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‘Together we learn, believe and achieve’
We are now on half term break. We look forward to seeing everyone on Monday, 2nd November.

Class 5

‘Together we learn, believe and achieve’

Welcome to Class 5

The Year 5 Team

Class Teacher: Mr Qureshi (Monday to Friday)                      

PPA Teacher: Mrs Suddes (Wednesday morning)

Teaching Assistant: Mrs Kandasamy

Home learning

This is where you will be able to find your learning activities for each day as of Monday. Our timetable will be as close to our one at school as possible (so you will be doing the same subjects on the same days you would at school). Most of the instructions will be on this page but sometimes there might be documents to look at as well. These will be uploaded here for you too. You will do the work in the exercise books that you have taken home - remember to maintain the standards you would in your books in school. 

             Each day there will be a new set of lessons for you - these will be at the top of the list but we will also leave the previous days on in case you need to go back for anything. We will post answers when we can too, so please use these to check how you are getting on. 

             If you have any questions or you want to speak to me about anything to do with your learning then please do email me. I will check my emails every day (although the time might not be the same each day). 

We Hope You Had A Very Happy Break!

We are now doing some joint Upper Key Stage 2 Work (UKS2)!        :-) 

You can use the link below to jump to the separate page with the week's work growing each day, or jump to 'Today's Learning' instead.

Click on the link below for answers and feedback:
Week Beginning 18th May 2020

Dear Parents and Children,

Thank you so much for your kind and generous gift - it was much appreciated!

 

Thank you   :-) 

Friday 22nd May – Mental Health Week

 

Reading:

Read Chapter 13.
It all starts happening here!

 

Check the Mark Scheme to the previous comprehension again so that you will have a good chance to do even better this time. Answer the comprehension questions.

(60 mins on the sheet or in your yellow book.)


Daily Mile or Indoor exercise routine: 
Exercise and having fun are good ways to stay mentally healthy.
It can be fun to exercise in different ways.

This Joe Wicks video is a different Friday dress-up version… J  
https://youtu.be/f1DCBvypjNw

 

Maths:

First make sure you have marked and corrected your work from earlier in the week. If you don't understand why something is wrong, you can ask. Remember we find the answers here... https://www.chevening.kent.sch.uk/maths-answers/

 

Then we will be using the new 5B Workbook and 5B Textbook...

You may have books or photocopies depending on whether you were at school in the last week. If you haven't got access to them then please use the images pasted below...

 

MNP Textbook 5B - starting at p53 Lesson 16,
followed by Workbook 5B Worksheet 16 – p31  (About 60 mins.)

AoW:

Please remember to look at the AoW page for your daily AoW.
Mrs McLean has put on the 
resources for this week already

 

Writing / PSHE / Science: 

(LI: Be able to write an effective argument.)
We can show our kindness towards life and the world we live in too. Look back at the work you did about deforestation and all the other information you have found out about Rainforest regions in South America. (You can draw upon your knowledge of both the region of the Maya people as well as the region around the Amazon. Even though they are not in the same place, they are both vulnerable to how we use the land and have similar climates and life within.)  

 

Use paragraphs to structure an argument about the rainforest region and how it should be cared for. You may choose either a persuasive argument (where you want people to agree with you) or a balanced argument (where you explain both sides of how people may want to use the area and let the reader decide).

 

Plan the theme of each paragraph first.

Use your learning so far to make your case as clearly and effectively as possible.

(60 mins in your yellow book.)

 

PSHE / Science:

(LI: Be able to make an informed opinion using research and explain your thoughts.)

There are many ancient peoples who consider they have a dependant relationship with the land they live on. Not only do they use plants for medicines but they also feel that it makes them spiritually and mentally healthy too. While modern medicine in the West does not generally recognise this, there are studies that have looked at people’s mental health and how it is affected by spending more time in nature. Many of the Indian peoples in the Americas have a very strong link with nature. It is also the case in places such as Australia, New Zealand and Japan.  

 

Many people undertake ‘Forest Bathing’ in Japan. Do a little research about it using these websites below and write a short piece about what you think about it yourself.
How do you feel when you spend time in the woods or nature generally?

Some people say it helps with well-being.

You may wish to add some of your thoughts to the argument writing you did earlier in the day.

https://www.forestryengland.uk/blog/forest-bathing   

https://www.merseyforest.org.uk/things-to-do/mindfulness-in-woodlands/

https://www.bbc.co.uk/news/av/health-43867400/forest-bathing-how-a-walk-in-the-woods-could-do-you-good

 

SPaG:

Here is a diary entry by Gwendolyn.
Please help her to correct her work.
There are spelling, punctuation and grammar problems.

Larst knight we whent two a - partie  witch was eggcelant! The partie was as boaring as usual butt then we kaught Maia out when, she lies about the boy from england;

 

She woz hidding him in the musum under the trapped door. wee called the Crow and thay come to cach him!

 

Now wii wil recieve a enormouse reword for his cature. Wee cant weight to bye thos specal dresess’ in the shop?  

 

 

Music / Geography:

(LI: Be able to comment upon and compare music styles from different regions in the world.)
 

Even though Maia has to stay with the Carters, she dreams of exploring the Amazon and in particular going to find out about the songs and music of the Indian peoples in the Amazon region. In the 1950s Simone Dreyfus did something similar.

 

Use the sheet to click on links and listen to a short section from each piece. Use the sheet to comment on what you think about the music. Look at the headings to see the types of things to comment upon.

(45 mins on your sheet.)

PSHE:

(LI: Know that Kindness is important for mental health. Know that we can make an impact in other people’s lives by our actions.)

 

Have a go at one more act of kindness from the sheet, or think of your own.

I hope you have a joyful day.

Dear Parents and children,

Thank you so much for your kind and generous gift - it was much appreciated!

 

Thank you J

 

Thursday 21st May – Mental Health Week

 

Reading:

Read Chapter 12.
We are getting close to an important part of the text. Can you see all the parts coming together, the clues, and the tension?

 

Daily Mile or Indoor exercise routine: 
Exercise and having fun are good ways to stay mentally healthy.
It can be fun to exercise in different ways.

This Joe Wicks video is a Friday dress-up version… J  
https://youtu.be/BYnBVFa3DZw

 

Writing / PSHE: 

(LI: Be able to write an effective explanatory text.)
We can show our kindness when we try to imagine anything someone may find difficult and then try to help them to understand those things better. That way the person may not feel as anxious because they can see the reasons for certain things happening.

 

An example of this could be very young children having to come back to school and things not being done in the same way as they used to be done. This could be very upsetting if the child didn’t understand why.

 

Please have a go at writing and explanatory text that could help someone to understand why some things may have to be done in a different way for a young child (in nursery, reception or year 1). They probably won’t be able to read it by themselves and they will find some things hard to understand.  So imagine a parent is reading it to them. It should help their understanding but not scare them.  

 

Here are some things that young children may find difficult to understand at first, if they come back to a school:

  • They may not see all of their friends back at school.
  • They may not be able to play with some of the class’ favourite soft toys - like teddies.
  • They may not be able to play with their favourite equipment such as lego.
  • They may not be able to bring in things to ‘show and tell’.
  • They may have to wash their hands much more often than usual.
  • They may have to play in different places or at different times from their buddies.
  • They may not be able to hug their friends.
  • They may have to leave gaps between themselves and others when lining up.

 

 

T) Pick 2 or more of the challenges for young children above and write an explanatory text explaining what may happen, the reason for doing it like that, and why it is important. You need to do it in a way that will help them to understand but not scare them.   


OK) Pick 4 or more of the challenges for young children above and write an explanatory text explaining what may happen, the reason for doing it like that, and why it is important. You need to do it in a way that will help them to understand but not scare them.   


C) Write an explanatory text for parents about how to help their children understand some of the changes that may have to take place in school until the Coronavirus has lessened further.

Use a number of the challenges for young children mentioned above (or your own thoughts about problems they will face); and write the text as if it was a guide book about how to prepare their child for the changes - without scaring them.
(60 mins in your yellow book.)

 

AoW:

Please remember to look at the AoW page for your daily AoW.
Mrs McLean has put on the 
resources for this week already

 

Maths:

First make sure you have marked and corrected your work from earlier in the week. If you don't understand why something is wrong, you can ask. Remember we find the answers here... https://www.chevening.kent.sch.uk/maths-answers/

 

Then we will be using the new 5B Workbook and 5B Textbook...

You may have books or photocopies depending on whether you were at school in the last week. If you haven't got access to them then please use the images pasted below...

 

MNP Textbook 5B - starting at p48 Lesson 15,
followed by Workbook 5B Worksheet 15 – p29  (About 60 mins.)

PE:

(LI: Be able to enjoy CLOSE competition and improve personal bests.)

Sometimes it is great to compete against others to get a sense of achievement. Competition can be very exciting and help people to do great things.

 

However, there can only be one winner. So sometimes it is good to work on a personal best, so that everyone has a chance of being really proud of how they have done.
There are some competitions that are called ‘handicap competitions’. That is where the people who are the best have to do more than those who find it harder. (In car racing, the cars with smaller engines start first and are given an advantage. The organiser arranges the ‘head-starts’ such that on the very last lap, you have no idea who will win because the organiser has planned it for them all to arrive at the finish line together. It can be very exciting.

 

TO) Today pick some of your favourite PE activities and try to beat your personal best.

C) Find someone who will have a go at some of your favourite PE activities – the ones that you are best at. Then give them a head-start and have a mini-competition. Be generous in your head-start so it will be really close at the end of the competition.  

 

PSHE / Art & DT:

(LI: Be able to design an object or piece of artwork that can help someone emotionally.)
 

Sometimes it can be good for people to visualise a problem using an activity. It can help them to understand it and help them to relax a bit about it. For example, artwork can help people to become calmer and also understand their feelings about difficult situations.

 

TOC) Re-read your written guide about young children coming to school to find that things may have to be done differently for a while. Design a colouring-in sheet for a young child to do so that they can talk about it and understand the problem; but not be scared of it.


OC) Please have a go at making a couple of colouring-in sheets that the children can use and include a very simple phrase on the sheet to help them to remember what to do.

 

C) Have a go at making a few colouring-in sheets that the children can use, and include a very simple phrase to help them to remember what to do. Try to pick the ones that you think are the most important for the children to remember. Eg) about washing hands…


Try to avoid putting red lines through things if you can. (It is difficult to do, so you may have to think of the positive instead of the negative if there is one. Eg ‘Leave a space to your friend to keep them safe’ rather than ‘don’t hug your friends’. )

 

THESE  ARE   SHEETS   FOR    THE   YOUNG   CHILDREN   TO   COLOUR    SO   YOU   NEED   TO   LEVAE    SPACES   FOR    THEM   TO   COLOUR    INSIDE   AND  IT   SHOULD   BE   IN   BLACK   AND   WHITE.   (Letters on the sheet will need to be block or bubble letters too.)  There are a couple of examples at the bottom of this sheet if you are stuck…

(60 mins in your yellow book.)

 

PSHE:

(LI: Know that Kindness is important for mental health. Know that we can make an impact in other people’s lives by our actions.)

 

Have a go at another simple act of kindness from the sheet below today, or think of your own.

 

 

SPaG:

(LI: Be able to spot and make use of different types of punctuation.)

 

Punctuation is very important to help us read texts.
It is also really important to help us to understand the meaning - as punctuation can change the sense of sentences.

 

T) Look through the text about deforestation and highlight all the punctuation and capital letters you can find.

 

OK) Look through the text about deforestation and make a key and tally sheet to record how many of each type of punctuation you can find. (Highlight them in different colours.)

 

C) Have a look at the deforestation text which is missing its punctuation. Try to put the punctuation and capital letters in. Then read the complete version and add in any punctuation or capital letters you missed first time around using a different colour. (Which – if any – did you find it hardest to remember to put in?)

I hope you have a cheerful day.

Wednesday 20th May – Mental Health Week

 

Daily Mile or Indoor exercise routine: 
Exercise is a good way to stay mentally healthy.
It can be fun to include your family too – but please be kind!

This Joe Wicks video has his family in it too… J  
https://youtu.be/plBUgyWd3Ug

 

English:

Read Chapter 11. (If you want, you could listen to me reading it on the Y5 Space Museum Earth page.) This week is Mental Health Week and the theme is Kindness. It is an important value for everyone.

 

Some of the characters in our class book have shown far more kindness than others.

TOC) Go back through your yellow book to the work where you thought of characters like the twins, Miss Minton and Maia; and you decided what their characteristics were like. (I think it was Monday 27th April.) You wrote words describing what they were like. Now add some other words following what you have found out about them recently in the last few chapters. Have they changed? How?

T) Now add words to describe one of the new characters who has been introduced since your last piece of work.

OK) Add words to describe two of the new characters who have been introduced since your last piece of work.

C)  Add words to describe two contrasting new characters who have been introduced since your last piece of work.
(About 60 mins in your yellow book.) 

 

AoW:

Please remember to look at the AoW page for your daily AoW.
Mrs McLean has put on the 
resources for this week already

 

Maths:

First make sure you have marked and corrected your work from earlier in the week. If you don't understand why something is wrong, you can ask. Remember we find the answers here... https://www.chevening.kent.sch.uk/maths-answers/

 

Then we will be using the new 5B Workbook and 5B Textbook...

You may have books or photocopies depending on whether you were at school in the last week. If you haven't got access to them then please use the images pasted below...

 

MNP Textbook 5B - starting at p46 Lesson 14,
followed by Workbook 5B Worksheet 13 – p27  (About 60 mins.)

SPaG: 

Words are so important and can have an enormous effect on people, both positive and negative.
TOC) In this week of kindness – how many synonyms can you find for the words ‘kind’, ‘kindly’, and ‘kindness’? One example to get you started could be ‘considerate’.   
T) Try to learn how to spell 5 of the synonyms.
OK) Try to learn how to spell 7 of the synonyms.
C) Try to learn how to spell 10 or more of the synonyms. Then try to consider how each synonym is slightly different to the other. (What are the ‘shades of meaning’?) For example, ‘kindness’ may feel a little more like what a person is generally like in how they treat others, whereas ‘considerate’ feels like you are paying a little more attention to what will benefit the other person in particular.  
(About 30 mins.)

Music:

(LI: Comment upon the lyrics of songs and how they may make a person feel.)

The lyrics of songs can be very powerful. And yet, sometimes we may not even notice what songs are about. At the moment there are some songs that encourage and promote people to be very self-centred and selfish. They seem to be proud of it. Others do the complete opposite.

TOC) Find the lyrics of a song that you or your parents love because it is uplifting (makes you feel happy and encouraged). It can be any type of music but please be careful that the language is appropriate. Many songs carry warnings that we need to notice.  Can you find any song lyrics displaying kindness?

 

TOC) Pick a song, write the relevant lyrics and explain why you have chosen it.  

 

T) When I was a child at school there was a very famous song called ‘Imagine’ by John Lennon. If you get stuck, you could consider that one instead and comment upon the parts you like and dislike (and why). People have mixed feelings about it sometimes.

 

C) Are you able to rewrite an existing song to make the lyrics fit better with this week’s theme of kindness?  

 

PSHE / Geography:

(LI: Be able to consider why some people feel it is important to help others?  Is that kindness or something else? LI: What can we tell about a country from sources of information?)
 

Yesterday we learnt about ‘Zakat’, the compulsory giving of an amount of money to charity regarded as a type of worship in Islam. Christianity and Judaism have similar types of giving.  

TOC) Think back to our work with ‘Lend With Care’. Why would you say we wanted to support people? Is it to do with kindness, generosity, fairness, compassion, love, morality, religious rules or something else?

