Dear Parent/Carer,

We hope that you and your families are all doing well.

Please see attached the home learning tasks for the following week.

• Reading, English and Maths tasks are essential

• Curriculum activities will be worth credits. Children must earn a minimum of 100 credits per week.

• Please upload photos of the completed work or the original documents (if completed on word) at the end of each day to Class Dojo. Instructions on how

to do this can be found using the following link: https://classdojo.zendesk.com/hc/en-us/articles/360022857031-How-to-Post-to-a-Student-

Portfolio#web Please do not message individual teachers copies of the work, as they cannot be seen by both Miss Floyd and Miss Balsdon. If you have any

questions about Class Dojo or the task set you can message the teachers directly or, if you are having issues accessing Class Dojo, by sending an email to

admin@highampton-primary.devon.sch.uk

• In response to feedback you must complete a short ‘Learning Journal’ at the end of each week and email it to admin@highampton-primary.devon.sch.uk.

Simply detail what tasks were completed when and for roughly how long for. This can be handwritten or typed into an email.

EXAMPLE: Week beginning 6th April-Joe Bloggs- Learning Journal

Sunday- 9am read for 1 hour.

Monday- 10 am Completed 2 hours of maths, 1pm read for 30 mins, 2pm 1hour of exercise.

Tuesday-Nothing

Wednesday- 12pm 2hours maths, 2pm, 1 hours English, 5pm 1 hour's wider curriculum (geography) 7.30pm read for

30mins before bed.

English tasks

Make up 5 hours of learning from the tasks listed below.

Work to be completed in pen please, as we have found it tricky to see some of

the work when it is in pencil.

Note: Year 3&4 tasks 1 and 2 have been on the Class Dojo as a trail. If you have

already completed them, please do not repeat them.

20 minutes minimum of daily reading.

Year 3 and 4

1. Write a recount of your day. This could be used in history one day to show what

happened during this period.

Support: https://www.youtube.com/watch?time_continue=3&v=Re0pCqUZu9w&feature=emb_logo

2. Write a character description of a member of their family.

Support: Remember back to when you wrote your detailed descriptions of Grendel. Make sure you describe, in detail, every aspect of your family

member: their looks, their smell, their personality, their movements. Use a thesaurus to upgrade your language.

https://www.thesaurus.com

3. Write a story involving members of their family. Do they have to defeat a monster? or find something they have lost?

4. Write a set of family rules, could they begin with ‘We always…..’ rather than ‘We do not ………’

5. Write a letter/email/ text message to a member of their family that they have not seen this week.

Year 5 and 6

1. Ask your child to write a diary entry/newspaper report summarising the events from the day. They can write this from their own perspective.

2. Your child can think about a member of their family who is a hero/heroine to them. They can then create an information report about their chosen

hero/heroine. Why not encourage them to interview that person and include some direct quotes from the interview?

Online learning resources:

Nessy: www.nessy.com (pupils with access only)

Phonics Play: www.phonicsplay.co.uk (Username: march

Password: home

Read theory: www.readtheory.org

BBC Bitesize: https://www.bbc.co.uk/bitesize/primary

Literacy shed: www.literacyshed.com

Primary Resources: www.primaryresources.co.uk

3. What makes your family different to other families? What makes them the same? Ask your child to write a poem about their family, they may even

want to perform it too.

4. Children should only be allowed to watch TV for one hour a day. Do you agree/disagree? Write a discussion about this statement. Try and use

some comparing and contrasting conjunctions and adverbials to link your ideas. The word mat is on the website.

5. Story task: Ask your child to design a setting for a story genre of their choice. They can think about any settings that they have encountered in

stories before. They must then write a short description including expanded noun phrases.

Spellings: Please learn the appropriate spellings from the list below. Practise them each day for a week before being tested. Please photograph your

test with a score. Here is a video to support the spelling rule: https://howtospell.co.uk/shorty-drop-the-e-with-ing

-e +ing

Guided Reading: Referring to the ‘Vipers’ guide (there is no need to print them, but please

label the questions and reference the chapter/s studied clearly), please read the chapter/s

indicated and answer the linked questions. A minimum of 20 minutes a day should be allocated

to this task and a photo of the completed questions should be emailed back.

