School Closure Newsletter. For Closure Day 29: Tuesday 19th May 2020. (Written the day before...)

Message for children from Mr Green.

Good morning.

Today’s message is probably for the older children, but you’re all welcome to watch. As you may remember, my

daughter Sabrina has been working as a teaching assistant in France this year. The part of France that she’s been

working in is La Martinique (which is in the Caribbean.) Unfortunately, due to COVID19, she has had to come back to

England. Last week, she and her brother, Jules, made a video for you about La Martinique... it includes some photo’s

from France and some video shot back in England; it’s in both English and French. Let me know what you think... I

wonder what Madame Addy thinks of it?

https://drive.google.com/file/d/1DL1eX_6OmRc5d3yQfEILCv9qT1JjLdPl/view?fbclid=IwAR3hQ97GtIvQx5nbUAOMhh

oUeS5x9Mw_h9yAI_12lZYw0koJXMyTcnJCPSE

That’s all for today; take care.

Mr Green.

Message for parents, carers and grandparents from Simon Green, Head teacher

New message. It is possible that we may be able to begin to reopen from 1st June... Please note that is from the 1st

June, not on 1st June. There are many, many questions that I am unable to fully answer, but I hope to give you an

idea of our thinking so that you have some idea of what might happen.

Is it safe enough? It seems to me that there is not a clear answer to that question. The UK government thinks

“yes” whereas the Scottish government thinks “no.” The British Medical Association also thinks “no.” However,

we will reopen if that is what the UK government decides. (Without worrying you, please be aware of an extremely

rare possible complication of COVID19 in young children. Details are on https://www.devonlive.com/news/devon-

news/plymouth-dad-describes-heartbreaking-journey-4140896#source=push)

Do parents have to send in their children? No. We will begin to offer places to children in Nursery, Reception,

Year 1 and Year 6 when we are allowed. You do not have to send you child in- there will be no fines for non-

attendance. Some parents will think it’s safe enough, others would prefer to err on the side of caution. We fully

accept that. We intend to continue to offer home learning in some form to support those of you who,

understandably, continue to keep your children at home.

When will parents know what is happening? We will present our plans to the school governors on Wednesday

evening and then seek approval from our Trust on Thursday. The earliest that we will be able to advise you is on

Friday morning. It is likely that you will receive updates from us in the half term, as we will continue to be

working through half term. Please bear with us as we struggle to find a way to make this work.

It is likely that we will increase provision by a class a day, so that within a week (or thereabouts) children in all of

the four named year groups will be able to come in if that is what their parents want for them. The first day of

opening will probably be for just one of the year groups so that we can check for problems before opening to

more children. We will then open to two year groups, then three and finally four. Any problems that we run into

might delay that roll out.

Of course, it won’t be school as normal. Staff and children will need freshly laundered clothes every day, so

uniform rules will be relaxed and there will be no PE kit. Classes will be a maximum of 15 and will not mix at all at

any time in the school day. Children will not necessarily be taught by their usual teacher as we will be keeping the

groups as small as possible the limit the spread of the disease. Please be aware that we will not be able to ensure

social distancing of younger children.

I hope that this gives you an idea of what the future looks like. I realise that it’s just an outline at this stage; my

apologies that I can’t give more detail, but I am giving you as much as I can as soon as I can. This newsletter, or

Kate’s emails, will always be the first place that any information is given to you so do please check daily.

Simon Green

Repeated message: Whilst is school is closed to children, it is still staffed. The school ‘phone, admin email account

and Kate’s email account are checked every day. If possible, please email Kate. Any messages are passed on.

Although school is closed to children, to limit the spread of COVID19, we continue to work behind the scenes and we

are contactable daily.

Repeated message: If trying to home school is creating stress then don’t do it. Please see Newsletter of 11 05 2020

for the full message.

Revised message: Key Workers- contact us (via Kate) if you need a place for your child.

Daily message from the Office team.

