Year 5

Home Learning Pack

Name: ____________

Week beginning: Monday 22nd June

Monday Reading –

Retrieval focus

Grammar –

Warming the pot

/vocabulary focus

Maths - Addition Science –

Adaptation

Tuesday Reading –

inference focus

Writing –

Biography

features

Maths -

Subtraction

For the next two

weeks, we will be

having a ‘Pirates’

theme for our

learning.

Your learning will

focus on multiple

areas of our

curriculum, which

has been outlined

at the end of this

document.

Wednesday Reading –

Response activity

Grammar – Active

and Passive voice

Maths - Addition

and Subtraction

Thursday Reading –

Response activity

Writing –

Biography plan

Maths - Addition

and Subtraction

Friday Reading – Non

Fiction

Writing – Write a

biography

Maths - Addition

and Subtraction

In addition to the activities set for each day, included in this week’s pack is a set of spellings for you

to practice which have been taken from the Year 5 and 6 spelling list produced by the government.

Why not try to include some of the words you practice in the writing activities for this week!

Spelling Practice: Look, say cover, write, check

Year Group: Ospreys – Year 5

Look Say Cover Write Check Write Check Write Check

Amateur

Awkward

Conscience

dictionary

harass

lightning

Occur

soldier

symbol

vehicle

Now choose four of the words to write in sentences:

1.__________________________________________________________

___________________________________________________________

2.__________________________________________________________

__________________________________________________________

3.__________________________________________________________

__________________________________________________________

4.__________________________________________________________

__________________________________________________________

This week’s comprehension activities will be based on the final chapter ‘United we are stronger’ from

our class book, Letters from the Lighthouse written by Emma Carroll. Each part of the chapter,

which you’ll need, has been typed up and included with the set of questions/activities for each day.

The full chapter has also been included at the end of this pack. On a Friday, we’ll look at a separate,

Non-Fiction text.

Reading – Monday – Retrieval

1.) What was Olive’s father doing when his plane got shot?

2.) Which animal did Monsieur Bonet keep? Circle one. Sheep cows chickens ducks

3.) Where did Olive’s father crash?

4.) What room in the farmhouse did Olive’s dad manage to make it to?

5.) Why did Olive’s father carry a photo of his family?

6.) Why did Monsieur Bonet bury Olive’s father in his orchard?

Sukie told us what had happened to Dad. Once or twice, I almost asked her to stop, but I had to

know – we all had to know – how he died. Otherwise, we’d be stuck wondering for ever.

Dad had been flying back to England, not far from the French coast, when his plant got hit by

enemy gunfire. It tore a huge hole in the tail of his plane, killing his gunner and two other crew

members outright. Rapidly losing height, the damaged aircraft was heading straight for the town

of Tollevast. Monsieur Bonet, who Sukie said was an old man who keep chickens, saw it happen

before his very eyes: how Dad managed to keep the plane up as it flew over the houses, coming

down with a thump in Monsieur Bonet’s orchard. The most heart-breaking part was that Dad

walked away from the crash. He surrendered himself to Monsieur Bonet, who’d gone running down

the orchard to help him, not arrest him. But there were injuries inside Dad that weren’t obvious

straight away. He made it as far as the kitchen of the farmhouse. He even started to drink a cup

of brandy, and was tell Monsieur Bonet his schoolboy French about his family, back at home. For

good luck, Dad always carried a photo when he flew, and he got it out to show Monsieur Bonet. It

was taken a couple of years ago when we’d gone to Brighton on a day trip, and me and Cliff are

eating ice creams and Mum’s got her eyes shut. Sukie’s the only one of us who looks normal.

Putting down his cup, Dad said he had a headache. He died right there in the chair.

Not wanting the Nazis to take Dad’s body, Monsieur Bonet buried him in a quiet spot in his

orchard. He reported the crashed plane to the authorities and said that all on board were killed,

even handing over Dad’s identity tags to cover himself. The photo he kept, in the hope that one

day he’d be able to trace the pilot’s family.

When, a few months later, he heard rumours of an English woman helping Jews escape across the

Channel, Monsieur Bonet tracked Sukie down to carry a message back to England. He recognised

her as soon he saw her. Hearing his story and seeing the photo, Sukie knew without doubt that

the pilot was buried in this old man’s orchard, in a sunny spot under an apple tree.

After Sukie finished talking, I sat staring into space, not crying but aware of an ache deep inside

my chest. I thought to myself: this pain is heart breaking.

I don’t know how long I sat there, but at some point the pain began to ease. I was able to feel

something else – a sort of gladness, I suppose – that Dad died gently and quietly in a kind old

man’s kitchen. And in a way we were with him at the end; at least out photo was.

Grammar – Monday - Warming the pot /vocabulary focus

Pira

tes

– W

arm

ing

the p

ot!

Choo

se a

cou

ple o

f th

ese

act

ivit

ies

to h

ave a

go

at t

o ge

t yo

ur p

irat

e j

uice

s fl

owin

g!

What do you know about the English Civil War?

