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1st June

Hello Fir Class

We hope you have had a lovely half-term holiday and you managed to relax. Although we did upload work on Thursday 21st May, you would only have had one day to complete it before your break started. Therefore, a lot of what you see on today's page will be the same. If you didn't manage to complete all (or any) of the work from Thursday 21st May, then please don't worry and just start again from today. We will be uploading work every Monday now.

We look forward to hearing from you and we hope you will let us know how you are and what you did during half-term. Of course, we would also love to see any examples of work this week and we will upload any pictures next Monday. 

Wishing you all the best. 

Mrs Causer and Miss Miller

SCIENCE - Animals and humans

Firstly, before you look at the attached sheet, estimate the life expectancy of the following animals. Life expectancy means how long something lives for. 










Now, look at the attached sheet and compare your answers. Were you close? Did you guess? Do you know about some of the animals so you came close? Were you surprised when you saw how long some animals live for? 


This week, I would like you to practise drawing a bar graph. You can do this on lined paper or plain paper. Or, if you prefer, I have attached some graph paper. The lines are already on this, so it might be easier for you. 


Let’s remind ourselves what a bar graph needs.

  1. You will need a ruler to draw the axes (the two lines). The X-axis is horizontal (it goes along) and the Y-axis is vertical (it goes up). The animals will go along the horizontal line. Mark out eight divisions along the bottom line and write the names of the animals between each. The life expectancy will go along the vertical line. You will need to go up to 70 on the Y-axis, so you could count up in tens. Remember 0 (zero) goes in the bottom corner. In the examples given, there are gaps between each bar. You can draw your bars next to each other. Do not worry about leaving a gap. 
  2. Draw the bars based on the data on the sheet.
  3. Please colour the bars in to make each stand out.
  4. Label the axes with the headings from the sheet.
  5. Give your graph a title.

Please look at the attached examples to help you .

Keep your graph safe as next week you will be using it. 


Create a treasure hunt for someone in your family.


First of all, you will need to choose something that a member of your family would like to find. It only needs to be something small – a sweet will do! You then need to create a treasure trail around your house and garden.


Find four (minimum) locations where you can hide a clue and decide the order in which they will be found.


Try to space your clues around your house and garden and hide them well so none of them will accidentally be stumbled across.


In each location, place a clue which will lead the person on to the next location. Clues could take the form of a picture, riddle or poem.


The challenge is to not make it too easy or too hard. You want your family member to enjoy it, but you don’t want them to find the treasure too easily!


Good luck.


This half-term we will be looking at historical fiction - stories set in the past. We are going to start by reading three short extracts and comparing them. The extracts come from Oliver Twist by Charles Dickens, Private Peaceful by Michael Morpurgo and A Kestrel for a Knave by Barry Hines. They have all been adapted. The three extracts are set at different time periods. Please read the three extracts and look up any words you don’t know. I suggest you read them all a couple of times to really understand them.  



Oliver Twist


Boys have excellent appetites and are always hungry. Oliver Twist and his friends had felt like they were starving to death for months. At last they got so wild with hunger, that one boy who was tall for his age, said darkly to his friends that unless he had another bowl of gruel, he was afraid that some night he might eat the boy sleeping next to him. The boy sleeping next to him was young and weak. He had a wild, hungry look in his eye when he said this and the boys all believed him.


A meeting was held and they voted on who should walk up to the master after supper that evening and ask for more. It was agreed that Oliver Twist should do it.


The evening arrived; the boys took their places. The master, in his cook’s uniform, stood at the copper; his poor servants stood beside him; the gruel was served out; and a long prayer was said. The gruel was eaten; the boys whispered to each other and winked at Oliver; while his next neighbours poked him. Child as he was, he was mad with hunger, and sad with misery. He rose from the table; and walking up to the master, bowl and spoon in hand, said, a little surprised at his own bravery,-


“Please, sir, I want some more.”



Private Peaceful


I am writing to Mother – I haven’t written for a while and am feeling guilty about it. My pencil keeps breaking and I am sharpening it again. Everyone else is lying asleep in the sun or is sitting about smoking and chatting. Nipper Martin is cleaning his rifle again. He’s always doing that. 


