Crab Lane Primary School

Thought for the Week - To make friends I must act in a kind way.

Year 4C & 4L Home Learning

Follow us on twitter @CrabLanePrimary to keep up to date, access great resources, and share some fantastic work.


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Our Times Tables Rockstars participants this week are...   

Monday: Gloria    Chisom    Mason

Tuesday: Gloria    Zlata    Noah

Wednesday: Gloria    Zlata    Noah    Chisom    Mason

Thursday: Nelly    Zlata    Gloria    Chisom

Friday:  Zlata    Gloria     Chisom

Well done to these children who have written such incredible narrative plots this week! I was absolutely blown away with your story ideas!

          Aisha, Gloria, Violet, Lacey          

Manchester United striker Marcus Rashford has won free school meals for thousands of children across the UK over summer. His campaign will now help over 1.3 million children and their families over the holidays. 

More than 700 volunteers from Manchester have signed up to help those most vulnerable in isolation. Services include putting together food parcels, dog walking, and mental health support.  

Week commencing 13th July 2020

Interesting Events

Lesson 1- The last week of term!


By the time we get back to school, I would not have spoken to you or seen you in almost 6 months so we are going to have so much to catch up on! Life for you may have changed in that time, some may have welcomed a new sibling or family pet, your hair might have changed or your new favourite thing to do could be something completely new. I want to know all about it!




Lesson 2

As we will not be communicating much during the summer break, I thought it would be a lovely idea for us all to keep a diary. This can be as long or as short as you like and can include anything you like about your summer holidays. You can include photos or sketches or just simply write down what you are up to or what you are feeling.

We will have an opportunity to share these when we get back to school and feel free to write to me if you like over the summer to keep me posted with what you are doing.

I can't wait to find out what you all get up to. 

Whatever you do, stay safe and have fun!

Lesson 3- SPAG

Green Group


Ask an adult to test you on 30 of these words. Send in your scores by the end of the week!

Green group

 Pick 20 from the list. Ask your adult to test how many of these words you already know!Send in your scores by the end of the week!

Weekly News

Here is our weekly newspaper. Have a read of this for pleasure :) 


Guided Reading


Remember to post any tricky words on the blog or get in touch via email!


As an extra Oracy task, discuss this with the other people in your house: 

Do you think the NHS is important? Why?

Green and Purple group: 1 star text

Red and Blue group: 2 star text

Orange and Yellow group: 3 star text

This week, we're looking at money. Remember the importance of place value when dealing with money, we use £0.00 to show our decimals.

Challenge yourself! If you want to try a harder task, you can.

Remember to email if you're having trouble!


5-a-Day Challenge

We have also included the 5-a-day Maths challenge to test your brains! This will change every day, and there are two levels - bronze and silver. Silver is slightly harder, but have a go and remember to just try your best!

Lesson One

Green and Purple group: Complete activity 1

Red and Blue group: Complete activity 2

Orange and Yellow group: Complete activity 2

Lesson Two

Green and Purple group: Complete 1 star activity

Red and Blue group: Complete 2 star activity

Orange and Yellow group: Complete 3 star activity

5-a-Day Bronze Challenge

5-a-Day Silver Challenge

This week, we're doing things differently. We want you to take all your new knowledge about vertebrates and invertebrates and go on an outdoor safari! 

All you need is an outdoor space, and a piece of paper! We want you to find as many animals as you can (remember to be safe and sensible!) and jot them down on your paper. 

When you have done this, look at the characteristics of the animal - what can you see? Remember to use scientific language!

Finally, tell us what type of animal it is - is it a vertebrate or invertebrate? Is it a mammal? An insect? Why?

Use these cards as a reminder if you need to.


This week, we are looking at animals and colours! Watch the video below and complete the tasks at the end. Remember, you can pause and rewind the video if you need to!

Things to do to keep your mind and body active!

As well as completing all of these wonderful activities, we have included a list of things you might want to try at home. 


Check out Mr Snell's Alphabet Fitness workout challenge on the home page! It's really important to keep active, even if we're staying inside.


