folk art means.
To identify the features of folk art.
To use the materials of Indian folk artists to create their own piece of art in the style of Madhubani.
To realise that some cultures share the same features and that patterns are used as a recurring effect throughout cultural art.
To explore the media and materials which may be used in the cultural art process.
To begin to explore the Cultural Tradition, artist Richard Kimbo.
To explore the process used by Richard Kimbo when creating his batiks.
To explore how batik has been used in fashion and renamed Madiba shirts.
To have a go at sketching their own batik clothing design.
To explore Kimbo’s use of colour in his batiks.
To have a go at creating their own batik design of a bustling African city.
D & T
New Curriculum Topic – Building Bridges:
The unit focuses on the children designing and making a bridge, and then evaluating and redesigning a bridge that opens and closes.
UKS2 Module Three: Created to Live in Community explores the individual’s relationship with the broader world. Here we 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. The endpoint is 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 fulfil their purpose of making a difference in the world around them. Teaching includes the common good, the human person, social relationships, and stewardship..