Moonfleet: The Legend of Blackbeard Text

Blackbeard was one of the Mohunes who had died a century back, and

was buried in the vault under the church, with others of his family,

but could not rest there, whether, as some said, because he was

always looking for a lost treasure, or as others, because of

his exceeding wickedness in life. If this last were the true reason,

he must have been bad indeed, for Mohunes have died before and

since his day wicked enough to bear anyone company in their vault or

elsewhere. Men would have it that on dark winter nights Blackbeard

might be seen with an old-fashioned lanthorn digging

for treasure in the graveyard; and those who professed to know

said he was the tallest of men, with full black beard, coppery face, and

such evil eyes, that any who once met their gaze must

die within a year. However that might be, there were few in

Moonfleet who would not rather walk ten miles round than go near

the churchyard after dark; and once when Cracky Jones, a 15 poor

doited body, was found there one summer morning, lying dead on the

grass, it was thought that he had met Blackbeard in

the night.

Mr Glennie, who knew more about such things than anyone else,

told me that Blackbeard was none other than a certain Colonel 20

John Mohune, deceased about one hundred years ago. He would have it

that Colonel Mohune, in the dreadful wars against King Charles the

First, had deserted the allegiance of his house and supported the cause

of the rebels. So being made Governor of Carisbrooke Castle for the

Parliament, he became there the King’s 25

jailer, but was false to his trust. For the King, carrying constantly

hidden about his person a great diamond which had once been given

him by his brother King of France, Mohune got wind of this jewel, and

promised that if it were given him he would wink at

His Majesty’s escape. Then this wicked man, having taken the

bribe, plays traitor again, comes with a file of soldiers at the hour

appointed for the King’s flight, finds His Majesty escaping through a

window, has him away to a stricter ward, and reports

to the Parliament that the King’s escape is only prevented by Colonel

Mohune’s watchfulness. But how true, as Mr. Glennie 35 said, that we

should not be envious against the ungodly, against

the man that walketh after evil counsels. Suspicion fell on Colonel

Mohune; he was removed from his Governorship, and came back to

his home at Moonfleet. There he lived in seclusion, despised

by both parties in the State, until he died, about the time of the

happy Restoration of King Charles the Second. But even after

his death he could not get rest; for men said that he had hid

somewhere that treasure given him to permit the King’s escape, and

that not daring to reclaim it, had let the secret die with him,

and so must needs come out of his grave to try to get at it again.

Find the following words and phrases in the story and underline them. Can you work out what

they mean, simply by reading the sentence around them? Once you have tried to decipher

them, look them up in the dictionary (or using the internet) to see if you were correct, and

make changes to your definition if need be.

Word/Phrase What I Think It Means Dictionary Definition

allegiance

doited

false to his trust

file of soldiers

lanthorn

professed

seclusion

the man that walketh

after evil counsels

vault

ward

wink at

Maths – Monday – Addition

Starter: Log into to practice your multiplication!

1.) Complete these calculations

2.) a.) Complete the calculations below:

b.) What do you notice about each addition?

c.) What stays the same? What changes?

3.) Use the place value chart below to help you complete these two calculations:

a.) 23,245 + 14,323 = b.) 23,245 + 14,328 =

c.) 23,245 + 14,846 = d.) _________ + 23,245 = 35,490

Monday – Science – Adaptation

Adaptation occurs through natural selection. Adaptation is when an animal gradually changes over

thousands of years so that it can better survive in its environment.

Below are some creatures who can be found in either the desert or arctic regions of our planet. For

each creature below, research what their habitat is, what their diet is, how long it lives for and how

it has adapted to its environment.

Reading – Tuesday – inference

1.) Why do you think the fields outside of Mrs Henderson’s house was a ‘pleasant change’ for Olive?

2.) Why do you think Sukie blushed when Olive mentioned Ephraim’s name?

3.) Explain what Olive means when she describes eating her breakfast that was ‘fit for soldiers.’

4.) Queenie isn’t “being put off by the threat Mr Spratt imposed.” What does this tell us about

Queenie’s character?

5.) “We weren’t going to be beaten by hate.” What does Olive mean by this?

It was late morning by now. Word of Sukie’s arrival had reached Queenie and Miss Carter,

who were in the kitchen with Mrs Henderson, the sounds and smells of breakfast drifting down

the hall. Outside, the sun was shining. It was shaping up to be a beautiful March day. One wall of

Mrs Henderson’s sitting room was almost entirely made up of windows that looked out over fields

where her goats grazed. It was a pleasant change from gazing out to sea.

“Look!” Cliff said, pointing to a clump of trees that grew close to the house. “They’ve got buds on.

That means spring’s coming, doesn’t it?”

“Ephraim says spring always comes early in Devon,” I replied. At the mention of his name, I

could’ve sworn I saw Sukie blush.

“Monsieur Bonet says we’re welcome to visit dad’s grave when it’s safe to do so,” she said, taking

Mum’s hand. “Honestly Mum, it’s a gorgeous spot. I think you’ll love it.”

Mum frowned at the entwined fingers like she was about to disagree. Maybe it was all this talk of

buds and daffodils, but when she looked up, she was smiling. “I’d like that darling, I think we all

would.”

We ate the sort of breakfast fit for soldiers after battle. There was porridge with cream and

honey, eggs, toast, bacon for those who wanted it. On finally seeing Sukie in daylight, Miss Carter

was first to embarrassed to eat.