"Gas! Gas!"


The cry goes up and is shouted all along the trench. For a minute we are frozen with panic. We have trained for this time and again, but our fingers are heavy and won't work properly. It is difficult getting our gas masks on when we are so scared. 


"Fix bayonets!" Hanley's yelling while we're still trying to pull on our gas masks. We grab our rifles and fix bayonets. We're on the firestep looking out into no-man's-land, and we see it rolling towards us, this killer we have heard so much about but have never seen for ourselves until now. Its deadly clouds are searching ahead, feeling their way forward in long yellow wisps, searching for me. Then finding me out, the gas turns and heads straight for me. I'm shouting inside my gas mask. "Christ! Christ!" Still the gas comes on, through our wire, swallowing everything in its path.



A Kestrel for a Knave


"I'm sick of you boys, you'll be the death of me. Not a day goes by without me having to deal with a line of boys. I can't remember a day, not one day, in all the years I've been in this school, and how long's that? ... ten years, and the school's no better now than it was on the day that it opened. I can't understand it. I can't understand it at all."


"I've taught in this city for over thirty-five years now; many of your parents were pupils under me in the old city schools before this housing estate was built; and I'm sure that in all those years I've never met a group as difficult to handle as this one. I thought I understood young people, I should be able to with all my experience, yet there's something happening today that's frightening, that makes me feel that it's all been a waste of time. ... Like it's a waste of time standing here talking to you boys, because you won't take a bit of notice to what I'm saying. I know what you're thinking now, you're thinking, why doesn't he get on with it and let us go, instead of standing there talking? That's what you're thinking, isn't it? Isn't it, MacDowall?"




"O yes it is. I can see it in your eyes, lad. You are not even listening.”


The teacher brought the stick round from behind his back for the boys to have a look at. He waved the stick in front of the boys, making the air swish as it moved, then he turned round and leaned on the desk, shaking his head. 


"So I continue using the cane, knowing full well that you'll be back time and time again for some more. Knowing that when you smokers leave this room, waving your hands around in pain, you will carry on smoking just the same. 


"Now, get your hands out."




  1. Please complete the attached sheet comparing the extracts. You do not need to print it out, but can copy it onto paper if you prefer. Please print it if that is easier. 
  2. Please find a story set in a different time period to these (it can be modern and any level). You will all have a book at home that you can use for this task. Then, find a sentence that gives the reader an idea of the time period in which it is set and copy it out.
  3. Add your story to the final column of the table and fill it in.
  4. If any of you have a favourite story set from a different time period, please let me know. I will do my best to include an extract from your story into one of the upcoming tasks.


This week, I would like you to read the article attached and discuss the pros and cons of wearing uniform at home. 


L.O. To be able to use the internet to check information for accuracy.

Look at the three facts about Henry VIII on the slides attached. These facts have all been found on the internet. How do you know which ones are correct? How can you check? Anybody can create a website and put whatever information they like onto it, which means that sometimes inaccurate information is passed on as fact. If you are researching Tudors online, how can you check that the information you have found is true or not? Look through the slides. If you check your information matches with other online sources, there is a higher chance of it being true. 


Look at the worksheet activities attached and complete one of them. You do not need to print the worksheet off to complete the activity, but you can use it as a point of reference. An alternative activity would be to choose a Tudor from the Tudor profile sheet to investigate. You will need to use more than one source to check facts (such as their date of birth) before noting them down.

Guided Reading Texts and Questions

Guided Reading

Please select a text and question sheet to read and complete from the resource above. Please write your answers down on a separate sheet of paper if you are unable to print sheets off at home. 


Go through the slides in the powerpoint attached. If you play it as a slideshow, you should be able to click on the foods and hear the correct pronunciation. This week, I would like you to go through these slides and familiarise yourself with the correct names for each of the foods. Go through again and say aloud in French whether or not you like each of the foods.

I like = J'aime

I do not like = J'naime pas

e.g. J'aime les chips