School Logo

Home Learning

Week 2- 30.3.2020





This week we are learning practicing our spelling of words containing the /ei/ sound spelt 'ei', 'eigh', 'aigh' or 'ey' 


Please see the attached file for a few activities to help with you child's spellings. 




/ei/ sound spelling activities

/ei/ sound spelling test


Children need to be reading to you/you reading to them as regularly as you can. Children can log what they have read in their home reading diaries, and reading challenges to complete are in their reading diaries. These books can be schools books, library books or any book from home that they enjoy. 




Reading Comprehension Week 2

The new class text is 'Charlie and the Chocolate Factory' by Roald Dahl. This week I would like continue reading the class text and aim to read to the end of chapter 4 by the end of the week (but if you read even more than that is great!). Please see this week's reading comprehension questions that are all linked to chapter 3. See below for the reading comprehension questions for this week. There is also a reading comprehension mat which will be useful for your child to see what each question is asking them to look for and to identify what skill they will need to use to answer each question. 

Reading comprehension mat



Descriptive writing

Read back through the beginning of Chapter two ‘Mr Willy Wonka’s Factory’ and look at how the author describes Charlie’s grandparents and the bedroom. Before you start your writing, begin by drawing what you think Charlie's grandparents bedroom would look like from the description in the book. 

I would like you to imagine you are Charlie and describe what the grandparents room would look like when they are all in bed telling you amazing stories. What does the room look like? What do the grandparents look like? What does the cabbage soup smell/taste like?

Use your five senses to describe the setting. What can you touch? What can you taste? What can you see? What can you hear? What can you smell?

Remember to use– adjectives, nouns, verbs, adverbs., similes.


Challenges to include in your writing: suffixes– ful/ -ous / -ly / -ion

Similes– for example the author describes the grandparents as ‘shrivelled as prunes’ and ‘as bony as skeletons’.

Adverbs– the grandparents always walked incredibly slowly around the room because of their age.

Grandpa Joe grasped the walking stick tightly as he headed towards the ancient, iron bed in the middle of the room.

Commas for lists– The uncomfortable, cramped, dust-filled and dingy room was where my grandparents spent most of their time.






For this weeks maths learning I would like you to find 10 more/less and 100 more/less than a given three digit number. Start of with any three digit number and find 10 more or 10 less. Make the number with objects from home to represent each digit in the number or draw it and use this to help you.

What happens when you subtract 10 from 209? Extra activities as well as practical maths at home are below.









Finding 10 more or less


I would like you this week to look at some supermarket receipts and pick a couple of items, how much does it add up to in pounds and pence? How much change would you get from a £5/£10 note? Convert the total amount of two items into pence and use a number line to count on to £5 or £10 to find out how much change you would receive. 

Maybe your parents could set up a price list of snacks and a daily price limit. How many items could you 'buy' from your parents with your budget, how much change will you get? 

Below is a further activity to practice finding change. 


Money problems- finding change

There are also the TTrockstars and Numbots links below for your children to practice multiplication recall and number bonds. I have set individual times tables all children to focus on weekly and have set different game types for the children to use and challenge their friends!


Most recently in our Science learning, we have been learning about animals including humans. We have looked at what the main food groups and types of nutrients there are that we need as humans. We have also explored in class that different animals need different types of food due to their body types and needs. 


This week we look at why humans need the correct amount of nutrition in our diets. I would like you to watch the clip below and note down the main food groups and how do each of the food groups help us as humans. Can you make a scientific prediction about what you think could happen if you didn't eat enough food containing protein, carbohydrates or fats? 


Throughout the week you could look at the back of different food packaging of foods that you eat and record down the nutrients that it contains onto the table provided. 

What foods were the healthiest and provided good amounts of nutrients?


Below is a template to record down nutrient values that you see on food labels. 


I have also set activities on education city in the classwork section titled 'food groups and nutrients' that support learning on this topic. 






Recently in computing we have looked at algorithms (a list of instructions) and how we can create code to give these instructions to make sprites (objects) move in computer programs. This week I would like you to go on the below website link and follow the instructions to create your own algorithms and code for a specific program. 



PE Catching Skills 1.MP4

Still image for this video

PE Catching Skills 2.MP4

Still image for this video