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MARLBOROUGH PRIMARY SCHOOL

YEAR 5 HOME LEARNING

W/B 6TH JUNE 2020

Dear Year 5,

In this pack, you will find your home learning for the fifth week of the Summer Term. We advise

you to do a Fast Five and Maths lesson every morning. You will notice that the only English related

activities this pack contains is SPAG (Fast Five) and VIPERS. This will now be the case until the end

of the term in order to prepare you for SATS in Year 6. You should also aim to complete one

Science, History, Art, RE, PSHE and Spanish lesson per week.

It is important that you continue to read. If you haven’t yet, please ask your parents to send an

email with your name and class to year5@marlborough.harrow.sch.uk, so we can send you a code

to activate the reading page on https://www.getepic.com/students

We hope you are staying safe and healthy. It is important for you to take regular breaks

throughout the day. Remember, the work we have given you is for your learning and progression.

Try to create a timetable you can follow throughout the week so that you can establish a routine.

It is important that you take your time, try your best, challenge yourselves but above all look after

your personal wellbeing! We hope you can find enjoyment in this home learning.

Good luck!

Year 5 team

Contents

Fast Five Day 1 – 5 ……………………………………………………………………………………………………………Page 2 - 6

Maths Day 1 – 5 ……………………………………………………………………………………………………………….Page 7 - 13

VIPERS ……………….……………………………………………………………………………………………………..……..Page 14 - 19

Science …………………………………………………………………………………………………………………….....….Page 19 - 20

History ………………………………………………………………………………………………………….………….……. Page 21- 22

RE ………………………………………………………………………………………………………………………….………. Page 22 – 23

Art …………………………………………………………………………………………………………………….…………….Page 24

Spanish ………………………………………………………………………………………………..………………………….Page 25 - 29

PSHE ………………………………………………………………………………………………………….…………………….Page 29-30

Spellings …………………………………………………………………………………………………………………………. Page 31

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Fast Five

Day 1

Placing Adverbials

Adverbials are the words, phrase and subordinate clauses that tell us more about the main clause in a sentence.

Adverbials can often be moved around within the sentence.

Example: A figure crept cautiously across the garden as the shadows lengthened.

All these adverbials are put after the main clause but they can be found, or moved to the start of the sentence.

Example: As the shadows lengthened, a figure crept cautiously across the garden.

Cautiously, a figure crept across the garden as the shadows lengthened.

Across the garden, as the shadows lengthened, a figure crept cautiously.

Starting sentences with fronted adverbials can be very effective. Try saying different versions of a sentence and

listen for the effects created.

1. Rewrite the sentence below, moving an adverb or adverbial to the start of the sentence. Try out different

combinations and write down which version you think sounds best.

The princess dropped the message hurriedly out of the window.

2. Arrange the above words and phrases to make three different versions of the sentence.

3. Underline the adverbial in the sentence below.

Sadie managed to complete all her homework in the space of an hour.

4. Add an adverbial to the beginning of the sentence below.

_________________the neighbour´s cat darted across the garden.

5. Underline the different adverbials in the sentence below.

Goldilocks playfully wandered into the house without a care in the world.

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Rewrite the sentences below, moving an adverb or adverbial to the start of the sentence. Try out different

combinations and write down which version you think sounds best.

a) The villagers were waiting anxiously at midnight.

b) The explorers went without food frequently during this time.

c) Danny was in trouble at school usually.

d) The tomatoes grew tremendously in the vegetable patch.

Day 2

Placing subordinate clauses

Placing a subordinate clause at the start of a sentence helps vary sentence openings and can create an interesting

effect.

Example: He spun round as the door slammed shut.

As the door slammed shut, he spun round.

1. Highlight or underline the subordinate clause in each sentence.

As fast as she could, Sally typed on her computer.

Bobbing up and down, the boat was sailing in the sea.

The teacher, who was strict, shouted at the class.

With a whisper, Dr Doom announced his evil plan.

The villains, Dr Doom and Professor Chaos, plotted their next move.

At 9 O’clock in the evening, the party was in full swing.

Harry ran down the lane whilst laughing uncontrollably.

2. Rewrite these sentences moving the subordinate clause to the start of the sentence.

a) Everything was quiet until the storm began.

b) The man strolled along the street humming merrily.

c) The match was a draw despite playing extra time.

d) She had to train hard to achieve perfection.

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Write your own sentence, putting your subordinate clause at the start of it.