New message: This week is National Mental Health Awareness Week and, each day I’ll add a link to our Facebook

page with some help and support which may be available to you out there. Here’s what I sent out yesterday:

https://www.nhs.uk/oneyou/every-mind-

matters/?WT.tsrc=Search&WT.mc_id=MentalHealthGeneric&gclid=CjwKCAjw5Ij2BRBdEiwA0Frc9RiE7-

RNQIUIc5mfGxx874EXJ_fPOKbJTbd957_riD0K3dhoGBanTxoCTwUQAvD_BwE

Today (Tuesday) I’ll be putting a link out from Newsround (yes, it’s still going!) as this year’s topic is “kindness” and I

feel quite proud that our community shows fantastic kindness – my colleagues and I have certainly received it in

abundance from you all lately! https://www.bbc.co.uk/newsround/52557800

New message: Where possible, please could you only phone the school telephone number in EXTREME emergencies

and for all other enquiries, please continue to contact kate.southcott@stcmat.org in the first instance. We are

operating with skeleton staff in school at the moment and Mrs Land is not always available as she is carrying out her

role as Business Manager, often in virtual meetings, but she has become inundated with emails and phone calls. I am

more than happy to help, or to pass things on for you and will be online every morning from 9am – around 12.30pm

(but I do check emails throughout the day, between home-schooling my own children and I’m online at about

4.15pm to upload this daily update.) I am also happy to give you a call, please let me know via email if you would like

me to give you a ring with any questions you might have and I’ll try to help, or find out for you. Thank you so much.

New message: Thank you to all of those who responded to the survey which I put out over the weekend. We had an

amazing 118 replies! I will, no doubt be either putting more surveys together OR contacting you individually to check

if circumstances have changed over the next week or so.

Repeated message: For some families, your financial situation may have changed with the arrival of this virus and

many have been furloughed meaning that you may be entitled to a Free School Meal. This may sound like a silly

thing to say, as we aren’t currently all at school, only those children whose parents are a critical worker and who

cannot be looked after safely at home BUT we do offer a weekly food hamper which can be ordered (by Thursday)

for the following Monday collection. If you are unsure whether you may be able to apply, please follow:

http://soc.devon.cc/31Kad for further details and information on how to apply. Please note that the hampers do

contain fresh food, so collection must be made asap on a Monday morning.

Tuesday 19th May Daily message from Nursery… to continue learning at home we suggest

Message for the Week

Last week of Minibeast madness! - caterpillars and butterflies this week

Weekly learning intentions - these intentions are to be covered in all the activities provided or in activities that

you provide at home. They need to be practised all the time .

• Concentration/ attention and listening skills (staying on task and listening to a story for example for a short

period of time)

• Speech – continue to increase vocabulary but also put an emphasis on asking and answering questions which

will also feed into Understanding the World section of the EYFS curriculum

• Fine motor control (including scissor skills)

• Mark making – providing opportunities to mark make. After half term we will be starting Phase 2 phonics

and enthusiasm for mark making will enhance early writing

• Early number and counting

Added focus

Understanding the World – asking and answering questions (link with Communication and language). There will be

important discussions about change in nature and growing.

This theme lends itself to work on pattern, particularly repeating colour patterns You can:

• Look for patterns in the environment – patterns in nature, etc

• Use collections from outdoors to create repeating patterns eg. Stones, flowers

• Use construction sets to make towers – use a repeating colour pattern

• Create repeating patterns at snack – apple orange apple orange, etc

• Threading beads/ buttons – create colour patterns

• Cut out coloured shapes from paper – create repeating patterns

• Fingerprint painting patterns/ printing with blocks eg circle square circle square

We looked at patterns when we looked at ladybirds and bees (spots and stripes). This focus is more about repeating

patterns. Eg. Red blue red blue

Here are a few ideas for some activities today.

Daily Physical Activity

Ball skills

• Find a ball and try throwing it to Mum or Dad or your brother or sister and get them to throw it back so that you

are enhancing throwing and catching skills

• Throw the ball in the air and catch it

• Throw the ball into a target such as a hoop or a bucket

• Practise dribbling the ball along the ground with your feet

• Practise rolling the ball as if you were playing skittles

• Sit opposite someone in your house with legs in a v shape – roll the ball to each other

Daily Finger Gym Exercise (fine motor control)

Try some threading today with beads/ buttons/ cheerios on string or wool – they might look like caterpillars when

you have finished.

.Daily Activities - please remember that these activities are ideas. Do not feel under pressure. Do as many or as

few activities as you choose

• Printing caterpillars – use fingerprints/ milk top lids to print with/ toilet rolls, etc – create a repeating colour

pattern as you print – red, blue, red, blue

• • I even like this caterpillar that someone had made with milk top lids – have a go if you have any lids in the

recycling box

• Make a lego tower – create a repeating pattern eg. Green yellow green yellow

• Go on a pattern hunt – can you find any patterns??

• https://www.youtube.com/watch?v=crBZIYib5SI this link just shows lots of different types of caterpillar

Continuous provision – these activities last all week and you can dip in and out of them

• If you make a minibeast costume – keep this out for the week so your child can use it for

imaginative play

• Have construction out this week for children to make minibeast homes. The construction would

also be useful to create coloured patterns.

