Monthly Archives: February, 2021

Week 7 Home Learning w.b. 22.02.21 – 26.02.21

Hello everyone, we hope that you are well and keeping safe. Please take a look at the copies of your weekly home learning tasks below, which are already on your Microsoft Teams.

 

You shouldn’t need to print anything (you can always write it  out if you need to)  to complete this work, though it would be useful to record your ideas down and keep them together in a notebook or work book at home. You should be able to complete these activities independently as we understand that your grown ups may be working from home at the moment. During the live check in sessions, your teacher will suggest the activities you should complete for each day and she will give you the relevant briefing.

 

Please note: These live check in sessions will take place three times a day, except Friday afternoon. You will also notice a couple of updates – we have posted a KS2 collective worship video for Monday and Thursday this week as well as a Lenten Calendar and a ‘ticket for Lent’ to accompany the worship sessions that shall take palce over the next few weeks. Please find copies of all of these videos and resources on your class Microsoft Teams page, by clicking ‘files’ at the top of the page and then pressing the ‘class materials’ folder and scrolling to the bottom of the list of uploads. 

 

We will set you new work for next week and this will be posted on Microsoft Teams every Monday so that you have a whole week to work through it from home. Thank you all for working exceptionally hard at home and for sending lots of brilliant examples of home learning to us, keep it up!

 

A couple of polite reminders:

  • Children are to choose a small selection of pictures of their work to upload onto Teams. This will then allow the teachers to view the work and give brief feedback.
  • Please remind your children to only use the chat bar for learning purposes only. If they have any questions once the live session has ended, they may message the teacher directly on Microsoft Teams.

 

Take care everyone, from Miss Honeywell, Miss Jackson-Nash, Mrs Cairns and Miss Hawley.

 

ENGLISH

Monday:

L.O: To learn about John Lyons

https://classroom.thenational.academy/lessons/to-learn-about-john-lyons-6wv62t

 

Tuesday:

L.O: To investigate suffixes: -ous

https://classroom.thenational.academy/lessons/to-investigate-suffixes-ous-6njk8e

 

Wednesday:

L.O: To explore word class

https://classroom.thenational.academy/lessons/to-explore-word-class-6cu3je

 

Thursday:

L.O: To explore and respond to John Lyons’ poetry: Dancing in the Rain (Part 1)

https://classroom.thenational.academy/lessons/to-explore-and-respond-to-john-lyons-poetry-dancing-in-the-rain-c8u32c

 

Friday:

L.O: To develop a rich understanding of words associated with happiness.

https://classroom.thenational.academy/lessons/to-develop-a-rich-understanding-of-words-associated-with-happiness-part-1-ccrp2c

 

Support task:

Take a look at John Lyons’ poem, ‘Granny’s sugarcake’, below.

Can you innovate parts of the poem to create a poem about your own favourite cake?

Try clapping your hands to count the syllables of the red words in the poem, before making any changes. For example, “Su – gar – cake” could be changed to  “App – le – cake” (3 syllable counts). “Cinn – a – mon” could be changed to “Cho – co – late” (3 syllable counts).

 

Sugarcake!
Sugarcake!

Ah chile sweetie ting
a Trini granny could mek:

 

She grate de coconut,
put sugar in ah hot pot.
When it bubble-up like crazy
she stir in de coconut;
den she drop in some clove,
ah piece of cinnamon,
an few drops ah vanilla.

 

She screwin up she face,
keepin she eye on it.
She stirrin it,
she stirrin it

an she whole body shakin-up;
ah tellin yuh,
meh Granny got riddum.

 

Wen de sugarcake ready,
she spoon it out
on greaseproof paper,

 

an is den meh mouth begin to water
but de look meh Granny gimmeh
tell meh ah got to wait
fuh it to cool down good.

 

Sugarcake!
Sugarcake!

How ah love de sugarcake
meh Granny does mek.

 

Challenge Activity:

Take a look at John Lyons’ poem, ‘Tell me, mama’, below. This poem is based on statements and questions about the world.

Can you record this poem in your work book, then colour code which parts are the statements from the child and which parts are the questions he asks his mother?

What pattern did you notice? Why do you think the poem may have been structured and organised in this particular way? How do you think the boy’s feelings change as the poem progresses and he asks more questions?

 

Tell me, Mama,
Where does the sun come from
in the morning?

 

Where does it go to
when it reaches the edge of the field?

 

Teacher said the world is round and spinning.
I am standing on the world, how come I don’t feel dizzy?
And if the world is spinning,
why don’t the seas and oceans spill out into space?

 

And if the world is round, as teacher said,
how come some fields and roads
remain flat for miles and miles and miles?

 

When we go walking in the moonlight
why does the moon follow us wherever we go?

 

Please Mama, tell me.
I want to know.

 

Spelling:

Have a go at the following words that use the ‘-ous’ suffix.  Which strategies could you use to practise them? Choose two from the following list:

  • Create a spelling formula (e.g. Hazard + ous = Hazardous)
  • Find the definitions of each word in a dictionary, then create a glossary.
  • Draw an image next to each spelling, to show what each word means.

 

Serious Glamorous
Hazardous Famous
Dangerous Continuous
Mountainous Various
Humorous Furious

 

WEEKLY ASSIGNMENT: Please send a photo or upload a document of your work on poetry so far. You will need to complete all 5 lessons we have set in order to do this.

 

Maths:

 

Daily Maths Arithmetic:

Please use the following links throughout the week (10 minutes a day) and choose different activity from the one websites a day.

 

If you work with Mrs Cairns in the Y4 shared area, please focus on halving and doubling this week e.g. 5 x 2 = 10, so 10 shared between 2 is 5. What if your numbers were 10 times bigger? e.g. 50 x 2 = 100, so 100 shared between 2 is 50. How many number sentences of your own can you make?

 

Daily ten – https://www.topmarks.co.uk/maths-games/daily10

TTR – https://ttrockstars.com/

Sumdog – https://www.sumdog.com/en/

Bitesize – https://www.bbc.co.uk/bitesize/subjects/z826n39

Top mark – https://www.topmarks.co.uk/

Maths Frame – https://mathsframe.co.uk/

 

Your next unit will focus on fractions.