1. Write a subordinate clause to start each sentence with an interesting or dramatic detail about the event.

a) ___________________________, the man returned home.

b) ___________________________, Tim hid in the tree.

c) ___________________________, she did not stop.

d) ___________________________, the car sped off.

e) Move the subordinate clause in bold to the middle of this sentence.

I won´t know if I have won until I receive the letter.

I won´t know ___________________________ if I have won.

2. Add a main clause to these subordinate clauses

a) Whilst the sun was shining,

b) When he shouted,

c) __________________, who had red lipstick, ___________________

3. Complete these sentences by adding a subordinate clause

a) The dogs, , were playing together.

b) _____________________,we played games on the beach.

c) The classroom, , was a nice place to be.

Day 3

Multi-clause sentences

Sentences can have more than two clauses. Sometimes a longer, multi-clause sentence can sound better than a

number of short sentences.

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Example: Visham ate his breakfast. He went to the park. He met his friend Nick.

All this information can be combined in one multi-clause sentence.

Example: After eating his breakfast, Visham went to the park where he met his friend Nick.

Combine the information from each series of three sentences into a multi-clause sentence.

a) The sun began to rise. The grey world became lighter. The birds awoke from their sleep.

b) Lee was feeling more confident. He climbed to the top of the ladder. He paused for a moment.

c) The sloth is a slow-moving mammal. It lives in trees. It hangs upside down from branches.

d) He walked quickly. He followed the mysterious figure. It crossed the marketplace.

e) The waves wash over the cliffs. Some rocks are worn away. The rocks fall into the sea.

Day 4

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Day 5

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Maths

For the next three weeks there will be a focus on arithmetic skills in your Maths lessons to get you ready for the

beginning of year 6. If you do wish to continue working with the Whiterose resources, let us know and we will email

you PDF versions of the exercises and answers.

Day 1

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Day 2

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Day 3

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Day 4

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Day 5

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VIPERS

Lesson 1

QfL: How can I decipher the use of vocabulary in a text?

Success Criteria YES NO

I can use a dictionary to find

the meaning of a word.

I can make inferences about

the meaning of a word in

context.

Text

Robin Hood and Little John

They’d passed the graveyard on the edge of the village by the light of a full moon, and the hoot of an owl signalled their passage. They spent the next few hours trudging through the gloom of the forest on their way back to Nottingham. Mist hung about the ground at knee height, giving the forest an ethereal feel. Robin’s friend, Will, turned to him and confessed quietly he wasn’t happy about the uncomfortable silence which enveloped the woods. Usually, even at such an early hour, the woods were filled with noises, but tonight all was deathly silent.

They reached the river crossing just after dawn had broken and found a sun-dappled space to sit, eat and rest a while before crossing the water into the part of the forest inhabited by outlaws. Robin stood and stretched before retrieving his pack, his quiver and his bow. “Come on!” he said to Will, who lay napping on the heather and he nudged him with the toe of his boot. “How much longer is it?” said Will screwing up his face and shielding his eyes from the low hanging sun, “we’ve been walking all night!”

“Not much further,” said Robin, “but keep your wits about you now…you never know who is lurking in the woods on the Wester’ side.”

Robin had only taken a few steps onto the bridge when there was a flurry of movement at the other end. Either side of the bridge, men with bows erupted from the foliage; their arrows aimed at Robin and Will. One of the men started to cross the bridge towards them. The man was one of the tallest that they had ever seen. He was a whole head taller than Robin. He carried a long staff as thick as a man’s wrist and he was grinning from ear to ear - flashing his teeth at the two weary travellers. “Look sharp!” Robin hissed at Will. “Bridge tax!” the tall man bellowed, “stand where you are!” The two of them continued to edge further forwards until Robin was standing face to face with the brigand. “You cannot come across this bridge without paying the fee!” With unnatural speed, Robin had pulled an arrow from his quiver, nocked it and was now stood with his drawn bow pointing in the giant’s bearded face. “Now, now…” said the Giant taking a step backwards, “there is no need for that.” Robin took half a step towards the bandit who suddenly swung his staff violently, knocking Robin’s bow into the river; sending his arrow flying off to embed itself into the trunk of a nearby by tree. The outlaw laughed, “if you want to fight rather than pay, then it needs to be a fair fight.” he said as he handed Robin another staff. “If you can knock me, Little John, from the bridge then I will waive the fee.” Robin let out a deep sigh as he hefted the staff. ‘Little John?’ he thought to himself, ‘the man is as big as a bull and twice as fierce!’

