Hello everyone, we hope that you are well and keeping safe. Please take a look at the copies of your weekly home learning tasks below, which are already on your Microsoft Teams.
You shouldn’t need to print anything (you can always write it out if you need to) to complete this work, though it would be useful to record your ideas down and keep them together in a notebook or work book at home. You should be able to complete these activities independently as we understand that your grown ups may be working from home at the moment. During the live check in sessions, your teacher will suggest the activities you should complete for each day and she will give you the relevant briefing.
Please note: These live check in sessions will take place three times a day, except Friday afternoon. You will also notice a couple of updates – we have posted a KS2 collective worship video for Monday and Thursday this week as well as a Lenten Calendar and a ‘ticket for Lent’ to accompany the worship sessions that shall take palce over the next few weeks. Please find copies of all of these videos and resources on your class Microsoft Teams page, by clicking ‘files’ at the top of the page and then pressing the ‘class materials’ folder and scrolling to the bottom of the list of uploads.
We will set you new work for next week and this will be posted on Microsoft Teams every Monday so that you have a whole week to work through it from home. Thank you all for working exceptionally hard at home and for sending lots of brilliant examples of home learning to us, keep it up!
A couple of polite reminders:
- Children are to choose a small selection of pictures of their work to upload onto Teams. This will then allow the teachers to view the work and give brief feedback.
- Please remind your children to only use the chat bar for learning purposes only. If they have any questions once the live session has ended, they may message the teacher directly on Microsoft Teams.
Take care everyone, from Miss Honeywell, Miss Jackson-Nash, Mrs Cairns and Miss Hawley.
ENGLISH
Monday:
L.O: To learn about John Lyons
https://classroom.thenational.academy/lessons/to-learn-about-john-lyons-6wv62t
Tuesday:
L.O: To investigate suffixes: -ous
https://classroom.thenational.academy/lessons/to-investigate-suffixes-ous-6njk8e
Wednesday:
L.O: To explore word class
https://classroom.thenational.academy/lessons/to-explore-word-class-6cu3je
Thursday:
L.O: To explore and respond to John Lyons’ poetry: Dancing in the Rain (Part 1)
Friday:
L.O: To develop a rich understanding of words associated with happiness.
Support task:
Take a look at John Lyons’ poem, ‘Granny’s sugarcake’, below.
Can you innovate parts of the poem to create a poem about your own favourite cake?
Try clapping your hands to count the syllables of the red words in the poem, before making any changes. For example, “Su – gar – cake” could be changed to “App – le – cake” (3 syllable counts). “Cinn – a – mon” could be changed to “Cho – co – late” (3 syllable counts).
Sugarcake!
Sugarcake!
Ah chile sweetie ting
a Trini granny could mek:
She grate de coconut,
put sugar in ah hot pot.
When it bubble-up like crazy
she stir in de coconut;
den she drop in some clove,
ah piece of cinnamon,
an few drops ah vanilla.
She screwin up she face,
keepin she eye on it.
She stirrin it,
she stirrin it
an she whole body shakin-up;
ah tellin yuh,
meh Granny got riddum.
Wen de sugarcake ready,
she spoon it out
on greaseproof paper,
an is den meh mouth begin to water
but de look meh Granny gimmeh
tell meh ah got to wait
fuh it to cool down good.
Sugarcake!
Sugarcake!
How ah love de sugarcake
meh Granny does mek.
Challenge Activity:
Take a look at John Lyons’ poem, ‘Tell me, mama’, below. This poem is based on statements and questions about the world.
Can you record this poem in your work book, then colour code which parts are the statements from the child and which parts are the questions he asks his mother?
What pattern did you notice? Why do you think the poem may have been structured and organised in this particular way? How do you think the boy’s feelings change as the poem progresses and he asks more questions?
Tell me, Mama,
Where does the sun come from
in the morning?
Where does it go to
when it reaches the edge of the field?
Teacher said the world is round and spinning.
I am standing on the world, how come I don’t feel dizzy?
