Post on 11-Apr-2022
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St. Joseph’s Catholic Junior School, Birtley
Christ is Our Light and Our Life
Dear Parents/Carers,
This booklet has been designed to give you information about the schemes of work we follow,
based on the National Curriculum, and the formal assessment carried out to measure
progress and attainment.
At the end of Key Stage 2, children sit SATs (Standard Assessment Tests) which are
externally marked tests, and are graded as either having achieved or not achieved the
standard expected for the end of Key Stage 2. Pupils will also receive a grading based on
Teacher Assessment, which will identify whether they are working towards the expected
level, at the expected level or at greater depth within the expected level.
At St Joseph’s Catholic Junior School, we aim to provide schemes of work and planned units
of study to meet the requirements of the National Curriculum but, more importantly, provide
exciting and engaging learning opportunities for your children.
The curriculum is challenging, but with the outstanding teaching our children receive we are
confident that they will more than rise to the challenge. Please note that these end of year
expectations as designed by the Government - we are aware that your children are individuals
and we will always adapt the curriculum to provide support or challenge where needed.
How you can support your child at home
This booklet outlines some of the work we will be covering in school and anything you want or
can do to support your child’s learning is a great addition.
We also send home reading and maths homework and spellings to learn each week, and it is
important that you encourage your child to be increasingly independent in completing this and
ensuring it is returned to school on time.
However, the most important homework you can do with your child is reading. We encourage
parents to read to children throughout their time at primary school, so that they can learn to
enjoy books with someone else. You should encourage your child to read as much as possible.
This does not need to be just the books that we send home, but also newspapers, magazines,
websites, recipes, leaflets and art and craft instructions. We appreciate that children are
always tempted by screens and books are more demanding for them to read; children will
often need considerable encouragement from an adult to turn to a book! However, the more
children read, the more they are exposed to language, vocabulary, grammatical features,
different genres and text types, learning and ideas. And the more they learn to love reading!
Kind regards,
Mrs R Nutton
Acting Head Teacher
English
We use Collins Treasure House Literacy, Literacy Shed Plus and other quality teaching
resources to support your child’s learning in English.
The end of year expectations for Year 5 are as follows:
Reading
Use knowledge of morphology and etymology to read aloud and understand new words –
morphology – structure or words, etymology – where words come from
Make comparisons within and across books
Read a range of modern fiction, fiction from literary heritage and books from other
cultures and traditions
Identify and discuss themes and conventions across a wide range of writing – e.g.
compare how schools are talked about in different stories
Discuss understanding of texts, including exploring meaning of words in context
Ask questions to improve understanding of texts – can children ask you a question
about what they are reading?
Summarise ideas drawn from more than one paragraphs, identifying key details
Predict future events from details stated and implied – What do you think will happen?
Why?
Identify how language, structure and presentation contribute to meaning
Discuss how authors use language, including figurative language, to affect the reader –
Why did the author choose that word?
Make book recommendations, giving reasons for choices - Do you think I should read
the book? Why? Why not?
Participate in discussions about books, building on and challenging ideas
Explain and discuss understanding of reading
Participate in formal presentations and debates about reading
Provide reasoned justifications for views.
Class readers include: Street Child by Berlie Doherty, Varjak Paw by S. F. Said, Kensuke’s
Kingdom by Michael Morpurgo, The Phoenix Code by Helen Moss and Boy at the Back of the
Class by Onjali Q Raúf, as well as a range of non-fiction books and poetry. We also use
beautifully written and illustrated picture books to stimulate writing, including How to Live
Forever by Colin Thompson, The Matchbox Diary by Paul Fleischman and Counting on
Katherine by Helaine Becker.
Writing Spelling (see spelling list over page)
We use the Spelling Shed scheme of work. Pupils can log on to the website from home and
from school to practise their year group’s spellings.
