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Year 5

Hello Year 5,

I hope you had a lovely half term break with your families. Wasn't the weather amazing?

Welcome back to your home learning in what is your final term of the academic year. Don't forget to upload any learning that you would like me to see on our class blog and it would be lovely to hear about what you have been up to over half term too. laugh


Today is the last day that your home learning will look like this. From Monday 8th June, you will need to find your home learning under the section of the website that I have put a link to below. Click that link and then select Year 5 & 6. Your home learning will now be joint with Year 6 but I will try to make the English and Maths still year group specific when I can.

The reason for the change is because we are starting to prepare for more children coming back to school and so different staff will be doing different things. You will still be able to communicate with me through the class blog and I would still love to see the work that you are producing. Being in Year 5 you are also capable of setting yourself some small challenges and perhaps doing a research project on a topic that is of interest to you. We will still be continuing our World War II topic as Year 6 are also covering this.

You have been working extremely hard during this lockdown period and I'm incredibly proud of you all. Keep up this hard work even with the new format of home learning. heart 


I would like you to draw and cut out a square. Once you have done this I would like you to draw the right angles on your square. Now, fold your square diagonally so that it creates a triangle. What will the size of each of the angles in the triangle be? 

You should have recognised that a right angle is 90º and so if you fold that angle in half the angle will become 45º. Keep this knowledge handy when you look at today's questions. 


Following on with the instructions lessons, today you will remind yourself of the key features of instructional texts.

I wonder if you can find any instructional texts at home to see how many of the features you can spot in them?


With someone at home, discuss the picture below. Have a think about these questions:

What is this? What does it remind you of? Which materials has the artist used? Why is it on a beach?

There are three elements to this sculpture: The Wings of Hope, Rise of Freedom and The Wings of Fraternity.

Can you find out what this sculpture is for and where you might find it?


I had a lovely day in school yesterday with the key worker children so I apologise that I wasn't as prompt as I might usually be in responding to your posts on our blog. I was so pleased to see so many of you had posted though laugh



Here is the second part of the White Rose Maths, angles around a point, that you started yesterday.

And some problem solving questions for you too!



I have set you a lesson from Oak Academy today as it ties in nicely with our World War II topic. You will be focussing on instructions, the use of language and understanding what the author is trying to say.


I thought I would give you an opportunity to grow a rainbow this afternoon! Yes, you heard correctly!! Have a look at the instructions below. You should have all of the things you need at home to carry out the experiment. Don't forget to take photos of what happens and post them on our class blog. 





Today we are going to look at angles around a point. If you remember back to before half term we worked out that angles on a straight line add up to 180º. This is the same as doing half a turn. So how many degrees do you think there would be in a full turn? That's right- there are 360º. Keep these two numbers handy to help you with today's work. Talk through the varied fluency questions below and then scroll down to find your activities.



Here is the next chapter of 'Letters from a Lighthouse.' I'm really enjoying reading this at the same time as you all are! I've put some questions below the chapter for you to answer to show how much you have understood from the text. 




  • How does the author show you that the train journey took a long time?
  • How did Olive react when she saw the lighthouse?
  • Why might they turn the lighthouse off?
  • Why were the villagers arguing over who would get the strongest boys?
  • What impression do you get of Queenie, despite not meeting her?


I would like you to write a synopsis of the chapter like we did once before. Remember, this is a summary of the key points that have happened in the chapter.


Here is an example of some notes that I have made on the previous chapter that we read. I would then use these notes to write my synopsis of Chapter 4:

Paddington Station. Going to Devon to stay with Queenie Pickering (19, runs the post office after their parents died). Meet Esther Jenkins. Going to Budmouth Point. Saying goodbyes. Mum and Gloria exchange looks at the mention of Sukie. Carriage – Beano taken, enemy made of Esther Jenkins.


Have a go at following Rob as he shows you how to draw a self portrait. See if you can then use the basics that he shows you to create your own self portait. Don't forget to share it on the class blog!




How did you get on with the angles work I gave you yesterday? It was a slightly different to our usual White Rose Maths so I hope you enjoyed it as I've got some more work for you today in that style. Here are some reasoning and problem solving questions relating to angles. There are 3 different challenge levels: Q1-3 are the easiest; Q4-6 are more challenging; and Q7-9 are the most challenging.



I hope you managed to watch the video about Anne Frank yesterday and found out some information about her. I found the video fascinating- to think she managed to hide in such a small place for such a long time before being discovered!

Here is a reading task for you based on her secret annex. Remember to label everything you draw with a quotation from the text. Don't forget to share your work on the blog so that we can all see your interpretation of the space that she hid in. 


Mrs Yau has been busy putting together another edition of Claude Weekly for you. Open the attachment below for the latest news and French activities for you to complete. 


Well done to those who took part in our last Distance Dancing video:


Today you're being set the FINAL DANCE CHALLENGE using this video:


Once you feel confident with all of the steps, please ask your parents/carers to film it. Parents/carers can then send the video to our school Facebook or Twitter pages:


The aim is for the videos to be used to create a Fox Hill dance montage.

For parents/carers: By sending your videos, you are giving permission for them to be used.

Costumes (and proton packs) encouraged! 

Good luck and get dancing! 

Videos to be sent by 12pm on Friday 5th June. 




Let's have a bit of a recap with angles. Here are two discussion tasks that you can complete with someone at home. For the second question you will need to use the following vocabulary: quarter turn, half turn, clockwise, anti-clockwise, left, right, forward and specific angles using degrees. E.g. 45º


Have a go at the varied fluency questions below. There are three different levels so choose the questions that will challenge you: Q1-5 are the easiest; Q6-10 are more challenging; Q11-15 are the most challenging.



Today we will look at synonyms and antonyms. 

Synonyms are words with the same or similar meanings and antonyms are words with opposite meanings that are useful for descriptive story writing. Watch this clip for a quick reminder of antonyms and synonyms.



On the website linked below, find the video that comes after the information that is pasted above:

Talk through the activity below with someone at home.


Your final activity for English today is to watch the clip below of an extract from 'Charlie and the Chocolate Factory' and then complete the antonym and synonym sheet. Don't forget it is important to read your sentence when you have changed it to check that it still makes sense!


We have covered a lot about our topic of World War II. Hopefully you have been able to follow the timeline of events to see how things unfolded and why. Have a look at the timeline below as a reminder.

You might notice on the timeline someone called Anne Frank. Have you heard that name before? Do you know who she is and why she is well known?

Watch the video below from Newsround to find out more about her and her life. We will do some additional work about her later in the week.





How did you get on with working out the missing angles on a straight line yesterday? Hopefully you were able to use your subtraction skills to help you work them out. I have put some additional work below for angles on a straight line for today. 



We are on to chapter 4 of 'Letters from the Lighthouse' which is called 'The Round-Up.' 




Use the text to help you answer these questions based on chapter 4:

  • Why is this chapter called ‘The Round-Up?’
  • What does it mean to ‘keep someone’s spirits up’?
  • List all the reasons Olive is excited to stay with Queenie.
  • What will Olive’s new teacher be called?
  • What phrase shows us that Olive might not feel fully conīŦdent about taking care of Cliff?
  • What impression do you get of Esther Jenkins?


With someone at home, see if you can act out the Beano incident. You might need to take on the role of more than one character. 


I hope you enjoyed having a go at creating your own Kandinsky style piece of artwork yesterday. The website below allows you to create your own piece of music simply by drawing lines, circles, triangles and scribbles which it then turns into a piece of music! You can experiment with different sounds by clicking on the coloured circles and even build textures by layering your scribbles. I had great fun experimenting with it! Have a look and listen below to see how my composition turned out smiley



How are you getting on with the work on angles? I haven't heard from many of you this week. Maybe you're outside enjoying the sunshine!

I've had some great work on the blog linked to Mental Health Awareness week- keep it coming. What act of kindness will you do today? Perhaps you could make a member of your household a cup of tea, offer to help them with something or just give them a compliment. Little things can make a big difference to someone's day. heart



Here is the answer to yesterday's true or false:

Here are some reasoning and problem solving questions related to angles. 


Talk through these questions with someone at home:

  • How many degrees are there in a right angle?
  • How many will there be in two right angles?
  • If we place two right angles together what do we notice?


You should know from the work we have covered this week that a right angle has 90º. Two right angles are equivalent to a straight line and a straight line is a half of a turn. Use the images below to complete the stem sentences and work out how many degrees there are on a straight line. 