And if the world is spinning,
why don’t the seas and oceans spill out into space?
And if the world is round, as teacher said,
how come some fields and roads
remain flat for miles and miles and miles?
When we go walking in the moonlight
why does the moon follow us wherever we go?
Please Mama, tell me.
I want to know.
Spelling:
Have a go at the following words that use the ‘-ous’ suffix. Which strategies could you use to practise them? Choose two from the following list:
- Create a spelling formula (e.g. Hazard + ous = Hazardous)
- Find the definitions of each word in a dictionary, then create a glossary.
- Draw an image next to each spelling, to show what each word means.
| Serious | Glamorous |
| Hazardous | Famous |
| Dangerous | Continuous |
| Mountainous | Various |
| Humorous | Furious |
WEEKLY ASSIGNMENT: Please send a photo or upload a document of your work on poetry so far. You will need to complete all 5 lessons we have set in order to do this.
Maths:
Daily Maths Arithmetic:
Please use the following links throughout the week (10 minutes a day) and choose different activity from the one websites a day.
If you work with Mrs Cairns in the Y4 shared area, please focus on halving and doubling this week e.g. 5 x 2 = 10, so 10 shared between 2 is 5. What if your numbers were 10 times bigger? e.g. 50 x 2 = 100, so 100 shared between 2 is 50. How many number sentences of your own can you make?
Daily ten – https://www.topmarks.co.uk/maths-games/daily10
TTR – https://ttrockstars.com/
Sumdog – https://www.sumdog.com/en/
Bitesize – https://www.bbc.co.uk/bitesize/subjects/z826n39
Top mark – https://www.topmarks.co.uk/
Maths Frame – https://mathsframe.co.uk/
Your next unit will focus on fractions.
Lesson 1: LO – To be able to recognise fractions as different representations.
Lesson 2 : LO – To be able to calculate unit fractions of quantities.
https://classroom.thenational.academy/lessons/calculating-unit-fractions-of-quantities-c4t6ad
Lesson 3: LO – To be able to recognise equivalent fractions.
https://classroom.thenational.academy/lessons/recognising-equivalent-fractions-6rrkjr
Lesson 4: LO – To be able to recognise equivalent fractions (part 2)
https://classroom.thenational.academy/lessons/recognising-equivallent-fractions-2-75gkcr
Lesson 5 : LO- To be able calculate non-unit fractions of quantities.
https://classroom.thenational.academy/lessons/calcuting-non-unit-fractions-of-quntities-70u3jd
Challenge:
Justify your answer and prove it. Can you include drawings? Can you find the quantity on the non-unit fractions to prove your answer?
Challenge 2:
Try 3/7 of 28
Try 4/9 of 72
Try 7/12 of 120
Support: If you found the above lessons and tasks too tricky, give these a try.
Lesson 1 : LO- To be able to explore and describe the part whole relationship
https://classroom.thenational.academy/lessons/to-describe-the-part-whole-relationship-c5k62r
Lesson 2 : LO- To be able to recognise parts that are equal and parts that are unequal
Lesson 3: LO- To be able to recognise, identify and describe unit fractions
Lesson 4: LO- To find unit fractions of a given quantity
https://classroom.thenational.academy/lessons/to-find-unit-fractions-of-a-given-quantity-61k34t
Lesson 5 – LO – To be able to describe unit and non-unit fractions
https://classroom.thenational.academy/lessons/to-describe-unit-and-non-unit-fractions-75jkac
Religious Education – Revelations
This week, we shall be exploring each of the Luminous Mystery stories from, the Bible, before considering how we and others could also spread light, joy and hope to our neighbours around the world.
Starter Task:
Watch each of the Luminous Mystery stories, using the websites below. Use the table provided to record key ideas.
