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Building a Brighter Future

18th May

Home Learning Tasks- Week 7


The home learning tasks for this week are below. Some of the tasks require you to leave the school website to access the resource. Where this occurs, we have provided an alternative activity which appears on this page. If you are able to complete either task, choose the one you prefer.  You are of course allowed to do both.


This page contains:

  • Spelling list
  • PDF versions of classic stories
  • A writing task
  • White Rose Maths sheets
  • Maths challenges
  • Answers to last week’s tasks (Zios and Zepts, mixed word problems and sentence skills challenges from the book Wonder)
  • A reading comprehension task
  • P.E with Joe
  • Brent Music Service link
  • Links and activities for SATs Companion, TT Rockstars and BlendSpace


Thank you to all those children who are have already posted on the school blog. If possible, please share/post at least one example of your work to the school blog (one of your key grown-ups was sent your password), each week. We would love to see your hard work and creativity. You could post: home learning tasks, any activities that you have chosen to complete yourself (e.g. art projects, baking, creative writing, lessons from BBC Bitesize etc), together tasks, 30 day challenges or any other assignments set on the school blog.  


For those children who are not aware BBC bitesize are producing daily lessons. To access these lessons click on the following link


Home Learning Tasks



1. Spelling



Please log in to Spelling Shed and complete the set word lists.  Your spelling list can be accessed on Spelling Shed through your home page. Click on ‘Challenge Words’. 


If you do not have access to Spelling Shed complete a Look, Cover, Write, Check activity. The words for this week are set out below.













2. Reading



Reading for pleasure: Choose a book. Read the book. Share the story. Post a review on the school blog. 


We have attached a few different PDF versions of a classic stories, so  if you are running out of books to read, you could always read one of these. 

Have a look at some questions you can ask for any book that you read. 



Audible have opened up their stories for children, free of charge for the length of the closure. Visit their site on the link below.





3. Writing – Weekly Focus (Persuasive Letter)




Your task, this week, is to write a persuasive letter. You will be combining two skills that you have used in previous weeks: letter writing and persuasive writing (leaflet). Do not worry, if you did not complete either of those tasks, you will still be able to write your persuasive letter. Before you begin, we are going to recap the features of a letter. When you write the date, please place it directly below the address, not directly above the greeting, as shown in this example. 



Your persuasive letter will be based on this image,


Imagine that you are the child, hugging the dragon. You are going to try to persuade your petrified (frightened) mate or a relative to become friends with this amazing creature.  You will be writing in first person so you need to write from the character’s perspective.


In order to do this, I would like you to answer the following questions. When answering, remember you adore the dragon. S/he is your friend and you want to persuade your human buddy or relative to also become its pal.



1. The benefits of having this creature as a friend


What is your creature’s name?


Describe the dragon’s nature?  Come up with at least 5 adjectives or descriptive phrases


Does it have a particular strength or skill?


Why are you friends with this creature?


What are the benefits of having this creature, as your friend?


How is this dragon different to humans? What makes them special/unique?



2. Describe the amazing day you and your friend or relative could have with this magnificent dragon.


How would you spend your day, if your friend or relative came to your house to meet your non-human friend?


What can you do with this creature that you cannot do with a human?



3. Being a kind person and a good friend


Where is the dragon from? You could build up sympathy for your non-human friend by providing a tragic reason for him/her leaving their homeland.


Why is s/he outside your home? Again, use this as an opportunity to persuade your friend or relative, for example is s/he trying to protect you? If so, what from?


How long are they going to stay?


How would your friendship help and benefit this creature?



Planning your persuasive letter

Hopefully, after answering all those questions, you should have lots of ideas and are ready to plan your persuasive letter.


Your letter will have the following structure.


Introduction- Why are you writing your letter? What are you trying to persuade your friend or relative to do?


Argument 1- This paragraph will contain an introduction to the dragon. What makes this creature special and an amazing friend?

Provide three reasons that link to your first argument, with the aim to persuade your friend or relative to meet this dragon and become their friend.


Argument 2- This will be about the amazing activities you will do, if your human friend or relative comes to your house.

Provide three reasons that link to this second argument and will persuade your friend or relative to visit.


Argument 3 – This will be about how your friendship could benefit this creature.

You need to provide three reasons that link to this final argument and will convince your friend or relative to become friends with this dragon.


Conclusion- Summarise your main arguments and reiterate your opinion. You could end with a rhetorical question. This paragraph should be no longer than three sentences. 


Please note that if you have alternative persuasive arguments, you could use those instead of the ones I have provided. Just make sure that for each of your own arguments, you have three reasons that link to it.



Writing your persuasive letter 

When you write your persuasive letter, remember that you are trying to convince your scared friend or relative to meet this amazing creature. In order to do this effectively, your writing will need to include persuasive devices.