Questions Trickiest Which word in the second paragraph means someone is ‘lying in wait?’

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Outlaw is a compound word made of two smaller words. What do you think it means? What is Robin thinking/feeling when he ‘let out a ‘deep sigh?’ Trickier Which word in the text tells you that outlaws lived in the forest? What does the word trudging tell us about the way the two of them move through the forest? Explain how you know that this story is set in the past. Tricky Use a dictionary to find the word ‘ethereal’ . Can you write a definition for it in your own words? What do you think the word ‘enveloped’ means? How does Little John earn money?

Lesson 2

QfL: How can I retrieve the use of vocabulary in a text?

Success Criteria YES NO

I can use the text to find the

meaning of a word.

I can retrieve the meaning of a

word in context.

Text

The Olympic Games originated at Olympia, in Greece, nearly 3,000 years ago. The Festival lasted five days and was in honour of Zeus, the king of the Greek gods. The Games were timed to take place between harvesting grain, which finished in early August and gathering grapes and olives, which began in the middle of September Athletics took place in the stadium on the second day of the Festival. One of these events was the Pentathlon, which consisted of five events. These were running, wrestling, throwing the discus, throwing the javelin and long jump. Greek long jumpers carried weights in their hands which they threw away on landing.

Questions Trickiest

1. What did the Pentathlon consist of? 2. Find a word which is synonymous with the word ‘collecting’. 3. What were the five events in the Olympic games dubbed as?

Trickier

1. Where did the Olympic Games originate? 2. Why did the Games take place between early August and the middle of September? 3. What did the Pentathlon consist of?

Tricky

1. Underline the title which best expresses the main idea for the whole paragraph:

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- Farming in Ancient Greece - The King of the Gods - The Origin of the Olympic Games

2. Underline the title which best expresses the main idea for the whole paragraph: - Athletic Events on the Second Day of the Festival - How to Make a Long Jump

3. Where did the Olympic Games originate?

Lesson 3

QfL: How can I retrieve the use of vocabulary in a text?

Success Criteria YES NO

I can use a dictionary to find

the meaning of a word.

I can retrieve the meaning of a

word in context.

Text

There is a lake near our town and it is very popular with both adults and children. Many boys and girls have their own sailing boats, which are called "Cadets". The grownups have many types of boats, but the most popular are the "Herons" and the "Enterprises". The Sailing Club is at the south end of the lake and at the opposite end is a boathouse where visitors can hire various craft-sailing boats, rowing boats and canoes. Towards the middle of the lake on one side there is a part which is roped off. This is used for swimming. Sometimes a sailing boat capsizes, and as the water is not very deep this can provide much merriment for the onlookers. There are many reasons why a boat may capsize. Usually it is caused by a violent gust of wind, but it may be due to overloading, a faulty boat, or simply lack of skill in handling the craft.

Questions Trickiest

1. What are the Cadets, Herons and Enterprises? 2. What does ‘provide much merriment for onlookers’ mean? 3. How many reasons does the text give for boats capsizing?

Trickier

1. What are the ‘Cadets’? 2. What are the most popular boats for adults? 3. Give two reasons why a boat may capsize.

Tricky Underline the right answers. Kinds of boats on the lake are (Sailing boats, steamers, rowing boats, canoes, cruisers) At the south end of the lake, there is (The Sailing Club, the boathouse, the swimming area) The most popular sailing boats used by adults are (Eagles, Herons, Mustangs, Fireflies, Enterprises, Cadets)

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The boats capsized because (There are too many boats, lack of skill, overloading, lack of paint, wind, rain, faulty boats)

Lesson 4

QfL: How can I retrieve the use of vocabulary in a text?

Success Criteria YES NO

I can use a dictionary to find

the meaning of a word.

I can retrieve the meaning of a

word in context.

Text

What is a hobbit? I suppose hobbits need some description now a days since they have become rare and shy to the Big People, as they call us. They are (or were) a little people, about half our height, and smaller than the bearded Dwarfs. Hobbits have no beards. There is little or no magic about them, except the ordinary everyday sort which helps them to disappear quietly and quickly when large stupid folk like you and me come blundering along, making a noise like elephants which they can hear a mile off. They are inclined to be fat in the stomach; they dress in bright colours (chiefly green and yellow); wear no shoes because their feet grow natural leather soles, and thick warm brown hair like the stuff on their heads (which is curly); have long brown fingers, good natured faces and laugh deep laughs (especially after dinner which they have twice a day when they can get it).

