Hi,

I hope you are all well and are looking forward to some relaxation in the social distancing rules.

I hope you enjoyed the class Zoom meeting. I have arranged another one for this week.

Don’t forget, that if you find some of the work a little tricky or too easy, then you can always have a go at the work on another class page that is more appropriate for you.

Remember, if you have any comments on the work, want to send anything to me or just share work with your classmates then feel free to email me at

c.chiverton@shawburystmarys.co.uk

There is now a new way of accessing Twinkl materials. If I have included any you will need to type in a pin number in order to gain access to any materials that have been posted. I will post the number if required.

PE

I see that Joe Wicks  is only putting out video content a couple of times a week. That’s not a problem, as you can revisit any of the older sessions on his webpage.

Reading

Hopefully, you have had a chance to access Cornerstones. There is so much good material on there if you have run out of books. Pick the one that is most appropriate for your reading level.

Spellings

I hope you managed to practise your spellings from last week. See if you can work through the spellings below. At the end of the week see if someone in the family can test you on them.

This week we will be looking at common words from the Year 5.

1. accommodate
2. conscience
3. existence
4. muscle
5. rhythm
6. accompany
7. conscious
8. explanation
9. necessary
10. sacrifice

Maths

I hope you have been enjoying the White Rose Maths. Don’t forget, if you get stuck on any of it, BBC Bitesize is a good place to find help.

As some of the questions require you to measure an angle you could try estimating using this protractor to help.

Video link

Lesson 1 – Regular and irregular polygons

Lesson 2 – Reasoning about 3D shapes

Lesson 3 – Reflection

Lesson 4 – Translation

Times Tables

Literacy

BBC Bitesize continues to have some useful activities that are usually linked to punctuation and grammar. However, some of you might like the chance to do some story writing. There are so many ways you could take your writing that I wouldn’t like to restrict you by saying you have to do it in a particular way. There are a few ideas to start you off from talk4writing but then it’s up to your fantastic imagination and creativity.

Science

This week, I’d like you to:

• Make observations, as a natural scientist would, recording data and reporting findings.
• Learn about some famous naturalists.

Activities

1. Make observations, record findings and draw conclusions, as natural scientists.
2. Research and present, in role, information on a significant naturalist.

If you can, o out into the  local woodland or park and get sit and observe nature. You will need to sit comfortably and remain still and quiet. What can you see, what can you hear, and what can you smell? Move slowly as you write so as to not disturb any wildlife. Hopefully over 10-15 minutes birds and mini-beasts should be seen and heard. Not everything you hear will be natural – you may hear and see vehicles on nearby roads, or planes in the sky.

What is a natural scientist?. A natural scientist, or naturalist, studies natural history, i.e. the study of plants and animals by observation rather than by experimentation. An animal behaviourist makes a scientific study of everything an animal does (from amoebae to gorillas!), so again they observe very carefully. You have just ‘been’ natural scientists and in fact have been working as natural scientists over the past few weeks as you have observed the insects and frogs.

Can you name any scientists who are naturalists or animal behaviourists? (Charles Darwin, Chris Packham, David Attenborough, Alfred Russel Wallace, Steve Backshall, Steve Irwin, Jane Goodall, George McGavin, etc.) You may have seen many of these people presenting natural history programmes on the television. What sort of behaviour or processes of animals and plants might be studied? Feeding, sleeping, finding/building shelter, interacting with other members of their species or with other animals, reacting to stimuli, playing, fighting, learning skills, mating or reproducing, excreting, etc. All things to do with being alive, well and happy! Watch David Attenborough presenting one of his natural history programmes. These programmes introduce people who are not scientists to many interesting and wonderful aspects of animal and plant life. People can see things happening or visit places virtually which they are unlikely to see or visit themselves. The programmes take a long time to make – the naturalists and film crew have to be very patient and can spend long hours waiting to capture a particular behaviour on film; they are filmed in often quite extreme conditions or difficult to access places; some of the plants and animals are rare or timid (in the case of animals) or the behaviour only happens at night (so sometimes infra-red cameras are used).