 

Lesson 1: LO – To be able to recognise fractions as different representations.

https://classroom.thenational.academy/lessons/recognising-fractions-as-different-representations-64w3ed

 

Lesson 2 : LO – To be able to calculate unit fractions of quantities.

https://classroom.thenational.academy/lessons/calculating-unit-fractions-of-quantities-c4t6ad

 

Lesson 3: LO – To be able to recognise equivalent fractions.

https://classroom.thenational.academy/lessons/recognising-equivalent-fractions-6rrkjr

 

Lesson 4: LO – To be able to recognise equivalent fractions (part 2)

https://classroom.thenational.academy/lessons/recognising-equivallent-fractions-2-75gkcr

 

Lesson 5 : LO- To be able calculate non-unit fractions of quantities.

https://classroom.thenational.academy/lessons/calcuting-non-unit-fractions-of-quntities-70u3jd

 

Challenge:

Justify your answer and prove it. Can you include drawings? Can you find the quantity on the non-unit fractions to prove your answer?

 

Challenge 2:

Try 3/7 of 28

Try 4/9 of 72

Try 7/12 of 120

 

Support: If you found the above lessons and tasks too tricky, give these a try.

 

Lesson 1 : LO- To be able to explore and describe the part whole relationship

https://classroom.thenational.academy/lessons/to-describe-the-part-whole-relationship-c5k62r

 

Lesson 2 : LO- To be able to  recognise parts that are equal and parts that are unequal

https://classroom.thenational.academy/lessons/to-recognise-parts-that-are-equal-and-parts-that-are-unequal-70rpcd

 

Lesson 3: LO- To be able to recognise, identify and describe unit fractions

https://classroom.thenational.academy/lessons/to-recognise-identify-and-describe-unit-fractions-ccwpce

 

Lesson 4: LO- To find unit fractions of a given quantity

https://classroom.thenational.academy/lessons/to-find-unit-fractions-of-a-given-quantity-61k34t

 

Lesson 5 – LO – To be able to describe unit and non-unit fractions

https://classroom.thenational.academy/lessons/to-describe-unit-and-non-unit-fractions-75jkac

 

Religious Education – Revelations

 

This week, we shall be exploring each of the Luminous Mystery stories from, the Bible, before considering how we and others could also spread light, joy and hope to our neighbours around the world.

 

Starter Task:

 

Watch each of the Luminous Mystery stories, using the websites below. Use the table provided to record key ideas.

 

  • Baptism of Jesus (John 1: 29-34)

https://www.youtube.com/watch?v=_VMNO2MAmwA

 

  • Wedding at Cana (John 2: 1-11)

https://www.youtube.com/watch?v=7plJa_qnVug

 

  • The Proclamation (Matthew 4:17)

https://www.youtube.com/watch?v=2bMaL8zquNA

 

  • Transfiguration (Matthew 17: 1-8)

https://www.youtube.com/watch?v=D302i8nPnGs

 

  • The Holy Eucharist (Matthew 26: 26-29)

https://www.youtube.com/watch?v=SigoALSS1R8

 

Use the table below to record brief key notes as you watch each of the scriptures:

 

 

Name of Luminous Mystery Story

 

 

Describe the miracle that took place

 

How was Jesus a shining light of hope to others?
 

 

 

 

 

 

 

 

 

 

 

 

Task 1:

 

The Luminous Mystery stories teach us that Jesus is our Saviour and that He can forgive the sins of other people.

Take a look at the case study below. Can Ant be forgiven for his sins? Use your notes from the Luminous Mystery videos to support your point of view.

 

 

Task 2:

 

How can we spread hope to others? How can we show compassion to those in our community?

Take a look at the example of Nell’s Story from the Guide Dogs for the Blind Association website, below. How does this charity help and serve others?

 

https://www.guidedogs.org.uk/inspiring-stories/children-and-young-people-inspiring-stories/nells-inspiring-story

 

Support for Task 2:

 

Record the following Bible quote in your work book. Can you label the ways in which the Guide Dogs charity provides a beacon of hope and light to those who are blind? How does the charity guide them?

 

John 8:12

“I am the light of the world. Whoever follows me will never walk in darkness, but will have the light of life”.

 

Challenge for Task 2:

 

Read the prayer below. Can you create your own prayer that describes how you intend to bring light and hope to other people? Include the good deeds that you would like to carry out and offer thanks to charities such as the Guide Dogs for the Blind and CAFOD, who support God’s family around the world.

 

 

MUSIC VIDEO LINKS FOR HOME LEARNING:


https://resources.hantsmusic.org.uk/index.php/s/okzDxcT3odStDpR

https://resources.hantsmusic.org.uk/index.php/s/X7mfyAamNBePSKk

https://resources.hantsmusic.org.uk/index.php/s/D3GbR4zNB9QjrBk

 

DESIGN AND TECHNOLOGY ACTIVITY:

A really important part of design technology is that we make a functional working product that matches our customer needs. Below are three different customers. You need to read their briefing and design them a money carrier that matches their brief. You need to think about the materials, how you’re going to join and fasten, the design and pattern and lastly size. Miss Jackson-Nash and Miss Honeywell will choose a winner for the best matched brief.

 

Customer 1:

I am a busy woman on the go so I want to be able to access my bank cards quickly. I do not carry any coins, only bank notes and card. It is important that I have a secure money carrier, as where I’m so busy and always running around, I need to ensure my money is safe.  My favourite colours are red, black and white.

 

Customer 2:

I am an 8 year old girl who loves anything sparkly! I love all colour of the rainbow and my favourite animals are colourful fish who live in reefs! Every week, if I finish my chores I get pocket money (£2). I like to save my pocket money throughout the year so I can exchange it for notes at the bank. I use my money carrier a lot so it needs to be sturdy, safe and waterproof.

 

 

Customer 3:

I am a baker who and own a cake shop. After a busy day at work, I share out the tips between all the bakers. This can be lots of coins. Because I am always baking, flour gets everywhere and I’ve always got sticky hands. I need a money carrier that keeps the money safe, dry and it can be easily wiped or washed.

