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Year 5 Tigers

Welcome Letter 2020_21

Transition from Tiger Class to Gorilla Class

Still image for this video

New Tiger Class Welcome

Still image for this video

Welcome to Year 5!


We are Tiger Class and we are a class of Year 5 children. Our Teacher is Mr Burch and our LSA is Mrs Lawrence. 


During school closures, all work is not expected to be printed out. Please use the Home Learning books to write questions and answers in. We will then take these in once children return to the school.


Dear parents and guardians,


With school being closed and the children unable to attend, the year 5 team have put up work on-line (on the class pages) for children to complete. I hope you all stay safe and healthy in this current time, the work I am putting here is so that the children all have access to opportunities to continue their learning, even while the school is closed.


Mr Burch

Curriculum Coverage Information



Our new topic for when the children are back, will be Ancient Greece. We have set the children the work to research an Ancient Greek myth or legend. They have to write up a short synopsis, as well as a character profile for the villain and the hero. You can also do your own research into this area, carrying out any additional Ancient Greece research you would like and including that in their HWK books. Also there are a lot of different books that cover this area including those aimed at children of a year 5 age and up, that they may find engaging to read at this time such as : The Percy Jackson series or ‘Who Let the Gods Out’. Also there is the Percy Jack film that follows the first book as well as Disney’s Hercules film, which will also introduce the children to the basics of Ancient Greek culture and Gods. However, I would recommend the stories over the films. We will share what the children have done at home on Ancient Greece, when we get back to school so it would be fantastic to hear all the different things that you all have done at home together.

Thank you in advance

Mr Burch


Below is a list of all the learning that Tiger Class have already looked at.   


Over the duration of Year 5 we have covered a wide range of topics. Here is a list of what we have covered so far:

Place value (number),

Addition (Adding 4-digits and 3-digit numbers/ adding decimal numbers),

Subtraction (Subtracting 3-digit numbers from 4-digit numbers/ subtracting decimal numbers),

Multiplication, (times tables and formal written method of multiplication) 

Division (with a remainder or a decimal number, using either mental methods or bus stop methods),

Factors, (numbers that are multiplied with another number),

Multiples, (numbers than can be divided by e.g. multiples of 4 are: 4, 8, 12, 16, 20 etc...) 

Squared numbers/ square numbers ( squared number means you times a number by itself e.g. 3 x 3 = 9, 9 is the square number),

Cube numbers (when you cube a number you multiply a number by itself three times e.g. 3 cubed = 3 x 3 x 3 = 27),

Prime numbers (numbers that can only be divided by itself and 1),

Comparing fractions (Finding the common denominator (bottom number) and putting the less than or greater than sign < >),

Ordering fractions (Finding the common denominators and ordering them in ascending or descending order),

Finding fractions of numbers (dividing the whole by the denominator and then multiplying that answer by the numerator),

Converting mixed numbers to improper fractions and improper fractions to mixed numbers

Adding fractions (finding the common denominator between the two fractions and adding the numerators together (the denominator doesn't change),

Subtracting fractions (finding the common denominator between the two fractions and subtracting one numerator from the other (the denominator doesn't change),

Problem solving using fractions.



In English this year, we have learnt about:

Main clauses and subordinate clauses (complex and compound sentences)

Relative clauses,

Embedded relative clauses,

Expanded noun phrases,

Similes, metaphors and personification,

Fronted adverbials 


Show not telling emotion

Writing and punctuating speech correctly

Writing in paragraphs

Building suspense and tension

Passive voice

Using commas, colons and semicolons

We have written letters (persuasive letters)

We have written stories

We have written poems

Non-chronological reports



Mr Burch

Hi Tigers, I am really impressed by the amount of you who have completed all of your MyMaths activities. I urge those who haven't completed theirs, to do so. I also want to say a HUGE well done to Maddie, who posted on the 'Wellington Community Primary School PTA' Facebook group, an incredible piece of work about Ancient Greece. It was clear to see, a fantastic amount of effort had gone into this. I'd also like to say another big well done to Alice, who I saw had loaded up her effort with the Science experiment. It is so great to see Tiger class working so hard during this unusual time; I am very proud of the effort you are all putting in. Please keep it up and work hard. You should all be completing a bit of Maths, reading and writing daily. This doesn't have to be huge amounts, but enough to keep your learning moving forward. 


If more of you finish or complete some of the home learning tasks, please feel free to share them on the 'Wellington Community Primary School PTA' Facebook group. I love seeing all the great effort going in. Also, I'm sure Mr England loves to see it as well.