Audible has opened up access for free to hundreds of childrens books

Continue our sign language sessions with Charlie - we're on video 3 at the moment, which is showing us some useful signs for everyday conversation. Remember to practice the alphabet!


Dr Chips is delivering live sessions at 10am every day, showing us some super cool science experiments - including how to make slime! 


Joe Wicks has lots of videos on his channel for kids to be active indoors, with no equipment required. Check them out here


  • Read your favourite book
  • Bake a cake
  • Watch your favourite film
  • Write a film review!
  • Help out with jobs around the house
  • Spend some time being active, do some yoga or join in with Joe Wicks every morning!


Handy Website Links for Parent/carers


Useful links you can have a look at: - They are offering free resources for a month - This is the Maths scheme of work we are currently using, I may send a few links to this website as activities for your child to complete - All children have a login for Times Tables Rockstars.

- Edinburgh Zoo have set up live cameras of the animals in their enclosures, such as: Penguins, Tigers and Koalas! Watch them all here: 

- Carol Vorderman, former co-host of Countdown, has made her Maths website, 'The Maths Factor,' free to sign up to. There, you will be able to find lots of revision activities as well as a few resources that might help you out with our current topics. Her website is here:

- Audible, the online audio book website, have given free access for you to listen to hundreds of books, including classics such as The Jungle Book and Bambi. When you click on the link: click start listening and then choose any book you want to listen to

- Natasha Lamb will be teaching you British Sign Language in a series of episodes. Her sessions run every weekday at 12:45pm. Here's a link to her page: 

- David Walliams' audiobooks are free to listen to for the next 30 days. There's only one book per day but it can give you something different to listen to everyday. You can find his website here: 

-Mr Snell has created a workout video in the hall at school for you to do at home. Each day's workout is completely different so have a look using the link here and give it a go:

Each day, 'The Body Coach', Joe Wicks is delivering a live 30 minute PE lesson at 9am. If you click on this link, his workout videos are all under 'P.E. with Joe' for you to do in the comfort of your own home. I might even post a video of me doing it too!

Dr Chips is delivering live sessions at 10am each morning, including building towers out of just newspaper and cellotape, making your own magnifying glass and making rainbow art out of sweets! On the website, there is a list of basic resources you will need to complete each daily activity. Click on the link here to see this week's activities: 


In this section, you can find all the previous learning that has been put on the website for each subject.

History Hackers! Have a go at reading this brilliant story, and there are some activities underneath for you to enjoy.

Lesson 1


Read this article first and then have a look on this website



Lesson 2

I want to keep exploring your imaginations this week. What do you notice about the characters in Roald Dahl? Think about Matilda from 'Matilda', Charlie from 'Charlie and the Chocolate Factory' and Mr and Mrs Twit from 'The Twits. 

What do they all have in common?

When you think really hard about these types of characters they all carry an extreme personality trait which carries them through the plot of the stories and makes them enjoyable to read about.

Matilda- exceptionally clever

Charlie- extremely poor and disadvantaged

Mr and Mrs Twit- extremely unforgiving and filthy.


Extreme characters make for exciting plots and stories. You can probably think of other authors that use these types of characters too such as David Walliams in 'The Worlds worst Children'.

Now have a go at creating your own extreme character. Here are some ideas to help you.Write about what they are like, what might happen to them and begin to form your first character of your story. (Remember this is a very similar process to how all authors form their characters.


Extremely rich, extremely jealous, extremely kind, extremely brave, extremely filthy, extremely clean, extremely loud, extremely quiet.

Then write about your character. See my model below....


Archibald was a spoilt, careless little boy who wanted for nothing. His parents had bathed him in 100 dollar notes since he was a baby and he thought very highly of himself. He looked down on everyone and would often be seen poking fun at anyone who didn't have the same wealth as him.

He demanded the best beef from the best butcher in the town to make him three stacked burgers for his dinner and supper, every day . He would often be seen arguing with his own personal chefs if they so much as dared to add any salad to his beast of a burger!

All was going swell for Archibald until one night in late December when his father gambled all of the family wealth on a business plan that went terribly wrong.

That night Archibald and his family were left penniless and broke.