Message to the children from Mrs Smith

I am going to start off straight away today with more Seesaw items.

Hurricane Harry has been at it again - whizzing on skateboards, riding a bike, doing some yoga and bouncing on trampolines in dinosaur outfits. Whatever next! Rosie has also

been busy bouncing on her trampoline. I am exhausted just watching. I will have to have a sit down and possibly a nap.

Louis shows me lots of drawings because he is so proud of them. I am very proud of them too Louis and of you. What a superstar!

Octavia had a fun filled Friday - drawing, painting and even making numberblocks by the looks of it.

Yesterday I set you a challenge of dressing up like a minibeast. I had some great pictures come through. Joshua was a buzzy bee and Max was jumping like a frog. His sister Sophie was a very beautiful butterfly. (By the way Max, well done for all that counting!)

Winnie and Wilma ate Graham’s bag of sweeties in the night! So Graham is in a sulk now.

Oh dear. Naughty girls!!

from Mrs Smith (missing all her nursery tots) and Winnie and Wilma (with sticky lips)

Daily message from Reception....to continue learning at home we suggest:

Tuesday 19th May

Hello you lovely Reception children. I was welcomed by Alice on seesaw this morning who was doing some morning exercise – making some yummy looking biscuits!! It made me want to make some but unfortunately, I still have not managed to get any flour! Thank you to all of you who have posted photos and videos of the activities you are doing – singing the alphabet, creating repeating patterns, making monsters, phonics work and science experiments. (phew – I am exhausted just looking! Well done all of you

Phonics:

Phase 2: s a t p i n m d g o c k ck e u r h f

b f ff l ll ss Look at the sounds c, k and ck. They all make the same sound. Words can start with c or k but do not start with ck. Make a phoneme frame with 3 boxes and some letters written on small pieces of paper to fit in the boxes. Letters needed:

c a t o p u k i d ss l s ck

Word cards to make for reading: cat cot cop cup

kip kit kid kiss sock sack duck luck sick

tick kick

Read words: cat cot cop cup kip kit kid kiss – read these words and remember which c or k sound it is. (we often have children sounding out words when writing and asking which ‘k’ is it?)

Then read words: sock sack duck luck sick tick

kick. Notice the ck is at the end of these words (and kick has the dilemma of “which ‘k’ is it?!) Now muddle the words up and ask your child to make the word using pre-made letters and phoneme frame. Then write the word.

Phase 3: j v w x y z zz qu ch sh th ng ai ee

igh oa oo ar ur or ow oi ear air ure er Read the words from yesterday again: chicken, tonight, boatman, rooftop, farmyard, market, lightning, bedroom When your child has practised reading the words, muddle them up and ask them to have a go at spelling them. After spelling each one, hold up the word. Ask children to tick all letters they got right and correct any mistakes they made. Play Yes/No questions. Write these questions out for your child to read and decide whether it needs a yes or no answer! Can we get wool from sheep? Will six cows fit in a car? Can a chicken sit on a chair? Can a goat quack? Can sheep bark? Can a farmer keep a duck? Will a cat get a rat in a barn? Can you cook in a bedroom? Will lightning hit a church?

Literacy: If you would like to hear the whole story again then here is the link:

https://www.bbc.co.uk/cbeebies/radio/story-time-bringing-down-the-moon

Here is the opening page of the story.

I love the way that the Author, Jonathan Emmett uses the words like a bright silver coin to describe the moon. Can

you think of any other words to describe the moon or think of any other object it might remind you of?

I also love how the illustrator Vanessa Cabban has painted so cleverly that it seems as if the moon is actually glowing

in the picture. Perhaps you could illustrate a moon picture today and see if you can make it look as if it’s glowing.

Maths:

Vocabulary: half full nearly full nearly empty tall thin narrow wide shallow measure container (litres millilitres – if you

happen to use a measuring jug and point out the words)

Get two different sized bottles. Examples:

Look at them and discuss which one could hold more water? Place both containers in a washing up bowl. Fill the

drinks bottle up and say “it’s full. Then pour water from the drinks bottle into the squash bottle. Point out that the

squash bottle isn’t full: it is nearly half full, half full, etc. So, which container holds more? Empty the squash bottle,

then fill it with water. What do you think will happen if I pour the water from this squash bottle in the drinks bottle?

Do this to check and discuss how it overflows because the drinks bottle does not hold as much water as the squash

bottle. Experiment with other different sized bottles and use the given vocabulary through the play. You could use a

litre jug and a litre squash bottle. The children may think the taller bottle will hold more even though they are the

same. Have fun exploring with water, coloured water, use bubbles in the play too. Introduce a range of bottles and

containers, scoops, spoons and funnels and allow the children to explore through play.

