Hi class 5,

YOU DID IT! you have come to the end of your home learning journey and you should all be so proud of yourselves. I am so impressed with your effort and hard work and you should all be very proud of yourselves too. I can’t wait to see you all back in class on Monday morning and hope that you are looking forward to it as much as I am.

Here are your final home learning tasks:


Today, I would like you to write the final draft of your biography. This is your final version and should include all of the improvements and editing you completed yesterday; keep an eye on your handwriting and presentation too.

Focused Reading (explain)

Q1. Explain why the author called this chapter ‘A Lone Rider’. (chapter 10)

Q2. Explain why the author called this chapter ‘Lost Souls’. (chapter 11)

Q3. Explain why Magnus’ father was marrying Aldgyth. (chapter 12)

After this, reward yourself with some free time this afternoon – you deserve it!

See you all on Monday morning.

Mrs Duncan



Home Learning – Thursday 4th March

Hi Class 5,

Here is your home learning for today:


Today, I would like you to edit and improve the first draft of your biography. Remember to use the key features checklist to ensure you have included everything.

Focused Reading (infer)

Q1. Find and copy a phrase which shows Magnus is angry. (chapter 10)

Q2. Why do you think Magnus was so angry at the start of the chapter? (chapter 11)

Q3. Why do you think Morcar calls Magnus ‘boy’? (chapter 12)

EXT: Why do you think Magnus’ father’s smile faded as he saw him approaching the table?






Today I would like you to consider the following question – Was Edward the Confessor to blame for 1066?

We know that Edward died leaving no heirs and that more than one person felt that they should succeed him.

Read the information about the four contenders to the throne and complete the attached SWOT (strengths, weaknesses, opportunities and threats) sheet for each of them; try to be as concise as possible. After completing this, answer the question – Who do you think  think was the strongest contender for the throne?

Contender information

SWOT Sheet

After this, complete the activity below:

Was Edward to blame plenary activity

Thank you for your hard work

Mrs Duncan



World Book Day

Mrs Duncan is inviting you to a scheduled Zoom meeting.

Topic: My Meeting
Time: Mar 4, 2021 01:30 PM London

Join Zoom Meeting

Meeting ID: 933 9702 5381
Passcode: G42JAJ

Home Learning – Wednesday 3rd March

Good morning Class 5,

Today’s home learning is as follows:

Arithmetic Test

Complete the attached arithmetic test under timed conditions. You are allowed 28 minutes to complete the test. When you have finished, ask an adult to help you mark your completed test.

Summer Test 2

Focused Reading (retrieval)

Q1. Where was Tostig when he sent the messenger? (chapter 10)

Q2. What was inside the fort? (chapter 11)

Q3. What was ‘banned’ at feasts? (chapter 12)

EXT: How was Aldgyth different to Magnus’ mother? (chapter 12)



Please complete the attached handwriting activity:

Handwriting unit 14

Spellings to practise this week:

Words with /or/ sound spelt ‘au’











 The spelling in bold appear on the year 5/6 spelling list.


I would like those of you at home to get outside (weather permitting) and do something active. If you are unable to get outside, you can do something indoors such as yoga, dancing or access one of Joe Wicks daily workouts.

Thank you

Mrs Duncan

Home Learning – Tuesday 2nd March

Hello Class 5

Here is your home learning for today:


Today, I would like you to write the first draft of your ‘Edward the Confessor’ biography. Use the plan you completed in last week’s English lesson and the research you conducted in Thursday’s topic lesson to help with the organisation of your text. I have attached a copy of the key features of this genre and the year 5 writing checklist features; please ensure that you refer to these as you are writing.

Examplar Checklist

Genre Features Checklist


  • Q1. Define ‘modest’. (chapter 10)
  • Q2. Find and copy a word which means the same as ‘shocked’. (chapter 11)
  • Q3. What is a ‘herald’? (chapter 12)
  • EXT: What does it mean if you ‘acknowledge the acclaim’? (chapter 12)



Please watch the video and answer the questions attached:




Read the definitions to familiarise yourself with the listed terms and their definitions:

Today, you will be testing the solubility of the following solids:

  • Crushed biscuits
  • Flour
  • Baking powder
  • Coffee
  • Salt o
  • Oil (use a cooking oil)
  • Sugar
  • Cocoa powder
  • Porridge oats
  • Alka Seltzer tablets

Suggested process:

  1. Fill beakers with a given amount of tap water
  2. Put a set amount of substance in (e.g. 1tsp, or 5g) and stir for 1 min
  3. Inspect closely
  4. Leave for 5 mins to see if any sediment settles on the bottom
  5. Classify as soluble or not
  6. Record your findings

Ensure you have identified those variables that need to remain the same in order for the investigation to be ‘fair’.

Further investigation might involve different temperatures of water/different volumes of substance or water.

Thank you for all your hard work

Mrs Duncan

Home Learning – Monday 1st March

Good morning Class 5,

Here is your home learning for today:


In class, we discussed the features we identified as key to biographical writing. We  felt confident in terms of applying the majority of the genre specific features to our writing as they are things we have looked at previously but we decided that we would like to revisit writing in the past tense. We remembered looking at the past tense when we were writing diary entries in the autumn term but felt that we were still a little confused with the following:

  • Past simple
  • Past perfect
  • Past progressive

Today, we will be revising these again to ensure that we are confident in our understanding of what they mean and applying them to our writing.

Work through the PowerPoint attached. You don’t have to write anything down but please ensure that you have a clear understanding of past, past perfect and past progressive. When you have done this, think about how and where you would apply these to your biography.


