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Week Seven: July 13th

Home Learning Tasks - Week Seven (starting Monday 13th July)


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.


Words with an /o/ sound spelled ou or ow











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 (Letter)



Your task this week is to write a letter to your new form tutor in secondary school. You may not know who this is yet, but you can still write them a letter. The purpose of your letter is to inform your new form tutor about who you are. And of course your audience will be your new form tutor. You will want to make a great first impression by producing the best letter you can.


In your letter, you will want to include the following information:


Introduce yourself

  • Name
  • Age
  • Primary school attended
  • Siblings
  • Pets
  • Why are you writing? Maybe you will say that you are looking forward to joining the new school and facing the new challenges that await, and to taking new opportunities that come your away.


  • Strengths
  • Areas for development


  • Strengths
  • Areas for development

Aims, Ambition, Goals

  • What do you want to achieve in secondary school? In the short term? Medium term? Long term?
  • What job do you want to have in the future?
  • What will make you a happy or satisfied person in the future?
  • How will you achieve these wishes?


Structure of a letter

  • Address of sender
  • Date
  • Greeting
  • Opening
  • Main body
  • Conclusion
  • Close


  • Put your address in the top right hand corner of the page.
  • Put the date underneath the address.
  • If you don't know the person's name, start the letter with Dear Sir, Dear Madam, or Dear Sir or Madam and finish with Yours faithfully.
  • If you do know the person's name, start the letter Dear Mr/Mrs (put the person's surname here) and finish with Yours sincerely.
  • Always use clear, simple English. Start by saying why you are writing then follow with the details. It's a good idea to list the points you want to make before you start writing (as part of your plan).
  • Finish by saying what you would like to happen next, for example, I hope to hear from you soon.



Click the PDF link below for a modeled example letter.

Monday: Answer these questions:

  • Why are you writing?
  • What are the strengths of your behaviour and character?
  • What areas of your behaviour and character could be developed and improved?
  • What are your academic strengths?
  • What academic areas do you especially want to develop and improve?
  • What do you want to achieve in secondary school?  This could include making friends, behaving well, making academic progress and doing well in your GCSEs.
    • In the short term?
    • Medium term?
    • Long term?
  • What job do you want to have in the future?
  • What will make you a happy or satisfied person in the future? This could be to do with your job, family, friendship groups, where you want to live, what hobbies you would like to have etc.…
  • How will you achieve these wishes?


Tuesday: Structure your notes from yesterday into a clear and well organised plan. Think about how you will structure your letter. As an example, you could have the following paragraphs:


PG1 - Introduce yourself

PG2 - Behaviour/Character/Personality

PG 3 - Academic

PG 4 -Aims, Ambition, Goals

PG 5 - Conclusion


Once you have decided on your structure, create a bank of powerful words that you may want to include. For instance, what words describe your personality? Kind? Friendly? Helpful? Positive?

Then make a list of some phrases you would also like to include – these can be dropped into your letter later on.

Read your notes and plan back: have you missed anything? Maybe you want to add a section about your love of reading and the books you have read, or your love of football and the team you play for.


Wednesday: Start writing your letter. If you do not know your form tutor’s name yet, you can write:

Dear Form Tutor,

Use your plan to support you. Remember to lay out your letter in the appropriate way.

If you need more help, read the example letter again and magpie just one or two bits (do not copy the example letter - it is here to give you a 'kick-start' if you are struggling).


Thursday: Finish your letter. Don’t forget to use your plan, and to check and edit your work as you go.


Friday: Read your letter back carefully. Edit and improve your letter.


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: Shape, Data and Averages



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 12 (w/c 13th July) 

Lesson 1 - Nets of 3D shapes

Lesson 2 - Circles

Lesson 3 - Read and interpret pie charts

Lesson 4 - The mean

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 maths challenge.