“I’m so sorry,” she kept saying, going pink. “I don’t know what I was thinking. It was

unforgivable.”

“You need spectacles,” Mrs Henderson said helpfully. “Getting the message wrong was one thing,

but look – the girl’s half the mother’s age – no offence meant.” Sukie and Mum both laughed. Even

with their different hair, they did look confusingly similar. It was Sukie who smile dazzled,

though. And I could see Miss Carter gazing at her, thinking her completely marvellous. I just

hoped Ephraim, when he finally met Sukie in person, would think the same.

Queenie, meanwhile, was already arranging to bring in another refugee boat from France. She

wouldn’t be put off by the threat Mr Spratt imposed.

“That silly little man’s the least of our worries.” She shovelled food into her mouth as she talked.

“My sense is that Hitler’s plans for the Jews are only just beginning. These next few months

we’re going to be busy.”

“Whatever you decide, count me in,” Sukie said.

There was a chorus of agreement around the table. And it really did help, feeling part of those

plans. It reminded me there was a future, and we’d all be involved in it. We weren’t going to be

beaten by hate.

Writing – Tuesday – Features of a biography

Read or listen to the Blackbeard biography below - https://mrnussbaum.com/blackbeard-biography

Blackbeard Biography

Edward Teach (Blackbeard)

Edward Teach, better known as Blackbeard, was an English pirate during the

Golden Age of Piracy. After serving as a privateer in the British navy, he, like

many other privateers, turned to a life of piracy when the War of Spanish

Succession ended in 1713.

Plunder!

In a few short years, Blackbeard gained a notorious reputation as he and his

crew attacked settlements in the Caribbean Sea and along the Atlantic Coast of

North America. Blackbeard would plunder merchant ships, board them, and steal

all of the gold, jewels, coins, food, liquor, and weapons. It was said that

Blackbeard’s appearance alone was enough to cause the enemy to surrender.

According to legend, Blackbeard would often tie burning fuses to the end of his

beard when the enemy was in his presence. Despite his reputation, there are no

accounts of Blackbeard killing or torturing anyone.

Blockade of Charleston Harbour

Blackbeard is perhaps most famous for his legendary blockade of Charleston

Harbour, South Carolina. In 1718, Blackbeard entered Charleston Harbour in his

ship known as Queen Anne’s Revenge with three smaller ships. He proceeded to

plunder five merchant ships entering or leaving the harbour. Shipping traffic in

the harbour came to a standstill in fear of the pirates. In one of the vessels,

Blackbeard took a group of prominent Charleston citizens as hostages, who were

later ransomed (without their clothes) for a chest full of medicine. Then,

Blackbeard escaped north, where he ran three of the ships aground and

marooned most of his crew. Many believe Blackbeard marooned his crew so he

could keep a greater portion of the treasure acquired from Charleston.

Nevertheless, Blackbeard escaped to North Carolina and accepted a pardon

under the royal Act of Grace.

The Dreadful End

Blackbeard finally met his end in November of 1718 after the governor of

Virginia, Alexander Spotswood, had placed a bounty on his head. He was killed in

a naval battle off the coast of North Carolina by Robert Maynard. Maynard cut

off Blackbeard’s head and hung it on his ship.

Blackbeard's End as Pictured in The Pirates Own Book (1837)

In Popular Culture

Today, Blackbeard is perhaps the most well-known of all the pirates. He is

referenced in many works of literature including Robert Louis

Stevenson’s Treasure Island, as well as in numerous video games, theme park rides,

cartoons, comics, and movies.

Biography 2

The notorious Blackbeard (1680—1718)

Who was Blackbeard?

Blackbeard gained a notorious reputation in a short span of time as he

and his crew attacked settlements around the Caribbean Sea, during

what many describe as the 'Golden Age of Piracy'. As his reputation

grew, it was said his appearance alone was enough to strike fear into

the hearts of his enemies and make them surrender. He would attack

merchant ships, stealing all kinds of valuable goods such as gold,

jewels, liquor and weapons.

Fun fact: To make himself look more terrifying in battle, he would

attach lit fuses to his hair, slowly burning and creating sparks and

smoke. No wonder Blackbeard became so famous!

Blackbeard’s Life

Blackbeard was born around 1680, and his real name was Edward Teach (or Edward Thatch).

It's believed he was born in Bristol, although this isn't known for sure. Many think he was

part of a wealthy family as he could read and write well.

His pirate career began in 1716 when he joined the crew of Captain Benjamin Hornigold, an

English pirate. When Hornigold retired from piracy, he gave Blackbeard command of a

captured ship.

A year later, Blackbeard and his crew attacked a French merchant ship the 'Concorde', and

converted it to a pirate ship and the legend of Blackbeard began.

Perhaps his biggest victory was against the powerful warship, HMS Scarborough. This

brought him even more notoriety and respect amongst fellow pirates as a great pirate and

leader.

In 1718, after receiving a pardon from the Governor of North Carolina, he tried to give up

piracy - but he didn't stay reformed for long. He just couldn't stay away from piracy! By

November the Governor of Virginia placed a bounty on his head.

