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Week 2 Home Learning Activities

Home Learning Week 2 - 31st March 2020


Welcome to week 2 of home learning!  By now you should be into the swing of things and have got into ‘independent learning’!  Are you missing us?  We are missing you all loads and can’t wait to see you all.

We hope you are keeping active and trying to do some form of physical activity each day – even playing in the garden or going for a walk.  Joe Wicks is great (You tube – PE with Joe Wicks) and there are lots of other child-friendly PE activities on YouTube – search safely though!

We hope that you have been making use of our home-learning tasks.  Please make sure that you have completed the homework 10-minutes tests in GPS and maths; please e-mail us your scores and take the time to go through them with an older person who can help – parent or older sibling.  Please also ensure that you are being tested on your spellings and your 6x tables.  Again, we know that this looks like a lot of work but you’ll be surprised what you get through in a week at school! Break it down into tasks per day and just do what you can.

We would love hear from you via our new email address – keep us updated on your learning, feel free to ask questions and advice and please send us photographs of what you’ve been doing…we can’t wait to hear from you! We don’t have access to everyone’s email address, so can only respond to the emails you send to us.

For any queries about log on details, please email

We hope you are all well and thank you for your continued support during this difficult and challenging time.




Spelling These are the spellings we would like you to learn this week.

Spelling pattern with ‘ti’ or ‘ci’ as the sh sound – remember that you should be able to apply these rules to other words too.  PART TWO


Motion; subtraction; infection; station; rejuvenation

Spacious; politician; antisocial;


Orange words:

 Achieve; awkward; bargain; bruise; category; committee



Grammar: Hyphens – Identifying when a hyphen has been used to identify ambiguity.

 Have a look in the ‘Resources for Week 2’ section and have a go at look at the PowerPoint and complete the mini test.


GPS 10-minute test – Spring term: work out 10 – the answers are in the back so please go through them with a parent or older sibling.

Reading Try to aim for 30 mins per day.

If you would like to ask your children questions, the following question areas will help:

  • Give / explain the meaning of words in context;
  • retrieve and record information / identify key details from fiction and non-fiction;
  • summarise main ideas from more than one paragraph;
  • make inferences from the text / explain and justify inferences with evidence from the text;
  • predict what might happen from details stated and implied;
  • identify / explain how information / narrative content is related and contributes to meaning as a whole;
  • identify / explain how meaning is enhanced through choice of words and phrases;
  • make comparisons within the text.


As mentioned on our long term plan, we were going to read these children’s thrillers in class so feel free to read one, two or all of them.

‘Room 13’ by Robert Swindells.  Email us to tell us what you think about the ending of this book.  Would you have ended it differently if you were an author? How?

Slightly more challenging: ‘Skellig’ by David Almond

This book is about a figure who is found in a garage of a house.  Is he human?  Interspersed with bits of poetry, this is a different kind of read.  What do they think Skellig is?  This is one of the Y6 recommended texts.

Even more challenging: ‘Mortlock’ by Jon Mayhew.

This award-winning book is a gothic novel set in Victorian England.  It is creepy and fabulous but has some complex ideas.  Quite a tricky read!


THE LIFE AND TIMES OF WILLIAM SHAKESPEARE – A BIOGRAPHY.  Over the next few weeks, you will be researching Shakespeare’s life. Who was he?  When was he?  Where was he?  Why are we learning about him now? 

For this week, I would like you research his early life.

  • When/ where was he born?
  • His family?  What did his parents do?
  • Brothers/ Sisters?
  • Did he go to school?
  • What did he like to do in his spare time?
  • What was his house like?  His surroundings?  Smells?  Sights?  What might he have heard outside?
  • Any other amazing facts you learn….


We are INCREDIBLY excited to be teaching this topic and we can’t wait to share Shakespeare’s stories with you!  For now, we would love to hear how you are getting on with his early life.


REMEMBER – search the internet safely – search using ‘ks2’ or ‘for kids’.  Here are some links that you may find useful:

Remember – just his early life for now.  You can use these links for his later life in the next few weeks too!



Maths 10-minute test – Spring term: work out 10 – the answers are in the back so please go through them with a parent or older sibling. Please do not just leave gaps if you don’t understand – use your revision guides or ask a parent for help.


