Class 3 – Year 5 & Year 6

Homework Tasks

  • Produce an Exercise Diary for a week or a month, recording and timing the exercise you do each day.  Produce a poster to encourage others to exercise including the benefits
  • A Place Names Investigation. First of all find and list the meanings of the following Anglo-Saxon word endings : bury or burgh or borough, dale, fell, ford, ham, hurst, ing, ley or leigh or leagh, thorpe, thwaite, ton or toft, wick or wich.  Then find as many actual places with these name endings as you can, either listing them or plotting them on a map. Finally, have a go at making your own place names with these endings – could they be included as a setting in your next story? 
  • Reproduce part of the Bayeux Tapestry in media of your choice. You could go on to find out the facts and figures behind the tapestry – where and when it was made; where is it now; how many horses are on it ; etc. Could you create your own panel of a tapestry to record events in a favourite film or story (Harry Potter, Star Wars, Shadow, Holes, etc.)
  • Make model of a Viking longship, being sure to include historically accurate detail.
  • EITHER recreate at least one of the pieces of ‘treasure’ unearthed at Sutton Hoo or produce the drawings from the archaeologist’s notebook as he unearthed the treasures.
  • Make your own illustrated, alphabetical Invaders and Settlers Glossary to accompany this term’s project. Include words such as: runes, feud, merchant, mead, reeve, thane, treaty, charcoal, wattle, frontier, jarl, loom, monastery, slave, smith, tunic, missionary, freeman,  martyr, etc.
  • Following our study of Michael Morpurgo, read a different book by him that you are unfamiliar with and produce your own book cover (back and front)to reflect the story and entice new readers.
  • Find a book in the reading area by an author you have never read. Read and review either in a speech bubble for the reading area (see examples in class) or as a presentation about the book to the class (but no spoilers!).
  • Ask a relative to let you help them prepare a favourite recipe and then record the recipe as a set of instructions and list of ingredients – you could do this using a series of photos, diagrams or even a film
  • Produce a diary portraying a day in the  life of a monk, AND / OR produce an annotated plan of a monastery including the different rooms, areas and their uses.
  • Investigate how monks produced illuminated letters and then design and create your own artistic and colourful illuminated initials. You could go on design them for other members of your family.

The BBC’s ‘Ten Pieces’ was the starting point for some of our artwork.

TenPieces_art1
TenPieces_art2
TenPieces_art3

Class 3 visited Chester Cathedral for the biennial pilgrimage.  As well as experiencing this spiritual and historical building, the children had the opportunity to discover what life would have been like as a monk as well as taking part in a range of practical workshops.  The workshops this year included bell ringing, mosaic design and discovering more about birds of prey through a falconry presentation.  The children also spent time reflecting in the children’s chapel and joined children from other schools in an act of worship to end the day.

Harris hawk in flight

Harris hawk in flight


Learning about how the organ works

Learning about how the organ works


Experiencing life in a monastery

Experiencing life in a monastery

 

Our annual residential visit to the Conway Centre on Anglesey was a great success. Activities, including kayaking, sea traversing, abseiling and raft building proved to be great team building experiences.

Raft building to develop teamwork

Raft building to develop teamwork


Kayaking at the Conway Centre on the Menai Straits

Kayaking at the Conway Centre on the Menai Straits


Belaying on the high ropes

Belaying on the high ropes


Working together

Working together