So how do we work out missing angles on a straight line? We know that there are 180º on a straight line and so we can use subtraction to work out the missing angles. Have a look at the snowboarding pictures below and work out the missing angles. Once you have done this there is a sheet below for you to have a go at too.



I would like you to read the information and answer the questions based on a lady called Mary Ellis. Mary Ellis was a British ferry pilot and was one of the last surviving British female pilots from the Second World War. I found it really interesting reading about her and I hope you do too.

There are three levels of challenge- 1 star being the easiest and 3 stars being more challenging. Choose a level that you are comfortable with but try to give yourself a bit of a challenge as well! 

Once you have finished, perhaps you could create a poster all about Mary Ellis and the information that you found out about her. I would love to see photos of your work on our class blog. 


1 star

2 stars

3 stars


What makes art? What are the basic elements of any painting? Would something be art if you couldn't recognise anything in the painting? Would a painting be art if it was only lines and shapes?


    A Russian painter asked these same questions. Wassily Kandinsky, born in Moscow on December 4, 1866, wanted to take away anything that looked like something in his art. He used colour, line, shapes, and angles to create his art. He believed that feeling was art's most important element. The art that he pioneered is called Abstract. What do you think that term means?

    If Kandinsky only used lines and shapes, then where he put those became very important. This is called the composition. The word compose is used when writing music as well as making a picture. Kandinsky used music (without words) as a model for his new Abstract art. In what ways are music and art similar? Music is made of notes that are simply sound. They communicate to the listener in a different way than words do. Art can also communicate to people and often expresses the way that the artist is feeling. Or perhaps even represents something that they like or is important to them. 


    Have a look at some of Kandinsky's work below. Your challenge for this afternoon is to create a Kandinsky style piece of artwork that focusses on using colour, line, shapes and angles. I would like you to see how many different types of angles you can use in your work and to see if you can portray how you are feeling too!




The answer to yesterday's true or false question was: FALSE. Eva needs to turn 180º to be heading towards school. 

Have a look at today's true or false:

I have attached your work below. Most of the questions can be completed without a protractor so have a go and see how you get on. I have also set you some angle related work on Purple Mash.


For something a bit different today I have found a lesson on the BBC Bitesize website that looks at homophones and paragraphs. Homophones are something that I was always going on and on about in class and I know sometimes it is difficult to know which spelling of the word you should use. Watch the video and write down the words that they mention. Can you come up with some ways to help you remember the correct spelling? You might want to draw a picture next to the word or turn the word into a picture that represents the word. (Sorry if you end up with the song from the video stuck in your head all day!! Maybe that's a good way to help you remember the words!!)

It then moves on to paragraphs and there are a few activities for you to have a go at. Paragraphs are important in your writing and it's also important to remember how and when to use them so hopefully this lesson will remind you of that. Let me know what you thought of this lesson on our class blog smiley


Today you will need to think back to some of the work that we did during science week. It seems such a long time ago doesn't it?! See if you can remember what we found out about amphibians and insects and share your knowledge with someone at home. 


Amphibians: amphibians are cold-blooded, smooth skinned vertebrates which during part or all of their lives can move and breathe both on land and under water (the latter is usually early in their life cycle.)

Insects: are arthropods that have a body divided into three main parts: head, thorax and abdomen, they are an example of an exoskeleton, have 6 legs, 2 antennae and 2 pairs of wings.


We are going to be focussing on life cycles today. I would like you to watch the clip below and pay careful attention to the process of metamorphosis that is explained.


Hopefully you will have heard in the clip that amphibians and insects both undergo metamorphosis during their life cycles. What does metamorphosis mean? (Put simply- a big change!)

Have a look at the slide show on the website below and see what you can find out about complete and incomplete metamorphosis. You can then do the quiz at the end to test yourself!


I would like you to have a go at finding out about, drawing and labelling life cycles of an amphibian and an insect. See if you can find examples of complete and incomplete metamorphosis. Here are a few ideas to get you going: butterfly, cricket, dragonfly, grasshopper, cockroach, frog, newt. 







I hope you made a good start on measuring angles yesterday. Today I have uploaded some reasoning and problem solving work relating to angles and some varied fluency. If you haven't got a protractor at home, don't worry- you can still complete the other questions. Or have a go at using one online with the link below:

Have a look at the explanation given about how to use a protractor from the link below and there are also a variety of activities you can try too:


Talk to someone at home about these questions:

  • What unit do we use to measure angles?
  • How can we tell whether an angle is acute?


This week is mental health awareness week running from 18th- 24th May. We talked about mental health in school back in February. Do you remember? The focus for this mental health awareness week is kindness. This is in response to the coronavirus outbreak, which is having a big impact on people's mental health.

I would like you to think about the following question:

How important is kindness to you?


I would like you to read the information that I have loaded below about the benefits of kindness and I would then like you to create a poster explaining how being kind can significantly improve our physical and emotional wellbeing through the reading you have done. 


Fox Hill Dancing Challenge- Round TWO!

Well done to those who took part in our last Distance Dancing video: 


Today you’re being set a NEW DANCE CHALLENGE using this video: 


Once you feel confident with all of the steps, please ask your parents/carers to film it. Parents/carers can then send the video to our school Facebook or Twitter pages:

The aim is for the videos to be used to create a Fox Hill dance montage.


For Parents/carers: By sending your videos, you are giving permission for them to be used.


Make sure you have your cowboy hats and USA flags ready! 

Good luck and get dancing! 

Videos to be sent by Friday 22nd May.


Madame Yau has put together the next edition of Claude Weekly for you to enjoy. The last edition had an art competition for you to take part in. This week there is a geographical competition that you can enter. Have a look at the document below to find out more! Plus, scroll through the document to find your French activities for this week. 


I hope you had a lovely weekend and managed to enjoy the sunshine safely! I can't believe it is half term next week- where has this term gone?! Here is today's learning for you. Enjoy!



You may or may not be pleased to hear that we are starting a new maths topic this week! You have done brilliantly with decimals so don't forget all of the things we have covered. We are moving on to 'Properties of shape.' 

Today you will be thinking about angles (no, not the thing you put on top of the Christmas tree, that's an ANGEL!!)

Here are some questions for you to discuss with someone at home first of all:

  • What is an angle?
  • Can you identify an acute angle on a clock?
  • Can you identify an obtuse angle?
  • What do we call angles larger than 180º but smaller than 360º?


Have a look at the photos below for a reminder of the different types of angles:

Below you will find your varied fluency and worksheet for today. There are no online videos for this week. 


I asked you to do some research about rationing last week so today you are going to do a bit more work about it. Below you will find an information sheet about rationing which has got three levels on it (choose one that you are comfortable with reading) and then there are some comprehension questions for you to answer (again, there are three levels for you to choose from.) Don't forget to answer your questions in full sentences and refer back to the text to support your answers. Hopefully you'll find some new information from today's work smiley


Have a look at this clip about rationing too:


While we have been in lockdown we have heard lots of stories on the news about kindness and people being called heroes. Lots of people have been unable to leave their houses for various reasons and there are people who have been helping them and helping others in their local community. I would like you to complete some work on the parable of The Good Samaritan. You might have heard this story before or maybe not at all. There are lots of different questions for you to consider on the worksheets below. Don't forget to share some of your ideas on the class blog.


I hope you enjoy today's learning. I'm trying to find different things for you to do so you don't get fed up! Have a lovely weekend heart



You have worked so hard over the last two weeks with decimals so today I have planned something a little bit different for you to try. I have put some chilli challenges below. One of them is related to place value and the other one is related to fractions. There are three different levels of spice so choose the level that you feel most comfortable with and then why not have a go at challenging yourself with something spicier! I have also put some other fun challenges on here for you to try! smiley


How did you get on with identifying the features of a diary entry yesterday? I've set you another lesson from the Oak National Academy today as I think they cover the SPAG sessions really well. You will look at formality today.


Today's lesson comes under the title of: 'Make Do and Mend.' Have you got any thoughts about what that might mean?

Watch the clip below from the Imperial War Museum.


  • What do you think 'Make Do and Mend' means now that you've watched the clip?
  • What would you think about wearing your Dad's suit, turned into a dress?
  • Or a dust sheet from the attic as a dressing gown?
  • Why were people encouraged to turn old or unused cloth into different clothes?


Have a look at the photos below for some more information on 'Make Do and Mend.'

