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Building a Brighter Future

Week Two: June 8th

Home Learning Tasks - Week 8 (starting Monday 8th 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 (speech)



Your task is to write a graduation speech. Graduation speeches are an opportunity for pupils to reflect on their past, look to their future, inspire their peers and thank those who contributed towards their success.


The features of a speech are:


  • Clarity - A speech should be clear and unambiguous so that the audience can understand it easily. If it is not clear enough to express its meaning to the audience, it will become ineffective.
  • Concise - An audience can become impatient with a long speech. It should be to the point and include only necessary detail.
  • Interesting - A speech should be entertaining so that the audience is motivated to pay attention.
  • Informal Touch -It should be presented in a personal and informal way.
  • Emotive words - This is when you use words that provoke strong feelings in the listener. These can be positive or negative. Words like love, happiness, wealth and good health make the listener feel good. Other words, such as death, illness and poverty make them feel negative. You should try to choose the words that the listener will remember.
  • Hyperbole (exaggeration) - This is where you are really over the top to emphasise key points. You should do this intentionally, to make the listener consider the enormity of what you are talking about. The exaggeration will usually be a common type of phrase that the listener is used to hearing, such as 'millions of us need this'.
  • Forceful phrases - This is when you use words like, 'you must', 'we have to' or 'I urge you to'. These phrases are used to push the listener into thinking that the need to agree with you is urgent.
  • Be memorable - former prime minister Tony Blair was famous for making a speech that included the phrase 'Education, education, education'. This use of repetition helped his audience to identify and remember his key idea. Think about the type of language techniques you can add to your own speeches that will help make your ideas memorable.
  • Make people think - Martin Luther King famously repeated the phrase 'I have a dream…' when he campaigned for equal rights for black Americans. This was a speech designed to inspire and emotionally 'connect' with his audience - to make them think.
  • Repetition - This is where a single word or phrase is repeated over and over again in order to emphasise it. Repetition works in a similar way to the rule of three. By continually repeating the same idea or phrase, it draws attention to that particular phrase and emphasises its importance.
  • Rhetorical questions - When an audience is asked a question, it makes them pause and think about the question.
  • Personal pronouns - This is where you use words such as, 'I', 'we' or 'you' to talk directly to the listener. By using the word 'you', you can address the listener and can appeal directly to every individual in the audience. By using the word 'we', you make it seem as though you and the audience are all on the same side.
  • Rule of three- The rule of three is based on the technique that people tend to remember  three  things.  By repeating something three times or using alliteration with  three  words, a quite ordinary speech becomes quite emotive.


Audience and Purpose


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


Schedule for the week 

Monday: Identify the features of a speech


The link below contains a graduation speech. Read the speech carefully. Then identify the following features: emotive words, hyperbole, forceful phrases, sentences that make people think, repetition, rhetorical questions, personal pronouns and rule of three.

Tuesday: Plan your speech.


Think about what you want to talk about. A graduation speech is also a motivational speech. It allows listeners to feel proud of themselves. Give thanks and congratulate. You wouldn’t be standing there without the people who helped to make it all possible. Be sure to recognise everyone who played a part in your journey.


How are you going to structure your speech? In the speech above it began with an introduction, it then contained paragraphs designed to inspire their classmates, the next section was used to thank the people who contributed to their education and the speech ended with a closing statement. 

What will your message be?

What information will you include?

Are you going to share any memories? E.g. your first memory of being at Anson.

Who will you thank?

What are you going to say about your peers?

Do you have any advice for the current Year 5 pupils?

How are you going to inspire your fellow pupils?

How will you make your speech memorable?


Wednesday: Write the first half of your speech.

How are you going to greet the audience?

Have you included an introduction?

How are you going to hook the audience in?

As you write, remember to include the features of a speech.


Thursday: Finish writing your speech.


Which features have you used?

Have you included a closing statement which includes an inspirational message?

Have your ended your speech on a positive note?


Remember to refer to your plan to support you.


Friday: Edit and improve speech.


  • Check spellings and punctuation.

If you do not have a dictionary, you can use an online version e.g

  • Does it make sense?
  • Have you used complex and compound sentences?
  • Have you included ambitious vocabulary?
  • Does it include: emotive words, hyperbole, forceful phrases, make people think, repetition, rhetorical questions, personal pronouns and rule of three?
  • Is your speech entertaining?



Finally, we would really appreciate it, if you would post your speech to the school blog. We would really enjoy reading your work.

