We are all part of God's vine and are rooted in His rich soil. We are nurtured and supported so that we may grow and spread out into the world to love and to serve.

Home Learning Guidelines:

Use the grid below to help structure your child’s home learning. We would encourage children to complete at least 2 activities from each column and record their learning experience in their challenge book. This could be done in a variety of ways. For example, writing a few sentences about what they learnt, drawing a picture, sticking in a photograph, completing a thought bubble etc.

To support your child at home with reading we ask that your child reads at least 4 times a week. Remember there are lots of resources to support reading on our website.

There is no expectation that your child completes the home learning challenges if they are unwell or if circumstances at home are such that the completion of the tasks cause unnecessary stress and anxiety to the household.

Year 5 Week 3 - Home Learning Grid – Week Commencing 20.4.20

Weekly theme: Animals Reading English Expressive Arts

Using words, poetry, drawing, painting and other

STEMScience, technology, engineering and

People & Communities Personal and social development, well-being and

mediums to describe our inner and outer responses to the word around us.

mathematics. religious education. Understanding the world in which we live.

Write or film a book review. See https://litfilmfest.com/shop/reading-rocks-reviews/ for some inspiration.

Select 5 -10 words from a newspaper article/reading book and find as many synonyms as you can, then rewrite the sentences with the synonyms.

Have a go at drawing some different animals. Look at the attached ‘How to Draw’ instructions below, for some helpful tips.

You should have received and read a letter from us. We’d love to hear about what you’ve been up to – please send a letter or postcard to the school office:

Mrs Taylor & Mrs Pratley Goring CE Primary School,Wallingford Road,Goring,RG8 0BG.

Or if you prefer, you can email your letter to us via the office email address.

Tick the box if you chose to complete this task

Tick the box if you chose to complete this task

Tick the box if you chose to complete this task

Tick the box if you chose to complete this task

Tick the box if you chose to complete this task

Go to www.audible.co.uk for a free audio book.

Log on to: www.discoveryeducation.co.uk (Username: student4722Password: Gor1ng2) – KS2, English, Grammar & Punctuation, Punctuation, using speech marks to punctuate direct speech. Watch the video and then complete the quizzes and activity. Please write out each sentence into your HLB

Can you find out how to say and write the following animals in French: E.g. dog – chien

Cat – Horse - Lion – Mouse – Sheep – Cow – Snake –

Consolidate your learning on fractions. Look at these clips from BBC bitesize. https://www.bbc.co.uk/bitesize/topics/zhdwxnb

Animal Fact File.Go on a virtual tour of a zoo around the world – choose from the list on this website: https://www.familydaystriedandtested.com/free-virtual-tours-of-world-museums-educational-sites-galleries-for-children/ orchesterzoo.orgIf you are unable to go

before moving onto the next challenge. What other animal names

can you translate? Can you translate them into a different language?

online to create fact files of an animal or animals, use books that you already have at home to create your own personal zoo/safari park. You could draw a map too.

Tick the box if you chose to complete this task

Tick the box if you chose to complete this task

Tick the box if you chose to complete this task

Tick the box if you chose to complete this task

Tick the box if you chose to complete this task

Watership Down

See the attached reading comprehension and answer the questions below. You could then go online and take the quiz.

https://central.espresso.co.uk/espresso/modules/e2_comprehension_uks2/books/book_watership_down.html#tab1

Write some relative clauses – choose friends or family and write nice things about them. For example: Uncle Bob, who is the best cook in the world, made his famous pancakes. Try and vary your sentences. See below for extra information on relative clauses.

Bake Easter Egg Nests. (See attached recipe below).

Cook with other family members

Use a web browser (such as Google) to search Hour of code Course 3. Click on the link Course 3 – Studio code.orgClick on lesson 13: Bee: Nested Loops, puzzle 1. Do puzzle 1.Watch the video called ‘Nested loops with the bee’.Complete puzzles 2 to 13.Remember to read the instructions at the beginning of each puzzle.

Think about the meaning of the Easter story for Christians. Why is it important for them? How does it help Christians to live their lives? How do you feel about the story? Record your thoughts in your Home Learning Book (HLB).