 

 

Challenge: Can you create your own customer and customer brief. Make their money carrier to match the customer’s needs.

 

Guided Reading Home learning – Bedtime stories book review

 

We will once again be running our Bedtime Stories blog for World Book Day. From Monday 22nd February through to Friday 5th March, we will post a video each evening of a member of staff reading a short story for pupils to hear. Like last year, there will be a KS2 blog: https://www.blog.stpeterswaterlooville.co.uk/ks2-bedtime-stories/ This year more than any other it would be great for our pupils to watch and listen to members of staff read bedtime stories. Please choose your favourite story from the week, in order write your own book review using the template below.

Key Stage Two 

King of the Sky

If you enjoyed this story, please click on the two links below for more information on racing pigeons and the inspiration behind King of the Sky. The first tells the true story of ‘The King of Rome’, a successful racing pigeon and the second is a beautiful piece of music also about ‘The King of Rome’.

1:’The King of Rome’ https://en.wikipedia.org/wiki/The_King_of_Rome

2: https://www.youtube.com/watch?v=6fL3E8FRxiw

 

Title:

Author:

Star rating (out of 5):

Date read: _____________

Parent’s signature: ________________

My review (one paragraph):

 

Physical Education weekly activity:

 

 

Geography

LO: To be able to understand what the Earth is made of.

 

Starter: Where does the word Volcano come from?

The word ‘volcano’ comes from the island Vulcano, which is a volcanic island near Italy. The island, in turn, gets its name from the Roman god, Vulcan.

Vulcan was the god of fire and smithing. He was said to live in a vulcano and made weapons and other things for the gods. He was a very skilled blacksmith. Romans believed that the volcano would erupt when he became angry!

Can you draw what you visualise when reading the extract?

Task 1: Do you know that the Earth is very similar to an apple. Make a prediction, why do you think it is similar to an apple?

For example… I predict an apple is similar to the Earth because …

Using an apple, cut it in half. Can you name the different sections? (pulp/flesh, skin and core) If you do not have an apple, you can draw a picture.

Can you label the picture below and compare it to your apple –

Task 2:

Can you create an information poster about the Earth to show to the Year 3s. You will need to include carefully detailed diagrams with captions and annotations, along with information on each part of the Earth. You may need to research the different parts of the Earth (think about the crust, mantle, the outer core, the inner core – if you cannot find any research you may use the support task to help you).

Challenge: How could you be creative when creating your poster? Could you have a pop out diagram? Could you have parts of an apple? Could you make a 3D poster using paper Mache to create the Earth?

Support –

There are four parts what makes the Earth. Read the four sections and match them to the pictures.

Crust – The outer most layer of the Earth is called the crust and includes all continents and the ocean basins. It varies in thickness from 5 – 70 km.

Mantle – The next layer is the mantle. It is about 2900 km thick. It is made out of molten rock (magma). This is the stuff that escapes when a volcano erupts.

 

The outer core – The outer core is made out of liquid metal and is about 2300 km thick. It is this moving metal which creates the Earth’s magnetic field.

 

The inner core – The innermost layer is called the inner core and is made of solid metal (mostly iron). It is about 1200 km thick.

As a challenge you could draw your own Earth and label it.

 

Science 

Teeth!

Task 1 – Today you are going to pretend that you are a dentist. You need to inspect your ‘patients’ mouth. You can ask someone from home to be your patient or you can look into a mirror and use your own mouth. I want you to examine the different teeth. What shapes and sizes can you see? Can you name any? How many do you or should you have? What makes your teeth healthy?

https://www.bbc.co.uk/bitesize/topics/z27kng8/articles/zsp76yc

Write a description of the different teeth in a human mouth. Make sure your description answers the following questions: What shape are they, where are they positioned in the mouth and what is their job? There are some words in the vocabulary box to help you.

Molars are for _____________________________________________________________________________ _____________________________________________________________________________ __________________.

Incisors are for ____________________________________________________________________________ _____________________________________________________________________________ __________________.

Canines are for _____________________________________________________________________ _____________________________________________________________________________ __________________.

 

grind   bite   tear   pointed   large and flat   thin and sharp

Task 2 –

Now you are an expert dentist, I would like you to create a 3D model of human teeth. Be as creative as you can, you could use clay, playdough, marshmallows, paper mache, or draw them. Each tooth should be moulded individually. Use the mirrors to see inside your mouth and use your tongue to feel the shape of your different teeth. Ask someone at home to check if you have made enough teeth.

 

Challenge: Look at the different animal’s teeth. Below you have a rabbit and horse skull. Why do you think these animals have different teeth?

Support:

Task 1: Draw a line between the name of the teeth and the description.

Task 2: Now you understand the job of different shaped teeth, can you label them from this picture.

Support challenge: Look at the lions and human’s teeth. What are similar? Why do you think they are similar?

Week 6 Home Learning w.b. 08/02/21 – 12/02/21

Hello everyone, we hope that you are well and keeping safe. Please take a look at the copies of your weekly home learning tasks below, which are already on your Microsoft Teams.

 

You shouldn’t need to print anything (you can always write it  out if you need to)  to complete this work, though it would be useful to record your ideas down and keep them together in a notebook or work book at home. You should be able to complete these activities independently as we understand that your grown ups may be working from home at the moment. During the live check in sessions, your teacher will suggest the activities you should complete for each day and she will give you the relevant briefing.

 

Please note: These live check in sessions will take place three times a day, except Monday afternoon and Friday (all day) this week. This is because your key focus on Monday afternoon will be to take part in the ICT activity that has been set for Year 4 – this task is available to you on Microsoft Teams and our Y4 school blog. On Friday (all day), it will be a scheduled whole school INSET day so we recommend you use this time to complete, edit and/or improve any outstanding tasks you have from this week’s learning.

 

We will set you new work for next week and this will be posted on Microsoft Teams every Monday so that you have a whole week to work through it from home. Thank you all for working exceptionally hard at home and for sending lots of brilliant examples of home learning to us, keep it up!

