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Home Learning 27.4.20

Welcome to ths week's Home Learning!


Well done to a great start on using the White Rose Resources - it has been great to hear that some of you are enjoying them. This week we are going to continue looking at decimals, percentages and fractions. We have covered these in class, however there are videos attached with worksheets (these do not need to be printed, but the answers can be discussed or worked out on paper) and answers to support their learning.

1. Please go to

2. Click on Week 2 (Not Summer - Week 2) – Starting with Rounding Decimals.

I have also linked Mathletics (as best as I could!) to the same skill that they will be doing with White Rose.


White Rose




Lesson 1 – Rounding Decimals

Rounding Decimals

Complete any other incomplete challanges


Lesson 2 – Order and Compare Decimals

Comparing Decimals

Decimal Order

What is closer to 1? (Mathletics – Problem Solving and Reasoning)


Lesson 3 – Understand Percentages

Modelling Percentages

Percentage Word Problems (Mathletics – Problem Solving)


Lesson 4 – Percentage as Fractions and Decimals

Decimal to Percentage

Decimal to Fractions

Simply Equal (Mathletics – Problem Solving and Reasoning)


Lesson 5 – Equivalent Fraction, Decimals and Percentages

Match Decimal and Percentages

Percentage to Fraction


Tricky Percentages (Mathletics – Problem Solving and Reasoning) This is very tricky!!

TT Rockstars

Dear Osprey Band, we are in a battle this week with Buzzard Band!  It is really important you complete at least 10 sessions each day so we win! You just need to log into TT Rockstars and play like you normally do. You’ll still earn coins to buy lots of great things but you’ll also earn points for your Class Band. Will you be one of the Most Valuable Players in your class?


There is a slight change to English - there are now going to be 2 options that you can choose from. You can either continue with Alice in Wonderland or you can start a new topic based on Visual Literacy (like the work we did on The Lost Thing) which is called Eye of the Storm. You can even do both if you like!

Eye of the Storm

Please do not watch the whole film, it will help with your writing and build up the suspense more.

There is a document at the bottom of the page which is referred to in some of the planning. This includes extra resources that are helpful to their work (Eye of the Storm – Teaching Resources) and an additional resource which includes useful vocabulary to support their writing (Eye of the Storm - Vocabulary Ninja).

The link to the video is here...


Monday – VIPERS

Use Document Eye of the Storm – Film VIPERS at the bottom of the webpage.

Answer questions 1 – 5, following the instructions on the document. 

Writing – Write down…






Watching up to 2 minutes and 5 seconds, what questions could you ask for each section? Watch a few times to see if you can add in more questions.

Examples - Who do we think the person is? What is he doing? Where is he? When is it happening and why? Where is he going, where has he been, where did the dragon come from?


Tuesday - To use expanded noun phrases to describe

Starter - Recap your understanding of expanded noun phrases

You are going to be writing a description of the setting at the start of the film, we want to describe the mood, the scenery and the time. Complete the grid in resource 1c using the clip, as this will act as a guide to your own writing. Read resource 1d as an example of how the setting could be described.

I would like you to include:

  • use of the senses
  • expanded noun phrases
  • varied length of sentences
  • varied openers
  • descriptive adjectives.

Wednesday – To write a character description

Watch the clip again, until 2.05s and what characters do you see?

The figure and the dragon.

Dragon - Pause the film at 0.40s. Write down as much as you possibly can about the dragon and his behaviour. Explain you are expecting fast short answers, e.g. spikes, sharp teeth, two wings, bright eyes, likes being touched. Can they be split into these two categories - appearance and behaviour?

Select some of the words and change into sentences.

Look at how you might start with the noun- Spikes, as sharp as broken glass, protruded from its head. Or how you might use an adjective- Sharp spikes protruded from its head. Or perhaps use an adverb - Menacingly sharp spikes protruded from its head.

Look at resource 2a and discuss how they can use the skills in their writing (they can magpie ideas).

In your description, I would like to see descriptive adjectives, expanded noun phrases and a variety of sentence starters.

Ext. Draw a picture of the dragon to support your description.


Thursday – VIPERS

Starter: What do you think is going to happen next? Why do you think that?

Complete the VIPERS questions (6 – 10).

Use resource 3a. Watch the entire clip again and fill in at least 5 emotions which the main character feels - a difficult task for some as his face is covered. Once the clip has played, look up their emotions using a thesaurus (if one isn’t available, they can use Google to search for different words) - can they be more accurate in their description of the emotions? Rather than upset - he is troubled. Rather than sad - he is sorrowful.

Can they think of another 5 words? Use a thesaurus to up-level these.


Friday – To use parenthesis to add extra information.

Look at their words from yesterday and select their favourite 10. They are going to work with these emotions to turn them into first person sentences.

Show the sentence - ‘He hesitated as he bent to the ground to pick up the key. The dragon had been his friend since its birth and he was reluctant to free her.’

Show the children that the second part of the sentence plays an important role in explaining why he hesitated. This shows he is uncertain.

Next show the sentence, ‘He turned his head as she flew out of sight. He felt unable to watch his companion leave.’ This shows sorrow.

Can you add extra details to these sentences by using parenthesis (commas, brackets and dashes)?

Now your turn… write 5 - 8 sentences for Eye of the Storm to describe the emotions and actions of the characters.

For example, The dragon (who had been his friend since its birth) was reluctant to leave.

Alice in Wonderland

See document with resources at the bottom of the page.


Our orchard at school is in full bloom and looks stunning.  My favourite tree is the Cherry Blossom tree. When I see these trees in full bloom they fill me instant joy and appreciation of nature.  So I thought they'd look stunning if we could paint them.  Watch the video clip below demonstrating how to use ear buds to create your blossoms. (Please ask before using any resources)


Storm in a Glass

You will need: Shaving foam, a large glass, water, food colouring and a spoon.


  1. Fill the glass 1/2 full with water
  2. Spray some shaving cream on top of the water to fill the glass to ¾ full.
  3. Use your finger or a spoon to spread the shaving cream evenly over the top of the water. The top of the shaving cream should be flat.
  4. Mix ½-cup water with 10 drops of food colouring in a separate container. Gently add the coloured water, spoonful by spoonful, to the top of the shaving cream. When it gets too heavy, watch it storm!

How does it work?

Clouds in the sky hold onto water. They can hold millions of gallons! The layer of shaving cream is our pretend cloud in this experiment. The shaving cream layer can also hold onto water. Clouds can’t keep storing more and more water forever, eventually they get too heavy. When that happens, the water falls out (precipitates) as rain, snow, sleet, or hail.

Video of experiment...

Further Experiments

Try more water and less shaving cream, or less water and more shaving cream. Which one looks more like a drizzle, and which one looks like a downpour?


See document at the bottom of the page.


See document at the bottom of the page. 


Introduction to Settlements

Learn about the different types of settlements including a hamlet, a village, a town and a city.

This lesson includes:

  • two videos which describe the different types of settlements and how cities can vary across the world

  • two activities to reinforce knowledge of settlement types


Please keep sending pictures or examples of work to