Let’s get physical: If you were able to set up an assault course yesterday then we hope you had lots of fun

and didn’t wobble too much! It would be great if you could re-visit your course again today and add one or two extra

challenges such as some throwing targets or a really long jump. Even if an obstacle course is difficult to organise it’s

supposed to be sunny but not too hot today so do enjoy some outdoor exercises with plenty of deep breaths of fresh

air as you become a little bit breathless (that’s good for you as it means you are increasing your heart rate and giving

your heart a workout!).

Love from Miss Loughnane and Miss Atherton x

Daily message from Year 1… to continue learning at home we suggest: Tuesday 19th May

Today and tomorrow in PSHE we will be thinking about how to keep ourselves

well by sleeping and relaxing as much as possible. You will see in tomorrow’s

lesson how important laughing is – your challenge today is to make someone

in your house really laugh out loud. I bet you are brilliant at this as you

made us all laugh at school a lot! You are definitely the funniest group of

children we have ever taught (Shh don’t tell anyone!)

PE

Today for PE you could have a go at a Cosmic Yoga Harry Potter session

https://www.youtube.com/watch?v=R-BS87NTV5I, or if you have bubble mixture (or fairy

liquid and pipe cleaners to make a wand like we did in school during science week) blow some

bubbles. Set yourself some challenges: how many can you pop in a minute?

English:

Phonics practice: Do you remember all the Phase 5

sounds? You can watch yesterday’s video on SeeSaw

if there are any you are unsure of.

Today’s sound is also a split digraph: i_e. Practice

reading and writing these words. bride, nine, kite, bike,

slide, prize. If you write each word on a scrap of paper, you can screw up each word as you say

it and try to perfect your throw by aiming your “snowball” at a target. If you miss, you have to

read it again. If you get it in, your helper has to read it to you!

Writing challenge: today, have a think and write about some things you would like to do when

lockdown has finished. You could write your ideas (or wishes) and pop them somewhere safe

so you can find them when we can all do more! Here are some of my “wishes”. I am looking

forward to going to the beach with my family. I would love to go to the cinema. I will feel really

happy when we are all safely back at school together again!

Maths: This week in maths we are going to recap number bonds – the more times you recap them the

more likely you are to remember them!

Have a look on https://whiterosemaths.com/homelearning/year-1/ at the video in w/c 4th May, lesson

2: Fact Families. There’s also a worksheet you can have a go at on the website.

If you can’t access the video then perhaps you could choose a number between 5 and 10, partition

(split into 2 parts) in as many ways as possible, then find the fact family. I’ll do you an example with

4.

4 can be partitioned into:

0 and 4 0+4=4 4+0=4 4-0=4 4-4=0

1 and 3 1+3=4 3+1=4 4-1=3 4-3=1

2 and 2 2+2=4 2+2=4 4-2=2 4-2=2

A helpful hint for you – when you subtract you start with the whole.

PSHE

Are you getting enough rest? (Are your parents?! We have

night owls and early birds in our houses. We hope you are better sleepers in yours!) Today in PSHE

we will be looking at bedtime and sleep as it is so important, now more than ever, that we all get

plenty of rest.

Begin by asking your child why sleep is important, getting them to think about how they feel when

they haven’t had much sleep.

Discuss how sleep:

– allows your body to repair itself

– restores your energy

– releases hormones which make you grow

Explain how getting enough sleep and relaxation makes you more alert, helps your memory, helps you

to learn, helps you to concentrate, whereas NOT getting enough sleep can make you more likely to get

poorly, have accidents and experience mood changes. Talk about how having a routine is important to

help you get ready for sleep.

Once you are finished, here are some different activities to choose from around the theme of sleep:

1) Play a game of charades to act out parts of your house’s bedtime routines - for example:

getting into pyjamas/having a bath/reading a story/turning the light off or down/lying down in bed.

2) Writing Challenge: can you create a picture book showing a set of instructions showing a good

bedtime routine, reinforcing English skills such as using imperative verbs, adverbials of time, etc.

3) Make a sleep mobile to hang above your bed using wool and natural

objects found on your walk. https://www.cbc.ca/parents/play/view/nature-craft-diy-

forest-mobile

4) Look at the video on BBC Bitesize

https://www.bbc.co.uk/bitesize/clips/zqjqhyc and join in with the games

there.

Good night! Sleep Tight!

Zzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzz

Love to all of you, from Mrs Kedward, Mrs Williams and Miss Parker

Tuesday’s daily message from Year 2… to continue learning at home we suggest

There’s just 4 days until half term. You’ve done so brilliantly with home learning - thank you to

parents and children for your support and dedication. I have enabled the ‘like’ button on Seesaw. This

means that if you click the heart logo under a picture/video then this is a way of saying ‘well done’ to

your classmates. I think this could be just what some of you need to keep working hard and to stay

positive! Enjoy your home learning for today!

English:

Start your day with some reading. Remember that there’s free book banded books to access on

oxfordowl.com! If your child is feeling unmotivated then you could look at an easier colour of

book to read. This can boost confidence and make the task seem more manageable.

Here’s your new spellings:

Writing:

Day six- To write a set of instructions

To go- https://www.bbc.co.uk/cbeebies/makes/tortilla-pizza?collection=easy-cooking-with-kids-

recipes

Again, please keep the sound off. Today, the children are going to write the instructions by

watching the video. Please pause the video and discuss what is happening at each step. Encourage

children to include time connectives and imperative verbs.

Task- Children are to write a set of instructions on how to make a tortilla pizza. Remembering that

instructions need to be numbered, include time connectives and imperative verbs.

Maths.

I hope you enjoyed having a fluency themed maths lesson yesterday. Today (and for the rest of the

week) we will be learning to tell the time. Today we will focus on o’clock and half past.

Start off by learning how to draw a clock face. Follow these steps:

1. Draw a circle

2. Add 12 at the top and 6 at the bottom.

3. On the right add 3 and add 9 on the left.

4. Now add in the remaining numbers – being careful to space them out evenly.

The below link explains how many minutes are in an hour and how many seconds are in a minute. It also

discusses the two different hands on a clock and their purposes.

https://www.bbc.co.uk/bitesize/topics/zhk82hv/articles/zcmdwxs

Have a go completing the following worksheet (template on seesaw):

You may wish to draw your own clocks and have a go at some of these activities on those instead.

PSHE:

Are you getting enough rest? (Are your parents?! We have night owls and early birds in our houses.)

Today in PSHE we will be looking at bedtime and sleep as it is so important, now more than ever, that

we all get plenty of rest.

Begin by asking your child why sleep is important, getting them to think about how they feel when

they haven’t had much sleep.

Discuss how sleep:

– allows your body to repair itself

– restores your energy

– releases hormones which make you grow

Explain how getting enough sleep and relaxation makes you more alert, helps your memory, helps you

to learn, helps you to concentrate, whereas NOT getting enough sleep can make you more likely to get

poorly, have accidents and experience mood changes. Talk about how having a routine is important to

help you get ready for sleep.

Once you are finished, here are some different activities to choose from around the theme of sleep:

1) Play a game of charades to act out parts of your house’s bedtime routines - for example:

getting into pyjamas/having a bath/reading a story/turning the light off or down/lying down in bed.

2) Writing Challenge: can you create a picture book showing a set of instructions showing a

good bedtime routine, reinforcing English skills such as using imperative verbs, adverbials of time,

etc.

3) Make a sleep mobile to hang above your bed using wool and natural objects found on your

walk. https://www.cbc.ca/parents/play/view/nature-craft-diy-forest-mobile

4) Look at the video on BBC Bitesize https://www.bbc.co.uk/bitesize/clips/zqjqhyc and join in

with the games there.

Good night! Sleep Tight!

Zzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzz

Physical activity:

Here’s a few favourites to choose from:

1. Make an obstacle course in your garden.

2. Build a den in the garden or a cosy reading den inside.

3. Make your own exercise routine up – can you make it even better than the F.A.G.A.N workout?

It was amazing so you’ll have to try hard!

4. Find a Joe Wicks workout on Youtube

5. Complete some Cosmic Yoga on Youtube

6. Play musical statues or musical bumps

If you started the LEGO challenge a couple of weeks ago then you may want a reminder of what’s

next…

Miss G, Murphy and Aida xx

Tuesday daily message from Year 3… to continue learning at home we suggest

Hello again year 3. It was lovely to see some of your artwork from the weekend. I have been trying

out some different ideas for this week – all will be revealed on Friday! In the meantime, here are

your suggestions for today.

Handwriting – Ask an adult to read out the following sentences and write them neatly into your books. Check for

any incorrect spellings and practice these afterwards. (Year 3/4 spellings are underlined) On 7th February each year, we celebrate the work of Charles Dickens as it is the day that the famous writer was born in 1812. Many people believe that Dickens was the finest writer of the 19th century. To mark the occasion, why not visit your local library and borrow one of his books. Check your spellings and practice any you got wrong.