Furthermore, on the page: 'Wellington Media', I have posted the two readings of the book: 'Wonder'. Please have a listen, whilst reading along and attempt to answer the questions at the end.


Keep up the great work Tigers. Mrs Lawrence and I are missing you all lots. Hopefully, we'll see you soon.

Suggested Daily Timetable


After some conversations with parents, we thought it would be useful to share a suggested daily routine for you to follow. Please only use this if you wish.

Tiger Class Home Learning Time Table

Year 5 Home Learning




This has been created to support you with your child’s reading. This should be used alongside texts set by the teachers. However, you can also use it for books you are reading with children at home.

The cycle covers various reading skills and will also provide questions you can ask children to encourage their knowledge and learning in literature.

Each day has been broken down into different reading skills, example questions and definitions have been provided to help you and your child understand. A text will be provided weekly by your teacher.


When texts are provided by your teachers, give the children about 5 minutes to read through the text on Monday, this time can vary depending on the length of text and speed of reading. You will need to have read the texts yourself to have an idea of possible responses to questions you will ask the child.


Each reading session should last between 20-30 mins each day.


This week's text is: 'The Science  Behind Trampolines'. This text can be found in the links below, under the heading 'Tiger's Reading Activities'.




Learning Objective:

I can develop my understanding of a




Read written text.


Reciprocal Reading skills (predictor

and questioner) to be embedded.


1) Before reading, ask pupils to predict what they think this text will be about. Ask them to take note of the titles, headings and pictures. Encourage them to make links to other texts and prior knowledge.


2) Speed Reading. Pick up to 10 words in the text and write them down. Show the words to the children and ask them to find each words as quickly as they can. Try to pick words, which they may not know and which are not repeated. Put a timer on and once they have found all the words write down the time it took them. Repeat this process with a new text the following week.


3) Pupil then needs to read the text provided.


4) During reading, stop pupils and ask them to monitor their predictions. Were their predictions right? How have they changed? What do they think will happen next?


5) At the end of reading, ask pupils what questions they have about the text. Provide sentence stems and ask them to generate questions that could be asked.




Learning Objective:

I can summarise sections of a text and clarify meaning.


Reciprocal Reading skills:

· Summariser

· Clarifier


Pick a section of the text read and ask the children to summarise what they have learned. Below are some different summarising activities, which could be used. Summariser activities.

For example:

· Give them a couple of different summaries, which do they think is the most accurate?

· Ask the children to create a ten-word headline to summarise this section.

· Pick 5 different events within the text, write them down and ask the children to order these events in which they happened.

· Draw a picture about the particular section.


Select 4 words from the text, which the children may not have come across before or words that are topical to the text


Clarifier activity.

For example:

· How well do you know the word? Ask the children to complete a vocabulary grid (available on class pages). · Finding synonyms and antonyms.

· Which definition is correct for this context? Give the children 3 different definitions, which one matches?

· Word families.

· Etymology. This means the history of the word. They may need to access the internet for this. For example: The word claustrophobia Phobia = Greek meaning of fear. Claustrum = Latin meaning to be shut in a place. Therefore, claustrophobia is the fear of being shut in confined spaces.

· Illustrations of word to provide context.




Learning Objective:

I can develop my comprehension skills.



· Retrieve information from a text.

· Explore the meaning of words

and phrases in context.

· Make inferences about what I

have read.

· Use evidence to justify my


· Explain how the author has used

language for effect.

· Explain how the author has used

language, structure and

presentation to contribute to



To develop children’s comprehension, you will need to be asking them questions about the same piece of text. Pick two small sections from the text to cover on Wednesday and Thursday. You could even ask questions about a picture or diagram in the text.


Select and Retrieve questions: Ask the children questions, which they can find easily from what is written in the text. Here are some examples (you will need to use characters, animals and objects from the text itself): Who is ***? Where is ***? What is ***doing? What did the *** do? Where does it say ***? What is the relationship between *** and ***? What happened at the beginning/middle/end of the text? What does the word *** mean? Which paragraph tells you ***?


Inference questions: This is where the children need to be getting clues form the text, as the answers are not specifically stated in the text. They may well use their prior and background knowledge to help them justify the answers. It is also beneficial to ask the children to find evidence in the text. Here are some examples: Why do you think *** said that? How does *** feel and how to do you know? Why did *** do that? Why did *** feel that way? Predict what would happen if… How does the author feel? What impression do you get of ***? What type of personality does *** have? What atmosphere is created?