Those Tea Cups


Aunt Jane had been to a jumble sale and bought a whole lot of cups and saucers - she's having many visitors these days and felt that she needed some more. You are staying with her and when she arrives home you help her to unpack the cups and saucers.

There are four sets: a set of white, a set of red, a set of blue and a set of green. In each set there are four cups and four saucers. So there are 16 cups and 16 saucers altogether.

Just for the fun of it, you decide to mix them around a bit so that there are 16 different-looking cup/saucer combinations laid out on the table in a very long line.

So, for example:

a) there is a red cup on a green saucer but not another the same although there is a green cup on a red saucer;
b) there is a red cup on a red saucer but that's the only one like it.

There are these 16 different cup/saucer combinations on the table and you think about arranging them in a big square. Because there are 16 you realise that there are going to be 4 rows with 4 in each row (or if you like, 4 rows and 4 columns).



So here is the challenge to start off this investigation. Place these 16 different combinations of cup/saucer in this 4 by 4 arrangement with the following rules:-

1) In any row there must only be one cup of each colour;
2) In any row there must only be one saucer of each colour;
3) In any column there must only be one cup of each colour;
4) In any column there must be only one saucer of each colour.

Remember that these 16 cup/saucers are all different so, for example, you CANNOT have a red cup on a green saucer somewhere and another red cup on a green saucer somewhere else.

There are a lot of different ways of approaching this challenge.

When you think you have completed it check it through very carefully, it's even a good idea to get a friend who has seen the rules to check it also.


If you would like to solve this problem online, you can click this link and scroll to the bottom of the page:

Answers to last week’s alternative maths challenge

1. On Sunday I spent 114 minutes on my art project, and 45 minutes on my numeracy homework. On Thursday evening spent a total of 86 minutes on my history project and 39 minutes reading. What is the difference in minutes between the amount of homework I did on Sunday and Thursday evening?

34 minutes

2. Dad drives a truck. Last week he drove 267 kilometres on Monday, 186 on Tuesday and 198 on Wednesday. This week Dad drove 279 kilometres on Monday, 148 on Tuesday and 288 on Wednesday. What is the difference in kilometres between this week and last week?

64 kilometres

3. One watch costs $1.60 and I bought four. If I had paid with a $20 note, how much change would I have received?


 4. There are 12 eggs in each egg tray and I bought 11 trays. I used 38 eggs this weekend, how many full trays do I have left now?

7 trays

5. I need to buy enough whiteboards for 273 students and there are 25 in a pack. When the packs arrive 17 whiteboards are damaged. How many whiteboards are undamaged?

258 whiteboards

6. At the fabric shop I buy 378 metres of orange fabric, 107 metres of yellow fabric and 467 metres of purple fabric. I have used 16 metres of the orange fabric, 27 metres of yellow fabric and 12 metres of purple fabric. How many metres of fabric do I have left in total?


7. I got $78.50 for my birthday. I spent $12.50 on Saturday and $22.80 on Sunday. How much spending money have I got left?


8. Mum set off at 5:55pm. She arrived at her destination at 7.34pm. Mum had estimated that the journey would take her 2 hours and 16 minutes. What is the difference between her estimated and actual travel time?

37 minutes

 9. Sally bought 3 photograph frames, each costing $7.50. She paid with $30.00. How much change did she get? $7.50 10. I walk 6000m every day. How many days would it take me to walk 276km?

 46 days

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. 


Curious Number



Are you curious about numbers? Can you use your mathematical skills to find some solutions to the problems below?

Can you order the digits 1, 2 and 3 to make a number which is divisible by 3?
And when the final digit is removed again it becomes a two-digit number divisible by 2,
then finally a one-digit number divisible by 1?  

Can you order the digits 1, 2, 3 and 4 to make a number which is divisible by 4?
And when the final digit is removed it becomes a three-digit number which is divisible by 3.
And when the final digit is removed again it becomes a two-digit number divisible by 2,
then finally a one-digit number divisible by 1?

