Maths superheroes

Can you come to the rescue of those struggling with maths problems? Can you help them to overcome their difficulties with numbers or shapes?

Look at our videos and let us know if you find them useful by posting a comment!

This one is about percentages…

Year 5 Forces

Year 5 Science Homework – 9 Oct 2015

Have a go at each of these online games and investigations to consolidate your learning.

Please note: some of the sites need Flash Player, which means that they won’t work on an iPad. Try on a computer, instead. Apologies.

Year 5 Legends study

Try some of the links below to find out more about legends:

BBC Bitesize

Lots of great legends here

Children interview Michael Morpurgo

More info…

Legends are usually based on real characters and events, even though these have been richly embellished and exaggerated over time. This gives the narrative an exciting quality because all the events seem to be within the realm of possibility even when the plot has become so widely adapted or updated that it is completely fictional.

The plot of a legend usually focuses on an individual character, a cultural hero or a person respected and remembered (Jason, King Arthur, Robin Hood, William Tell, Roland) but there are also legends about places (Atlantis, Shangri-La), objects (the Holy Grail, the Philosopher’s Stone) and legendary animals (the Yeti, Loch Ness monster, Sasquatch, Chupacabra).

Structure and style

Structure is usually episodic, as in the phases of a journey over several years or the stages of a great battle. Some legends tell the entire life story of their hero as a series of linked episodes, each one a story in its own right, as in the King Arthur stories and the sagas of German-speaking and Northern European countries.

Common structures include:

  • chronological episodes;
  • journey stories;
  • sequential stories;
  • life stories and community histories.

Like myths, legends sometimes use a more literary style than fairy tales or fables.
For example:

  • rich, evocative vocabulary
  • memorable language use
  • use of rhythm and repetition techniques
  • formulaic openings and endings
  • imagery: simile, metaphor and symbolism.

Theme

Legends employ many of the typical themes of traditional stories:

  • good and evil
  • friend and foe
  • magic
  • the supernatural
  • rich and poor/rags to riches/riches to rags
  • wise and foolish
  • strong and weak
  • just and unjust
  • a quest or search
  • a journey
  • trials and forfeits.

Legends, like myths, reveal information about the way people lived, what they believed, what was important to them, what they valued and what they were afraid of.

(source – teachfind.com 2015)

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Year 5 Swanage 2015

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Year 5 have been enjoying a trip to the Jurassic Coast staying in the picturesque coastal town of Swanage. We have been fortunate with the weather which has been dry but blustery. A full itinerary has kept the girls engaged and entertained whilst learning about Victorian history, Jurassic geology and nature. Scott, Emily and Sarah have been great sources of knowledge all delivered with energy and humour.

Tuesday
Good time made on the journey down enabled us to take the chain ferry from Sandbanks to Studland. Stunning views along the way with an impressively choppy sea.
Arrived at Townsend Centre. Just enough time to make beds, although some needed more assistance than others. All girls should now be proficient at making them when they return, do test them!
After lunch we headed out for a pleasant stroll through Durlston Country Park learning about the endangered wildlife and Victorian quarrs. Do ask your daughter about the gruesome story of Francis.
Girls enjoyed the evening activity of an hour’s swim with friends and teachers.
Understandably the girls slept well after the day’s busy schedule, regenerating for Day 2.

Wednesday
A hearty breakfast was consumed and needed for today’s walk to Old Harry Rocks!
The walk started with a pleasant amble through the town with Scott pointing out special historical features. Last bathroom stop on the seafront before the long uphill climb to Ballard Down. To say it was a little windy would be an understatement. Gusts of up to 50mph kept the walk entertaining with some girls experimenting how it would be to be a bird!
Old Harry Rocks were immense and the girls enjoyed learning about how they were formed and the story behind the name.
The rest of the journey to Studland was easier-going than the way up. Time was spent on the beach, making the biggest and best-decorated castles before wandering the dunes and finding out about its habitat and associated wildlife.
The girls were grateful when they saw the coach to take us home!
After supper, drama in Swanage amphitheatre was on the cards. The girls began preparing for their assembly for parents next Wednesday.

Thursday
Back in time today as we travelled the steam train to Corfe. Girls got into character to help their peers understand how Corfe Castle defended against the enemy. Stories of old were shared, re-telling about battles between the Roundheads and the Cavaliers, King Charles and Edward the Martyr.
A stunning castle backdrop for lunch, followed by a ‘spot the difference’ at Corfe Station, before the steam ride home.
Being girls, a spot of shopping was essential for the afternoon, which included an obligatory seaside treat!

Lego Robotics Club

Years 5 and 6 have been busy this term in their co-curricular club creating robots out of Lego. They’ve made interactive pet dogs, Gyro Boys and colour sorters. Thanks to the Parents Association for their generous funding towards this and we hope you enjoy the video!

Year 5 study of ‘The Secret Garden’

In the Spring Term, Mr Hardie’s Year 5 reading group will be looking at the famous children’s novel ‘The Secret Garden’ by Frances Hodgson Burnett, first published in 1911.

Please see the full text attached: The Secret Garden (pdf text)

Themes of the novel

See below for some of the fantastic work produced by some of the girls in 5O. The took particular episodes from the first part of the novel and tried to imagine the innermost thoughts of the main character of Mary. The key skills we were trying to apply were those of empathy and inference.

Ariana A

Lucie T

Kaylis J

Anja F