Learning Objective:

I can develop my comprehension skills.


Ask the children to write their own select and retrieve questions and inference questions based on the text.


After this is completed, talk through their questions with them and how they would expect their questions to be answered. Specifically looking at the inference questions, what evidence would they use?




Leaning Objective:

I can summarise a text, showing my understanding of

what I have read.


Pupils to complete a set activity in response to their reading. For example:


· Write a new opening/ending for the story.

· Draw the setting of this story.

· Create a map of the place where this story is set.

· Construct a timeline of the main events.

· Rewrite this section as a play script.

· Create a word search using important words from this section.

· Create a book review.

· Choose one page. Find all the verbs.

· Create a cartoon strip.

· Choose one of the main characters and draw them.

· Explain which is your favourite character and why.

· Think of five questions you would like to ask one of the characters.

· Rewrite a section from the point of view of one of the characters.

· Find five technical words and write your own glossary to explain what they mean.

Choose five words from the text. For each, find three synonyms that could be used in the same context.



Oxford Reading 
Please use the following link to access free online ebooks. 
Maths, Phonics and Home Learning activities can also be accessed:


Virtual Bookshelf Home Use

Wellington School is now able to provide pupils with access to online Virtual Bookshelf. Please use this excellent resource to practise reading and comprehension. You can even access texts, which are then followed by comprehensive questions about the text.


Please use the following link, username and password to access more online learning resources:
User name: gu111qj
Password: writing


Audible Books 
Are offering free non subscription access to their catalogue. 


Reading Generally

Read a chapter of a book each day.

Make a prediction about the book you are currently reading, be sure to write down to see if your prediction is correct later in the book!

How are the characters and plot creating an interesting narrative in your book?

How have the main character/s changed?

What/who is responsible for this?

What do you think will happen next?



Please ensure, whichever writing activity you decide to do, always practice your best handwriting.



Journal Writing
Write and draw how you’re feeling each day. Don’t forget to write in chronological order.


Word Games
Word Play
How many interesting words could be used to up-level the word 'Said'? See how many you can write down (synonym game.


A second activity to attempt is

How many different words can you make using only the letters L C S O R A P T I.
You can only use each letter once. Try again with a different set of letters.



Thursday 14.05.20

The next 5 lessons 


You will be following the lessons 1 a day to develop and further your character descriptions skills. These are highly important. Last week's lessons focused on setting descriptions; the next 5 lessons will focus on the characters. These will set you up to be an exceptionally descriptive writer ready for next week's English project. Each lesson will cover a different area of character description all with videos from some amazing and fun teachers. There are entrance and exit quizzes for the lessons to test your previous learning. These skills will be crucial for any pieces of descriptive writing you do. All lessons will have a focus on your reading comprehension as well of some fantastic WAGOLLs. In addition, the lesson will also have you conduct some extra year 5 spellings.


Lesson 1 14/05/2020

Your first lesson will be focusing on fact retrieval from the text, which contains exceptional character descriptions and for added interest, it will be focusing on some of the best superheroes. Follow each part of the video and then the slide-based activity.


Lesson 2 15/05/2020

Your second lesson focuses on word meaning and making use of clear language that relates to the character. By this point in your writing you should be aware, you shouldn’t always use the first adjective that comes to mind, you should ask yourself ‘is there a better word I can use, a more interesting and accurate word for what I’m trying to say?’ Again this video will focus on a WAGOLL example that you will then be quizzed on. Make sure you write all your answers in your books.


Lesson 3 18/05/2020

Your third lesson focuses on those features of a good character description that we have covered before but is good to remind ourselves of. It includes the use of: expanded noun phrases. Again this video will focus on a WAGOLL example that you will then be quizzed on. Make sure you write all your answers in your books.


Lesson 4 19/05/2020

Your fourth lesson focuses on relative clauses. This video is great for everyone as it is a good recap of a fantastic skill that you will need. If relative clauses are something that you find difficult, this lesson will be fantastic in building your confidence with them. Again this video will focus on a WAGOLL example that you will then be quizzed on. Make sure all answers are written in your books.


Lesson 5 20/05/2020

Finally, you have reached the lesson I am sure you were looking forward to. Creating a character description. This will be based on the images from the last lesson. So I hope you have kept the relative clauses you wrote about the picture you chose, as they will come in use during this lesson. Again this video will focus on a WAGOLL example that you will then be quizzed on. Make sure all answers are written in your books and your final description should be written in your neatest handwriting.