Questions Trickiest

1. Who are known as ‘the Big People’? 2. What is magical about the hobbits? 3. How can we tell that hobbits are good natured creatures?

Trickier

1. What is a hobbit? 2. What features do the Hobbits have that suggest they would survive well in the winter months? 3. Why do hobbits never wear shoes?

Tricky Underline the right answers.

- Hobbits can (Make themselves smaller, disappear quickly and quietly, make magic shoes). - Hobbits think (elephants, dwarfs, people) make a lot of noise. - They don't need shoes because (their feet have leathery soles, they don't go out, the hair on their feet keeps

them warm, they are too fat) - Hobbits have (brown hair, bald heads, curly hair, beards, long fingers, pleasant faces) - The skin of a hobbit is (white, pink, black, brown, I don't know) - Do hobbits enjoy their food? (Yes, no, I don't know)

Lesson 5

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QfL: How can I retrieve the use of vocabulary in a text?

Success Criteria YES NO

I can use a dictionary to find

the meaning of a word.

I can retrieve the meaning of a

word in context.

Text

Extract 1 Kim wants to drive her three kids and their two friends to the soccer game. The problem is that her shiny new SUV only has room for five passengers including the driver. Kim misses her old eight passenger SUV but she’s still thankful that the new one gets much better gas mileage...

Extract 2 Karim had $500 dollars to invest. He was considering a number of options. “I’d really like to buy gold bars with the money and hide them in a big hole in our yard,” he said. “Five hundred dollars won’t buy much gold,” his father pointed out. “You could put all the gold in your shoe and never notice that it’s there.” “That takes all the fun out of it!” Karim groaned. “I just won’t buy any gold at all!” When Karim’s father suggested that he deposit the money in his new savings account at the local bank, Karim quietly stated, “That could work.”

Extract 3 Scientists in Australia have discovered a planet that seems to be a solid diamond. They estimate it to be about five times the size of Earth. The diamond planet is 4,000 light years away, so don’t plan on traveling there any time soon.

Questions Trickiest

1. “You could put all the gold in your shoe and never notice that it’s there.” What does the father’s statement suggest about Karim’s understanding of money (extract 2)?

2. How old do you think Karim is? Use the text to justify your answer. 3. Why does the author of the text say “don’t plan on traveling there any time soon” (extract 3)?

Trickier

1. What issues is Kim facing (extract 1)? 2. Find a word that means the same as ‘to have gratitude’ (extract 1). 3. Mr. Barry says that Karim likes to play games with his money. Find evidence to support his claim (extract 2).

Tricky 1. Which of the following statements is false? a. Kim’s new vehicle is not meant to carry six people. b. Kim’s old SUV had seating for more passengers than the new one. c. Kim won’t be able to take her kids to the soccer game.

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2. What did Karim want to buy? a. new shoes b. a small gold coin c. gold bars d. a used hamburger 3. From the selection we can tell that Karim _______. a. will save his $500 at the local bank b. might decide to put his money into his bank account c. will put the cash under his pillow and wish for a tooth d. does not trust banks

Science – Hot Task

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History

Archaeologists have puzzled over the "collapse" of the ancient Mayan civilization. What led to the massive

depopulation of major Mayan cities in the 900's C.E.?

Before we start, watch this video about some facts about the

Maya civilisation:

https://www.youtube.com/watch?v=Q7llX0YGlsw

Here are some of the most famous Mayan cities. This

information might help you when you do your research.

Chichen Itza - Mexico

Palenque –Mexico

Copan – Honduras

Tikal – Guatemala UNESCO site

Lamanai – Belize

Now, watch a video and read through the page that gives us one possible theory on why ancient Maya civilisation

might have collapsed.

https://www.nationalgeographic.org/media/changing-climate-and-maya/

Your task:

Do a research on different theories about the end of the ancient

Maya civilisation. Choose one theory that you think is the most

possible in your opinion and try to persuade the class that your

theory is correct.

QFL: What happened to the ancient Mayan civilisation?

I can think of different reasons that ended the Mayan civilisation.

I can do a research about the collapse of the Mayan civilisation.

I choose one theory and give my reasoning on why it is the most possible theory.

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You can do this in different ways:

a) Create a poster on your theory b) Create a leaflet on your theory c) Write down a few paragraphs on your theory

It is your choice how you do the presentation of your theory.

Here are some key phrases/words that will help you do your research:

Collapse of the Mayan civilisation

Theories about what caused the classic Mayan collapse

Why did Mayan civilisation end

The end of Mayan civilisation

RE

QFL: How are Christianity and Islam similar in nature?

