Morpurgo Class Year 5

Welcome to Morpurgo Class!

 

Welcome to our new class page where you will be able to find out all about what we do in Morpurgo class! 

 

Below you will be able to see all sorts of things including: our term timetable, your weekly brain-builder task, pictures of what we get up to in class and on trips and much more. 

 

Year 5 will be participating in PE lessons on Wednesday. Please ensure your child has plimsolls/trainers in school.

 

In light of the current situation, please find below Home Learning pack you can complete at home. It also includes activities from two of your favourite books from this year 'Street Child' and 'Cosmic'.

A Message from us to you...

Sammy's Creative Models

Coronavirus explained to children - illustrated by Gruffalo illustrator Axel Scheffler

Online Safety Guides

If your child is feeling worried about returning to school after Lockdown have a look at our resources below.

Playground Questionnaire & Competition

PRIZE FOR BEST FRENCH WORK COMPLETED AT HOME, WINNER TO BE ANNOUNCED WHEN WE RETURN TO SCHOOL

TERM 5 Home Learning Topic

Your topic this term is ‘World War 2’. I would firstly like you to list everything you already know about WW2.

Secondly, think of the information you would like to find out and present it as questions. Try and use all the question words: what, when, why, who, where and how?

You can present your information any way you wish. You may wish to write about the things you know and use pictures too. You could use a computer or make a booklet. Just remember to be creative!

WW II Activities:

1. Imagine you are an evacuee. Write a postcard home to your family explaining what has happened to you.

2. Research rationing and write a menu using those ingredients.

3. Draw and explain what 6 things you would want to take with you if you were evacuated.

4. Make a newspaper report of a bombing on your street.

5. Design a poster persuading people to join the army.

6. Create a timeline of events that occurred in World War 2.

7. Find out the cost of rationed items. How much would you spend on a week’s food?

8. Write your name using Morse code. Could you construct a message?

9. Research what school life was like for children who were living during WW2.

10. Compare and contrast fashions of Wartime Britain and Britain today.

 

 

TERM 5 English

LO: To be able to plan a diary entry.

LO: To be able to write a diary entry.

LO: To be able to edit and redraft a diary entry.

Write a diary entry as a character from the book you are reading at home. Include the following features in your diary entry:

Your diary entry should be in past tense.

Use first person pronouns (I, we, my etc.)

Describe the writer's point of view, thoughts and feelings

Include opinions as well as facts

Use ambitious words to describe people and places

Is written in an informal style, as if you are speaking to someone

Use time conjunctions to link the events

Organise events into paragraphs

Use inverted commas to show direct speech

TERM 5 MATHS

Follow this link for summer term - Week 1 - https://whiterosemaths.com/homelearning/year-5/

Lesson 1 - LO: To be able to add decimals within 1.

Lesson 2 - LO: To be able to subtract decimals within 1.

Lesson 3 - LO: To be able to explore complements in decimal numbers.

Lesson 4 - LO: To be able to add decimals- crossing the whole to 1.

Lesson 5 - LO: To be able to complete a challenge.

To challenge yourself further go to https://nrich.maths.org/primary

Maths Term 5 Week 2 https://whiterosemaths.com/homelearning/year-5/

Lesson 1 - LO: To be able to round decimal numbers.

Lesson 2 - LO: To be able to order and compare decimal numbers

Lesson 3 - LO: To be able to understand percentages.

Lesson 4 - LO: To be able to read and write percentages as fractions and decimals.

Lesson 5 - Friday challenge

 

Maths Term 5 Week 3 https://whiterosemaths.com/homelearning/year-5/

Lesson 1 - LO: To be able to multiply 2 digit numbers.

Lesson 2 - LO: To be able to multiply 4 digits by 2 digits.

Lesson 3 - LO: To be able to divide with remainders.

Lesson 4 - LO: To be able to calculate perimeter.

Lesson 5 - Friday challenge

TERM 5 RELIGIOUS EDUCATION

 1. Learning Question: Why are the five pillars of Islam important for Muslims? 

 Think of your lives so far  and also what might be to come in the form of a journey.  Make a map of a journey of life for an imaginary person eg as a road with smooth and rocky sections, roads crossing, rivers, mountains etc.  What might the difficult and easier parts be? What would be needed to help this person through their life – not just money and success, but the qualities needed?  

What do you think the five most important things for their life’s journey might be, the ‘pillars’ they might need to make them strong. https://www.truetube.co.uk/film/life-journey is another way of looking at life as a journey. 
 
Making sense of beliefs, use https://www.bbc.co.uk/education/clips/ztgw2p3 to learn about the five pillars of Islam – this is a clip of a young Muslim describing the 5 Pillars, which are the essentials of the life of a Muslim. Muslims must not only believe in the five pillars, but also act on their beliefs.