Archibald's life was about to change forever!


Lesson 3- SPAG

Lesson 1


Lesson 2

Model Write

The next evening, after my grandmother and I had finished the dishes, she sat me down in the living room.

"Tonight," the old woman said, "I am going to tell you how to recognise a witch when you see one. In the first place," she said, "a REAL WITCH is certain always to be wearing fancy necklaces when you meet her."


"Really ," I said. "Every time?"


"Every time," my grandmother said. "She has to, to hide her hideous warts!’


"Wow!" I said. "Tell me more…"


Green group- Draw a picture of the grandmother and the boy and ask an adult to help you draw a speech bubble above their heads. In the speech bubbles, write out a line of speech to show what they are saying to each other. Don't forget to use inverted commas around the sentences.

Lesson 3- SPAG

Most of you will be familiar with the story of 'The Witches' by Roald Dahl as we studied this book in year 2 and we all loved it. I thought this week we could work with this text to complete some writing.

Please read the below extract - Ask  an adult to help you if you need anything clarifying or need support with your fluency.

Green group

 Pick 7 from the list. Ask your adult to test how many of these words you already know!




Week Beginning 8th June

To be completed 14th June


Lesson 1 


Lesson 2

What is the difference between Direct and Reported Speech

Direct speech involves exact words spoken that use speech marks in a sentence. Whereas, reported speech, also known as indirect speech is when something someone has said is summed up, without writing the speech out fully. 

Watch the slides below to support you.

Now have a go at this work sheet - Yellow worksheet 1. Orange/Blue- Worksheet 2. Red-Worksheet 3. 

Green group- Complete the speech bubbles with direct speech. Don't forget your inverted commas!


Make sure you speak through these words with an adult so you can explore the meaning of them.


Week Beginning 18th May

To be completed 24th May

In year 4, we have worked really hard to complete our speech target on our learning ladder and we will look at achieving this again this week.

In year 3, we learnt that speech is important as it helps develop a character's voice. Authors use speech to give their characters expression. Here we learnt to place inverted commas around the spoken words.

In year 4, we still work on using speech to develop a voice in our writing and focus in on using grammar before we close the inverted comma. We also concentrate on varying ways we can use the word 'said'.

Have a go at completing the tasks below and then we will work on creating our own speech, speech, description, speech dialogue next week.

Lesson 2


In Autumn term, year 4 did a lot of work on plural apostrophes. This is another one of our targets for this year.

We have to be really careful where we place the apostrophe when we are showing plural possession. Here it goes after the s!

For example, look at this sentence..

The teacher's car was broken into.

The apostrophe here is placed before the s which means it is singular. This means one teacher's car was broken into.

Watch what happen to the apostrophe if we show plural possession with lots of teachers' cars.

The teachers' cars were broken into.

The apostrophe here is placed after the s which means it is plural. This means lots of teachers' cars were broken into.

Have a go at the worksheet, watch the video and show me how you get on!


Lesson 3

Last Friday, the country celebrated VE day. Have a read of this article to remind ourselves of what happened and why.

Now it is time for you to be reporters. ( Try and remember how we did this in class!)

Your job is to write a report on the day. Try and use the guide and have a look at my teacher model to help you.




When did it happen?

What is VE day?

What did people do back in 1945 to celebrate?

How was it celebrated in Manchester?

Add in some speech.


Teacher Model

Last Friday, marked the 75th anniversary of VE day, when people of all generations were walking on air in celebration of the end of the heart-breaking, brutal war in Europe.

Along the streets, on that day in 1945, were scenes of celebrations as people hung bunting and hosted huge parties that went on until the early hours.

Even though, we had to keep our distance, the people of Manchester didn’t disappoint when it came to marking this huge celebration.

From decorating their houses to raising a glass in their garden, the electric atmosphere could be felt across the city.

One particular Blackley family said,’ This is a day that we won’t forget and when we struggle in the times of the virus, it makes us realise how communities have always come together to care for one another.’

A great day had by all!


Last Friday, marked the 75th anniversary of VE day. This was a celebration which happened because the war had come to an end.

Along the streets in 1945, people hung bunting and had large, exciting parties.

This year, Manchester wasn’t able to get together as normal but people did still enjoy decorating their houses and sitting in their gardens.

One family said,’ This was the best day of our lock down.’

A great day had by all!

Now you have a go!

Green group

. Pick 7 from the list. Ask your adult to test how many of these words you already know!


SPAG TEST- Have a go at the SPAG test below. We do these in class. Remember to read them carefully!





Week Beginning 1st May

To be completed 10th May



Teacher model- Place your sentences together to make your poem.


Seagulls playfully circle laps of the shoreline.

Salty kisses on coconut smelling skin.

Under the palm trees, children's laughter hovers over the shoreline.

Finally it is here.

Happiness is the loyal sun, protected by the unpredictable clouds that hover by.


Now you have a go!


Lesson 2

This year, we have been learning a lot about fronted adverbials as using them is one of our year 4 writing targets.

We are going to take another look at this in this lesson.

Fronted adverbials are important as they give our reader more information about where, when or how something is happening. We must remember to use a comma after them and today we are going to focus on placing them at the beginning of the sentence.

Take a look at the image below to remind your self of the types of fronted adverbials we already know.

Try and use them in sentences. Most of you are great at telling your reader when something happened. Try and push yourself with the where and how sentences and once you have cracked this, you can challenge yourself to use all three in one sentence! See my examples to help you.

Teacher Model-

Just before bedtime, my hamster escaped from inside her cage and it was chaos in my house!

During the match, left his phone in the toilets and thankfully it was handed in!
At midnight, the witches gather around the poisoned tree to agree on their nightly plan.

Nervously, the boy sat on the dentist chair praying that he will be out of in time for his hockey match.

Now you have a go!


Lesson 3

In this lesson, we are going to use our time at home to talk about our experience of living in 2020!

What is happening? How are you feeling? What is life like? What do you enjoy about the lockdown? What do you miss?


We are creating a piece of history in writing these diary entries and we will be displaying them when we get back to school.

Try your best to use your fronted adverbials and have a go. 

See my model below to help you.


Dear Diary, 

Last night, as the clock stuck midnight, the month rolled into May. The past few weeks have been very different to any other time in my life.

Reluctantly, I have had to stay at home with my family. It is the safest thing to do.

My days are quite long but I have been enjoying playing in the garden and me and my family have been baking a lot so I've been loving the extra cake.

I do miss my class and my friends so much though!

Luckily, I have been able to use facetime and see them on the camera.(There have been some interesting hair cuts made I can tell you!)

Later next week, Boris Johnson is going to be giving us more information on getting back to school so I am waiting eagerly for that.

I will never forget the year 2020!

From _________.





SPAG TEST- Have a go at the SPAG test below. We do these in class. Remember to read them carefully!


Week Beginning 27th April

To be completed 3rd May

Watch the book being read.

Lesson 1

After reading the book, use your reciprocal reading skills to help you summarise the text.

Don't use too much information. Pick out the main parts. What was the story about, where was it set and why do you think it was written?

Explore key themes from last week. What contrasts did the author want to show in the story and how has she shown a family history of mining in the book?

Explain what stuck out for you when you read the book, what was your favourite part. What would you change about the story or the way it was written?

Finish with a closing statement and a recommendation.

Have a look at my model to support you.

  1. Summarise
  2. Explore themes
  3. What did you like?
  4. What would you change or want to see more of next time?
  5. Final statement and recommendation 

Teacher Model

Town Is by the SEA tells the tale of a young boy, who is growing up in a mining town by the side the sea.

Joanne Schwartz explores family honour and responsibility through describing the little boy’s history. There is a reminder of the responsibility that he will eventually have to follow in his family’s tradition and begin working down the mine pit. 

The boy’s father’s safety is never far from his mind and the illustrations in the book show a complete contrast from the light, freedom of the loyal sea to the dark, claustrophobic images of deep down inside the mines.


One of the main reasons I like this book is because of the powerful illustrations. They often take over the text at times and I found it easy to get lost in thoughts just looking at them.