Reading – Moving on with our book, it is time for Chapter 9 of How to Train Your Dragon. Remember to read the

questions before listening to the story and keep an ear out for the answers.

1. How did Hiccup persuade Toothless to start hunting? 2. What word could the author have used instead of ‘scrawny’ when describing Toothless as a scrawny infant? 3. Why is it important to Hiccup that Toothless passes the initiation test?

English – Here is a fun activity to have a go out. You will need a partner, pencil and a piece of paper and then you

can test your listening and explaining skills. Have a look at your year 3 target sheet in the front of your English books. Which targets did you manage to show in your explanation text about The Shirt Machine? Well done if you managed to get some in correctly. Now I want you to choose two that you either forgot you put in but can, or two that you think you can do much better on. Once you have chosen your two targets, I want you to edit (make amendments to the text) and then redraft (write again with improvements) the paragraphs you have improved. Finally, underline the actual parts you have changed and compare it to your original draft. Give yourself a pat on the back if you are proud of your redrafted work.

Maths – Moving on further from the concept of AM and PM, we are today focusing on using the 24 hour clock.

How do you know whether this clock is showing AM or PM? The obvious answer would be to look outside the window and see if it is daytime or night time. Another way to do this is to use the 24 hour clock, which means that instead of saying 1pm, we would say 13:00 (which is 12 noon + 1 hour).

2pm would then be 14:00 (12 noon + 2 hours) 3pm would then be 15:00 (12 noon + 3 hours) and so on.

Sometimes 24 hour time will be recorded using a colon e.g. 10:25 or without the colon e.g. 1025 on timetables. Have a go at the following questions:

Identify which are AM and which are PM.

Computing – See how many levels you can complete on Rapid Router in 20 minutes.

RE – Think about how you feel when you are unsure what to do. Who would you turn to for help at home, school or

outside? Watch this clip about the story of Dhruva. What do you think this story teaches Hindus? Why do you think

this is such an important story for them?

Maths Answers:

Daily message from Year 4… to continue learning at home we suggest

Tuesday – Hello my lovelies. How are you today? I have seen that some of you are learning new skills on Seesaw and

that’s so exciting. If you have learnt something new over this time, do share it on our page. Yesterday evening, I

looked up at the sky when I took the dogs out and saw so many stars. Do you remember being stood in the middle of

a field, wearing layers of clothes and looking at the beautiful stars when we were at Hooke Court before the bonfire?

(I wonder what your favourite memory from that residential was).

English

Here is a fun activity to have a go out. You will need a partner, pencil and a piece of paper and then you can test

your listening and explaining skills. (We have done something similar in computing)

Yesterday, I asked you to finish your explanation text. Today, you are going to redraft it. Can you remember doing

this in class? The aim is to read through your work and identify where you can make it better. This could be spellings,

choice of words, sentence structure and punctuation.

Here is what I would like you to do:

1. Read each paragraph outloud going through them one at a time.

2. Identify any words possibly spelt wrong.

3. Look for any words you could use better vocabulary for.

4. Any punctuation you are missing – have you used a subordinating conjunction without a comma?

5. Could you add in a subordinating conjunction or time conjunction instead of having the same sentence

starter.

Finally, underline the actual parts you have changed and compare it to your original draft. Give yourself a pat on the

back if you are proud of your redrafted work.

Maths – Estimating money

What does the term estimate mean? It’s an informed guess, you use your knowledge to identify a close answer. E.G.

2345 + 2345 = (you could round these to the nearest 1000 to estimate an answer that would be close to your actual

answer.)

Today you are looking at estimating money, use your rounding skills and knowledge of addition, number lines and

subtraction to help you!

Remember – this is an estimation we do not want the actual answer.

Activity:

Challenge:

Write your own money word problem that someone could estimate the answer to.

Fluency - Dice roller

I would like you to create 3 or 4 digit numbers by rolling a dice and then round them up to the nearest 10, 100 and

1000. Play this for about 20 minutes.

3 5 3 = 353

Nearest 10 = 350

Nearest 100 = 400

Nearest 1000 = 0

Science

Today, I would like you to look at ‘how sound travels’. Follow the link, watch the videos and have a play around -

How does sound travel

Your activity –

Follow this link - Make a hydrophone – A hydrophone is something that people use to listen to sounds under water.

People use these to listen to animals in the water like; whales and dolphins that are communicating.

Using what you already know – Do you think sound will travel quicker in liquid or a solid?

