Home Learning 22nd April

Home Learning 22nd April

Dear Parents and Year Five Children,

I hope you have had a happy and holy Easter and enjoyed a restful week! Please find below some suggested home learning activities that are linked to our Year Five topics. This week, I have updated this blog with activities for both this week and next week!

Also this week, please visit the BBC Bitesize website: https://www.bbc.co.uk/bitesize/dailylessons

You’ll find daily lessons for homeschooling in Maths and English for every year group, as well as regular lessons in Science, History, Geography and more. All resources and lessons have been developed in collaboration with the Department of Education and other trusted education providers in order to provide curriculum led activities. This is a fantastic resource and has lessons and resources for all curriculum areas. 

Remember, please complete your learning packs first and then enjoy anything you like the look of from the list below:


  • Continue to write your daily diaries – remember that this could become part of history one day! Remember to use your very best cursive script, remember all of the basic skills that we have embedded and remember to practise new skills too! Remember to use relative clauses that are embedded using commas, subordinate clauses, modal verbs and a range of other devices to build cohesion within and across paragraphs. Try and use a colon correctly to introduce a list!
  • Twinkl is a fantastic resource to use and has lots of free downloadable and printable sheets. It covers everything from reading comprehensions to spelling activities. Just type the following link into your search engine https://www.twinkl.co.uk
  • Another fantastic resource to visit is the Literacy Shed https://www.literacyshedplus.com/browse/free-resources. This has some great English resources and ideas based around stories and are all free to download. It also has some lovely reading comprehension activities for children to try. There are answer sheets provided too for you to use to help guide children with their learning.
  • On Thursday 23rd April, It is St George’s Day. Read and enjoy the legend of St George and his dragon.
  • Read and enjoy a range of poetry. Can you learn it by heart and perform it showing an understanding through intonation, tone and volume so that the meaning is clear to an audience. This week, as it is St George’s Day, I would like to challenge you to focus this learning on a poem dedicated to St George and his dragon. I will upload a poem to help with this or you could choose a poem of your choice! Why not write an acrostic poem about the legend of St George and his dragon. You could even write a limerick related to St George or his dragon. Remember, a limerick is a humorous poem consisting of five lines. The first, second, and fifth lines must have seven to ten syllables while rhyming and having the same rhythm. The third and fourth lines should only have five to seven syllables; they too must rhyme with each other and have the same rhythm.
  • Rewrite the legend of St George and the dragon with a twist. Could you change the dragon to another creature? Or maybe you could change the ending? Remember, a legend is a story which takes place within human history. Legends are widely believed to be rooted in the truth, but will have evolved over time and taken on fictional elements. 
  • Research the life of St George and write a biography. Remember to use headings and subheadings to organise. Ensure it remains chronological. Include an opening statement that has some general information about him. Use the subheadings ‘Early Life,’ ‘Achievements’ and ‘Later Life’ as a starting point.
  • Why not write a letter? You could write a persuasive letter to the Prime Minister explaining why you believe it is the right/wrong choice to stay at home at the moment. Remember to flatter him and to include both points of view! You could also write a letter of thanks to any one of our key workers. Remember to include why you are thankful and to express the impact they are having on your life. You could write a postcard to one of your friends from school who you haven’t seen for a while. Tell them what you have been up to and how you are feeling. Remember to ask questions! You want them to reply.
  • Try writing a newspaper report! This is a great way to practise writing creatively. Remember that a newspaper report is a type of recount. Why not report on how St George slayed the dragon! Remember to include quotes, both direct and indirect from eyewitnesses. Ensure these are punctuated correctly.
  • Please continue to complete any additional reading in addition to revising the Y5/6 word list that you received at our first parents evening. It is also available online – https://assets.publishing.service.gov.uk (page 23)
  • Read the information that I have uploaded about St George. Answer the attached questions.
  • Try some of the grammar and punctuation tests that I have attached. The amswers are at the back for afterwards!
  • Write a book review based on the stories you are reading. I will attach a template that you can print or copy to help you with this.