I would really like to see a sequel to this text to find out what happened to the boy. It was certain that he would eventually work down the mine but knowing that mining doesn’t exist like this anymore, I would like to see how the changes could have been written about.


I think this is a spectacular, thought-provoking text. It had me feel a range of contrasting emotions when reading it which I think is true to families who have had experiences with the mining industry. I would recommend this to anyone who is learning about the history of coal mining.


Teacher Model

Town Is by the SEA tells the tale of a young boy, who is growing up in a mining town by the side the sea.

The boy is always worrying about his father and the illustrations show how different their lives are. The boy gets to be close to the free, open ocean whilst the father is deep underground in the claustrophobic, dangerous mine.

I really liked how different the illustrations showed their different lives and I wouldn’t change a thing about this story!

If I could recommend this to anyone, I would recommend this to my little brother’s class as I know they would enjoy learning about this mining family.


Now you have a go!


Lesson 2 - Sticky Learning- Metaphors


Watch this video


In year 4, we have worked really hard on our learning about metaphors and a lot of you are excellent at using these now. 

I wanted to recap our knowledge on them this week.



 Now you have a go!


Teacher model

As cold as ice.

As scared as a mouse.

As hot as the sun.

As strong as an Ox.

Laughing like a hyena.

Now you have a go!

Lesson 3

Read the poem below.

Clarify these words using a dictionary, google or ask an adult.




gulf horizon


Can you see a metaphor in this poem? Notice how the these words used in the poem relate to summer.

'Soft sea breeze'/'beach'/'summer's kiss'/'swimmers bathe'

Can you find anymore?


Now you are going to create your own mind-map of ideas. See my model below. Please try and include a metaphor!



Now you have a go! 









Week Beginning 20th April

To be completed 26th April


Watch the book being read.

Lesson 1


Look at these adjectives. Explore the words in red with an adult. Use a nest to talk through some sentences you could use to describe these images. To really challenge yourself you could try one of these to add a metaphoric sentence. See below...


Teacher Model


The boy felt liberated as he sat watching the sunlight dance on the calm blanketed ocean. 

The black hole enclosed the life inside it. The claustophobic cloud of hope was shrinking.

Lesson 2 

Explore two contrasting settings. Think of differences such as under the sea and above the land or a hot and cold climate.

Draw these settings and think carefully about the words you use to describe them. Challenge yourself. For example, if you have chosen a cold climate setting don't just use words like 'cold'or 'freezing'. Use a thesaurus and speak to your adults to explore interesting vocabulary to describe them.

Then write these down and put them into sentences like you did for the pictutes in the story.


Lesson 3 

In the story, there is a scene that just shows their front door. There is no text on this page. Why has the author shown the door like this?

When family members went out to the mines, they were often risking their lives. How must it have felt to be someone at home waiting for your loved one to return?

What emotions do you think the boy must have been going through?


Teacher Model

At the back of the house, the door handle remained still. Untouched, lifeless.
The day light which shone through the glass panel, slowly moved around to warm every floor tile in the hall way. Mum's footsteps got louder as she paced around the kitchen.
The boy felt every drum of the second hand like it was his very own heart whilst the oblivious cat slept peacefully by the side of the doormat.
They waited eagerly, suffocated by the silence they dare not break.


Green- Teacher model

The handle was as still as a statue. Lifeless. 

The sun rose and set and the noises of the house seems to get louder and louder.

The boy's heart hurt and he felt claustophobic.

They waited eagerly.


 Now you have a go!


SPAG (Spelling, Punctuation and Grammar)

Please complete the work for your colour group. 


LC: Can I use commas for parenthesis?

We can use commas in the same way we use brackets or dashes- to add extra information.

Sometimes this will be in the middle of the sentence:

Emily, who always wore black, hated pink with a passion.

But you can also add extra information at the end of the sentence.

                      They will be taking their cat, who is called Daisy.


Watch this video on all types of parenthesis for more information:

Can you copy out these sentences and write in where the commas should go?

- Darcie who is very helpful likes to cook at home.

- John’s dog Casper is a little bit annoying!

- Usain Bolt a famous athlete is not competing at the Olympics this year.

- An elephant was seen walking through town which was a big shock to everyone.

- I love eating pizza from the shop or a restaurant but I know it’s unhealthy.

- Peter who wanted to go camping watched the weather very closely.



LC: Can I use commas in a list?


What’s wrong with this sentence?

            I went to the shop to buy apples and bananas and grapes and satsumas.

It’s a bit boring using and so much!!!

What’s wrong with this sentence?

            I went to the shop to buy apples bananas grapes and satsumas.

It’s too unclear- we need to use commas to separate items in a list in order to make it clearer.


Find out what the brain needs to soften his fall!


Can you add the commas to the following sentences to make them clearer?

  1. The packet contained red and blue and green and yellow felt tips.
  2. At the top of the league were Birmingham City and Manchester United and Crewe Alexandra and Aston Villa and Walsall.
  3. Violins and recorders and drums and guitars were all set out in the music room.
  4. Britain is made up of England Scotland Wales and Northern Ireland.
  5. The tube was full of purple and green and yellow and red Smarties.

George had sandwiches crisps chocolate and cakes in his packed lunch box










Week beginning 6th April

To be completed by 12th April


SPAG (Spelling, Punctuation and Grammar)

Please complete the work for your colour group. 


This week, we're looking at securing our knowledge on pronouns.

Check out this video on pronouns:



For each sentence, can you identify the noun and the pronoun that it has been replaced with? You might want to underline the noun and circle the pronoun it’s been replaced with, or highlight in two different colours if you’re doing it on a laptop or computer.


  1. Hassan dislikes anything to do with music and drama almost as much as he dislikes running in PE.
  2. “Ooh, nice tights, Ash,” said Janelle, sticking her head round the door.
  3. I tried to balance my feathered cap on my head, but somehow it fell off and rolled under the art trolley.
  4. I put my hands over my face to stop it twitching.
  5. “Just a minor Velcro mishap. I’ll sort you out, don’t worry,” said Hassan. He tugged at my costume for a while and patted my back reassuringly.


Now, can you fill the gap with the appropriate pronoun?  You must not use the same pronoun two times within this question.

  1. ___________ are identical twins.
  2. Robert is my father and ____________ is my mother.
  3. _______ am going shopping on the weekend.
  4. _____ will both be going to the party.
  5. John is always speaking to Linda on the phone. I think _____ is _____ wife.



This week, we're looking at adverbs. Watch this video about adverbs:


Can you add in the adverbs in each sentence to describe the verb (action).

  1. Laicy ran _____________ to the castle and crept _____________ up the stairs.
  2. While I fed the chickens _____________, Bobby _____________ brushed the horses.
  3. Ellis _____________ shouted at the man who was running _____________ .
  4. Miss Stoker listens _____________ to One Direction.
  5. The kitten purred _____________ as she sat on the rug.
  6. Roseline rode her bike _____________ .


Narrative- Lessons 2-3- Linked to Project-

'The Victorians'




Watch the book being read.


Last week, a lot of children used the setting in the story to help them create their own experiences. The boy's father in the book works down the mines. In particular, year 4L have been learning lots about the mines and what life was like for a miner.

Our next project is...'The Victorians' and I chose this book as it started the mining theme of brilliantly and gives a real sense of difference to the setting of the seaside to the setting of a mine.

In order to complete this piece of writing this week, I want you all to research a bit more about life down the mines.

Here are some websites that you may find useful to complete this task.



Teacher Model

Try and spot your targets in my sentences!

Life was hell for children living in early Victorian England. Most days, they would have to spend up to 12 hours at a time deep underground!

If they wanted to go to school, they had to come to terms with the tough realisation that this was most likely not going to happen. This was torture for many!

Inside the mine, there were great risks....


Now you have a go! 


Teacher Model

Try and spot your targets in my sentences!


Earlier this week, I took part in a piece of history! Deep, down underground, I spent 12 hours in a pitch black, claustrophobic mine performing the role of the trapper. I've never felt so alone or afraid!

I am furious that the government, who were responsible for looking after the health of the children, let this happen for so many years.