Jane Goodall is an expert on primates, particularly well-known for her work with chimpanzees. Listen to her talking about her life in the links above. She started working with just a notebook and binoculars – observing carefully.

I’d like you to complete your final observations and diary entries for the insects. You need to look at your propagated plants (if you had a chance to complete it), taking measurements and making observations and draw labelled diagrams, graphs, etc., then drawing conclusions on the success of the cuttings. Examine the runners and potatoes as well.

Exploring important natural scientists: Research and make notes on one of the naturalists.

Scientific illustrations exhibition: You can create your own art books that contain your illustrations from the block as well as select your best specimen to be put forward for the school website.

Vocabulary
Natural scientist, naturalist, observation, conservation, endangered

Weblinks
Jane Goodall Org from www.janegoodall.org.uk
Jane Goodall from http://video.nationalgeographic.com

Topic

This week I’d like you to look at questions of cause and significance when drawing the story of a detective case as a cartoon.

You will:

• Address questions of cause and significance based on historical sources.
• Improvise the story of a historical criminal case.
• Write and/or draw a narrative version of an historical event.

Hi,

What a difference in the weather this last week. I hope you have been able to enjoy it and haven’t been suffering from hay-fever.

Remember, if you have any comments on the work, want to send anything to me or just share work with your classmates then feel free to email me at

c.chiverton@shawburystmarys.co.uk

There is now a new way of accessing Twinkl materials. You will need to type in a pin number in order to gain access to any materials that have been posted.

PE

I see that Joe Wicks  is only putting out video content a couple of times a week. That’s not a problem, as you can revisit any of the older sessions on his webpage.

Reading

I hope you have had a chance to access Cornerstones. I’ve used them a lot in the past and they provide good reading materials. Perhaps you could review something that you have read recently. You could also look at  Twinkl. You’ll find that they are often topical and will be differentiated. Pick the one that is most appropriate for your reading level.

Spellings

I hope you managed to practise your spellings from last week. See if you can work through the spellings below. At the end of the week see if someone in the family can test you on them.

This week we will be looking at words ending in the suffix -shul spelt -cial or -tial

1. presidential
2. official
3. confidential
4. initial
5. essential
6. partial
7. special
8. official
9. artificial
10. financial

Maths

I hope you have been enjoying the White Rose Maths. Don’t forget, if you get stuck on any of it, BBC Bitesize is a good place to find help.

Some of the work this week requires a protractor. I understand that most of you won’t have one, but if you could print one off the internet and use it to estimate your angles.

Video link

Lesson 1 – Measuring with a protractor (2)

Lesson 2 – Drawing lines and angles accurately

Lesson 3 – Calculating angles on a straight line

Lesson 4 – Calculating angles around a point

Times Tables

Literacy

BBC Bitesize continues to have some useful activities that are usually linked to punctuation and grammar. However, some of you might like the chance to do some story writing. There are so many ways you could take your writing that I wouldn’t like to restrict you by saying you have to do it in a particular way. There are a few ideas to start you off from talk4writing but then it’s up to your fantastic imagination and creativity.

Science

This week, I’d like you to:

• Research the life cycles of a contrasting bird, insect, amphibian and plant.
• Record life cycles in the form of annotated scientific illustrations.

Activities

1. Research the life cycles of an insect, amphibian, mammal, bird and plant that contrasts with those already studied.
2. Create a series of annotated scientific illustrations that reflect the life cycles of the animals and plants they have researched.
3. Use all skills developed so far for sketching and developing colour and texture using watercolour pencils.

Investigation – analysing secondary sources/pattern seeking
Compare the lifecycles of mammals, amphibians, insects and birds (pattern seeking).
Research reproduction in plants and animals.

We are going to do some travelling! Try to find some interesting and quirky animals and plants from around the world and explore their life cycles online. We are going to research a range of life cycles, from around the world. Do mammals lay eggs? Not in general, except for two unusual species: duck-billed platypus and the spiny anteater.They are called monotremes and are found in Australia and New Guinea.