Lend with Care have had to suspend collecting repayments at the moment because so many people can’t do their normal work in the Covid 19 crisis. How you feel about that may reflect on the reason you thought we were helping. At the moment, there are a number of projects on the website based in Ecuador, South America - not far from Brazil.

 

TOC) Have a look at the updates section of the Lend With Care website… https://lendwithcare.org/updates
What can you find out about life in Ecuador, South America from this site?
If they started taking loans again, who would you support and why?
Would you be helping through kindness or some other quality or reason?
(45 mins in your yellow book.)

 

 

 

 

PSHE:

(LI: Know that Kindness is important for mental health. Know that we can make an impact in other people’s lives by our actions.)

 

Have a go at another simple act of kindness from the sheet below today, or think of your own.

Tuesday 19th May – Mental Health Week

 

Daily Mile or Indoor exercise routine: 
https://youtu.be/edXEJ4RHx10 

Exercise is a good way to stay mentally healthy.
Pick your favourite exercises again today.
You choose what keeps you fit and happy!

 

English/PSHE:

Read Chapter 10. (If you want you could listen to me reading it on the Y5 Space Museum Earth page.) This week is Mental Health Week and the theme is Kindness. It is an important value for everyone.

TOC) In writing a short persuasive argument explain why ‘The Crows’ think they are being kind in what they are doing by looking for the boy, by offering a reward and by wanting to take the boy back to England.
TOC) Do you agree that they are being kind? Explain your thoughts.
OC) Is there a way that someone can make sure that they really are being kind?
OC) What is the difference between thinking you are being kind and actually being kind?
C) What can help you to know if you are being kind?  

(About 60 mins in your yellow book.)

AoW:

Please remember to look at the AoW page for your daily AoW.
Mrs McLean has put on the 
resources for this week already

 

SPaG: 

Please go through the GH answers and modify your responses.  
Grammar Hammer Answers number 13

(About 15 mins.)

Maths:

First make sure you have marked and corrected your work from earlier in the week. If you don't understand why something is wrong, you can ask. Remember we find the answers here... https://www.chevening.kent.sch.uk/maths-answers/

 

Then we will be using the new 5B Workbook and 5B Textbook...

You may have books or photocopies depending on whether you were at school in the last week. If you haven't got access to them then please use the images pasted below...

 

MNP Textbook 5B - starting at p43 Lesson 13,
followed by Workbook 5B Worksheet 13 – p26  

(About 60 mins.)

DT/PSHE:

(LI: Know that Kindness is important for mental health. Know that we can make an impact in other people’s lives by our actions.)

 

Create something that shows kindness to someone. It could be a poster thanking the NHS or Post Workers, it could be a card or piece of artwork to be given to someone or left somewhere, it could be an object to help wildlife in your garden. It could be some food or a treat you have made for someone. It may be made for someone in your family or someone further away. Or you may have your own ideas about what you want to make for someone else.

 

RE:

(LQ: What is Zakat and how is it different to giving through kindness or generosity?)
 

‘Zakat’ is one of the ‘Pillars of Islam’. It is the compulsory giving of an amount of money to charity. It is regarded as a type of worship.

Different to other types of giving, Zakat does not refer to gifts given out of kindness or generosity, but to the regular giving of 2.5% of one's earnings each year to benefit the poor.

 

For Muslims, the benefits of Zakat, apart from helping the poor, include

  • Obeying God
  • Helping a person acknowledge that everything comes from God and that people do not really own anything
  • Acknowledging that whether they are rich or poor is God's choice, so they should help those he has chosen to make poor

 

Watch the video clip: https://www.bbc.co.uk/bitesize/clips/zrsd2hv  .

 

In your Yellow book explain what Zakat is and explain why you think Muslims choose to give away so much of their money. Explain how you think it makes them feel.  Do you think their lives are made more challenging because they have to do it? 

 

Look at the work done by ‘Islamic relief’ with the money given as Zakat https://www.islamic-relief.org.uk/   

 

How does this work compare with the work done by Christian charities? – are the reasons for generosity similar across different religions? 

 

Science:

(LI: Be able to research life-forms.)

 Add any new life-forms to your ‘Spotter Guide’ which you started at the beginning of our topic.
(About 30 mins in your Spotter Guide.)

 

 

 PSHE:

(LI: Know that Kindness is important for mental health. Know that we can make an impact in other people’s lives by our actions.)

 

Do a simple act of kindness from the sheet below today, or think of your own.

I hope you have a great day.

Monday 17th May – Mental Health Week

 

PSHE:

(LI: Know that Kindness is important for mental health. Know that kindness is a Fruit of the Spirit. Be able to represent kindness in an image.)

 

This week is Mental Health Week and the theme is Kindness. It is an important value for everyone. However, Christians may also recognise that kindness is one of the Fruits of the Spirit. Can you remember where in the school the Fruits of the Spirit are written? 1 Merit Point if you can email me the location! Here are the other fruits too.

C) Draw a picture to represent kindness or
OK) add colour and patterns to the black and white picture below.
TOC) Find an example of an image of kindness and explain why you choose it.
 
(30 mins in your sketch book or on the sheet below. You can click on it to download it.)

Daily Mile or Indoor exercise routine: 
https://youtu.be/edXEJ4RHx10  

Exercise is a good way to stay mentally healthy.
Pick your favourite exercises today. You choose what keeps you fit and happy!

 

Reading:

Re-read the first part of Chapter 9 again and have a go at the comprehension questions on the sheet. (If you want you could listen to me reading it on the Y5 Space Museum Earth page.) How kind are Sir Aubrey and his 2 eldest children? How might you describe them and their treatment of Bernard.
(About 45 mins on the sheet or in your yellow book.) 

AoW:

Please remember to look at the AoW page for your daily AoW.
Mrs McLean has put on the 
resources for this week already

 

SPaG: 

Please have a go at Grammar Hammer number 13

(About 15 mins.)

Maths:

First make sure you have marked and corrected your work from earlier in the week. If you don't understand why something is wrong, you can ask. Remember we find the answers here... https://www.chevening.kent.sch.uk/maths-answers/

 

Then we will be using the new 5B Workbook and 5B Textbook...

You may have books or photocopies depending on whether you were at school in the last week. If you haven't got access to them then please use the images pasted below...

 

MNP Textbook 5B - starting at p38 Lesson 12,
followed by Workbook 5B Worksheet 12 – p23  

(About 60 mins.)

 

 

 

 

 

 

 

French:

Continue with your Duolingo French lessons
Well done to those who have earned more than 100 XP points. 
You can have 1 Merit Point for each full 100 points earned. Eg 367XP would be 3 MPs.

(Please spend about 30 mins.)

 

English / Art:

Please complete an entry for Chevening’s Reflections of Hope and Courage Book. If you have already written something please illustrate it instead. (My entry is part of the Chevening Adventure but yours doesn’t have to be as long or complicated as that. Mrs Edwards’ suggestions and information is below:

 

Inspired by the Literacy Trust “Book of Hopes” released in April, we would like to produce a book filled with contributions from members of our whole school community: children, staff, governors, parents and any other family members who would like to be involved.

 

Our intention is that the book is a collection of writing and pictures which captures the current atmosphere and feelings of our community. You might like to think about the themes of hope and courage or even one of our other school values.

We want the book to speak from the heart, so the brief is quite open. Here are some ideas for contributions…
 

  • Memories
  • Pictures
  • Photos
  • Poems
  • Songs
  • Stories
  • Accounts
  • Prayers
  • Personal reflections

 

The Covid 19 pandemic will be spoken about throughout history. Despite being an overwhelmingly difficult period, we feel it is important to mark this in our own, unique Chevening way.

Through this book we hope to recognise the difficulties that members of our community have endured as well as the positive things that have occurred as a result of this time: the opportunities to come together in new ways and to reflect on what matters to us; including witnessing the courage of our frontline workers and inspirational individuals such as Captain (now Colonel) Tom!

In a time when we cannot physically be together, this is one small way that we can come together as our Chevening family. 

 

I hope you enjoyed the weekend and will have a great week.

Week Beginning 11th May 2020

Friday 15th May:

 

Daily Mile or Indoor exercise routine: 
https://youtu.be/edXEJ4RHx10

 

Reading:

Read or listen to the second part of Chapter 9.
(You can use the file below; or you could listen to me reading it on the Y5 Space Museum Earth page - It is at the bottom.)  

SPaG: 

Have a go at Annabel’s word game with a family member to see how you associate some words with others. You can listen to her instructions in a sound file next to the Chapter 9 sound file on the website. (You start the story with a word, the next person says the next, the next person says the next and so on. You keep going in a circle until you develop a story all together.  Annabel has given an example in her sound file on the website.) Alternatively make up your own word game to play.

http://nadeemqureshi.wixsite.com/y5-space-museum/copy-of-cosmic

(About 15 mins.)

 

AoW:

Please remember to look at the AoW page for your daily AoW.
Mrs McLean has put on the 
resources for this week already

 

Maths:

First make sure you have marked and corrected your work from earlier in the week. If you don't understand why something is wrong, you can ask. Remember we find the answers here... https://www.chevening.kent.sch.uk/maths-answers/

 

Then we will be using the new 5B Workbook and 5B Textbook...

You may have books or photocopies depending on whether you were at school in the last week. If you haven't got access to them then please use the images pasted below...

 

MNP Textbook 5B - starting at p35 Lesson 11,
followed by Workbook 5B Worksheet 11 – p21  

(About 60 mins.)

 

 

 

 

 

Art/Bushcraft (Adventurous Outdoor Activities):

(LI: Draw inspiration from the environment, select and arrange natural objects to encourage people to appreciate them in a new way.)

One of the reasons people go into the ‘bush’ and learn about bushcraft is to feel more connected to nature and to try to understand the natural world better. Some artists do this too. Richard Long and Anthony Goldsworthy make some interesting art just using what they find outside when exploring the countryside.

For example, the installation above by Goldsworthy is made with lots of different coloured leaves (there is no paint involved); and Richard Long is very interested in pathways and walks through nature. The path below is just made by rearranging slate.

Have a look at the websites and do your own research to get some inspiration for pieces they have made and then try to make your own art installation by using found natural materials. Please draw or take a photo of your creation and the piece that inspired you.

 

Richard Long - http://www.richardlong.org/exhibitions.html

(Anthony Goldsworthy –

If you look around the middle of this page you will see a slideshow gallery)

 

 https://www.livingyourwildcreativity.com/art-gallery-1-mitchell-1

(About 60 mins in sketch book or using photos.)

 

 

Bushcraft Geography / Science / English:

(LI: Understand how the position of the sun appears to move and how that can be used to orientate yourself.  
LI: Be able to create a clear explanatory text.)

 

If you are exploring and you lose your compass it is still possible to work out which way is North, South, East and West by using the position of the sun and the time. (Some explanations are quite technical and complex but there are others that are easier and will get you an approximate direction.)

 

Make sure that you understand (and say in your notes) to NEVER  LOOK DIRECTLY  AT  THE  SUN as it is VERY damaging to your eyes and can cause permanent problems with sight.

 

T, O, C) Research and then explain clearly to an explorer how to locate East and West using the ‘shadow method to locate position and orientation’. See if you can identify which direction your house faces.

C) Add to the instructions above explaining how you would increase efficiency and usefulness of navigation using the ‘position of the sun and time shown on a watch’ method to identify N, S, E, W. See if you can more accurately work out which direction your house faces.

 

(T - https://youtu.be/L1N9myzGc58
O - https://youtu.be/-J90AIcj6Xs
C - https://youtu.be/ExRa2C1vMuY  These may help you to understand how to do it.)

(60 mins in your yellow book please.)

 

Music / Performance Bushcraft: 

(LI: Be able to learn musical rhythms, lyrics, texts or poems by heart and perform them.)

Communication can be very difficult when out in the bush. For emergencies people tend to use whistles to alert people. However, there are some communities that communicate messages with drumbeats. Certain rhythms or patterns have particular meanings and ‘calls’, others have rhythms that are a ‘response’ to answer the ‘call’. They are sometimes called ‘talking drums’.

You may either perform your song, poem or story from yesterday to someone in your family; or have a go at trying a new ‘call and response’ drum pattern; or try to send a message using a drum beat.
Here’s an example of simple call and response drumming… https://youtu.be/p5ZrQZ9-M6w

 

Keep a record of what you did in your sketch book. Or you could record it in an audio file if you are able. 

(30 mins in your sketch book or record a sound file.)

 

 

I hope you have a wonderful day. Perhaps you can have fun teaching your family your skills over the weekend.

 

 

Thursday 14th May:

 

Daily Mile or Indoor exercise routine: 
https://youtu.be/OBdmt0IEFl4

 

Reading:

Read or listen to the second part of Chapter 8.
(You can use the file below; or you could listen to me reading it on the Y5 Space Museum Earth page - It is at the bottom.)  
(About 15 mins.)

SPaG: 

(LI: Recognise the use of similes, metaphors and personification.) 


TOC) Look at the last Chapter from yesterday and use the new sheet with hints to check your answers and then update any examples you missed. You could use a coloured key using highlighters to identify which examples are similes and which are metaphors.

C) If you are Confident then please try to identify the personification and idiom too.
 (About 15 mins.)

Maths:

First make sure you have marked and corrected your work from earlier in the week. If you don't understand why something is wrong, you can ask. Remember we find the answers here... https://www.chevening.kent.sch.uk/answers-and-feedback/

 

Then we will be using the new 5B Workbook and 5B Textbook...

You may have books or photocopies depending on whether you were at school in the last week. If you haven't got access to them then please use the images pasted below...

 

MNP Textbook 5B - starting at p31 Lesson 10,
followed by Workbook 5B Worksheet 10 – p19  

(About 60 mins.)


AoW:

Please remember to look at the AoW page for your daily AoW.
Mrs McLean has put on the 
resources for this week already

 

DT/Bushcraft (Adventurous Outdoor Activities):

(LI: Be able to consider how to safely look after your health in a different environment.  Avoid exposure, find shelter; be able to hunt or gather food.)

 

Did your shelter stay up? Putting up a good shelter and making traps or snares requires good knots. There are all sorts needed for different things.
For example the knot needed to abseil would be different to the one to tie up Finn’s boat or to make a snare to catch food.

Research some different knots, find out what is special about them, and have a go at tying them. (Careful you don’t do it too tightly.) You could either have a go at drawing and explaining the use of some special knots or even make a simple ‘Knot Board’ like the one in the picture or take a photo of them.

(About 60 mins in sketch book or on cardboard.)

Science:

(LI: Understand which 3 elements are needed for fire and how to put out a fire. LI: Understand that some plants are dangerous to health and how to recognise them.)

 

One of the most important things for survival is being able to make or find shelter. Another is the ability to find food and also to make fire. However, the last two can sometimes be very dangerous - so we need to find out how to stay out of danger.

 

  1. Make a warning sheet about poisonous berries, plants or fungi that people should stay away from.  How can you identify them?

 

  1. Research the ‘Fire Triangle’ and make a diagram to show how a fire could be stopped by referring to your fire triangle. Which side of the triangle could you remove to put it out and how could you do it?

 

(60 mins in your sketchbook please.)

It would be great to share any pictures of your creations if you want to send them in.

 

English / Bushcraft: 

(LI: Be able to learn lyrics, texts or poems by heart and perform them.)

 

As well as physical safety, if you are in unknown or dangerous environments it is important to look after your mental and emotional health too. Some people do this by singing and others by telling stories or reciting texts or poems. (You can’t always take books or instruments with you but you have your memory and voice.)