The miners' lives were at risk and all for money!

I never want to spend a day doing that again!

No stars!

Miss Stoker

Now you have a go!  


Guided Reading

Our guided read is going to work the same way as last week, so I'm not giving the title away yet! You're going to use your prediction skills and make an educated guess.

As you read through the text, make sure that you highlight any words you are unsure of, so that we can clarify them. I've put a few underneath that you might need. 

When you have read the text, and clarified the vocabulary, there are some questions for you to answer. 


Remember, you must answer in full sentences! 


When you have done this, come up with some interesting questions to help you understand the text. Finally, summarise the text into a short paragraph - remember, you only need the essential information!

In honour of National Nurses Day, we are learning all about one of the most important historical figures in medicine. Have a read through and learn about Florence Nightingale's life, and complete the comprehension questions underneath.


Green and Purple Text

Red/Blue/Orange/Yellow Text


A video or PowerPoint with teacher guidance will be at the top, followed by tasks for each group, a challenge for everyone, and the answers at the bottom. You can follow along with the video, and pause when your activity comes on the screen, or find them underneath!

Videos throughout the week will be kept at the bottom of the Maths section,  so if you need to refer back, you can :)


This week, we are learning all about time!

As usual, try to challenge yourself - if you want to try a different group's task then please do! 

At the end, you will see the daily challenge - have a go and post the answers on the blog or email them to us for a special shoutout! 

This week, we're looking at arithmetic, so try and complete these the same way we do in class.

Try your best!





This week, we're focusing on place value. I've included the booklet underneath that we'll be learning from. There are lots of tasks to be getting on with, including multiplying by 10, completing number sequences, and figuring out missing numbers. 

You can work your way through these tasks this week, and make sure you practice your 7 times table with the questions towards the end!

There are some pictures underneath to help you with your place value, so use these if you need to.


When you have given these activities a go, challenge yourself with some of the reasoning questions below! 


Green and Purple Group:

Pages 1-4 and have a go at your 7 times table


Red and Blue Group:

Pages 1-6 and try the multiplication and division questions about the 7 times table


Orange and Yellow Group:

1-9 and all 7 times table questions, as well as having a go at the doubling and halving activity at the end


As usual, if you want to challenge yourself to the next group's work, please do! 

An example of how to use a place value grid.


This week, we're looking at Living Things. Our goal is to classify some animals. Classifying is a great scientific word for sorting. We classify lots of things in science, but we're focusing on plants and animals this week.

Keeping this in mind, animals are grouped together based on their characteristics. 

Have a look at these cards to learn more about the groups.



Your Task...


Put a tick in the correct box on the above sheet. Read the statement, and decide which type of animal it applies to. For example, the first statement "It is cold blooded", I would tick reptile, amphibian and fish, because I know from the cards above that mammals and birds are warm blooded. 


Next task!

Create your own animal! Give it 5 legs, a tail, some wings, have it live half in water and half in a tree, the wackier the better! Then, tell me what boxes you would tick for your imaginary animal. Could you create an animal that ticks all 5 boxes?


This week, we're looking at States of Matter. Your task is to look around your house and classify items! Classifying is just a fancy scientific word for sorting - so that's exactly what you're going to do! 

There is a table underneath with three categories - solids, liquids, and gases.

Find some items in your house and classify (sort) them into these categories.

Miss Dunham had a go at this at the weekend and found lots of examples for solids and liquids, but it was a bit trickier to take photos of gases. Why do you think this is?

Once you've had a go at this, try and tell us about the properties of your item, using your best scientific language. 

(Both empty tables are in the document below)

Teacher example:


With so much attention on the NHS in the last few weeks, particularly regarding the incredible job that they do, for this week's PSHE work we would like you to create a poster about the NHS and how they have helped you or a member of your family in the past. If you have access to a computer or a tablet, research the amount of work the NHS do on a daily basis and if you have any facts about them, put them on your poster! 

You can make your posters either on paper or, if you have one, on a computer. Please can you either take a photo of your poster or attach to an email and send it to by Sunday 12th April.

Thank you

Family Activity

Create your own time capsule!

 RE 2020