He was killed in a huge naval battle off the coast of North Carolina by Robert Maynard.

Maynard later said that Edward Teach was shot at least five times and cut around twenty.

Blackbeard's head was cut off and hung on the mast of the ship!

Blackbeard himself may be long gone, but he has appeared in many works of fiction including

Treasure Island by Robert Louis Stevenson. He also appears in cartoons, movies and even

video games!

How well have they done?

Using the checklist below, assess how well the authors of each biography have

done!

Which of the two biographies do you think is the most successful? Why?

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

________________________________

Have they included….. Bio

1

Bio

2

used a question or interesting opening statement to hook

the reader?

summarised the main events of the person’s life in the

first paragraph?

written in the past tense?

used third person pronouns?

written about key events in the person’s life?

written about key influences in the person’s life?

used the passive voice?

linked sentences and paragraphs using:

ellipsis?

repetition?

adverbials?

summarised the person’s life by mentioning:

their main achievements?

personality?

how he or she will be remembered?

Maths – Tuesday – Subtraction

Starter: Log into to practice your multiplication!

1.) Use the place value grid to help you solve these calculations

2.) Complete these calculations:

3.) A family has £22,658 in the bank. They spend £3,600 on a holiday. How much money do they have

left?

4.) It is 10,553 miles to Sydney from London. It is 9,929 miles from New York to Sydney. How much

further away is Sydney from London to New York?

5.) Look at each calculation below and think carefully about which method would be the most efficient

before calculating each answer.

a.) 10,004 – 9,995 = b.) 10,000 – 6,727 = c.) 15,923 – 9,998 =

Reading – Wednesday – response activity

Write a short diary entry, imagining you’re Queenie about what it was like being arrested by Mr

Spratt.

Though it wasn’t quite that straightforward. When things quietened down, Mr Spratt

sent the police back to Budmouth Point. Of everyone, only Queenie was charged – for forgery

of documents – then given a suspended sentence, which meant she didn’t have to go to prison.

This was especially good news because now Esther had got all her clocks working, they had to

be wound every Sunday on the dot. Only Queenie herself could be trusted with this important

job.

Mum, looking stronger by the day, went back to London. She said she’d be all right with Gloria

for company, and anyway thought it time she returned to work. We didn’t ask if she’d done

back to the office in Shoreditch – that sort of thing was secret – there was a war on, after all.

Ephraim was a harder nut to crack. Seeing Sukie in the flesh, he was convinced she was too

good for him and retreated, hermit-like, further in his shell.

“Crickey,” Cliff said, fancying himself an expert on romance suddenly. “Why don’t they just kiss

and get it over with?”

“It’s not like in the movies,” I told him.

Though actually, in the end, it sort of was. Knowing Ephraim’s weakness for dogs and messages

in writing, Sukie trained Pixie to carry a note to Ephraim, inviting him to the cinema on a date.

And so they went to see a new film called Gone with the Wind or something equally slushy, and

came home so lovey-dovey I hardly knew where to look.

After Queenie’s arrest, the remaining refugees decided amongst themselves, to do things

properly. As Dr Wirth reminded us, they’d never planned to stay in Budmouth Point for ever.

They handed themselves in to the authorities and were taken to an ‘internment camp’ at Croyde

on the north Devon coast. Someone said it’d once been a holiday camp, and weren’t they lucky,

though I don’t think they saw it that way. Esther didn’t go with her father – as a

Kindertransport child her papers were valid – and she stayed on at Queenie’s so she could

continue with school.

One day in the Easter holidays, Esther and I caught the bus to visit Croyde. We carried with

us bottles of goat’s milk from Mrs Henderson, who’d insisted we take something nice for our

Jewish friends. It was a warm day, and the journey took for ever, the roads twisting up over

Dartmoor and plunging down the other side again. All the while, the goat’s milk got lumpier and

smellier.

“It’’ll be cheese by the time we get there,” Esther moaned.

Grammar – Wednesday – Active and Passive Voice

The active voice describes a sentence where the subject performs the action stated by the verb. It

follows a clear subject + verb + object construct that's easy to read. ... With passive voice, the

subject is acted upon by the verb.

Can you complete the table using the one above as a guide?

ACTIVE VOICE PASSIVE VOICE

Present Simple

The ship is steered by the skipper.

Past Simple

Future Simple

The skipper will steer the ship.

Present

Continuous

Going to

Present Perfect

The ship has been steered by the

skipper.

Past Perfect

The skipper has to steer the ship.

Infinitive

Modals

The ship must be steered by the

skipper.

Task 2

Can you write a description of these photos in active and passive voice?

Active

Passive

Active

Passive

Maths – Wednesday – Addition and Subtraction

Starter: Log into to practice your multiplication!

1.) The table below shows the number of home and away fans attending three football matches.

Which match had the greatest number of fans attending?

2.) Complete these additions:

3.) Mr Hill has written these calculations on the board.

Explain what mistakes that Rosie and Whitney have made.

4.) Teddy and Jack are playing a computer game. Teddy scores 55,890 points. Jack scores 36,475

points fewer than Teddy. How many points do they have altogether?