Learn a new song, poem or story to recite. Try to pick one that would be uplifting and entertaining for others. Keep a record of it in your yellow book. Or you could record it in an audio file if you want.  

(60 mins in your yellow book.)

 

 

I hope you have a great day.

 

 

Wednesday 13th May:

 

Daily Mile or Indoor exercise routine: 
https://youtu.be/Mr49d6c5J8U  .

 

Reading / SPaG: 

(LI: Recognise the use of similes, metaphors and personification.) 

TOC) Read or listen to the first part of Chapter 8.
TOC) Write down 3 (T group), 5 (Ok group), or 7 (C group) examples of similes, metaphors or personification from the story in your yellow book.

Also – watch out for the way the Crows first think of the Ombuda people, who appear to want to help the Crows; and then how they feel at the end.
How does Clovis first think of the Carters, and then after meeting them? We will need this later for the writing task.
 (About 20 mins.)

(You can use the file below; or you could listen to me reading it on the Y5 Space Museum Earth page - It is at the bottom.)  

Maths:

First make sure you have marked and corrected your work from earlier in the week. If you don't understand why something is wrong, you can ask. Remember we find the answers here... https://www.chevening.kent.sch.uk/answers-and-feedback/

 

Then we will be using the new 5B Workbook and 5B Textbook...

You may have books or photocopies depending on whether you were at school in the last week. If you haven't got access to them then please use the images pasted below...

 

MNP Textbook 5B - starting at p28 Lesson 9,
followed by Workbook 5B Worksheet 9 – p17  

(About 60 mins.)


 

 

 

 

 

AoW:

Please remember to look at the AoW page for your daily AoW.
Mrs McLean has put on the 
resources for this week already

 

Writing: 

(LI: Be able to recognise how characters develop in a text. Be able to comment on devices used by authors.)

 

TOC) Explain what Clovis thinks of the Carters before he meets them, using quotes from the text; and compare this to what he thinks after meeting them.
OC) Explain what the ‘crows’ think of the Ombuda people when they seem to want to help, compared to afterwards.  
C) Explain why you think the author has shown this contrast. What do you think is the point? What is she trying to do?

(60 mins in your yellow book.)

 

RE:

(LQ: Why is the Prophet Muhammed (pbuh) important to Muslims?)

Watch some of the short videos about the Muslim Prophet Muhammed (pbuh).

https://www.bbc.co.uk/bitesize/clips/z9tqb82

https://www.bbc.co.uk/bitesize/clips/zympvcw

https://www.bbc.co.uk/bitesize/clips/zv6sb9q

Try to make some notes about him. Please try to include the answers to some of these questions: Why did he go to a cave at certain times? What do the letters ‘pbuh’ mean and why are they used? Why do you think they haven’t drawn him in the cartoon-style video? Why did he memorise the verses given from Allah? What is similar to Christianity in what you have found out? Who is Gabriel? What was written because of Muhammed (pbuh)? Why is he so important for Muslims?
 

DT/Bushcraft PE
(Adventurous Outdoor Activities):

(LI: Be able to consider how to safely look after your health in a different environment.  Avoid exposure, find shelter; be able to hunt or gather food.)

 

In both our reading and RE work the main people have been brave to go somewhere where they were not sure what to expect, or how they might shelter there. Imagine that we were going somewhere out into the wilderness ourselves! Either make a shelter somewhere in the house (with items that you have asked your parents’ permission to use); or do the same in the garden instead if you have one. You must check first! If you are feeling particularly brave you may even ask your parent/carer if you could sleep in it!

 

 

 

 

 

This website has some drawings of different configurations: https://www.greenbelly.co/pages/best-ultralight-tarp-shelters-and-configurations
 

Explorers would often have to catch their own food. It is actually illegal to make an animal snare and leave it out, so make sure that you DO NOT do that. However, you could test out a simple string and box type trap to see how effective it is.

Can you find your best camouflaged clothes for the environment you made your shelter in? Have you got any face paint that you could use to disguise your features?

It would be great to share any pictures of your creations if you want to send them in.

 

I hope you have a great day.

Tuesday:

Indoor exercise routine: 
If you designed your own Joe Wicks routine yesterday – try it today!

If not – have a go at his routine from yesterday https://youtu.be/3jPs9Zz8Nf4 .

 

Reading: 

(LI: Understand that authors research the background to their stories to add authenticity.) 

 

TOC) Read or listen to the second part of Chapter 7.
OC) Write down the names of some of the new life-forms the author mentions.   
(About 20 mins in your Spotter’s Guide.)

(You can use the file below; or you could listen to me reading it on the Y5 Space Museum Earth page - It is at the bottom.)  

Maths:

First make sure you have marked and corrected your work from earlier in the week. If you don't understand why something is wrong, you can ask. Remember we find the answers here... https://www.chevening.kent.sch.uk/answers-and-feedback/

 

Then we will be using the new 5B Workbook and 5B Textbook...

You may have books or photocopies depending on whether you were at school in the last week. If you haven't got access to them then please use the images pasted below...

 

MNP Textbook 5B - starting at p26 Lesson 8,
followed by Workbook 5B Worksheet 8 – p15  

(About 60 mins.)

AoW:

Please remember to look at the AoW page for your daily AoW.
Mrs McLean has put on the 
resources for this week already

 

Writing / History: 

(LI: Be able to research a person and communicate the most relevant and important points about them in a clear way.)

 

Today (Tuesday 12th May 2020) is the 200th anniversary of the birth of Florence Nightingale. Research Florence and write a fact sheet for others about her life and work.

Try to include some aspects about:


TOC) Her duties for her job (What she did)

TOC) Where she helped people and what was happening at the time

OC)   What motivated her to help people (Why did she want to do it)

C) What she thought about maths and science (Can you find one of her graphs?)

C) What she wrote and suggested

 

(60 mins in your yellow book.)

 

 Science / Geography:

(LI1: Understand that science uses a Latin classification system for grouping life forms together. LI2: Understand that many plants in the Amazon have medicinal purposes and the region has a huge diversity of life.)

 

The Amazon is the source of a huge number of medicines as well as life forms. In our book we find out that Tavener not only has spent a long time researching species but also collects plants for medicine. The Xanti people in the story use medicine they find from plants to heal him when he gets sick.

 

Please watch the video about Charles Linnaeus who invented the classification system we use for naming life forms… https://www.bbc.co.uk/teach/class-clips-video/science-ks2-the-work-of-carl-linnaeus/zhnjf4j
TOC) Write down at least 5 facts from what you find out. (There is some help underneath the video if you get stuck.)
C) Can you explain some parts of how the classification works?

 

SPaG /Science:

(LI: Understand that words in English have different origins and that Greek and Latin words can be combined.) (LI: Understand that science uses a Latin classification system.)

Many of our words come from Latin and Greek. We have learnt today that the system for naming all life uses a combination of Latin words in order to classify them for scientific purposes. In this way, the life form has the same name in whichever country you are in.
 

TOC) Use the website below to see whether you can find the Latin names for 5 of the life forms you have included in your Spotter’s Guide.  https://animaldiversity.org/search/?q=lion&feature=INFORMATION  
You just need to type its name in the search box on the right hand side and it will come up with a list of lifeforms with their Latin names for you to find the one you meant. For example, typing ‘Piranha’ gives – ‘Pygocentrus nattereri ‘ and typing ‘Amazon River Dolphin’ gives – ‘Inia geoffrensis

You can click on the notes icon to get links to find all sorts of information about it, including the ‘conservation status’…  
 

C) Add some information about your 5 to your Spotter’s Guide.

(Approximately 30 mins in your sketch book or on our Spotter’s Guide.)

 

Art: Optional

Make an illustration showing some of the life forms (or a scene) mentioned in the book.

Or draw some illustrations to go with your classification research.

I hope you have a lovely day.

 

 

Monday:

Daily Mile and Indoor Alternative: 
Take some time for either the daily mile or exercise with Joe Wicks on youtube - 
https://youtu.be/3jPs9Zz8Nf4

 

Reading: 

(LI: Be able to infer the attitudes of characters towards others using the text.) 

 Refresh your memory about how the Caters and the ‘crows’ deal with other people by skim reading Chapter 6 and then reading the first part of Chapter 7 (up to page 95). Make some notes in whichever way suits you best. You will need them later for the writing activity.
(About 30 mins.)

Maths:

First make sure you have marked and corrected your work from earlier in the week. If you don't understand why something is wrong, you can ask. Remember we find the answers here... https://www.chevening.kent.sch.uk/answers-and-feedback/

 

Then we will be using the new 5B Workbook and 5B Textbook...

You may have books or photocopies depending on whether you were at school in the last week. If you haven't got access to them then please use the images pasted below...

 

MNP Textbook 5B - starting at p22 Lesson 7,
followed by Workbook 5B Worksheet 7 – p13  

(About 60 mins.)

 

 

Writing: 

(LI: Be able to comment on the relationships between groups of peoples and cultures.)

The Amazon region and Manaus in particular is a mix of many different peoples and cultures. Explain how you think each group in the book thinks of the others. For example, how do the Carters and Goodleys treat the native Indians? You can choose to write it as a discussion in paragraphs or present it as a table. (I have included a table template if you wish to use it.)

Extra for confident group: How do you think different groups of peoples treat each other today? Can you think of any situations to back up your thoughts?

 

 

 

 

1

2

3

4

5

 

 

Indigenous Manaós

Spanish and Portuguese  

Black people

White Europeans

Mixed race people

1

Indigenous Manaós Indians who lived there first (eg the servants and workers)

 

 

 

 

 

2

Spanish & Portuguese  colonists who took control
(Leave this one out if too hard.)

 

 

 

 

 

3

Black people brought to Manaus as slaves
(eg the workers)

 

 

 

 

 

4

White Europeans using native resources

(eg Caters, Goodleys, Crows)

 

 

 

 

 

5

Mixed race people from more than one culture
(eg The Police Captain)

 

 

 

 

 

https://en.wikipedia.org/wiki/Manaus

(60 mins in your yellow book or this table.)

 

AoW:

Please remember to look at the AoW page for your daily AoW.
Mrs McLean has put on the
 resources for this week already

 

Computing:

(LI: Be able to analyse and comment on computer programs and websites.) Think about the different features you have seen in the websites we have been using recently. Write a review of the strengths of each website you have used. Do any of them have special features? (Eg Is it interactive in any way? Does it have animation or sound? What does it link to?)
You can write your thoughts in paragraphs, or using bullet points, or using an idea map, or a table.  

Please consider:

(Please spend about 45 mins in your sketch book.)

 

PE:
(LI: Design a balanced, safe and beneficial exercise routine.)
Think back to all the Joe Wicks exercise sessions. Design an exercise routine that lasts the same amount of time and has a balanced mixture of all the types of movements and exercises for the different parts of the body.  Remember to think about warming up and cooling down.

(30 mins in your sketch book.) 

 

SPaG / GPS: 

Grammar Hammer Sheet 12 answers. Please check through your Grammar Hammer using the sheet on the answer page and make any corrections needed. If there is any time left over please write some descriptive adjectives and adverbs that would suit the indigenous Indian people. Please check your comprehension answers for Chapter 4 and make corrections.
(Approximately 40 mins on the sheet if possible.)

I hope you have a wonderful day.

Week Beginning 4th May 2020

Thursday:

 

Daily Mile and Indoor Alternative: 
Take some time for either the daily mile or exercise with Joe Wicks on youtube - 
https://youtu.be/3jPs9Zz8Nf4

 

English / History: 

(LI: Research historical events, draw conclusions about the actions of people past and present, as well as how they are remembered.)  

  

During World War 2, much of Europe was under control of the Nazis, including Holland. By 1944 many of the countries had been liberated and the Nazis were pushed back. They retreated to Germany. However, some of the people from those countries had been taken to Germany too, particularly if they were Jewish or had been trying to stop the Nazis. You can read about a Dutch family below who were taken to a concentration camp. They were Christians who tried to protect and hide Jewish people as well as anyone that the Germans wanted to take away. The ten Boom family worked for the Dutch resistance.

 

By the end of April 1945, Allied forces had pushed into Germany itself and freed some survivors from concentration camps. Germany surrendered on VE day (8th May 1945) and the allied forces were shocked and appalled to find what had been happening in the camps to the prisoners. Corrie ten Boom was one of a very small number that survived. She wanted to tell the world about her story. Even though her family had been through an experience that was more terrible than we can imagine, her Christian belief lead her to talk about forgiveness and God’s love as she visited over 60 countries being a witness to what had happened.   

 

Read the information about Corrie ten Boom and her family using the first link and make some notes or a fact sheet about the parts that you think are important… https://www.corrietenboom.com/en/information/the-history-of-the-museum

Then have a look at part of the Virtual Tour here and add to your notes…  http://www.tenboom.com/en/

There is an interactive timeline of the family here. Click on the parts that are within the war period…https://www.corrietenboom.com/en/family-ten-boom

(Minimum of 60 mins in your writing book please.) 

 

Maths:

First make sure you have marked and corrected your work from earlier in the week. If you don't understand why something is wrong, you can ask. Remember we find the answers here... https://www.chevening.kent.sch.uk/answers-and-feedback/

 

Then we will be using the new 5B Workbook and 5B Textbook...

You may have books or photocopies depending on whether you were at school in the last week. If you haven't got access to them then please use the images pasted below...

 

MNP Textbook 5B - starting at p20 Lesson 6,
followed by Workbook 5B – p11  

 

 

(About 60 mins.)

 

PSHE / RE: 

(LQ: How and why should we remember and commemorate events?)

On VE day people remember and celebrate the end of war in Europe. Do you think it is important to remember the terrible things that happened too and why the war was important or not? Explain your thinking about this and give reasons. What balance do you think there should be between celebrating and enjoying the victory, and remembering the suffering of all the people involved? After the 75th anniversary on Friday, think about the coverage of VE day on the TV and other media. Did we get the balance right in your opinion? Add to your explanation after the day.

 

Corrie and Betsie were Christians. Why do you think they risked everything to help the Jewish people in Holland? They went through the most terrible experiences that most people could even imagine. The sister’s dad and Betsie herself both died in camps but Corrie survived. Why do you think she toured over 60 countries to be a witness to what happened and to preach God’s love and the need for forgiveness? (Corrie set up a home for people who had been victims in the camps in Holland and also set up a home for people who had been guards in the German concentration camps on Betsie’s wishes. Explain your thoughts about what Corrie did after the war.)

(30 mins in your yellow book)

 

AoW:

Please remember to look at the AoW page for your daily AoW.
Mrs McLean has put on the
 resources for this week already

 

Art:

At times of war there are artists who go to record what is happening. (Some do this during the war and some create art afterwards.) Look at the images and explanations in the file. Pick at least one picture that you think is interesting and explain your choice.  Do you think we should have war artists? Why / Why not?

(Please spend about 30 mins.)

 

 

Music:
(LI: be able to compare and consider the effectiveness of film narrations and scores.)
This time listen to the sound that had been added to the silent film you chose. How does it compare with what you did yesterday? Which is more effective and why?

If you didn’t do one yesterday you could compare them with Sam and Aaron’s film score here… https://youtu.be/4g9ZJXvt0JE

 

Le Voyage Dans la Lun (A Trip to the Moon) by Georges Méliès (1902) -

https://youtu.be/ZNAHcMMOHE8

 

Méliès's "Jeanne d'Arc" 1900 -

With narration:  https://youtu.be/5s4h7rwZZ3M    Instrumental only https://youtu.be/fx2XjQD-7wA

(30 mins in your yellow book.) 

 

History: 

(LI: Be able to commemorate historical events.) 