Spell some words with silent letters
Recognise and use spellings for homophones and other often-confused words –
homophones are words that sound the same but have different meanings – two, too, to;
which, witch
Use a dictionary to check spelling and meaning
Handwriting
We continue to model and encourage neat, joined, cursive handwriting, which is essential to
achieve writing at the expected standard at the end of Key Stage 2. Children use the
appropriate handwriting joins and choose the writing implement that is best suited for a task
(based on New Nelson Handwriting scheme).
Writing
Identify the audience and purpose before writing, and adapt accordingly
Select appropriate grammar and vocabulary to change or enhance meaning
Develop setting, atmosphere and character, including through dialogue
Précis longer passages
Use a range of cohesive devices
Use advanced organisational and presentational devices
Use the correct tense consistently throughout a piece of writing
Ensure correct subject and verb agreement
Perform compositions using appropriate intonation, volume and movement
Use a thesaurus
Use expanded noun phrases to convey complicated information concisely
Use modal verbs or adverbs to indicate degrees of possibility
Use relative clauses
Convert nouns or adjectives into verbs
Use adverbials of time, place and number for cohesion
Recognise vocabulary and structures that are appropriate for formal use
Use passive verbs to affect the presentation of information
Use the perfect form of verbs to mark relationships of time and cause
Recognise difference in informal and formal language
Use grammatical connections and adverbials for cohesion
Use ellipsis - …
Use commas to clarify meaning or avoid ambiguity
Use brackets, dashes and commas to indicate parenthesis – ( ), -,
Use hyphens to avoid ambiguity -
Use semi-colons, colons and dashes between independent clauses - ;, :
Use a colon to introduce a list - :
Punctuate bullet points consistently.
Power Maths is a whole-class mastery programme from Pearson Education and is the
only mastery programme perfectly aligned to the White Rose Maths schemes of learning. It
is designed to spark curiosity and excitement and help nurture confidence in maths. Power
Maths is recommended by the Department for Education, having met its criteria for high-
quality textbooks, and has been judged as “fully delivering a mastery approach”.
Teaching maths for mastery is a transformational approach to maths teaching which stems
from high performing Asian nations such as Singapore. When taught to master maths,
children develop their mathematical fluency without resorting to rote learning and are able
to solve non-routine maths problems without having to memorise procedures. Power Maths
focuses on developing real mathematical fluency through reasoning and problem solving.
A mastery approach ensures maths is fun, collaborative and engaging. Running through the
scheme are core growth mindset principles, so children approach maths with confidence and
begin to realise that mistakes are an essential part of the learning process.
Religious Education At St Joseph’s Catholic Junior School, we use Come and See - a Catholic Primary Religious
Education programme for Foundation and Key Stages 1 and 2. We work closely with the
Education Department of our local Diocese of Hexham and Newcastle to ensure we offer
high quality Religious Education, which is a rigorous academic subject in its own right.
Themes for Year 5 include:
• Domestic Church - Ourselves
• Baptism/Confirmation – Life Choices
• Advent/Christmas - Hope
• Local Church - Mission
• Eucharist - Memorial
• Lent/Easter - Sacrifice
• Pentecost - Transformation
• Reconciliation/Anointing of the sick – Freedom & Responsibility
• Universal Church – Stewardship
The children also learn about ‘Other Faith’ groups with a special focus on Judaism and Islam.
The Aims of Religious Education as stated in the RE Curriculum Directory are:
To present engagingly a comprehensive content which is the basis of knowledge and
understanding of the Catholic faith;
To enable pupils continually to deepen their religious and theological understanding and
be able to communicate this effectively;
To present an authentic vision of the Church’s moral and social teaching so that pupils
can make a critique of the underlying trends in contemporary culture and society;
To raise pupils’ awareness of the faith and traditions of other religious communities in
order to respect and understand them;
To develop the critical faculties of pupils so that they can relate their Catholic faith
to daily life;
To stimulate pupils’ imagination and provoke a desire for personal meaning as revealed
in the truth of the Catholic faith;
To enable pupils to relate the knowledge gained through Religious Education to their
understanding of other subjects in the curriculum;
To bring clarity to the relationship between faith and life, and between faith and
culture.