I know what values and morals are.

I have my own understanding of how to lead a good life.

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For Christians and Muslims, leading a good life is extremely important. Both religions are religions of peace and all

followers must live their lives in the way that Jesus Christ/Muhammed (PBUH).

There are many things that Christians and Muslims both believe in. They have many of the same prophets, angels,

books and religious rituals.

Let's have a look at some of the things that both the Quran and Bible talk about that is similar. Read through this

text: https://www.iqrasense.com/islamic-outreach/similarities-of-some-verses-in-the-quran-and-the-bible.html

There are people around the world who do not believe this. These people argue that Christians and Muslims should

never mix, are too different, believe in the wrong thing, and at times, can be extremely offensive to one another

through 'hate speech'. What are your thoughts on this?

On the bright side, there are many more people who believe in unity, respect and tolerance.

Look at the pictures below. How do they make you feel?

Your task is to write a persuasive paragraph on "Why should Christians and Muslims mix with each other?"

Tricky: Give 2 valid reasons to support your points. Make sure you use persuasive language and phrases.

Trickier/Trickiest: To give 3 or more reasons to support your point of view. Make sure you use persuasive language

and phrases.

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Art

QfL: How can I plan an art piece to represent a string of memories?

Success Criteria YES NO

I can recall the different styles

of art and design I have used

this year.

I can plan an art piece using

different styles of art.

Topic:

So, year 5. We are now reaching the final couple weeks of our academic year. This year, you have studied and learnt how to create different art pieces from various genres. In your books, make a list off all the art styles you have used . I will give you two examples:

● Sketching ● Collage

For your last art piece of the year (sad I know, don’t cry), you’re going to create one final art piece that represents the most memorable moments you’ve had in school this academic year. To bring this to life, you are going to use the various art forms you have learnt in one super piece.

In order to do this however, you need to plan what you’re going to create…

Main task

First, decide on the memories that you want to illustrate in your piece. Think of five, write them down in your plan.

Next, think of what art forms you can use to create these different memories. Think of a minimum of three that you can use, make a note of them in your plan.

Sketch a rough idea of what your art piece is going to look like in your book for reference. Make notes of what colours you want to use, what mediums (materials) you want to use, how large the images are going to be .You (ideally) want to create your piece on a canvas. Try to obtain a large piece of cardboard to use as the background. If you can’t, paper is fine. Spend the week gathering all the materials you will need in order to create your art piece.

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Spanish

QFL: How do I further consolidate my learning of Spanish vocabulary for clothing?

I can recognise new words and find their meanings.

I can translate Spanish sentences into English.

I can translate English sentences into Spanish.

Tarea 1

Circle any new words in the picture dictionary below.

Write them out and find their translation

……............… ……………

……............… ……………….

...............…… ……………..

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Grammar bank

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Tarea 2

Translate the following sentences into English. Use the grammar bank above to help you.

Cuando hace sol yo me pongo unas sandalias y un sobrero.

…………………………………………………………….

Cuando voy a la montaña yo llevo un abrigo, unos guantes y unas botas.

…..………………………..……………………………..……………….

Cuando Marcus va a la playa el se pone un bañador, unas chanclas* y unas gafas de sol. También lleva* una toalla

azul y una sombrilla grande.

…………………………………………………………………………………………………………………….

* chanclas new word

* llevar = wear or take

Tarea 3

Translate the following sentences into Spanish. Use the grammar bank above to help you.

I put on blue shoes.

……………………………………….

I wear red socks, a green jacket and a pink cap.

……………………………………………………………………………

When Laura goes to the beach she wears a yellow dress and an orange swimsuit. When Pablo goes to the beach he

takes a purple towel and a pair of flip flops.

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………………………………………………………………………………………………………………………...

Tarea 4: Hot task revision

Some useful words to learn in Spanish before next week are the days of the week, the word for church, the word for

work, the word for tie and the word for high-heels.

Translation

lunes =

iglesia =

martes =

trabajo =

miércoles =

corbata =

jueves =

tacones =

viernes =

sábado =

domingo =

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These songs and videos will come in handy for your revision:

https://www.youtube.com/watch?v=es9L2df7mK8

https://www.youtube.com/watch?v=jC0KhMmoUE8

https://www.youtube.com/watch?v=uNGnOxd2-hE

PSHE

QFL: How can I be mindful, relaxed and happy?

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