I would now like you to do some research on clothes rationing and other shortages during the war. I would like you to also answer the question: What would you buy with your 60 clothes coupons to last you a year?

Use the website below to help you with your research:


You are still out there! Lots of you popped up on the blog yesterday in response to my musical challenge I set you. It was lovely to hear from so many of you. I just wanted to say that I have seen some fantastic work from you, Year 5. I've seen things on Twitter, on Purple mash 2Dos and on the class blog and I'm really proud of you all. I know it seems like we have been in lockdown forever but you are working so hard in a really tricky time. Keep going- we can do this!! You are doing brilliantly laugh



How are you getting on with your times tables? I know some of you have been accessing TT Rockstars while you've been at home. How about you get someone at home to play a game of 'Ping pong' with you like we do in the classroom? The challenge is to then get quicker and quicker. Let me know if you give it a try.


Today, you are going to continue with your decimal work and this time you are subtracting decimals with a different number of decimal places. Summer term: Week 2: Lesson 4


I know some of you enjoyed the Oak Academy lessons last week and some of you weren't so keen. Today I've set you a lesson from their website again to follow on from the diary writing you did yesterday. You will be identifying the key features of a diary entry which you can then apply to what you wrote yesterday. Did you manage to include some of the features in your own work? It's OK if you didn't. Perhaps you could edit your diary entry after this lesson to include some of the key features. Enjoy!


As we have been reading 'Letters from the Lighthouse' I thought it would be an ideal time for you to be set a DT challenge! It doesn't have to be completed in one afternoon, you can continue to work on it for as long as you need until you have completed it. 

Your challenge is to design and make a lighthouse. You will need to think about what materials you are going to make it from, how you are going to attach your materials together, think about how you will overcome any potential problems when you are making it. I would like you to create a step by step booklet to accompany your lighthouse so that other people could have a go at making it if they wanted to. You will also need to make a design sheet of your lighthouse before you begin so that you can think through the making process. 

I have put some photos below of some different lighthouses to give you some ideas if you need them. What you make your lighthouse from is completely up to you. I will be even more impressed if you manage to get it to light up!! Don't forget to share your work in progress on the class blog!


Good morning. You're all very quiet on the class blog this week- I hope you're all OK! Don't forget you can email me on there to ask any questions or give me feedback on the learning that I am setting for you.



Today we move on to adding decimals with a different number of decimal places. Summer term week 2: Lesson 3.


Did any of you try out the game I put up yesterday? Let me know on the blog if you would like me to find more games that you can play to consolidate your understanding. 


Here's a link to the First News online newspaper which I thought you might enjoy reading smiley


I hope you managed to read chapter 3 of 'Letters from the Lighthouse' yesterday. Are you enjoying the book so far? I asked you to write a script between the characters about being evacuated which should help you with your work for today. I would like you to choose one of the characters- you could be Olive, Cliff or Mum- and I would like you to write a diary entry for the character that you have chosen on the day of the evacuation. I have put an example diary extract below but you will need to change it so that it relates to what you have read in the story and to your character.

Remember, diaries are written in 1st person using 'I' not 'he' or 'she.' Try to imagine that you are the character writing your story about what is happening to you during evacuation.


Last time we did science we recapped on some of the basic parts of a plant. Today we're going to look in a bit more detail at plants. 

To start you off, go to the website below and watch the video. Then you can test yourself with the quiz to see how much you can remember.


Once you have done this, open the document below called 'Structure and function of a flower.' Using what you found out in the video complete this activity. You can go back to the video again to remind yourself of the parts if you need to. I would then like you to research the lifecycle and reproduction of a flowering plant and create a poster showing what you have found out. 


Have a look at this beautiful page about plants too:




Use the sheet below to have a go at some spellings by writing them in your best handwriting! Then have a go at the spellings on the other sheet. Can you look up the meaning of the words too?


I wonder if you can guess what your work might be today? You added decimals with the same number of decimal places yesterday so...... YES!! You guessed it- we are subtracting decimals with the same number of decimal places today! Lesson 2 from Summer term Week 2:


Why not have a go at this 'Claw' game- a bit like being at the arcades when you're trying to win a prize! It will test your decimal and percentage knowledge that we covered a few weeks back.


How did you get on with finding out about evacuees yesterday? Did you work out what the chapter title might mean?

Have a look at chapter 3 below. Once you have read it have a think about these questions:

What does Olive mean when she refers to her 'darker moments?'

How does Cliff react to Sukie potentially having a boyfriend? Why?

Why didn't people go on holiday at this point in the story?

Who is Jerry?

What does Gloria mean when she taps her nose?

Why was Olive slightly excited to be leaving?


Think back to your hot seating task yesterday. I would like you to use what you did yesterday and the chapter from today to write a script between a mother and father and their children, where they tell them they have to evacuate. Remember to explain fully to the children what is happening and include questions from the children in your script. 


During lockdown I have found myself listening to more music than I normally would. (And I listen to a lot of music as you all know how much I love it!) If I'm feeling sad, worried, stressed or happy I always find that music helps my mental wellbeing. It can really lift your mood and make you feel happy.

So, my musical challenge for you today is to find 4 songs that make you feel good. Can you write down the artists and the song titles and post them to our blog? This way we can share the music that we enjoy and it might influence others to listen to it and see how the song makes them feel. Not everyone will enjoy the same styles or genres of music and that is absolutely fine but you might find a new genre that really takes you by surprise that you love! I would also like you to think about why you like these songs that you have chosen. 


Mrs Yau has been working really hard to produce French activities for you since lockdown began. This week's edition of Claude Weekly looks at French artists and includes a competition for you to enter! Don't forget to scroll through to find your French work for this week too. 

Mrs Yau has also sent us a Polish newsletter update. Have a look below and see if you can recognise anything in the newsletter. Don't forget that your Polish friends are waiting to hear from each of you. Can you spend 10 minutes creating something for them?


Good morning! I hope you enjoyed the long weekend and the beautiful sunshine that we had. Did any of you have a socially distanced celebration on VE Day? Don't forget you can send me emails on Purple Mash if you have any questions or just want to say hello smiley


Let's get cracking with another week of home learning......



I have seen some fantastic maths work being shared on our class blog page. You seem to have got the hang of decimals and adding and subtracting them too. Great work!! Today you will be adding decimals with the same number of decimal places. You should be able to apply your addition knowledge to these questions but if you have any difficulties, you can contact me on the class blog or via email.

You will need to find 'Summer Term- Week 2 (w/c 27th April)


I hope you enjoyed the change to your English sessions last week. We are going to return to our 'Letters from the Lighthouse' work this week. Last time we looked at 'Letters from the Lighthouse' we had read Chapter 2 and I asked you to write a missing person report on Sukie. The next chapter is called, 'Mothers: Send them out of London.' Talk to someone at home about what you think this chapter title means. 

Go to the website below where you will find a number of video clips:


What were the clips about? How does this relate to our chapter title?

I would like you to have a go at hot seating with someone at home. Remember when we did this is the classroom when we were interviewing one of Shackleton's crew members? I would like you to imagine that you are a child that has been evacuated and for someone at home to interview you, like you saw in some of the clips above. Try to use what you saw in the clips in your answers to make it more believable that you are an evacuee! Then swap over and you interview someone at home while they are the evacuee! Try to think of and ask a range of questions to find out as much as possible about the evacuee. Have fun!


As you found out about evacuation during English today, it makes sense to continue to find out about the life of an evacuee this afternoon. Below you will find your evacuee label. (If you don't have a printer you can use the document as a guideline to then create your own label.) You need to fill in your label accurately as this holds important information. You are being evacuated to Suffolk. 


I would like you to discuss these questions with someone at home:

Where are you being evacuated to?

How do you feel about having to go to that place?

Have you been there before?


Perhaps you could do some research about Suffolk to find out what it might be like there. I would then like you to use the other document that I have put below to answer the questions on the tags. These questions should help you to: 

  • Understand what life was like for evacuees living in the country and explore the emotions felt by evacuated children and their families.
  • Learn about why evacuation happened and where children were sent to live.
  • Learn about what children were told to pack and how to prepare for life as an evacuee


And if you have worked hard then maybe your grown ups could give you a carrot on a stick as a reward!! This was considered a treat for an evacuee child when sugar was rationed but carrots were grown in the countryside. 


As I mentioned yesterday, today is the 75th Anniversary of VE Day. I set you the task of doing a little project on VE Day yesterday but if you are bored today and you wanted to do some other related activities then I have put some ideas below.



