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Week 4 - 11/05/20

Year 5 - Week 5 Monday 1th May 2020


Great to speak to you and your families this week. I've really enjoyed hearing about all of your home learning, but also seeing it on the school's blogging part of the website too! 


You all appear to have a great routine at home. I've still included an example timetable of what I think you may want to do each day.


Please work through the examples below. There are activities to complete each day. Your timetable may look a little like this:




Ninja / TT Rock stars


White Rose Questions


Spelling practice



Topic activity




Ninja / TT Rock stars


White Rose Questions


Spelling practice



Topic activity




Ninja / TT Rock stars


White Rose Questions


Spelling practice



Topic activity




Ninja / TT Rock stars


White Rose Questions


Spelling practice



Topic activity




Ninja / TT Rock stars


White Rose Questions


Spelling practice



Topic activity


Please upload all of your great learning to the website on our blogging page!


Remember, stay safe online! Report anything you see which makes you feel uncomfortable to your parents and also report it using the CEOP tool on the school’s website, found on the homepage.


Our topic this term continues to be EXPLORERS.


When you are reading the different chapters of Kensuke’s Kingdom, please remember that you will be eventually be writing your own adventure story. You may want to innovate the ideas which you have read in the book or possibly make big changes. If you are feeling less confident, you may want to change characters and settings – this is an easy way to create your own story. I know you love writing narratives and look forward to these being shared on the school’s blogging part of the website.


Take a look below at this week’s learning…


**Day 1**

Reading:  We are going to take a slight backwards step today! I would like you to focus on your deduction and inference skills, but instead of reading written texts we are going to read a picture. Turn back to the very beginning of the text, even before the contents page. Take a look at the map which is drawn at the very beginning of the book.


Answer the following questions….What different places do you see on the island? Which place(s) do you think would provide dangers? What impression do you get of the island? Where would you visit on the island if you had landed there? How large do you estimate the island to be? How far have the journeyed on the island?


Create a picture of an imaginary island that maybe you could land on – what dangers would there be? Where would you land? What challenges might you face? This could be drawn by paper or even on the computer! This picture will form part of your planning when you begin to write your own adventure story, eventually!


Writing: Focus carefully on the sentence length that has been used by the author in this chapter. It is informal and uses short sentences. This is a personal diary and an example of informal writing.


Using the same style the author has used, begin to write your own log. Imagine you are at sea with your family – you’re spending plenty of time with them now so you know how well you are getting on! Today I’d like you to begin to plan:


Who is on the boat with you?

How are people getting on?

What jobs are people doing?

What food has been eaten?

What animals or unusual creatures have been spotted?


Mind map these ideas on a piece of paper or in your exercise book from school. Write down lots of ideas for each of the headings about – this will link well to tomorrows writing task.


**Day 2**

Reading: Today I would like you to read chapter 3: Ship’s log. Can you think of why the word ship has an apostrophe? Is it a contraction or there for possession? How do you know? You can link this knowledge to your spellings I have asked you to practise this week.


Whilst you read chapter 3, I would like you to make a note of the different places that Michael and his family travel. This will ensure that you are focusing on selecting key information from the text and also making notes. You may also want to link these places to people that Michael had met and also how the family were feeling in each of these locations. We will be using this information during the third day of you learning this week.


Extra challenge: investigate technical language associated with sailing. Research different parts of a sailing boat and what their function is. Who knows, after lockdown you might be getting out onto the open water and having your own adventures!


Writing: Right, today is your chance to write your own log. This is of an imaginary trip you have made on a river or ocean somewhere around the globe.


Try and use the same style as the author – short sentences, informal tone…You can use your knowledge of contractions from your spellings this week. This will make it sound chattier in its tone.


Here’s an example from me…


It was dad’s turn to prepare breakfast today! We knew that dad wasn’t a culinary genius, but neither was mum really! We were all on deck doing our regular jobs of cleaning. Mum seemed a bit distant this morning, but that could have been because she hadn’t been sleeping well again. The sea looked like a carpet of velvet, stretching out towards the horizon. The crisp waters were only broken by the dolphins calmly swimming into the distance. The wind whispered through our hair and stroked the sails, stretching towards the heavens. The calm and serenity was broken, broken very quickly!


