Week beginning 25 April 2022
Sorry that you can’t be in school this week. Here are a range of resources linked to what is happening in class. Don’t forget to get in touch with your class teacher if you need support.
Maths
Follow this sequence of maths learning which is linked to ratio, proportion and negative numbers.
Lesson 1: video, worksheet, answers
Lesson 2: video, worksheet, answers
Lesson 3: video, worksheet, answers
Lesson 4: video, worksheet, answers
Lesson 5: video, worksheet, answers
Lesson 6: video, worksheet, answers
Lesson 7: video, worksheet, answers
Lesson 8: video, worksheet, answers
Lesson 9: video, worksheet, answers
You don’t have to print the worksheet. Your child can write or draw their answers on paper. Your child’s learning will be most effective if you sit with them to pause the clip and check / praise / support your child as the clip moves on.
Practise times tables on Times Table Rockstars, too. Email the class teacher if you need your child’s login and password details.
(Suggested time: 30 minutes of Maths and 15 minutes of Rockstars daily)
Spelling
Look on the homework page to find this week’s spellings. They should choose some past spellings that they feel less confident with. Your child should complete one task each day.
- Day 1: Generate more words linked to the spelling pattern or ‘rule’. You could look out for the words in the book you’re reading at home, or any other text, like a website linked to our science topic of Living Things and their Habitat.
- Day 2: Practise the spellings using two of the ideas in our Super Spelling Strategies guide. (Set yourself and others at home a challenge of using some of the words when you’re speaking, too!)
- Day 3: Write separate sentences, each containing one of the spellings. (Don’t forget to show off really neat handwriting and make sure you sentence starts with a capital letter and ends with a full stop, exclamation mark (!) or question mark (?).
- Day 4: Repeat Task 2 or 3.
- Day 5: Get an adult at home to test you on your spellings. Practise any you spell incorrectly – you could write them out carefully until you’re sure.
(Suggested time: 15-20 minutes daily)
Reading fluency.
This is the text that we will be using in school. In school, we generally follow this sequence:
- Day 1: Read the text aloud with your child listening. Read it clearly and slowly, pointing to each word as you read. Have a chat about any unfamiliar words.
- Day 2: Read aloud each sentence (a full short sentence or part of a longer sentence), and have your child read it back to you. Do this ‘echo reading’ for the whole text.
- Day 3: Read the text and talk about the effect of the punctuation on how you read it – pauses for full stops and expression for exclamations (!) or questions (?). Your child reads the text aloud.
- Day 4: Read together with expression (just like you practised on Day 3).
- Day 5: Your child reads independently and fluently.
(Suggested time: 15 minutes daily)
Reading comprehension
We’ll be using this RIC text in class to practise comprehension skills. RIC stands for:
- Retrieve: finding information in a text
- Interpret: using clues in the text to unlock information
- Choice: thinking about the author’s choice of words, techniques or organisation that make the text interesting and enjoyable to read
At school, we like to promote a passion for reading. This website has a range of extracts and interviews with different authors. Choose one author each day and read an extract from their book. If you like it, carry out your own research on the author and book.
(Suggested time: 30 minutes daily)
Writing
In writing, we will be reviewing how punctuation is used correctly in our writing. Follow this sequence of lessons on punctuation. There’s a whole series of lessons, but start at Lesson 1 and work through, doing one (or maybe even two) each day. (If you’re self-isolating in your second week, stick with the series of lessons you’ve already started and aim to complete the full series.) Finished? Try this mixed grammar practice.
(Suggested time: 30-40 minutes for each)
Topic
Our topic this half-term is Explorers. In school, we’ll be comparing an area of South America with that of the UK.
Follow these lessons on Building Locational Knowledge: South America from Oak Academy. Follow the lesson sequence. It has 4 lessons so you could do two a week. We’ll also be looking at different biomes.
(Suggested time: 30-40 minutes)
Science
This term is all about electricity.
These six lessons from Oak Academy link closely to what we’ll be doing in class this half term. Start at Lesson 1 and work through, doing two or three in the week.
If Science really motivates your child, you could also use look at these lessons all about practical Science.
(Suggested time: 30-45 minutes)
PE
Don’t forget to do some daily exercise!
Do two or three of these Five Minute Moves from Joe Wicks each day – spread them across the day as if they were playtimes, maybe!
Try working through this series of 25 lessons from the Association for Physical Education – do two or three in the week.