The features of a persuasive writing are:

  • Present tense
  • First person
  • Emotive language
  • Clear reasons
  • Persuasive phrases (surely, clearly, everybody knows that, obviously, I am certain that, I am sure that you see that, what we need to do, I ask you to think about, this can be fixed by, although it may seem etc)
  • Rhetorical questions
  • Write opinions as facts
  • Include modal verbs (can/could, may/might, will/would, shall/should, must etc)


Attached below are examples of persuasive letters (including an annotated example) and a persuasive writing word bank. 

Once you have completed your first draft, don’t forget to edit and/or redraft your persuasive letter.


  • Check spellings and punctuation.
  • Does it make sense?
  • Have you used complex and compound sentences?
  • Have you included ambitious vocabulary? Is it written in first person and present tense?
  • Does it include emotive language, persuasive phrases and rhetorical questions?
  • Have you included an introduction which explains why you are writing your letter?
  • Is the text organised into paragraphs, each discussing a different argument?
  • Does each argument, have reasons to support it?
  • Have you persuaded the reader using clear, logical reasons?
  • Have you included a conclusion which summarises the main points of the letter and reiterates the opinion.
  • Does the letter finish with ‘Yours Faithfully’ if you do not know the name of the recipient or ‘Yours Sincerely’ if you do.


Finally, we would really appreciate it if you would post your persuasive letter  to the school blog. 



Possible Timetable

If you are unsure how to structure your week, you may want to follow the timetable beneath. 


Monday: Answer the questions above about you non-human friend (all three sections)

Tuesday: Plan your letter

Wednesday: Write the address, date, greeting, introduction and the first argument paragraph.

Thursday: Write the second argument paragraph and the third argument paragraph.

Friday: Write the conclusion and sign off. Finally, edit and improve your persuasive letter.



4. Mathematics 


White Rose Maths - Weekly focus: multiplying and dividing



In Year 6, we have been following a scheme of work produced by White Rose Maths. They have now created a series of lesson which children can complete at home as part of their home learning. 


Just follow these five easy steps…


  1. Visit the White Rose Website here
  2. Click on the set of lessons for your child’s year group.
  3. Watch the video (either on your own or with your child).
  4. Find a calm space where your child can work for about 20-30 minutes.
  5. Use the video guidance to support your child as they work through a lesson.


There are four lessons each week

They all look like this.

There is a video with a teacher giving you instructions and then an activity to download. You can download all the activities for this week below.


This week, Year 6 will be asked to complete the series of lessons:

Summer Term – Week 5 (w/c 18th May) 

Lesson 1 - Multiply and divide by 10, 100 and 1000

Lesson 2 - Multiply decimals by integers

Lesson 3 - Divide decimals by integers

Lesson 4 - Decimals as fractions

Lesson 5 - Friday maths challenge (BBC Bitesize)


Attached below are the worksheets which accompany each lesson. We have also included the answers so that pupils can self assess their work. 


Alternatively, solve this challenge - One Wasn't Square 


Mrs Morgan, the class's teacher, pinned numbers onto the backs of three children: Mona, Bob and Jamie.




"Now", she said, "Those three numbers add to a special kind of number. What is it?"


Michael put his hand up.

"It's a square number", he answered.

"Correct", smiled Mrs Morgan.

"Oh!" exclaimed Mona, "The two numbers I can see also add to a square!"

"And me!" called out Bob, "The two numbers I can see add to a square too!"

"Oh dear", said Jamie disappointedly, "the two numbers I can see don't add to a square! It's either 5  too little or 6 too big!"

What numbers did the three children have on their backs?


Getting started


What can you deduce from what Jamie says?
Making a list of square numbers might help.
You could try finding pairs of numbers that make squares.
All the numbers, including the squares, are less than 40.


Zios and Zepts Answer (last week's alternative maths problem)


Yes there are different ways to make 52, what I did was I had 7 Zepts and 1 Zios which makes 52 legs. But you can also make 52 legs with 4 x 7 Zepts = 28 legs and 3 x 8 = 24 so 28 + 24 = 52. So this shows there is more than 1 way to answer this question.


5. BlendSpace



BlendSpace contains many different tasks. This is your opportunity to choose one of the tasks that that you would like to work on.  



Alternatively, you might want to solve this maze challenge.


Maze 100


In this maze there are numbers in each of the cells. You go through adding all the numbers that you pass. You may not go through any cell more than once.

Can you find a way through in which the numbers add to exactly 100?



What is the lowest number you can make going through the maze?

What is the highest number you can make going through the maze? (Remember you may not go through any cell more than once.)

You could print off this sheet which contains two copies of the maze.


Getting started


Try making a list of the numbers as you pass them.
You could do each route in a different colour.