Dad had decided to use the stove for breakfast this morning, big mistake. He had stupidly left the tea towel right next to the hob. The flames quickly latched onto the manmade fibres and smoke the cabin out. Dad started running about frantically as we all watched on, with some amusement mixed with slight terror. Mum remained calm and threw water over the cloth, covering dad with a wave of water….


I’m sure your ideas will be much better. I’ve innovated this from imagining what the tight space seen within the boat cabin, but also John Torode on This Morning. You may have seen this?



**Day 3**

Reading: Please look through your notes from yesterday. Summarise (retell the key information) the different points of this chapter to an adult. Refer back to your notes about the places which Michael and his family visited, particularly how they may have been feeling at different points. Some of this can be deducted (found straight out of the text) or inferred (read between the lines).


I’d now like you to draw a map which labels all of these different places. You may have access to a printer and could print a blank world atlas. Or you may have a computer screen which you could trace a rough outline of the world. It doesn’t have to be accurate! It will give you a good idea of where they have travelled. You may want to use these ideas when you begin your own adventure story, possibly using some of these key locations.


Extra challenge: Label the different countries, continents and oceans which Michael and his family travel past/near. This links really closely to our explorers topic of this term.


Writing: Take a look at the word choice chosen by the author at the end of this chapter. They have been clearly chosen for a reason. The text ends on a cliff-hanger and links, we shall shortly see, to the following chapters.


Re-read the last part of chapter 3. Using your prediction skills, I would like you to continue this part of the story. However, this time, you are able to use direct speech as it won’t be written like a log/diary entry.


You may want to think about where the different characters are, Michael opposed to his parents. Short sentences will work really well to create an element of suspense. Please don’t spend too long writing this as I would like you to convert your written text today into a comic strip tomorrow! This will all make sense when you read on below.

**Day 4**

Reading: The Bay of Biscay is referenced in this part of the text. The bay is renowned (well-known) for being particularly rough – not a great place to be if you get sea sick. If you do, make sure you’ve packed plenty of bags!


Today I’d like you to follow this link and read some information about the Bay of Biscay. Think carefully about why this can sometimes be a perilous part of the ocean to travel on and where it is located within the world.


Having read the following articles, write down eight different pieces of information/facts about the Bay of Biscay. Share these with an adult at home or why not share this on our class blogging page.


Bay of Biscay 1

Bay of Biscay 2

Bay of Biscay 3


Writing: Today I’d like you to re-read what you have written yesterday. It’s now time to convert this into a comic strip.


Please remember that anything said by a character will be in a speech bubble and anything thought will be in a thought bubble! You will need to look at what the key events are and pick these out. It won’t be possible to include all of this into a comic strip.


This activity will help you with your summarising skills and also identify what is speech and what would be a feeling of a character!



Reading: Today you will be ‘reading’ an image. Please watch the link below of a ship passing through the Bay of Biscay. Imagine that you are on that ship. How would you feel? What can you see? What would you hear? What would you smell? List of other words you associate with.


Click here....Rough Seas - The Bay of Biscay


Extra challenge:  Select some of your words which you think feel need to be developed. Use a thesaurus at home or one online. Can you develop your word choice?


Writing: Using the words you have begun mind map, create a piece of short burst writing which captures you on board this vessel. Please remember to include some of these key piece of grammar:


First person – you are writing it from your perspective!


Paragraphing – change paragraph when you are focusing on a different sense etc.


Use noun phrases to fully describe the senses

Use short sentences (one clause) to create some element of suspense (reader sitting on their seat).


Bonus: Contrast being on the deck (very scary) to be in a cabin on the ship (feeling of safety). This contrasting idea will make it really interesting for the reader.


ULTIMATE BONUS CHALLENGE: If you have access to plasticine, create an animation of the characters during this chapter and what you predict will happen next. If you have access to something like Stop Motion animation, you could also create your own example on that too!

