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St Philip’s Homework pack round 3

St Philip’s School Homework Pack *Please visit the school website for further instructions

Round 3 – Tasks 61-90

61. To be able to have a shower without adult prompting.62. To be able to manage your hair and put it in a ponytail (if applicable).63. To be able to independently put a sheet onto your bed. 64. To be able to use a knife, fork and a spoon appropriately.65. To be able to learn your home telephone number or a parents’ number.66. To be able to write a short shopping list of two or three items and walk safely to a local shop to

buy these items.67. To be able to research a country you would like to go on holiday to. 68. To be able to grow your own plant (indoors).69. To be able to read aloud two pages from a book of your choice to a parent.70. To be able to exercise for 20 minutes after school, three days in a row.71. To be able to write a short paragraph about somewhere you went on holiday.72. To be able to make a chart of what the weather has been like for the week.73. To be able to practice a relaxation technique three days in a row.74. To be able to sort out collected litter into recyclable, non-recyclable and food waste.75. To be able to read for 20 minutes, three days in a row, from a book of your choice.76. To be able to write a short paragraph about your favourite character in a book.77. To be able to make a cup of tea for someone in your family.78. To be able to help your parents peel vegetables.79. To be able to run a bath. 80. To be able to hang washing on a clothesline. 81. To be able to make breakfast for somebody else.82. To be able to make something out of origami without using a tutorial.83. To be able to write a short paragraph about an important event in history.84. To be able to find out information about another planet. 85. To be able to find the distance from your house to Oxford Circus in London. 86. To be able to find out about an endangered animal.87. To be able to find out about the smallest or the biggest animal on earth and write down three

facts about it.88. To be able to find out what the population of the world is and write it down.89. To be able to find out what the fastest animal on earth is and how fast it can go.90. To be able to do up all the buttons on your shirt.

Task:

61 Level:

3 Theme:

Personal Care Date task completed:


Learning Intent:

To be able to have shower without adult prompting.

Equipment/resources:

Shower and shower gel.

Top tips: 1. Make sure you have a dry towel near the shower for when you finish.

2. Check the water temperature before getting in the shower and make sure you know how to adjust the temperature. Ask a parent for help with this if you are unsure.

3. Make sure you turn the shower off when you are finished.

Success criteria: When you can use the shower without adult prompting and can adjust the temperature as necessary.

Suggested evidence:

Witness statement.

Evidence box 1

Evidence box 2

Task:

62 Level:

3 Theme:


Learning Intent:

To be able to manage your hair and put it in a ponytail (if applicable).



Hairbrush, hairband and mirror.

Top tips: 1. Find a tutorial online that is easy for you to understand by typing ‘how to tie your hair up’ into a search engine such as Google.

2. Sit with your hairbrush, hair band and mirror in front of the tutorial and practice.

3. Repeat over several days until you can do this without the help of a tutorial.

Success criteria: When you can tie your hair in a ponytail without the help of an adult or support of a tutorial.

Suggested evidence: Photo and witness statement.

Evidence box 1

Evidence box 2

Task:

63 Level:

3 Theme:

Independence Date task completed:

Learning Intent:

To be able to independently put a bed sheet onto your bed.


Bed and bed sheet. Internet connection (paper-based instructions are available at school).

Top tips: 1. Find an online tutorial that is easy for you to


understand by typing ‘how to put a bed sheet on a bed’ into a search engine such as Google.

2. Practice putting the sheet on your bed by following the instructions of the tutorial.

3. Practice doing this until you can make your bed independently.

Success criteria: When you can independently put a bed sheet onto a bed.

Suggested evidence:

Photo and witness statement.

Evidence box 1

Evidence box 2

Task:

64 Level:

3 Theme:

Food Skills Date task completed:

Learning Intent:

To be able to use a knife, fork and a spoon appropriately.


Knife, fork and spoon.

Top tips: 1. Find an online tutorial that is easy for you to understand by typing into Google ‘how to use a knife and fork’.

2. Have your knife and fork in front of you and practise by following the instructions of the tutorial.


3. Repeat for a few days until you can do this correctly without using the tutorial as an aid.

Success criteria: When you can independently use a knife, fork and spoon appropriately.

Suggested evidence:


Evidence box 1

Evidence box 2

Task:

65 Level:

3 Theme:


Learning Intent:

To be able to learn your home telephone number or a parents’ number.


Pen/paper.

Top tips: 1. Practice writing down your mobile phone number on a blank piece of paper and then checking if you got it correct.