Answers to last week's BlendSpace challenge 

 Mixed word problems Answers


1) A theatre holds 1060 people. If 389 seats remain unsold on one evening, how many seats have been sold? 671


2) The school spends £186.20 on fresh fruit during January. In February it spends £188.89. How much has been spent on fruit in total during these two months? £375.09 


3) A car salesroom sells 12 cars for £9,800 each. How much money have they taken altogether? £117,600 


4) Jade’s mum buys a pack of 6 kiwi fruit. They cost £1.32. How much does each kiwi fruit cost? £0.22 


5) What is the product of 19 and 3.6? 6.84 


6) Mr Baxter gives each child in his class 18 stickers during January. If there are 29 children in Mr Baxter’s class, how many stickers has Mr Baxter given out? 522 


7) Andrew spends £1.29 on a magazine and £8.95 on a CD. If he had £12.50 to start with, how much does he have left? £2.26 


8) Mrs Leah puts sweets into bags before the disco. If she puts 14 sweets into each bag, how many bags will be needed to take 196 sweets? 14 


    9) Mr Fox shows limited willpower and eats 17 biscuits every day in 2019. How many biscuits will Mr Fox have eaten by the end of the year? 6,205 


    10) Mrs Fox buys a 2-litre bottle of olive oil to help with her cooking. She uses 567ml in one week, then 533 the next week. How much does she have left in the bottle by the end of the second week? 0.9 litres or 900ml 

6. SATs Companion



Log into SATs Companion using your student login details and work through a rotation of Reading, Spelling, Grammar and Maths throughout the week.


Alternatively, try this reading comprehension task. Read the following narrative poem based the book 'A Monster Calls') and then answer the questions below. 


A Monster Calls

Conor’s Nightmare – THE nightmare – stalked his mind;

The wind laughed: sudden – short – breaths;

Sweat trickled as he thrashed like the sea.


Conor awoke.

Awoke into the nightmare.

The nightmare beyond his bedroom window.

Out in the cold gloom; depths of the garden…

A crack in the soil – black, tearing wound

Forced apart by a gnarled hand of twisted twigs.

A form, a huge shape; a knotted, mangled inhuman giant.

Red eyes glared. Mouth dripping dank hatred.


It stepped forward.

Trees were thrown aside; arms flail and destroy.

Shed crushed like an eggshell;

Earth retreating in trembling thuds;

Leaves shiver, wildlife panics –


Closer – Closer – CLOSER!

Baleful beady eyes and a hellish leering maw.

The spotlight moon shone coldly on the scene

A silver, sardonic skull;

A frozen grimace;

An audience staring at the monster,

Pressing its vine-tangled arms against the house.

The monster peered in the window. Smiling. Hungry.

The moon mesmerises. The monster speaks.

Its voice pierces his mind, body, soul.

“Come with me. You are now mine!


Conor gasps. Conor reels in a hard breath: Conor becomes steel.

“No! NO! I’m not scared of you anymore!”

Fire explodes in the monster’s heart. Ashes fly to the winds.








1. Make a list of the things the monster damages as it approaches.


2. In verse 4, what evidence is there that the monster means to do something bad?



3. Which word in the final paragraph suggests that Conor might still be in a dream?


4. What is it that destroys the monster?


Choice of language

5. What is your impression of Conor at the start of the poem, compared to Conor at the end of the poem? Supply two pieces of evidence.


At the start of the poem……......…………………. 


At the end of the poem……………………………..



Answers to last week's alternatively sentence skills challenges


Sentence from the book Wonder. ​There are many acceptable answers in this section. It would be a good idea to discuss and assess your answers with someone else if you can. Ask yourself, did you challenge yourself to create interesting sentences in section 1?


I know I’m not an ordinary ten-year-old kid.


Complete these:

  1. I know I’m not an ordinary ten-year-old kid, but ​various correct answers

  2. I know I’m not an ordinary ten-year-old kid, and various correct answers

  3. I know I’m not an ordinary ten-year-old kid, so various correct answers

  4. I know I’m not an ordinary ten-year-old kid because various correct answers

  5. I know I’m not an ordinary ten-year-old kid; various correct answers


If we changed:

  1. The pronoun ‘I’ to the pronoun ‘everyone’ how does the meaning of the sentence change? ​Instead of just the boy knowing something (internal), it would indicate all other people know something as well (external).

  2. The sentence to no longer have ‘not’ in it, how would the reader react differently? Reverses the meaning and would now mean that the boy knows he is ordinary.

  3. The verb ‘know’ to the verb ‘think’, how would the reader react differently? It would make the statement more uncertain, more of an opinion. 


7. TT Rockstars




Login to TT Rockstars and see if you can improve your time. Don't forget to take part in the battle for your class. 


Alternatively, choose three times tables you want to practise. Time how quickly you can recite these.  Throughout the week, try and beat your time.



8. P.E.

Children need regular breaks and exercise. If you have a safe outdoor space please ensure you get some fresh air and exercise. If you do not have an outdoor space try P.E with Joe.

PE With Joe | Live sessions every day or go back and choose one from before.



9. Brent Music Service - fabulous music learning



Parents - watch this video to see what the BMS Music'sCool website is like, and click on this link to register for access to it.

BMS Showcase for Anson