- Baptism of Jesus (John 1: 29-34)
https://www.youtube.com/watch?v=_VMNO2MAmwA
- Wedding at Cana (John 2: 1-11)
https://www.youtube.com/watch?v=7plJa_qnVug
- The Proclamation (Matthew 4:17)
https://www.youtube.com/watch?v=2bMaL8zquNA
- Transfiguration (Matthew 17: 1-8)
https://www.youtube.com/watch?v=D302i8nPnGs
- The Holy Eucharist (Matthew 26: 26-29)
https://www.youtube.com/watch?v=SigoALSS1R8
Use the table below to record brief key notes as you watch each of the scriptures:
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Name of Luminous Mystery Story
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Describe the miracle that took place
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How was Jesus a shining light of hope to others? |
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Task 1:
The Luminous Mystery stories teach us that Jesus is our Saviour and that He can forgive the sins of other people.
Take a look at the case study below. Can Ant be forgiven for his sins? Use your notes from the Luminous Mystery videos to support your point of view.
Task 2:
How can we spread hope to others? How can we show compassion to those in our community?
Take a look at the example of Nell’s Story from the Guide Dogs for the Blind Association website, below. How does this charity help and serve others?
Support for Task 2:
Record the following Bible quote in your work book. Can you label the ways in which the Guide Dogs charity provides a beacon of hope and light to those who are blind? How does the charity guide them?
John 8:12
“I am the light of the world. Whoever follows me will never walk in darkness, but will have the light of life”.
Challenge for Task 2:
Read the prayer below. Can you create your own prayer that describes how you intend to bring light and hope to other people? Include the good deeds that you would like to carry out and offer thanks to charities such as the Guide Dogs for the Blind and CAFOD, who support God’s family around the world.
MUSIC VIDEO LINKS FOR HOME LEARNING:
https://resources.hantsmusic.org.uk/index.php/s/okzDxcT3odStDpR
https://resources.hantsmusic.org.uk/index.php/s/X7mfyAamNBePSKk
https://resources.hantsmusic.org.uk/index.php/s/D3GbR4zNB9QjrBk
DESIGN AND TECHNOLOGY ACTIVITY:
A really important part of design technology is that we make a functional working product that matches our customer needs. Below are three different customers. You need to read their briefing and design them a money carrier that matches their brief. You need to think about the materials, how you’re going to join and fasten, the design and pattern and lastly size. Miss Jackson-Nash and Miss Honeywell will choose a winner for the best matched brief.
Customer 1:
I am a busy woman on the go so I want to be able to access my bank cards quickly. I do not carry any coins, only bank notes and card. It is important that I have a secure money carrier, as where I’m so busy and always running around, I need to ensure my money is safe. My favourite colours are red, black and white.
Customer 2:
I am an 8 year old girl who loves anything sparkly! I love all colour of the rainbow and my favourite animals are colourful fish who live in reefs! Every week, if I finish my chores I get pocket money (£2). I like to save my pocket money throughout the year so I can exchange it for notes at the bank. I use my money carrier a lot so it needs to be sturdy, safe and waterproof.
Customer 3:
I am a baker who and own a cake shop. After a busy day at work, I share out the tips between all the bakers. This can be lots of coins. Because I am always baking, flour gets everywhere and I’ve always got sticky hands. I need a money carrier that keeps the money safe, dry and it can be easily wiped or washed.
Challenge: Can you create your own customer and customer brief. Make their money carrier to match the customer’s needs.
Guided Reading Home learning – Bedtime stories book review
We will once again be running our Bedtime Stories blog for World Book Day. From Monday 22nd February through to Friday 5th March, we will post a video each evening of a member of staff reading a short story for pupils to hear. Like last year, there will be a KS2 blog: https://blog.stpeterswaterlooville.co.uk/ks2-bedtime-stories/ This year more than any other it would be great for our pupils to watch and listen to members of staff read bedtime stories. Please choose your favourite story from the week, in order write your own book review using the template below.
Key Stage Two
If you enjoyed this story, please click on the two links below for more information on racing pigeons and the inspiration behind King of the Sky. The first tells the true story of ‘The King of Rome’, a successful racing pigeon and the second is a beautiful piece of music also about ‘The King of Rome’.