Have a look at the interesting facts, information and activities on Mrs Robinson’s special VE Day page. Choose your own activity from the many that are there.  https://www.chevening.kent.sch.uk/ve-day-celebrations/

 

SPaG / GPS: 

Grammar Hammer Sheet 12 please.

 

I hope you have a wonderful day.

Wednesday:

 

Daily Mile and Indoor Alternative: 
Take some time for either the daily mile or exercise with Joe Wicks on youtube - 
https://youtu.be/QvWzWqLk8iQ

 

Reading: 

Please read Chapter 6 as we will need it for the history and music work.  
(You can use the file below; or you could listen to me reading it on the 
Y5 Space Museum Earth page - It is at the bottom.)  

(About 20 mins.) 

 

 

Maths:

First make sure you have marked and corrected your work from earlier in the week. If you don't understand why something is wrong, you can ask. Remember we find the answers here... https://www.chevening.kent.sch.uk/answers-and-feedback/

 

Then we will be using the new 5B Workbook and 5B Textbook...

You may have books or photocopies depending on whether you were at school in the last week. If you haven't got access to them then please use the images pasted below...

 

MNP Textbook 5B - starting at p18 Lesson 5,
followed by Workbook 5B – p9  

(About 60 mins.)

 

 

 

 

French:

Continue with your Duolingo French lessons
Well done to those who have earned more than 100 XP points. 
You can have 1 Merit Point for each full 100 points earned. Eg 367XP would be 3 MPs.

(Please spend about 30 mins.)

 

 

Music & English (2 tasks in 1 theme): 

(LI: be able to write a film narration. LI: Be able to write a film score.)
In ‘Journey to the River Sea’ the children have gone to the theatre to see a play. In the days when the story is set there were some films produced that would also occasionally be shown in theatres. The examples here are by a very famous French director (who also used to star in them). However, in those days there was no sound in the movies! Just like in the plays, there were people playing live music in the theatre while the film or play went on. Also, because there was no sound, a narrator would describe the story live to the audience as the film was played for every showing.

 

Pick one of the two films and turn the sound off. (One film is about a trip to the moon. The other is about the French heroine Joan of Arc.)

Le Voyage Dans la Lun (A Trip to the Moon) by Georges Méliès (1902) -

https://youtu.be/BNLZntSdyKE

 

Méliès's "Jeanne d'Arc" 1900 -

https://youtu.be/fx2XjQD-7wA


Then write a narration script to go along with the story. There is no speech needed, just a narrator explaining the events as they happen. Have a go at reading it out as you watch if you can.

Then have a go at making some music or sound affects to go along with the film.

Is there any way that you can record your sound? (Lots of computers with Windows have a program called ‘Voice Recorder’ and ipads can record sound too.  

(60 mins to write your script in your yellow book.  30 mins to do the sound effects and music.) 

 

 

History/DT & Art: 

(LI: Be able to represent or respond to important historical events using art & DT.) 

On 6th June 1944 D-Day was the start of the liberation of occupied France from Germany. However, it still took nearly another year until there was Victory in Europe (VE day) and all of the European countries were liberated - on 8th May 1945.

 

Make some decorations to celebrate VE Day. You could modify your carnival puppets and instruments to make them appropriate for VE day on Friday. Here are some other ideas: you could make some bunting to hang outside your house; make a VE-Day poster; potato-print a paper table-cloth; make Spitfire paper aeroplanes; or bake some celebration cupcakes. (You can find some ideas from this aptly named school on the border between England and Wales… https://www.thebritishschool.co.uk/ve-day-activities/ )

(About 60 mins.)

 

 

 

 

I hope you have a wonderful day!

Tuesday:

Maths part 1:

(LI: Be able to find efficient ways to use and apply knowledge and spot errors.)

If you made any mistakes with the last fractions work (Revision 6), please look at the relevant parts of the 2 short videos to see how you could have tackled your work.
One video shows Q1 to Q6 - https://youtu.be/-LtxDRznBJM ,
the other shows Q7 to Q10 - https://youtu.be/UJuvT1Y0SGs .
(About 15 mins.)

 

Daily Mile and Indoor Alternative: 
Take some time for either the daily mile or exercise with Joe Wicks on youtube -
 
https://youtu.be/2iDqBO34ieA

 

Reading: 

Please read Chapter 5 as we will need it for the science and geography work.  
(You can use the file below; or you could listen to me reading it on the 
Y5 Space Museum Earth page - It is at the bottom.)  

(About 20 mins.) 

Maths part 2:

MNP Textbook 5B - starting at p15 Lesson 4,
followed by Workbook 5B – p7  

(About 60 mins.)

 

 

 

 

 

 

 

English/Science: 

(LI: Be able to understand the need for research when constructing texts.) 

Scan Chapter 5 again, making a note of all the different types of life Maia comes across as she tries to make her way from the Carter’s house to Manaus through the rain-forest. Note down the names of the species of animals and plants she passes, with their descriptive adjectives. (Pick some examples to look up and find information about.  

 

Look at the different levels in the rainforest using the picture below. In which layers would you find each of the life-forms you listed? Can you use this website (or another) to make notes about the special layers and life within them? https://www.planbee.com/blog/rainforest-facts/

 

 

PE:

(LI: Be able to understand the variety of movements, transitions and positions in sports.)
Imagine you are Maia, trying to make her way through the forest. Can you make a simple, safe obstacle course that enables you to practise going up, down, under, over, through, inside and outside things. There are a number of sports where you have to be able to change your movement vertically, horizontally, change your direction quickly, or twist. There are others that make you have to change your body position a great deal.

 

After you have used your simple course for PE, please draw your design in your sketch book.

List some sports can you think of that involve going up including jumps – these video show two…
https://www.bbc.co.uk/sport/athletics/52523592https://youtu.be/SInmkqa89nY
List some sports which involve going low; some involving twisting; some involving changing your shape and body position a great deal.
(60 minutes in your sketch book please)

 

RE / English: 

(LI be able to use words precisely and accurately to describe qualities.)
How would you describe the qualities of the members of the Carter family? On the left side of your page make a list of words showing what they are like.

How would you describe Maia and the boy she meets? On the right side of your page make a list of words showing what Maia and the boy are like. Underline any qualities that you sometimes think you can be like in both lists.

 

In Islam, Muslims have 99 names to describe Allah, who they believe is the one and only God. The most important belief about Allah (God) in Islam is the idea of ‘Tawhid’, which means ‘oneness’. Tawhid begins with the idea that there is one God, and teaches that oneness is central to the Allah. So according to Muslims, Allah: has no partners, is omniscient, is omnipotent, and is the one God of all time and all humankind.

 

(LQ: How would Muslims describe Allah (God)? What are the 99 names?)

There are 99 ‘beautiful names’ for Allah, to help deepen understanding of what Allah is like.  Allah cannot be described by any or all of these names but they help Muslims to think about Allah’s unknowable nature.  Many Muslims recite the names as one of the forms of ‘dhikr’ (remembrance) to develop their awareness of Allah. Some Muslims use prayer beads (‘subha’) to help them remember as they recite.

 

Can you think of any names for God that you think would be in the Muslims’ list?
Here are some that are listed to get you started…

The Provider, The Giver of Life, The Protector, The Kind…

(60 mins on in your yellow or sketch book.) 

 

I hope you have a wonderful day.

 

 

 

 

 

 

 

 

 

 

Monday:

Daily Mile and Indoor Alternative: 
You can start every day with either the daily mile or exercise with Joe Wicks on youtube - https://youtu.be/4OT0feX8ld8

 

Reading: 

Please read the second half of Chapter 4.  
(You can use the file below; or you could listen to me reading it on the
Y5 Space Museum Earth page - It is at the bottom.)  

(About 20 mins.) 

Maths:

First make sure you have marked and corrected your work from earlier in the week. If you don't understand why something is wrong, you can ask. Remember we find the answers here... https://www.chevening.kent.sch.uk/answers-and-feedback/

 

Then we will be using the new 5B Workbook and 5B Textbook...

You may have books or photocopies depending on whether you were at school in the last week. If you haven't got access to them then please use the images pasted below...

 

 

 

 

 

 

MNP Textbook 5B - starting at p11 Lesson 3,
followed by Workbook 5B - p5  

(About 60 mins.)

English: 

(LI: Be able to comment on the author's use of techniques to engage readers in texts.) 

Have a read through the second part of Chapter 4 again to try to answer the comprehension questions below. The text section and questions are in the file below.

(About 45 minutes in your yellow book or the sheet please.) 

PSHE / Science: 

(LI – Be able to identify healthy foods and explain why they would be healthy.)
Look back over your research of food found in the Amazon.
Which items do you think would be particularly healthy in your list and why? 
Write your thoughts next to each example.
Which foods would go the best together? Try to group them.
If you haven't got enough to pick from for the task, p
lease do some additional research

(30 mins on the sheet or book you did your research on.) 

DT (Food Tech) / Geography:

(LI: Be able to design a healthy meal for a particular purpose.)
From the story so far, we have found out that the Carters will only eat traditional British food. Since most food would go off on the journey from England to the Amazon, they have to have things that have been preserved by being tinned, dried or pickled. It doesn’t sound particularly healthy. Maia is keen to enjoy the ‘Native Foods’. I wonder whether it would be possible to convince the Carters to eat some food found in the Amazon if Maia disguised it in a traditional British crumble?

Your mission is to use your research of Amazon foods to design an  Amazon crumble for the Carters. It needs to be as healthy and tasty as possible otherwise they won't be impressed!
You will need to make a recipe that can be followed by others. What will it need to include? 
(If your parents have time, they may even let you help make a crumble over the weekend - if you are lucky!)

(60 minutes in your sketch book please)

 

SPaG:

Please check through your Grammar Hammer using the sheet on the answer page and make any corrections needed. If there is any time left over please write some descriptive adjectives and adverbs that would suit Mr Low and Mr Trapwood. 
(Approximately 30 mins on the sheet if possible.) 

I hope you have a wonderful week!

 

 

Week Beginning 27th April 2020

Friday:

Daily Mile and Indoor Alternative: 
You can start every day with either the daily mile or exercise with Joe Wicks on youtube - https://youtu.be/4OT0feX8ld8

 

SPaG:

Please have a go at the Grammar Hammer sheet. You can find it at the bottom of the day's work. I will put the answers up later.  
(Approximately 30 mins on the sheet if possible.) 

 

Maths:

First make sure you have marked and corrected your work from earlier in the week. If you don't understand why something is wrong, you can ask. Remember we find the answers here... https://www.chevening.kent.sch.uk/answers-and-feedback/

 

Then we will be using the new 5B Workbook and 5B Textbook...

You may have books or photocopies depending on whether you were at school in the last week. If you haven't got access to them then please use the images pasted below...

 

 

 

 

 

 

 

MNP Textbook 5B - starting at p7 Lesson 2,
followed by Workbook 5B - p3  

(About 60 mins.)

 

 

Reading: 

Read the first half of Chapter 4, stopping at p59. 
(You can use the file below; or you could listen to me reading it on the
Y5 Space Museum Earth page - It is at the bottom.)  

(About 20 mins.) 

Writing: 

(LI: Be able to write an effective non-fiction text in paragraphs. Be able to reference your own experiences.) 
 

Think about the learning experiences of Maia and the twins. What do you think is similar to our situation and what do you think is different? What types of work do they do? What have we done that is similar? How do they learn? How independent is Maia in her learning? Where do they get help from? How easy do you think it is to learn independently? These thought can be the start of a plan.

 

Use your thoughts about the questions above to write a non-fiction text explaining your thoughts about how people can learn in different situations.
Start with a short introduction, make each following paragraph focus on a different point, end with a short summary statement about your most important thought. Try to include thoughts about your own experiences during lockdown.

(60 minutes in your yellow book please.) 

RE: 

(LO – What can we find out about Hajj, one of the five Pillars of Islam; and how does it affect Muslims?)
www.youtube.com/watch?v=Ok7-mB62xeE&index=4&list=PLcvEcrsF_9zIOMts7w1FRLb1pVFYaEo20
There are 5 very important parts of being a Muslim. They are known as the Five Pillars of Islam. You have already started finding about one called ‘Sawm’ which is fasting during Ramadan.

The Hajj is another ‘pillar’. It is a pilgrimage that Muslims must make at least once in their lives. It is another religious ritual that is affected by the Lockdown. Normally, Hajj brings together millions of Muslims from different races into one religious community. At the moment no-one is allowed to go. Pilgrims say it feels like coming home, standing together before God, asking forgiveness and submitting to his commands. The Kaaba, "Cube", is a building in Makkah (Mecca), Saudi Arabia. It is the most sacred Muslim site in the world. Traditionally this "House of Allah" was the first mosque, built by Ibrahim and later cleansed by Muhammad. Wherever they are in the world, Muslims face the Kaaba for ‘salat’ (prayer); the direction they need to face is called ‘qibla’. Muslims often have a qibla compass or a qibla app on their phone. An important idea in Islam is that of ‘Ummah’ feeling a part of the one community of religious believers – how might the hajj help with this understanding? 

Have a look at this website to find out more and make some notes about this Pillar of Islam in your sketch book. Please illustrate your notes.

www.youtube.com/watch?v=Ok7-mB62xeE&index=4&list=PLcvEcrsF_9zIOMts7w1FRLb1pVFYaEo20

(About 60 minutes)

DT / ART:

(LI: Be able to evaluate and improve a design.)

 

Look at the design you made yesterday. What works well and what would you improve? How can you improve it? Make some notes in your sketch book about the questions above. Then have a go at trying to modify and improve it.

Have a sneaky practise of what you could do on Saturday in your house as part of the festival. Are you going to do a conga, sing a song, do a dance, stroll in a garden, or just parade from one room to another? Practise using your instrument. Perhaps plan a route.

 

If you didn’t make one yesterday, then the instructions are below for you to start.

 

(Thursday’s work:

Every year on the first Saturday of May Brighton hosts its own carnival to start the Brighton Festival. About 30 schools take part. They dress up, make enormous floats, and then parade through Brighton playing music.

This year you can take part at home!  

Choose one design project for the carnival. There are clips to help you as well as instruction sheets at the bottom of today's work. You can either...
a) Make a carnival puppet (You can watch a video here.) https://youtu.be/XivGjIpuZto

b) Or make a carnival mask  (You can watch a video here.) https://youtu.be/WAiLZgaD6CI

c) Or make carnival 'Helping Hands' (You can watch a video here.) https://youtu.be/ihFC1kVuIjY

d) Or make a wig or hat  (You can watch a video here.) https://youtu.be/19QGWqmByyc

e) Or make a skull cap (You can watch a video here.) https://youtu.be/BumdXlyxmFQ

f) Or make a carnival instrument (if you haven't already made yours for Mrs Robinson's Big Band) https://youtu.be/kZQiSq1QnZU 

How to make a type of paper mache paste using flour - https://youtu.be/IJqHnH80Rd8
Take a photograph of your creation if you are able.)

Thursday:

Daily Mile and Indoor Alternative: 
You can start every day with either the daily mile or exercise with Joe Wicks on youtube - https://youtu.be/oLxPLLr1oPk

 

Reading: 

Read the second half of Chapter 3, starting at p40 
(You can use the file below
; or you could listen to me reading it on the Y5 Space Museum Earth page - It is at the bottom.)  

(About 20 mins.) 

Maths:

First make sure you have marked and corrected your work from earlier in the week. If you don't understand why something is wrong, you can ask. Remember we find the answers here... https://www.chevening.kent.sch.uk/answers-and-feedback/

 

Then we will be using the new 5B Workbook and 5B Textbook...

