Good morning my lovelies!

Hope that you have settled into our new home-school routine well☺.

First thing that I need to say is – make sure that you skim read through the entire weekly grid now. This is especially

important so that you don’t go off task in literacy and so on. You will then be able to see what you are aiming for between

now and Friday. I’m trying to plan out the week as we would in school (though a scaled down version, as I know it’s harder

when I’m not with you), and although many of the sessions will stay the same week on week, some subjects will pop up from

time to time, as we try to ensure that you are covering what you need to.

Just as before you have instructions for each day, with either three or four daily lessons. Some will need Purple Mash and

some will have resources on our class page, or some will just need things you have at home. Remember to start a new page

for each activity, writing the date and LO neatly. You will find the Line of Requirement (LoR) at the start of each activity.

If the LO is in purple, then it is either on-line, or an oral session, where you don’t need to write anything in your book –

though you can still write it in if you think you are going to make notes or use your page for jottings/working out and so on☺.

Have you been sticking to the Daily box too?! Remember that it’s at the top, with a reminder of learning or activities that

should be happening every day. Keep to it, remembering that your progress is up to you!

Remember too to check the marking for activities on Purple Mash, including clicking on any audio I’ve left you. I will reset

tasks if I think you’ve got into a pickle, or if I think you could definitely do better, or even just for fun! If you’re stuck, or

have any questions, your grown-up can e-mail me –

e.hammett-kay@fairwayprimary.co.uk though there is a new class e-mail account coming out which we will be using, so switch

to that as soon as you get those details.

Send me pictures of your work and let me know what you are up to, what you’re really proud of and generally how you are

getting on. The school Twitter feed should be back up and running by now, so I will be able to post pictures of your work on

there (though it is going via our Tech person at the moment, so is not as speedy as I’d like)☺.

I’ve also included some optional extra activities for you to dip into – some of these are on our class page already, and all will

help you in your learning.

For each of the tasks that require some kind of research or online support, think about using the sites that I would normally

direct you to. As a reminder, these are good generally for areas of learning:

• BBC Bitesize Purple Mash – with your log-in Primaryhomeworkhelp.co.uk Ducksters.com

Keep safe, happy and positive and make sure that you are helping your family every day, Ms H-K x

Daily:

1) https://www.youtube.com/channel/UCAxW1XT0iEJo0TYlRfn6rYQ

Get your daily P.E. lesson with Joe Wicks – his YouTube page has all the lessons so far, plus 5 minute quick burst ones

too, so you can get any you’ve missed.

2) At least 20 minutes reading a day please. Read with or to someone in your house several times a week, making sure

that you let them know what is happening in the story so far.

3) TT Rock Stars

4) Y3/4 spelling list – pick just two words a day and practise in a range of ways (rainbow, pyramid, shape, mnemonic).

Remember to look at Sir Linkalot too for other ways to help you remember them.

5) Weekly spellings – little and often is absolutely the best way. Write them up, stick them

around the house, get people to test you… Can you find other words with the same

spelling patterns too?

6) Recorder practise ☺

Extra note to adults – I mention a book called A Street Through Time this week. I really recommend it as a

brilliant history resource. The pictures are awesome, there’s so much detail, and it follows one street in Britain right from

pre-history to today. It’s unbeatable I think for giving children a clear idea of how our island has developed. Amazon have it

at the moment for £8.60, plus there are many second-hand copies available too.

Also, while I’m recommending purchases, (sorry) I’ve spoken to the children a lot about how they need to ask for a

dictionary or thesaurus or a combined one for birthday/Christmas – it’s entirely possible that they weren’t keen on the idea

and didn’t ask for one! Now would be a good time to get one, if you don’t have one at home☺.

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Numeracy Literacy History

This week you are

carrying on with our

work on fractions.

LO: I can explain and

apply fraction

vocabulary.

LoR: 0.25 = ¼

Warm-up: look on PM

Connect: explain these

terms –

unit fraction

non-unit fraction

whole number fraction

mixed fraction

improper fraction

denominator

numerator

Activate: watch BBC

Bitesize ‘What are unit

and mixed fractions?’