(Suggested time: 5 minutes daily, plus 30 minutes for the longer PE lessons)
Extra stuff…
As an extra (or as an alternative, if this helps to motivate your child)…
Geography is our topic-driver this half-term so you could brush up on your locational knowledge. You could explore some online maps and try to memorise some new countries, capitals, rivers and mountain ranges. These three lessons about Europe are worth checking out.
What about some Living and Learning? While you’re away from school, you could check out these lessons on money!
16 July 2021
This week, I know how to make healthy choices is the Talk Time homework.
As a continuation of our physical health and mental wellbeing learning in Living and Learning, and having reflected on our own health, we now want to explore healthy choices we can make.
At home, you could talk about the healthy choices you could make for:
- your mind
- your heart
- your muscles
- your digestive system
- your family
Next week, each class will share what choices we can make, reflecting on whether they want to adopt any of the choices shared by their classmates to improved their own health.
09 July 2021
I can share my views about health
Each year, we ask you to complete a short health questionnaire. Your views can help us to become happier and healthier.
Parents/carers: please complete this survey with your child and comment at the end. Please submit before 16 July 2021.
If you need a paper copy, please request one from your child’s class teacher.
02 July 2021
This week, the whole school has the same Talk Time homework: I know the key vocabulary from our Design and Technology topic.
We’re in the middle of our Design and Technology topic, the children should have now come across most of the following vocabulary:
Y1,2
- design – a plan or drawing showing what something will look like before it is made
- design criteria – the things a product must have to be successful
- design brief – a description of what a new product should do
- base – the bottom part of an object; the part on which something rests
- evaluate – to decide, after careful consideration, how good or bad something is
- structure – a combination of materials and/or parts to create a 3d shape
- stable – something that is unlikely to fall down or collapse
- freestanding – something that stands up by itself
- plan – to think about and decide how you’re going to do something
Y3,4
- product – something that is designed and made to be sold
- function – the purpose of something
- design process – the series of steps that need to happen for a product to go from an idea to a finished product
- design criteria – the precise features a product must have in order to be successful
- prototype – an early sample or model of a product used to evaluate a design
- component – a part that combines with other parts to make something eg a machine or a piece of equipment
- annotated sketch – a detailed sketch labelled with notes (eg dimensions, materials)
- exploded diagram – a drawing that shows the individual components or parts of a product and how they fit together
- mechanism – a number of parts or components working together, usually as part of a machine
Y5,6
- design process – the series of steps that need to happen for a product to go from an idea to a finished product
- design criteria – the precise features a product must have in order to be successful
- cross-sectional diagram – a drawing which ‘slices through’ an object to see some of the features inside
- computer-aided design (CAD) – a way of drawing on a computer to visualise designs and simulating them to see how they work
- innovative – a new or original idea about how something can be done
- sustainable material – obtained from renewable sources and do not damage the environment when produced
- dimensions – measurement of something in a particular direction, eg height, length, width
- aesthetic – pleasing in appearance
- reinforce – to strengthen or support
Discuss these words together:
- Can your child explain to you what they mean?
- Can they use any of them in a sentence?
- Can they suggest how some of the words link together?
- Can they tell you about the learning in school which linked to a certain word?
Next week, each class will reflect on this topic vocabulary and what they have learnt this half term. Prepare your child with explanations of as many words as possible.
25 June 2021
This week, our Talk Time homework is I can say something good about myself.
Our Living and Learning lessons focus on being positive about ourselves this week. Often, we find it easy to suggest what we’re ‘bad’ at or how we could improve. Sometimes, it can be more difficult to talk about the good. Ask your child what they think is good about themselves, making sure they know we can be positive about ourselves without being boastful.
Next week, each class will celebrate what they’re good at, recognising that we all have positive contributions to make.
In addition, your child has a pupil diary to complete which is linked to the My Health My School survey the children will be completing soon. They have a number of aspects of their daily routine to keep track of: having breakfast; snacks and drinks consumed; and exercise taken. The children are going to start their diaries on Saturday 26 June and finish them on Friday 02 July (so homework is not due until Monday 05 July). We’ve gone through how to complete the diary and children should ask if they’re not sure through the week.
18 June 2021
This week, Talk Time homework is I know what consent is.
Our Living and Learning lessons focus on consent this week. It’s important that our children understand what consent it and that they have the right to give or not give their consent in many situations.