Thursday 21.05.20

The next group of lessons will be focused towards you creating your own Greek Myth. Hopefully, by now you should have read at least one Greek Myth by now. We will now be creating a Greek Myth of your own. The last two weeks have had your practice writing character description and setting description. Getting you ready to compose your own Greek myth with plenty of detail.
All Greek myths will have the focus of a specific Greek god as either the hero, helping a human hero, or as the story's main villain or helping the story's main villain. 



Lesson 1 from 21/05/2020

Following the link below pick one of the Greek Gods under the link to read about. If you have already researched a Greek God then pick them and see if it gives you any additional facts. The page will also have links to specific stories involving the God you have chosen, pick one of those to read. 

Once you have found a story about your chosen God, create a comic strip based on the story. While you are reading the story and creating its comic strip, decide if you think that the God you have chosen will be your story's hero, helping your hero, the villain or helping the villain.

The link also has links to stories about Greek heroes and monsters, just focus on the different God for now. If you are unsure the information page will tell you. 



Lesson 2 22/05/2020

 With your comic strip you will have created a strong image of the Greek God that will be in your story.
Use the link below to remind yourself about expanded noun phrases following through all the activities it lays out for you to follow. Once you have completed these, create a short descriptive paragraph of your God using expanded noun phrases. Don’t just focus on the God's appearance, also consider any weapons or armour they have in your comic strip.



Lesson 3 25/05/2020

Having picked you God for your story it is now time to create your own hero. Design your Greek Hero. You have read stories with different Greek heroes. You are to draw your Hero. You must label them, giving them a name and labeling each piece of their equipment. 



Lesson 4 26/05/2020

Use the links below to revise the different grammatical structures that we have all covered in class before. Make sure that you watch the videos and complete all the games and activities. Once you have completed one web page create three examples of sentences that use the grammar-focused on, that you could use in your story. Once you complete the first link move onto the second then the third. 




Relative Clauses:


Expanded noun phrases:



Lesson 5 27/05/2020

Now that you have your word bank and some useful sentences to magpie, it's time to plan out your story. Using the story mountain structure that we have used before or the box up plan we have used before in class, plan your story (Beginning, Build-up, Climax, Resolution and Ending). Try to put all the interesting grammatical features you've learnt and all of the interesting vocabulary that you have learnt (Use a thesaurus to help). The more detailed your plan and the more ideas you get down, the easier and better your final piece of writing will be.



Lesson 6/7/8 28/05/2020 -01/06/2020 

Draft each of the sections of your story following carefully the plan you have created in the previous lesson. This is to last you several lessons, so take your time with each section and put in as much detail as you can. Try to make this the best piece of writing you have ever done.


The week's work (starting 01.06.2020)

Looking at instructions, being able to read and follow instructions is a highly important part of life. It is important to understand the grammar and for a final bit of practice to create your very own set of instructions. 


Lesson 1

In this lesson, you are going to going to explore the use of language and understand what the author is trying to say.


Lesson 2

In this lesson, you are going to explore the meaning of words in a set of instructions.


Lesson 3

In this lesson, you are going to explore the features of a set of instructions.


Lesson 4

In this lesson, you are to going to focus on the how to build cohesion in instructional texts


Lesson 5

Now using your knowledge of instruction writing that has been converted in the previous lessons, create a set of instructions that explain how to create your ancient greek, sword shield, or spear. It is up to you which you choose. Make sure your instructions are as detailed as you can make them. Watch the video below too see why detail is so important, would someone at home be able to follow your instructions.


Alternative ideas for lessons


Below I have included two further links with some great ideas and videos to support your learning. You can choose to complete the above tasks/activities or the activities provided in the links.


Tuesday 9th June 2020

So this week we will be looking at creating a newspaper article around space.  Today I would like you all to watch the following video and make notes of which alien lives in which environment.  Also, have a look at any newspaper articles that you may have at home so you can make notes around its structure.  How is the text laid out?  Is it in a normal structure?



Please take this time to learn and secure all of your times tables. A good website is hit the button, where you can practice specific times tables or mixed

Record your score for the start of the week. Practice writing them out, saying them out loud, challenging someone in your house to times table tennis (you each take it in turns to say the next multiple after the other person), having more attempts at hit the button and playing times tables pairs game (also good for improving your memory)

After a week of practicing attempt the 'hit the button' on your specific times tables again and record your new score to see how much you have improved.


We will get to harder time tables over the coming weeks.