2. If you are struggling to remember all 11 digits, break it down. For example, if your phone number was 01234 567890, try breaking it down into 012-345-678-90 and learn a stage at a time.

3. Get your parents to test you to see if you have got it


right.Success criteria: When you can independently recite and write down your

home telephone number or a parent’s mobile number.

Suggested evidence:

Witness statement and photo.

Evidence box 1

Evidence box 2

Task:

66 Level:

3 Theme:


Learning Intent:

To be able to write a short shopping list of two or three items and walk safely to a local shop to buy these items.


Pen/paper and change.

Top tips: 1. Use a pen and paper to write down the items you need before you leave the house. Remember to take your list with you.

2. Keep to the pavement while you are walking and remember to look both ways before crossing any roads.

3. Remember to count your coins to check you have enough money before leaving the house.

4. Keep your receipt (include this in your evidence). Success criteria: When you can independently write a short shopping list

and safely walk to a local shop to buy these items.


Suggested evidence:

Witness statement and receipt.

Evidence box 1

Evidence box 2

Task:

67 Level:

3 Theme:

Research Date task completed:

Learning Intent:

To be able to research a country you would like to go on holiday to.


Internet connection.

Top tips: 1. Think of a country you would like to go on holiday to.

2. Using the internet, find out information about this place, such as how would you get there and what kind of places could you stay in.

Success criteria: When you can independently research a destination, you would like to go on holiday to.

Suggested evidence:

Witness statement and your findings.

Evidence box 1


Evidence box 2

Task:

68 Level:

3 Theme:

Caring for the Environment

Date task completed:

Learning Intent:

To be able to grow your own plant (indoors).


Seeds, plant pot and water. Internet connection (paper-based instructions can be given at school).

Top tips: 1. Decide what plant you would like to grow. 2. Find an online tutorial/instructions to help you

plant your own seed by typing into Google ‘how to grow a ____’.

3. Have the tutorial in front of you and follow the steps.

Success criteria: When you can independently grow your own plant and look after it.

Suggested evidence:

Witness statement and photo of your plant.

Evidence box 1


Evidence box 2

Task:

69 Level:

3 Theme:

Skill Development


Learning Intent:

To be able to read aloud two pages from a book of your choice to a parent.


Book of your choice.

Top tips: 1. Choose a book you have been reading or would like to read out loud.

2. Read two pages out loud to a parent.3. Write down the name of the book you read, the page

numbers you read from and the date (you can include this in your evidence).

Success criteria: When you can read aloud two pages from a book of your choice to a parent.

Suggested evidence:

Witness statement and name of the book/page numbers you read.

Evidence box 1


Evidence box 2

Task:

70 Level:

3 Theme:

Skill Development


Learning Intent:

To be able to do sports/exercise for 20 minutes after school three days in a row.


Sports clothing, trainers, water bottle and stopwatch.

Top tips: 1. Choose what kind of exercising you want to do, such as football, basketball or running.

2. Make sure you are wearing suitable clothing.3. Use a timer so you know when your 20 minutes has

finished. 4. Make sure you do this three days in a row. Write

down the kind of exercising you did and the date you did it (to include in your evidence).

Success criteria: When you can exercise for three days in a row after school for 20 minutes.

Suggested evidence:

Witness statement and write up of type of exercise you did and dates you did it.

Evidence box 1


Evidence box 2

Task:

71 Level:

3 Theme:

Skill Development


Learning Intent:

To be able to write a short paragraph about somewhere you went on holiday.


Pen/paper, computer if you would like to use Word.

Top tips: 1. Write down or type up information about where you went on holiday.

2. Remember to include things like, the name of where you went, what country it was in, what was the weather like, and would you recommend it.

Success criteria: When you can write a short paragraph about somewhere you went on holiday.

Suggested evidence:

Witness statement and copy of your paragraph.

Evidence box 1

Evidence box 2


Task:

72 Level:

3 Theme:

Skill Development


Learning Intent:

To be able to make a chart of what the weather has been like for the week.


Pen/paper/ruler or internet connection (if you would like to do it on Word).

Top tips: 1. You can either draw your own chart with a pencil and ruler or make a table on Word.

2. For each day write down a short description of what the weather has been like that day.

3. Continue doing this every day for the week.

Success criteria: When you can make a chart that shows what the weather has been like each day for a week.

Suggested evidence:

Witness statement and copy of your chart.

Evidence box 1

Evidence box 2


Task:

73 Level:

3 Theme:

Skill Development


Learning Intent:

To be able to practice relaxation techniques three days in a row.