  • Continue to practise your number facts. You can practise your times tables on Times Tables Rockstars and you have your prompt sheets with additional learning that is vital to Year Five.
  • Try out Carol Vordeman’s Maths Factor. It’s free to access and see how many of the challenges you can try https://www.themathsfactor.com
  • Remember to keep practising telling the time. Practise telling digital time, analogue time, 12 hour and 24 hour time to the nearest minute.
  • White Rose Maths have free worksheets and this is the scheme we follow at school. Our last topic at school was Fractions moving on to Decimals and Percentages. Practise recognising mixed numbers and improper fractions and convert from one form to the other. Practise converting fractions into a decimal and a percentage. I will attach some worksheets to support. 
  • Complete the lessons on the BBC Bitesize website. There are currently lessons that are recapping the methods of addition and subtraction, applying these methods to multi-step problems and even some challenges!


  • Parents – Father Jim is also streaming masses here: https://stpatrickslive This is usually at 9.30. 
  • https://www.tentenresources.co.uk At school, we occasionally use Ten Ten’s Collective Worship programme within our learning. This is being made freely available to all during this period of school and church closures.
  • Writing your own prayers at home. Why not give thanks to God for all of the keyworkers who are keeping our country moving at the moment. You may have something else you would like to pray for – God welcomes all prayers with an open heart.
  • In order to properly celebrate Jesus’ Resurrection, the Church sets aside 50 days of joyful celebration. These 50 days from Easter to Pentecost are celebrated as one feast day, sometimes called “the great Sunday.” Why not create a calendar that contains at least one way you can celebrate Jesus’ Resurrection as we prepare for the Ascension and then Pentecost.
  • Read and understand the story of the Ascension. I have uploaded a PowerPoint and some information in the form of a comprehension that has questions attached. Please complete the questions to demonstrate your understanding. Role-play the events and consider their significance. Why not try writing diary entries from the perspective of different key figures to demonstrate the differences in their thoughts and feelings!


  • Within your diary entries, consider how you are feelings during this period of uncertainty and change. Create an emotions diary, and explain how you are feeling each day. Rate your feeling intensity on a scale of 1-10. Acknowledge and accept the way you are feeling – it is ok! Talk to a member of your family, it will really help to voice your feelings. Track your feelings and see if you can notice any patterns, triggers or things that help you to manage the way you are feeling.
  • Focus some energy on caring for the other people in your household. Create a diary on how you have cared for somebody else (I will attach a resource to help). Do one thing at least per day. Consider what you did, who it was for, how you made the other person feel and in turn, how did it make you feel? Helping somebody else feel good will really boost the way you feel too!
  • Create a positivity calendar. Research quotes, thoughts or actions that promote positivity and focus on one per day!
  • Complete the lesson on BBC Bitesize that is called ‘The importance of using teamwork’. This will help you to understand the importance and benefit of teamwork. 


  • Our previous science topic was lifecycles – list as many animals that you can think of that live in our school forest. Choose one of the listed animals. Draw and describe their lifecycle.
  • Draw and describe the lifecycle of a mammal, an amphibian, an insect and a bird that would live in the forest.
  • Choose an animal that would live in one of the following environments: the swamp, the savanna, the mountains or the desert. Research their lifecycles and consider how it is similar and different to one of the animals in our local environment. Consider the following: how long they live, what they eat, special features that are related to their survival in their environment.
  • Our new topic in science is ‘Animals including humans’. This will focus on human development and changes as they reach old age. Research and recognise the stages of growth and development in humans. Name the main stages in the life cycle of humans. Research and correctly order the main stages. Identify the age ranges for each of the main stages. Explain some of the physical changes that occur at different stages in the life cycle of humans.
  • Find out about the stages in the gestation period of humans and compare them to other animals. Describe the main stages of gestation in humans. Explain how embryos and foetuses grow and develop in the womb.
  • Explore the stages of development during childhood. Consider the needs of children at those stages. Describe the needs of a newborn baby. Compare the needs of a human baby to those of other mammals. Describe the stages of development that occur during childhood. Describe how the needs of humans change at different points in their life cycle.
  • Explore and understand the initial changes inside and outside of the body during puberty. Explain the initial changes that occur inside and outside the body at the start of puberty. Identify the parts of the body that change during puberty and consider, research and explain the role played by hormones in the growth of humans and other animals. Research and explain some of the ways in which boys’ and girls’ bodies start to differ during puberty. Consider and suggest some ways in which teenagers can look after themselves and stay fit and healthy during puberty.
  • Finally, explore and understand how the body changes during adulthood and old age. Explain some ways in which the body changes during old age. Explore and describe some ways in which older people can stay fit and healthy.