Today is your last day of set work for this week as tomorrow is a bank holiday for VE day. I will put some VE day activities up on here if you would like to do them tomorrow but there will be no set lessons. 



You will be adding decimals today but rather than them being within 1, you will be crossing the whole. As always there is a video explanation to help you. Don't forget you can use number lines and place value counters to support your working out if you need to. I have put some additional reasoning and problem solving questions on here too if you fancy giving those a go. They will relate to the work you completed earlier in the week. 


You will be looking at character descriptions with a SPAG focus today. The focus is relative clauses.

Before you begin the lesson from the website it might be helpful for you to refresh your memory on using brackets, dashes or commas to indicate parenthesis. Don't panic- I've put an explanation below to help you!


parenthesis is a new idea or thought inserted into a sentence that would make sense without it.

This might be done using brackets:

Mount Everest (the highest mountain in the world) is part of the Himalayas.

A pair of dashes:

Mount Everest – the highest mountain in the world – is part of the Himalayas.

Or commas:

Mount Everest, the highest mountain in the world, is part of the Himalayas.

Relative clauses are explained really well in the video so follow the link below to get started:


As I mentioned at the start of today's work, tomorrow is a very special day. VE Day- or Victory in Europe Day- commemorates the surrender of Nazi Germany in World War II in 1945. On May 8th, commemorations honouring war veterans are held across the UK. This year is the 75th anniversary of VE Day. Many people will be having stay at home street parties and decorating themselves and their homes in red, white and blue to represent the Union Jack.


We have been looking at WWII during our History and Geography sessions and although we've not quite reached the end of the war yet in our sessions, I would like you to do a research project based on VE day. It is up to you how you wish to present your project. I would love to see your end results so don't forget to post a photo on our class blog or send it to the school twitter account. 


I have put some links below for some websites where you might find some useful information and activities to support your project:





I hope you're still getting on well with your decimal work. Today's lesson looks at 'Complements to 1.' Go to the website and find Summer term 1 (w/c 20th April) Lesson 3. Complement means a number or quantity of something, especially that required to make a group complete. So in terms of today's work it means decimals that add together to make one. 

E.g. 0.5 + 0.5= 1 

Not to be confused with compliment which is a pleasant or courteous statement of admiration. You might say, "Your hair looks nice today." You are giving that person a compliment.



I have had more positive feedback on our class blog about using the Oak National Academy website so we will continue to use it until the end of this week. Please find the website below where you will continue looking at character description to help you identify features of a text.


Hopefully you have been enjoying finding out about the Battle of Britain and the early events of World War II. To give yourself a bit of a recap, have a look at the document called Battle of Britain Key Facts. There are 3 levels of challenge so choose a level to suit you depending on how confident you feel with your knowledge of the Battle of Britain. There is then some additional work below the document for you to do.

So you might be wondering what happened to the ordinary people and children during the war? We are going to spend some time finding out!



Watch this 'Dig for Victory' clip. This is an official Government clip, released during the Second World War. Why did the Government want people to grow their own vegetables? Who helped grow vegetables? This campaign was called 'Dig for Victory.' What did they mean by that?

Have a look at the two documents below. The Victory Gardens document shows the extent to which people were encouraged to plant Victory gardens and the unusual locations they chose to grow vegetables. The other document gives you some ideas of posters that were used. Your task is to design your own 'Dig for Victory' poster. You might like to look up some other posters online to give you some additional ideas. Remember, the writing on your posters needs to be large, bold and central to the design. Make sure to send some photos of your finished posters!


Thank you to those of you who gave me feedback on the English from yesterday. Today you will have another lesson from the same website. It was great to see your Battle of Britain service medals too on our class blog. Great work!



Today's lesson continues with looking at character description with a focus on word meaning. Follow the link to the website below and select 'Lesson 2.'


Your decimal work continues today with subtracting decimals.


Today you’re being set a challenge. We’d like you to learn a dance using this video:


Once you feel confident with all of the steps, please ask your parents/carers to film it. The aim is for the videos to be used to create a Fox Hill dance montage.


Here is the final video:


Please see the document below for the latest from Mrs Yau, Monsieur Claude and Madeline.


I hope you had a lovely weekend and that you are still keeping safe and well. It was great to see so many of you posting photos on the blog of the different illustrators that you followed on Friday to create your own drawings of their characters! Well done.



I thought we'd try something a bit different today for our English work. Please let me know what you think on the blog- positive and negative comments welcome. We are going to follow one of the lessons from The National Oak Academy website.

Follow the link to the website below.

You will need to click on start lesson and then follow the instructions that you are given. Once you get to the screen that I have pasted below, click the arrow that I have pointed to to go through the slides. Then you can click the green 'next activity' button. Enjoy!


We're carrying on with decimals today as you've been doing so well with them. Your work will be adding decimals within 1. Follow the link below and go to 'Summer Term Week 1 w/c 20th April.'


We finished our geography session last week at 'The Battle of Britain' and I asked you to listen to Winston Churchill's speech. The Battle of Britain was about superiority in the skies, but the battle was won by Britain with the support of the Royal Navy and advanced radar technology. Before we look at today's session I would like you to do a bit of research to answer the following questions: 

How does radar work? How was it discovered? Who discovered it and developed it? Where were the radar bases in Britain? Was it used by countries other than Britain? 


Have a look at the document below that shows The German Attack Plan. It outlines the position of Britain and France, the extent of radar detection and the different phases of the Luftwaffe attacks. Discuss the questions on the maps with someone at home. The Germans were close to invading the south-east coast of Britain. Their capturing of the Channel Islands and their efforts to rid the skies of British planes were all part of their plan. They nearly succeeded. They didn’t because of the efforts of The Few, along with the Royal Navy and radar technology.

After looking at The German attack plan you should be able to explain to your grown ups at home:

  • The Luftwaffe's plans for invading Britain;
  • The role the British pilots played;
  • The location of the Channel, south East coast of England and some of the Luftwaffe targets in the UK.


Winston Churchill made a famous speech about 'The Few' which you can listen to from the link below. 


I have attached a document with an activity that you might like to have a go at- Making a Battle of Britain Service Medal. What was the significance of this medal and who was it awarded to? Don't forget to post your photos to our class blog!


Pinch, punch, first of the month! Wow, I can't believe we are in May already. Today is Pyjamarama Day. So, if your parents or carers are nagging you to get dressed today you have a good enough reason to tell them you don't have to and can stay in your PJs all day!! smiley 


Today you will continue to look at equivalent fractions, decimals and percentages. Hopefully you are starting to see clear links between them and that the learning over the last few weeks is now making even more sense. Week 2 Lesson 5


As I mentioned it's Pyjamarama Day so I've put the list of scheduled activities below in case you fancy joining in with any of them. If not, then let's continue with 'Letters from the Lighthouse.'

Go back through Chapter 2 that you read yesterday and answer the questions below:

  • Why does the nurse refer to Olive as ‘the lucky one’?
  • Why does the nurse start to feel bad for Olive?
  • What impression does page 18 give you of Sukie?
  • Find a synonym for ‘worry’ on page 19.
  • What things usually happen after a big air raid?
  • Why does Olive ask if Sukie has a boyfriend?


I would like you to write a missing person's report for Sukie. You will need to consider: a description of Sukie; the circumstances of her disappearance; descriptions of her from the point of view of the other characters; the last known location of Sukie and where she might have been heading. Use the table below as a way to record your notes before you write it into a full report.



There are lots of videos on the link below for you to learn how to draw some characters with the illustrators showing you how they do it. Scroll through the videos to find one that you like and have a go. Don't forget to take a photo and post it on the class blog!


OR, have a go at following this step by step video of how to draw a lighthouse:


It was lovely to see so many of you working on Purple Mash tasks yesterday and posting on our blog. Keep up the great work! 



I hope you got on OK yesterday with your percentages work. Today you are going to use your knowledge of fractions and decimals and relate it to percentages. You probably already have some knowledge of this: 50% would be 50/100. We know that 50/100 can be simplified to 5/10 and we know that 5/10s as a decimal is 0.5. See? Told you you already had some understanding of it! Don't forget you can use pictorial representations to help you. Week 2 Lesson 4: Percentages as fractions and decimals


I would like you to read Chapter 2 from 'Letters from the Lighthouse.' I have put a copy of the text below but I have also found a lady reading the chapter if you would like to have someone read it to you while you follow the text. The choice is yours! (Sorry about the layout of the text. You need to imagine that each column is a page in the book and read the columns like you would read a page in a normal book!)