 

A couple of polite reminders:

  • Children are to choose a small selection of pictures of their work to upload onto Teams. This will then allow the teachers to view the work and give brief feedback.
  • Please remind your children to only use the chat bar for learning purposes only. If they have any questions once the live session has ended, they may message the teacher directly on Microsoft Teams.

 

Take care everyone, from Miss Honeywell, Miss Jackson-Nash, Mrs Cairns and Miss Hawley.

 

ENGLISH

Monday:

L.O: To plan a narrative climax.

https://classroom.thenational.academy/lessons/to-plan-a-narrative-climax-crv3ce

 

Tuesday:

L.O: To write a narrative climax.

https://classroom.thenational.academy/lessons/to-write-a-narrative-climax-64rpar

 

Wednesday:

L.O: To plan a narrative resolution.

https://classroom.thenational.academy/lessons/to-plan-a-narrative-resolution-cdhpac

 

Thursday:

L.O: To write a narrative resolution.

https://classroom.thenational.academy/lessons/to-write-a-narrative-resolution-cgtk4c

 

Friday:

Independent Task for English (this will replace the Friday Oaks Academy lesson) – please can you send this as a separate piece of work when adding onto Teams assignments.

 

This task is to be completed independently in order to show me how much you have learnt so far from our narrative unit on The Whale Rider. Please send this as a separate piece of work when adding this to your Microsoft Teams Assignments.

 

Can you use the writing recipe below, in order to create your own descriptive paragraph (6 sentences) that predicts how Paikea would have been feeling after she saved the whales and became the true chief of the Maori tribe? Can you include key details about the scene, how the villagers would have felt and what you think they may have said to congratulate Paikea after the whales had been saved? How would the mood and atmosphere have changed?

 

Success criteria
– Use ‘show not tell’ to describe feelings (e.g. ‘smiled from ear to ear’).
– Use speech punctuation to record dialogue between characters.
– Use a variety of nouns to describe characters (e.g. Paikea, girl, granddaughter).

 

Challenge: Can you add a writing skill of your own to the Success Criteria? How could you include this in your writing? Consider your learning on the Whale Rider so far… Could you try compound or complex sentences? Or perhaps include the ‘-ify’ and ‘-ise’ suffixes we learnt during the spelling session on Oaks from this unit?

 

Support for the Independent Task for English (this will replace the Friday Oaks Academy lesson)

Please use the Plan, Do, Review grid in order to complete the descriptive paragraph.

 

A guide to successful, independent writing!

PLAN DO

REVIEW

–  When have I done these skills before?

–  What do I remember about this writing task?

–  What writing strategies did I use last time?

 

 

 

–  How am I doing?

–  What should I do next to be successful?

 

–  Should I try a different strategy to help when I describe?

e.g. Adjective, Adjective Noun

 

–  How well did I do?

–  How was my writing successful?

–  What didn’t work as well?

–  Is there anything I still don’t understand?

–  What other writing strategies could I use next time to be more successful?

 

 

 

 

 

 

 

 

 

 

 

 

 

Weekly Support task:

Pretend you are one of the characters from the film. Imagine that you had witnessed the events that took place at the beach. Can you write a short diary entry to describe your thoughts and feelings about the whales? Now include information about the 5 senses to help you describe the setting and the scene.

 

Weekly Challenge Activity:

Can you write an alternative resolution to the Whale Rider story?

Think carefully about how the characters would feel, react or speak.

How would each character use body language to convey his/her emotion?

e.g. ‘trembling from head to toe’ (fear), or ‘smiling from ear to ear’ (happiness).

 

Spelling:

Have a go at the following words that use the ‘inter-‘ and ‘anti-‘. Which strategies could you use to practise them? Choose two from the following list:

  • Spelling staircase
  • Word search
  • Word Blocks

 

International Interject
Antidote Intertwine
Intervene Anticlockwise
Antibiotic Interfere
Interrupt Antibacterial

 

WEEKLY ASSIGNMENT: Please send a photo or upload a document of your work on Whale Rider so far, including your independent writing task as a separate upload on the Assignment tab. You will need to complete all 5 lessons we have set in order to do this. 

 

DAILY ARITHMETIC:

 

Use the following links throughout the week (10 minutes a day) and choose different activity from the one websites a day.

If you work with Mrs Cairns in the Y4 shared area, please focus on your 3, 6 and 7 times tables this week.

 

Daily Ten – https://www.topmarks.co.uk/maths-games/daily10

TTR – https://ttrockstars.com/

Sumdog – https://www.sumdog.com/en/

Bitesize – https://www.bbc.co.uk/bitesize/subjects/z826n39

Top marks – https://www.topmarks.co.uk/

Maths Frame – https://mathsframe.co.uk/

 

MATHS:

This week, you will be exploring different measurements. If you have them, please get some kitchen scales, a measuring jug and a ruler as these will help you throughout the upcoming lessons. We will be following on from last week’s lessons on measurements.

 

Monday

LO: To be able to solve time problems.

https://classroom.thenational.academy/lessons/marathon-training-6hjk0d

 

Tuesday

LO: To be able to solve money problems.

https://classroom.thenational.academy/lessons/stamps-6rwkge

 

Wednesday

LO: To be able to solve length problems.

https://classroom.thenational.academy/lessons/ribbons-74rp2r

 

Thursday

LO: To be able to develop your problem solving skills.

https://classroom.thenational.academy/lessons/money-bags-1-c4u6ac

 

Friday

To be able to develop your problem solving skills.

https://classroom.thenational.academy/lessons/money-bags-part-2-71jk6c

 

Challenge: Answer these test problems. You will need to use your measurement skills.

 

 

 

 

Support:

If you found the work from last week tricky, please continue with your measurement lessons. For this week’s sessions, a measuring jug will help you with your learning.

 

Monday

LO: To be able to estimate capacity.

https://classroom.thenational.academy/lessons/estimating-capacity-ccw30e

 

Tuesday

LO:  To be able to compare mass and capacity

https://classroom.thenational.academy/lessons/mass-and-capacity-6rv3ac

 

Wednesday

LO: To be able to use bar models for addition and subtraction problems.

https://classroom.thenational.academy/lessons/using-bar-models-for-addition-and-subtraction-problems-6djkgc

 

Thursday

LO: To be able to draw bar models to represent word problems

https://classroom.thenational.academy/lessons/drawing-bar-models-to-represent-word-problems-6nh3jc

 

 

Maths Independent learning – please can you send this as a separate piece of work when adding onto Teams assignments.

