Heathlands Primary Academy

and Pre-school

Weekly Learning Class: Owls

Week Beginning: 27th April, 2020

Maths:

Activity 1 Fractions on a number line

Activity 2 Fractions of an amount - 1

Activity 3 Fractions of an amount - 2

Activity 4 Fractions of an amount - 3

Activity 5 Equivalent Fractions - 1

English (writing and reading):

Activity 1 Picking out the key ideas from a non-chronological report.

Activity 2 Checking for key features of a non-chronological report.

Activity 3 Planning your report.

Activity 4 Writing your report.

Activity 5 Publishing your report.

Phonics/Spelling:

Activity 1 Adding suffixes

Activity 2 Adding suffixes

Activity 3 Practising spelling words using ‘air’ – across and down

Activity 4 Practising spelling words using ‘air’ - rainbow

Activity 5 Practising spelling words using ‘air’ – forwards and back and forwards again

Weekly project:

We are continuing to think about the food that we eat. This time, I’d like you to look at the foods that you eat and find out where in the world they come from (not Tesco or Aldi!). A lot of the information will be on the packets. If not, you may have to do a bit of research to find out where it is grown, or made. For example: today I had some cheese that was made in France, some bread made with English flour, lettuce from Spain, tomatoes from England and olives (my favourite) from Greece. Then plot the foods and the countries they come from on to the world map.

Active/creative time:

PE: PE with Joe Wicks at 9 on youtube each weekday morning. You might not do this every day, but try to go for a walk or cycle ride on the days when you don’t.

Cooking: How did you get on with making pizza last week? This week try to make a pizza, or a sandwich, that will be incredibly healthy. What ingredients will you include to make sure it is well-balanced?

Outside art work: Find something natural in your garden – a flower, or a leaf for example.

Draw a picture around it so that it turns into something else. (Examples using a blade of grass and a flower.)

Maths Activity 1:

Maths Activity 2:

Maths Activity 3:

Maths Activity 4:

Maths Activity 5:

English Activity 1:

Below are 3 sections from a non-chronological report about the Romans.

Look at each paragraph and sum up the key ideas using bullet points. I have done the

first one for you as an example.

The Romans

Roman Villas

Villas were originally built as houses for wealthy Romans in Italy. When they invaded

Britain, some of the Romans started to build them here too. These villas were like country

mansions today. They had exquisite living areas with mosaic tiled floors and luxury gardens

planted with trees and shrubs. The insides of the villas were

beautifully decorated- the floors in these homes would also

have been kept warm, as the Romans had their own design

of heating underneath the floor. This was similar to the

central heating which we have in our homes today. The

floors were laid on top of columns so that warm air from a

furnace could be pumped into the spaces underneath.

Example:

The section is about Roman Villas.

Built for rich Romans in Italy

Some built in Britain

Like mansions

Rich living areas with mosaics and gardens

Nicely decorated inside and centrally heated

Hot air pumped around the space under the floor

Now you summarise the next 2 sections. You can write your bullet points into your books.

Remains of an underfloor heating

system.

Roman Life

In Roman times most children did not go to school. Because it wasn’t free, parents had to

pay for their child’s education. Therefore, only rich children went to school. Poor children

learnt a trade from their fathers as they could not afford their education. Boys would learn

the jobs that their fathers did like being a baker or a metalworker. Girls were taught

household skills like weaving, spinning, sewing and cooking from their mothers.

For the Romans, men and women weren’t equal. If you were a male, you could do any job

which you wanted, including becoming an emperor. However, women were kept busy

looking after their families and homes.

Roman Baths

Romans liked to bathe a lot, they considered themselves very clean people and they build

splendid bath houses. They did not only go to the public baths to get clean but also to meet

with friends and exercise. There were also places to eat, rest, play games and read at the

baths. The public baths were not free and people had to pay to go there but it was quite

cheap. Men and Women bathed in separate baths. There were baths in every town in the

Roman Empire. Since they were rich, the villa owners would have their own baths in their

homes. The Roman baths were very cleverly made as they always had to have a constant

supply of water. The water was either piped in or brought to the town by an aqueduct. In

some places like Bath in Somerset a natural spring would provide the bath with its water.