Have fun with it :)



Ideas for lessons


Below I have included three further links with some great ideas and videos to support your learning. You can choose to complete the above tasks/activities or the activities provided in the links below.



(Videos, worksheets and answers provided)




PE session every Monday to Friday at 9am with Joe Wicks

There are also Exercise logs and activity cards for Joe Wicks on twinkl move/joe-wicks-twinkl-move

Daily Challenge : Setting Physical Goals
This challenge is good for setting own targets and staying healthy and fit. 1. As a family, think about a physical exercise you could all do together and improve on. Set yourself a family target for example: • running/walking/yoga/Tai Chi – how many moves can you learn?




Exercise of the day on Purple Melon,




Practise your handwriting while learning these spellings. Once you are confident with these spellings use them in sentences. I recommend you try to learn 5-10 of these words a week. These are Year 5 common exception words:


accommodate, accompany, according, aggressive, amateur, ancient, apparent, appreciate, attached, available, average, awkward, bargain, bruise, category, cemetery, committee, communicate, community, competition, conscience, conscious, controversy, convenience, correspond, criticise, curiosity, definite, desperate, develop, dictionary, disastrous, embarrass, environment, equipment, equipped, especially, exaggerate, excellent, existence, explanation, familiar, foreign, forty, frequently, government, guarantee, harass, hindrance, identity, immediate, individual, interfere, interrupt, language, leisure, lightning, marvellous, mischievous, muscle, necessary, neighbour, nuisance, occupy, occur, opportunity, parliament, persuade, physical, privilege, profession, programme, pronunciation, queue, recognise, recommend, relevant, restaurant, rhyme, rhythm, sacrifice, secretary, shoulder, signature, sincere, sincerely, soldier, stomach, suggest, symbol, system, temperature, thorough, twelfth, variety, vegetable, vehicle, yacht

Topic Project


For your topic project we would like you to research Ancient Greece. You are free to present your work however you would like.

Here are some suggestions:

  • Create a fact file about Ancient Greece.
  • Make your own Ancient Greek shield or sword.
  • Research life in Athens and Sparta and compare the two.
  • If you could travel back in time what would you ask the Anceint Greeks? Write a list of questions.
  • Design your own Ancient Greek artifact.


Alternative ideas for lessons


Below I have included two further links with some great ideas and videos to support your learning. You can explore and complete the tasks/activities found in the following websites.




Space Lesson provided in the link below:

BBC Bitesize can help with your science topics pfb9q

Plant Cloning

Clone a plant by making a plant cutting and planting it in a pot with soil. Check it every day, and see if it grows.


Make a list of objects around your home that are/are not magnetic.

Solids, Liquids and Gasses

Look at the items you have at home. Can you make a list of the items that are solids, liquids and gasses.
Think about each item you have listed, can they change state? How and why? Reversible and Irreversible changes
What happens when you mix these things and then try to separate them?
flour and water, sugar and water, sand and water


Supersize a marshmallow


You will need: a marshmallow and a microwave
1. Put a large marshmallow on a plate and an adult must microwave it for 30-60 seconds. 2. You’ll see that it grows...and grows... and then goes black inside.
Marshmallows are foamy because they’ve got loads of tiny air pockets in them. The microwaves heat up the water vapour inside them, making the molecules bounce around more and more, pushing the air pockets outwards. But, eventually, the sugar starts to burn (so they’ll taste better after just 30 seconds!). They’re super hot when they come out, so be careful!




Make Dragons Eggs

Have you ever tried making magical dragon eggs?
Take an egg and some food colouring:
1. An adult should hard-boil some eggs.
2. Let them cool and then roll them on the work-surface to crackle the shell all over.
3. Half-fill some cups with water and mix in a some food colouring into each cup (the gel pastes work best).

4. Pop an egg into each cup and leave in the fridge overnight.
5. Peel off the shell and you’ll see that the dye is taken up wherever the shell is cracked.



Make water walk

Did you know you can make water walk? You will need: water, 3 clear glasses, yellow and blue food colouring, kitchen roll
1. Fill two glasses with water.
2. Add some blue food colouring to one and some yellow food colouring to the other.
3. Place the two glasses of coloured water either side of the empty glass.
4. Fold a sheet of kitchen roll lengthways until it fits into the glass.
5. Now place one end of the kitchen roll into the blue water and the other end into the empty glass. Do the same with the other piece of kitchen roll and the glass of yellow water.
You should find the water will start ‘walking’ up the kitchen roll and over into the middle glass. After a couple of hours, the middle glass should have a mix of the two colours of water in it. This is because the water travels through tiny gaps between the kitchen roll’s fibres. This is called capillary action. Plants use capillary action to help them move water from the ground up through their stems.