This task is to be completed independently in order to show me how much you have learnt from our measurement unit.

 

Can you use plan do review?

 

Plan: think about how are you going to solve this problem, what is it asking you to do? What is the important information? What operation do you need to use?

Do: What is the most efficient way? Is there a quicker strategy? What other ways could you work out the problem? Can you draw it? Can you make it?

Review:  Now you have solved the measurement problem, reflect. What worked well, what didn’t work as well? How could you improve?

Challenge: Can you think of some what if questions… for example what if it was measured in metres? What if it was x10 bigger?

 

 

A support independent task –

Would you rather have 3x50p or 2 x 70p?

Justify your answer.

 

RELIGIOUS EDUCATION – Revelation of the Lord

 

This week, we shall be thinking about the Transfiguration and how Jesus was revealed to us as the light of the world through this miracle.

 

Starter Task:

Read the Bible passage of The Transfiguration, below.

 

Jesus with Moses and Elijah

Six days later, Jesus took Peter, James, and John the brother of James up on a high mountain. They were all alone there. While they watched, Jesus changed. His face became bright like the sun and His clothes became white as light. Then two men were there, talking with Him. The men were Moses and Elijah.

 

Peter said to Jesus, “Lord, it is good that we are here. If you want, I will put three tents here—one for you, one for Moses, and one for Elijah.” While Peter was talking, a bright cloud covered them. A voice came from the cloud. The voice said, “This is my Son and I love Him. I am very pleased with Him. Obey Him!”

 

The followers with Jesus heard the voice. They were so frightened that they fell to the ground. But Jesus went to them and touched them. He said, “Stand up. Don’t be afraid.” When the followers looked up, they saw Jesus was now alone.

 

Task 1:

Now that you have read the story of the Transfiguration, can you complete the table below?

 

 Biblical Characters 

Symbols and meaning

 How God was present

 

 

 

 

Task 2:

Take a look at the image below. Can you create a caption for this image, to describe what happened at the Transfiguration?

 

 

Now can you create your own labels, to add details about what each character may have said as well as what the disciples may have noticed at the top of the mountain?

 

Support:

Why is the symbol of light important?

Create your own mind map of ideas for what this symbol represents in the story.

Here are some examples to help you: hope, glory, joy, being holy, a miracle.

 

Challenge:

Write down a conversation between Peter, James and John on the way down the mountain (after the Transfiguration) – try to include the following key points:

  • How would the disciples have been feeling about what they saw?
  • What questions would they have for each other?
  • What had the voice of God told them to do?
  • What will the disciples do next?

 

PLEASE NOTE: 

We have uploaded a copy of a Lenten Calendar if you would like to use this each day. Please press the ‘files’ tab at the top of the page and then click the ‘class materials’ folder on Microsoft Teams, in order to access a copy.

 

GUIDED READING WEEKLY BOOK REVIEW

For your reading task this week, please watch the video and listen to Mrs Porter’s reading of Storm Whale. We would then like you to complete a book review on what you have enjoyed about the story. Please use the ideas below to help you. To access the video, please go on to the Kangaroo or Koala class page on Microsoft Teams then click on the ‘files’ tab at the top of the page and you will find the video inside the ‘class materials’ folder. You can also access the video by clicking on the following weblink: Storm Whale

 

Title:

Author:

Star rating:

Date read: _____________

Parent’s signature: ________________

My review:

 

PHYSICAL EDUCATION ACTIVITY:

 

ICT HOME LEARNING TASK FOR MONDAY 8TH FEBRUARY ONLY:

Computing Assignment

Safer Internet Day 2021 – Live Escape Rooms

Monday 8th February 2021 (1:35pm – 3:00pm)

This session will replace your usual Monday afternoon Live Check in, on Teams.

 

We are delighted to invite your child to join in the Safer Internet Day 2021 celebrations. This year’s theme is ‘An internet we trust: exploring reliability in the online world’. Your child will be taking part in a live online escape room where students will be tasked with unlocking codes to fight against fake news and promoting reliability online.

 

Your child will only join peers from St Peter’s Catholic Primary School.

The session will be delivered by the Cyber Ambassador coordinator (Marcia) from Office of the Police and Crime Commissioner on Microsoft Teams.

 

The session will run from 1:35pm until 3:00pm. Please follow this link to get onto the live session:

Click here for online session link

HISTORY HOME LEARNING:

 

We have come to an end of our Viking unit for this term. We have learnt so much, such as the attacks on Lindisfarne, the beginning of their raids and how they became settlers. We have learnt about when they captured and ruled parts of England and how the English kings compromised and fought back to gain power. When we were at school, we looked at the different artefacts, learnt their Gods and their traditions. You have also studied place names and how they were influenced by Vikings and why the Vikings settled.

 

With this wealth of information and knowledge you now have, I would like you to imagine you are a Viking and write a diary entry. Imagine this diary entry will be found hundreds of years later by archaeologists. How are you going to describe the life of a Viking?

 

Challenge: Can you write the diary of an Anglo-Saxon? Think about the threats the Viking posed on England. What did you think of the Vikings?

 

A really lovely book we were going to read at school is called ‘I was there… Viking Invasion’ by Stuart Hill. Here is an extract which may help you with your Anglo-Saxon diary entry…

 

Dear Diary,

My name is Aldwyn and I am eleven years old. I live in the city of Eoforwic, the capital of Northumbria which is one of the most important Saxon kingdoms in all of the island of Britain. I work with my father who is a leather merchant. Like everyone who sells things to make a living, he’s always watching out for anyone who might stop to buy his wares. But there’s nothing worse for that than armies and fighters marching through the land, especially when the fighters are Vikings in the great Heathen Army. The Vikings are ferocious and fearless. They believe if they die in battle, they will enter the halls of Valhalla, the Viking paradise here they dine with the Gods and are immortal. They do not believe in our Lord, they are not Christians. Today my father had a worried look on his face. As a merchant, he is always trading and talking to others. He has heard the Vikings have left France and are heading to Northumbria in order to capture the land..…

 

Support:

Imagine you are a Viking, I would like you to use the comic strip below and draw what the life of a Viking looks like.