You may have books or photocopies depending on whether you were at school in the last week. If you haven't got access to them then please use the images pasted below...

Decimals:

To be able to read and write decimals.

 

 

 

 

 

MNP Textbook 5B - starting at p1 Lesson 1,
followed by Workbook 5b - p1  

Lesson Objective
To be able to apply knowledge of fractions to solve problems.

(About 60 mins.)

AoW:

Please remember to look at the AoW page for your daily AoW.
Mrs McLean has put on the
resources for this week already

Writing: 

(LI: Be able to write an effective non-fiction text in paragraphs.) 

This is a satellite image of Manaus in Brazil, South America; where the story is set. You can clearly see the 'Meeting of the Waters' between the Rio Negro and the Amazon. What is harder to see is that it is locked in the middle of the world's largest rain-forest! 
I wonder how hard it would have been to build the city at Manaus? Why did they build a city there?
How did they get the materials they wanted through the rainforest?
Find out about when the Opera House and other historic attractions were built. 

What can you find out about modern Manaus? How has it changed over time?
Write an information text about how Manaus has changed over time using all you have found out. 

(60 minutes in your yellow book please.) 

DT / ART:

(LI: Be able to pick appropriate cutting, joining and finishing techniques to suit a DT task.)
Brazil has the largest annual carnival in the world, and it usually happens 40 days before Easter. What period in the Christian calendar is that?


Every year on the first Saturday of May Brighton hosts its own carnival to start the Brighton Festival. About 30 schools take part. They dress up, make enormous floats, and then parade through Brighton playing music.

This year you can take part at home!  

Choose one design project for the carnival. There are clips to help you as well as instruction sheets at the bottom of today's work. You can either...
a) Make a carnival puppet (You can watch a video here.) https://youtu.be/XivGjIpuZto

b) Or make a carnival mask  (You can watch a video here.) https://youtu.be/WAiLZgaD6CI

c) Or make carnival 'Helping Hands' (You can watch a video here.) https://youtu.be/ihFC1kVuIjY

d) Or make a wig or hat  (You can watch a video here.) https://youtu.be/19QGWqmByyc

e) Or make a skull cap (You can watch a video here.) https://youtu.be/BumdXlyxmFQ

f) Or make a carnival instrument (if you haven't already made yours for Mrs Robinson's Big Band) https://youtu.be/kZQiSq1QnZU 

How to make a type of paper mache paste using flour - https://youtu.be/IJqHnH80Rd8
Take a photograph of your creation if you are able.

(About 60 minutes exercise and 10 minutes reflection.) 

 

Music: 

(LI: Be able to alter the sound produced by a musical instrument.)
Music is an important part of carnivals. 
Practise changing the sound of the instrument you have made. Which quality of music can you change and how can you do it?  (Eg, pitch, timbre, dynamics, tempo...)
(About 15 minutes)

 

SPaG:

(LI: Spell common Y5 / Y6 words)

Test yourself on the previous set of spellings that you picked from the Y5 & Y6 list.
Have a look again at any you got wrong.

Pick between 5 and 10 new spellings to learn and practise them.

(About 15 mins)

 

 

Have a happy day!

Wednesday:

Daily Mile and Indoor Alternative: 
You can start every day with either the daily mile or exercise with Joe Wicks on youtube - https://youtu.be/XGqjVI6J5Ew

 

Writing: 

(LI: Be able to show the difference between a character's hopes and reality.) 

Divide your page in 2.
Write about, and illustrate, Maia's idea of what it will be like to live at the Carters' house. You can plan it first using a picture of Maia and a thought bubble if you wish. Make sure you have a good verbal picture of what it will be like.

Then do the reading below.

Then write how Maia actually finds living with the Caters. What is the reality really like? Write and illustrate the differences. 

(60 minutes in your yellow book please.) 

Reading: 

(LI: Be able to understand how an author may show the difference between a character's hopes and reality.) 

Read half of the third Chapter of 'Journey to the River Sea' up to P40 where Maia spends the night at the Carters' house. (Use your book if you have one; otherwise you can use this link on the Amazon page (click on 'Look inside'); or you could listen to me reading it on the Y5 Space Museum Earth page - It is at the bottom. You only need to go half way until she spends the night at the Carter's house.)  

(About 20 mins.) 

Maths:

 

MNP Workbook 5A - Chapter 6 review, p159 - 162
This is the end of the chapter on fractions! Well Done! You made it!!!

 

The last piece of work is just a summary review to see how much you remember. If you get stuck, do go back to look at your work again to see if you can refresh your memory about what to do. There are 4 pages to tackle.

(About 60 mins.)

 

(If you have already done this by mistake - then please either have a go at this very silly but fun equivalent fractions game... https://www.topmarks.co.uk/Flash.aspx?a=activity06 
And/Or tackle this problem at the school disco which includes fractions... https://www.stopsproblemsolving.co.uk/COVID19/COVID19/Grid_files/G3_6.pdf )

 

 

AoW:

Please remember to look at the AoW page for your daily AoW.
Mrs McLean has put on the
resources for this week already

 

PE:

Can you beat your personal best in the activities that Mrs Roll gave you?

Have a go and record your new results. 
Make a note about how you feel afterwards. 

(About 30 minutes exercise and 10 minutes reflection.) 
 

PSHE -

(LI: Be aware of things that affect mental and physical well-being.)
Write some advice for Maia about her physical well-being. (You could draw upon your PE above.) How can she keep fit at the Carters' house bearing in mind they don't like going out; spray everything with disinfectant; keep all the windows closed; and only eat dried, powdered or tinned food from England?
Maia has found that living with the Carters is not what she expected at all! Give her some very important advice about her mental well-being since the twins and Mrs Carter don't seem to like her; and Miss Minton won't let her join in with lessons, sing or play the piano.  
(About 60 minutes)

 

Geography/Computing Research:

(Be able to research the resources of a geographical location.)
Find out about fruit and vegetables that grow in South America.
Later we will try to design some healthy South American food - so do your research well now!  :-) 

(Please spend about 30 mins in your sketch book.)

 

SPaG:

(Understand the use of : ; , as well as the use of imperative verbs.)

Check whether you have used colons and commas (or semi-colons) in any lists for your work today.
Have you used any imperative verbs in the advice you gave to Maia; or have you given the advice in a more gentle way? Look at your advice - how would it feel written with imperative words at the front of each sentence?  

(About 10 mins)

 

Have a happy day!

Tuesday:

Daily Mile and Indoor Alternative: 
You can start every day with either the daily mile or exercise with Joe Wicks on youtube - https://youtu.be/ybn_SO990go

 

Reading: 
(LI: Be able to infer and deduce information as well as look for clues placed by the author.) 
Read the second Chapter of 'Journey to the River Sea'.

(Use your book if you have one; otherwise you can use this link on the Amazon page (click on 'Look inside'); or you could listen to me reading it on the Y5 Space Museum Earth page - It is at the bottom.)  

Look back at the comprehension you did about Cosmic and the answer sheet on our answer page. How could you have improved your answers?
With that in mind,  have a look at the new questions about inference and deduction below...
(About 60 mins in your yellow book or the printed sheet please.) 

Maths:

How did you get on with the Mind Workout yesterday?
I have only put a couple of the answers here because some people needed some help and so we can have a look again.
I have recorded a video clip to help you. You can find it here... https://youtu.be/rtSZm_3x17w 
You can also find some of the answers here...  https://www.chevening.kent.sch.uk/answers-and-feedback/

Then, if you were stuck, try to complete the sheets after having watched the clip.

MNP Textbook 5A - starting at p283 Lesson 19,
followed by Workbook, Mind Workout, p158  

Lesson Objective: To be able to apply knowledge of fractions to solve problems.

 

If you were fine yesterday and did well - then please either have a go at this very silly but fun equivalent fractions game... https://www.topmarks.co.uk/Flash.aspx?a=activity06 
And/Or tackle this problem at the school disco which includes fractions... https://www.stopsproblemsolving.co.uk/COVID19/COVID19/Grid_files/G3_6.pdf 

(About 60 mins.)

 

AoW:

Please remember to look at the AoW page for your daily AoW.
Mrs McLean has put on the
resources for this week already

 

Geography:

LI: Be able to research, describe and explain geographical features using technical vocabulary.

Find out what the words: Confluence, Tributary, Sediment, Density and Eddies mean.
In our book, Maia and Miss Minton traveled to 'The Wedding of the Waters'. (Or Meeting of the waters.) You can see this phenomenon from space! 
Research what happens when the Amazon River meets the Rio Negro. Find some pictures and draw it in colour with labels and an explanation. Please make use of any of the words I have asked you to look up.  This very short clip can be a starting point for you..
https://youtu.be/AQ16NM60FsM 
(Approx 60 mins in your sketch book.)  

 

Recording your ideas / Writing -

(LI: Be able to recognise character's emotions in texts and explain how you know. 
Maia and Miss Minton's emotions change somewhat as they travel on the ship and later the small green river boat. Explain how their emotions and thoughts have shifted. Include the new character called Clovis on your work from yesterday.
(About 30 minutes)

 

French:

Continue with your Duolingo French lessons
Well done to those who have earned more than 100 XP points. 
You can have 1 Merit Point for each full 100 points earned. Eg 367XP would be 3 MPs.

(Please spend about 30 mins )

 

SPaG:

Have a go at spelling the emotion words you found for yesterday's work. Use any of the techniques we have used previously to try to remember them. Such as pyramid words, shape words, splitting up into sections, a word for each letter etc.  
(Approximately 15 mins.) 

Have a lovely day!

Monday:

Daily Mile and Indoor Alternative: 
You can start every day with either the daily mile or exercise with Joe Wicks on youtube - https://youtu.be/nMpSKmcdXBI

 

English:

Reading - 
Think back to when you read/heard the first Chapter of 'Journey to the River Sea' on Friday.
(If for some reason you weren't able to read it, or listen to me read it; then you should do so now.
Use your book if you have one; otherwise you can use this link on the
Amazon page (click on 'Look inside'); or you could listen to me reading it on the Y5 Space Museum Earth page - It is at the bottom.  


Recording your ideas / Writing -

(LI: Be able to recognise character's emotions in texts and explain how the author has given you clues. ) 
Think about the emotions felt by the different characters in the book on finding out that Maia was going to have to leave the boarding school to live in the Amazon. You may represent it in the best way for you:  
It could be an idea map with little sketches of the characters; it could be a table; it could be bullet points next to each person's name; it could be thought bubbles...
TOC) For confident people, we would expect ideas for the emotions of at least 5 characters; and for those finding it tricky, we would expect at least 3. When you have thought about all the different emotions each person you picked would feel - then try to identify how you can tell. Use the book.
(It may be explicit, or you may have deduced it through 'show not tell' in the text.
One of the people you pick should be Maia, and another should be one of the children. The others are up to you. 

Remember how we did this for Odysseus and other stories? 
We will add to how Maia is feeling as we go further into the book. We are looking for how characters develop later. 
(About 60 mins.) 

 

Maths:

First make sure you have marked and corrected your work from earlier in the week. If you don't understand why something is wrong, you can ask. Remember we find the answers here... https://www.chevening.kent.sch.uk/answers-and-feedback/

Then...

MNP Textbook 5A - starting at p283 Lesson 19,
followed by Workbook, Mind Workout, p158  

Lesson Objective
To be able to apply knowledge of fractions to solve problems.

 

Lesson Approach

This is the last lesson and is a 'Mind Workout', a 'Maths Journal' activity and a 'Self Check'.
Find the denominators in six equations. The denominators in each equation must be different.

Maths Journal: Write a note to Charles to explain how to add the fractions correctly.

Self Check: Complete this as a chapter summary and think about what to do next if any boxes are not ticked. One option is to go back to the relevant part in the book, look at the answers that are still there and try to find out. Another would be to ask me. 

(About 60 mins.)

 

AoW:

Please remember to look at the AoW page for your daily AoW.
Mrs McLean has put on the
resources for this week already

 

Art/DT:

Find out about ways to do simple weaving with equipment readily available at home. It could be as simple as paper weaving, or it could be rag rugs, or found objects (ask first!), or even recycled packaging if you want to be eco-friendly. Write down the steps required and add some labelled illustrations to show how it is done. List the resources needed.
(Later, we will have a go at a particular type of weaving using a cardboard frame.) 
(Approx 60 mins in your sketch book.)  

 

Science:

We shall see that Maia, Miss Minton and the Carters all think books are very important (although they wouldn't agree on the same ones). Before the war, a series of books was started called the 'Observer Books'. (You can see some examples here.) Many of these were pocket guides of facts and illustrations to help people to spot things in the world around them. 


We are going to try to invent one that Maia could take with her to the Amazon. In the first chapter she spent all night reading in the library about the Amazon, trying to do research. Pick some of the life-forms that she and her classmates found out about and try to start 'An Observer Guide to the Amazon'. (We will add to it as she goes along.) Can you do it in the same style of the Observer books?
Collins made a similar set called 'Collins Gem - spotter's guides'. You can use this format if you prefer.  
(Approx 60 mins in your sketch book.)  

 

SPaG:

Please look through the emotion words that you used for the writing task. Check the spelling of each word and pick 5 to look for synonyms for. 
(Approximately 15 mins.) 

Week Beginning 20th April 2020

Friday:

Daily Mile and Indoor Alternative: 
You can start every day with either the daily mile or exercise with Joe Wicks on youtube - https://youtu.be/evqn3sgS1lU

 

SPaG:

Please mark your Grammar Hammer work from yesterday and make any corrections needed. 
The answers are here... 
https://www.chevening.kent.sch.uk/answers-and-feedback/
(Approximately 10 mins.) 

 

Maths:

First make sure you have marked and corrected your work from earlier in the week. If you don't understand why something is wrong, you can ask. Remember we find the answers here... https://www.chevening.kent.sch.uk/answers-and-feedback/

Then...

MNP Textbook 5A - starting at p280 Lesson 18,
followed by Workbook, Worksheet 18, p156  

Lesson Objective
To be able to multiply mixed numbers by whole numbers in multi-step word problems. 

 

Lesson Approach

Look at the 'In Focus task' and show all the information you know in a bar model. What would 2 1⁄2 times an amount look like using bar models?
Should it be two equally-sized bars and a third bar that is only half the size of the other two? Is this correct? Can we represent it like that? What would the value of one of the longer bars be? How can we be sure? Try Let's Learn 1.

How can you show 3 2⁄3 as much as £6? What would that look like? What would each third be worth? Is it possible to draw this as a bar model?
Can you create your own word problems for this diagram?
Can other amounts fit into this type of diagram? Would 3 2⁄3 of 8 be more difficult to determine? 
Why would it be more difficult? Is there a way we can make it easier to determine? Use Let's Learn 2 to show this.
(About 60 mins.)

 

AoW:

Please remember to look at the AoW page for your daily AoW.
Mrs McLean has put on the resources for this week already

 

RE / English:
LI: Be able to write an effective persuasive argument.
LQ: Should religious laws and customs be above the law?  
On Thursday the festival of Ramadan began. Muslims are meant to fast (not eat) from sunrise to sunset.  Then after sunset they usually gather together to 'break the fast'. This happens for a month. At the end there is a big celebration together. On the news, some people were saying that it may be hard to make people stay at home. Watch the short video explaining Ramadan if you can...

https://www.bbc.co.uk/bitesize/topics/zpdtsbk/articles/zjc2bdm 
Do you think that a law to say that people should not gather in groups should be enforced? 
Write a persuasive argument about whether people should be prosecuted due to a religious belief or custom or whether they should relax the law due to belief.  

