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Building a Brighter Future

4th May

Home Learning Tasks- Week 5


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.


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


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

Choose a book. Read the book. Share the story. Post a review on the school blog. 


Remember each week, we attach a PDF copy of a classic book, so far the books we have attached are: Alice in Wonderland, The Wind in the WillowsThe Railway Children, The Jungle Book and Peter Pan. To access these books, just go into the previous home learning weeks.   Therefore if you are beginning to run 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.



Reading for pleasure: attached is a downloadable copy of Peter Pan for you to enjoy, if you would like to. There is also an audio version of the story (below) that you may choose to listen to.


Peter Pan

3. Writing - Weekly Focus (diary)


Your task, this week, will be to write a diary entry inspired by this picture.


The purpose of a diary entry is to record your thoughts and feelings. It allows the writer to reflect on what has happened, why it occurred, how they felt and whether it will change how they behave/act in the future. Therefore in order for you to write a credible (convincing) diary entry, you need to imagine that you are the person in this picture. If you prefer, you can make the character male.


Step 1: Thinking in the role of a character


The aspect of the picture that I would like you to focus on is the glow. When I was a child, I used to enjoy watching a programme called ‘The secret world of Alex Mack’. In this programme, Alex Mack’s life was changed, one day, when she was nearly hit by a truck from a chemical plant. During the incident she was drenched in a chemical. After this event, she realised that she had obtained superpowers: she could move objects using her mind, shoot electricity from her fingers and turn into a puddle. If I remember correctly (it was a long time ago), she could move when she was in liquid form, this meant she could escape from dangerous situations or break into places undetected etc.  However there were also less favourable consequences of the accident for example she would start to glow unexpectedly, when she was nervous.

A clip demonstrating Alex Mack’s powers.

Special effects have really improved, since I was your age.


Now I would like you to imagine that something similar has happened to you (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 think about the following points. Write down the answers to these questions in note format. If you do this, in the way I have structured it, you will be able to use these notes as your plan. It will also ensure that if you get stuck, when writing your diary entry, you have something to look at for ideas.   


What happened? (Beginning section of your diary entry)

  • Why are you glowing? What has happened to you? Were you drenched in a chemical? Did you touch an object from another planet? Did you ingest (eat) something?
  • Did it have an impact on you straight away or was it hours later?


What are your superpowers? (Middle section of your diary entry)

  • What effect did it have on you? Do you have powers? What are they? Can you teleport? Turn invisible? Go through walls? Can you shrink? Fly? Have your limbs gained elastic qualities so that you can reach things that are far away? Can you radiate heat?
  • Can you control your abilities? Did you have to learn how to use them? When/how did you first discover you had superpowers?
  • Are there any unattended consequences (surprise results)? For example, Alex Mack glowed, when she was nervous.


What did you do with your superpowers?

  • What was the first thing you did when you discovered your superpowers? Take revenge on a school bully? Play a trick on one of your teachers? Spy on your favourite celebrity?  Become a superhero and save people who are in need?
  • Do you need to hide your superpowers from others? What will happen, if people discover your new abilities? Is there anyone you can trust? Or will knowing your secret put them in harm’s way?


What will you do in the future with your powers? (End section of your diary entry)

  • In the future, what do you plan to do with your powers?


Step 2: Planning your diary entry


Your diary entry should be structured in the following manner.



How did you gain your superpowers?



What are your superpowers?

What did you do with your powers?



What will you do in the future with your powers?


For some of you, your notes can be used as a plan, others might prefer to create a specific plan.


Step 3: Writing your diary entry

Hopefully now you have lots of ideas and are ready to write your diary entry. Do not make the mistake of writing a story. In a diary entry you briefly sum up the action (what happened) and then reflect on it. How did you react? E.g. infuriated by his actions I pounced. I was no longer in control of my emotions. How did you feel (remember show the reader how you felt by how you responded to the situation e.g. All at once the hairs on the back of my neck started to tickle and prickle. I rubbed the back of my neck but the feeling wouldn't go away (Hacker by Malorie Blackman) not by saying how you felt e.g. I was scared.) To avoid turning this into a story I am going to tell you that your diary entry should be approximately a page, to a page and a half long in total (quality not quantity).


Diary entries have distinct features, remember to include these. 