Like you did after reading Chapter 1, I would like you to write a summary of Chapter 2. Once you have done this I would like you to imagine that you are Olive and begin to write a list of questions that she would like to ask her sister. We will continue to add to this list as we read more of the book. 


Mrs Yau messaged me this week to remind you about the letter writing that you started with your Polish partners. Have a look at the video below from her and your task this afternoon is to complete your letter for your Polish friend.

Polish letters.MP4

Still image for this video


Good morning Year 5. I haven't heard very much from some of you this week on our class blog. I hope you are all OK and managing to access some of the home learning that I have set for you. Leave me a message on the blog to let me know how you are smiley



You will need to go to the usual website and find Week 2 Lesson 3 for today's activity on 'Understanding percentages.'


Something a little bit different for your spelling work this week. You should all have a list of the Year 5 and Year 6 statutory spelling words that you should be able to spell by the time you leave primary school. So, I have attached some activity mats for 5 of the words from the list for you to work your way through. You can always extend your work by using the words in interesting sentences, creating a paragraph, writing dialogue using the words etc. Be creative and see what you can come up with to make your spelling work exciting for you! 


Some of you have told me that you are really enjoying our topic for this term so I have found a reading comprehension called 'Evacuees' that I think you will enjoy. Read the text and work through the questions which require you to use different skills. Don't forget to refer back to the text and use it to support your answers. 


On Monday, in History, I set you the task of creating a timeline to show the early events of World War II. Hopefully that gave you a bit of an idea of the sequence of events. Today's activity is Geography based but it will build upon the History work you did on Monday. 

You will need three different colours of playdough for this lesson. Plus the documents that I have attached below. Ask someone at home to read through the 'Playdough war' document with you. The idea of this activity is to familiarise yourself with the location of the countries involved in the first year of World War II by locating them on a map of Europe in 1939. You might notice some differences on the 1939 map to the maps that we have used in class. Hopefully by the end of this activity you will also understand some of the major events leading up to the Battle of Britain and the roles that the countries played.

As you work through the activity you might have some questions. Make sure to jot these down and then you can do some research to find out the answers when you have finished. 


On the timeline, you will notice that the Prime Minister of Britain changed from Neville Chamberlain to Winston Churchill. 

Have a listen to Winston Churchill's 'Their Finest Hour' speech from the link below where he is preparing the nation for the battle to come:




Today you will be looking at 'Ordering and comparing decimals.' We did look at this last week so hopefully today's work will build on that. I have included some additional activities for you too smiley Go to the website below for the video which can be found under Week 2 Lesson 2:


Today we are going to learn about the active and passive voice. Read the explanation document before I get you to have a go at transforming some sentences yourself.

Here is the video you will need for today's activity: 


Carrying on with our work from 'Letters from the Lighthouse,' I would like you to work out if these sentences have been written in standard English or in ‘cockney?’ Can you re-write them so that the cockney sentences become standard English and the standard English become cockney?


Awite me ol mate? Ow’s vings wiv you at ve moment?

Are you avin a larf?

What on earth is going on down there at the bottom of the field?

I am afraid I am not going to be attending the party this evening.


Watch this clip from the film ‘Hook.’

The children and Peter Pan are using their imaginations when it comes to meal times. Imagine you are living during WWII and having to eat the same awful food every night. Write a short story about sitting at the table and being served the bad food, but then imagining it was an utter feast. Make sure to use lots of descriptive devices.

What would you imagine you are eating? What would you be drinking? Who would you be with? Use your senses to bring your descriptions alive: the taste of the food; the smell; the sight of the food; what you can hear as everyone tucks in to the feast; and what the food feels like (imagine being so hungry and how the food would feel as it travels through your body.) How does it make you feel imagining this feast?

I wonder how many synonyms you can come up with for the word 'eat' and if you can use them appropriately in your writing. 

Have a look at an example I found to give you some ideas.


I thought you could have a go at playing a bit of table hockey with people at home! See the instructions below and the link to the video to get started! Once you have played it a few times I would like you then to create your own game. You will need to come up with the rules, how you score points and be able to explain how you play it to someone at home. Have fun testing it out and see if you need to make any alterations to your game. 


Good morning Year 5. I hope you had a lovely weekend and managed to enjoy the sunshine. You will find your work for today below.



Today's maths is all about 'Rounding Decimals.' You should find this work fairly straightforward as you already have rounding knowledge and you did some work last week with decimals on a number line. You will need to go to the usual website and click on Week 2 Lesson 1. (NOT Summer Term Week 2) There is a video explanation as always and if you whizz through the activity then I have put some additional ones below.


We will be continuing to look at 'Letters from the Lighthouse' this week. The story is set in wartime London and therefore lots of the characters probably had London accents. This is an accent which omits a lot of letters from words. Using the words below, can you match the cockney form to its standard English partner? Try putting a sentence together-how does it sound?


aven’t     vis     down      haven’t

Aint       vat     this       holiday

Fink       ats      hats     my old friend

Oliday    me ol’ mate      alright       that

Orwite     darne     down       think


Imagine that you are a London detective who has been put in charge of trying to locate Sukie. You believe that Sukie had planned to disappear but the chief detective leading the investigation doesn’t believe you. Therefore, you must go back over the whole of the first chapter and record all of the evidence which suggests Sukie planned this. Use the document to record your evidence. I have put the start of a table in the document which you can then extend for your work.  


As I mentioned last week, our new topic is World War II. I would like you to have a think about the questions below before we do today's activities:


  • When and why did World War II start?
  • What were the main countries and people involved?
  • Do you know about any key events that happened?
  • What was life in Britain like during World War II?
  • What else do you already know about World War II?


I would like you to watch the two films below to give you an idea of what life was like in Britain and in Germany before World War II started. They will show you what life was like in the 1930s and they will explain what happened in the lead up to the war starting. 


Britons at War- The Road to War 1

How we used to Live- The Road to War 2

Now have a listen to the audio footage of the then British prime minister, Neville Chamberlain, announcing to Britain that they were at war with Germany on 3rd September, 1939. How do you think you would have felt to hear the announcement? What questions would you have wanted to ask Mr. Chamberlain?


Your final activity for today is to create a timeline of the Early WWII events. I have given you a timeline structure and some key information about the events in the documents below. Your job is to read the information and allocate it to the given dates and then order the events to create your timeline. You don't have to use the actual timeline I have given you. If you want to create your own from the key dates and information then that's absolutely fine. You can be as creative as you wish. Don't forget to show me how you're getting on by popping your work on our class blog or sharing it on the school Twitter page. 




We have whizzed our way through decimals this week so today's activities are a chance for you to go back over decimals, make sure that you really understand them and have a go at applying your knowledge and understanding to some different tasks. Have a look at the powerpoint photos below and go through each slide carefully to secure your understanding. Then select some of the activities below which have got different levels of challenge- 1 star is easier and 3 stars are trickier- choose one that you're comfortable with and then have a go at a harder one to challenge yourself. 

As it's Friday, why not have a game of 'Mathopoly' to keep your times tables ticking over. You will find everything you need to play below. Let me know who wins!


Does anyone know what day it was yesterday? And no, not just Thursday!! Did you see any news articles that told you what day it was? Well, I forgot too that it was in fact St George's Day yesterday! Have a look at the newsround link below and scroll down to read lots of information about St George's Day.


There is a small section about something called the Order of the Garter and Mrs Shelton was lucky enough to attend the Order of the Garter ceremony at Windsor Castle a few years ago. I've put some of my photos and videos below.

I wonder if you can spot any of the Royal family? I even got a wave and smile from one of them! Can you guess who it was? laugh


I would like you to do some research on the Order of the Garter from the website I've put below and then write a persuasive letter to the Queen to convince her that you should be part of the Order of the Garter. You will need to explain what great things you have done for the United Kingdom (or intend to do) and why you should become a member.

Order of the Garter ceremony

Still image for this video

Order of the Garter 2.MP4

Still image for this video


Our topic for science this term is 'All living things.' We are going to start off by looking at plants. I would like you to look at the pictures in the document below and discuss with someone at home the common structures of these, and also how they vary from plant to plant. Why not have a look outside to see what plants you can find. Can you take photos of them or make annotated sketches of them? 



Have a look at this pixelated video. Can you guess what it is?