Reading – Thursday – response activity

I hope you’ve enjoyed the story about Olive and Cliff - I know I certainly

have! This is unfortunately the final part of their story!

Next week we’ll be reading a new story which is also written by Emma Carroll

called ‘When we were Warriors.’ The book is made up of 3 short stories, 1 of

which is a sequel to our ‘Letters from the Lighthouse’ book. I’m very excited

for us to read it

Finish reading the last part of the final chapter from the end of your booklet.

Complete a book review of the whole story below. You can use the template

provided or you can design your own!

Book Title: ________________________

________________________________

Author:_________________________

Who would you recommend this book to?

Why?

__________________________

__________________________

__________________________

__________________________

__________________________

__________________________

__________________________

__________________________

__________________________

_________________________

What is the book about? Write a short

summary.

__________________________

__________________________

__________________________

__________________________

__________________________

__________________________

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__________________________

_________________________

__________________________

__________________________

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__________________________

_

__________________________

__________________________

__________________________

__________________________

Your opinion: Did you like the book? What

was your favourite part? Why?

__________________________

__________________________

__________________________

__________________________

__________________________

__________________________

__________________________

__________________________

__________________________

_________________________

Writing – Thursday – Biography plan

We have been learning a lot about Blackbeard but today you are going to be planning your own

biography.

Choose another famous pirate from history and find out as much as you can about them. Who are

they? Why did they become famous? Unusual/interesting facts etc.

Some famous pirates you could choose to research include Calico Jack, Anne Bonny (the most

famous female pirate), Sir Francis Drake or Captain Kidd.

Biography Planning Page

Title - ____________________________________________________

Intro – 5 W’s

1. Who is the person? – ________________________________________

2. What are they famous for? ___________________________________

3. When did it happen? ________________________________________

4. Where did it happen?________________________________________

5. Why are they famous today? __________________________________

------------------------------------------------------------------------------------------

Key Events that happened (Remember to write in chronological order)

1.

2.

3.

4.

5.

6.

------------------------------------------------------------------------------------------

Time connectives and adverbials I would like to use to open sentences

1. 2. 3.

4. 5. 6.

------------------------------------------------------------------------------------------

WOW words - Impressive topical or descriptive vocabulary

------------------------------------------------------------------------------------------

Conclusion – Have they taught us anything? ___________________________

Why will they always be remembered? _____________________

Maths – Thursday - Addition and Subtraction

Starter: Log into to practice your multiplication!

1.) Mr Hall has written these additions on the board

Explain the mistakes that Dexter and Eva have made.

2.) Here are some digit cards:

Ron makes a 4-digit number with the cards.

Eva also makes a 4-digit number with the cards.

The difference between their two numbers is between 1,000 and 3,000. What numbers could they

have made? How many possibilities are there?

3.) a.) Eva is reading a book before bedtime. On Monday she reads 318 pages. On Tuesday she reads

63 pages more than she did on Monday. How many pages does she read altogether on Monday and

Tuesday?

b.) There are 724 pages in the book altogether. How many pages does she have left to read?

4.) Here are two number cards:

The sum of the two cards is 2,900. What is the difference between the two cards?

5.) There are 15,600 people at a concert. There are 9,050 adults. The rest are children. How many

more adults than children are there?

Today’s comprehension is based on a separate, Non-Fiction text.

Reading – Friday - Poem

Sea Shanty

'Tis of a Gallant Southerner (Fo'castle song)

Collected from James Tucker by Cecil Sharp, Bristol, 14 July 1914

Tis of a gallant southerner that flew the stars and bars

The whistling wind from west north west blew through his pitchpine spars

With both the starboard tacks on board he flew before the gale

One autumn night when he rose the light on the head of old Kinsale

No thoughts of shortening was there by him who walked the poop

While neath the weight of his ponderous jib, the boom bent like a hoop

The groaning chest trees has told the strain that hung as his stout chain tack

But he only laughed as he lewked aloft at his bright and glittering track

What hangs out on our weather bow what hangs out on our lee

What hangs out on our weather bow abreast of the Saltees

But at the break of morn by her talk and tapering spars

We knew our morning visitor was a limejuice man o' war

1. Find out where the following parts of a ship are and what they would be used for.

Describe them in your own words e.g. Fo’castle: upper deck of a sailing ship forward of foremast.

a. Fo’castle (fo’c’sle)

b. Poop

c. Jib

d. Boom

e. Chain tack

f. Spars

g. Starboard and port

2. Clarify any other unfamiliar words from the shanty using a dictionary/the internet.

3. Who/what might old Kinsale be?

___________________________________________________________

4. In your own words can you explain what this sea shanty is about?

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

_______________________________________________________________

5. Who do you think the author of the shanty may be? What makes you think this?

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________

Writing – Friday – Biography

Using the plan you generated yesterday, write a biography for a famous pirate. As you are

writing, use the checklist on the following page to ensure you have included all of the

required key features.

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

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_____________________________________________________________________

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_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

____

Have you included….. Tick

used a question or interesting opening statement to hook

the reader?

summarised the main events of the person’s life in the

first paragraph?

written in the past tense?

used third person pronouns?

written about key events in the person’s life?

written about key influences in the person’s life?

used the passive voice?

linked sentences and paragraphs using:

ellipsis?

repetition?

adverbials?

summarised the person’s life by mentioning:

their main achievements?

personality?

how he or she will be remembered?