Spelling Bee

I would like you to practise different types of contractions this week. Here are some examples:


can't    shouldn't      shan't....


Give yourself 5 minutes to write down as many contractions as you possibly know. Remember that the apostrophe is where a vowel has been omitted. Contractions are seen within informal piece of writing and often used when we are speaking with our friends. These may be used within your writing this week, linked to our class text.


Focus on the contractions you are not familiar with. Use the internet, or help from a parent, to write down as many contractions as you know. How many contractions do you think you can list? The winner, posting examples on our blog, will receive a hypothetical prize! I think you'd be able to think of at least twenty!


Pyramid spellings – Write the words so you start with the first letter, then the next two…


Speed Spell – How many times can you write the word down in 60 seconds.


Spelling Bee – Find an adult to do a spelling bee. They will say the word, you repeat it and then spell it aloud and then the end by saying the letter (What a nice morning. The word is morning. Morning …. M – O – R – N – I – N –G…. Morning) Swap over so your parent has a turn too.


Sentence Building – Write your word in a sentence so you can show you understand how it would work within a context.


SPELLINGS - REYNOLDS RANDOMISER: We are still in lockdown, daily walks are something to really look forward to. 


How many items can you see that begin with C (castle) or D (dodo). Both examples here are HIGHLY unlikely. Play this against your adult!


When you have completed this, look out for these things on your daily walk for points:


Postal worker on a bike. (50 points)


Postal worker driving a van. (20 points)


Police car. (15 points)


Sheep riding on a roundabout (1,000 points)


Create your own examples and award relevant points.

Maths – Starter Activities (Reynolds Randomiser)

This week I have created some challenges which you can play against an adult in your home! They will only last a short time and also get you moving around the home too. If you are playing an adult, the person who is the closest/gets it correct is awarded 10 points. See how many points you can get!


HOW LONG’S A PIECE OF STRING? Look at the grid below and see if you can find some items around the home that match my statements.


You only have 1 minute to find an item(s)!


Find something…

which is 10cm long and found somewhere in the house.

spherical and found in the home.

which is half a metre long and found in the garden.

which is half your height.

three items in your lounge which, when put next to each other, are 500mm in length.

which is 0.4m long.


ESTIMATION OF WEIGHTS? You’ll need some weighing scales to complete this task. You might want to weigh something first so you know what it feels like and then you can compare items against this.


Find something…

which weighs 200 grams.


which is between 0.6kg and 0.7kg in weight.

which is twice the weight of your TV remote.

which is half the weight of your school bag, when full.


60 SECOND CHALLENGE? A stopwatch or stopwatch app will be needed for this. This challenge sounds simple…you need to count to count for sixty seconds and say ‘stop’. How accurate are you? Play against other people in your family. See who is the most accurate!


GUESS MY NUMBER? Think of a number below 100. The object of the game is to see if you can guess the number your adult has by asking different questions. They are only allowed to say ‘yes’ or ‘no’ as an answer. You are going to be given ten questions to get this right. You may want to ask:


Is it an even/odd number?

Is it a prime number?

Is it a cube number?

Is it a square number?

Has it got a factor of X?

Is it below fifty?


IT MUST BE A WHOLE NUMBER (INTEGER). Swap over when you have played this once with an adult.



ODD ONE OUT: Take a look at the number below and tell me which one is the odd one out. It’s really important in maths to justify your answers with evidence.












Maths – Ninja Maths

Please continue one Ninja Maths activity per day. Set a timer for five minutes to complete this. Follow the link HERE and you need to click on the box which is in the Week 1-10 and five sessions per week. You won't need to print these off. Begin working from Week 9 / Session 1.


The answers can be found when you open the PowerPoint below in the 'Maths Resources'. Remember, these are KS3 questions and some which will be very challenging. Discuss any tricky examples with your adult at home!


WELL DONE TO THOSE PUPILS WHO HAVE BEEN GETTING 30 out of 30 FOR THEIR NINJA MATHS. This is VERY impressive. What’s your fastest time? What’s your best score? Why don’t you let us know how you are doing by posting something on the blogging part of the website!