Now watch the video below:


Can you answer these questions based on what you have watched:

1. What is the function of the roots?

2. What is the function of the shoots?

3. What is the function of the stem?

4. What is the function of the leaves?

5. What is the function of the flowers?


Here are the answers:

1. To absorb water and nutrients from the soil and anchor the plant to the ground.

2. They grow up from seeds in search of light and develop into stems.

3. To support the plant (leaves, flower, fruit), hold it upright, and transport water and nutrients throughout the plant.

4. To make food for the plant by photosynthesis.

5. To make seeds for reproduction and in some cases to attract pollinators.

We have just thought about the function of each part of a plant.

Here is an unlabelled diagram of a plant for you to look at. (Or you might like to find a plant in your garden to look at. BUT don't go pulling up your Mum or Dad's best plants- they won't be best pleased!!)

I want you to think about each part of the plant and how it is designed and suited to its function. I'll give you some clues:

Roots- what do you find on the roots if you look closely and why do the roots have them?

Leaf- what is it about the shape that helps?

Stem- a characteristic that is important to help it carry something

Flower- what is it about their colour that is important?


And finally, here is a little project for you to do. You might have done it before but it is good to repeat things!

You will need: 

  • White carnation

  • 2 glasses

  • Water

  • Blue food colouring


1. Fill the glasses with water and add some food colouring to one of the glasses to create a strongly coloured solution.

2. Split the flower stem in two and submerge each half in a separate glass of water.

3. Check the flower every few hours and observe what happens.


If you haven't got a carnation, celery works as well. 

HAPPY investigating!! wink Don't forget to take some photos to show me what you found out!





Here's something to get those brains working, Year 5...

Have a look at the picture below and go through the mathematical talk with someone at home. You can then move on to the 'Varied Fluency' section before heading to the website for today's lesson on 'Understanding Thousandths.'


*Don't forget, I have put some base ten, place value counters and grids on this page if you need to use them.*



It's time to be detectives again. Using your knowledge of modal verbs from last term, consider how true the statements are using the evidence that you have got. 


I hope you enjoyed reading the first chapter of 'Letters from the Lighthouse' yesterday. Your task for the rest of today is to combine your English and History learning. I mentioned yesterday that there were a lot of World War II icons within the text so we are going to explore those a little bit further today. Have a look at the document below for what I would like you to do.




Here's a little warm up for your brain this morning. It revisits work from this week.


Have a look at the work below and then head to the website for the rest of today's work (Decimals as fractions 2):


Log into your Purple Mash account to find your activities linked to spellings. 



Have you managed to work out what our new topic might be from the History work you completed on Monday and from the text I asked you to look at yesterday?

Read chapter 1 from 'Letters from the Lighthouse' and this might give you some additional clues if you haven’t worked it out or it might confirm your thoughts.


Hopefully now that you have started to read 'Letters from the Lighthouse' you have worked out that our topic is World War II. There was a lot of information to take in within the first chapter of the book, so I’m going to set you some work to do that breaks the chapter down and allows you to understand the characters, the WWII icons that are mentioned and the vocabulary in more detail.


Let's start off with your favourite- comprehension!! cheeky

Answer the questions in full sentences and remember to refer back to the text to support your answers.

1. What is the name of the cinema?

2. What do you think Olive’s dad meant when he said ‘look for the light?' 

3. The film stopped ‘abruptly’. What does this mean?

4. What phrase shows Olive is acting brave for Cliff?

5. What stopped Olive from reaching Sukie?


The next thing I would like you to do is write a summary of the chapter. Have a look at the documents below for some ideas and support with how I would like you to write your summary. 


I would like you to have a go at recreating a skyline of London during The Blitz. I have attached some photos below of some ideas but you could always use google to find an image that you like. The key things I would like you to include in your work are: graduated, colour changing background; silhouette of either a key landmark of London or the London skyline. You can choose what you are going to use to create your work depending on what resources you've got at home. Remember to take a photo of your work and post it on our class blog. I look forward to seeing what you create!




How did you get on with decimals yesterday? Today we are going to continue looking at decimals as fractions. Sounds a bit confusing doesn’t it? But there is a video online to help you and you can always go back over any of the work from yesterday if you are finding it a bit tricky to understand and then move on when you are ready. I have put some additional activities below that might help too smiley

Follow the link and go to ‘Week 1 Lesson 2: Decimals as fractions (1)



This term we are going to be looking at a text called 'Letters from the Lighthouse.' I want you to put your detective hats on again this morning and have a look at the front cover and the back cover and answer the questions that I have put below. It's always great to make our own predictions about a text before we start reading it. 


You have one minute to look at the front cover and take in as much information as you can about the story. After one minute has passed, you’ll have to put the book down and be ready to answer five questions about the story.





Ready for the questions? For each one you will need to consider what evidence you have to support your answer.

1. Is the text fiction or non-fiction?

2. Which genre is the text and how do you know?

3. When is the story set?

4. Where is the story set?

5. Who are the characters in the picture and where are they going/ what are they doing?


Now I want you to do the same with the back cover and the blurb. You have got one minute to study and then be ready for your questions.

Ready... Steady... Go!



Ready for the questions? For each one you will need to consider what evidence you have to support your answer.

1. Is the text fiction or non-fiction?

2. Which genre is the text and how do you know?

3. When is the story set?

4. Where is the story set?

5. Who are the characters in the picture and where are they going/ what are they doing?


Think about the two sets of answers that you came up with. Are there any differences between the two? What are they and what is the reason for these differences? Have a look at the document attached below for some more questions for you to consider and for today's challenge.


If you fancy something a bit less intense than the Joe Wicks workout then have a look at this link below which concentrates on co-ordination with ball skills. (Don't worry if you haven't got equipment- they make suggestions for using everyday items!)


See the document below for some exciting work from Madame Yau laugh




To kick start our Maths work this term we are going to have a look at decimals. We have been using the White Rose Maths scheme all year, and they have added some video tutorials on their website to help you.

Please go to the link below and open 'Week 1 Lesson 1: Decimals up to 2dp.' (NOT, Summer Term Week 1 w/c 20th April)

You will find a video which you can watch and I have attached the activity sheet below (plus the answers so your grown ups can check you are on the right lines!) 

If you fancy something slightly different or a challenge, I have also attached another document with three different levels of challenge on. If you are finding the work slightly challenging, then have a go at creating lots of different decimal numbers (up to 2 decimal places) using the place value grid to help you. Write out the stem sentence examples to help you understand the value of each digit too.

**Remember, your place value knowledge will help you with decimals.**


Watch the video in the link below to remind yourself about pronouns.


Have a look at the slides below and then choose a challenge from the attached sheet. A is the easiest and C is more tricky. After this, I would like you write a paragraph relating to Kensuke's Kingdom where you include Michael, Mum, Dad and Stella. (It can be a paragraph about anything you like from what we have read so far or maybe you want to create a new part to the story.) In your paragraph, see if you can have a go at including the different types of pronouns and check your writing so that it is not repetitive. Read it out loud to someone at home to check that your writing makes sense. 


I would like you to have a look at the document that I have attached below and discuss the questions for each item. Jot down some of your ideas but NO cheating or looking online for any answers!! I want your initial thoughts on the items without any influences and without anyone telling you whether your thoughts are right or wrong at this time. Maybe you could also come up with some questions of your own that you would like answers to. ENJOY! 

And so we begin our second week of home learning.

It is certainly very strange preparing all of this work and not actually teaching you or seeing you sad

I hope you are enjoying the activities that I am uploading.

It has been fantastic to see what you are up to on our class blog- keep the messages and the photos coming.

Please remember to keep yourself safe, wash your hands(!) and have fun at home with your family.

I am missing you all lots and sending a huge virtual hug.

Keep up your amazing work and attitude towards your learning, Year 5 smiley

I hope you all have a lovely time over the next two weeks.

Enjoy the time with your family, eat lots of chocolate (not too much though!) and have fun!

Happy Easter to you all, Year 5  heart


To finish off our learning on the Easter Story, I would like you to watch the two videos about Holy Week and Easter. The first video tells you of Palm Sunday to Jesus’ arrest. The second video tells you of the arrest to Easter Sunday. Thinking back to earlier in the week when we considered God’s plan for Jesus, what do you now think about the plan having watched the videos? Do you think Jesus was aware of God’s plan? What evidence did you see in the videos that showed that Jesus was aware of his destiny during Holy Week? What evidence did you see that showed that Jesus wasn’t aware of his destiny?