Book list: Year 3-Fantastic Mr Fox (Reading may be completed, in part, by an adult)

Year 4- Fantastic Mr Fox constitute

Year 5-The Twits

Year 6-Good Night Mister Tom

Y3/4 Y5/6

bouncing achieving

calculating believing

celebrating celebrating

competing cycling

damaging deceiving

accelerating decomposin

g

arranging describing

concentratin

g

deserving

dissolving exercising

escaping investigatin

g

Maths tasks

Make up 5 hours' worth of learning from the tasks below.

The ’supplementing tasks’ can be evidenced by taking a screen shot of any scores.

Remember you can also use TT Rockstars to battle each other, inc. Teachers.

When completing maths question sheets, don’t feel you have to print them.

Please number all the tasks clearly.

Year 3

Complete all the week 1 tasks from the following link. There are video tutorials to support your learning.

https://whiterosemaths.com/homelearning/year-3/

Year 4

Complete all the week 1 tasks from the following link. There are video tutorials to support your learning

https://whiterosemaths.com/homelearning/year-4/

Year 5

Complete all the week 1 tasks from the following link. There are video tutorials to support your learning

https://whiterosemaths.com/homelearning/year-5/

Year 6 -

Complete all the week 1 tasks from the following link. There are video tutorials to support your learning.

https://whiterosemaths.com/homelearning/year-6/

Supplementing Maths Tasks

- 20mins of Times Table Rockstars SOUND CHECK over the week.

- Daily arithmetic for different areas of maths: https://www.topmarks.co.uk/maths-games/daily10 Y3/4-levels 1, 2, 3 Y5/6-levels 4, 5, 6.

- Practise telling the time. This could be done through this game: https://mathsframe.co.uk/en/resources/resource/116/telling-the-time SCROLL DOWN

TO VIEW GAME.

- Y3/4-Play ‘Hit the Button’ focusing on number binds, halves, doubles and times tables.

- Y5/6-Work on your reasoning and problem solving by practising past SATs questions that are broken down into topic areas and have videos linked to

them that can be watched if needed. COMPLETE 1 TOPIC PER DAY. As these are older papers these are suitable for both years 5 and 6. Click on one of

the topic areas listed to gain access to the questions. https://primarysite-prod-sorted.s3.amazonaws.com/springcroft-primary-

school/UploadedDocument/915522a464444cfa96a70bc9bdaee45d/ultimate-ks2-maths-sats-organiser-y6-daily-mini-videos-puzzles-for-y5.pdf

Online learning resources:

RM Easimaths: www.rmeasimaths.com

BBC Bitesize: https://www.bbc.co.uk/bitesize/primary

Timestables rockstars: www.ttrockstars.com

Percy Parker times tables: www.percyparker.com

Wider curriculum tasks

There is over 200 credits worth of options below, you must complete a minimum of 100 credits each week. The same options will be offered for two weeks

before they change. This will allow you to work on 100 credits worth of work in the first week and then tackle the remaining 100 credits the following week.

Music (20 credits)

Watch the following clip and answer the questions below (to be written in your yellow book).

https://www.youtube.com/watch?v=0put0_a--Ng

What Can You Hear?

How many singers? Male/female?

The backing/accompaniment: how many instruments? Which ones?

Which instruments plays the solo?

Is there a hook?

The texture: is it thick, thin or in between? Are there many layers of sound, or just one/two? Are there many voices singing/instruments playing,

or just one/two?

The tempo: is it fast, slow or in between?

The dynamics: is the music loud, quiet or in between? Is it the same throughout or does it vary?

The arrangement: which voices/instruments sing/play in which sections?

Is it Pop/Rock/Blues/Gospel/Ballad/R&B/Rap/Soul? What are the style indicators?