Another type of mammal called a marsupial, e.g. kangaroo, wallaby and koala bear are found mostly in Australasia and the Americas and they have a slightly different life cycle as well – they give birth to poorly developed babies who after birth crawl into a pouch in which they can suckle on the mammary glands to grow and develop further. Have a look at the kangaroo life cycle diagram and note that the baby kangaroo (called a joey) weighs less than 2g when it is born and is about 2 cm long. It is blind and hairless. It crawls through the mother’s fur and into the pouch where it starts suckling on one of the mammary glands. After about 6 months it starts to climb out of the pouch to spend some time exercising and eating. At about 8 months it leaves the pouch.

These are examples of different life cycles to the ‘classic’ mammalian life cycle and make for an interesting contrast to the native mammal that you researched in the last session. How might you create a scientific illustration for any of these more unusual mammals – what sort of sketches might you include to show how these life cycles differ. Think about the kind of information you will need to find out for your illustration.

Try to create a total of six illustrations. Talk to an adult about what you have found and check the language you are using.

Vocabulary
Life cycle, mammal, bird, amphibian, insect, reproduction

Weblinks
DK Find out from www.dkfindout.com
All living things from www.bbc.co.uk

Topic

This week I’d like you to find out what a police officer does and make drawings of police officers at work.

You will:

• Find out what a police officer does today as a prelude to doing historical research.
• Write a job description.
• Draw an image of a person doing a task.

If we were at school I would have asked for a police officer to come in for a chat. As we can’t have that, then I’d like you to watch the YouTube video from 4.10 and do the fitness test at the same time as the police recruits. You have to run from one end of the room to the other by the time the beep sounds – if you’re too quick or too slow, you’re out. The beeps get closer together every few goes!

Have a look at the Police PowerPoint to recap on some of the things that a police officer has to do today. You are going to write a job description for a police officer. Job descriptions are written to try to show people who want that job what it would be like.

Have a look at the Police Officer Job Description and the sections like headings, sub-headings and bullet points. Think about the different sections of the job description and what you want to add.

Once completed you can add a picture of a police officer doing something to the job description you have written in the box on the template using the drawing materials you have provided.

Weblinks

Hi,

Hopefully, you have all been able to access the week’s home learning and like the range of tasks provided.

Remember, if you have any comments on the work, want to send anything to me or just share work with your classmates then feel free to email me at

c.chiverton@shawburystmarys.co.uk

PE

I hope you are enjoying, and keeping up with your daily Joe Wicks.

Reading

An excellent resource for reading has been provided by Cornerstones. I’ve used them a lot in the past and they provide good reading materials.

Spellings

I hope you managed to practise your spellings from last week. See if you can work through the spellings below. At the end of the week see if someone in the family can test you on them.

This week we will be looking at words ending in shus spelt –tious,one tricky spelling that sounds like it follows the rule and a few common misspelt words.

1. infectious
2. cautious
3. nutritious
4. ambitious
5. fictitious
6. superstitious
7. anxious
8. believe
9. because
10. separate

Maths

I hope you have been enjoying the White Rose Maths. Don’t forget, if you get stuck on any of it, BBC Bitesize is a good place to find help.

Video link

Lesson 1 – Subtracting decimals with the same number of decimal places

Lesson 2 – Subtracting decimals with a different number of decimal places

Lesson 3 – Multiplying decimals by 10 100 and 1000

Lesson 4 – Dividing decimals by 10 100 and 1000

Times Tables – With the ultimate times tables sheet I would like you to time yourself and see how many you complete correctly in 5 minutes. Next week, complete the same test and see if you can beat your score.

The answers are are a little too large to upload, so I’ve put them at the bottom of this page. No peaking!

Literacy

BBC Bitesize continues to have some useful activities that are usually linked to punctuation and grammar. However, some of you might like the chance to do some story writing. There are so many ways you could take your writing that I wouldn’t like to restrict you by saying you have to do it in a particular way. There are a few ideas to start you off from talk4writing but then it’s up to your fantastic imagination and creativity.