About 60 mins in your yellow book . 

 

Art/History:

Research some textile designs made by the Maya people. Draw or copy some examples.
Write down why you have chosen the ones you have.
What similarities do the textiles have to each other?
Explain how you describe the style of the Maya people. 

Now find the textiles you found in your own home earlier.
Describe what is similar and what is different between your research online and in your home.  
(Approx 60 mins in your sketch book.)  

 

Reading:

Read the first Chapter of Journey to the River Sea.

We will be using it for our English work next week.
You can use your book if you have one; or this link on the
Amazon page (click on 'Look inside'); or you could listen to me reading it on the Y5 Space Museum Earth page - at the bottom.  
(About 20 mins.) 

Thursday:

Daily Mile and Indoor Alternative: 
You can start every day with either the daily mile or exercise with Joe Wicks on youtube - https://youtu.be/evqn3sgS1lU

 

SPaG:

Please have a go at the Grammar Hammer sheet. You can find it at the bottom of the day's work. I will put the answers up later.  
(Approximately 30 mins on the sheet if possible.) 

 

Maths:

First make sure you have marked and corrected your work from earlier in the week. If you don't understand why something is wrong, you can ask. Remember we find the answers here... https://www.chevening.kent.sch.uk/answers-and-feedback/

Then...

MNP Textbook 5A - starting at p278 Lesson 17,
followed by Workbook, Worksheet 17, p154  

Lesson Objective
To be able to multiply mixed numbers by whole numbers, creating larger mixed numbers. 

 

Lesson Approach

Look at the In Focus task. Are you able to show how to solve this problem using bar models? Is it possible to show mixed numbers as a bar model?
Actually, you can show this in pictures, but some of the pictures would be cut into pieces and some wouldn't need to be.
Is this true? What would this look like?
Why would some of the pictures not need to be divided?
What should you do with the 10 thirds? Can these be made into whole cakes?
How many pieces does it take to make 1 whole?
You can solve this problem more easily by first turning the mixed number into an improper fraction. Is that easier? Would the answer be the same? How would the pictures look compared to the initial question using mixed numbers? 

 

AoW:

Please remember to look at the AoW page for your daily AoW.
Mrs McLean has put on the resources for this week already

 

History / English:
LI: Be able to consider how likely information is to be true and find ways to check its veracity.
Have a look at this website about the Maya civilization. 
https://mayaarchaeologist.co.uk/
The author argues that there are lots of inaccuracies in information about the people in books and on websites. 
She lists 10 ways to check how trustworthy a website may be.

https://mayaarchaeologist.co.uk/2016/06/08/untrustworthy-resources-maya/

Read through your work about the Maya. 
Then put a % mark against each fact to show how certain you are that it is true. (0% is completely untrue. 100% would be absolutely certain. All the other % marks would be in between on the scale. Is it possible to say something could be 100% true?)

Now carry out some more research for anything you put at 50% or lower.
https://mayaarchaeologist.co.uk/pupils/

Write down how you know you can (or can't) trust the author of this website.
What reasons does she give for trusting her research?
Explain how to make sure any research is as accurate as it can be.

About 60 mins in your yellow book (for the explanation) and sketch book  (for the corrections). 

 

PE:

Think about your 'personal best PE activities' with the sheet Mrs Roll has prepared. You can find the sheet at the bottom of today's work.
Please design a game or activity that could help you to improve your personal best in one area. Keep a record of how you are doing. Draw and write your instructions so that others can find out about your activity and try it themselves. I will try to put it on the 'health and fitness' page of the Y5 science museum website.
(Approx 60 mins in your sketch book.)  

 

Reading:

Tonight is World Book Night!  
Just as you did with world Earth Day, pick one of the activities listed for World Book Night, or think of one yourself that you can do. 
https://worldbooknight.org/

 

(For confident writers and readers you can compare it to a forward by Lauren St. John by clicking to get to the Amazon page and 'Looking inside'.) 
(About 60 mins in your yellow book please.) 

 

Wednesday:

Daily Mile and Indoor Alternative: 
You can start every day with either the daily mile or exercise with Joe Wicks on youtube - https://youtu.be/QGYXh_G8X6A

 

English:

LI: Understand and explain the  function of a foreword in a book. 
LI: Begin to understand the importance of research when writing.

Read or listen to the Introduction to 'Journey to the River Sea' by Eva Ibbotson.
Don't worry if you haven't got a copy at home - You can find the sound file of the part you need by clicking here
(It is a sound file at the bottom of this page).
Or you can find the text file at the bottom of today's work. 

 

Write why it is important for an author to do research when they are constructing a book. 
Read or listen to Michael Morpurgo's 'Foreword'. Explain what you think a Foreword is in a book. 
Explain what you think Michael thinks of Eva Ibbotson's work.

(For confident writers and readers you can compare it to a forward by Lauren St. John by clicking to get to the Amazon page and 'Looking inside'.) 
(About 60 mins in your yellow book please.) 

 

Maths:

First make sure you have marked and corrected your work from earlier in the week. If you don't understand why something is wrong, you can ask. Remember we find the answers here... https://www.chevening.kent.sch.uk/answers-and-feedback/

Then...

MNP Textbook 5A - starting at p275 Lesson 16,
followed by Workbook, Worksheet 16, p152  

Lesson Objective
To be able to multiply fractions by whole numbers where the product is an improper fraction or mixed number. 

 

Lesson Approach

Look at the 'In Focus task'. Are you able to represent the word problem with bar models? 
When multiplying a fraction, we only multiply the numerator. Is this true? Why might this be helpful?

Represent the problem with a picture. What are the answers to both questions? 
Work through 'Let's Learn 1 and 2'. 

What is the value of 5⁄6 × 12 and 5⁄6 × 13 ('Let's Learn 3').
Explore the numerous ways in which multiplication can be done. 

 

AoW:

Please remember to look at the AoW page for your daily AoW.
Mrs McLean has put on the resources for this week already

 

Geography / History:
LI: Be able to research geographical areas, find similarities and differences; and understand the need for caution when researching. 
Look at the map below: 

What difficulties might we have when studying ancient civilizations? 
Explain why we need to be careful and what could go wrong.
If you haven't done your work on facts about the Maya yet - make sure you do it now as you will need it soon! (If you have done it, check through your work to see how certain you are of your facts. Are there any that you need to check using a different source? List the sources you have used to find your facts. 
(Approximately 30 mins in your sketch book.)

 

Music:

Finish your musical instrument for Mrs Robinson's competition.
Is it possible to change the sound of your instrument?
Draw a picture and explain how you can change the sound.

Look through Mrs Robinson's notes to decide which aspect you are changing. 
For example, is it the pitch, dynamics, timbre, tempo, duration..?
Mrs Robinson's information is here...  Easter Challenge 1 on the webpage.  

 

Science:

Have a look at the information Miss Sweeney has put on the website about Earth Day.

Pick one of the activities that interests you and draw a picture or take a photograph of you taking part. You can find the page here.
You might also be interested to read about NASA's view of Earth Day.
You can find that on our Y5 Space Museum. Click here

(If you can't spot NASA's Earth Day link on our Museum website you can click here instead.)
 

Tuesday:

Daily Mile and Indoor Alternative: 
You can start every day with either the daily mile or exercise with Joe Wicks on youtube - https://youtu.be/4hdR8Mlib3M

 

English / RE:

LQ: Which religious festivals happen in the time around March and April? 
LQ: How might worshipers be affected by the 'Lockdown' situation? 

The  3 largest '
Abrahamic'  religions (Christianity, Judaism and Islam) have important festivals at this time of year. Can you find out what each one is called and give a brief description? 
However, it is not possible for anyone to gather together in groups outside of their house at the moment. Explain what impact you think this may have on the 3 religious groups, how they may feel and what they may do instead. 

(About 60 mins in your yellow book please.) 

 

Maths:

First make sure you have marked and corrected your work from earlier in the week. If you don't understand why something is wrong, you can ask. Remember we find the answers here... https://www.chevening.kent.sch.uk/answers-and-feedback/

Then...

MNP Textbook 5A - starting at p272 Lesson 15,
followed by Workbook, Worksheet 15, p151  

Lesson Objective
To be able to multiply fractions by whole numbers creating other fractions, mixed numbers or improper fractions.

 

Lesson Approach

How we can multiply fractions in the In Focus task? Remember, multiplication is the same as repeated addition. How can we multiply 1⁄4? Can you show it using pictures?
If we use pictures to find 1⁄4 times 3, we get 3⁄12. Is this correct?
What is wrong?
Can we prove this wrong by using repeated addition? 

What if we used fifths instead of quarters? What would 3 times as much be? Would it be fifteenths or fifths at the end? Can we get a mixed number after multiplying a fraction? Can we show this using pictures? Let's use Learn 2 to find out.

 

AoW:

Please remember to look at the AoW page for your daily AoW.
Mrs McLean has put on the resources for this week already

 

Geography / History:
LI: Be able to research geographical areas, and find similarities and differences. 
Look at the 2 maps you have made and try to sketch their relationship to each other.
Can you identify them on the map below or sketch a combined version?
You can see that the Amazon and the Maya civilization are NOT in the same location.  
However, there is something that is similar.
What can you find out that is similar about the 2 different locations? 
(Approximately 30 mins in your sketch book.)

 

 

Music:

Please have a go at Mrs Robinson's Musical Instrument competition.
The Chevening Big Bang Challenge!
It is called Easter Challenge 1 on the webpage.  

Have a good day!

Monday:

Daily Mile and Indoor Alternative: 
You can start every day with either the daily mile or exercise with Joe Wicks on youtube - https://youtu.be/4hdR8Mlib3M

 

English:

Re-read the last section of Cosmic to refresh your memory from p363 - p366, which is the information section at the back. (If you don't have a copy, I attached some screen shots in the file that we used on Thursday. It is also at the bottom of this list. ) 

Approximately 10 mins to re-read Cosmic and your own diary entry. 50 mins to do the writing activity.

 

LI: Be able to write a diary entry making use of research to add realism. 

Re-read your diary entry from Friday.
Write
some modifications to your diary, making use of the Alan Peat Special sentences we worked on in school. Try to include several from the list of examples below. (Confident group should have 8 or more. OK 6 or more and T 4 or more.)

Examples of different sentence types we have tried:

  • Sentence using a simile, metaphor or personification. Eg Street lights glared in annoyance... 
  • Emotion, word sentence. Eg Anxiously, Liam started to...
  • Outside (Inside) sentence. Eg Liam reached for the decompression nozzle. (Little did he know...
  • 3 Bad - question. Eg Hunger, thirst, exposure - which of these would...
  •  2A sentence. Eg The sparking, shimmering moon drifted behind...
  • 3ed sentence. Eg Frightened, exhausted and terrified, the children...
  • The more, the more. Eg The more Liam struggled with the capsule lock, the more it...
  • De:de sentence. Space is a vacuum: there is nothing...
  • If, if, then. Eg If Max had not been so...  , if the others hadn't..., then Liam would not...
  • 2 Pairs. Eg Exhausted and worried, cold and hungry, the children...
  • Some; others. Eg Some people think that the greatest thing about space travel...  ; others say...
  • Short sentence for effect. 

You can see full examples by clicking here - Alan Peat Sentences

(Write the diary entry and the modifications in your yellow book and add some more words to the glossary please.)

 

Maths:

First make sure you have marked and corrected your work from earlier in the week. If you don't understand why something is wrong, you can ask. Remember we find the answers here... https://www.chevening.kent.sch.uk/answers-and-feedback/

Then...

MNP Textbook 5A - starting at p269 Lesson 14,
followed by Workbook, Worksheet 14, p149  

Lesson Objective
To be able to subtract fractions and mixed numbers from mixed numbers with different denominators.

 

Lesson Approach

How we can attempt to solve the problem in the focus task. What information do we know? What information is not in a helpful format? Why do we think that the children chose to remove quarters and eighths? 

Can you find the answer by converting 1⁄2 into quarters and eighths. Can you prove your answer using a bar model or pictures. Is it possible? Is it possible to solve the problem using both mixed numbers and improper fractions. How can this be done? Is it possible to do both? The Let's Learn section shows the two methods. What is the difference between the methods? What is the same about them?

 

AoW:

Please remember to look at the AoW page for your daily AoW.
Mrs McLean has put on the resources for this week already

 

GPS: 
LI: Be able to use technical terms and explain them in a Glossary.
Add to your glossary for your words in the EVA spacewalk diary entry.
Make sure you check the spelling of each word you have included.  
(Approximately  15 mins in your yellow book or on the comprehension sheet.) 

 

Geography / History:
LI: Be able to research a geographical area. Be able to research an ancient civilization.  
Try to find a map showing where the Maya people lived.
As you did with the Amazon, draw a map of where the ancient civilization was based.
Add a scale to the map.
Find 10 facts about the Maya civilization and add them to your map. 
(Approximately 60 mins in your sketch book.)

 

French:

Continue with your Duolingo French lessons
Well done to those who have earned more than 100 XP points. 
You can have 1 Merit Point for each full 100 points earned. Eg 367XP would be 3 MPs.

(About 30 mins )

 

Art:

LI: Be able to select and comment on the appearance of real objects, including decorative, abstract or realistic images. 

Have a look around your house to see if there are any textile patterns that you think are particularly interesting. Copy or photograph some samples to put in your sketch book.
Explain what made you pick your chosen samples. 
(Use your Sketch Book. About 30 mins)

 

I hope you have a great week!

Week Beginning 16th April 2020

 

Friday:

Daily Mile and Indoor Alternative: 
You can start every day with either the daily mile or exercise with Joe Wicks on youtube
https://youtu.be/cABsHbhqv7Q

 

English:

Read the last section of Cosmic again from p363 - p366, which is the information section at the back. (If you don't have a copy, I attached some screen shots in the file that we used yesterday.) 

Approximately 10 mins to read and 50 mins to do the writing activity.

 

LI: Be able to write a diary entry making use of research to add realism. 

Write a diary entry as if you were one of the people mentioned in the book doing an EVA spacewalk. Try to imagine the person's thoughts emotions and feelings as they travel around the outside of the spaceship and see the Earth, Sun or Moon in the distance. You could also think back to (or re-read) how Liam felt when he went outside his spaceship. If you can, leave some space around your written work as we will try to modify or add to it later.  
(Write the diary entry in your yellow book and include an illustration afterwards please.)

 

Maths:

First make sure you have marked and corrected your work from earlier in the week. If you don't understand why something is wrong, you can ask. Remember we find the answers here... https://www.chevening.kent.sch.uk/answers-and-feedback/

Then...

MNP Textbook 5A - starting at p265 Lesson 13,
followed by Workbook, Worksheet 13, p148  

Lesson Objective
To be able to subtract fractions where the denominators are not the same; to be able to use bar models as a key strategy for subtracting fractions.

 

Lesson Approach

What do we know about the bag of flour and the bag of rice? Which is heavier? By how much? Can we draw bars to represent this and label the bars?
What is the difficulty with the information that represents the flour.  How can we work with two different fractions on one bar? Is this possible? What would be more helpful for us?
What is the lowest denominator between 3 and 12? Can 5⁄12 be reduced and turned into thirds? If 5⁄12 cannot become thirds, can we change the thirds? 

2⁄3 can be changed into 8⁄12. If the flour is 5⁄12 kg heavier than the rice, how many twelfths of a kilogram does the rice weigh?