1:’The King of Rome’ https://en.wikipedia.org/wiki/The_King_of_Rome
2: https://www.youtube.com/watch?v=6fL3E8FRxiw
Title:
Author:
Star rating (out of 5):
Date read: _____________
Parent’s signature: ________________
My review (one paragraph):
Physical Education weekly activity:
Geography
LO: To be able to understand what the Earth is made of.
Starter: Where does the word Volcano come from?
The word ‘volcano’ comes from the island Vulcano, which is a volcanic island near Italy. The island, in turn, gets its name from the Roman god, Vulcan.
Vulcan was the god of fire and smithing. He was said to live in a vulcano and made weapons and other things for the gods. He was a very skilled blacksmith. Romans believed that the volcano would erupt when he became angry!
Can you draw what you visualise when reading the extract?
Task 1: Do you know that the Earth is very similar to an apple. Make a prediction, why do you think it is similar to an apple?
For example… I predict an apple is similar to the Earth because …
Using an apple, cut it in half. Can you name the different sections? (pulp/flesh, skin and core) If you do not have an apple, you can draw a picture.
Can you label the picture below and compare it to your apple –
Task 2:
Can you create an information poster about the Earth to show to the Year 3s. You will need to include carefully detailed diagrams with captions and annotations, along with information on each part of the Earth. You may need to research the different parts of the Earth (think about the crust, mantle, the outer core, the inner core – if you cannot find any research you may use the support task to help you).
Challenge: How could you be creative when creating your poster? Could you have a pop out diagram? Could you have parts of an apple? Could you make a 3D poster using paper Mache to create the Earth?
Support –
There are four parts what makes the Earth. Read the four sections and match them to the pictures.
Crust – The outer most layer of the Earth is called the crust and includes all continents and the ocean basins. It varies in thickness from 5 – 70 km.
Mantle – The next layer is the mantle. It is about 2900 km thick. It is made out of molten rock (magma). This is the stuff that escapes when a volcano erupts.
The outer core – The outer core is made out of liquid metal and is about 2300 km thick. It is this moving metal which creates the Earth’s magnetic field.
The inner core – The innermost layer is called the inner core and is made of solid metal (mostly iron). It is about 1200 km thick.
As a challenge you could draw your own Earth and label it.
Science
Teeth!
Task 1 – Today you are going to pretend that you are a dentist. You need to inspect your ‘patients’ mouth. You can ask someone from home to be your patient or you can look into a mirror and use your own mouth. I want you to examine the different teeth. What shapes and sizes can you see? Can you name any? How many do you or should you have? What makes your teeth healthy?
https://www.bbc.co.uk/bitesize/topics/z27kng8/articles/zsp76yc
Write a description of the different teeth in a human mouth. Make sure your description answers the following questions: What shape are they, where are they positioned in the mouth and what is their job? There are some words in the vocabulary box to help you.
Molars are for _____________________________________________________________________________ _____________________________________________________________________________ __________________.
Incisors are for ____________________________________________________________________________ _____________________________________________________________________________ __________________.
Canines are for _____________________________________________________________________ _____________________________________________________________________________ __________________.
grind bite tear pointed large and flat thin and sharp
Task 2 –
Now you are an expert dentist, I would like you to create a 3D model of human teeth. Be as creative as you can, you could use clay, playdough, marshmallows, paper mache, or draw them. Each tooth should be moulded individually. Use the mirrors to see inside your mouth and use your tongue to feel the shape of your different teeth. Ask someone at home to check if you have made enough teeth.
Challenge: Look at the different animal’s teeth. Below you have a rabbit and horse skull. Why do you think these animals have different teeth?
Support:
Task 1: Draw a line between the name of the teeth and the description.
Task 2: Now you understand the job of different shaped teeth, can you label them from this picture.
Support challenge: Look at the lions and human’s teeth. What are similar? Why do you think they are similar?
