Year 4 Homework

A bit of holiday reading 1…..

Posted on Wednesday 08 April 2020 by Mr Wilks

Before school was closed, our class novel was a Famous Five book by Enid Blyton. It’s the first in the series:  Five on Treasure Island.

When Miss Rushbrooke started reading the novel with the children, they had a discussion about some of the language that Enid Blyton used and the characterisation of the five main characters. For example, the children were quick to pick up on some gender stereotyping they encountered in the book. It would have been easy to decide not to read the book because of this, but we believed that a conversation around these issues was really valuable learning. The mature and thoughtful discussion that followed really impressed Miss Rushbrooke.

So that we can continue to enjoy the book, I’ll be posting weblinks every few days to a video of me reading the story alongside the text. You’ll see some ‘tricky’ words explained on most pages as well. Your child can listen to these independently, or even better if they listen along with you. Feel free to mute me if you’d prefer to read it yourselves!

The link below starts at Chapter 8. Look back at your child’s story map from the first week of home learning to refresh what’s happened previously. Enjoy! 


Easter home learning

Posted on Monday 06 April 2020 by Mr Catherall

As it’s the Easter holidays, we’re taking a break from the daily home learning tasks. Instead, here are a range of activities that you might like to try over the two weeks. The tasks are creative and are designed to allow children the opportunity to enjoy some different learning, perhaps alongside family members. A few key points…

  • The list will be the same across year groups, meaning if you’ve more than one child, they might work on it together in some way.
  • Some of the tasks can take a bit longer, like a mini-project, and others match Creative homework tasks.
  • You can encourage your child to do some or all of the activities – they’re all optional.
  • During this time, you can still email your child’s class teacher about the home learning, although they may not respond as quickly as they have been doing.
  • Teachers will return to daily home learning tasks on Monday 20 April.

Art Attack

Andy Goldsworthy is a British artist who creates art using things he can find in nature. The artwork shown here was created using different leaf types and creating a pattern. He creates his art outside as he likes the fact that it’s temporary and won’t be around for long!

Create your own piece of art using different materials you can find around your home or in the garden. You could even create some ‘rubbish art’ using only items that have been used and would be thrown away or recycled.

Take some photographs and send them to your teachers.


Create your own treasure hunt with cryptic clues for your family members to complete. Make the clues as tricky as you can. What could be the prize for the winning hunter? Maybe, this could tie in with a family Easter egg hunt.

Secret Message

Create your own invisible ink.

Using a spoon, mix water and lemon juice. Dip a cotton bud into the mixture and write a message onto the white paper. Wait for the juice to dry so your message becomes completely invisible. When you are ready to read your secret message or show it to someone else, heat the paper by holding it close to a light bulb – be careful: maybe ask an adult to do this part. As the mixture heats up, your message should reappear so people can read it again.

Alternatively, the same result can be achieved by writing the message on white paper with a white candle or crayon. Then, paint over the message using coloured paint to reveal the writing.

For a challenge, come up with your own way of making invisible ink and try it out on your family.

‘Board’ Silly

Design and create your own board game for you and your family to play – perhaps play some existing board games first to research ideas.

There are a few key things to think about:

  • What will your theme be?
  • Will there be any ‘snakes’ or ‘ladders’ style elements?
  • Do you need to make a dice using a cube net?
  • Will there be any extra challenges or forfeits if you land on certain numbers?

Enjoy your games!


Extreme Reading

Reading is a great way to relax and learn about the world around us; also, reading regularly can help us to stay happy and healthy. This challenge is all about making reading even more fun. We’d love to know how many places you can read in. Try to read in a different place each day. Take photos or draw a picture of you doing it, if you can.

You could read…

  • in a den that you’ve made
  • up a tree
  • under the bed/table
  • to the dog/cat
  • looking in a mirror

Stay safe and send your class teacher some pictures.

Come Dine/Bake with Me

Have your very own family ‘Come Dine With Me’ experience. Each family member could cook a meal or a course and then you must score each other out of ten. Similarly, each family member could bake something and you could all have a tasting after where you give points (like on Great British Bake Off). You don’t have to work on your own – you could help an adult.

Who will win?

Den Building

Who doesn’t love making a den? Either in your house, or in your garden, spend time building a den and enjoy some time relaxing in it – if there’s more than one of you, you could make it a competition. Use whatever materials you can find and see how creative you can get.

You could also read in it and combine this challenge with the ‘Extreme Reading’ one.

Get Ya Body Movin’

Staying physically active plays a crucial role in keeping us happy and healthy; it boosts our mental and emotional health, too. This task has three options – all of which are designed to get people moving during the holidays. You could include your family as well.

Option A: Create your own ‘Ninja Warrior’ style challenges in the garden or your house. Try to include a range of activities that include jumping, balancing, stretching, climbing and, if you’re feeling brave, water. The adults in your family will love a water challenge.

