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Week Four: June 22nd

Home Learning Tasks - Week Four (starting Monday 22nd 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 prefix over














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 (Year Book Profile)



Your task is to create your profile page for our Anson Year Book. A yearbook is a type of a book published to record, highlight, and commemorate a group of children in a school. It reflects the events and lives of the people involved.


Your page must contain your name and could contain the following details:


  • Favourite memory
  • Funniest moment
  • Worst memory
  • What are you looking forward to at secondary school?
  • How would you sum up your time at Anson?
  • What are your aspirations for the future?
  • What was your favourite event or trip at Anson?
  • What are you going to miss most about Anson?
  • How have you changed, since you have been at Anson?
  • Do you have any advice for the other pupils? 

You do not have to include all these sections; however we would recommend that you include as many as you need to fill the page. You can of course add any other pertinent information.

If you have written your graduation speech, you can add it to your year book page.  


For this work, if it is possible, we would like you to create it using google classroom. This means that we can see your work as you are working on it.  Your parents will have received an email explaining how to sign in.  If you do not have access to a computer, create your Year book page using the traditional pen and paper method. You  then need to submit it to the school office by Thursday 2nd July, asking them to pass it on to your class teacher.


Audience and Purpose

The audience for this book will be your parents, family members, teachers and fellow students. The purpose of the book is to inform and to entertain.


Schedule for the week 

Monday: Plan what information you are going to include in each section and how you are going to layout/present your information.


Tuesday: Complete  the first half of your profile. Remember to include sub-headings. 


Wednesday: Complete the second half of your profile.


Thursday: Add images and work on the layout, including: typeface, font colour and font size. Your page must be colourful and vibrant. Imagine that your page will appear in a glossy magazine. 


Friday: Edit and improve your profile

  • Check spellings and punctuation.
  • Does it make sense?
  • Is your writing interesting to read?
  • Have you used complex and compound sentences?
  • Have you included ambitious vocabulary?
  • Have you included sub-headings?
  • Have you included images?

4. Mathematics 


White Rose Maths - Weekly focus: Algebra and Conversion



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 9 (w/c 22nd June) 

Lesson 1 - Area and perimeter

Lesson 2 - Area of a triangle

Lesson 3 - Area of a parallelogram

Lesson 4 - Volume of a cuboid

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 this challenge...


Algebra challenge


Calculate the value of the letter in each equation:

3a = 12                 a =

30 = 5b                  b =

8c = 72                   c =

48 = 12d                 d =

20 = 4h + 4              h =

3i + 5 = 11                 i =

14 = 6j -4                   j =

2k – 5 = 5                    k =



Calculate the value of each letter:

ef = 21         e + f = 10          e < f

g – h = 3     g + h = 9

i ÷ j = 4       ij = 16 i > j


e = …………….   f = …………….

g = …………….   h = …………….

i = …………….    j = …………….



Hunters and Rabbits (last week's challenge)

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 challenge?


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


Answers to last week's BlendSpace challenge

What Do You Need - Answer

The answer is 35
* statement 1 does not help because by following the other clues you can tell that you need more than 1 digit to find the answer and the only multiple of 7 smaller than 9 is 7, which consists of only 1 digit.
* statement 2 does not help because the ones digit has to be larger than the tens digit and the only multiple of 7 and 10 is 70 and the 0 is smaller than the 7
* statement 3 helps because being a multiple of 7 cancels out a lot of numbers that could have been possibilities.
* statement 4 helps because by being an odd number it too cancels out a lot of other possibilities
* statement 5 does not help because the only multiple of 7 and 11 is 77 and the ones digit has to be bigger than the tens digit and the two digits in 77 are equal.
* statement 6 does not help because you can only choose the numbers from 1-100, and those numbers are all below 200 anyway, so that statement is completely worthless.
* statement 7 helps because by using it there will only be a few numbers left to choose from.
* statement 8 helps because by using it you can easily narrow the number down so that there is only one left.
The only number left after using all of the useful clues is 35

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 text below


The Beast Within - Episode One - Something lurking in the mist


6am. Fog swirled over the grounds like a cold veil. Somewhere within this mist rested Hornwood Primary School. Still. Dark. Silent. Unusually quiet: no bird dared sing.

“No birds today?” thought Pete Harrow to himself.

The spritely young superintendent felt the cold lick of a shiver pass over him. Something felt quite wrong this morning. Awake before his usual 5am alarm, Mr Harrow was now trudging along the back pathway, through the science garden and out into the grounds of the school. Gates screamed open, filling the void, the sound jumping around him in the grey murkiness.

“No birds today?” …

It did feel quite wrong this morning.

His ears pricked up. There was movement; something close; close behind him. Too close.

He spun round, peering through the gloom. Branches clicked like breaking bones. A dark, slick shape crushed itself into the thick undergrowth beside the pond, forcing aside the thick reeds. Was something nesting there?

Pete Harrow clicked on his torch. The beam sliced through the dense, colourless haze like a lighthouse beam. Whatever it was had now gone. “Annoying foxes rooting in my bins!” he said, grabbing a calming breath. He noticed two yellow beads of light glittering from the bushes – just street lamps in the distance. He frowned and turned away.

They blinked. The wet points of light followed him hungrily. A car engine masked a deep, angry groan.

Over at the bin yard, Mr Harrow noticed lids opened – but only on the food bins. A few splatters were spread across the ground, making a trail to the science garden. He reminded himself to check the cameras later to see where the fox had been. What a mess!

By 8am, a feeble sun had bothered to rise. Unable to let it go, Mr Harrow made his way over to the science garden to investigate. That was when he saw the footprint: twice the size of his own, long, sharp claws which had torn the soft flesh of the ground to shreds. A fox? More like a wolf!


Now answers the following questions.

  1. What time does the main character usually get up on a morning? 
  2. What word in the third paragraph suggests the school grounds are silent and empty?
  3. What does Mr Harrow mistake the eyes watching him for?
  4. Why does the author mention that Mr Harrow was awoken before his alarm? Because it suggests that.........
  5. Why does Mr Harrow think: A fox? More like a wolf! ........................
  6. 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.

7.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?


Answers to last week's SATs Companion Alternative Task


If our Anthony was telling this story, he’d start with the money.

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? You can post them on the blog.


Complete these:

  1. If our Anthony was telling this story, he’d start with the money, but various answers
  2. If our Anthony was telling this story, he’d start with the money, and various answers
  3. If our Anthony was telling this story, he’d start with the money, so various answers
  4. If our Anthony was telling this story, he’d start with the money  because various answers
  5. If our Anthony was telling this story, he’d start with the money; various answers



Expand the sentence:

  1. To tell the reader why he’d start with the money. various answers
  2. To tell the reader what Anthony would also end the story with. various answers


If we changed:


  1. The verb ‘start’ with the verb ‘end’, how might the reader think differently? various answers
  2. The verb ‘telling’ to the verb ‘listening to’, how would the meaning change? various answers


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 maths picture based on a times-tables you are trying to improve on.  Make sure you include all the times-tables facts for it that you can, including inverses (for example 9 x 12 = 108 and 108 divided by 9 = 12).


Below is an example



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