Topic

This week we are going to look at the courts. I would ideally like to have set this up in class.

In a court you have to swear to tell the truth. What do you think a court of law is? If you laugh you could be threatened in a semi-serious manner with ‘contempt of court’.

I would like you to research the following:

What is the  job of the judge?

What is usually decided in a court of law?

What are people like you who give evidence called?

Who else would you find in a court of law?

Who often helps the judge make a decision about whether someone is guilty?

What happens to people if they are found guilty?

How long have we had courts of law?

Have they always worked in the same way?

These last questions will be hard to answer, so this is a good time to become investigators to report back after doing some research.

Look at the second question and see if you can break it down into smaller questions, as it covers a lot of information, e.g. Have courts of law always had juries? Have courts of law always been run by one judge? Have you always had to swear an oath to tell the truth if you are a witness? Have fines and prison been the main types of punishment? 

In the weblink are some sites that might help you. I’ve also included a Brief history of courts  for you to look at.

Weblinks

Science/Art

You might need to have a chat with a grown up in your house before you consider the science for this week. We would normally be teaching this at this point in the year and it is appropriate for the age group.

Match the offspring names to the mammalian adults Mammals and their young.

We first need to consider what a mammal? – It is an animal that has mammary glands, which in the female develop and produce milk for feeding the young. Mammals are warm-blooded and normally have hair (fur) on their bodies. They have live births (not eggs, in general – exceptions will be explored in another session). Mammals have a fairly simple life cycle and reproduce using sexual reproduction – once male (sperm) and female (egg) gametes come together through internal fertilisation, a foetus forms which remains in the mother’s uterus for a gestation period (this varies from less than a month for a mouse to almost 2 years for an elephant). Watch the human reproduction video then note that young are born live and look like the adult, just smaller and less developed. The young then develop and grow into adults. Compare the mammalian life cycles to the more complex life cycles that you explored in the previous session. Watch a horse giving birth in the BBC clip and highlight how the foal gets onto its feet within minutes – does this happen with human babies? Now watch the BBC reproduction video and identify the most obvious difference between birds and the large majority of mammals. Birds lay eggs! Look at the BBC bird clip then look at the egg diagram and notice that if the egg has been fertilised before it was laid (internal fertilisation) the germinal disc gradually grows into the chick using the nutrients stored in the yolk. The white protects the egg and the cords hold the yolk in place. The air cell/sac allows the bird to breathe just before it breaks out of its shell. There are tiny pores in the egg shell which allow air to enter.

Consider the life cycle of a swallow. They breed in the northern hemisphere (including Britain) and fly south in winter to South Africa crossing the dangerous Sahara, then return to their breeding grounds the following spring. Other birds might migrate only within Britain, e.g. thrushes from Scotland migrating down to southern England. Migration is usually driven by the non-availability of food, which is often the result of climate & habitat changes during different seasons. Birds usually migrate in flocks. We will be exploring zoological illustration of native mammals and birds during this session.

Activities

1. Identify a local mammal and bird species and research their life cycles online.
2. Draw and annotate a life cycle zoological illustration for both mammal and bird lifecycles.
3. Use watercolour pencils to create texture and colour in their drawing.

Draw the life cycle of a ‘local’ or native mammal (see list). You will need to complete online research to help. Make sure you use reliable sources of information and how to check details by cross-referencing. Think about how to create feather and fur textures with your watercolour pencils.

Investigation – analysing secondary sources
Research and sketch mammalian and bird life cycles for comparison.

Vocabulary
Mammal, bird, sexual reproduction, life cycle, gestation, foetus, sperm, egg, uterus, chick, egg, baby, adult

Activities

1. Identify a local mammal and bird species and research their life cycles online.
2. Draw and annotate a life cycle zoological illustration for both mammal and bird lifecycles.
3. Use watercolour pencils to create texture and colour in their drawing.

Investigation – analysing secondary sources
Research and sketch mammalian and bird life cycles for comparison.