Internet connection and a quiet place.

Top tips: 1. Think about a relaxation technique you would like to try. Some examples are deep breathing or talking a walk.

2. Practice doing this three days in a row.3. Write down the relaxation technique you chose (you

can include this in your evidence) and the dates you did it.

Success criteria: When you can practice relaxation techniques in a peaceful place, three days in a row.

Suggested evidence:

Witness statement and explanation of the relaxation technique you chose.

Evidence box 1

Evidence box 2


Task:

74 Level:

3 Theme:

Caring for the Environment


Learning Intent:

To be able to sort out collected litter into recyclable, non-recyclable and food waste.


Gloves, bin bags and internet connection (paper instructions available at school).

Top tips: 1. After you have collected litter it is important to dispose of it into the correct bin.

2. Wear garden gloves so you do not get messy. 3. Think about what material each piece of litter is and

whether it can be recycled or not, or if it is food waste.

4. If you are unsure whether something can be recycled or not, use the internet to help you by typing into Google ‘can ____ be recycled’.

Success criteria: When you can independently dispose of collected litter into the correct type of bin.

Suggested evidence:


Evidence box 1

Evidence box 2


Task:

75 Level:

3 Theme:

Skill Development


Learning Intent:

To be able to read for 20 minutes, three days in a row, from a book of your choice.


Book and glasses (if applicable).

Top tips: 1. Choose any book you would like to read from. You can choose one from the school library if you would like.

2. Find a comfortable spot where you can read for 20 minutes.

3. Keep a log of what you have been reading by writing down the date you have done your reading on. Remember to write down the name of the book and the page numbers you have read from (include this in your evidence).

Success criteria: When you can independently read for 20 minutes, three days in a row, from a book of your choice.

Suggested evidence:

Witness statement and log off your reading.

Evidence box 1

Evidence box 2


Task:

76 Level:

3 Theme:

Skill Development


Learning Intent:

To be able to write a short paragraph about your favourite character from a book.


Pen and paper. Internet connection if you would like to type it up on Word.

Top tips: 1. Choose your favourite character from a book that you would like to talk about.

2. Remember to include the characters’ name, the book they are from, what they look and what you like about them.

Success criteria: When you can write a short paragraph about your favourite character in a book without any help.

Suggested evidence:


Evidence box 1

Evidence box 2


Task:

77 Level:

3 Theme:

Caring for Others


Learning Intent:

To be able to make a cup of tea for someone in your family.


Mug, teabag, milk, sugar, kettle and teaspoon.

Top tips: 1. Find an online tutorial or instructions by typing into Google ‘how to make a cup of tea’.

2. Practice making a cup of tea by following the steps of the tutorial.

3. Practice this until you feel confident making a cup of tea without the tutorial, then make one for someone in your family.

Success criteria: When you can make a cup of tea for someone in your family without the support of a tutorial or instructions.

Suggested evidence:


Evidence box 1

Evidence box 2

Task:

78 Level:

3 Theme:

Food Skills Date task completed:


Learning Intent:

To be able to help your parents peel vegetables.


Vegetables and vegetable peeler.

Top tips: 1. Ask a parent if you can help them peel vegetables for dinner one evening.

2. Ask your parents for a suitable vegetable peeler you can use.

3. Practice peeling vegetables. Success criteria: When you can help your parents peel vegetables.

Suggested evidence:


Evidence box 1

Evidence box 2

Task:

79 Level:

3 Theme:


Learning Intent:

To be able to run a bath.

Equipment/ Internet connection.


resources:

Top tips: 1. If you are unsure how to run a bath find some instructions from Google by typing in ‘how to run a bath’.

2. Practice running a bath until you feel you have got the water the right temperature.

3. Repeat this a few times until you feel confident. Success criteria: When you can run a bath at an appropriate temperature

without the help of an adult.

Suggested evidence:

Witness statement.

Evidence box 1

Evidence box 2

Task:

80 Level:

3 Theme:


Learning Intent:

To be able to hang washing on a clothesline.


Washing and a clothesline.

Top tips: 1. Help you parents hang washing on a clothesline. 2. Remember to use pegs so your washing does not fall


on the floor. Success criteria: When you can independently hang your washing up on a

clothesline.

Suggested evidence:


Evidence box 1

Evidence box 2

Task:

81 Level:

3 Theme:

Care for Others


Learning Intent:

To be able to make breakfast for somebody else.


Ingredients and any kitchen equipment you need.