  • 9.00am every morning, live on you tube, the Body Coach Joe Wicks is carrying out his PE lessons live across the nation. This is such a great way to start your day!
  • 11.30am every morning, live on YouTube, Oti Mabuse is carrying out different themed dance routines for all children to enjoy and learn. What a great way to keep active!
  • Why not finish your day with a yoga session from go noodle? This is a free resource and is great for relaxation after a busy day of learning!


  • Continue to embark on independent research of Scandinavia. Remember to complete a fact-file on all of the countries that are part of Scandinavia. Keep looking at world maps and reminding yourself where Scandinavia is located. Compare and contrast each of the countries in Scandinavia. How are they similar? How are they different? Compare and contrast each of the countries in Scandinavia against England. How are they similar? How are they different?
  • Move on to independent research of Japan. Locate Japan on a world map. Locate Japan on a world map. Identify the surrounding seas and oceans of Japan. Also, identify the capital city and other major cities of Japan. 
  • Think about the part of Japan that has warmer weather. Remember that the nearer to the equator you get, the warmer the climate becomes. Think of the equator as an imaginary line that splits our planet into the northern and southern hemisphere. There are also vertical imaginary lines called meridian lines which allow cartographers (map-makers) to pinpoint different positions on the planet based on how far from the equator and the prime meridian line they are. These are the longitudinal and latitudinal co-ordinates. They are measured in degrees and through the use of the four compass points. Research ‘latitude and longitude’ further. Find out what they mean. Use this knowledge to identify Japan, and other countries’ positions around a world map. 
  • Investigate the human and physical geography of Japan just like we did in class for Scandinavia. Give a definition of physical geography and identify a physical feature of Japan. Compare and contrast the physical geography of Japan and the UK. Move on and define the term human geography. Identify anything that might affect a nation’s population. Compare the human geography of two locations
  • Explore the physical geography of earthquakes and the amazing features of Japan including mountains and volcanoes. Describe how an earthquake occurs and why Japan has more earthquakes than the UK. Identify hazards and safety precautions that could be put in place during an earthquake.
  • Finally, compare the life of a Japanese school child with the life of a UK school child. Identify any similarities between a UK school and a Japanese school. Compare advantages and disadvantages to the different ways of education. Describe what a Japanese school is like.


  • Try making your own quiz all about the Viking invasions on England. How much of our key learning can you remember?
  • Write a diary entry from the perspective of a Viking travelling to England on a longship, a monk who may have witnessed a monastery being attacked and William the Conqueror before he wins his final battle. Remember to demonstrate how their actions are driven by their beliefs, thoughts and feelings.
  • Research the Industrial Revolution of Manchester. Find out about the history of Manchester once dubbed ‘Cottonopolis’ as it changed from a minor Lancastrian township into the industrial metropolis. Explore how Manchester began expanding “at an astonishing rate” around the turn of the 19th century as part of the boom in textile manufacture during the Industrial Revolution and the impact this had.

Art and Design

  • Observe and sketch a picture of St George and the dragon.
  • Design and sketch a dragon. Label it with the materials you would use to make it explaining why you have chosen those materials.
  • Design and create a dragon from a range of materials. 


  • Whatever your chosen instrument is, continue to practise regularly. 
  • If you do not play an instrument, listen to a range of music, both live and recorded, and enjoy and appreciate it. 
  • Compose your own music – remember it should have a range of purposes.
  • Research a famous composer.
  • Think about the type of music you enjoy. Research its history.
  • Complete the lesson on BBC Bitesize named ‘Singing with feeling’. Learn how to use your voice to make music. 


  • Why not download duolingo to refine old Spanish skills and also practise new skills. Tell it you are learning Spanish at school and choose your learning goal. Remember to ask permission from a parent and remember all of our esafety rules.


  • Continue to practise using scratch https://scratch.mit.edu/
  • Type up your diaries so that you can keep practising your keyboard skills.
  • Research any of the above areas in more detail.
  • Use a computing programme such as word to create your Fact Files.

I hope you enjoy all of the activities above – have lots of fun completing them. If you want to do other activities such as baking or gardening, take photographs! We would love to see them too.

Listen carefully to what your adults say – remember their permission, especially online, is vital! Keep safe and we will see your happy, smiling faces soon. We miss you!

Miss Hussain, Mrs Gallagher, Mrs Karamat and Miss O’Sullivan X

St Malachy's Primary School, Eggington Street, Manchester, M40 7RG
Email: [email protected]
Telephone: 0161 205 3496
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