Map work

Can you find a map of UK? Or have a go at drawing one at home? Add a picture of a natural landmark and a built landmark area in the correct location. Describe why each of these landmarks are significant.
Create a map of North and South America using Lego. If you do not have Lego what creative ideas do you have for an alternative to make the map?

Cupboard raid

Look at the packaging on food in the cupboard or fridge and find its origin. If you have an atlas, identify which product has travelled the furthest.

Consider the most effect way to record your findings. Can you make a chart or a graph to show the origin of the food in your fridge and cupboards.

Earthquakes and Volcanoes

Create a poster about volcanoes
and earthquakes in south America. SouthAmerica
If you can’t access the internet then create an artistic picture of a volcano and record any facts which you can find in any books you may have. Country Comparisons
What are the similarities and differences between Britain and ? (choose a country to compare)


Create a list of similarities and differences between these 2 countries focusing on the weather, climate, culture and landscape.

Design, Make, Evaluate

Design a machine that moves a small object from one side of a room to the other without you touching it. Find: things around your house like a chair to start your machine from, for example, a tube from a lunch wrap to make a tunnel, some boxes to make a track. Then Review your design for success.
Design your dream bedroom.
Calculate how much paint you will need for the dream
room you designed?
How many litres/cans of paint do you think you will need? You could estimate how much the paint would cost.

Create your own volcano make-a-homemade-volcano/
Take a video of the actual eruption
If you can’t access the internet
then create an artistic picture of a
volcano and record any facts which you can find in any books you may have.




Make a paper airplane

Measure how far the plane flies. Repeat the flight three more times and average the measurements. Try a new design to see if you can beat that distance.




Rules and responsibilities

Create a game that includes rules, a way to score and at least one piece of equipment. Play the game with a family member or friend. After playing the game discuss ways that you could change the game.

Building Resilience Human Body Game

This challenge is good for building resilience and a have a go attitude.

You will ideally need a roll of paper (old wallpaper rolls are good for this) or the largest piece of paper you can find; alternatively, use chalk and do this outside on the ground. Ask someone in your family to draw round you on the paper. Now have a chat with the adults or older siblings in your family and discuss what organs are in your body. Do not do any research yet. Make a list. What do you think they look like? Can you guess their shape? Have a go at drawing them (in pencil) on your outline. This is about having a go and using guess work. It’s not about ‘being clever’ – it’s about the fact that you just haven’t studied it yet. This is important. Now do some research. Find an information book or website of the human body. (Parents – you may want to check the content here!)


• Give yourself 10 minutes to look and try to remember where the major organs are. Can you do this without taking notes? Try concentrating and remembering.


• Now, without looking, see if you can draw the organs on your outline (use a different Create a list of similarities and differences between these 2 countries focusing on the weather, climate, culture and landscape.
pen). Check to see how you did.


• If you’re not happy with how you did, have another go.
Make sure that every day you do something together that makes you laugh and feel good.
Feeling Good! How have you done this week?

Have you moaned and whinged your way through the week?

Moany Monday, Fuming Friday OR can you call your days Marvellous Monday, Fantastic Friday?

Make a weekly calendar with something great that happened each day.

Mindfulness for children



What does Easter mean to you? Create a piece of artwork (painting, drawing, sculpture, poetry) It doesn’t have to be a religious focus.

 Listen to different genres of music and describe  how they make you feel. Ask a
parent/carer to choose a song that they loved listening to when they were younger. Listen to it together. How did they dance to it?

How would you dance to it? How embarrassing is it to watch your parents/carers dance on a scale of 1 to 10? Choose your favourite song and put dance moves to it. Set a time each day when the whole family is doing chores such as washing or tidying up, put the music on and dance.



Art lessons Monday and Thursday at 10.30
About 45 minutes’ long 1030am-g/677950266310421/?ti=icl

Mirror Drawing

Sit back to back with a family member or a friend. Draw a design on your paper or whiteboard using shapes. Describe your picture so that the other person can recreate it. Describe your design by describe the shapes you used and their location (for example, next to, on top of, between). Compare at the end.



Practise reading, spelling and speaking French using the below link:


***ART COMPETITION*** Please click on the poster PDF which tells you all about the exciting art competition :)

Below is a variety of extra tasks available for you to attempt to challenge you further.


Remember I am not expecting you to print any of the following off. However, just write the questions and answers in your home learning books.