For a child, there are a number of situations in which they can choose whether or not to give consent:
- having their photo taken
- sharing their work with others
- playing a game
- sharing personal information with friends
Talk to your child about when they have the right to choose whether or not to give consent and why they might choose not to in some situations. We will discuss this in class throughout the week, highlighting situations where giving consent is required.
Children have the right to change their mind.
11 June 2021
This week, the whole school has the same Talk Time homework: I can talk about an activity I enjoy that doesn’t involve screen time.
As part of National Screen Free Week, we’ll be exploring how we can reduce screen time in school and want the children to continue this at home, too. Screens have become an integral part of entertainment and learning but we want the children to focus on having fun away from the screen, too.
You might:
- talk about what you do for fun that isn’t screen-based
- have a screen-free hour, day, week
- try a new activity that is away from the screen
- talk about why time away from screens is important
Next week, each class will share what they’ve discussed at home, hopefully offering lots of ideas for how to enjoy ourselves without the use of a screen.
(Incidentally, we’re not saying screen time is a bad thing – and in fact, we encourage your child to use Numbots and Times Tables Rock Stars. It’s all about finding a good balance – and not being on an electronic device too close to bedtime.)
21 May 2021
This week, the whole school Talk Time homework is What is a drug?
This homework, which links to our Living and Learning statement, is a first step in children becoming aware of drugs. There are a few key points you may wish to talk about at home. Children need to be aware that some drugs are helpful, some are harmful, some are legal, some are illegal. Don’t forget to consider that even the legal or helpful ones can be harmful.
Below are some question prompts that could help shape your discussion…
- What is a good definition for a drug?
- What is a drug? What is not a drug?
- Are all drugs bad?
- Why might some people need to take medicines?
- Who can prescribe medicine?
- Who should administer medicine?
- What should you do if you find some medicine?
- Should you take medicine that isn’t yours?
Children should be prepared to discuss what they’ve talked about at home during our homework review next week.
14 May 2021
The whole-school Talk Time homework this week is I know the key vocabulary from our Computing topic.
As we come to the end of our Computing topic, your child should have come across the following vocabulary:
Y1, 2
- algorithm – a sequence of instructions or a set of rules to get something done
- program – a collection of algorithms
- debug – to find and fix errors in algorithms
- computer – a type of machine that can follow instructions and do useful things
- password – a string of letters, numbers or symbols which give you access to something (eg a computer, a service like Numbots)
- personal information – information that can be used to identify you (eg age, school, address, password)
- appropriate – something that is suitable
Y3, 4
- program – a collection of algorithms
- repetition – to repeat the execution of certain instructions
- sequence – to arrange instructions in a particular order
- logical reasoning – helps us explain why something happens
- sprite – a 2d character in a computer game
- decomposition – the process of breaking down a task into smaller, more-manageable parts
- input – data sent to a computer system from a device (eg keyboard, mouse, microphone)
- output – data sent out of a computer system via a device (eg monitor, printer, speaker)
- digital footprint – information about a particular person that exists on the internet as a result of their online activity
Y5,6
- program – a collection of algorithms
- repetition – to repeat the execution of certain instructions
- sequence – to arrange instructions in a particular order
- selection – choosing to execute one set of instructions over another
- variable – something that is stored in a program and can be changed or used (eg a timer, a score, a number of lives left)
- logical reasoning – helps us explain why something happens
- simulation – modelling a real-world or imaginary situation
- search engine – program that searches for and identifies items on the internet using complex algorithms
Discuss these words together:
- Can your child explain to you what they mean?
- Can they use any of them in a sentence?
- Can they suggest how some of the words link together?
- Can they tell you about the learning in school which linked to a certain word?
Next week, each class will reflect on this topic vocabulary and what they have learnt this half term.
23 April 2021
This week, the whole school has the same Talk Time homework: Which charity should our school support?
Next week, a charity will be decided for us to support for the year ahead. We’ll focus our fundraising efforts on supporting this charity. What charity does your child think we should support?
You could talk about:
- what a charity is
- why charities are important
- what sort of work they do
- charities that have meaning to your family, your school or your community
- national / international charities and their work
Next week, each class will vote (because in our school we make democratic decisions) for the charity they would like to support to form a shortlist. Then, our recently elected Junior Leadership Team will decide which charity we will support for the next year.
Adults: before you discuss this with your child, check out this week’s Friday message from Mr Roundtree on the main news section of our website – it contains information about how we support charities and some points we’d like you to discuss with your child.