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Building a Brighter Future

Week One: June 1st

Home Learning Tasks - Week 8 (starting Monday 1st 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
  • 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.












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 (Non-chronological report)




Your task this week is to create a non-chronological report on a person of your choice. This could be a hero of yours, a historical figure, your favourite football player or singer – the choice is yours.


Please see the PDF non-chronological report example below about Thomas Edison.

Pay attention to the structure (how the text is organised and laid out), language (vocabulary and grammar) and punctuation.



Remember to refer to the information provided here as you create your non-chronological report and look at the daily schedule to support you in the process of creating a fantastic end product. I would love to read your finished reports, so please post it to the blog so I can learn about your chosen person.


Features of a non-chronological report

  • An introductory paragraph
  • Factual information (times, dates, numbers) 
  • Text split up into paragraphs 
  • Sub-headings for each paragraph 
  • Proper nouns (names with capital letters) 
  • An eye-catching heading in a large font 
  • Pictures of the subject 
  • Captions under each picture to explain what is in the picture 
  • Diagrams with labels 
  • Technical vocabulary in bold, possibly with a glossary at the end 
  • Speech marks 
  • Usually written in present tense (unless historical)
  • Exclamation marks and question marks 
  • 3rd person (he, she, they) 
  • Boxes containing interesting individual facts to grab the attention of the reader 
  • Lists of facts in bullet points 
  • Graphs or charts showing information about the subject 


Monday: Choose your person. Research them and make notes. Choose an appropriate image that you can print off or draw for your non-chronological report.


Tuesday: Use your notes from yesterday to plan your non-chronological report. Make sure you include all this information:

  • What are your heading and sub-headings?
  • What information will you include in each sub-heading?
  • What has your chosen person achieved? What is their biggest achievement?
  • What milestones have they had in their life?
  • What makes your person interesting? Special? Unique?
  • What fun facts can you include?
  • What is their profile? Date of Birth, Place of Birth, Current Age…
  • What do they look like? (Maybe a picture will help with this)


Wednesday: Start creating your non-chronological report. Think about your layout, for example:

  • Will you have rectangle text boxes, circles or something else? 
  • What colours will you use and will you have a colour scheme?
  • Where will your picture go?
  • Will you use bullet points?


Write your headline and first few sections. Remember to refer to your plan to support you.


Thursday: Finish your non-chronological report with your final few sections. Remember to refer to your plan to support you.


Friday: Check, edit and improve your non-chronological report. Maybe there are one or two sections that you would like to redraft.


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: FDP (Fractions, Decimals, Percentages)



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 6 (w/c 1st June) 

Lesson 1 - Fractions to percentages

Lesson 2 - Equivalent FDP

Lesson 3 - Order FDP

Lesson 4 - Percentage of an amount

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...  CREATE THE NUMBERS


Use the number cards 0, 1, 2, 3, 4, 5, 6, 7, 8, 9


Put them into pairs to create the numbers 11, 10, 9, 8, 7


You must use each card (number) once, and once only.

__ + __ = 11

__ + __ = 10

__ + __ =  9

__ + __ =  8

__ + __ =  7


  1. Is it possible?
  2. Why is it possible?
  3. How many different ways can you achieve it?


Think about how you will achieve it.

ANSWERS to last week's Maths challenge


One Wasn't Square 


These answers are provided by three groups of children


Group 1

We found this out by adding 6 and 5 together which makes 11.
We wrote out squared numbers to 100 and then we realised that the only squared numbers with a difference of 11 between them were 25 and 36. Therefore the numbers had to add up to 36.
We then did 20 + 5 and then 11 which all makes up to 36.

Bob's number is 11, Mona's 20 and Jamie's 5.
Mona saw 11 + 5 = 16
Bob saw 20 + 5 = 25.
Jamie looked at Bob and Mona and got 31 which is 5 less than the square number 36 and 6 more than 25.