I would like you to think about your life now. Do you have a plan or purpose for your life? What would you like to achieve? Draw and write your dream and/ or ambition in life.


My final task for you is something that I came across that I thought looks like great fun. You will need to go to the Wallace and Gromit website which I have put the link below for. Watch the video that is linked there for 'The Cracking Ideas Competition.' If you wish to enter your idea into the competition then the closing date is April 24th but if not, I thought it was something fun for you to have a go at anyway. 


To celebrate the 30th anniversary of Wallace & Gromit, the Intellectual Property Office (IPO) is bringing back its brilliant Cracking Ideas competition for 2019! Open to children aged 4-11, the competition is a great way for you to have fun inventing with your school. The challenge is to look at every day objects and improve them. Taking inspiration from master inventor Wallace and his helpful companion Gromit, can you work on your own, with a friend or in a group to come up with a game-changing invention?


If this isn't something that you want to have a go at then you can click on the activities section of the website and see if something else takes your fancy. If you scroll all the way to the bottom of the page then there are some video tutorials with Nick Park on how to draw Gromit and more links to other videos on Youtube. I think I know what I'm going to be doing over the Easter holidays!!! Don't forget to post your work to the blog on Purple Mash so that we can all see what you've been up to. 



Did you manage to guess what the theme was for some of your learning yesterday? It was April Fools' Day. I hope you didn't play too many tricks on your family!! 

Please find below your work for today- enjoy!



Hands up if your brain is a bit frazzled from all the fraction work you’ve been doing?!! We have covered a lot of work on fractions over the last two weeks so today I would like you to have a go at some of the different activities below. You can decide which ones you would like to have a go at or maybe you want to complete all of them!!


Here are some words for you to have a go at learning. They have the short vowel sound ‘i’ but are spelt with a ‘y.’ Make sure you look up the meaning of any words you are not sure of and then have a go at correcting the Mr Whoops’ mistakes activity. There are three different activities for you to choose from. 

* symbol, mystery, lyrics, oxygen, symptom, physical, system, typical, crystal, rhythm *


Before you start your work today, you need to gather up a few things that you have been working on over the last few weeks. Find the following: the notes you wrote for Michael after watching the video about surviving on a desert island; your Michael outline work with feelings written on it.

Remind yourself of the thoughts you had about Michael’s feelings. Now, rewatch the clip below to remind yourself of the most important things that Michael should do.

Today we will be writing advice for Michael, so that he knows what to do to survive on the island. We will also make suggestions about how we think he might be feeling, because it might calm him if he feels understood.

Have a look at the document called ‘Michael advice.’ Highlight the modal verbs and adverbs that have been used. I have also put a photo below of modal verbs that I would like you to use in your work today. You can use the ‘Michael advice’ example and the ‘Michael advice notes’ to help you structure your own advice for Michael.

**Remember, your advice must: recognise Michael’s feelings; tell him clearly what he must do; and include modal verbs and adverbs.**

Top Tips on How to Survive on a Desert Island | The Island with Bear Grylls


I would like you to read the Palm Sunday story below. It is written from a child's perspective. While you are reading I would like you to think about these questions and then discuss them with someone at home when you have finished the story: 

What do you think it must have felt like to be Rebekah or Simon that day? Imagine you were in that crowd too: what would you have seen, asked and remembered about what happened? I wonder why Jesus did this when he knew what the end of the week would bring...?

I would like you to write a diary entry for Rebekah or Simon for that day. Think about what they saw and how they felt. I have put some helpful hints below and some examples of diary entries to give you some ideas of how they are written. 


Good morning Year 5. There is a theme to some of your work today. I wonder if you can work out what it is?!



Like yesterday, here are some questions to warm your brain up!


Have a go at ordering and comparing fractions less than 1 with the challenges below. There are 3 different levels for you to choose from. Use the videos that I posted on this page to help you if you need to.


To keep you ticking over with your SPAG, have a look at the nouns work below. I know we've done quite a lot on nouns so this should be revision for you. There are 3 different challenges- A is the easiest and C is more tricky- choose a level that you feel comfortable with.


Read through the document below called 'Michael's feelings.' I would like you to identify the modal verbs that have been used and underline them. Can you then sort them into certainty, ability and obligation? Look back at the modal verb reminder from last week if you need to. Can you spot any modal adverbs that show the degree of possibility? 

Using the three questions on the 'Michael's feelings' sheet, talk through your answers to the questions with someone at home. Don't forget to use examples of modal verbs and refer back to your Michael outline and emotion work that you completed yesterday. Now write down your answers to the questions. Try to vary the way in which you start your sentences and don't forget to refer back to the text too to support your thinking. 


Look at the photos below to see if you can work out what I would like you to find out about this afternoon! You can choose one of the activities I have put below or maybe you could come up with something of your own. Could you create a leaflet; a poster; a story related to April Fools Day? The choice is yours smiley

If you don't fancy that, then I've included some volcano art for you too!




Have a look at the maths flashback questions below to get your brain working this morning!

How are you getting on with our fractions work? If you feel you need to revisit some of the work I set this week or last week to understand it better then please do. I would like you to have a go at these reasoning and problem solving questions today that relate to mixed numbers to improper fractions and number sequences. Good luck!


Log into Purple Mash and you will see some spelling activities that I have set for you based on the spelling rules we have covered so far this year.



Read the next part of Kensuke's Kingdom which I have put below. I would like you to think about how Michael is feeling during his first few hours on the island. Highlight any key words or phrases that give you clues as to how he is feeling. How do you think he is feeling physically? How do you think he is feeling emotionally? Write down your ideas on the outline of Michael. After you have done that have a look at the emotion vocabulary document. Look through the words and identify any that you don't know the meaning of. Look these up in the dictionary and make a note of their meaning. Could any of these words apply to Michael? How? Discuss the words with someone at home and add them to your outline of Michael work. 


Take some time this afternoon to do some yoga. You did a brilliant job when we tried it at school so have a go at following the video below.



Bonjour les enfants!

I would like you to think about all the different colours we have learnt. Do you remember any? Please have a look at the link below 'Un mot une image.' 

Ask your adult to play the clip from Youtube below. Please stop at 3.15 min.

Now that you have revised your colours please have a look at the following worksheets, ask your grown up to print them for you if possible and colour them in.



Good morning Year 5. I hope you had a lovely weekend. Here are your activities for you to enjoy today smiley



You completed some work last week on converting improper fractions to mixed numbers. Today, I would like you to use that knowledge to convert mixed numbers to improper fractions. 

For example: 2 and 3/4 is a mixed number. To convert that to an improper fraction we need to think about how many quarters there are in that mixed number. We know that one whole is 4 quarters, so two wholes would be another 4 quarters which makes 8 quarters and then there are an additional 3 quarters. Altogether there are 11 quarters which would be written as 11/4 as an improper fraction. 

Don't forget you can draw diagrams or use the bar models on the sheet to help you. 

To get your brains thinking, have a look at the true or false question below.

laugh If you would like a challenge after the mixed number work- see if you can complete the number sequences activity based on what you started to think about last week. 


You have been doing some fantastic research about volcanoes and earthquakes so I thought I would find a story related to Extreme Earth for you to have a look at. Below you will find the first chapter of a story called 'The Pack of Pompeii.' Read this with someone at home and discuss the questions that it asks you to think about while reading the chapter. Summarise the chapter verbally to show that you have understood what you have read and then answer the questions for 'after reading the chapter.' Remember to use the APE method that I reminded you about last week. 


*Don't worry- we will return to Kensuke's Kingdom this week as I know you did a lot of work last week related to being stranded on a desert island.* 


As we approach Easter, I would like you to have a think about what you know about Jesus. Can you make a mindmap with all of the things that you know about Jesus? Christians believe that God sent his son Jesus to Earth to show people how to lead good lives; to die as a sacrifice and save the world from sin and all the wrong; and to come back to life again to prove to Christians that they also could have eternal life after death. Talk to someone at home about what you think about God's plan for Jesus' life.

Have a think about these questions: What do you think of this plan? What does it tell us about God? Do you think Jesus was aware of God's plan? We will look at the Easter story this week and try to find evidence to back up our opinions. **What can you remember about the Easter story? Can you have a go at retelling the Easter story to someone at home?**



You have been working so hard this week, Year 5. I was inundated with Purple Mash work yesterday which was great as I could see your understanding of what you have been doing this week. We are also the class who are accessing their home learning page the most at the moment- WOOHOO! Great work- keep it up laugh



I've put a few activities below for you to revisit today. The work that you have been submitting on Purple Mash is great but I have noticed that some of you are finding ordering fractions a little bit tricky. There is an ordering activity below that has got three levels of challenge- choose one that will challenge you or start with the first one and work your way up. These fractions have all got the same denominators which makes it a bit easier when ordering them. I have also included an improper fractions activity and some equivalent fractions colouring in. Enjoy!