Following this link, it will show you how you can make your very own hydrophone to listen to sound in water. I had a

go and it was very interesting – You will need support from an adult to cut the bottle!

Physical Activity

Here are some suggestions:

• Decide on 5 animals and try and walk like them.

• If you have any balloons in the house – see how many you can do without it touching the

floor (make it harder by only using one hand or just your head).

• Go on a walk if you have an adult and see what animals or insects you can spot

Have a wonderful day and I look forward to seeing anything you share!

Daily message from Year 5… to continue learning at home we suggest Tuesday 19th May

Good morning Year 5! Aujourd’hui, il fait chaud! As I write this, Douglas is currently sunbathing … It’s alright for some, isn’t it? I’ve seen that some of you have made a sundial – they are looking great! If you haven’t made one, you might like to try this over the next few days as the forecast is looking good. Have a lovely day today. Mrs Sanders x

Spelling: Practise writing out this week’s words … frequently and apparent

Reading: Follow this link to the Book of Hopes. Today, read The Hope Hunters. From this section of stories (Hope

in Unexpected Places), which has been the most moving and powerful story? Can you explain verbally to

an adult? Then have a go at writing your own story about hope. Sounds easy but you only have 50 words...

now that is a challenge! Don’t forget to add a symbol for both stories (yours and the one that you have

read) to your story tile.

English: Do you remember looking at these metaphors in The Highwayman?

The wind was a torrent of darkness among the gusty trees,

The moon was a ghostly galleon tossed upon cloudy seas,

The road was a ribbon of moonlight, over the purple moor,

This video might help refresh your memory on metaphors and similes. (If you’d like to look at metaphors and similes

in more detail, you could look at this Bitesize lesson plan.)

Today’s task: Reread Impression du Voyage. Today you will write a first draft of your poem. Look back at your mind

map from yesterday. As you write, keep referring back to the annotations in red to keep you on the right track.

When writing your poem, try not to worry about making the lines rhyme or spelling anything out like an acrostic.

Instead, think really carefully about the descriptive language you are choosing. Describe what you could see, hear,

smell, feel and taste, and try to use metaphors and similes to help the reader picture what you can see in your

mind’s eye.

Maths: Below are some options for revision and / or new learning.

Which of these numbers belong in the 11 times table?

33 31 99 11 111 110 122 121

Test yourself on your 11 times table with this mixed worksheet.

Revision

Today we will revise cube numbers. Here are some videos to help: Cube Numbers Demo Cube Numbers

Scroll down to the end of the workbook for answers to these reasoning questions

Challenge 1: Dora is thinking of a two-digit number that is both a square number and a cube number.

What number is she thinking of?

Challenge 2: Teddy’s age is a cube number. Next year his age will be a square number. How old is he now?

New learning

Go to White Rose and scroll down to Summer Term, Week 1 Lesson 1 – Adding Decimals within 1. Try the questions

and check you are on the right track with the answers.

(Repeated) Message for parents – please do not worry if your child only wants to have a go at some of the questions. You could just watch the videos or do something else entirely. We will go back over everything from this term when the children are back in school.

Music: Listen to the next movement – Saturn. There is a shift from the positive music heard in Jupiter. The opening

is slow and unsettling, until the music expands into a heavy march. Contrast the beginning of the music with what

happens at about 5 minutes in. What do you notice about the change in dynamics?

Physical Activity: Here are some more dance ideas for you to try:

Zumba – Friend Like Me (Aladdin) Dinosaur Stomp (Go Noodle)

RE: In our unit ‘It matters to me, it matters to others’, we will be thinking about what it means to be a Christian and

what it means to be a Buddhist.

Watch these BBC Bitesize videos for short overviews of Christianity and Buddhism.

Today, we will focus on the importance of symbols in these religions.

Symbols stand for something, just as your name stands for you. Numbers are symbols – special signs which tell us

how many. Symbols can be objects. A ring is a symbol of marriage; the circular shape of a wedding ring is a symbol

of eternity: it means ‘for ever’. Colours are often used as symbols. Red stands for danger – we use it in traffic signs

and in warning notices. Actions may be symbols. Shaking hands (under normal circumstances!) is a symbol of trust

and friendship in many parts of the world. Another important symbol at the moment is clapping – just as we have been doing at 8pm on Thursday evenings to show our appreciation for our key workers.

There are many different kinds of religious symbols as well. They too can be signs, objects, colours or actions.

Read about symbols in Christianity (scroll down to the section ‘What are the Christian symbols?’) and in Buddhism

(scroll down to ‘What are the symbols of Buddhism?’).

Light is a symbol in every religion – the greatest symbol of all.