What is the structure/form/shape of the song? Use words like verse, interlude and chorus.

Art (5 credits per activity)

I have included a range of activities which can be selected throughout the closure. Use this as an opportunity to explore different materials that

you find around your home. No paint, no problem! Use food colouring, coffee, tea, spices mixed with water. You could see if vegetable peelings

mixed with water produce a colour or leaves from the garden mushed down. Hunt around the house, are there any old, dried bits of playdough that

rub colour onto paper? Let me know what you find works and doesn’t work as you investigate.

French (15 credits)

Use the following clip rehearse basic phrases (I'm hungry, I'd like….) as well as food vocabulary (vegetables, tomato, onion, lettuce, pizza,

milkshake, banana, vanilla, ice cream, chocolate) and some colours (red, yellow, brown, green, black). Video yourself saying them.

https://www.bbc.co.uk/bitesize/clips/z82kjxs

Computing

Over the next half-term, I would like you to create a presentation of what you have been doing at home (schoolwork or not schoolwork

related) so we can share them with each other over Class Dojo.

To create the presentation, use PowerPoint if you have it or go to slides.google.com to access a free version. Slides.google.com is

available as a website on your laptop or an app on your tablet or phone.

As you go through this process over the next half-term, there are some mandatory tasks that you must complete, which would give you 25

credits, and also some bonus credits you can collect.

Mandatory Tasks

15 Credits – Have a play with the programme before you officially start making your PowerPoint. Find out the following things:

• How to create a new slide.

• How to change the background.

• How to change the font.

• How to change the transition between a slide.

• How to add an animation to an object (text/image).

• How to change the layout of the slide.

• How to insert an image or video.

5 Credits – Create your PowerPoint Presentation and choose your backgrounds and font.

5 Credits – Vary the transitions between the slides in your PowerPoint.

Bonus Credits

5 Credits per week – Use a new animation for an object (text/image) that you haven’t used already.

5 Credits per week – Use a new slide layout that you haven’t used already.

10 Credits per week – Write about what you have done during the week and type it up on your PowerPoint (at least 5 sentences for the 10

credits).

5 Credits per week – Take at least 2 photos of something you have done during the week and transfer and include them in your

PowerPoint.

10 Credits per week – Take a video of something you have done and talk about it in the video or record a little message to include in your

PowerPoint. Transfer and include your video in your PowerPoint.

History (25 credits)

This week you are going to find out about Ancient Egyptian life by looking at artefacts. Ancient refers to something that existed a long time ago in

the past, or that it is very old. Using www.googlemaps.co.uk can you point to Egypt on the map? Use the directions functions to find out the walking

distance to Egypt from Highampton. Now that you know what ancient means and where Egypt is, we can now begin to learn about Ancient Egypt. You

have already researched lots about Ancient Egyptians. Watch the following video to get a reminder snapshot of Ancient Egyptian times.

https://www.perform.org.uk/egyptian **BONUS 10 CREDITS**- If you learn part of the dance and film yourself performing it!

Life in ancient Egypt depended on a person’s wealth (money) and education. We can find out information about ancient Egyptian from the objects

that the left behind, also known as artefacts. Watch the following video to see how historians date artefacts:

https://www.bbc.co.uk/bitesize/clips/ztqgjxs

-Activity 1-Looking at the artefact on the right, answer the following questions: What do you think it is?

What do you think it was used for? Where do you think it might have been found? Who might it have

belonged to and why do you think taht? What might it be made from? What does it tell us about ancient

Egypt and why do you think that? Add some questions of your own that you would like to know about this

object. At the bottom of the home learning pack I have included some ideas that I had from looking at

the artefact. Try writing your own answers before looking at mine.

-Activity 2-Now that you have had a practice at how use artefacts to answer and ask questions about

ancient Egypt you can now apply it to more artefacts. This will build up your investigator skill. Don’t be

tempted to research the correct answers, I want to know what you think not what google can tell you.

