Year 5 Home Learning W/C 13th July


I hope you are all well and are looking forward to the summer holidays. It all seems a little strange for those of us who haven’t been at school for a while.

I hope you enjoyed the class Zoom meeting. Unfortunately, I have a number of meetings this week, so won’t be able to hold one this week. Hopefully, you will now be meeting up again with your friends before too long.

This is also the last home learning pack. 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

I hope you have enjoyed the work over the last few weeks. Have a good summer, and I look forward to seeing you all in September.


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.


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.


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 statutory spellings from the Year 5.

  1. sufficient
  2. opportunity
  3. disastrous
  4. awkward
  5. interfere
  6. signature
  7. government
  8. foreign
  9. appreciate
  10. temperature


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 pages this week are too large to post as an attachment.

Video link

Lesson 1 – Metric units

Lesson 2 – Imperial units

Lesson 3 – Converting units of time

Lesson 4 – Timetables

Times Tables


BBC Bitesize continues to have some useful activities that are usually linked to punctuation and grammar. However, I like to take the opportunity to write creatively and use my imagination. I would therefore like you to write a story around the following image.

Question time!

What colour is water?

Is the water in the sea different to the water in rivers and lakes?

Is this water different to the water we have in our homes?

What happens to water when it goes down the drain?

Can you continue the story verbally? You could tell it from the perspective of the boy or the fish!

Focus on describing the boy’s feelings, and what he can see. The boy might come across some other creatures as they travel out to sea. What creatures might they be?

Sentence challenge!

A relative clause is a type of subordinate clause. It usually adds more detail about the noun in the main clause.

Relative clauses turn simple sentences into complex sentences.

For example, this is a simple sentence:

The boy held on to the fish’s tail.

It can be turned into a complex sentence by adding a relative clause:

The boy, who was having amazing fun, held on to the fish’s tail.

The main clause could stand alone as a simple sentence, but the relative or subordinate clause cannot.

Can you use relative clauses to add extra information to a sentence using who, which, where, when, whose or that?

Story starter!

It was the most exciting ride ever! Even better the highest, fastest rollercoaster!

The boy held on to the fish’s tail with both hands as it rocketed through the water. Its scales felt slimy and slippery, yet his grip remained strong.

The warm water whipped against his cheeks as they raced along; the sand from the seabed tickling his toes. Where was the fish taking him? He couldn’t wait to find out!

Good luck


I hope you enjoyed researching some famous naturalists. This week, I’d like you to do something slightly different. Can you select an animal of your choice and carry out as much research as possible about it. Try and find out about their habitat, what their diet consists of, any factors that might be affecting these, reproduction, predators and anything else you think is relevant. When selecting an animal, ensure that it’s one that you can research easily. I’ll leave it up to you to decide how you present this information.


This week, I’d like you to explore sources about police crime prevention in order to make a poster to help prevent wrong-doing or accidents in school.

You will:

  • Explore sources about police crime prevention.
  • Make a poster or a presentation inspired by a historical theme.

The police don’t just find criminals after they have committed a crime, they also try to make sure that crimes aren’t committed in the first place. The way they do this is by trying to let people know how they can keep themselves safe from criminals. In the past they often made posters to do this, and, more recently, TV adverts too.

Have a look at examples of crime prevention posters and how they have used pictures, text and colour to get their point across.

I’d like you to to make a poster (and/or a video/presentation – it’s your choice what the end result is) to try to get the rest of the school to avoid accidents or bad behaviour. Think about accidents or bad behaviour that sometimes happens in school. Don’t forget that bad behaviour in school isn’t a crime, and the police enforce the laws made by government.

Choose one issue that you want to make a poster (or video/presentation) about and then  make a poster to give people advice on how to avoid accidents or bad behaviour.


Art ties in nicely with your topic work.


If you can, take a  look at Scratch

Explore some of the tasks to familiarise yourself with how to use the programming software.

Remember, if you want to send any of your work through to Mrs Duncan or me, we would really like to see it.

Keep smiling,

Mr Chiverton

Maths answers

Lesson 1

Lesson 2

Lesson 3

Lesson 4