Classroom Secret Kids: Please complete Arithmetic Test Practise 27

SumDog: Complete the activities allocated on there.

PurpleMash: Complete the activities  allocated to you.

Ratio and Scale Factors:  Please follow this link where you will find video clips for you have your child to watch which explains the small steps in learning for and activity sheets for your child to complete. The questions on the sheets vary so please leave out any of the more challenging questions and come back to them at the end. You don’t need to print the activity sheets, you can always just write the answers on a piece of paper.



We have also added some additional worksheets and PowerPoints for Scale Factors in the Resources section for this week. Just do the ones at your level and don’t feel that you need to do them all.


History – this is a longer task and might take a week or two.  KEEP GOING!

OUR GREEK FEAST – children to design and create a feast in dedication to a Greek god/ goddess.  Children need to think about and include the following: Greek Gods and goddesses – which one have they chosen and why?  Which symbols might they include on any menus or invitations.

Children to also research:

  • Food (this must be specific – which vegetables?  Which fruit? Which meat? Food must also be indigenous to Ancient Greece);
  • Drink;
  • Crockery and cutlery (including pottery);
  • Houses;
  • Pets;
  • Music & entertainment (including what children did for fun) and any myths and legends they may wish to share as a storyteller.


Children to create invitations with mock-up menus and a list of events for the evening and where they will take place.


Geography   The Arctic and The Antarctic!

This is for you to complete over the Easter holidays. You started this work in school so may know some of the information already! We would like you find out the following information for both the Arctic and the Antarctic. You could use two pieces of A4 and write about the Arctic on one and the Antarctic on the other.

For both places you will need to include:

  • Average temperature, rainfall, hours of sunlight.
  • What lives there (animals, people - population)?
  • Seasons (What month is summer/winter).
  • Where it is.
  • Which other countries are in the Arctic Circle? What can you find out about the Antarctic Circle.
  • Famous explorers
  • Is it a desert?
  • What biomes are there?
  • Key differences between the two place?
  • What else can you find out?


Science This will be covered after the Easter Holidays


Music: The Beatles.

I've updated the Beatles Powerpoint to include the whole story now.  Watch the Powerpoint by putting the following link into google:

Task: can you design and create an album cover for one of the Beatles songs.  Ask your parents what an album cover is!

There are some writing ideas in the Powerpoint too but don't feel as though you need to do them all, just choose one or two if you would like.




This will be covered in two weeks but in the meantime please spend time reading stories, playing games and supporting your child the best you can during this unsettling time.

Please email us if you have worries or concerns. You may also wish to have a look at the Leeds Mindmate Spa website for additional support.



Easter and beyond: What difference does the resurrection make for Christians?

You can start by reading the Easter story to remind yourselves about the events of Easter Week. (Matthew 26-28 or Mark 14-16 or Luke 22-24 or John 18-20). If you do not have access to a Bible, these are available online and can be searched by the Bible reference e.g. Matthew 26-28. 

All accounts from the Apostles differ slightly.  Why do you think that might be?

It is believed by some that Jesus being crucified was part of God’s plan.  Why do you think this was?

Why is it so important that Jesus was resurrected?

The Gospels were written at least 30 years after Jesus’ death. Some commentators suggest that the disciples or the early Church made up the idea that Jesus rose, to convince themselves that Jesus was more than just a great leader — that he was God on Earth. Can you discuss and record reasons for and against this idea?


Ext: If you were a Gospel writer, making up stories about the resurrection, what evidence would you make up and why? Compare this with what Luke wrote (and compare with Matthew 27:62–28:20).


REMEMBER: This detective activity is NOT about trying to ‘prove’ whether Jesus was or was not resurrected.  Christian people have faith – they believe in the resurrection.  The activity is to enable you to grasp why Christians believe this.



Joe Wicks will also be doing a daily PE lesson for all children daily at 9.00am on Youtube.

Try to remember any yoga stretches that we did and how to practise your mindfulness when stretching.


30 Day Lego Challenge!

On the Home Learning Hub you will find a copy of the 30 Day Lego Challenge. Have a go and email us some photos of your own creations!