Now see if you can

answer these

questions, explaining

why –

LO: I can research and

make clear notes.

LoR - settlement

Connect: how many

different types of non-

fiction text can you think

of?

Activate: after last week’s

explanation text, this week

you are going to write a

newspaper report. This

Friday is May Day, which

has been an important

celebration for thousands

of years, to mark the start

of summer.

Maypole dancing is one

element of May Day – who

remembers our maypole

dancing session last year? https://www.youtube.com/watch?v=0q12yePbNKM Watch this clip for some great May Day recorders!

Demonstrate: in

preparation for writing a

So you should all have completed the first part of

learning about the Iron Age by now, where you

looked at the use of iron and the difference that

made to communities. This next activity may take

more than one afternoon…

LO: I know some of the ways that Iron Age

communities organized their settlements.

LoR – community, communities

Connect: write down 5 changes that iron brought to

the lives of the early Britons…

Activate:

https://www.bbc.co.uk/bitesize/topics/z82hsbk/art

icles/z8bkwmn Watch this clip on BBC Bitesize then

look at the clip on Butser Ancient Farm – this is a

lovely short film showing a reconstructed Iron Age

village.

Look at the Iron Age image in A Street Through

Time (hopefully on our class page, or Google it) -

What jobs can you see happening?

A big change now, is that people would start to have

specific roles in their community, and items would be

traded.

Demonstrate: plan out an iron age settlement. Jot

down your ideas first in your book, then on plain

paper, sketch out the different things that you will

Is a fraction always

less than one?

If a fraction equals

one, what do you notice

about the denominator

and the numerator? *

Demonstrate: see

today’s main activities

on our class page –

either print off the

sheet, or copy the grid

into your book.

Consolidate: what’s the

same and what’s

different about 1/5

and 3/5?

* No, fractions can be more

than 1 (7/5).

If a fraction = 1, then the

numerator and denominator

are the same (1/1, 2/2, 3/3

etc)

newspaper report on

Wednesday about May Day,

today you need to research

the event. Think about:

- The origins of the

festival

- Why it happens when it

does

- What different things

happen on May Day

- What events happen in

Britain

- What happens in other

countries

Good sites to use include

ProjectBritain.com,

Ducksters and various BBC

Make sure that you notes

are clear and in your words.

Consolidate: take this Blue

Peter quiz to see how

you’ve got on in your

research – https://www.bbc.co.uk/cbbc/quizzes/bp-quiz-do-you-know-these-may-day-traditions

have in your village. If you draw each one separately,

then you will be able to move them around till you’re

happy with where they go. When you’ve got what you

think you need, then stick them down on a large

piece of paper or card (cereal packet, opened up?),

where you’ve drawn on the natural features. (You

could do this smaller scale instead, just plan it out

well in rough first.)

You need to think about:

1) Where the site will be (near a river)

2) What barriers/protection there would be

3) Where things would be in the village

4) What would be there (kiln, smithy, bee hives

etc)

5) What animals would be there

6) What jobs people would be doing

7) What would be outside the village (farmed

fields, bee hives…)

Consolidate: watch the clip from BBC Bitesize –

Building a Celtic house, to see more clearly the

structure of the roundhouses that would have been

built, and what they’d be like on the inside☺.

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Numeracy Literacy SpaG French

LO: I can count up

and down in tenths

and use this in

problems.

LoR – 0.75 = ¾

Warm-up: see on PM

Connect: count up in

tenths. What happens

when you get to ten

tenths? (See the hints at

the end if you’re stuck.)

Activate: draw a 5 x 2

grid in your book.

Using your grid and

colour-coded dots (!),

show 1/10, 5/10, two

tenths more than 6/10.

If you’ve shaded 7/10,

how many more must

you shade to make one

whole? *

What will you need to

do to show 12/10?

LO: I can identify

features in a text.

LO: I can plan a

newspaper report.

LoR: caption

Connect: look at the task

that I’ve allocated you on

Purple Mash. Like last

week, you will draft out

your ideas in your school

book and then write them

up on the template so that

I can read it.

