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Week Five: June 29th

Home Learning Tasks - Week Five (starting Monday 29th June)


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
  • Reading comprehension
  • Answers to last week’s tasks
  • 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 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.


Spelling List - The suffix ful











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 (Creative Writing)


Year book page task


Last week’s writing task was to create your year book page. It is not too late. You still have time to construct your page using Google classroom. Your parents/careers were sent instructions on how to join Google classroom by email on 21/6. If you did it by hand you need to submit it to the school office by Thursday asking them to pass it on to your class teacher.



Creative writing task

Your task this week is to write a story. Use this picture to inspire your story and answer the questions carefully to help you develop your ideas.

You can write a whole short story, or you can focus on one or two sections only, which may enable you to add more atmosphere, description and suspense.



Your purpose is to entertain and your audience is children around the same age as you.


Please see the PDFs attached below for:

  • an example extract of creative writing (based on a different picture)
  • help with story openers 
  • help with creating atmosphere

Remember to refer to the information provided here as you create your story, and look at the daily schedule to support you in the process of creating a fantastic end product. We would love to read your finished story, so please post it to the blog so we can take a look.


Language features of a story

  • Show don’t tell (for example, instead of he was crying you can say tears rolled down his cheeks)
  • Literary Devices (similes, metaphors, idioms, hyperbole, personification, alliteration and more)
  • Foreshadowing
  • Adverbials (how, where, when) including fronted adverbials.
  • Range of openers (including adverbials)
  • Powerful word choices (think about improving your verb choices, for instance you could change 'was going' to 'strode' in the following example: The man was going up the hill. would become The man strode up the hill.
  • Range of sentence types (simple, compound, complex) and length (longer and shorter)
  • Clarity
  • Expanded noun phrases


Structure of a story (think back to story mountain)

  1. Opening
  2. Build up
  3. Problem/Dilemma
  4. Resolution
  5. Ending/Closing


Monday: Answer the questions in your book. Think carefully about your ideas and jot them down.



  • Who is the person? Are they the ‘keeper of the keys’? Give evidence to support your opinions. Have they always been the keeper of the keys? How did they become this? Do you need to have certain qualities or qualifications to be the keeper? Is it a good thing? How does this person feel about being keeper of the keys?
  • Why is this person wearing one key around their neck?
  • Why are there keys hanging from this branch? Why is the branch connecting two trees? How?
  • Why are the keys glowing? What do the white lines on the branches and the ground represent?
  • Where is this place? Is it special? Do the keys have to be kept here? Why?
  • Does anyone else come here?
  • How does the ‘keeper of the keys’ get these keys? Why do the keys need to be ‘kept’?
  • What is each key for? Choose a key and tell its story.


Tuesday: Use your notes from yesterday to plan your story. Think about what tense (past or present) you will write in and what person (first of third).

Even if you are only focusing on one or two sections, you should still know what happens in the whole story, so make sure you complete you story mountain (you can use the PDF attached or create your own template). Write a sentence or two to summarise what will happen at each stage of the story.


Structure of a story/story mountain

  1. Opening
  2. Build up
  3. Problem/Dilemma
  4. Resolution
  5. Ending/Closing

Wednesday: Start writing your story. Use your plan to support you.


Thursday: Finish your story or story section. Remember to check your work as you go.


Friday: Check, edit and improve your story. Go through the check, edit and improve checklist below.


Check, Edit and Improve

Read through your work checking for:

  • Spelling
  • Repeated words and word choice
  • Punctuation (errors and is there a good range?)
  • Does it make sense? Is there clarity?
  • Is there good cohesion?
  • Have I kept the audience and purpose in mind consistently throughout the text?
  • Paragraphs: Do they start at the right place? (new time, new location, or new idea)

4. Mathematics 


White Rose Maths - Weekly focus: Ratio and Proportion



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

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 10 (w/c 29th June) 

Lesson 1 - Introducing the ratio symbol

Lesson 2 - Calculating Ratio

Lesson 3 - Using Scale Factors

Lesson 4 - Ratio and Proportion Problems

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, try the Magic V challenge. You can also download the PDF version below.

You could use the sheet below to record your magic Vs.
Have a go at putting the numbers into the V and then adding up each arm. Perhaps you can adjust the arrangement slightly to make the totals the same?
What do you notice about the number at the base of the V in all your magic Vs?

Answers to last week's maths 'Algebra challenge'


3a = 12         a = 4

30 = 5b          b = 6

8c = 72          c = 9

48 = 12d          d = 4

20 = 4h + 4           h = 4

3i + 5 = 11          i = 2

14 = 6j - 4          j = 3

2k – 5 = 5          k = 5


e = 3  

f = 7

g = 6  

h = 3

i = 8   

j = 2

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 the Make 37 problem...


If you need support for getting started with this challenge, open the PDF below.

Answers to last week's alternative Blendspace challenge:


How can you add eight 8's to get the number 1,000? (only use addition).


888 + 88 + 8 + 8 + 8 = 1,000

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 these sentence skills challenges:

Reading Comprehension Activity

The House With Chicken Legs - Prologue

My house has chicken legs. Two or three times a year, without warning, it stands up in the middle of the night and walks away from where we’ve been living. It might walk a hundred miles or it might walk a thousand, but where it lands is always the same. A lonely, bleak place at the edge of civilization.