4. Mathematics 


White Rose Maths - Weekly focus: Algebra



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 7 (w/c 8th June) 

Lesson 1 - Find a rule

Lesson 2 - Forming expressions

Lesson 3 - Substitution

Lesson 4 -  Solve simple one-step equations

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... 


All the Digits


This represents the multiplication of a 4-figure number by 3.



The whole calculation uses each of the digits 0−9 once and once only.

The 4-figure number contains three consecutive numbers, which are not in order. The third digit is the sum of two of the consecutive numbers.

The first, third and fifth figures of the five-digit product are three consecutive numbers, again not in order. The second and fourth digits are also consecutive numbers.

Can you replace the stars in the calculation with figures?


Getting started

Use counters or scraps of paper with the digits 0−9 written on them.

Make a list of 3 consecutive numbers 0−9 remembering that 3 has already been accounted for.

What could the ones digit of the product be if the multiplication is by 3?

Which consecutive numbers could be in the four-digit number?

Which other digit could appear in the four-digit number?


Answers to last week's maths 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  'factor-multiple chain'  challenge.


Here is an example of a factor-multiple chain of four numbers:



Can you see how it works? Perhaps you could make some statements about some of the numbers in the chain using the words "factor" and "multiple".

In these chains, each blue number can range from 2 up to 100 and must be a whole number.

You may like to experiment with this spreadsheet which allows you to enter numbers in each box. Perhaps you can make some more chains for yourself.

What are the smallest blue numbers that will make a complete chain?
What are the largest blue numbers that will make a complete chain?
What numbers cannot appear in any chain?
What is the biggest difference possible between two adjacent blue numbers?
What is the largest and the smallest possible range of a complete chain? (The range is the difference between the largest and smallest values.)


Getting started


For the smallest chain, what number might it be a good idea to start with on the left?
What could you try first to make the largest chain? You could choose to start with a particular number on the right this time.
How will you know which numbers you have already tried?


Answers to last week's BlendSpace challenge


What Went Wrong?

Place Value - Answers


  1. Chen says any number with four digits must be bigger than any number with three digits. What went wrong? The 4 digit number could be with decimals, sjuch as 2.354 which is smaller than a 3 digit number without decimals, such as 573.
  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? She got her place value mixed up and took away 600 instead of 6000.
  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? If you put the 0’s in correct place value column you can make a six digit number, such as 500,008.
  4. Zafira is rounding 19,902 to the nearest ten. She says it’s 19,890. What went wrong? She didn’t round down to the nearest 10, which would have been 19,900. Maybe she did not realise that 19,900 is a multiple of 10 and 100 and she had the misconception that it was not a multiple of 10 and therefore couldn’t be the ‘nearest 10’.
  5. Omer is rounding 2,876,344 to the nearest million. He writes 3,786,344. What went wrong? He just added one million instead of rounding to the nearest million which would have been 3,000,000.
  6. Ziad says you cannot do 3 - 6. He says it must be 0 because there are no more whole numbers. What went wrong? Ziad did not understand that you can subtract and go into negative numbers to make -3.
  7. Dominic is subtracting 7 from -2. He gets the answer 5. What went wrong? Dominic added 7 instead of subtracting 7. His answer should have been -9.
  8. Eve is counting backwards in tens. She says ’38, 28, 18, 8, -8’. What went wrong?  8 – 10 is not -8. It should be -2.


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 comprehension challenge.


Read the poem below


Home Sweet Home

by Obediah Stoneheart

Once alive;

Now dead and buried.

Once a home;

Now a graveyard.

Once lit warm with fire;

Now charred, scarred.

Once sturdy and tall;

Now crippled and crushed.

Once filled with laughter;

Now wracked with tears.

Once home sweet home;

Now home no more.


Now answers the following questions.

  1. What is the subject of the poem?
  2. What is the mood of the poem? Give evidence to prove your point.
  3. List words related to destruction.
  4. What is the mood of the poem? Give evidence to prove your point
  5. How do you know that a death has occurred?
  6. Give an example of personification.
  7. Why did the author use this?


Answers to last week's 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.


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?


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


Expand the sentence:


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


If we changed:


  1. The position of Bradley to the front seat on the front row, how might the reader interpret the sentence differently? various answers – such as Bradley may appear more studious or more included.
  2. ‘Sat at’ to ‘stood on’, how would the reader be affected differently by this sentence? various answers – such as Bradley may appear to be behaving badly or in a dangerous way.

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 poem  including as many multiplication 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.


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