The rice must weigh 3⁄12 kg if the flour is 5⁄12 kg heavier because 3 + 5 = 8 and the total weight of the flour is 8⁄12 kg. Is this true? How can we be sure?
Why we are not using 12⁄12 in the equation. Shouldn't the mass of rice be the difference between 5⁄12 kg and 12⁄12 kg? Why not? What is the mass of the flour? The bag of flour was 2⁄3 of a kilogram, not 1 kg. 

 

AoW:

Please remember to look at the AoW page for your daily AoW.
Mrs McLean has put on resources for next week already. 

For today, you could look at the rainbow poem that Mrs. McLean uploaded and think about the people and things at home you can be grateful for. You could pray and ask God about the things that you worry about and give them to God to look after and think about, instead of you.
(Click here to find the poem.)
Finally, I think the poem isn't quite finished. Can you think of a line or two to round it off positively?

 

GPS: 
LI: Be able to use technical terms and explain them in a Glossary.
Look to see how many technical terms you have used in your diary entry about the EVA spacewalk. Try to make them look like bold writing. 
Please make sure you have between 5 and 10. If you don't have enough, please add more now.
Then add a glossary for your words at the bottom of the work. 
(Approximately  20 mins in your yellow book or on the comprehension sheet.) 

 

Geography / Science:
LI: Be able to research a geographical area. 
Try to find some data to add to your picture of the Amazon which you did yesterday. 
For, example, its length, its widest part, the rivers that may flow into it, the number of bridges estimated to cross it...  

LI: Be able to research life-forms and consider how they may be adapted to their environment. 

What is the Amazon rainforest like as a habitat?
Find out about some of the lifeforms that you might find there and draw some illustrated diagrams about how they are suited to the environment they are in. 
(Approximately 60 mins in your sketch book.)

 

Art:

LI: Be able to match colours and observe and draw accurately.

Draw another camouflaged creature from the Amazon on paper and cut it out too.
Place your creature on your sketch of the environment alongside the other one.
If you are able, take a photo with it on a plain surface as well and then on your picture too.
Do your creatures disappear into your background when you put them on your habitat picture?  

(About 30 mins )

 

Celebration Assembly:

This is your turn to give some people in your family awards. Can you make a simple certificate or find a sticker for some people in your house that you appreciate; and let them know what things they have done over the holiday that make a difference for everyone? 

 

I hope you have a lovely weekend!!!

 

 

Thursday

Daily Mile and Indoor Alternative: 
You can start every day with either the daily mile or exercise with Joe Wicks on youtube - https://youtu.be/hyBelN_EgS8 

English:

Read the last section of Cosmic which is the information section at the back. (If you don't have a copy, I have attached some screen shots in a file below called Cosmic - p359 - p375.) If you have already finished Cosmic, enjoy your own choice of reading book for 15 mins. 
Approximately 15 mins to read and 45 mins to answer the questions.

Then answer the comprehension questions, which you can find using the link below. 
(You can write the answers on the comprehension sheet or write the questions and answers in your yellow book.)

Maths:

First make sure you have marked and corrected your work from earlier in the week. If you don't understand why something is wrong, you can ask. Remember we find the answers here... https://www.chevening.kent.sch.uk/answers-and-feedback/

Then...

MNP Textbook 5A - starting at p262 Lesson 12,
followed by Workbook, Worksheet 12, p147  

Lesson Objective
To be able to subtract fractions with different denominators; to be able to subtract fractions from whole numbers.

 

Lesson Approach

Look at the In Focus task and consider how we can represent the information. How many pizzas are there? What is difficult about subtracting these two amounts? We can subtract 1⁄4 from 1 whole because 4 quarters and 1 whole are the same amount; but what do we do when you have 3⁄4left over and need to subtract 1⁄8? What do we need to do if we have quarters and eighths? 

How we can solve a similar problem, starting with two pizzas instead of one? How can we subtract 3⁄8 from 2? Is it possible? How can we represent it using pictures? What about using numbers? Since we are taking away less than 1 from 2, they will always have 1 and something left over. What would that look like in pictures?

Is it possible to find the difference between two fractions, such as 7⁄8 and 3⁄4? What do we have to do first? Do they have the same denominator? Is there a way to solve this using pictures before we use numbers? What might that look like? 

 

GPS: 
LI: Be able to discuss effectiveness of word choices.
List 10 words from the section of Cosmic you have read that you think are particularly effective. Explain why you have picked 5 of these at the bottom of the comprehension sheet. 
(Approximately  15 mins in your yellow book or on the comprehension sheet.)
 

 

Geography:
LI: Be able to represent maps accurately and include a scale. 
Have a look at a map, or use the internet, to find a picture of the Amazon. Which countries does the river travel through? Draw a map (don't copy and paste one) showing the surrounding countries and the course of the river. Add in a scale so that people can get an idea of how large the Amazon is.  
(Approximately 60 mins in your sketch book.)

 

Science:
LI: Be able to carry out research and consider how life-forms are suited to their habitat. 
Find out about a species that is found in the Amazon rain forest. (It can be any type of life-form).
Make a fact sheet about the life-form. Explain how the life-form is suited to its environment and what would happen if it was in a different environment. 
(About 45 minutes in your yellow book.) 

 

Art:

LI: Be able to match colours and observe and draw accurately.

Draw a camouflaged creature from the Amazon on paper and cut it out. Then draw its environment in your sketch book. Finally, place your creature on your sketch of the environment. If you are able, take a photo with it on a plain surface and then on your picture.  

(Between 30 and 60 mins )

1st April: Happy Holidays Everyone!

 

It's the first day of the holidays, even though we have been away for a week (or more for some) now. The teachers are not setting work in the holidays. However, please do catch up with anything you have missed and finish reading Cosmic.

We have put up lots of fun resources on the resources page to stop you getting bored (and some could be educational - others are just for interest). Quite a few are things to do and create. https://www.chevening.kent.sch.uk/resources-for-fun-or-interest-1/

 

My only Easter homework would be to do the usual maths and reading; and then to tackle at least one of the competitions. (I will put up a competition page sometime today. https://www.chevening.kent.sch.uk/competitions/ )

It would be good to read the Easter play (or even act it out at home) - some photos would be good if your parents agree.  http://thegracebookcalendar.weebly.com/uploads/2/2/8/4/22843980/the_mystery_of_easter_saturday_-_ebook_bible_study4.pdf (The book has hyperlinks to study notes too.) 

Mrs Robinson has also posted a music challenge for everyone to get involved with. (https://www.chevening.kent.sch.uk/music-1/ )

 

I will try to add more to the slideshow gallery of work. You could also send some photos to the class page of how you are getting on if your parents agree. (https://www.chevening.kent.sch.uk/answers-and-feedback/)

 

The teachers won't be on their emails as much over Easter but if there is a problem, you can still send an email and we will get back to you as soon as we can.

 

Have a great Easter with your family.
Don't forget the Lent challenge - Mrs Edwards has put them on the bottom of the Y6 page. (https://www.chevening.kent.sch.uk/class-6-2/​ )

Week Beginning 30th March 2020

Monday:

Daily Mile and Indoor Alternative: 
You can start every day with either the daily mile or exercise with Joe Wicks on youtube - https://youtu.be/qGKGNzNbWjU

Reading:

Read until you reach the chapter of Cosmic called 'This is Not a Simulation'. (If you don't have a copy, I have attached some screen shots in a file below called 'Cosmic book pages 106 - 130'.) If you have already finished Cosmic, enjoy your own choice of reading book for 15 mins. 
Approximately 20 mins. 

Maths:

First make sure you have marked and corrected your work from earlier in the week. If you don't understand why something is wrong, you can ask. Remember we find the answers here... https://www.chevening.kent.sch.uk/answers-and-feedback/

Then...

MNP Textbook 5A - starting at p256 Lesson 10,
followed by Workbook, Worksheet 10, p143  

Lesson Objective

To be able to add unlike fractions where the sum is greater than 1, creating mixed numbers or improper fractions.

Lesson Approach

What is the key information? What unit is being used? Is it going to be difficult using quarters and halves? What solutions can we come up with? Ask pupils if they can represent both fractions using the bar model. Can you see 1⁄2 inside of 3⁄4 in the bar models you have drawn? How many one quarters are equal to 1⁄2? Is that helpful when adding them together? 

Ask pupils if they are able to divide the bar model in half so it now shows quarters. What do they need to do? What is the new question? Tell them that because 3 add 2 is 5, it means that the answer is 5 5⁄4. Is this true? Is part of this thinking correct? Which part? Where did I go wrong? Ask pupils if they are able to show the solution using both an improper fraction and a mixed number. What is 5⁄4 as a mixed number? Tell them your friend says he used number pairs to add 3⁄4 and 2⁄4, because 2⁄4 can be split into 1⁄4 and 1⁄4, making 1 whole plus 1⁄4. Is this true? Can we show this using numbers and pictures? Work through Let's Learn to consolidate learning.

 

Writing:

I would like us to run a photography competition that is open to any school children in order for them to start to appreciate their homes and gardens in a new way. It would be good for our mental health to look more closely at what we enjoy in our immediate surroundings. 

However, to organise this we will have to do 3 different types of writing. Please pick 1 of the options below:

T 1) Write a letter of explanation about the competition.

OK 2) Write a letter of persuasion, encouraging people to donate prizes to the competition.

C 3) Write a formal letter of information, describing the rules by which the competition will be held.     

GPS: Please make sure you use at least 5 formal and/or technical terms if you do optoin 1) or 3). Please make sure you use at least 5 persuasive phrases if you do option 2). Underline your 5 words or phrases. If you do 3) please also use parenthesis (using brackets).
(Approximately  60 mins in your yellow book.)
 

 

Art:
Have a go at an entry for the Royal Academy Young Artists competition or the Goodwood Motor racing T-shirt competition. Look at the links for details.
(Approximately 60 mins.)

 

 

Music / Computing:
Can you compose an Isle of Tune island that encourages people to stay at home?

You can modify my quick draft version if you like... 

http://isleoftune.com/?id=1204674

(Approximately 30 - 45 mins.)

 

DT / Science:

Would you believe that the astronauts who went on the moon played a game of golf up there? Make a mini-golf / croquet game for the garden. (If you don't have a garden ask your parents if you can do it in a room without valuables! You could either make a ball from scrunched up paper, or get a foam ball - and be careful!) 

 

(About 45 - 60 mins)

Tuesday:

Daily Mile and Indoor Alternative: 
Please look at the bottom to the science activity BEFORE you do this.


Reading:

Read the picture book about Katherine Johnson who was employed as a 'calculator' for NASA. Click on the link below. 
Approximately 10 mins. 

Click on the link below to read the book:

https://www.chevening.kent.sch.uk/books-for-english-work/

 

Maths:

First make sure you have marked and corrected your work from earlier in the week. If you don't understand why something is wrong, you can ask. Remember we find the answers here... https://www.chevening.kent.sch.uk/answers-and-feedback/

Then...

MNP Textbook 5A - starting at p259 Lesson 11,
followed by Workbook, Worksheet 11, p145  

Lesson Objective: To be able to add unlike fractions, which create improper fractions and mixed numbers that give rise to simplification.

Lesson Approach:

Identify the important information. What do we know? What amount are we starting with? What amount are we adding? Ask them if there are different questions we could ask given the information we have. Can we determine how much juice there is all together? Is this possible with the information we have? Represent the information using bar models.

What is difficult about this problem? Is it like other problems we have seen? How can we add sixths and halves? Which fraction should we change? Once pupils see that it is 8⁄6 or 1 2⁄6, ask them if they have the final solution. Is it possible to change this fraction so that it is written in its simplest form? Ask them what they need to do to simplify the fraction. Is there a common divisor? Allow pupils time to work on this, then use Let's Learn to show them the formal way of recording the solution.

 

Writing:

After having read the book about Katherine Johnson (see above), write a report about her and the issues she faced. Please make sure you include...
1) What she did and how challenging the task was

2) The discrimination she faced (2 types)

3) Which of our Christian values she and her dad displayed (and how)


There is a film about the black women in NASA called 'Hidden Figures'. You can ask your parents whether you are allowed to watch it with them as it is a PG film.

(Approximately 60 mins in your yellow book.) 

https://www.imdb.com/title/tt4846340/

 

Science:
Have a go at one of the types of exercises designed for astronauts for about 15 minutes (or your daily mile / Joe Wicks exercise) and see how your heart rate changes over time. First measure your resting heart rate before exercise. Then measure your heart rate at every 5 minutes until you stop. Then keep measuring your heart rate at 5 minute intervals even after you have stopped, until it returns closely back to the starting, resting rate. Record all the measurements in a table and then try to plot them on a graph. You can measure your heart rate by counting how many beats it makes in 1 minute. (You can use your pulse in your wrist or other part of your body to find out, or beats on your chest.)
(About 1 hour in your maths book please.)

 

French:
Have a go at the interactive internet program for learning french called... DuoLingo.
You just need to do the introductory test using the login details I have sent you. 
https://www.duolingo.com/learn 
(Approximately 15 mins.)

Week Beginning 23rd March 2020

Monday 

Reading:

Read until you reach the chapter of Cosmic called 'themoonyouidiot' if you have a copy and haven't finished it yet.
(If you don't have a copy, I have attached some screen shots in a file above called 'Cosmic book pages'.) Approximately 30 mins. 

 

Writing / Art & Design:
LI: Be able to write a book review which includes direct comparison. 
Write a book review about Cosmic and compare it with another story that is similar in some way. (For example, a different science fiction story, a book about a child as a hero, a book about how people develop over time, a book featuring space.)  Include an illustration for an alternative front cover. 
It should take 45 minutes to an hour for the writing and between 30 minutes to 45 minutes for the artwork.

 

Topic / English: 

LI: Be able to research and comment upon historical events, considering cause and effect.
Think back to your research about the Cold War and the Space Race. Pick an event from our timeline and draw an A4 poster illustrating the point in history. Write information about the event clearly. If you are confident, include links to what may have contributed to it happening and what it caused to happen later. 
This should be A4 in size (the same as your English book), in colour and with clear explanatory writing so that it can go on the 'museum wall display' that we are planning in the classroom.  If you have already started this at school, please refine your work or complete a second one that focuses on a different event.
It should take between 30 minutes and an hour.

 

Maths: 

MNP Textbook 5A - starting at p244 Lesson 5,
followed by Workbook, Worksheet 5, p133  
LI: Be able to compare fractions

 

Teaching information: 
 

Lesson Approach

To begin this lesson, show pupils the In Focus task. Ask them if they are able to recreate the task by folding paper or using pictures. Allow pupils to discuss their ideas and begin folding or drawing. Tell them that Hannah took 10 pieces, therefore she took more. Is this correct? Allow pupils to prove that this is incorrect. How much did Hannah actually take? How can you take 10⁄9? If there are only 9 pieces, how is it possible to take 10? Allow pupils to discuss and defend their answers.

Ask them to compare the two amounts to see which is larger. Tell them that because 1⁄6 is bigger than 1⁄9, 7⁄6 must be larger. Is this true? How can we be sure? If this is true, what about 7⁄6 and 5⁄3? Is it true that because both the numerator and the denominator are smaller in 5⁄3, it must be the smaller fraction? How can we prove this is incorrect? What is the relationship between the digit in the denominator's place and the size of the pieces? If they struggle with this, tell them that as the denominator gets smaller, the pieces get bigger. Is this true? Is it always true? How can we be sure?

Work through Let's Learn using the images to illustrate how to compare and order improper fractions.

During Guided Practice, pupils are comparing fractions using a method they are comfortable with. They are also arranging fractions in order from smallest to greatest and vice versa.

 

Differentiation:

D1

If pupils find it hard, they should continue to use the pictorial method to compare fractions. It is important they understand that, in order to compare using this method, the pieces must be of equal size and the whole amount must be identical.