• shahadah - a belief in one God,  

• salah - prayer, five times a day,  

• sawm- fasting in the month of Ramadan,

• hajj - pilgrimage  

• zakah- the giving of alms   
 
Compare what you thought was important in your life’s journey to what Sara believes will help her.  Also talk about what Christians believe will help them in their life journey to compare/contrast with what Sara says.

 

2. Learning Question: What do Muslims believe about Allah and about the Prophet Muhammad? 

Oneness.

The most important belief about Allah (God) in Islam is the concept of Tawhid, which means ‘oneness’. Tawhid begins with the idea that there is one God (monotheism), and teaches that oneness is central to the nature of Allah. So according to Muslims, Allah:

• has no partners

• is omniscient (knows all things)

• is omnipotent (can do anything, is all-powerful)

• is the one God of all time and all humankind 
 
There are also 99 beautiful names for Allah, to help deepen understanding of what Allah is like.  Allah cannot be described by any or all of these names but they help Muslims to think about Allah’s unknowable nature.  Many Muslims recite the names as one of the forms of dhikr (remembrance) to develop their awareness of Allah. Some Muslims use prayer beads (subha) to help them remember as they recite. 
http://www.exploreislamcambridge.com/aboutislam/english-translation-99-names-allah Choose an appropriate selection of names to explore. Focus on a name of Allah and create a poster with this description at the centre. Use a dictionary to find the definition of the word and a thesaurus to find alternative words for the poster. You can use online dictionary and thesaurus. Include an example from your own experience (e.g. merciful/mercy). 
 
The Prophet Muhammad - The Prophet is a leader for Muslims. He has over 1.5 billion followers who respect him, all over the world.  More than 1400 years ago he taught all Muslim people how to follow God. He is so special that when Muslims talk about him, when they say his name they say ‘Peace be upon him’. When they write his name they put the letters ‘PBUH’ after his name. Muslims never draw or portray the prophet in any way, only his words and teachings Talk about the examples that other religious leaders set.

How does following a Prophet help people to understand things about God?

Stories of the Prophet are very important in Islam. They say a lot about what he Prophet Muhammad (PBUH) said and did, and these stories often teach Muslims an inspiring lesson. Muslims follow Allah (God), but they learn a lot from the Prophet’s example.  https://www.bbc.co.uk/education/clips/z9tqb82 This clip outlines some basic facts about the Prophet Muhammad, his example and teachings.  

 

3. Learning Question: What is Shahadah and why is important for Muslims? 

Re-cap on the 5 pillars of Islam, use https://www.bbc.co.uk/education/clips/zwytk2p Look at each of the pillars but remember that they all stand together to support a Muslim in his/her daily life. 
 
The first pillar of Islam:  Shahadah http://www.bbc.co.uk/religion/religions/islam/practices/shahadah.shtml Explains what the Shahadah is - this is one of the most important beliefs in Islam and forms one of the five pillars of Islam. The Shahadah says, ‘I witness that there is no other god but Allah, and Muhammad is the prophet of Allah’.   
 
These are two of the ways in which the Shahadah is used

• The words of the Shahadah are the first words that a Muslim baby hears just after she or he is born. The father traditionally whispers the words into the ear of the baby. https://www.youtube.com/watch?v=dFPpSpn7q4s is an example of this

• They are the words used as part of the adhan or call to prayer.   www.islamcan.com/audio/adhan/index.shtml   The story of Bilal and the first call to prayer http://mmiweb.org.uk/microsites/religiousstories/muslim/bilal.pdf

What was most important to Bilal and why?

Is there anything that you would stand up for with such bravery? 
If you could choose, giving good reasons, what would you 

• whisper to a newborn baby?

• shout from the top of a tower? 
 
Compare the Muslim statement of belief and their beliefs about God to religions that you have studied already.

 

4.  Learning Question: What is Salah and why is important for Muslims? 

     How and why do Muslim people pray? 
     How does prayer provide guidance for Muslims? 
     What are the similarities and differences between prayer in Islam and in other religions? 
     Why do some people  pray regularly?  
 The second pillar of Islam:  Salah/Salat Making connections https://www.bbc.co.uk/education/clips/zcc76fr This clip is about Christians and praying. 

Why do people pray?

How do you think it might make them feel?  

Think about the experiences you have of prayer or similar practices and whether it helps you.  If you do not pray, what might you do instead? 
 
Understanding impact Salat is the obligatory Muslim prayers, performed five times each day by Muslims.  

• Salat al-fajr: dawn, before sunrise

• Salat al-zuhr: midday, after the sun passes its highest

• Salat al-'asr: the late part of the afternoon

• Salat al-maghrib: just after sunset

• Salat al-'isha: between sunset and midnight.

All Muslims try to do this. Muslim children as young as seven are encouraged to pray. This prayer timetable gives Muslims the pattern of their day. In Islamic countries, the public call to prayer from the mosques sets the rhythm of the day for the entire population, including non-Muslims. 
 