Maths – Friday - Addition and Subtraction

Starter: Log into to practice your multiplication!

1.) Mo has £1,000. He buys a TV and a games console.

Does Mo have enough money left to buy a phone? Explain why.

2.) Two families each have £1,800. The table below shows how much they need to spend.

Which family has the most money left?

How much more do they have?

3.) Jack, Amir and Whitney are counting their sticker collections. They have 900 stickers altogether.

How many stickers do they each have?

4.) Three 4-digit numbers add together to make 10,000. One of the numbers is 2,560. Complete the

sentences below to describe the other numbers.

The total of the two numbers are ___________. The two numbers could be _______ and

__________. One of the numbers is greater than ___________.

There are five activities below which link in with our new theme of ‘Pirates’ which we’ll be looking at

for the next two weeks. Feel free to complete them in any order you choose.

This week’s theme: Pirates

Curriculum

area

Suggested activity

Science Water survival

Foundation Stage 2 / KS1 – Watch this video about floating and sinking

https://www.bbc.co.uk/cbeebies/watch/messy-goes-to-okido-why-do-things-sink-and-float Can

you investigate floating and sinking at home? You could use your bath, a sink or a bucket to place

objects in and see which ones float and which ones sink. Are there any similarities between the

objects that float and the ones that sink? Does all plastic float? What does wood do?

Now write a list of the objects that float and the ones that sink.

Year 3 / 4 – Design and create a boat that floats so that you can escape the island, which you’ve

been shipwrecked on. Test what materials you could use for the hull of the boat that are

waterproof. Think about the surface area of the hull and how to make sure your boat is buoyant.

How will you test your boat out?

Year 5 /6 - Design and create a raft which floats so that you can escape the island which you’ve

been shipwrecked on. Can you investigate to see how much weight your raft can hold before it

sinks? Can you investigate how the shape of your raft might affect how much weight it can hold?

History The life of a pirate

Foundation Stage 2 / KS1 – What was life like on board a pirate ship? Listen carefully to this

song. https://www.youtube.com/watch?v=jx79dLuqPwQ What jobs did the pirate do?

Draw pictures of the different activities pirates do and write a sentence(s).

Year 3 / 4 – Can you research the meanings of the symbols that were displayed on pirate ship

flags? How would the pirates try to ‘fool’ other ships with their displayed flag? A good example

of this to start you off is notorious pirate Emmanuel Wynne.

Once you have done your research, can you design a pirate ship flag of your own?

Year 5 /6 – Edward Teach, who was better known as Blackbeard, was an infamous pirate who

controlled the Caribbean Sea in the 1700’s. What was life like for a pirate on board the ship?

Carry out your own research into what a pirate’s life was like; how did they survive at sea? What

did they eat? How did this affect their health? Watch this clip to get you started:

https://www.bbc.co.uk/cbbc/watch/p00smdp2

Art Maps

Foundation Stage 2 / KS1 – Design a pirate ship flag – look at flags from around the world then

look at flags found on ships, especially pirate ships. Using the template, design a flag for a pirate

ship.

Year 3 / 4 – There is no evidence that pirates actually buried any treasure and no pirate maps

have ever actually been found…yet! Can you design your own treasure map complete with

geographical features such as mountains, quick sand and shark infested waters with a key to show

these? Can you write a set of instructions to go with your map that would lead the lucky finder of

this to a hidden hoard of treasure?

Year 5 /6 – There is no evidence that pirates actually buried any treasure and no pirate maps

have ever been found. Can you design your own treasure map, make sure to include a compass,

geographical features such as mountains and sea monsters! If you want, you could research to

find out what other myths there are around pirates.

R.E Key teachings

Foundation Stage 2 / KS1 – Find out about the story of Moses and the ten commandments. What

are the ten rules? Which one do you think is the most important one? Can you say why? Have a go

at writing your own set of ten rules for your house. What will be important?

Year 3 / 4 – We would like you to investigate the key teachings which influence the way both

Christians and Sikhs lead their lives. We would like you to create your own set of rules which

everyone could use and follow to help them lead a good life.

Year 5 /6 – We would like you to investigate the key teachings which influence the way both

Christians and Muslims lead their lives. We would like you to create your own set of rules which

everyone could use and follow to help them lead a good life.

Jigsaw

(PSHCE)

Relationships

For all year groups: This week we’re thinking about ‘change.’ We would like you to focus on the

changes which you have noticed within our world, on a global scale, and how people have dealt with

them.

For example, how the levels of pollution in some cities/countries has decreased because of

Lockdown.

Letters from the Lighthouse – United we are stronger

Sukie told us what had happened to Dad. Once or twice, I almost asked

her to stop, but I had to know – we all had to know – how he died.

Otherwise, we’d be stuck wondering for ever.