What features can you

spot already on the

template?

Activate: look at the

prompts on the left of the

template. These will help

you think what you are

going to include in your

report. You are going to

write, reporting a local May

Day celebration. Use the

video clip and your

LO: I can form

new words using

the prefix –

super.

Connect: how

many words can

you think of that

start with this

prefix?

Look at them all

– what does the

prefix mean?

Activate: you

have a spelling

quiz on PM today

Demonstrate: if

you can, print

the spelling

sheet off our

class page to you

can practise

using Look,

cover, write.

LO: I can describe animals

using colours.

Connect: animal impressions! –

write out the animals from last

week on small slips of paper and

take it in turns to do an

impression with someone at home

(pas le chat). Partner guesses the

animal in French.

Activate: now look at the animal

names again and sort the slips

into masculine (m) or feminine (f)

words. Do you remember which

are which? So now you should

have…

Un/le chien

Un/le chat

Un/le poisson rouge

Un/le cochon d’Inde

Un/l’hamster

Un/le cheval

Un/le lapin

Un/le perroquet

Demonstrate:

Draw the diagram and

fill in the missing

values.

Draw two more

diagrams like this,

starting with 10/10 at

the top, then choosing

a different next

fraction.

Challenge: can you do

one starting with

14/10? Can you do one

with an extra layer?

Consolidate:

When I am writing

tenths, the _______is

research to help you

imagine what people there

would have seen and

enjoyed.

Demonstrate: interview

people at home, asking

them to act in role as if

they’d been there, then get

them to interview you. Plan

out what will go in your

opening paragraph, what

order you will write about

things and what quotes you

might put in from people

who were there.

Consolidate: go to https://www.bbc.co.uk/newsroun

d and look at some examples

of their newspaper reports.

You’ll notice that the

language is clear and

straightforward, with some

technical words depending

on the subject.

Otherwise,

practise using a

strategy of your

choice.

Consolidate: for

the three

trickiest words,

use rainbow

spelling for the

tricky part.

in one pile, and then…

La perruche

Une/la souris

m = un (a) or le (the)

f = une or la

Demonstrate: La souris est grise.

(The mouse is grey) Le chat est

noir. Le cochon est brun. La vache

est brune.

What’s the difference?

The adjective/colour has to

agree with the subject it is

describing, so if it’s feminine, you

need the feminine version of the

adjective, which normally means

sticking an –e on the end.

Write out sentences for the

animals you drew last week,

describing what colour they are.

Consolidate: red pen edit.

always 10. 7/10, 8/10, 9/10, 10/10,

11/10, 12/10…

11/10 = 1 and 1/10

12/10 = 1 and 2/10…

* 3/10

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Numeracy Literacy RE

LO: I can find a

tenth of an amount.

LoR – 0.5 = ½

Warm-up: see PM

Connect: what comes

between 4/10 and

6/10?

If I count back 4/10

from 8/10, where will I

stop? *

Activate: how do we

find a fraction of an

amount? - divide by

the number on the

bottom (the

denominator). So ¼ of

12 is 3, as 4 goes 3

times into 12☺.

¼ of 16 =

1/3 of 18 =

LO: I can write a

newspaper report.

Connect: so your report will

need a headline,

introduction, picture and

caption, and then events

detailed in chronological

order (who remembers

what that means?!)

Activate: orally rehearse

your opening, then write it

down. Are you using clear

and formal language?

Demonstrate: draft out

your report and then write

it up on the template. Keep

on looking at your plan and

the prompt list to ensure

that you are on track.

The RE curriculum that we follow is the BCC Agreed

Curriculum, which is organised into different

dispositions such as ‘Being honest and truthful’ or

‘Being loyal and steadfast’. I have put the overview

for Y3 on our class page for your information,

alongside the different religions that we look at for

each aspect.

This week we are looking at ‘Being accountable and

living with integrity’

LO: I can think about what it means to be

accountable for my actions.

Connect: what do you think it means to ‘be

accountable’ or to ‘live with integrity’?