Option B: Create your own Joe Wicks style workout video. You could do it with your family or film yourself and send it to your friends. You might like to check out Joe Wicks’ YouTube channel for inspiration.

Option C: Choose your favourite song and create your own ‘Wake Up Shake Up’ (WUSU) dance routine. Again, you could lead this for your family to join in or film yourself and send it to friends or other family members. This’ll be a great way to get everyone dancing.

03 April 2020: Home Learning

Posted on Friday 03 April 2020 by Mr Wilks


Get someone at home to test you on your spellings.

happiness / loneliness / thoughtfully / painless / colourful / humming / wrapping / dripped / clapped / funniest / hottest / hopeful / wishful


How did your poetry performance go? Perform the poem to an adult at home and ask for some feedback on your expression. Did you do a different voice for the dentist and for the crocodile? What does a crocodile who can speak even sound like? Did you include some actions?

It’s Friday so it’s our Love of Reading session again. Find somewhere quiet to sit and read. Parents/carers, take some time to read as well if you can!

Afterwards, chat about what you’ve read.

Maths answers

Answers were on the link from yesterday. Here it is again if you haven’t checked them.



Today’s learning are some puzzles to solve. The game is on the link below (make sure you allow flash to get it to work). If you have problems, screenshots of the levels are posted underneath the link. Children will need to draw the shapes before they try and solve. There’s a certain amount of trial and error involved so instead of re-drawing each time you make an error, it might be easier to make little cards for the numbers which you place on the powerlines. They don’t have to be fancy; some quick paper squares will work really well.

You need to make each line total the power line total using the numbers at the top. You can only use each number once. Well done if you manage to complete all eight levels. Some of them are tricky!



In our science lesson today, we’re recapping our learning from last year about the water cycle.

First of all, consume the information on the following webpage: 

Next, watch this water cycle video from YouTube (you will be singing it all weekend, sorry).

Finally, draw your own water cycle diagram. Making sure that you label it with scientific vocabulary:





If you’re struggling, here’s a diagram to help…


02 April 2020: Home learning

Posted on Thursday 02 April 2020 by Mr Wilks


Practise your spellings today by using the ‘rhymes and rememberings’ method.

happiness / loneliness / thoughtfully / painless / colourful / humming / wrapping / dripped / clapped / funniest / hottest / hopeful / wishful


Today, you’re going to be reading and performing poety. Make sure to read the poem out loud at least five times so you’re familiar with it and reading it fluently. Ask an adult if you don’t understand anything in the poem.

Then watch this video which explains how to perform poetry like a professional.

The poem to read and perform is ‘The Dentist and the Crocodile’ by Roald Dahl.

Maths answers


I’ve prepared addition and subtraction problems. You’ll need to click the link below to see them. Before jumping in to answer a question, they need to read the question carefully a couple of times and then decide whether they need to add or subtract. They should then perform the calculation. Check the answer to the calculation and then make sure they answer the question.

The first three questions are similar to problems we’ve already encountered this week.

The following four have data presented in  a table or a chart. The numbers for these are smaller but the challenge comes from interpreting the data correctly.

The final three questions are two-step word problems where children need to do two things before getting to the answer. 

(The answers to the questions are in the ‘Mark Scheme’ tab at the top.)

Good luck!


So what was on the other side of the fence? A monster?  An enormous, unexplained hole? Mr Wilks bouncing on the trampoline?

In this lesson, I’d like you to think about what the boy was feeling at different parts of your story (feel free to reimagine it if you have new ideas).

For example: nervous, curious, excited, scared, shocked, etc.

I’d then like you to write six sentences beginning with a feeling. For example:

Curious, the boy peeked through the hole in the fence. 

Intrigued by the noise, the boy moved tentatively towards the garden. 










01 April 2020: Home learning

Posted on Wednesday 01 April 2020 by Mr Wilks


Practise your spellings today by using the ‘silly sentences’ method.

happiness / loneliness / thoughtfully / painless / colourful / humming / wrapping / dripped / clapped / funniest / hottest / hopeful / wishful


Today, you’re going to draw the boy and the fox.

Then, write a speech bubble suggesting what the two characters would say to each other at the beginning of the story. And then another one for each character, at the end. Make sure you rewatch the clip and check you feelings graph from yesterday to show how they were both feeling at the time.


Maths answers





Create your own addition pyramid for an adult (or older sibling) to solve. You need to make sure you have the answers ready for them! Email your pyramids to me and I’ll get back to you with my answers too.

Surely no one could make a pyramid four blocks high?!