Dad had been flying back to England, not far from the French coast,

when his plant got hit by enemy gunfire. It tore a huge hole in the tail of

his plane, killing his gunner and two other crew members outright. Rapidly

losing height, the damaged aircraft was heading straight for the town of

Tollevast. Monsieur Bonet, who Sukie said was an old man who keep

chickens, saw it happen before his very eyes: how Dad managed to keep

the plane up as it flew over the houses, coming down with a thump in

Monsieur Bonet’s orchard. The most heart-breaking part was that Dad

walked away from the crash. He surrendered himself to Monsieur Bonet, who’d gone running down the

orchard to help him, not arrest him. But there were injuries inside Dad that weren’t obvious straight

away. He made it as far as the kitchen of the farmhouse. He even started to drink a cup of brandy,

and was tell Monsieur Bonet his schoolboy French about his family, back at home. For good luck, Dad

always carried a photo when he flew, and he got it out to show Monsieur Bonet. It was taken a couple

of years ago when we’d gone to Brighton on a day trip, and me and Cliff are eating ice creams and

Mum’s got her eyes shut. Sukie’s the only one of us who looks normal. Putting down his cup, Dad said

he had a headache. He died right there in the chair.

Not wanting the Nazis to take Dad’s body, Monsieur Bonet buried him in a quiet spot in his orchard.

He reported the crashed plane to the authorities and said that all on board were killed, even handing

over Dad’s identity tags to cover himself. The photo he kept, in the hope that one day he’d be able to

trace the pilot’s family.

When, a few months later, he heard rumours of an English woman helping Jews escape across the

Channel, Monsieur Bonet tracked Sukie down to carry a message back to England. He recognised her

as soon he saw her. Hearing his story and seeing the photo, Sukie knew without doubt that the pilot

was buried in this old man’s orchard, in a sunny spot under an apple tree.

After Sukie finished talking, I sat staring into space, not crying but aware of an ache deep inside my

chest. I thought to myself: this pain is heart breaking.

I don’t know how long I sat there, but at some point the pain began to ease. I was able to feel

something else – a sort of gladness, I suppose – that Dad died gently and quietly in a kind old man’s

kitchen. And in a way we were with him at the end; at least out photo was.

It was late morning by now. Word of Sukie’s arrival had reached Queenie and Miss Carter, who were

in the kitchen with Mrs Henderson, the sounds and smells of breakfast drifting down the hall.

Outside, the sun was shining. It was shaping up to be a beautiful March day. One wall of Mrs

Henderson’s sitting room was almost entirely made up of windows that looked out over fields where

her goats grazed. It was a pleasant change from gazing out to sea.

“Look!” Cliff said, pointing to a clump of trees that grew close to the house. “They’ve got buds on.

That means spring’s coming, doesn’t it?”

“Ephraim says spring always comes early in Devon,” I replied. At the mention of his name, I could’ve

sworn I saw Sukie blush.

“Monsieur Bonet says we’re welcome to visit dad’s grave when it’s safe to do so,” she said, taking

Mum’s hand. “Honestly Mum, it’s a gorgeous spot. I think you’ll love it.”

Mum frowned at the entwined fingers like she was about to disagree. Maybe it was all this talk of

buds and daffodils, but when she looked up, she was smiling. “I’d like that darling, I think we all

would.”

We ate the sort of breakfast fit for soldiers after battle. There was porridge with cream and honey,

eggs, toast, bacon for those who wanted it. On finally seeing Sukie in daylight, Miss Carter was first

to embarrassed to eat.

“I’m so sorry,” she kept saying, going pink. “I don’t know what I was thinking. It was unforgivable.”

“You need spectacles,” Mrs Henderson said helpfully. “Getting the message wrong was one thing, but

look – the girl’s half the mother’s age – no offence meant.” Sukie and Mum both laughed. Even with

their different hair, they did look confusingly similar. It was Sukie who smile dazzled, though. And I

could see Miss Carter gazing at her, thinking her completely marvellous. I just hoped Ephraim, when

he finally me Sukie in person, would think the same.

Queenie, meanwhile, was already arranging to bring in another refugee boat from France. She

wouldn’t be put off by the threat Mr Spratt imposed.

“That silly little man’s the least of our worries.” She shovelled food into her mouth as she talked. “My

sense is that Hitler’s plans for the Jews are only just beginning. These next few months we’re going

to be busy.”

“Whatever you decide, count me in,” Sukie said.

There was a chorus of agreement around the table. And it really did help, feeling part of those plans.

It reminded me there was a future, and we’d all be involved in it. We weren’t going to be beaten by

hate.

Though it wasn’t quite that straightforward. When things quietened down, Mr Spratt sent the police

back to Budmouth Point. Of everyone, only Queenie was charged – for forgery of documents – then

given a suspended sentence, which meant she didn’t have to go to prison. This was especially good

news because now Esther had got all her clocks working, they had to be wound every Sunday on the

dot. Only Queenie herself could be trusted with this important job.

Mum, looking stronger by the day, went back to London. She said she’d be all right with Gloria for

company, and anyway thought it time she returned to work. We didn’t ask if she’d done back to the

office in Shoreditch – that sort of thing was secret – there was a war on, after all.

Ephraim was a harder nut to crack. Seeing Sukie in the flesh, he was convinced she was too good for

him and retreated, hermit-like, further in his shell.