Activate: you’re going to read two stories today, one

from the Qur’an and another from the Bible – find

them on our class page.

Read the story of Adam and Eve, Genesis 3: 1-24.

This is the story of Adam and Eve being tricked into

eating the forbidden fruit. Note that God is fully

aware of what had happened. He asks them the

A

Y

1/5 of 45 =

¾ of 28 =

2/3 of 36 =

4/5 of 75 =

Demonstrate: you are

going to work on finding

a tenth of an amount.

Remember that to

divide by 10 you can

count up in tens, or

jump the digits one

place to the right.

Choose your normal

colour:

Write < or > between

these pairs:

1/10 3/10

3/10, 6/10

7/10, ½

½, 6/10

Now find a tenth of

these amounts:

20, 40, 30, 70, 50

Find one tenth of:

50, 60, 240, 120, 80,

320, 110, 900

Consolidate: red pen edit –

so to speak! – Actually,

check that it’s all okay on

your template before you

submit it☺.

question so that they have an opportunity to explain

themselves.

God is omniscient and can see everything so is always

aware of what has happened.

Read the Story of The challenge of Iblis (Satan)

It is important to remember that Muslims believe

Allah (God) knows everything that has happened in

the past, is happening now and will happen in the

future. The reason why Allah (God) tells this story in

the Qur’an in this way is because firstly he knows

that humans learn best through stories and secondly

because he wanted humans to be aware of what

their free choice means, as they have the Earth in

their keeping. Allah (God) wants people to think

about the actions and what the consequences might

mean for other people.

Demonstrate: after you’ve read the two stories,

think about what message might be in each of them.

For these questions, write a short reflection, trying

to refer to one or more of the stories:

1) Can you let yourself down?

2) What helps believers own up to their own

actions?

3) How can thinking about your actions before

you do them, make your life better for you as

well as for the people around you

Find three-tenths of:

90, 120, 140, 200

Find one tenth of:

240, 120, 320, 900

Find seven-tenths of

70, 150, 200, 320

Find one tenth of:

10, 5, 12, 23, 45

Challenge: can you

explain what happens

when you divide a whole

number by 10 and when

you don’t see this

effect.

Consolidate: how are

you getting on with

your fraction

understanding so far?

Rate how confident you

are with:

Fraction vocabulary

Counting in fractions

Recognising fractions in

different contexts

Finding a fraction of an

amount * 5/10; 4/10

Consolidate: in what ways do we have to think about

other people in our actions today?

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Numeracy Reading Science

LO: I can use a range

of arithmetic

strategies.

Warm-up: speed

counting up and down in

the 4s and 8s please

1) Complete the

arithmetic tests, 2a

and 2b, which you’ll

find on our class

page. The answers

are at the end again

– no peeking!

2) More practise of x

please☺

27 x 4 =

58 x 8 =

36 x 3 =

37 x 8 =

62 x 4 =

43 x 3 =

Eg

39 x 3 =

30 x 3 = 90 (3x3x10)

LO: I can read carefully

for information.

Connect: write down six

features of information

texts, thinking about your

literacy work from last

week to help you.

Activate: I have put

different comprehensions

on our class pages. When

you are doing them, think

about how we would tackle

them in class. Read the

text through twice first

then when you read each

question, check what it is

asking for. If you have

printed off the text, colour

underline where you are

finding the answer each

time.

Demonstrate:

Choose your normal colour -

Big Ben –

You are carrying on with our topic, The Power of

Forces. In last week’s lesson you explored how a

force is needed to make something move.

LO: I can explore how air can make things move.

• I can explain how the air pushes the windmill.

• I can plan and carry out a comparative test.

• I can compare how the windmills move.

• I can say what I found out from my test.

Connect: what were the three kinds of movements

that can be made? Look at last week’s STS to see if

you’re right!

Activate: look at the pictures on our class page –

what do all of them have in common?

Watch this film to see if you were right – https://www.youtube.com/watch?v=niZ_cvu9Fts

Looking back at the pictures on the class page, what

will affect how they move? Will it always be the

same?