History answers

1. When did the Anglo Saxon age begin in Britain? 410AD
2. Where did the Anglo Saxons come from? Germany, Denmark and the Netherlands. Also accept Scandinavia.
3. Tick the answer that is true:
a. The Anglo-Saxons were ruled by one king who took control of the whole of Britain.
b. The Anglo-Saxons were made up of different tribes who settled in different parts of Britain. TRUE
4. Who were the biggest tribes? The Angles, Saxons and the Jutes.
5. When they weren’t fighting, what was the main job that Anglo Saxons did? Farmers.
6. What was life like for Anglo Saxon girls and boys? They didn’t go to school. Girls helped around the home. They looked after animals, helped with cooking and cleaning and would fetch water. Boys learnt the skills of their fathers. They looked after animals and collected firewood. They also liked playing with toys made from wood.
7. Name three types of crops that Anglo Saxon farms grew. Wheat, oats and barley.
8. Name two types of animal that Anglo-Saxon hunters used to help them catch their prey. Hawks and dogs.


There was that noise again. This time it was louder and the ground trembled. I looked around to see if anyone else had heard it but my sister was too busy playing video games and my mum was on another Zoom conference call. I went into the garden and there it was again. A low rumbling noise. It was coming from next door’s garden. I tiptoed warily to the garden fence and peered through a hole. I couldn’t believe what I saw.

Your task is to continue the story. What did you see on the other side?

Make sure that you use punctuation correctly so that there are no squashed sentences. Well chosen vocabulary will help to make your writing more interesting. Conjunctions will add extra detail to your sentences. Most importantly, re-read your work to check for mistakes. Reading it out loud to an adult is the best way to re-read your work.

31 March 2020: Home learning

Posted on Tuesday 31 March 2020 by Mr Wilks


Watch the short animation ‘The Catch’ (click here). Then, draw a feelings graph to show how the boy is feeling during key moments of the clip. An example of how to set out a feelings graph as shown, below.

The events go across the bottom of the graph. Suggested events to list are:

– Waiting with anticipation for the first catch,
– The distress caused by seeing the injured fox,
– Anger at the fox stealing the fish,
– Chasing the fox,
– Surprise and excitement at seeing the giant fish,
– Trying to catch it,
– The catch at the end.


Practise your spellings today by using the ‘connect the dots’ method.


Maths answers






You guys have learned loads about the Romans and Celts (especially Boudicca) in this topic and you’ve really impressed me with your history knowledge and historical enquiry skills.

We’re going to end this topic by looking briefly at the people who invaded and settled in Britain after the Romans left: the Anglo-Saxons.

I’d like you to watch the video, do the activity and read the text on the following webpage (make sure Flash isn’t blocked as this might stop you watching the video).

Please answer the following questions about the Anglo-Saxons in any way you like. You could simply write or type the answers, create a poster, create a digital presentation, interview an Anglo-Saxon or Britain from the time. It is us to you (and your parents).

  1. When did the Anglo Saxon age begin in Britain?
  2. Where did the Anglo Saxons come from?
  3. Tick the answer that is true:
  4. The Anglo-Saxons were ruled by one king who took control of the whole of Britain.
  5. The Anglo-Saxons were made up of different tribes who settled in different parts of Britain.
  6. Who were the biggest tribes?
  7. When they weren’t fighting, what was the main job that Anglo Saxons did?
  8. What was life like for Anglo Saxon girls and boys?
  9. Name three types of crops that Anglo Saxon farms grew.
  10. Name two types of animal that Anglo-Saxon hunters used to help them catch their prey.

Challenge: Which period of history do you think was more advanced: Roman or Anglo-Saxon Britain? Explain your reasons.




30 March 2020: Home Learning

Posted on Monday 30 March 2020 by Mr Wilks

Good morning. Hope you’ve all managed to have a good weekend. Thanks to everyone who emailed photos of learning last week. They’re on the Class News page. Thanks also for letting me know how you’re getting on with the learning. It’s new to all of us and I appreciate your messages.

Reading and spelling

Watch the short animation ‘The Catch’ (click here). Then answer the following retrieval questions. Remember you can rewind the clip and make sure to double check your answers.

  1. Draw the boy from the video and label different aspects of this character’s appearance.
  2. Describe the setting the video is set in.

Here’s a list of words to learn this week. These words either have the prefix ‘sub’ or ‘tele’. Check you understand what they mean. Start by practising them with your best handwriting.

submarine / telephone / substitute / telescopic / subconcious / telescope / subway / television






We’ve learnt loads about the Roman invasion of Britain and the effect that this had on Britains living there at the time – specifically Boudicca and the Iceni.

What we haven’t talked about is when and why the Roman Empire ended. Read the text below to find out:

In AD410, the Roman Emperor Honorius sent a goodbye letter to the people of Britain. He wrote, “fight bravely and defend your lives…you are on your own now”. The city of Rome was under attack and the empire was falling apart, so the Romans had to leave to take care of things back home.