In Christianity, light stands for truth. Christians believe that Jesus is the ‘Light of the World’, and that in him is the

truth about all things.

Light also stands for knowledge. When someone is said to have ‘seen the light’, he knows and understands.

Buddhists follow the teachings of Lord Buddha, whose name means ‘the wise one’, or ‘the one who found the light’.

Task: Write a paragraph or add a section to your project, describing what you have learnt about symbols in

Christianity and in Buddhism. You might like to do some art to support your learning.

Over the last few weeks, an important symbol for many people across the world has been the rainbow. It has been a symbol of thank you, hope and solidarity. Our Tidcombe rainbow is a beautiful symbol – don’t you think?

Maths answers:

Rosie is incorrect. She has multiplied 5 by 3, rather than by itself 3 times. 53 = 5 x 5 x 5 5 x 5 x 5 = 125.

Dora is thinking of 64. 82 = 64. 43 = 64.

Teddy is 8 years old. 8 is a cube number (23). Next year, he will be 9 which is a square number (32).

Daily message from Year 6… to continue learning at home we suggest Tuesday 19th May

Morning Year Six … Good morning. How are your Trivial Pursuit games developing? I can’t wait to see them all.

Abbie – your maths investigation looked interesting; thank you for sending the pictures. I hope you are all

enjoying the nrich investigations – they certainly make you think and puzzle.

English: Reading: read - the Hope Hunters. From this section of stories, which has been the most moving

and powerful story? Can you explain in no more than 50 words verbally to an adult. Then have a go at

writing your own story about hope. Sounds easy but you only have 50 words... now that is a challenge!

Don’t forget to add a symbol for both of the stories ( yours and the one that you have read) to your story

tile.

English: writing:

Do you remember looking at these metaphors in The Highwayman?

The wind was a torrent of darkness among the gusty trees,

The moon was a ghostly galleon tossed upon cloudy seas,

The road was a ribbon of moonlight, over the purple moor,

This video might help refresh your memory on metaphors and similes. (If you’d like to look at metaphors and similes

in more detail, you could look at this Bitesize lesson plan.)

Today’s task: Reread Impression du Voyage. Today you will write a first draft of your poem. Look back at your mind

map from yesterday. As you write, keep referring back to the annotations in red to keep you on the right track.

When writing your poem, try not to worry about making the lines rhyme or spelling anything out like an acrostic.

Instead, think really carefully about the descriptive language you are choosing. Describe what you could see, hear,

smell, feel and taste, and try to use metaphors and similes to help the reader picture what you can see in your

mind’s eye.

Maths

Summer term week 4: lesson 2 - Multiply fractions by fractions

Today’s starter of the day puzzle needs to be read carefully...click here for the puzzle of the day: click on the date

19th May.

Challenge: Another nrich investigation … systematic thinking will help here.

Science:

Today the category you are revisiting is ‘Light’. The links below direct you to the areas of learning we studied when

working on this topic. I suggest watching the films, pausing to make notes when you hear an interesting fact that you

want to include in the game. There is a lot of information here so jot down as much as you can. Remember, you can

always thin it out to the make the amount of questions you need (the same amount as yesterday). Think of different

types of questioning to add variety, for example, multiple choice or true or false.

What is light?

https://www.tigtagworld.co.uk/mindmap/#/lessons/CLASS00302/present

Shadows

https://www.tigtagworld.co.uk/film/spot-the-shadows-PRM00006/

Reflection

https://www.tigtagworld.co.uk/mindmap/#/lessons/CLASS00306/present

White light and rainbows

https://www.tigtagworld.co.uk/mindmap/#/lessons/CLASS00307/present

Once you have decided on your questions for this category, write 1 on each of the question cards, below yesterday’s.

Abbreviate the category to ‘L’

Music:

We are going to listen to The Planets – written between 1914—1916 by British composer Gustav Holst. There are

seven movements altogether, representing all the known planets of the Solar System seen from Earth at the time. I

will recommend listening to one or two movements each day. Here is a link to the full suite.

Today, watch and listen to the first movement: Mars. This movement represents the Roman god of war, Mars. The

craggy rhythms and pulsing drumbeats give the music a military feel.

Listen to the music and think about how you would answer the questions below:

In what way does the music portray the title: Bringer of War? For example, how does it use dynamics? (loud/quiet)

What do you notice about the tempo? (Does it vary or is it constant?) What colours does it make you think of?

What instruments can you see?

P.E: Complete the Joe Wicks workout

Funfacts: An ostrich's eye is bigger than its brain.

Something to make you ponder: