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

• When taking images, please make sure all the work is clearly within the photo, the photo is in focus and that the photo is the correct way around. Miss Floyd

and Miss Balsdon cannot rotate images sent in.

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.

20 minutes minimum of daily reading.

Over the next 2 weeks, the activities will be based on the talk for writing packs. The links are

available at the top of each year group and the pdfs are available on the school website.

Please don’t feel you have to print these but use them as a guide to structure and present your

work in your books.

Please do not rush through the booklet and complete it all in the first week as the resources,

along with our extra activities, will take 2 weeks.

There are links this week to allow you to test yourself before having a go at your writing. If the links don’t work the first time around, refresh the page.

The teaching slide links will have exercises for the children to do on each slide. Most slides also have a button to show the answer after you have worked it out

in your head. Please use this as you go through.

-er / -ier

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 are some resources to support the spelling rule:

When, adding –est to words of one syllable ending in a single consonant letter after a single vowel letter, the last

consonant letter of the root word is doubled to keep the vowel ‘short’. E.g. big+g+est

Exceptions:

The letter ‘x’ is never doubled.

The y is changed to i before –est. E.g. Angry-y+i+est

Guided Reading:

Please see the guided reading material on the website.

Y3/4 Y5/6

biggest biggest

thinnest thinnest

fattest fattest

fittest fittest

smallest smallest

angriest angriest

busiest busiest

clumsiest clumsiest

chilliest chilliest

cosiest cosiest

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

Hamilton Trust: https://www.hamilton-

trust.org.uk/blog/learning-home-packs/

Year 3 and 4 – Amazing Aliens - https://www.talk4writing.com/wp-content/uploads/2020/05/Y4-Maria-Aliens.pdf

Lesson 1 – I can use you what I have found in persuasive writing to plan my own persuasive piece.

After writing about Zargon 10, let’s try and write a piece that persuades others to visit, such as an

advert.

Read the task instructions and example text (page 18).

Complete your own plan (page 19). Once you have completed your plan. Go through your success criteria.

Can you write an example of each ready to go into your writing in session 2? Persuasive adverts don’t

necessarily have to be long. Look at the example. However, what is there is quality from start to finish.

Therefore, when writing out this text, you will be spending your time editing and rewriting so that you

include all the features, whilst keeping the text persuasive.

Lesson 2 – I can write my own persuasive piece.

Persuasive adverts don’t necessarily have to be long. Look at the example (page 18). However, what is

there is quality from start to finish. Therefore, when writing out this text, you will be spending your

time editing and rewriting so that you include all the features, whilst keeping the text persuasive.

Use this session to write your advert. Use your plan (pages 18-19) to help you. Make sure you are

meeting this unit’s success criteria.

When you think you have finished the first draft, look at the success criteria. Can you find examples of

everything? What are you missing? You may do this a 2-5 times. Edit in extras using arrows and * to help you. Then write your final piece out at the end.

Y3/4 - Success Criteria for the next 2 weeks:

Capital letters at the start of sentences

Punctuation at the end of sentences

Best handwriting

Adjectives

Listed adjectives split with a comma

Alliteration

Clear sentences covering ‘When? Who? What? Why?

Where?

Coordinating conjunctions (and, but) and subordinating

conjunction (because) to add detail

Fronted adverbial punctuated correctly

Rhetorical questions

‘Weasel words’

Imperative Verbs

Sentence of 3

Catchy Slogan

Lesson 3

Y3 – Task 1 - I can identify vowels and consonants.

Use the following link to revise your knowledge of vowels and consonants. https://www.bbc.co.uk/bitesize/topics/zxfyjty/articles/zs2crdm Watch the video and

play the game.

Play this game (animals, lower case). Can you find all the vowels in the words? Send us a picture of your score at the end.

https://www.helpfulgames.com/subjects/english/find-vowels.html

Want more practice? Take a look at this game. https://www.learninggamesforkids.com/word_games/alphabet-games/learn-vowels-and-consonants.html

Y3 – Task 2 – I can use the determiners ‘a’, ‘an’ and ‘the’ correctly.

Revise your knowledge of determiners using the following link. You only need to cover slides 1-3. https://www.tes.com/teaching-

resource/interactive/20200906/2_tC/spag-pres/ks2/teaching-determiners/index.html

Challenge yourself with this quiz. Send us a photo or screenshot of the score at the end. https://www.tes.com/teaching-

resource/interactive/20200906/zLnl/spag-quiz/grammar-8-9/determiners/i-can-use-the-determiners-a-an-and-the/index.html

Complete this worksheet about determiners. https://primarysite-prod-sorted.s3.amazonaws.com/highampton-community-

primary/UploadedDocument/401d4124146e41e5bc700d474a2834e5/y3-determiners-articles.pdf Please don’t feel you have to print it out. You can use it to

structure the presentation of your work.

Y4 – Task 1 – I can identify and write expanded noun phrases that have been expanded using adjectives.

Revise your knowledge of expanded noun phrases using the following link. Pay particular attention to slides 1 and 2 (up to ‘using adjectives to expand noun

phrases’). https://www.tes.com/teaching-resource/interactive/20200906/2_tC/spag-pres/ks2/teaching-noun-phrases-advanced/index.html

Challenge yourself with this quiz. Send us a photo or screenshot of the score at the end. Shttps://www.tes.com/teaching-

resource/interactive/20200906/zLnl/spag-quiz/grammar-6-7/noun-phrases/noun-phrases/i-know-which-words-make-an-expanded-noun-phrase/index.html

Complete this worksheet about expanded noun phrases. https://primarysite-prod-sorted.s3.amazonaws.com/highampton-community-

primary/UploadedDocument/26a0d45026f14b3988275037c567cd96/y4-expanded-noun-phrases-using-adjectives.pdf Please don’t feel you have to print it out.

You can use it to structure the presentation of your work.

Y4 – Task 2 – I can use the determiners ‘a’, ‘an’ and ‘the’ correctly.

Complete the activities under the title ‘Y3 – Task 2 – I can use the determiners ‘a’, ‘an’ and ‘the’ correctly.’

Lesson 4

Y3 – Task 1 – I can explain the purpose of paragraphs.

Use the following link to revise your knowledge of paragraphs.

https://www.bbc.co.uk/bitesize/topics/zvwwxnb/articles/z9n73k7

Have a look at this question. Write the answer in your book.

Y3 – Task 2 – I can use the prefixes ‘super-’, ‘anti-’ and ‘auto-’.

Watch the following video about the prefix ‘super-’. https://www.youtube.com/watch?v=-ok0q3UvSHs

Watch the following video about the prefix ‘anti-’. https://www.youtube.com/watch?v=atBBXPL58lc

Watch the following video about the prefix ‘auto-’.

https://www.youtube.com/watch?v=9IBuM7W0BZY

Use the following sheet to practise the previous prefixes. https://primarysite-prod-sorted.s3.amazonaws.com/highampton-community-

primary/UploadedDocument/555a4ba0222a4bf18805dd875d967894/y3-prefixes-anti-auto-super-.pdf

Challenge yourself with this quiz. Send us a photo of the score at the end. https://www.tes.com/teaching-resource/interactive/20200906/zLnl/spag-

quiz/spelling-8-9/word-work-8-9/word-work-16-correct-me-prefixes-super-anti-and-auto/index.html

Y4 – I can identify and use possessive pronouns.

Revise your knowledge of possessive pronouns using the following link. Pay particular attention to slide 4

about possessive pronouns. https://www.tes.com/teaching-resource/interactive/20200906/2_tC/spag-

pres/ks2/teaching-pronouns/index.html

Challenge yourself with the following quiz. Send us a photo or screenshot of your score at the end.

https://www.tes.com/teaching-resource/interactive/20200906/zLnl/spag-quiz/grammar-8-

9/pronouns/i-can-use-possessive-pronouns/index.html

Complete this worksheet about possessive pronouns. https://primarysite-prod-

sorted.s3.amazonaws.com/highampton-community-

primary/UploadedDocument/9d47dfdd4c5d417bbb93590082292bd9/y4-possessive-pronouns.pdf

Please don’t feel you have to print it out. You can use it to structure the presentation of your work.

Answer the following practice question in your book.

Lesson 5 - I can respond to editing suggestions.

Respond to feedback.

Year 5 and 6 - The City of Silence - https://www.talk4writing.com/wp-content/uploads/2020/04/Y6-James.pdf

Lesson 1 – I can use a figurative language (alliteration and juxtaposition) to engage the reader’s imagination in

poetry.

Have a go at writing your own poem in a different style in ‘Activity 11: A poem with a repeating pattern’. Use

the full hour. Can you include some abstract nouns, alliteration, adjectives and juxtaposition?

Poetry is about quality and not quantity. You should spend the hour drafting the work over and over again.

Editing, changing ideas, seeing what sounds best, upgrading vocabulary etc so that everything you write

engages the reader and gets their imaginations exploring a variety of places.

Lesson 2 – I can use a figurative language (alliteration and juxtaposition) to engage the reader’s imagination.

Apply what you have learnt about figurative language and write about one of your combinations in the style of a diary entry. Use ‘Activity 12: Writing a

descriptive paragraph’ (page 16) to help you. What can you see, hear, smell? How do you feel? What was going on? What happened? Can you include some

abstract nouns, alliteration, adjectives and juxtaposition?

Lesson 3 – I can perform my poem using my voice (tone and volume) to ensure that the meaning is clear to the audience.

Look at the poem you wrote in lesson 1. Make any edits as required.

Practise reading your poem using ‘Activity 14: Performing one of your pieces of work’ to guide you. Use the tips to help you.

Record the poem and send it into Dojo.

Go back to ‘Activity 13: Artistic Challenge’ (page 17). Create a piece of art to accompany your recorded poem.

Y5/6 - Success Criteria for the next 2

weeks:

Capital letters at the start of sentences

Punctuation at the end of sentences

Best handwriting

Abstract Nouns

Alliteration

Adjectives

Juxtaposition

Lesson 4

Y5 – I can use adverbs to show probability.

Revise adverbs of probability on SLIDE 5 using the following link. https://www.tes.com/teaching-

resource/interactive/20200906/2_tC/spag-pres/ks2/teaching-possibility-with-modal-verbs-and-

adverbs/index.html

Challenge yourself with the following quiz. Send us a photo or screenshot of your score at the end.

https://www.tes.com/teaching-resource/interactive/20200906/zLnl/spag-quiz/grammar-9-

10/adverbs/i-can-use-adverbs-of-possibility-and-probability/index.html

Complete this worksheet about adverbs to show possibility. https://primarysite-prod-

sorted.s3.amazonaws.com/highampton-community-primary/UploadedDocument/b6356e1f6a244487af480c5c17dc6cc0/y5-adverbs-of-possibility.pdf Please

don’t feel you have to print it out. You can use it to structure the presentation of your work.

Have a go at this example question in your book.

Y6 – I can identify and write in the present and past progressive tense.

Revise your knowledge of the present progressive tense and the past progressive tense using the following

link on SLIDES 5-8. https://www.tes.com/teaching-resource/interactive/20200906/2_tC/spag-

pres/ks1/teaching-verbs/index.html

Can you write in the past progressive tense? Challenge yourself in this quiz. Send us a photo or screenshot

of your score at the end. https://www.tes.com/teaching-resource/interactive/20200906/zLnl/spag-

quiz/grammar-6-7/verbs/tenses/i-can-write-in-the-past-progressive-tense/index.html

Can you write in the present progressive tense? Challenge yourself in this quiz. Send us a photo or

screenshot of your score at the end. https://www.tes.com/teaching-

resource/interactive/20200906/zLnl/spag-quiz/grammar-6-7/verbs/tenses/i-can-write-in-the-present-

progressive-tense/index.html

Have a go at the following work sheet. https://primarysite-prod-sorted.s3.amazonaws.com/highampton-

community-primary/UploadedDocument/ca03be70ab4043e4aa8c712c79aa552b/y6-tenses-homework.pdf

Please don’t feel you have to print it out. You can use it to structure the presentation of your work. If

you’re stuck, focus on the simple and progressive tenses first. Then revise the prefect tenses on the

following link on SLIDE 5. https://www.tes.com/teaching-resource/interactive/20200906/2_tC/spag-

pres/ks2/teaching-verbs-advanced/index.html

Have a go at the practice question

below.

Lesson 5 - I can respond to editing

suggestions.

Respond to feedback.

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.

Please note, White Rose have changed their set up from week 4 onwards. The videos will still be uploaded to their

website, but you will have to look on the school website to find the worksheets. https://highampton-community-

primary.secure-primarysite.net/class-2-1/

Year 3

Complete all the summer-week 8 tasks from the following link. There are video tutorials to support your learning.