Can you order the digits 1, 2, 3, 4 and 5 to make a number which is divisible by 5?
And when the final digit is removed it becomes a four-digit number which is divisible by 4.
And when the final digit is removed it becomes a three-digit number which is divisible by 3.
And when the final digit is removed again it becomes a two-digit number divisible by 2,
then finally a one-digit number divisible by 1?

What systems are you using?
What do you know about numbers which can be divided by 3, 4, 5?
Now what about taking this further for digits 1, 2, 3, 4, 5, and 6?
What do you know about numbers which can be divided by 6, 7, 8 and 9?

If you need help getting started, click the PDF below.

Answers to last week's Blendspace challenge:


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, read the extracts and answer the questions for:


Who Let The Gods Out





1) Look at the front cover: make a prediction about the story by using the title and the images on the front of the book.

2) Read the blurb. Clarify what a cushy retirement is.

3) What do you think Elliot’s problems are?



 Read the extract of chapter one, ‘A Not Quite Normal Day.’


4) Why has the author repeated the word ‘normal’ in the first paragraph?

5) Find a word that is a synonym for guided.

6) What is Mr Sopweed worried that Elliot might do to the school?

7) Find evidence that Elliot doesn’t want to stay at school.


Grammar focus


8) Find an example of an apostrophe for contraction.

9) Find 3 adjectives from the text.

10) Find a hyphenated word in the text.

Answers to last week’s SATs Companion comprehension challenge

  1. Ashamed
  2. Muggy
  3. Depressed and dejected. The butterfly had summoned up all her courage to ask peafowl for advice.
  4. The other animals were; selfish, proud, mean, arrogant.
  5. It builds up tension and emphasises the threat of danger.
  6. She was no longer ashamed of her dull brown wings; or she felt foolish because she had almost died to change the colour of her wings.
  7. Children may come up with different ideas including the following:
  8. Be careful what you wish for.
  9. Don’t be in such a rush to achieve your goals.
  10. Don’t give up on your dreams. (i.e. the butterfly didn’t give up when the animals were rude to her.)
  11. One lesson could be that, although the Blue Morpho Butterfly may have had the best of intentions by helping the brown butterfly, it nearly killed her.

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 or poem 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

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

PE With Joe | Monday 6th July

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.

Answers to this week's challenges





Curious Numbers Answers

Problem 1 : 123

Problem 2: No solution

Possible number combinations in arranging 1 2 3 & 4 is as below. First digit and third digit can be 1 or 3. Second and Fourth digit can be 2 or 4.
3 2 1 4 --> Not divisible 4 when considering all  4 DIGITS
3 4 1 2 -->Not divisible by 3 when considering 3 digits
1 2 3 4 --> Not divisible by 4 when considering all 4 digits
1 4 3 2 --> Not divisble by 3 when considering 3 digits
Hence no solution possible

Problem 3:   34125

Possible number combinations in arranging 1 2 3  4  5 is as below. First digit and third digit can be 1 or 3. Second and Fourth digit can be 2 or 4. Fifth digit has to be 5 only.

12345  --> Not divisble by 4 when considering 4 digits only
14325  --> Not divisble by 4 when considering 4 digits only
32145  -->Not divisble by 4 when considering 4 digits only
34125  ---> Answer ,works for all criteria



Who Let The Gods Out – Week 7 Answers


  1. Any sensible prediction
  2. An easy or comfortable retirement (without hardship or difficulty). Retirement means no longer having to work.
  3. His mum is ill and his house is under threat.
  4. The repetition is effective and reads well. The use of the word normal sets the context by emphasising what a usual day is like for Elliot.
  5. Escorted
  6. Set fire to the school
  7. In the final paragraph, Elliot says, “I don’t want to be at school.”
  8. Final paragraph: it’s. Second last paragraph: hadn’t.
  9. Various possibilities
  10. Blue-green or 13-year-old.