**Don't forget- you can go back to the improper fractions video that I posted earlier in the week to help you if you need it.** 


Yesterday we looked at modal verbs again. There were two sentences on the activity that were slightly different to the others:

Possibly, he might shelter in the shade. 

Potentially, he may be on this island for a long time. 


These sentences start with adverbs and so these are examples of modal adverbs. Adverbs can be used to indicate how possible something is and are often added to modal verbs. Can you come up with some sentences that include these modal adverbs? Definitely, possibly, probably, exactly, absolutely. 

Have a look at the modal adverbs reminder below. Can you now come up with some sentences about Michael on the island using the modal adverbs?


I know lots of you will think I'm mad for asking you to do some music while you're at home but you know how much I love it!! Have a look at this guy called 'Ollie Tunmer' on Youtube. He uses body percussion to create rhythms and routines. Have a go at the link posted below. You can always have a go at some of his other videos too. Maybe you could get someone to film you and upload it to the class blog smiley


Have a look at the second clip called 'Stomp.' This is a cast who performed in the West End using everyday objects to create music. Here they are using dustbin lids! Could you have a go at using everyday objects in your house to create some rhythms?


And finally, because it's Friday and we might be feeling slightly tired(!), here's a very chilled out animal for you to have a go at drawing/ colouring/ painting- whatever takes your fancy.

Follow the link below for a step by step guide yes



Good morning! Today's activities are about consolidating things we have already worked on and then I have set you a fun activity for the afternoon. ENJOY! wink



Please log into your Purple Mash account and look at your 2Do's. I have set some fraction related work to consolidate what we have been looking at this week. This is your chance to show me how much you understand about fractions so please answer the questions carefully!

I would like you to think about the suggestions you came up with yesterday for what Michael should do next. What can you say now that Michael should do? What could happen to him if he didn't? Talk to someone at home about the answer to these questions. 

You will notice the words can, should and could are underlined. I wonder if you can remember what type of words these are? They are called 'modal verbs.' Have a look at the slides below to remind yourself about modal verbs. Then have a go at the activity and choose the correct modal verb to complete the sentences. If you fancy a challenge, why not try coming up with some of your own sentences using a range of modal verbs?


We have been thinking about materials and the properties and changes of materials during our science lessons. I would like you to tell someone at home what you know about dissolving and what you would like to find out about dissolving if you are not sure. 

Look at the first picture below and discuss your thoughts with someone at home. Who do you think is correct?

Have a look at the second picture, read the explanation about dissolving and see if you agreed with this person. Then read the information on the next two pictures about the differences between dissolving and melting and soluble and insoluble. 

Once you have done this, find the activity called 'soluble and insoluble' and test the different materials for yourself! Don't forget to record your findings on the activity sheet and most importantly.......have fun! laugh



Day 3- how are you all getting on? It has been lovely to see some of your comments and work on Purple Mash. Keep up the great work, Year 5!



Yesterday, you looked at changing improper fractions to mixed numbers. I hope you found the video useful and managed to have a go at the activities I set. Today, I would like you to have a go at the varied fluency and problem solving questions below. Remember to use a visual representation to help you. 


Read through the extract 'On the Island.' I would like you to discuss with someone what advice you would give to Michael about the things he should do next. 

Watch the clip below: 'Top Tips on How to Survive on a Desert Island.' Make notes on what is suggested and keep them safe as you will need these in a few days time. If you need to watch it more than once to check you've got everything then do :) 


Hopefully you found out some information on Monday about Earthquakes. Today I would like you to read the information below, have a look at the photos and then have a go at creating your own seismograph!


The Earth’s crust never stops moving. The movements are very small, maybe a centimetre or so a year. The Earth’s plates are brittle and tend to break, rather than bend, when they rub together. When the plates break, rub and move to a new position, they send out shock (seismic) waves through the Earth. This is an earthquake. The very point of the break is called the epicentre. If an earthquake occurs under the sea, then a tsunami can occur. These are sometimes known as seismic sea waves. What happens to railway lines can help us understand how the shock (seismic) waves have travelled through that part of the Earth, on their way out from the epicentre. Have a look at the photos below of railway lines and buildings which explain how some of these seismic waves travel.

The severity of an earthquake is actually hard to measure. Scientists know that the more energy released when the rocks snap, the bigger the earthquake is. They use a scale called the Richter scale to measure how bad earthquakes are. Have a look at the Richter scale document and talk about what you notice. How many earthquakes high up on the Richter scale (high magnitude) occur every year or what actually happens in an earthquake of high magnitude?


Have a go at making your own seismograph. The instructions are at the bottom of the Richter scale document. What do you think it would be like to be a seismologist? Where in the world would you most likely be based? What would you do every day as a seismologist? What would you do with the information you were recording?

You might like to do some extra research and find out the answer to these questions:

  • Which parts of the world experience earthquakes high up on the Richter scale?
  • How often?
  • How many earthquakes do we experience in the UK?
  • What do these earthquakes score on the Richter scale?



Good morning Year 5. I hope you are enjoying the activities on here. Here is your work for today smiley



Watch this clip about 'Improper Fractions' and how to change them into a mixed number. You can keep coming back to the video if you need it to help you. 


Now have a go at the activities below. There are 3 different levels, so choose one that will challenge you! You can also apply your understanding to the reasoning and problem solving activity below.

(Parents you will be pleased to see an answer sheet attached too, just in case you need it!)


Carrying on with 'Kensuke's Kingdom,' we are going to focus on the setting of the island as this is important for the rest of the book.

Read through the three separate island descriptions below. Highlight any key words or phrases that describe the island that Michael is on. (Don't forget to look up the meaning of any unfamiliar words in the text.) Talk through what each description makes you think of: which senses does it make you use? What is each description about?


On a large piece of paper, draw an outline of the island. What is the shape of the island? What do we know about what is on it? Where shall we put the different parts? Add illustrations to the island based on what you have read in the descriptions and include some of your key words and phrases that you highlighted too. E.g. massive boulders like tumbled cliffs. I have attached some examples that I have found to give you a starting point but I'm sure you can come up with something much more detailed and exciting!


Bonjour les enfants! Monsieur Claude, Madeline and I would like you to have a go at some fun exercises we have prepared for you. We will be writing to you regularly and we hope that you will continue enjoying your French! 

This week we will have a closer look at different ways of saying hello. Madeline is sure you know the difference between bonjour and salut. Do you think you could try explaining it?


Let’s have a listen first. Ask your grown ups to open the link below and watch it closely


Did you notice different ways of saying hello?

Have a look at the 'Bonjour' worksheet below and try filling it with the correct words.


Ask your grown ups to open the following link: Bonjour.mp3


It is Monsieur Claude’s favourite song, listen to it first. Do you recognise any words? I am sure you do. Let’s check: ‘Bonjour’ means ‘good morning’ or ‘good afternoon’.

‘Comment ça va' means ‘how are you’ if you want to say that everything is fine we just reply ‘ça va bien’.

’à bientôt’ means ‘see you soon’.


Ask your grown ups to open the following link: print3.pdf


Now you can read the text of the song and even sing it! Maybe you could even print it and colour the picture.

MONDAY 23rd MARCH 2020


Good morning,

Here are your activities for today. Enjoy!



Following on from our work last week on equivalent fractions, please find below some activities to consolidate your understanding. There are 3 different levels on the sheets, so choose the one that challenges you. I have also included some other challenges relating to equivalent fractions. (You do not need to complete them all in one day!)


REMEMBER: to find equivalent fractions we multiply the numerator (top number of the fraction) and the denominator (bottom number of the fraction) by the same number. 

E.g. 1/2 to find an equivalent fraction you can multiply the numerator by 2 and the denominator by 2 which equals 2/4. Or you can multiply by a larger number too!


Read the extract from Kensuke's Kingdom and answer the questions using full sentences. Try to use our APE method to structure your answers. 



Look at the information about 'The Ring of Fire.'

Make a booklet or poster to explain what you have found out. Have a go at cutting out and recreating the world map to show the position of the tectonic plates.