You could draw them sailing to England, raiding, settling and then ruling.

 

 

 

 

 

 

 

 

 

 

 

 

ART HOME LEARNING ACTIVITY 

This lesson follows on from our previous Watercolour winter landscape lesson, where we did a painting of a landscape.  In this lesson you will learning what a Diorama is and then create your own. Please read the information about Canadian artist Kelly Pousette and then produce your own winter landscape diorama.  Please then send  a photo of it to me using my email:

n.pearson@stpeterswaterlooville.hants.sch.uk

 

What is a diorama? It is a model representing a scene with three-dimensional figures, either in miniature or as a large-scale.

NB: Remember if you don’t have any of the art materials you can just use what you have around, for example if you don’t have oil pastels then use crayons or if you don’t have coloured pencils then use felt tips. ART SHOULD ALWAYS BE FUN – EVEN WHEN LEARNING SOMETHING NEW…THE PROCESS OF MAKING SOMETHING IS OFTEN MORE IMPORTANT THAN THE END RESULT!

 

Your activity

PLEASE READ THROUGH THESE INSTRUCTIONS FIRST BEFORE YOU START  Please note that there are Candian spellings for some of the words eg color instead of colour. How many more can you spot?

You can print these out, colour them in, then cut them out (remembering to leave a ‘foot’ to glue onto your diorama.  Or, you may decide to draw your own woodland ‘accessories’.

I am very excited to see your dioramas.  Please don’t forget to email them to me:

n.pearson@stpeterswaterlooville.hants.sch.uk

 

SCIENCE HOME LEARNING TASKS

 

L.O To be able to use classification keys to group different living things.

Last week you looked at how we can place animals into different categories. This week we are going to be creating a classification key to help us group animals appropriately.

 

 

Watch this video to find out what we mean by classification key: https://www.bbc.co.uk/bitesize/topics/zxjj6sg/articles/z9cbcwx

 

Task 1:

In your books match the letter to the animal you think best fits. Make sure to read the questions carefully and think about which animal will fit in best e.g. E= worm.

 

Task 2:

Using task 1 to help, create your own classification key. Thinking back to last week, can you use animals from different categories e.g. mammals, reptiles, amphibians, birds and fish. Think carefully about what questions you ask. Make sure they only have an answer of yes or no.

 

Support:

Create questions for the classification key below. Look carefully at the pictures of the animals when you consider the question you want to ask e.g. the question for box 1 may be, does it have legs?

 

Challenge: Is this classification key correct? Justify your answer.

 

L.O To be able to identify how different environmental changes can affect different living things.

Throughout this topic you have been exploring living things and environments. For this part of the lesson you will discover what a food chain is and how environmental factors can change an animals diet.

 

Warm up:

Using a dictionary write a definition for these key words:

  • Producer
  • Consumer
  • Predator
  • Prey
  • Herbivore
  • Omnivore
  • Carnivore

 

Watch the video below to discover more about food chains.

https://www.youtube.com/watch?v=YuO4WB4SwCg&index=141&list=UUxlJ45KjG4XVcQ_hd8j227A

 

Task 1:

Re-write the paragraph below. Using the word bank, fill in the missing words. You have your warm up definitions to help you.

Task 2:

Using the food chain from the video, write a response to these questions. What would happen if there was no sunlight? How would this effect the food chain?

Watch the video again to help you.

https://www.youtube.com/watch?v=YuO4WB4SwCg&index=141&list=UUxlJ45KjG4XVcQ_hd8j227A

 

Support:

Help Dr Binocs! Looking at the food chain below, write in your books, what is the producer? What is the consumer? What is the Predator? Explain how you know. Use the key vocabulary warm up to help you.

 

 

Challenge:

Using what you have learnt about food chains. Draw and label your own food chain. It must include a producer, a consumer, and a prey.

Below is a food chain template you may wish to copy into your books.

 

Home Learning wc 1.2.21

Hello everyone, we hope that you are all well and keeping safe. Please take a look at  the below copies of your English, Maths, History, Science, DT/Art and RE activities which are already on your Microsoft Teams.

A quick message for 4H Kangaroos:

Just to let you know that I shall be attending an online teacher training course for the full day on Wednesday 3rd February 2021, so unfortunately I will not be able to host any of our 4H Kangaroo Live Teams calls on this date. The Live Teams calls will, however, continue as normal for today (Monday) and on the Tuesday, Thursday and Friday of this week. From Miss Honeywell

You shouldn’t need to print anything (you can always write it  out if you need to)  to complete this work, though it would be useful for you to record your ideas down and keep them all together in a notebook or work book at home. You should be able to complete these activities on your own as we understand your grown ups may be working from home. During the live check in sessions, your teacher will suggest the activities you should complete for that day and give you the appropriate briefing. These live check in sessions will be three times a day, except Friday afternoons. We will set you new work for next week and this will be posted on Microsoft Teams every Monday so that you have a whole week to work through it from home. Thank you all for working exceptionally hard at home, keep it up! Also the work that has been handed in is excellent.

A couple of polite reminders

  • Children are to choose a small selection of pictures of their work to upload onto Teams. This will then allow the teachers to view the work and give brief feedback.
  • Please remind your children to only use the chat bar for learning purposes only. If they have any questions once the live session has ended, they may message the teacher directly on Microsoft Teams.

Take care everyone, Miss Jackson-Nash, Miss Honeywell, Mrs Cairns and Miss Hawley.