“Crickey,” Cliff said, fancying himself an expert on romance suddenly. “Why don’t they just kiss and

get it over with?”

“It’s not like in the movies,” I told him.

Though actually, in the end, it sort of was. Knowing Ephraim’s weakness for dogs and messages in

writing, Sukie trained Pixie to carry a note to Ephraim, inviting him to the cinema on a date. And so

they went to see a new film called Gone with the Wind or something equally slushy, and came home so

lovey-dovey I hardly knew where to look.

After Queenie’s arrest, the remaining refugees decided amongst themselves, to do things properly.

As Dr Wirth reminded us, they’d never planned to stay in Budmouth Point for ever. They handed

themselves in to the authorities and were taken to an ‘internment camp’ at Croyde on the north Devon

coast. Someone said it’d once been a holiday camp, and weren’t they lucky, though I don’t think they

saw it that way. Esther didn’t go with her father – as a Kindertransport child her papers were valid –

and she stayed on at Queenie’s so she could continue with school.

One day in the Easter holidays, Esther and I caught the bus to visit Croyde. We carried with us

bottles of goat’s milk from Mrs Henderson, who’d insisted we take something nice for our Jewish

friends. It was a warm day, and the journey took for ever, the roads twisting up over Dartmoor and

plunging down the other side again. All the while, the goat’s milk got lumpier and smellier.

“It’’ll be cheese by the time we get there,” Esther moaned.

The camp certainly didn’t look like a place you’d visit on holiday. Our friends weren’t the only refugees

there, either. In total there were eighty or more who’d fled Hitler. Though it was on a clifftop

overlooking the sea, it was dusty and rundown and surrounded by a barbed wire fence.

“But only a low barbed wire fence,” Dr Wirth pointed out. “We’re no security risk to the English; we

hate Hitler as much as you do.”

“In fact, he told us, some of the refugees were joining what was called the Pioneer Corps, where

they’d be doing special war duties for the British against the enemy.

Seeing how overjoyed Esther was to be with her father brought tears to my eyes. It was wonderful

to see the others too, who hugged us and said hadn’t we grown and made us eat apple cake and

thanked us for the lumpy milk.

Inside the camp were rows of wooden huts where everyone lived. They’d hung scarves at the windows

and spread bright blankets on their beds in an attempt to make things more homely. Mr Schoenman

had set up a bread oven to bake special loaves every Friday for Sabbath. Weber was teaching

Hebrew, the newspaper writers running a newsletter of sorts. Mimi Schoenman and her sisters Anna

and Rose had made the most amazing tree house in the hollowed-out ash tree. “It could be worse,”

Frau Berliner said, forcing a smile. It wasn’t their home, though. It felt unfair to see these people

we’d tried so hard to help still living in a way they didn’t deserve.

Later, on the bus back to Budmouth Point, Esther said the news from Austria wasn’t good. “Father

believes they dot away just in time. There are Nazi camps now that people don’t come back from.

They’re being rounded up and sent away by train – not just a few people, Olive but thousands at a

time. He doesn’t think we’ll return to Vienna. When the war’s over, we’re going to live in America.” She

didn’t seem in the least excited at the prospect: she sounded exhausted.

We were quiet for the rest of the journey. As the bus turned off the main road for the coast, I sat

up a little taller in my seat.

“Look at the lighthouse.” I nudged Esther. “Isn’t she beautiful?”

Today, in full sunlight, you could see its red and white stripes beginning to show through the peeling

off grey paint. Mr Spratt had wanted it repainted, but this time no one volunteered.

“A beacon to guide the lost to safety,” Miss Carter once said about the lighthouse. Sitting here with

Esther Wirth I felt as if I’d found safety. One of us, at least, had her dad back. I, meanwhile, had

Sukie, Mum, Cliff; the rest of Budmouth Point I was just beginning to get to know. As our bus made

its lazy way down the hill I felt a pang of love for this funny little village by the sea that I now called

home.

That night, after supper, I was too tired to even open my book. “Go to bed,” Sukie ordered. “I’ll do

the washing up.” Thinking what she really wanted was some time alone with Ephraim, I dutifully went

downstairs to our room, where Cliff was already fast asleep, Pixie at his feet. Getting into bed I

wasn’t expecting to fall asleep. As I lay there, I spotted my seashell on the windowsill, and I thought

how I didn’t really listen to it these days, not when I could hear the real sea sighing and swooshing

over the rocks below. It never sounded like that inside the shell.

To my great surprise, my eyelids soon felt heavy. Quite quickly, I grew sleepier, my mind flitting

between Esther, the yellow stars, Ephraim’s log book, Mum – all that had happened since we’d come to

Budmouth Point. I still didn’t understand everything. People, it seemed to me were much harder to

crack than codes. Yet it didn’t matter where we came from, our language, our nationality, or our

religion. As long as we all looked to the light.

“Good night, Dad,” I mumbled into my pillow.

The sounds of the sea grew distant. I think I fell asleep then, picturing Dad at the bottom of my bed,

elbows leaning on the frame. Or maybe I was still awake. All I know is what I heard, the sound of his

voice, so clear he might’ve really been here: “Nighty night, old girl, sleep tight.”

Which, for the first time in ages, I did.