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

Year 4

Complete all the summer-week 8 tasks from the following link. There are video tutorials to support your learning

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

Year 5

Complete all the summer-week 8 tasks from the following link. There are video tutorials to support your learning

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

Year 6 -

Complete all the summer-week 8 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/p

rimary

Timestables rockstars:

www.ttrockstars.com

Percy Parker times tables:

www.percyparker.com

Hamilton Trust:

https://www.hamilton-

trust.org.uk/blog/learning-home-

packs/

Nrich:

https://nrich.maths.org/14580

Topmarks:

https://www.topmarks.co.uk/mat

hs-games/7-11-years/fractions-

and-decimals

Wider curriculum tasks

History - I can research about societal structures and draw conclusions from this.

1) Would you rather live in a modern-day house or an ancient Egyptian style house? Explain why.

2) Every civilisation has a society (a group of people that live in an area together) and it is normal for them to have some sort of structure. This

means that people are placed in an order of importance. Ancient Egyptians had a ‘social structure’ and this meant that different people had different

levels of importance. Look at the “History PowerPoint” to see the different levels that existed. Use the information to fill in the Egyptian Social

Pyramid sheet (you can draw your own or print it).

3) Do you think that the social structure looks like that in our country?

4) You are now going to explore and research life in Ancient Egypt for children. Here are some links that will help you:

https://egypt.mrdonn.org/children.html#:~:text=After%20age%205%2C%20there%20were,important%20part%20of%20their%20lives.

http://www.legendsandchronicles.com/ancient-civilizations/ancient-egypt/ancient-egyptian-children/

Make notes on what you find out. Which life would they rather have, Ancient Egyptian or theirs and why? Give some justifications for your choice of

living now or then.

Geography - I can understand that mountains are formed in a number of ways.

1) List the 7 continents from memory.

2) This week we are going to be looking at what mountain are. According to some

experts, a mountain is defined as a peak that is 600m higher than the surrounding

land – anything less is a hill. About a quarter of all the Earth’s land mass is

mountainous. Some mountains are volcanoes, and these are mostly situated in the

Tropics: warmer areas of the world near the Equator. Thinking about last week’s

task, some people said they wanted to learn how are mountains formed. Read

through the geography PowerPoint to learn about the different types of mountains.

3) Use the PowerPoint and some of your own research to gather information on how

either fold, block or volcanic mountains are formed. Present the information in an

interesting way. You could create a poster or a PowerPoint, you could even record

yourself presenting the information.

P.S.H.E.

1) Watch and dance along to the following video clip: https://www.youtube.com/watch?v=f1vb6pgayX0

2) Think about some who is not the same as you. Think about how they are different from you, then think about all the ways in which you are the

same. Do you think your differences mean you can’t be friends? Explain your answer.

3) Can you beat last week’s bog roll challenge attempt?.

R.E. – I can identify key features of a Christian Believer’s Baptism.

Think back to our unit before Christmas where we covered believer’s baptism. During infant baptism, a baby is baptised and the parents make the faith

commitments on behalf of the child. In a believer’s baptism, the young person or adult makes the decision to follow Jesus for themselves and makes

their own faith commitments.

Go to the following link. Watch the 4 videos in this section. You can change the video by clicking on the icons down the right hand side. Make a mind

map of notes about Believer’s Baptism to help you with the next task. Look at the table you will need to complete next. What questions is it asking?

Try take notes about these areas. http://request.org.uk/life/rites-of-passage/believers-baptism/.

Set out this table in your book. https://primarysite-prod-sorted.s3.amazonaws.com/highampton-community-

primary/UploadedDocument/58ff770a502d46b88c37453a537906cf/half-term-2-re-resources.pdf Spread it across a double page spread so you have

plenty of space to answer the questions this week and next week. Complete the questions on the Christianity baptism side using your notes from today.

If you’re stuck on a question, feel free to rewatch the video or to research it. Leave the Hinduism side blank. You will complete this next week. Make

sure you answer all of the questions in full sentences and use capital letters and punctuation correctly.

French

Continue working on Duolingo. If you haven’t already done so, instructions on how to access this can be found below.