Demonstrate: your challenge today is to carry out a

comparative test to find out more about how

windmills work. Use the template of pinwheels on the

class page to make two windmills – plus there are

lots of hints on-line about how to make these. When

you’ve made them, see if you can do all the following,

and make notes as you go.

9 x 3 = 27

117

39

X 3

117 2

Challenge: can you do

the inverse operation

to check if you answers

are correct?

Johann Gutenberg –

Opening Night - for my

target group, plus Rylee’s

group☺.

Consolidate: double check

that you read the questions

correctly!

1) Take them outside and find a spot where the

wind makes them turn – do they both move

the same?

2) Can you make them move by running with

them?

3) Is the wind stronger in some places?

4) Is the wind constant?

5) Does it matter which way you hold your

windmill?

Challenge: can you make an improved windmill? What

might you need to change about it? Would you

change the blade shape or the length of the pole?

Consolidate: what might be the advantages and

disadvantages of using wind power?

And just because it’s lovely… https://www.youtube.com/watch?v=0nd9OuX7Bd4 ☺.

F

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PSHE ICT Handwriting Creative choice

So this activity is going

to be led by your home

teacher!

Make sure that your

grown-up has read

through the activities

before you start.

Purple Mash

Log in and go to Computing,

then 2 Code.

How far have you got

through Chimp? Have you

reached the sound

challenges yet?

Unit 19

I always join the

suffixes –er and –

est.

A line of each join

first please ☺

So take some time today to be

creative. It’s important to keep

a routine, and doing a relaxing,

choice, creative activity on a

Friday afternoon could be a

good way to remember it’s the

end of the school week!

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For the grown-ups:

Peacemakers, who we

have a long relationship

with at school, have

produced a set of

resources to be used

either at home, on in

our reduced schools at

the moment. They

follow the normal circle

time that we used in

school for a long time,

prior to starting our

new Jigsaw scheme.

The opening game will

be familiar to the

children. Be brave and

have a go!

Thank you so much for

the effort you are

putting in to support

your child at this time

☺.

Remember that there are

always the Hint boxes that

you can click on it you are

stuck on anything.

Remember that

these suffixes

that we’ve worked

on this year are

ones that you

should always be

joining in your

daily writing – er,

est, ed, ing etc.

There’s a range of things to try

which are outlined below, plus

there are many craft ideas on-

line – including lots of original

ways to make rainbows to hang

in the window or above your

desk or by your bed for some

daily cheerfulness!

My favourite idea for this

weekend is the God’s Eye below

– you can get really ambitious

with them, and there are some

amazing artist examples to

admire on line.

Hope that you all relax and enjoy the weekend ☺

Optional extras…

* Make a God’s Eye (or

several) to hang up indoors

or outdoors – use the first

tutorial to get you started,

and then once you’ve

mastered the basic

technique, look at the

second tutorial to make a

God’s Eye with three

sticks instead, doing

different weaves to achieve different patterns. This one is great for explaining how you can quickly start to make more

varied designs – grown-ups will like this too I think!

1. https://www.google.com/search?q=gods+eye+tutorial+for+kids&source=lmns&bih=657&biw=1349&rlz=1C1SAVC_enGB504GB504&hl=en-

US&ved=2ahUKEwjltuTCp_7oAhUQShoKHXkzChIQ_AUoAHoECAEQAA#kpvalbx=_yWmhXrn_I6eF1fAPnZCw2A437

2. https://www.youtube.com/watch?v=4GqAMwmfDlA&feature=emb_rel_end

* Geography challenge – have you started on this yet? It’s on the class page, so have a look. You can never have too much

general knowledge!

* Book Illustrator project and Kandinsky project – there’s a lot to do here and remember that your best piece will form part

of our exhibition when we re-open☺.

* Show how much your handwriting is coming on (I hope it is!) by copying out your favourite verse from The Daffodils, then

do an observational drawing of some spring flowers or budding foliage to go with it.

* Get cooking or baking – and washing-up (This part isn’t an optional extra!)

Remember, whatever you get up to, e-mail us in updates or images to share in our weekly class news or on our new

Twitter feed☺.