Vocabulary
Mammal, bird, sexual reproduction, life cycle, gestation, foetus, sperm, egg, uterus, chick, egg, baby, adult

Weblinks
Horse giving birth from www.bbc.co.uk
Human reproduction from www.bbc.co.uk
Reproduction (from 3min 16) from www.bbc.co.uk
Life of birds – egg laying from www.bbc.co.uk
Chicks hatched and raised online from www.relaxedfarming.co.uk

I hope you have a good week.

Mr Chiverton

Maths answers

Lesson 1

Lesson 2

Lesson 3

Lesson 4

Hi,

Hopefully, you have all been able to access the week’s home learning and like the range of tasks provided.

Remember, if you have any comments on the work, want to send anything to me or just share work with your classmates then feel free to email me at

c.chiverton@shawburystmarys.co.uk

PE

I hope you are enjoying, and keeping up with your daily Joe Wicks.

Reading

An excellent resource for reading has been provided by Cornerstones. I’ve used them a lot in the past and they provide good reading materials.

Spellings

I hope you managed to practise your spellings from last week. See if you can work through the spellings below. At the end of the week see if someone in the family can test you on them.

This week we will be looking at words  ending in shus spelt -cious.

1. ferocious
2. precious
3. vicious
4. suspicious
5. spacious
6. gracious
7. malicious
8. conscious
9. delicious
10. luscious

Maths

I hope you have been enjoying the White Rose Maths. Don’t forget, if you get stuck on any of it, BBC Bitesize is a good place to find help.

Video link

Lesson 1 – Understand percentages 2019

Lesson 2 – Percentages as fractions and decimals 2019

Lesson 3 – Adding decimals with the same number of decimal places 2020

Lesson 4 – Adding decimals with a different number of decimal places 2020

Ultimate times tables booklet 16

The answers are are a little too large to upload, so I’ve put them at the bottom of this page. No peaking!

Literacy

BBC Bitesize continues to have some useful activities that are usually linked to punctuation and grammar. However, some of you might like the chance to do some story writing. There are so many ways you could take your writing that I wouldn’t like to restrict you by saying you have to do it in a particular way. There are a few ideas to start you off from talk4writing but then it’s up to your fantastic imagination and creativity.

Topic

How did you get on trying some of the Victorian punishments? I taught this before and had my class trying out the punishments. It’s interesting to see how long it took for the children to start moaning.

I would like you to carry out some research on historical characters with a link to crime and punishment. You can start by drawing what you think their character looked like based on what you already know. We will look at the sketches again once you have done more research.

After about ten minutes or so write down any questions you want to ask about your character. Think about what you do know and what you don’t know, and then devise research questions that you will start to work on next week.

In the weblink are some people you might want to research.

Weblinks

Science

I have just found out that you have looked at asexual reproduction in plants a few weeks ago. If you want to reinforce your learning, then try the section a bit further down the page. I would also like you to look at.

• The lifecycle and reproduction of amphibians and insects.
• Sketch a detailed and annotated zoological illustration of the lifecycle and reproduction of an amphibian and insects.

Investigation – observing over time

Observe and sketch insect and amphibian lifecycles for comparison.

Vocabulary
Life cycle, asexual & sexual reproduction, metamorphosis, amphibian, insect

Watch the first BBC video and  use the life cycle ‘ingredients’ to create five forms of life cycle and match which life cycle you think the animal pictures go with. Do you think they reproduce sexually or asexually? While most animals reproduce sexually, there are examples where asexual reproduction occurs in the animal world, e.g. sea anemones and starfish, as well as examples where the male gives birth – seahorses.

We are going to focus on the sexual reproduction and life cycles of amphibians and insects. Write down all that you know about amphibians and their life cycle, and the same for insects. Remember, 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); while insects are arthropods that have a body divided into three main parts: head, thorax and abdomen, an exoskeleton, 6 legs, 2 antennae and 2 pairs of wings. Both undergo metamorphosis during their life cycles. Complete metamorphosis is a stage in the growth of some animals in which the new form looks completely different from the old, e.g. in life cycles of butterflies and frogs, while some insects, e.g. grasshoppers and dragonflies, go through incomplete metamorphosis with repeated stages of growth & moulting called instars. The so-called nymphs resemble the adults but lack some features such as wings and sex organs (genitalia).