Top tips: 1. Decide on someone in your family you would like to make breakfast for and think about what they would like to eat.

2. Find the food you require and make your chosen breakfast.


3. Remember to clear everything away after you have finished.

Success criteria: When you can make breakfast for a family member and serve it to them.

Suggested evidence:

Witness statement and photo of your breakfast.

Evidence box 1

Evidence box 2

Task:

82 Level:

3 Theme:

Skill Development


Learning Intent:

To be able to make origami without the support of a tutorial.


Paper and internet connection (paper instructions available at school).

Top tips: 1. Think about what kind of origami you want to make: butterfly, frog, swan.

2. Find an online tutorial that is easy to follow by typing into Google ‘how to make an origami _____’.

3. Follow the tutorial and with your piece of paper making it practice making it.


4. Practice doing this until you can make your chosen origami without the support of the tutorial.

Success criteria: When you can make something out of origami without the support of a tutorial.

Suggested evidence:

Picture of your origami and link to the tutorial/model you used.

Evidence box 1

Evidence box 2

Task:

83 Level:

3 Theme:


Learning Intent:

To be able to write a paragraph about an event in history that you think is important.


Paper and internet connection.

Top tips: 1. Think about an event in history that you think is important, such as World War Two. Use the internet to find out more information about it.

2. When you feel confident you know enough about it, write a paragraph about your chosen event.

Success criteria: When you can research and write a paragraph on an important event in history.

Suggested evidence:



Evidence box 1

Evidence box 2

Task:

84 Level:

3 Theme:


Learning Intent:

To be able to find out information about another planet.


Internet connection (paper facts sheet available at school).

Top tips: 1. Use a search engine such as Google to find out about another planet in the solar system, such as Mars.

2. Write down any facts you find. Things you might want to include are: size of planet, where it is and its climate.

Success criteria: When you can find out information about another planet in the solar system.

Suggested evidence:


Evidence box 1


Evidence box 2

Task:

85 Level:

3 Theme:


Learning Intent:

To be able to find the distance from your house to Oxford Circus in London.


Internet connection.

Top tips: 1. Use a search engine such as Google, or Google maps on your phone, to find out the distance from your house and Oxford Circus by typing in ‘(your address) to Oxford Circus’.

2. Write down the number of miles it is to go in your evidence.

Success criteria: When you can find out what the distance is from your house to Oxford Circus.

Suggested evidence:


Evidence box 1


Evidence box 2

Task:

86 Level:

3 Theme:


Learning Intent:

To be able to find out about an endangered animal.



Top tips: 1. Use a search engine such as Google to find out about different endangered animals. Choose one you would like to research.

2. Write down five facts you have found out about your chosen animal.

Success criteria: When you can find out information about an endangered animal.

Suggested evidence:


Evidence box 1


Evidence box 2

Task:

87 Level:

3 Theme:


Learning Intent:

To be able to find out what the biggest or smallest animal on earth is and write down three facts about it.



Top tips: 1. Use a search engine such as Google to find out what the biggest or smallest animal on earth is.

2. Write down the name of the animal you find and three facts about it.

Success criteria: When you can find out what the biggest or smallest animal on earth is and write down three facts about it.

Suggested evidence:


Evidence box 1


Evidence box 2

Task:

88 Level:

3 Theme:


Learning Intent:

To be able to find out what the population of the world is.



Top tips: 1. Use a search engine such as Google to find out what the population of the world is.

2. Write down the number you find.Success criteria: When you can find out what the population of the world is

and write the number you find.

Suggested evidence:


Evidence box 1

Evidence box 2


Task:

89 Level:

3 Theme:


Learning Goal:

To be able to find out what the fastest animal on earth is and write down three facts about it.



Top tips: 1. Use a search engine such as Google to find out what the fastest animal on earth is.

2. Write down the name of the animal you find and three facts about it.

Success criteria: When you can find out what the fastest animal on earth is and write down three facts you have found out about it.

Suggested evidence:


Evidence box 1

Evidence box 2


Task:

90 Level:

3 Theme:


Learning Intent:

To be able to do up all the buttons on your shirt.


Shirt/coat and mirror.

Top tips: 1. Start from the bottom and work up to the top button.

2. Practice with the shirt laying on you lap or on the table, so you have more room to see what you are doing.

3. Practice doing this with different items of clothing such as coat until you feel confident you can do it.

Success criteria: When you can button your shirt/coat up to the top button without the help of an adult on a range of tops.

Suggested evidence:


Evidence box 1

Evidence box 2

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