Water was heated by the central heating system similar to the ones Romans used in their

homes, this was called a hypocaust system. There were three parts to a Roman bath the

cold bath called the frigidarium, the warm bath called the

tepidarium and the hot bath called the caldarium. In order to

get clean, the Romans would use the hot room and a slave

would rub sweet oil on them and scrape it off with an

instrument called strigil which looked like a knife but did not

have a sharp blade.

A strigil used to scrape the oil

off the body

English Activity 2:

Non-Chronological Reports

Look at the text about Romans used yesterday. Does the text contain the

following features?

Features Yes

A Heading

Subheadings

Pictures

Labels

Captions

Facts not opinions

Technical words to do with the subject

Text organised into paragraphs

Varied sentence beginnings

What age do you think this text is aimed at?_____________________

What makes you think this? __________________________________

Do you think children would find this text appealing and interesting to read?

Why or why not?

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

How would you improve it so that it would be fun for children to read?

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

English Activity 3:

Last week, you read a text about different food groups; the nutrients they provide and why they are

important. Earlier this week you looked at a text and looked to see if it included the features that a non-

chronological report should have and how to make it engaging for children.

Your task is to use the information from last week, and the hints from this week, to create a leaflet that

will inform children your age about how to eat healthily. You should talk about the different food

groups, why our bodies need them and the different foods in which their nutrients can be found.

Today, you are going to plan how your leaflet will look.

Will your sections be arranged down the page? Or across the page? Or scattered around the page?

Which sections will go where?

Which facts will you include where (just notes for the planning process)?

Will you have any pictures? What will they be of?

Will you make your leaflet colourful? Which colours? Where?

I am sure you can think of far more things to make your leaflet fun and informative.

Examples of different leaflet layouts:

English Activity 4:

Today, you need to write out the different sections for your leaflet.

Tomorrow, you will be “publishing” the leaflet, so today it would be best if you drafted out what you

want to write as that will help you to know how big each section will be.

Remember that each section will need a heading. Then the first sentence should explain what the

section is about – this might repeat the words from the heading. The next sentence will develop the

idea given in the first sentence and so on. Some of you might want to have 2 paragraphs for each

section. Remember that you start a new paragraph when you change topic, so from writing about the

foods that have the important nutrient to writing about why it is important, for example.

All sentences need to start with a capital letter and end with a punctuation mark, usually a full stop.

Read back each sentence and make sure it make good sense. Use the checklist from Day 2 to think

about how to make your writing more interesting.

English Activity 5:

This is publishing day! Write out your information neatly and carefully making sure your handwriting is

neat. Draw pictures, or cut them out from magazines, or print them if you have a printer. Some of you

may be able to use a computer to write out your words – that’s fine – but don’t worry if you can’t. Make

sure your leaflet is your best, most beautiful work. Would you like to read it, or does it look boring? If it

is not something you would like to read, what can you do to make it better?

Phonics/Spelling Activity 1 and Phonics/Spelling Activity 2:

hope

hop

care

chat

share

clap

like

plan

smile

rub

phone

stop

use

hug

bake

slip

This activity will take you 2 sessions. For session 1 use the words in column 1. For session 2, use the

words in column 2.

Write down as many words, correctly spelt, with the suffixes: ‘-ed’, ‘-ing’, ‘-s’, ‘-es’, ‘-ness’, ‘-ful’, ‘-less’ and

‘-ly’ added to them. They must make words that exist! For example: if I were to take the word carry, I

could make carried, carrying, carries but adding any of the other suffixes would not make real words.

Write them out in your very best handwriting. This is a good chance for you to practise beautiful

handwriting.

Remember that sometimes you will need to double the final consonant before adding the suffix, for

example: lob, lobbing; or knock off the e, for example: shake, shaking; or change the y to an I, for

example carry, carries.

For an extra challenge, can you add more than one suffix, eg: hopelessness?

Phonics/Spelling Activity 3:

Choose one of the groups of words below. Practise spelling each of them in the group by writing them

out across and down. Then write a sentence using each word correctly.

Phonics/Spelling Activity 4:

Using the same words as yesterday, practise them using rainbow writing. If you don’t have lots of

colours, just write them out several times in a rainbow shape.

Phonics/Spelling Activity 5:

Using the same words, practise them by writing them forwards and backwards and then forwards again.

Now see if you can remember how to spell each word in a different sentence, without looking at the

word to check its spelling till you’ve done it.

Group 1

hair pair

fair fairy

pairs

Group 2

hairy repair

stairs dairy

armchair

Group 3

hairier upstairs

despair dairies

airiest