Find the resources on the website.

Geography (35 credits)

A few weeks ago, we played a trade game (year 5’s were out on bike-ability), within this game we came across the term ‘fair trade’. As we learnt

from our game, fair trade can influence a products price, but why? Firstly, we need to ask ourselves what is Fairtrade? Watch the following clip

that explains how Fairtrade works: https://schools.fairtrade.org.uk/resource/come-coobana-film/

• Activity 1-Click on the link at the bottom of this section and open the story of a banana: photo pack. Look at the photos and write a list of

questions that you would want to ask about each of the photos, try to think of as many questions as possible that you would like to ask about the

photos. Think about the five W's (What? Why? Where? When? Who?) and How?. Which of these questions will lead to answers that are facts

and which will lead to opinions? Which of these questions will be easy to answer and which will be more difficult and why do you think this? Which

of these questions will require further information from books or other sources to answer? Which do you think is the most interesting question

and why? The photos show the journey of a banana, from growing to the supermarket. Use the images and any of your own knowledge to write a

short description about what you think is happening in each stage. (I will put the answers at the bottom of the home learning pack for adults to

support the children’s thinking).

You are now going to learn where bananas come from.

• Activity 2- Using google maps (www.google.co.uk/maps) use the directions function find out how far it is to walk to the following places from

Highampton: Ghana, Colombia, Windward Islands, Peru, Dominican Republic, Costa Rica, Côte d’Ivoire and Belize. This is how far some of our

bananas travel just so that we can enjoy them (or use them in our poo machine, hehe). Pick two of the countries and find out about more

information about them, research lots of facts, such as climate and key geographical features. Finally, use your findings to identify some common

characteristics of these countries and why you think bananas are grown there rather than the UK. Present you findings in whichever way you like,

you could write a fact file or even use your ICT skills and produce a presentation on your findings (I have popped a link below).

You now know about Fairtrade and the journey of bananas to the UK.

• Activity 3- I would now like you to take everything that you have learnt about Fairtrade and create a poster full of facts about Fairtrade that

show why it is a good thing. I would like to see lots of facts on there, including what it was like before the Fairtrade initiative and Fairtrade

products that are available.

The Story of a banana: https://www.oxfam.org.uk/education/resources/go-bananas

Google Slides (it is free to access):

https://accounts.google.com/signin/v2/identifier?service=wise&passive=1209600&continue=https%3A%2F%2Fdocs.google.com%2Fpresentation%2F%3Fu

sp%3Dmkt_slides&followup=https%3A%2F%2Fdocs.google.com%2Fpresentation%2F%3Fusp%3Dmkt_slides&ltmpl=slides&flowName=GlifWebSignIn&flowE

ntry=ServiceLogin

R.E. (25 credits)

This half term in RE, we will be looking at the question ‘When Jesus left what was the impact of Pentecost?’

Therefore, I would like you to create a cartoon strip for the story of Pentecost with at least 6 images and a written description for each step.

To find out what Pentecost is, watch this video https://www.youtube.com/watch?v=OMQKy1Mx49M

Year 5 and 6 please also read the Acts 2 account of Pentecost, on the website, as this will give you extra detail.

After you have created the comic strip, number and answer the following questions in full sentences.

1. What in the story surprised you?

2. Why do you think the Spirit is described ‘like the wind’?

3. Why do you think the Spirit is described ‘like a flame’?

4. Why do you think the people who listened to the apostles come from 15 countries?

5. What confused you?

Science (20 credits)

Create a poster called ‘What is a habitat?’. Use the internet to find information for your poster, here are some sites to get you started:

https://a-z-animals.com/reference/habitats/

https://a-z-animals.com/blog/what-are-habitats/

https://www.youtube.com/watch?time_continue=9&v=2fmtIToiGjI&feature=emb_logo

https://www.youtube.com/watch?time_continue=1&v=ZrSWYE37MJs&feature=emb_logo

I have included some examples of how you could display the information. Remember: to make it interesting to look at by including images,

subheadings should be included and write it in your own words (don’t just copy what you read).