Muslims wash before they pray.  Wudhu is the ritual washing performed by Muslims before prayer.   https://www.bbc.co.uk/education/clips/z2hrk7h This clip is of a boy describing his practice – what that involves with clear explanations of why it is important in his life.   This is only one type of prayer, many Muslims take time to pray more personally to Allah after the more formal prayer. 
 
http://old.natre.org.uk/db/index.html This website has recorded what children say about various aspects of their faith.   Explore what Muslim children similar in age to your class say about this.    Are they similar or different to some of the things you said at the beginning of the lesson?

You could also explore what children of other faiths say about their prayers through this website to provide a broader understanding of why people pray.   

 

5. Learning Question: What is the role of the mosque for the Muslim community? 

https://www.bbc.co.uk/education/clips/z82fbk7 This clip gives a very brief introduction – there is a good sense of the importance of the mosque for the Muslim community. https://www.truetube.co.uk/film/holy-cribs-mosque This is a full tour of the London central mosque by a young Muslim man. https://www.truetube.co.uk/film/traditional-mosque Once you have done your ‘tour’, this is a way to check out some of the vocabulary involved. 
 
Talk about how a mosque is usually thought of as a building where Muslims can come together to pray. Anywhere a Muslim chooses for prayer is believed to become a mosque for that particular time.

Think about  

• the outside of the mosque, notice the minaret and the dome  

• the hall where people pray, the mihrab which shows the direction for prayer

• the clock, showing the times for daily prayers  

• the separate prayer hall for women,  

• the Imam  

• the minbar

• the Islamic art, geometric patterns etc.

• the signs of respect shown in the mosque  

• the mosque as a place of learning 
 
Record your understanding in some way – diagram with explanations, model, brochure etc  http://www.bbc.co.uk/guides/z297hv4#zggdmnb 


You might also want to think about how mosques are beautiful through Islamic art – how and why only certain sorts of decorations are used  Examples https://www.pinterest.co.uk/explore/islamic-patterns/ 

LO: To be able to create a fact-file for each planet in the Solar system.

What is it like on the other planets in the solar system?

As part of finding out about the orbits of the planets in our solar system relative to our Sun, you could find out more about what the affect their position has on the conditions on their planets.

Use books and the internet to find out what it is like on the other planets.

Information about each of the planets can be found on NASA’ website:
http://solarsystem.nasa.gov/index.cfm

http://solarsystem.nasa.gov/kids/index.cfm

 

Quick guides to each of the planets can be seen on BBC learning zones:

  1. http://www.bbc.co.uk/learningzone/clips/the-planet-jupiter/5638.html
  2. http://www.bbc.co.uk/learningzone/clips/the-planet-mars/5637.html
  3. http://www.bbc.co.uk/learningzone/clips/the-planet-mercury/5636.html
  4. http://www.bbc.co.uk/learningzone/clips/the-planet-neptune/5641.html
  5. http://www.bbc.co.uk/learningzone/clips/the-planet-saturn/5639.html
  6. http://www.bbc.co.uk/learningzone/clips/the-planet-uranus/5640.html

     7. http://www.bbc.co.uk/learningzone/clips/the-planet-venus/5635.html

 

LO: To be able to describe each planet.

Create a model of each planet. Label it and write a description of each planet using powerful adjectives and verbs

TERM 5 ART

William Blake was a 19th century writer and artist who is regarded as a seminal figure of the Romantic Age. His writings have influenced countless writers and artists through the ages, and he has been deemed both a major poet and an original thinker.

Follow this link to find out more about William Blake https://www.biography.com/writer/william-blake

Follow the link https://artclasscurator.com/making-art-with-kids-block-printing/ to learn and explore printmaking.

Class Rules

Termly Topic

 

Term 4: The Earth and Space

This term we are looking at the Earth and Space. The children will explore the historical aspects of Space by looking at the space missions and history of British astronauts. 

The children will be able to describe the movement of the Earth and other planets, relative to the Sun in the solar system. They will be able to describe the movement of the Moon relative to the Earth. They will be able to describe the Sun, Earth and Moon as approximately spherical bodies; use the idea of the Earth's rotation to explain day and night and the apparent movement of the Sun across the sky. 

 

Your Weekly Brain Builder - Term 3

Number Day

Safer Internet Day

Matching Mixed numbers to Improper fractions

Celebrating French festival of La Chandeleur (Candlemas), also known as Fete de la Lumiere (Holiday of the light) and Jour des crepes (Day of the crepes). This festival is celebrated every year on 2nd February in France.

Forces - Water Resistance

Forces: Air Resistance

Using an Atlas to find the major cities of UK

Using dictionaries to find the meanings

Drama and Role Play

Conscience Alley: Should Kat and Ted lie or tell the truth?

Christmas in Year 5

Trip to Horton Kirby

Please click on numbers below for more photos

Bollywood Day

Growth Mindset - Matching the statements

Place Value

Which material is a good conductor of heat?

Victorian timeline

Conscience Alley - Should Jim leave the workhouse or stay?

Role Play as characters from Street Child

Readers' Theatre