ENGLISH

Monday:

L.O: To plan a narrative build up.

https://classroom.thenational.academy/lessons/to-plan-a-narrative-build-up-6th30c

Tuesday:

L.O: To practise and apply knowledge of suffixes (-ify and –ise).

https://classroom.thenational.academy/lessons/to-practise-and-apply-knowledge-of-suffixes-ify-ise-68w3jc

Wednesday:

L.O: To practise punctuating speech.

https://classroom.thenational.academy/lessons/to-practise-punctuating-speech-cgu3jd

Thursday:

L.O: To write a narrative build up.

https://classroom.thenational.academy/lessons/to-write-a-narrative-build-up-6ctpac

Friday:

L.O: To analyse a visual film clip.

https://classroom.thenational.academy/lessons/to-analyse-a-visual-film-clip-6cr30t

Support task:

Take a look at the speech punctuation bookmark below.

 

Read through the speech rhyme. Can you remember the actions we have used in Year Four, to help us remember the rules to punctuate speech correctly?

 

Now try to use your speech bookmark to punctuate five orders or commands that the angry character, Koro, may have given to the other characters from the film clip.

 

Challenge Activity:

Take a look at the speech punctuation bookmark below.

Can you use this bookmark to create a short conversation that may have taken place between Hemi and Paikea on the following day?

Which verbs and adverbs could you use that would make sense together? e.g. whispered Hemi calmly, or groaned Paikea irritably.

 

Spelling:

Have a go at the following Y3/4 Spelling Words. Which strategies could you use to practise them? Choose two from the following list:

  • Spelling spirals
  • Silly sentences (using pairs of words from the grid below)
  • Rainbow Writing

 

Modify Strength
Vocalise Enough
Energise Centre
History Continue
Pressure Describe

 

WEEKLY ASSIGNMENT: Please send a photo or upload a document of your work on Whale Rider so far. You will need to complete all 5 lessons we have set in order to do this.

 

Maths

Arithmetic – If you work with Mrs Cairns for Maths/ first class numbers, for your arithmetic please could you really focus on your x3, x4 , x8 times tables.

Remember you should be completing 10 minutes of daily arithmetic using the websites below. 

Daily ten – https://www.topmarks.co.uk/maths-games/daily10

TTR – https://ttrockstars.com/

Sumdog – https://www.sumdog.com/en/

Bitesize – https://www.bbc.co.uk/bitesize/subjects/z826n39

Top mark – https://www.topmarks.co.uk/

Maths Frame – https://mathsframe.co.uk/

 

Maths

This week, you will be exploring different measurements. If you have them, please get some kitchen scales, a measuring jug and a ruler as these will help you throughout the upcoming lessons.

Lesson 1: To be able to explore and understand different unit of measurements and use them when estimating.

https://classroom.thenational.academy/lessons/units-of-measure-6tgk2c

Lesson 2: To be able to convert between cm and mm.

https://classroom.thenational.academy/lessons/converting-lengths-part-1-cgr3jd

Lesson 3: To be able to convert between cm and m

https://classroom.thenational.academy/lessons/converting-lengths-part-2-64ukar

Lesson 4: To be able to explore and use the relationship between units of measurement of capacity, length and mass.

https://classroom.thenational.academy/lessons/converting-measurements-cdj62t

Lesson 5: To be able to order units of measurements, using your conversions.

https://classroom.thenational.academy/lessons/ordering-measurements-crt3cr

 

Challenge: See the problem below .This will take a lot of reasoning.

A lady has a steel rod that she knows to be exactly 3 units long, and a wooden pole that she knows is exactly 13 units long. Her only tools are a pencil and a saw.

She needs an 8 unit long wooden pole. She finds that is not possible to mark the steel rod, but she can draw on the wooden pole.

How can she measure out the 8 unit pole?

 

Support: If you found the above tasks tricky, use these lessons instead. You will still be focusing on measurements so if you have scales they will be helpful for your learning.

Lesson 1: To be able to read different measurements

https://classroom.thenational.academy/lessons/reading-weighing-scales-with-different-intervals-c4rk6c

Lesson 2: To be able to compare mass using mixed units.

https://classroom.thenational.academy/lessons/weighing-and-comparing-masses-in-mixed-units-c8tpcd

Lesson 3: To be able estimate masses

https://classroom.thenational.academy/lessons/estimating-masses-c9h62d

Lesson 4: To be able to measure volume.

https://classroom.thenational.academy/lessons/measuring-volume-cmwked

Lesson 5: To be able to measure and compare capacities in mixed units.

https://classroom.thenational.academy/lessons/measuring-and-comparing-capacities-in-mixed-units-65gk2d

Please upload a small selection of photos (Max 5) to show your learning from this week.

History

Raiders to Settlers.

We know that Vikings started as raiders, however as time passed they became settlers and rulers.

This week, we are going to focus on where the Vikings settled and why they decided to live there.

Task one: Vikings have had a large influence on names of places today. Either the prefix or suffix of a place will give you a clue about what type of place this was back when the Vikings were settlers.

Look at this map. There are 8 places named after Vikings. Can you spot the names and research what they used to be? (Suffixes to spot –gate, -by, -thwaite, -thorpe, – gaet …Look at the support task for help if you cannot find the suffixes)

 

Task 2: Using place name knowledge, your task is to summarise what you have found. You can use the sentence stems from below to help you.

Think about the location (are they near a beach, or can you see a river. Why is it important that they are near open water or rivers? Are they near woods, why is this important? You can look at the maps to spot rivers, lakes, or you can research the places to see what is nearby)

 

Where the Vikings settled: what the place name endings tells us.

Most Vikings settled in areas such as ………….          We know this because…….

 

Most Vikings settled after 878 when England was divided by the Danelaw.

We know from the places that ended in ‘by’ that they were farmers. Places such as…

Some were even Christians. We know this because of places with the Viking word for church such as…..

Support:

-by farm, homestead or village
-thorpe farm
-thwait farm, clearing, meadow
-toft house or plot of land
-gate or gaet Street

 

Can you find 3 different places that have the above suffixes. What does it tell you about the place.

For example Holgate (hol –gate) would have been a Viking street.

 

Science

L.O. To show how different living things can be grouped in variety of ways.

The last few weeks we have been looking at living things and their characteristics. Using what we have learnt so far, this lesson we are going to categorize different living things.

