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Galley Hill Primary School, Hemel Hempstead. Galley Hill rated GOOD by Ofsted. 'Value of the Month - 'CO-OPERATION'



45 mins – 60 mins


30 mins


45 mins – 60 mins


10 mins


30 mins


30 mins


30 mins

Activities for Thursday 14th January


LO: To develop setting descriptions using figurative language.

Success Criteria:

First person

Expanded noun phrases




Watch video clip of an island


What is it like on the island? What can you see? What can you hear? What can you smell? What can you feel?


Shared write of Michael’s first impression of the island focusing on senses.

Setting description of Michael’s first impression of the island




Grab your books and read for 20mins in whichever spot you would like

Last Lockdown we had some fantastic locations



LO – To compare fractions

We are moving onto the next unit of fractions – Compare and Order fractions.

For this whole unit, you will need to use the skills you have learnt from the previous unit. For example, equivalent fractions are the most useful part of this unit.

Go through the screens, these are there to help you decide the size of the fraction so that you can then compare them.



Write out each of these words so that you complete 2 lines in your book/paper.

Joined up handwriting

Take your time and concentrate on how each letter is formed and connected.

  • according
  • committee
  • dictionary
  • government
  • muscle
  • queue
  • sufficient




This half term you will be studying the weather. (Quel temps fait-ii?)

Open the document ‘Weather Flashcards’ and learn each of the phrases

Use Google translate. This gives you the written translation, as well as there is a speaker where it reads it to you.

There are then 3 different challenges to choose from =]

Language Angels – Weather Picture Bingo




Use the link below and listen


Can you name the instruments that are being used in each of the seasons?

Other things you need to think about is:

  • changes to the pitch
  • changes to the tone
  • changes in tempo
  • how do they portray each season?
  • volume
  • intensity




To explore the meaning of belonging to the Jewish faith

Look at the LO and discuss what does ‘belonging’ mean to you?


What do you belong to? - Think about families, school, community etc

What is faith? - Ask the children to discuss with a partner


Explore Christian leaders – ask the children to give the names of Christian leaders;

        In Christianity the specific names and roles of clergy vary by denomination and there is a wide range of formal an informal clergy positions, including deacons, elders, priests, bishops. Preachers, pastors, ministers and the Pope.


Exploring Jewish leaders – ask the children to again give the names of Jewish leaders;

        The spiritual leader is generally the rabbi. Rabbis are expected to be taught in both the Tulmud and the Shulkhan Arukh (Code of Jewish law) as well as many other classical texts of Jewish scholarship.


How would you describe a religious leader now? Describe…


Move the children onto the story of Moses – he was a prophet in both the Christian and Jewish faith.

Watch clip:

PowerPoint: The Story of Moses

Task: Fill in the blanks – The Story of Moses



~ Team Year 5 ~


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