Maths – Rock Star Times Tables

I hope you have all received your username and password for Rock Star Times Tables. This is a great thing that can be planned on a laptop or tablet. It’s an easy way to practise your mental recall of times table facts (multiplication and division). 

I have setup the system so it will test you on general times tables and then make it more difficult after you have completed different rounds. If the computer system sees that you are confident, it will make the times table facts more difficult as time goes on.

The quick recall of times tables facts will make a MASSIVE DIFFERENCE to all elements of your maths knowledge. This game should be played daily, like Ninja Maths, and will make a great difference to your maths ability.

Maths – Main Activities

Please CLICK HERE for this week’s maths activities. Each day has a video which should be watched first, an activity sheet to be completed (found below) and an answer sheet which you can use to check your work with. Please make any corrections if necessary and see where you have made some good mistakes!


Complete the activities for Summer Term, week commencing 11th May 2020. If you would like a paper copy, you can print these off. However, it is possible to do these by looking at your screen.



**DAY 1**

SCIENCE: In Science this week we are moving onto a new topic which is about Animals including Humans. 


Today you’ll identify and name the main parts of the human circulatory system and describe the function of the heart, the blood vessels and the blood.


Find out how the circulatory system works by clicking here


· Draw a diagram of the circulatory system (see the circulatory system document for some help) label the parts.


· Answer the following questions:

1. What does the heart do?

2. What do the blood vessels do?

3. What does the blood do?


The heart is a central part of the circulatory system. The heart is a muscle which beats continually, even when you are asleep, the heart pumps the blood around the body and it is the red blood cells that carry and deliver the oxygen and nutrients.


NOTE FOR PARENTS: The following video shows the heart beating, it is fairly graphic and you may wish to view it before deciding to show it to the children.


Click here to watch the video clip


Fancy a challenge? Why not make a 3D model of the heart based on what you have learnt so far. Post your pictures on the blogging part of the website!

**DAY 2**

TOPIC: This week we’ll be looking at different types of mountains and how they are formed. Take a look at the websites below to find out the different types…


Rivers usually start as tiny streams running down mountain slopes.


Watch this clip and it will give you an overview about different types of mountains. You might want to make notes as it goes through – it might help you for the next activity!


This link shows examples of different types of mountain and how they are formed. Look carefully at the diagrams and see how they are each formed.


Here are the types of mountains you should have seen so far:


  • Fold Mountains
  • Fault block mountains
  • Dome mountains
  • Volcanic mountains
  • Plateau mountains


I’d now like you to draw and label two different types of mountain and how they are formed. This activity will link into what I have set for your art this week.


**DAY 3**

ART: You have now read and watched videos about different types of mountains are formed.


Your challenge is now to create a model of a significant mountain (mountain range) around the world. You might want to undertake some research and see how they are formed.


Take a look in an atlas or look online to find out the location of significant mountain ranges around the world.


You can be creative with the materials you use. You may want to open the mud kitchen in your garden or maybe even have a go at some papier-mâché, if you have the resources at home. There are lots of different materials which you could use at home. You’re a very creative bunch and I know you will take on this art challenge!


Bonus points if you can label your model with different captions – this is something which we often find when looking through non-fiction texts.


**DAY 4**

P.E: Normally, we would be preparing for sports day and undertaking our track and field events in school. There’s no reason that you can’t do your own sports day at home if we are still not back at school. We shall wait a see!


Here is an activity you might want to include in your sports day. Please make sure you warm-up before this activity. It would be really helpful if you had a measuring tape to record your answers. This should be completed on grass, ideally. It is important that you find a safe place to undertake this.


Standing Long Jump

This link shows you how to do the standing long jump. Linking to our maths starters this week, you might want to record the distance you/family members can jump. Using a calculator, why don’t you find the range between the highest and lowest data recorded. You may even want to find the mean average by adding up all of the data and dividing by how many pieces of data you recorded – this may be a decimal answer!


Standing long jump resource 1


Standing long jump resource 2

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