The features of a diary entry are:

  • Past tense
  • First person
  • Begins with the date and Dear diary
  • Chronological order (time order)
  • Must include thoughts, opinions and feelings
  • Use time conjunctions to link events (afterwards, subsequently, immediately, just at that moment, suddenly, meanwhile etc.)
  • Informal style (however this does not mean that the standard of writing should decrease so you should still use ambitious vocabulary, complex and compound sentences and correctly punctuate your work. Informal style (in this situation) means that the register is at the level of writing to a friend rather than the prime minister)



Below is an example of a diary entry written by a Year 6 child. This piece of writing was judged to be at greater depth. 

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


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


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


Monday: Answer the questions (at the start) about your superpowers (all four sections)

Tuesday: Write the beginning section of your diary entry. This will be about how you gained your superpowers.

Wednesday: Write the first part of the middle section of your diary entry. This section will include information about your super powers (what are they?)

Thursday: Write the second part of the middle section of your diary entry. This will be about what you did with your superpowers.

Friday: Write the end section of your diary entry. This will be about what you will do with your powers in the future. Then edit and improve your diary entry (check spellings and your punctuation. Does your writing make sense? Have you used complex and compound sentences? Have you included ambitious vocabulary? Is it written in first person and past tense? Have you used time conjunctions to link events?)

4. Mathematics 


White Rose Maths - Weekly focus: fractions


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.


Remember, to access this resource click on the following link


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 2 (w/c 4th May) 

Lesson 1 - Simplify fractions using knowledge of common factors

Lesson 2 - Compare and order fractions

Lesson 3 - Add and subtract fractions

Lesson 4 - Adding and subtracting mixed numbers

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, you could complete this investigation based on diagonal sums.

Here is a 100 square with some of the numbers shaded:



1. Look at the green square which contains the numbers 2, 3, 12 and 13.

Do you notice anything about the sum of the numbers that are diagonally opposite each other? Can you create a rule using algebra? E.g. n+7, 3n, n-15 etc.



In the green square n=2, so how would you make the number 3 using n? E.g.

?-n,     ?+n,     n÷ ?,     n+?,    n-?,    nx?,    ?-n, etc. 


How about 12 and 13?

2.Look at the pink square.
What happens this time when you look at the numbers diagonally opposite each other? Can you explain this using words? In the pink square n=18. Can you create a rule to find each of the other numbers. What did you notice? Why is this?


3. Look at the squares shaded red. They form the corners of a large 3 by 3 square.
If you add the numbers diagonally opposite each other, what do you notice with this larger square?
Can you find a reason why what you notice, happens? Can you create a rule using algebra?

In the red square n=15. Can you create a rule to find each of the other numbers. 

What happens for squares of different sizes?

You may like to print off this 100 square to try out some different squares of numbers.

The answer for last week's maths challenge (Number Detective) 


The answer is 64 as we worked it out by using the steps and crossing off any answers which didn’t meet the criteria.
The answer is not:
• 120 and 8 as they do not have two digits. 120 have three digits and 8 has one digit.
• 83 and 18 did not have two even numbers
• In 22 tens and units are equal. In 46 the ones are greater than the tens.
• In 86 the 6 is a multiple of 3
• In 42 double the 2 is 4
• In 80 the sum of the digits is 8 which is not a multiple of 5

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 pumpkin pie problem.

Peter, the pumpkin eater, wanted to make two pies for a party. His mother, a professional pie maker, had a recipe for him to use. However, she always made 80 pies at a time. She used:

10 dozen eggs
27 litres of condensed milk
480 tablespoons of sugar
100 teaspoons of cinnamon
140 cups of pumpkin


Peter looked in the cupboard and found:

4 cups of pumpkin
2 eggs
112 teaspoons of cinnamon
23 of a litre of condensed milk
15 tablespoons of sugar


Did Peter have enough ingredients to make two pumpkin pies for the party or did he need to buy more?

7. 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, work on this book challenge.  


- Grab a book
- Turn to page 33 and find the ninth sentence (just as an example)
- Write out this sentence on a piece of paper

Task 1: Write the next three sentences that could follow this sentence. Do not use the book to help you.
Task 2: Change at least two words to make the sentence either funnier or scarier.
Task 3: Alter the order of the words to make the sentence more exciting to the reader.
Task 4: If it doesn't already, add a subordinate clause, interesting opener or an adverbial phrase


Answers to last week's alternative SATs Companion task



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