Reading (predict and summarise)

Chapters 10, 11 and 12


  • Q1. Predict where Tostig is and whether he survived. (chapter 10)
  • Q2. Predict why Magnus’ father is marrying Aldgyth. (chapter 11)
  • Q3. Predict what will happen in the next chapter. It is called ‘A Reckoning’. (chapter 12)


  • Q1. Summarise Grandma in one word. Then, explain why you chose this word. (chapter 10)
  • Q2. Use one word to describe Tostig and his brother’s relationship. Then, explain why you chose this word. (chapter 11)
  • Q3. Summarise Magnus’ relationship with his mother in no more than two sentences. (chapter 12)



Please watch the video and complete the attached questions:





Today, we will be considering what Christians mean when they say that Jesus’ death was a sacrifice. Think about/discuss with someone at home the questions relating to the following scenarios:

A) Bearing a burden
Tom is carrying a rucksack. It is heavy and he cannot take it off. He feels as if he has been carrying it for ever. The straps dig into his shoulders and the heavy bag gets in the way as he goes through the day.
Think about:
• How would Tom feel?
• What would it be like to carry such a burden?
• What would he like to happen?
• Imagine you have this burden; what is it like to be
weighed down?
One day, along comes Joshua. He offers to take the rucksack, if Tom would like.
Think about:
• How does Tom feel about the idea of getting rid of the bag?
• What does Tom say?
• How does it feel to have the weight lifted off?
How does Tom feel towards Joshua?
• What might he do in response?
• Which words might you use to describe what Joshua has done?

B) Stepping in
Rachel is walking to school one cold winter morning, when there is a terrible accident. A car starts skidding on some ice, heading straight for her.
Think about:
• In that instant, how does Rachel feel?
• What does she fear?
• What does she hope for?
Just then, Joshua, who was walking a few steps behind her, dives forward and pushes Rachel out of the path of the oncoming car. The car hits Joshua instead. An ambulance is called. Joshua is taken to hospital with serious injuries. A few days later, Rachel
visits Joshua in hospital.
Think about:
• Why would Joshua do such a thing?
• How might Rachel feel about what has happened?
• What could Rachel do to show her gratitude?

C) Lost
Imagine you’re on holiday with some friends and have gone walking alone in some woods one afternoon. It’s peaceful and calm as you walk deeper into the
woods. Gradually, as the sun goes down and the shadows lengthen, you realise that you don’t know where you are.
Think about:
• Have you experienced being lost?
• How did you feel?
• What thoughts might go through your mind in the story above?
• What sights and sounds would you experience as darkness falls?
As the hours go by and your panic increases, the light goes and you are left in darkness. Eventually you hear a voice calling your name and you see a light through
the trees. You call out, and the light comes towards you. It is one of your friends, Joshua, who has been out searching for you and who knows the way back out of
the wood.
Think about:
• How would you describe the moment you heard the voice, then saw the torchlight, then saw your friend coming towards you?
• What might the two of you say to each other?

D) Taking someone’s place
Sam is in trouble! After messing about with some friends, Sam has broken a window at school. The only problem is, Sam is often in trouble, and this is the latest in the long line of such accidents. This might be the last straw — perhaps Sam will face serious punishment now.
Think about:
• How does it feel when someone knows they’ve done wrong?
• What if they have let down someone they respect and know they have to face the consequences?
• How does it feel when someone knows they deserve to be punished, and that this time it’s serious?
As Sam realises that it is time to face the head teacher and take his punishment, Joshua, a friend who was nearby, offers to take Sam’s place. Joshua is prepared
to go to the head teacher and take the blame, taking the punishment and letting Sam go free this time.
Think about:
• Why might Joshua be prepared to take the blame?
• Would Sam accept the offer?
• If Sam accepts, how might Sam respond to Joshua afterwards?

How do you think the scenarios above help us to understand what Christians mean when they say Jesus’ death was a sacrifice?

A) Bearing a burden
Christians generally see sin as a burden. When they don’t have the right attitude to God or to others, or if they act selfishly, they often feel guilty. They want to be good, but don’t always manage it. They believe that Jesus will take the burden away if they ask him for forgiveness.

B) Stepping in
Christians believe that God loves them and that Jesus saves them from a terrible fate — life without God after they die. As a result, they want to please Jesus, and show gratitude for his sacrifice on the cross. This means that they want to follow Jesus’ teachings.

C) Lost
Jesus told a story about God being like a shepherd who searches for a lost sheep (Luke 15:1–7). He also described himself as a good shepherd, prepared to lay down his life for his flock, and leading his people to safety (John 10:11–16). Christians also believe that Jesus does not just show them the way to heaven, he actually is the way. Through Jesus’ sacrifice, he opens the way to heaven. Following Jesus is like being found by someone loving and trustworthy, who leads a person home.

D) Taking someone’s place
Christians believe that in the Old Testament, God arranged to deal with people’s sins through sacrifice. An animal — sometimes a lamb — was offered. The worshipper said sorry for their sins then put their hand on the lamb, a symbol for transferring their sins onto the lamb. The lamb was then killed and the body burned on the altar. The worshipper’s sins were gone! It was as if the lamb had taken the punishment for the worshipper. They were now at one with God again.



Today, I would like you to consider the following question in relation to living a healthy lifestyle:

If we know what is good for us, why do we make the wrong choices?

Have a think about this question and, if possible, discuss your ideas with someone at home. You can make some notes if you want to do so but this is not compulsory.

Thank you for all your hard work

Mrs Duncan