It nestles in dark forbidden woods, rattles on windswept icy tundra, and hides in crumbling ruins at the far edge of cities. At this moment it’s perched on a rocky ledge high in some barren mountains. We’ve been here two weeks and I still haven’t seen anyone living. Dead people, I’ve seen plenty of those of course. They come to visit Baba and she guides them through The Gate. But the real, live, living people, they all stay in the town and villages far below us.

Maybe if it was summer a few of them would wander up here, to picnic and look at the view. They might smile and say hello. Someone my own age might visit – maybe a whole group of children. They might stop near the stream and splash in the water to cool off. Perhaps they would invite me to join them.

“How’s the fence coming?” Baba calls through the open window, pulling me from my daydream.

“Nearly done.” I wedge another thigh bone into the low stone wall. Usually I sink the bones straight into the earth, but up here the ground is too rocky, so I built a knee-high stone wall all the way around the house, pushed the bones into it and balanced the skulls on top. But it keeps collapsing in the night. I don’t know if it’s the wind, or wild animals, or clumsy dead people, but every day we’ve been here I’ve had to rebuild a part of the fence.

Baba says the fence is important to keep out the living and guide in the dead, but that’s not why I fix it. I like to work with the bones because my parents would have touched them once, long ago, when they built fences and guided the dead. Sometimes I think I feel the warmth of their hands lingering on the cold bones, and I imagine what it might have been like to hold my parents for real. This makes my heart lift and ache all at the same time.

The house creaks loudly and leans over until the front window is right above me. Baba pokes her head out and smiles. “Lunch is ready. I’ve made a feast of shchi and black bagels. Enough for Jack too.”

My stomach rumbles as the smell of cabbage soup and freshly baked bread hits my nose. “Just the gate hinge, then I’m done.” I lift up a foot bone, wire it back into place, and look around for Jack.

He’s picking at a weathered piece of rock underneath a dried-up heather bush, probably hoping to find a woodlouse or a beetle. “Jack!” I call and he tilts his head up. One of his silver eyes lashes as it catches the light. He bounds towards me in an ungainly cross between flying and jumping, lands on my shoulder, and tries to push something into my ear.

“Get off!” My hand darts up to cover my ear. Jack’s always stashing food to save for later. I don’t know why he thinks my ears are a good hiding place. He forces the thing into my fingers instead; something small, dry and crispy. I pull my hand down to look. It’s a crumpled, broken spider. “Thanks, Jack.” I drop the carcass into my pocket. I know he means well, sharing his food, but I’ve had enough of dead things. “Come on.” I shake my head and sigh. “Baba’s made a feast. For two people and a jackdaw.”

I turn and look at the town far below us. All those houses, snuggled close together, keeping each other company in this cold and lonely place. I wish my house was a normal house, down there, with the living. I wish my family was a normal family, too. But my house has chicken legs, and my grandmother is a Yaga and a Guardian of The Gate between this world and the next. So my wishes are as hollow as the skulls of the fence.


The House With Chicken Legs - Prologue


1. How many times a year does the house stand up in the middle of the night and walk away?

2. What reasons are suggested for why the wall keeps collapsing at night?

3. Why does she put the bones in the wall?

4. Why is the fence important?

5. Why does she like working with bones?

6. Explain what does the author mean by: This makes my heart lift and ache all at the same time.

7. Who or what is Jack? Use evidence from the text to support your answer.

8. In the second last paragraph it says: Jack’s always stashing food to save for later. Explain what the word stashing means in this sentence.

9. Which unappetising ‘food’ item does Jack try to share in the text?

10. What impression do you get about the girl’s lifestyle, and the life she would like to have? Use evidence from the text to support your answer.  


There is a PDF version attached below if you would like to print it out instead.

Answers to last week's SATs Companion Alternative Task


The Beast Within - Episode One: Something lurking in the mist – answers

Retrieval questions:

  1. What time does the main character usually get up on a morning?


  1. What word in the third paragraph suggests the school grounds are silent and empty?


  1. What does Mr Harrow mistake the eyes watching him for?

A fox

  1. Why does the author mention that Mr Harrow was awoken before his alarm?

Because it suggests that things had been happening earlier / noises had awoken him from the mysterious animal / something disturbed his sleep.

  1. Why does Mr Harrow think: A fox? More like a wolf!

Because the footprint was ‘twice the size’ of a fox / footprint was very big / footprint was bigger than a fox.

  1. Why does Mr Harrow want to check the cameras? Tick the best reason:
  • To see if they are working.
  • To see if they can see through the fog.
  • To see if they have caught anything unusual.
  • To send the information to the police.
  1. Author’s choice question: Select one part of the text and explain how the writer has used powerful description. Why do you think they did this?

Any appropriate selection – comment from child on images created / atmosphere / entertains the reader with the details to create an image in their heads.

7TT 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, create a card game version of Concentration (also known as Match Match) where you have all the times-tables and answers written onto cards turned face down. Pick up two cards to match them (for instance, you would match a card with 7x8 with another card with 56) If you get a match you get another go. If you don't, your opponent  gets a go. If you have no one to play against, keep track of how many goes it takes to clear the cards, then try to beat your record. Try to remember where the cards are to get more matches (but you should shuffle them before each new game).

You can create this game for any times-table you need to work on. 

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

Choose one of Joe's PE videos: there are loads!

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