Group 2
We know that Mona's number plus Bob's number is 5 less than a square and 6 more than a square. So these squares must be 11 apart. I wrote out the first few squares and saw that they get further and further apart, and the only ones that are 11 apart are 25 and 36. So Mona's number plus Bob's number is 31. We know that when you add them all up you get a square, so Jamie's number plus 31 is a square. From the hint, all the numbers are less than 40, so Jamie's number plus 31 is 36. So Jamie's number is 5. Then I found that the only way we could make the rest of the problem work is to have Mona's number as 11 and Bob's as 20 (or the other way round).


Group 3
We found another solution.  We believe this also works with the three numbers 2, 7, and 29.

2 + 7 = 9 (square)
29 + 7 = 36 (square)
29 + 2 = 31

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 'What Went Wrong' Place Value Challenge.


What Went Wrong Challenge

Place Value


  1. Chen says any number with four digits must be bigger than any number with three digits. What went wrong?
  2. Shiloe has the number 34,632. She says ‘I am going to take 6000 away’. She gets the answer 34,032. What went wrong?
  3. Fatuma says if you had six digit cards and four of them were 0, you could not make a six digit number.  What went wrong?
  4. Zafira is rounding 19,902 to the nearest ten. She says it’s 19,890. What went wrong?
  5. Omer is rounding 2,876,344 to the nearest million. He writes 3,786,344. What went wrong?
  6. Ziad says you cannot do 3 - 6. He says it must be 0 because there are no more whole numbers. What went wrong?
  7. Dominic is subtracting 7 from -2. He gets the answer 5. What went wrong?
  8. Eve is counting backwards in tens. She says ’38, 28, 18, 8, -8’. What went wrong?


ANSWERS to last week's BlendSpace challenge


Maze 100


A group of children, in a different school, did this challenge. The highest and lowest numbers they could make, were as follows:

Owain and Iestin:  37 & 96;

Mac & Rian : 35 & 192;

Taylor and Gim  101;

Lias + Haydi 37 & 100;

Pip & Phelics  100.


Did you achieve any of the same answers? Did you get a better score?

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:


Sentence from the book There's a Boy in the Girls' Bathroom.


Bradley Chalkers sat at his desk in the back of the room - last seat, last row.


Complete these:


  1. Bradley Chalkers sat at his desk in the back of the room - last seat, last row, but
  2. Bradley Chalkers sat at his desk in the back of the room - last seat, last row, and
  3. Bradley Chalkers sat at his desk in the back of the room - last seat, last row, so
  4. Bradley Chalkers sat at his desk in the back of the room - last seat, last row because
  5. Bradley Chalkers sat at his desk in the back of the room - last seat, last row;


Expand the sentence:


  1. To show the reader that the room is in a school.
  2. To show the reader that the room is not in a school.


If we changed:


  1. The position of Bradley to the front seat on the front row, how might the reader interpret the sentence differently?
  2. ‘Sat at’ to ‘stood on’, how would the reader be affected differently by this sentence?

Answers to last week's SATs Companion Alternative Task


A Monster Calls


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

The soil, trees and the shed are damaged by the monster.

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

It says the monster is ‘Smiling. Hungry.’ This infers it thinks it has won, it is confident, and it is going to eat / consume / destroy Conor.


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

The word ‘mesmerises’ suggests Conor is still in a dream.

  1. What is it that destroys the monster?

Conor’s brave words / the shock of him refusing to cooperate / it is implied that he has faced this fear before ‘not afraid of you anymore’ and probably has shown fear. This time he stands up to the monster.

Choice of language

  1. 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, he was fearful ‘sudden – short – breaths’ ‘sweat trickled’ ‘thrashed like the sea’. At the end of the poem, he ‘becomes steel’ suggesting a new-found strength of character and showing no fear.



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, choose a times-tables that you want to improve and write a short story including as many times-table facts as you can.

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.


PE With Joe | Monday 18th May



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