Tick the box if you chose to complete this task

Tick the box if you chose to complete this task

Tick the box if you chose to complete this task

Tick the box if you chose to complete this task

Tick the box if you chose to complete this task

Read another chapter from your book – could you think of any questions you would like to ask the author?

Animals FablesSee Fables activity attached below. Read the examples and then create your own animal fable, following the instructions.

Make puppets to act out an animal story that you already know or a play that you have been able to write yourself. You could use old socks, sticks, wooden spoons (ask first!) or just use paper or card. Involve as many

Log on to: www.discoveryeducation.co.uk (Username: student4722Password: Gor1ng2) – KS2, Maths, Fractions (upper). Watch the video for mixed numbers and improper

BeCalmGo online to: https://bespace.be/what-we-do/virtual-prayer-spaces/

Include other family members.

members of your household as you can.

fractions. Complete the attached sheet below. Print off and glue into your Home Learning Book or write directly into the book. You could then play one of the online activities.

Tick the box if you chose to complete this task

Tick the box if you chose to complete this task

Tick the box if you chose to complete this task

Tick the box if you chose to complete this task

Tick the box if you chose to complete this task

Physical DevelopmentMonday Tuesday Wednesday Thursday Friday

Try the attached yoga poses. Choose your favourite activity from the two weeks before the Easter holidays and do it again.

For your one outside activity today, go for a walk, run or cycle with your parents or another grownup from your household.

https://www.activeleaders.co.uk/daily-activities/Try one of the activities on the calendar – your choice!

www.discoveryeducation.co.uk/KS2, PE, Activity challenges, JumpingWatch and interact with the videos or follow activity instructions on screen or attached below.

I completed today’s challenge

I completed today’s challenge

I completed today’s challenge

I completed today’s challenge

I completed today’s challenge

e.g. trials/forfeits good over evil weak over strong wise over foolish

frequent use of animal characters

animal stereotypes in characterisatione.g pig - greedy, lazy,dirty donkey - stubborn, stupidfox - cunning, slymonkey- clever, mischievous etc.,

Use a planning sheet to draw up a story outlinetheme

character1 character 2

1. (dispute)

2.(set up trick/contest)

2.(set up trick/contest)

3.(character 1 actions)

4.(character 2 actions)

5.(resolution)

Other writing tasks based on classic fables might be:

character portraits ‘wanted' poster characteristics web news report comic strips

STORY EXAMPLES:

The Ant and the Grasshopper In a field one summer's day a Grasshopper was hopping about, chirping and singing to its heart's content. An Ant passed by, bearing along with great toil an ear of corn he was taking to the nest. “Why not come and chat with me,” said the Grasshopper, “instead of toiling and moiling in that way?” “I am helping to lay up food for the winter,” said the Ant, “and recommend you to do the same.”

“Why bother about winter?” said the Grasshopper; “We have got plenty of food at present.” But the Ant went on its way and continued its toil. When the winter came the Grasshopper had no food and found itself dying of hunger, while it saw the ants distributing every day corn and grain from the stores they had collected in the summer. Then the Grasshopper knew: It is best to prepare for the days of necessity.

The Fox and the Grapes One hot summer's day a Fox was strolling through an orchard till he came to a bunch of Grapes just ripening on a vine which had been trained over a lofty branch. "Just the thing to quench my thirst," quoth he. Drawing back a few paces, he took a run and a jump, and just missed the bunch. Turning round again with a One, Two, Three, he jumped up, but with no greater success. Again and again he tried

after the tempting morsel, but at last had to give it up, and walked away with his nose in the air, saying: "I am sure they are sour."

It is easy to despise what you cannot get.

The Hare and the Tortoise A Hare one day ridiculed the short feet and slow pace of the Tortoise, who replied, laughing: "Though you be swift as the wind, I will beat you in a race." The Hare, believing her assertion to be simply impossible, assented to the proposal; and they agreed that the Fox should choose the course and fix the goal. On the day appointed for the race the two started together. The Tortoise never for a moment stopped, but went on with a slow but steady pace straight to the end of the course. The Hare, lying down by the wayside, fell fast asleep. At last waking up, and moving as fast as he could, he saw the Tortoise had reached the goal, and was comfortably dozing after her fatigue.