Watch this video to discover how we can categorize different living things.

https://www.youtube.com/watch?v=ITrRMiQB8g4

Task 1:

Using the video to help, write the key features of:

  1. Fish
  2. Reptiles
  3. Mammals
  4. Bird
  5. Amphibian

Using what you have written, draw the table below and list animals that you think fit into each category. Then, bullet point the shared characteristics of each category e.g. all mammals give birth to live young, all birds have wings.

Mammal Reptile Amphibian Bird Fish
Characteristics of a mammal. Characteristics of a reptile. Characteristics of an amphibian. Characteristics of a bird. Characteristics of a fish.

 

Task 2:

Using task 1 to help you, in your own words write a paragraph about what makes living things fit into each category e.g. if a living thing is a fish they need to be able to breathe underwater. Their habitat is in the water and they are all cold blooded.

Use the vocabulary below in your paragraphs:

mammal fish reptile
amphibian habitat environment
cold blooded warm blooded live young

 

Support:

Using the what you know about categories and characteristics, look at the images below. Can you write the name of the category that each animal belongs to e.g. reptile, mammal etc.? Think carefully about what the animals have in common and is different about them.

Challenge 1 :

Create and label your own animal that has one characteristic from each category e.g. you may draw a lion (mammal) that has wings (bird)  with gills (fish), scales (reptile) and lays eggs (amphibian).

 

Music Home Learning Video Links

https://resources.hantsmusic.org.uk/index.php/s/KkwpEqNwt4T7qYz

https://resources.hantsmusic.org.uk/index.php/s/J7ooN3zbRcaCTTY

https://resources.hantsmusic.org.uk/index.php/s/dGQ3MkMB5Sj4br5

 

Religious Education – Revelations of Christ

 

This week, we shall be looking more closely at the story of the Presentation of Jesus. In particular, we shall be studying how Anna and Simeon reacted to this special event at the Temple.

 

Starter:

Watch the story of the Presentation on the website below. If you are unable to view the video, please select ‘Enable Flash’ on your site settings (which can be accessed via the small padlock next to the website bar at the top of the screen).

 

https://www.bbc.co.uk/bitesize/clips/z2wmpv4

 

Can you make a mind map of the 5Ws that you notice, as you watch the video? (Who, What, Where, When and Why)

 

Main Task:

Now create a newspaper article, to describe the key events that took place and how Anna and Simeon’s feelings had changed during the story. Can you include our key vocabulary in your report?

 

Presentation       Messiah       Saviour      New born King

Gift         Promise          Revealed         Temple

 

Support:

Take a look at the template of a Newspaper Article, below.

Can you make a short headline to summarise the key events,  using 5 words only? E.g. Saviour presented at the Temple! or Gift and Promise is revealed!

Challenge:

Can you include brief interviews or conversations with Anna and Simeon in your news report? What would they have said before and after the Presentation of Jesus at the Temple?

Think carefully about how to punctuate your speech (as we have been learning about in English this week) by using the bookmark below to help you.

How would Anna and Simeon speak? How would this have changed as the story developed? Which verbs and adverbs could you use to try and reflect this change?

 

Year 4 Art Activity

Please read the information about Winter landscapes and then produce your piece of art.  Please then send it to me using my email:

n.pearson@stpeterswaterlooville.hants.sch.uk

WET-ON-WET TECHNIQUE

Using a pencil, lightly draw TWO lines to divide the paper into three sections:

– background (sky)

– middle ground (snowy fields)

– foreground (shadow/fence)

First wet your brush and paint WATER over top 1/3 of the paper (background). Use plenty of water!

Dip paint brush into YELLOW paint and paint a half-circle for the setting sun. The wet paper will cause the paint to expand and blur…. This is called bleeding.

Next, dip in ORANGE paint and dab watercolour around yellow sun.

Dip paint brush into RED paint and dab around orange. Do the same for PINK and PURPLE paint until the entire sky is coloured.

 

SNOWY FIELDS AND FOREGROUND

Now that the sunset is painted, you can paint with watercolours on a dry surface using the wet-on-dry technique. Because the paper is dry, the paint will create clean, crisp edges.

Pick one or two colours from the sunset (yellow, orange, red, pink or purple) and brush colour in gentle sweeps over the white blanket of snow.

Using a small brush and the black paint from the watercolour tray, paint a line of trees along the horizon line. Using the side of the brush tip makes it easy to line up a good number of tree trunks then you can dab the brush to make the tops of the trees.

Next, begin to paint a row of small vertical lines to create a fence.

 

WINTER TREES

Use the drawing guide below:

 

 

Paint at least 3 branches: one that extends off the side of the paper, one pointing to the top of the paper and the other branch moving towards the inside of the paper. The style of tree dictates how extreme the angle.

Using the tip of your paint brush and black paint, start at the branch and move brush away, painting a very thin twig.

Keep making smaller and smaller branches that extend away from the trunk.

Fill in the trunk with black paint.

The final step in the painting is to add shadows below the forest on the horizon line, below the tree trunk and along the fence line. Do this by dipping your  paint brush into black paint and make a small puddle on the cover of the watercolour palette. Add a few drops of water to make a light grey paint. Use this light colour to add shadows. If you like, you can add a few birds using black paint and a wide ‘V’ shape.  Careful… don’t add too many!

HAPPY CREATING!

Now send me a photo of your awesome artwork and I will share it on the Art Blog.

n.pearson@stpeterswaterlooville.hants.sch.uk

 

Physical Education 

Have a go at the PE activity below – it does not matter if  you do not complete this on a Monday. Can you record your number of shuttle runs and loops in 3 minutes? Have fun!

 

Guided Reading Home learning – book review

 

For your reading task this week, please watch the video and listen to Mrs Porter’s reading of Chapter One from Podkin One-Ear. We would then like you to complete a book review on what you have enjoyed about Chapter One so far. Please use the ideas below to help you. To access the video, please go on to the Kangaroo or Koala class page on Microsoft Teams then click on the ‘files’ tab at the top of the page and you will find the video inside the ‘class materials’ folder. Please feel free to also access the story via the following web link: Podkin One Ear Chapter 1

 

Title:

Author:

Star rating:

 

Date read: _____________

Parent’s signature: ________________

 

My review:

______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________