Watch the ant and frog videos. Look at zoological illustrations and note how parts of the life cycle are included (just like in botanical illustrations). Why might it be trickier to make zoological illustrations? Animals tend to move more!

Activities

I would like you to attempt to draw some examples of insects and amphibian life cycles in the style of zoological illustrations by using online footage and research to help draw in detail, to try and capture the various stages. Draw and annotate the life cycle of two different insects, one showing complete metamorphosis, e.g. butterfly, ladybird, and one showing incomplete metamorphosis, e.g. dragonfly, grasshopper, locust or cockroach.  Research the details as well as use the videos to help capture moments to draw. Also, try to draw and annotate the life cycle of an amphibian, e.g. frog, toad, newt, salamander. The diagram should show clearly in which stages they live on land and in which they live in water by making these illustrations of the ecological type.

Weblinks
The life cycles of different organisms from www.bbc.co.uk
Reproduction, BBC (from 3min 16) from www.bbc.co.uk
Life cycle on an ant from www.bbc.co.uk
Life cycle of a frog in spring (watch to 4mins 50) from www.bbc.co.uk
Studyjams animals life cycles from http://studyjams.scholastic.com

Ways that plants reproduce asexually

This week, I’d like you to investigate ways that plants reproduce asexually and continue to hone your botanical illustration skills. Have a go at growing new plants from a range of parent plant parts – you may be surprised at what will flourish! Make sure you ask an adult before you start cutting down any plants.

Information

1. Identify and explain the ways that plants reproduce asexually, both naturally and artificially
2. Draw botanical illustrations of asexually reproducing plants, using watercolour pencils
3. Suggest enquiry questions and investigate artificial asexual reproduction in flowering plants
4. Set up a ‘fair’ investigation into artificial asexual reproduction in flowering plants

If you can, have a look at a bulb, a tuber, a corm and a runner as well as some moss/liverwort, ferns, and pine cones and make observations and suggest what you think they are and how they might reproduce. Remember, that in sexual reproduction, male and female material (gametes) combine to produce offspring, and ask them to remind you how flowering plants ensure successful pollination (perfume, shape, colour etc). Did you know that some plants (both flowering and non-flowering) can also reproduce asexually (vegetative reproduction – this is where offspring are created from just one plant and there is no combination of male and female gametes). It is worth noting that most plants that reproduce asexually will also reproduce sexually. Watch the StudyJams video on conifers (gymnosperms) then try to research out how bulbs, tubers and runners reproduce asexually and to come up with two examples for each. It is also possible to force plants to reproduce asexually through vegetativepropagation – the cloning of the parent plant by using different parts of it, other than seeds.

The term ‘cutting’, using root cuttings as an example of cutting a part of the parent plant that can be replanted to form a new plant (which is genetically identical to the parent plant). Where might  a cutting come from – leaf or stem cuttings? Note also that bulbs, tubers or corms can be propagated by splitting or cutting them into sections and replanting. We will be investigating vegetative propagation.

Activities

Look at the examples of botanical drawings for these forms and try drawing your own versions. If possible have a tablet or laptop linked into the DK site to offer further info.

Vocabulary
Corm, bulb, spores, cutting, fern, moss, liverwort, tubers, asexual, non-flowering, propagation, artificial

Weblinks
Find out about plants from www.dkfindout.com
Three different plant slides/videos from http://studyjams.scholastic.com
Bulbs and runners from www.youtube.com
Tea propagation from http://sciencelearn.org.nz

Art

Your Science and art work are linked again this week. Also, have a look at the science, as this also links to art.

Mrs Duncan and I would love to see some of your work. If you get a chance to send it through to us, please let us know if it’s okay to put it on the school website.

Keep smiling,

Mr Chiverton:)

Maths answers

Lesson 1

Lesson 2

Lesson 3

Lesson 4