Relationships Education and P.S.H.E & C
Ten:Ten’s programme, Life to the Full, teaches Relationships Education, incorporating Health
Education, within the context of a Christian understanding of human sexuality rooted in the
wisdom and teaching of the Catholic Church. Through teaching the programme, Life to the
Full, we aim to give pupils knowledge “that will enable them to make informed decisions about
their wellbeing, health and relationships” (DFE Statutory Guidance). We will deliver this
teaching through the prism of Catholic RSE.
The framework of Ten:Ten’s programme is taken from the Model Catholic RSE Programme by
the Catholic Education Service, which has been highlighted by the Department of Education
as a work of good practice.
Life to the Full has a spiral approach to learning, in which pupils will revisit the same topics at
an age-appropriate stage through their school life. The programme includes teaching about
personal health, physical and emotional wellbeing, strong emotions, private parts of the body,
personal relationships, family structures, trusted adults, growing bodies, puberty, periods,
life cycles, the dangers of social media, pornography, where babies come from, an
understanding of the Common Good and living in the wider world.
The entire teaching is underpinned with a religious understanding that our deepest identity is
as a child of God - created chosen and loved by God. The programme is fully inclusive of all
pupils and their families: the Ten:Ten website has a parent hub which enables parents to
access information on how the programme is taught and provides examples of some of the
resources used.
Life to the Full is a scheme of work which gives our teachers access to an entire platform of
creative resources, including interactive video content and story-based activities, employing
a wide range of teaching tools, original worship music and an accompanying programme of
classroom prayers.
Science
Science at St. Joseph’s aims to teach our children the skills and knowledge they need to
question and understand concepts and phenomena that occur in the world around them, and to
equip them with the motivation to seek explanations for these. Sequences of lessons are
planned by teachers to meet the national curriculum objectives for science, and to ensure
that all pupils have a solid grounding in science and a positive attitude towards scientific
knowledge and experimental processes. Over the course of the academic year, children will
carry out several investigations which involve the 5 different types of enquiry approaches:
Observation over time
Identifying and classifying
Pattern seeking
Research
Comparative and fair testing.
As well as develop pupils’ scientific enquiry skills, Science at St. Joseph’s will ensure children
develop knowledge and understanding in the areas of physics, chemistry and biology.
Teachers will ensure pupils understand associated vocabulary for each topic, so that children
can use this vocabulary with confidence.
Topics covered in Year 5 include:
Earth & Space
Forces
Properties & Changes in Materials
Animals including Humans (changes as humans develop to old age)
Living Things and their Habitats (life cycles & reproduction).
As well as science-themed educational visits, science days and educational outreach in school,
we use a range of high-quality science resources to engage and inspire children.
Year 5 - Foundation Subjects
Subject Termly Topics
History Ancient Egypt
A Local Study based on Victorian Gateshead
Kings and Queens of England - From Edward VI to George IV (1547-
1830)
Geography Russia and Europe
Investigating Rivers
Art Surrealism
Ancient Egyptian Art
River Landscapes
Computing Newsroom
Interactive Art Exhibition
E-safety
Code Breakers - algorithms, directional language and programming
Using Microsoft Office
Touch Typing
P.E. Basketball/Netball Skills
Swimming
Gymnastics
Hockey
Dance
Football
Cricket
Athletics
Rounders
Music Sing in solo and ensemble contexts
Learn to play the violin (taught by a specialist music teacher)
D&T Design and create a Victorian house (with electric lighting)
Cookery – Russian dishes
Relationships
Educations &
P.S.H.E.
Taking Part – House elections & voting
Children’s Rights - refugees
Developing Thinking Skills – Values for Thinking & Growth Mindset
Choices - Financial capabilities
Drug, alcohol and tobacco education
M.F.L
(French)
The Solar System
Sports and hobbies
Around town