Go to https://www.duolingo.com/. Click get started. Choose French as your language. Select school. Set you target for 10 minutes a day.

Create a free profile (if you miss this step all your progress will be lost). Choose basics path.

Have the volume up and complete 10 minutes a day every day for the 15 credits. Photograph your progress chart at the end of the week.

Computing - I can conduct a survey and present my findings as a table and a graph on a spreadsheet.

Over the next 2 weeks I would like you to conduct a survey into your family’s and/or friend’s favourite colours.

Spend the first week asking people what their favourite colour is and keep a tally. Try and ask 10-15 people to make the data more interesting. Ask

more if you can!

Then, input your data onto a spreadsheet. Use Microsoft Excel or Google Sheets (a free alternative). Make sure you have a heading for colour and a

heading for frequency.

Once you have your data in your spreadsheet, spend 10-15 minutes experimenting with the software. Can you find a way to produce a graph? Can you

produce different types of graphs? Can you edit the features of the graph? E.g. Titles, axis labels, colours, key.

After some exploring and experimenting, use the following link to take you through some of the features of excel.

https://www.youtube.com/watch?v=Ljc9aizzjsM

Create 3 different graphs to show your data. E.g. Column, line, pie, bar. Which presents your data the best and why? Explain your thoughts in a

couple of full sentences.

Science

Year 3&4 - I can gather, record, classify and present data in a poster.

1) What is the feature classifies an animal as a vertebrate?

2) So far this term you have learnt about: life processes, classification of plants and features of invertebrates. This week we are going to now focus

on vertebrates. Watch the following clip which will tell you a bit more about them: https://www.bbc.co.uk/teach/class-clips-video/what-is-an-

ecosystem/zdrtscw The five groups of animals mentioned were: fish, reptiles, amphibians, birds and mammals. All of these groups are types of

vertebrate because they all have a backbone. This week we are going to focus on amphibians and fish. Feature that these animals share are that they

are cold blooded, which means that they only get heat from their surroundings and are not able to make heat inside their bodies like we are. Fish live

in water, whereas amphibians can live on land and in water. Use this information, along with some of your own, to create a poster about fish and

amphibians. Here are lots of useful websites to help you fill if with loads of information:

http://www.sciencekids.co.nz/sciencefacts/animals/fish.html

http://www.kidzone.ws/animals/fish1.htm

http://www.kidzone.ws/animals/amphibian1.htm http://ypte.org.uk/factsheets/amphibians/what-is-an-

amphibian?gclid=EAIaIQobChMI6ZaEpLqi1gIVW4myCh0QJAqAEAAYASAAEgJmsfD_BwE

Year 5&6 - I can describe the differences in the life cycles of a mammal and a bird.

1) What is the process of asexual reproduction in plants?

2) This week we are going to be looking at mammals, these are animals that have mammary glands, which in the female develop and produce milk for

feeding the young. Look at the key fact sheets on the school website and then watch the following video:

https://www.bbc.co.uk/bitesize/clips/zpmqxnb. Notice that young are born live and look like the adult, just smaller and less developed. The young then

develop and grow into adults. See the stages of a bird life cycle (in the science resources) draw a picture to accompany each stage.

3)Think of a human life cycle, how is it different to that of a bird?

Art

COMPETITION TIME!

You could win the school up to £600 to spend on art supplies for you to use!

The new competition for five to 16-year olds has been launched to help children feel more connected to the outside world during the coronavirus

lockdown.

It is called See What I see. Think about what you miss most about your built environment, how it might be redesigned to bring people together and

which place or building they’ll visit first once coronavirus restrictions have been lifted.

Five to eight-year olds: an opportunity to show their artistic skills and creativity in the form of 3D models, drawings and any other formats they can

think of

Nine to 12-year olds: an opportunity to explore and creatively re-make the world around us by re-imagining their local community and use their

imagination to design changes to the environment to make it a better place to live.

The deadline for entries is 30 May 2020.

For more information visit: http://www.seewhatisee.me/

A parent, guardian, carer or teacher will need to enter on children’s’ behalf here: http://www.seewhatisee.me/the-competition/

P.E.

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

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

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?).

Online Ebook Sites:

Oxford Owls:

https://www.oxfordowl.co.uk/for-

home/find-a-book/library-

page?view=image&query=&type=bo

ok&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