P.S.H.E. (15 credits)

Watch and dance along to the following video clip. Complete the mirror challenge and write down all the things that make it cool to be you. Display

this as a colourful poster with a drawing of yourself in the middle.

https://www.youtube.com/watch?v=BzRW9Dte_-Y

P.E. (20 credits)

Complete 2 hours of exercise a week. Complete a diary or video diary of which activities you complete. Here a selection of links that will support

you with that:

Joe Wicks: https://www.youtube.com/playlist?list=PLyCLoPd4VxBvPHOpzoEk5onAEbq40g2-k

Go Noodle: https://family.gonoodle.com

REAL PE: The website address is: home.jasmineactive.com Parent email: parent@highampton-1.com Password: highampton

Reading for Pleasure (15 credits)

Read your ‘book for pleasure’ to an adult 5 times in the week and record it in your yellow reading journal (photograph this as evidence). For a

BONUS 10 credits complete a book review when you finish your book (include a brief summary of the story, star rating out of 5, who would you

recommend it to and why?).

Ebook sites:

OxfordOwls: https://www.oxfordowl.co.uk/for-home/find-a-book/library-page?view=image&query=&type=book&age_group=Age+9-

11&level=&level_select=&book_type=&series=#

Love Reading for Kids: https://www.lovereading4kids.co.uk

Phonics Comics: https://www.thephoenixcomic.co.uk

Audible Stories: https://stories.audible.com/start-listen

Cooking (15 credits)

Research what makes up a balanced diet and display your findings in a creative way.

*BONUS 5 CREDITS*-Share photos of any culinary master pieces that you make, I will share then them with the rest of the class.

ADULTS ONLY:

Geography Activity 1:

Please note that I do not expect the children to be able to deduce all that is written below from the corresponding image, but I have included extra detail to

support their understanding.

1- This is a banana farm. You can see the baby banana plants being watered at the front of the image, and the ones in the background are fully grown. Once

the plant is fully grown, it flowers and then the bananas appear. It takes about a year for banana plants to grow, flower and produce bananas. Each banana

plant only produces one big ‘bunch’ of bananas and it then dies. However, whilst it’s growing, the next banana plant is already growing next to it. Many banana

farmers call this the ‘daughter’ of the banana plant.

2- Once the bananas start growing, the farmer puts a blue bag over the bananas to protect them from pests. Fairtrade farmers have to recycle their blue

bags and the farmers say that local rivers are much cleaner since they started doing this.

3- When they are ready, the bananas are cut down and carried to the washing and packing room. Bananas are harvested when they are still green. The

farmers must be very strong to carry the heavy bunches, each of which might have 50 bananas on it!

4- The bananas are cut into smaller bunches and carefully washed to make sure they are completely clean.

5- The bananas are packed carefully into boxes to make sure that they don’t bruise or get damaged during their long journey to the UK.

6- The boxes of bananas are lifted one by one into a lorry. The lorry visits lots of different farms once a week to collect boxes of bananas from each farmer.

7- Full of bananas, the lorry is driven through the villages towards the port.

8- The containers of bananas are loaded onto a ship that travels thousands of miles across the ocean to the UK.

9- When they arrive in the UK, the bananas go to a special ripening room where they gradually turn yellow. Once the bananas are ripe, they are taken to the

supermarket by lorry.

10- Finally, the bananas are put on sale in the supermarket.

History Activity 1:

What is it? It looks like it is a statue of a cat.

What do you think it was used for? It might have been made to look like a real cat that someone had as a pet.

Where do you think it may have been found? It might have been found in a pyramid.

Who might it have belonged to? It probably belonged to someone rich because it’s not something you would need in your daily life, so it was a luxury.

What might it be made from? It looks like it might be made from wood.

What does it tell us about ancient Egypt? I think it tells us that cats were important to the ancient Egyptians because they wouldn’t have made statues of

them otherwise.