D2

For advanced learners, ask them: (a) How many ninths is closest to 17⁄6? Is it larger or smaller than 17⁄6? (b) How many sixths is closest to 25⁄3? Is it larger or smaller than 25⁄3?

It should take an hour.

 

AoW:
Please click on the 
AoW page link at a good time for you and your family to be reflective. 

 

PE: 
LI: Be able to control a ball effectively using different parts of the body. 
Run your daily mile in the garden if you have one and it is dry. If you have a soft ball, practise moving it about a safe place using all the different places of contact on your foot. Then have a go at the same with your weaker foot. Then try again but each time change your direction of travel. Finally, try once more but this time changing your pace too. Remember to do it somewhere safe that your parents / carers allow!

Should take about 45 mins.

 

Science:
LI: Be able to research aspects of science effectively.
Research some of the problems astronauts had in keeping fit in space (with zero gravity for much of the time). Here is a starting point from NASA but it is not aimed at children...  
https://www.nasa.gov/vision/space/travelinginspace/30sept_spacemedicine.html Around 30 mins.

Tuesday 

Daily Mile and Indoor Alternative: 
You can start every day with either the daily mile or exercise with Joe Wicks on youtube - https://youtu.be/Rz0go1pTda8

 

Art and Design / English:
LI: Be able to comment upon designs, drawing upon knowledge, and put this into practise. 
Have a look at the variety of covers of Cosmic. Please explain carefully which are the most effective in your opinion and why. Do any of them make use of some of the features we discussed when looking at Space Race and Cold War propaganda? Compare the designs to your own and make a new modified and improved version. Write and draw your responses in your english book. 

This should take about 1 hour (Use the yellow english book please). 

Maths: 

MNP Textbook 5A - starting at p247 Lesson 6,
followed by Workbook, Worksheet 6, p135  
LI: Be able to compare mixed numbers and find common denominators. 

Lesson Approach
Allow some time to discuss the Focus task and the different amounts and how they can represent these amounts in different ways. Tell them they can use bar models to show the fractions and find out which is the smallest amount. What does that mean? How can mixed numbers be represented in bar models? Can this be done? What has to be the same about the models? What will be different? 

Once pupils have determined how to compare the different amounts, allow them to do so and come to a conclusion regarding which bottle contains the least amount. 

Then ask the class what would happen if the volume of water in the bottles changed to these fractions: 3 1⁄7, 2 2⁄3 and 2 7⁄9. Can we still use bar models to represent the amounts? Tell them that 3 is clearly the greatest, but that comparing thirds and ninths in the other two amounts is tricky. What can we do to make it easier to compare these amounts? Allow pupils to discuss and solve. Ask them if they are able to arrange the fractions using the symbols < and >. Is it possible? Work through Let's Learn 3 to check pupils' solutions and understanding.

This should take about 1 hour.

AoW:
Please click on the AoW page link at a good time for you and your family to be reflective

Spelling:

Have a look at the list of spellings below. Select any that you think you may be unsure of to target. Remember this is a Y5 & Y6 list so don't get put off. Select between 5 and 10.

Use the different methods of remembering that we have used in the past such as look, say, cover, write, check; letter pyramids; drawings, breaking into parts... 

This should take around 20-30 mins. (Use the yellow english book please.)

Science

LI: Be able to research effectively and consider effects on the human body.
Some of the biggest problems with staying healthy in space are the small spaces, weightlessness, and fresh food restrictions. Research how astronauts exercise in space. Here is a starting point...
 

https://www.esa.int/kids/en/learn/Life_in_Space/Living_in_space/Exercise

This should take around 1 hour. (Use the yellow book please.) 

RE:

LQ: What does sacrifice mean to Christians and how does it apply to our own lives. 
Write a definition of what you think sacrifice means. Think of someone from the Bible who had to sacrifice something (such as Jonah in the Old Testament or the disciples  in the New Testament). How and what did they sacrifice? Draw an small illustration of this. What might we sacrifice in order for things to be better in the end? (Think about things in our lives right now.) Add yourself to the illustration. What might a very committed Christian sacrifice in order to make things better in the long term? Add this to the illustration too.  Finally what, how, and why did Jesus sacrifice? Add this to your illustration too. Can you find any Bible verses to help you? You can do keyword searches using Bible Gateway.

This should take about 45 mins. (Use the yellow book please.)

Reading:

Read until you reach the chapter of Cosmic called 'An Unscheduled Diversion'. (If you don't have a copy, I have attached some screen shots in a file below called 'Cosmic book pages 15-30'.) If you have already finished Cosmic, enjoy your own choice of reading book for 30 mins. 
Approximately 30 mins. 

Music:

LI: Be able to consider why people write lyrics to songs.
Have a listen to this version of David Bowie's 'Space Oddity'.
What do you think it is about? Make some brief, initial notes.

About 15 mins. (Use the sketch book please. We will switch to an improved version in the yellow book tomorrow.)

Wednesday 

Daily Mile and Indoor Alternative: 
You can start every day with either the daily mile or exercise with Joe Wicks on youtube - https://youtu.be/6v-a_dpwhro

Reading:

Read until you reach the chapter of Cosmic called 'Dark Side of the Moon'. (If you don't have a copy, I have attached some screen shots in a file below called 'Cosmic book pages 31 - 73'.) If you have already finished Cosmic, enjoy your own choice of reading book for 45 mins. 
Approximately 45 mins. 

Maths: 

First make sure you have marked and corrected your work from earlier in the week. If you don't understand why something is wrong, you can ask. Remember we find the answers here... https://www.chevening.kent.sch.uk/answers-and-feedback/

Then...

MNP Textbook 5A - starting at p250 Lesson 7,
followed by Workbook, Worksheet 7, p135  
LI:
 To be able to make number pairs (number bonds) with fractions with different denominators.

 

Lesson Approach
Allow pupils discuss the important information in the question. Ask them if they are able to show what the question is suggesting using bar models. How can we show 1 whole minus 1⁄6? What do we need to do to the whole amount? Once pupils have been able to represent the bar appropriately, ask them to think about all of the different ways Lulu and Amira can share 5⁄6. Allow them some time to work this out, using pictures and concrete materials.

Tell pupils that one way to share 5⁄6 is using thirds. Is this possible? Can sixths be converted into thirds? What is the maximum number of thirds one person could have from 5⁄6? What would be left over? Allow pupils to discuss and prove their answers. Then ask them if it is possible to divide sixths into twelfths. What about quarters? Give pupils time to discuss the different ways that sixths can be divided. What can be put together to make 5/6? How many number pairs can be made?

Use Let's Learn to show pupils some of the ways to form the number pairs of 5⁄6.

During Guided Practice, pupils are using number pairs to create fractions.

AoW:
Please click on the AoW page link at a good time for you and your family to be reflective. 

 

Spelling

Ask someone to test you on the spellings you targeted yesterday when they are free. 
Try a different way of recording any spellings you got wrong and add a couple more from the list. 

Should take about 15-20 mins

 

RE:

LQ: What does the symbol of the lamb represent? How have Christians made sacrifices?  
Describe what you think these verses mean when they describe 'the lamb'?
John 1:29

29 The next day John saw Jesus coming toward him and said, “Look, the Lamb of God, who takes away the sin of the world! 

1 Peter 1:18-19

18 For you know that it was not with perishable things such as silver or gold that you were redeemed from the empty way of life handed down to you from your ancestors, 19 but with the precious blood of Christ, a lamb without blemish or defect.
Add a picture of 'the lamb' to your design from yesterday. 

 

Christians believe Jesus had to make many sacrifices for man - as well as the ultimate sacrifice on the cross. Please do some research on one of these famous Christians below to find out about the sacrifices they made. Add them and an event to your growing picture...

These figures might include: Mother Theresa, Martin Luther King, Jackie Pullinger, Corrie Ten Boom, Gladys Aylward, Desmond Tutu, or Bishop Given.

This should take about 1 hour. (Use the yellow book please.)

Music / English:
LI: Consider how people get across feelings, ideas and emotions in songs.
Listen to the Space Oddity song again.
Click on the lyrics and try to answer the questions below.
Who are the characters in the song? What are they feeling? Why?
What was David Bowie trying to make people question or feel?
What do you notice about the title 'Space Oddity'?
About an hour. (Look at your notes in the sketch book but write your answers in the yellow book please.) 

DT

LI: Be able to understand how a cam or lever mechanism works.
Can you find some toys or machines that make use of cams?
Draw and label them. 
How do they change the movement?

Should take 45 - 60 mins. (Use your sketch book please.)

Thursday 

Daily Mile and Indoor Alternative: 
You can start every day with either the daily mile or exercise with Joe Wicks on youtube - https://youtu.be/4wzoy_J3I_c

 

PSHE:

LI: Be able to understand factors that affect Mental Health and how to counter these.

What problems might an astronaut have to deal with in terms of his or her mental health (rather than just physical health)?
Can you think of the pressures they will have to deal with in their minds? List them. What could these pressures be caused by? List them.
What could they do to make sure they stay healthy mentally? Put these next to the last list.

About 30 mins. 

 

Reading:

Read until you reach the chapter of Cosmic called 'Logic Says'. (If you don't have a copy, I have attached some screen shots in a file below called 'Cosmic book pages 74 - 89'.) If you have already finished Cosmic, enjoy your own choice of reading book for 20 mins. 
Approximately 20 mins. 

Maths:

First make sure you have marked and corrected your work from earlier in the week. If you don't understand why something is wrong, you can ask. Remember we find the answers here... https://www.chevening.kent.sch.uk/answers-and-feedback/

Then...

MNP Textbook 5A - starting at p252 Lesson 8,
followed by Workbook, Worksheet 8, p139  

Lesson Objective

To be able to add unlike fractions by finding a common denominator using pictorial methods.

 

Lesson Approach

Ask pupils to identify the important information in the Focus task. Ask them how much of the chocolate is being eaten all together. Tell them that it is quite a simple equation: 1⁄3 + 1⁄9 = 2⁄9 Is this true? Is there a mistake? Allow them some time to discuss and prove the answer incorrect.

Ask pupils if they can draw a picture to represent the bar of chocolate and colour in what the two friends said they ate. Would this be helpful? Would it allow us to see how much was eaten exactly? What makes adding thirds and ninths together challenging? Allow pupils to discuss and solve. Ask them if they can draw a new chocolate bar, this time with 10 pieces in total. Tell them that three friends share it. The first friend eats 1⁄5, the second eats 3⁄10 and the third eats 2⁄5. Is this possible? Can we show this in our picture? Give pupils time to discuss and represent the amounts. Can we shade in fifths on a picture that is divided into tenths? What do we need to do? Use Let's Learn to check pupils' understanding and clarify any misconceptions.

During Guided Practice, pupils are adding like and unlike fractions where the common denominator is in the group of fractions.
(Should take about 60 mins.)

PE:

If you have a garden, try to play 'hand tennis' with someone in your family for a break. Use your hands as the racquets and a soft ball. How many times can you keep the ball in the air? Try teaching your family member how to change stance from 'tightrope' to 'lava' to 'earth' etc. You will have to 'volley' which is hitting the ball in the air rather than letting it bounce first if you are on grass.  

(About 30 mins will be fine.)

Grammar, Punctuation and Spelling (GPS):

LI: Understand the use of modal verbs.

A modal verb is a verb that shows the possibility (or certainty) of something happening. It accompanies the main verb. Examples are 'will', 'might', 'should'...
Have a look at the explanation on BBC Bitesize and then have a go at listing as many as you can. 

https://www.bbc.co.uk/bitesize/topics/zwwp8mn/articles/zps4pbk

(About 30 mins.)

French from Mrs Suddes:
First try to match these words and pictures and then write them out. 
Try to find out 5 more french words for types of food.

Think back to the work you did in the previous weeks.

If you are confident, please try to write them in sentences.

(About 30 mins. Please do this on the computer or in your sketch book.)

Computing:

LI: Be able to break codes and understand how GPS can be used in technology.

GPS can be used for many things, including ‘geocaching’. This is an activity where you have coordinates and a set of clues to find a hidden ‘cache’. A ‘cache’ is usually a container that holds something important and is often hidden for when it is needed. In the online version, you have to use GPS or your map-reading skills to find a location and then use the coded clues to find the cache. Once found, you sign the log and can swap something inside the cache with something of your own. Due to the current restrictions you can’t go outside geocaching at the moment but you could make some of your own for your house or garden.

Let’s see if you can work out how to use the simple code tool…

Decryption Key

A|B|C|D|E|F|G|H|I|J|K|L|M
-------------------------
N|O|P|Q|R|S|T|U|V|W|X|Y|Z

Can you decode this message?

"Jr ner tbvat gb jevgr n pbqr-oernxvat fgbel nobhg puriravat va jjvv."

(About 15 - 30 minutes. Please write in your sketch book.)

Friday 

Daily Mile and Indoor Alternative: 
You can start every day with either the daily mile or exercise with Joe Wicks on youtube - https://youtu.be/-8o8wMgAT-Y

Reading:

Read until you reach the chapter of Cosmic called 'This is Not a Simulation'. (If you don't have a copy, I have attached some screen shots in a file below called 'Cosmic book pages 90 - 105'.) If you have already finished Cosmic, enjoy your own choice of reading book for 15 mins. 
Approximately 15 mins. 

 

Maths:

First make sure you have marked and corrected your work from earlier in the week. If you don't understand why something is wrong, you can ask. Remember we find the answers here... https://www.chevening.kent.sch.uk/answers-and-feedback/

Then...

MNP Textbook 5A - starting at p254 Lesson 9,
followed by Workbook, Worksheet 9, p141  

Lesson Objective

To be able to add unlike fractions by finding a common denominator using pictorial methods.

Lesson Approach

Ask pupils if they can show what proportion of the pizzas Elliott ate in the In Focus task. Is it possible to show 1⁄6 and 1⁄3 of two different pizzas? How can we do this? In order to add unlike fractions, they need to have the same name, so they need to turn sixths into thirds. Is this correct? Is it possible to turn 1⁄6 into thirds? Why or why not? Which fraction should we change? Use Let's Learn 1 to illustrate how to work this out.

Next, tell pupils a friend came along and ate half of what was left. What is the remainder now? Is it possible to take half away after having eaten 1⁄6 and 1⁄3? What would need to happen so we can write that equation? Can halves become sixths or thirds? Tell them they can simplify the number sentence, knowing that 1⁄6 and 1⁄3 is equal to 1⁄2. 1⁄2 + 1⁄2 = 1 whole. Is this method correct? Were number pairs helpful here? Ask pupils how many ways they can think of to add the three fractions together. Then work through Let's Learn 2 to show the different methods.

 

Writing/PSHE:

As we have learnt more about the challenges facing astronauts physically, mentally and spiritually; we can see how careful they need to be to stay healthy in a challenging, isolated, small environment; where going outside could be dangerous. Write a report about what astronauts may need to do in these 3 areas to make themselves stay safe and healthy – physically, mentally and spiritually.
 If you are confident, you could compare it to any other situations where this same care may be needed. 

GPS: Please make sure you use at least 5 of the modal verbs you found out about yesterday in your report.
(Approximately 5 paragraphs / 1 page taking 60 – 100 mins in your yellow book.) 

 

Art:
Draw illustrations to go with your advice for the writing task.
(Approximately 30 mins.)

 

French:
Using the work you did yesterday, please write a recipe for a healthy meal. The ingredients should be written in french. If you are an expert, can you write other parts of the instructions in french too?
(Approximately 30 - 45 mins.)

Have a wonderful weekend!

 

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