After they left, the country fell into chaos. Native tribes and foreign invaders battled each other for power. Many of the Roman towns in Britain crumbled away as people went back to living in the countryside.

In this history lesson, I’d like you to answer the following question:

Were the Romans good for Britain?

I’d like you to make a list or table of pros and cons and debate these with someone at home. Here are some key points to get you started (you decide of they’re pros or cons):

  • It isn’t nice to invade places. You wouldn’t like it if I invaded your home!
  • The Romans treated Britains badly. They took their land, made them pay taxes, whipped them and killed them if they stood up to them.
  • The Romans tried to change how we lived (houses, religion, language).
  • The Romans protected us from other invaders.
  • The invented lots of things that made our lives better: straight roads, central heating, sewage systems.
  • They introduced things which had a big impact on Britain: calendar, language, Christianity.


27 March 2020: Home learning

Posted on Friday 27 March 2020 by Mr Wilks

Reading answers

  1. Because her army was much larger than the Roman one.
  2. Roman arrows and javelins slowed them down.
  3. It helps you to understand what happened during the battle.
  4. They were stopped by their own troops and also wagons and animals they had left.
  5. An act of resistance.
  6. We don’t know. London and the midlands have been suggested sites but there is no archaeological evidence.


Fridays are always our Love of Reading session in Year 4 so we’ll keep this the same whilst we’re home learning. Your job is to relax and read. You could read to an adult, enjoy some quiet time where you and an adult both read, have a discussion about favourite books or authors. There’s no requirement to do work in your books. The most important thing: enjoy reading!

Maths answers


Challenge 1

Challenge 2 



Writing answers



Draw some diagrams to accompany the statements about melting, freezing and boiling.

Optional challenge

Make some ice cubes and create a tower as tall as possible. Discuss what makes building the tower tricky and why?


26 March 2020: Home learning

Posted on Thursday 26 March 2020 by Mr Wilks

Reading – Day 3 Answers

  1. 2cm x 2cm
  2. plastic tubs
  3. frame
  4. drawing
  5. repeating
  6. glue
  7. The show pictures of history and scenes from everyday life using small tiles.
  8. A repeating pattern is a pattern that repeats – using similar colours or shapes (not a great question)
  9. Scenes from history and everyday life / animals
  10. So that you can keep each colour separate so they don’t get mixed up.
  11. Because they looked nice / to show they could afford decorative things
  12. So that you know where to put the tiles / to make sure your mosaic is neat



Reading – Day 4

Today, our reading is about Boudicca’s final battle: The Battle of Watling Street. Read the text carefully and answer the following questions.

  1. Before the start of the battle, why would Boudicca have been confident of winning?
  2. What slowed down the Celts movement towards the Romans?
  3. Why has the author included a diagram on page 24?
  4. What stopped the Celts from getting away from the Romans?
  5. What does the word rebellion mean? Use a dictionary or the internet to find out if you’re not sure.
  6. Whereabouts in England did the Battle of Watling Street happen?


Create a glossary of about five key words from the text which children may not know the meaning of?

Maths answers Day 3

  1. 779
  2. 678
  3. 989
  4. 582
  5. 693
  6. 937
  7. 946
  8. 834
  9.  456+342=798
  10. 245+731=976
  11. 535+238=773




25 March: Home Learning

Posted on Wednesday 25 March 2020 by Mr Wilks

Reading – Day 2 Answers

  1. three
  2. woman
  3. Romans
  4. nodded
  5. flee to the mountains
  6. hurled
  7. Boudicca
  8. gold
  9. They had travelled a long way / they were tired / they wanted a rest
  10. To keep her daughters safe
  11. She was angry / he was questioning her
  12. They were worried about their mum / they were worried about the battle with the Romans / they were scared of their mum’s anger


Maths – day  2 – answers


15 minutes Times Table Rockstars

 Addition Arithmetic

 1. 452+327=

2. 253+425=

3. 405+584=

4. 258+324=

5. 437+256=

6. 652+285=

7. 792+154=

8. 478+356=


Challenge 1

Challenge 2

Write an addition word problem.

For example:

On Monday, a baker makes 345 bread rolls and 563 cakes. How many products does he make altogether?


Day 3 History

In history lessons this half-term, we have answered all of the following questions.

  1. When did the Romans successfully invade Britain?
  2. Who was the emperor during the first successful invasion?
  3. Why did the Romans invade Britain?
  4. Was Boudicca a Roman or a Celt?
  5. What was the name of Boudicca’s tribe?
  6. How did Boudicca die?

First of all, I’d like your child to answer the questions. If there are any questions they don’t remember the answer to, they can use the internet to find them. A couple of links below:

Next, they should show off some of the knowledge they’ve learnt in the topic in a poster. This could be some of the answers to the questions above or other things they’ve learnt. Email some pictures of the posters you create and I’ll post them on Class News!