Slow but steady wins the race.

PHYSICAL DEVELOPMENT

Warm up1. Walk round in a circle. 2. Raise both hand to the sky and back down again.3. Arm circles – forwards and then backwards. 4. Take the walk into a slow jog, still keeping in a circle.5. When the leader claps, stop still. Then run backwards.  6. When the leader claps again, run forwards again. 7. Take the run into a bounding skip. 8. Break out from the circle and find a space facing the leader.9. March on the spot.10. Stuck in the mud jacks and claps – jumping with the feet going in opposite directions,

so one foot in front and the other behind, while clapping the hands above the head. 11. Quick feet – running on the spot as fast as possible.12. Tuck jumps – jumping as high as you can, tucking the knees into the chest.

Jumping drills1. Stand facing the leader and imagine they are standing in the middle of a clock with 12

o’clock straight ahead and 6 o’clock behind. 2. The leader calls out a time - jump in the direction of that number. 3. 'Jumps’ - tuck jumps – jumping as high as possible with the knees tucked into the chest. 4. ‘Mud’ - jumping with the feet moving in opposite directions, so one foot in front and the

other behind, while clapping the hands above the head. 5. ‘Ice’ - ice skaters - jumping side-to-side, tucking the back leg behind the other and

swinging the arms in the direction of the ‘behind’ foot.

Sack raceOPTIONAL ACTIVITY

Equipment - A sack or pillow case for each 'jumper'. Aim - To get to the end of the course first.

1. 'Jumpers' line up next to one another at the start line with their feet together.2. 'Jumpers' have to jump as fast as possible in their sack, to the end of the course. (If you

are using pretend sacks, 'jumpers' must keep their feet together as they jump).3. The winner is the first person to make it to the end of the course.

Jump ropeOPTIONAL ACTIVITYEquipment - A piece of rope or elastic.Aim - To gain the most points by successfully completing the jumping sequence as many times as possible.

1. Split the class into groups of three. Two members of the team stand facing each other with the rope around their ankles. the rope should be taught.

2. The third person is the jumper. Create a sequence of jumps for the jumper to complete. Such as:

o both feet inside the ropeo on the rope (one foot on each side of the rope) o straddling outside the ropeo both feet outside the rope on the lefto both feet outside the rope on the righto inside the rope again

3. After the jumper has sucessfully completed one full sequence, raise the elastic higher. 4. This is repeated until the jumper makes a mistake. Someone else then has a turn as

jumper.5. A point is awarded for every completed sequence and the winner is the person with the

most points at the end of the game. Staffroom Home PE 2 Activity challenges Jumping

Search

Tools o Presentation creator

o Route creator

JotInde

Watership DownRichard Adams

PART I THE JOURNEY1. The Notice Board

The primroses were over. Towards the edge of the wood, where the ground became open and sloped down to an old fence and a brambly ditch beyond, only a few fading patches of pale yellow still showed among the dog's mercury and oak-tree roots. On the other side of the fence, the upper part of the field was full of rabbit-holes. In places the grass was gone altogether and everywhere there were clusters of dry droppings, through which nothing but the ragwort would grow.A hundred yards away, at the bottom of the slope, ran the brook, no more than three feet wide, half-choked with king-cups, water-cress and blue brook-lime. The cart-track crossed by a brick culvert and climbed the opposite slope to a five-barred gate in the thorn hedge. The gate led into the lane.

The May sunset was red in clouds, and there was still half an hour to twilight. The dry slope was dotted with rabbits somenibbling at the thin grass near their holes, others pushing farther down to look for dandelions or perhaps a cowslip that the rest had missed. Here and there one sat upright on an ant-heap and looked about, with ears erect and nose in the wind. But a blackbird, singing undisturbed on the outskirts of the wood, showed that there was nothing alarming there and in the other direction, along the brook, all was plain to be seen, empty and quiet. The warren was at peace.

At the top of the bank, close to the wild cherry where the blackbird sang, was a little group of holes almost hidden by