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Year 4, 5 and 6 - Oak Class

All of the children's home learning will now be available on Seesaw.

You will have received and email of how to access this online platform, please do contact [email protected] if you are having any problems with this. 


For parents/carers of children in Oak Class – week beginning 30th March 2020


My greetings to you all amidst a set of very unusual, completely unprecedented circumstances.  It was indeed a sad time to bid you all such a premature farewell, but please be reassured that your children’s learning opportunities will continue in as normal a way as possible.  

Please find below a summary of the final week’s learning tasks before the Easter break as well as some general updates.   I have also provided some ideas/activities for the children to do over the Easter holidays, but please be aware that these activities are optional since irrespective of the current situation, our children are deserving of their Easter break!


Moving forward, the children’s learning will usually involve following the lessons on White Rose Home Learning (  These lessons are in line with what they would currently be working on at school and the expectations of your child’s particular year group.  This week’s topics (week 2) are as follows:


Year 4 – Dividing 2-digit numbers by 10/100, hundredths (including as decimals)

Year 5 – Rounding/ordering/comparing decimals, fractions/decimals/percentages

Year 6 – Ratio/proportion problems, scale factors, angles


Lessons involve watching a short video about each topic, which is interspersed with opportunities to complete the relevant worksheet (answers are also provided for review towards the end of your child’s lesson). 

Year 6 children should also be accessing ‘Problem of the Day’ (they have already been shown how to access this by me), which is a fantastic resource designed to further probe their reasoning ability.  There are some wonderfully challenging questions for them to get to grips with, and these children would benefit from accessing these on a daily basis.

We shall also be setting up the children on the ‘My Maths’ website soon, whereby I will be able to allocate additional tasks relevant to the topics at hand.  More details will follow at a later date with respect to children’s logins for this.


Children were assigned grammar-related tasks to complete using Study Ladder (  Each child already has a login on a piece of paper within his or her work pack, issued on Friday 20th March.  To date, it is apparent that no children have completed the first week of work, so no new work will be set this week.  These tasks should be completed within a week (issued on a Monday, to be completed by the following Monday at the latest) to ensure that the work will not begin to heavily accumulate.  Please remind your child of the grammar work already assigned and ensure this is completed on a weekly basis.  Below is a summary of the work that is currently outstanding:



WEEK 1 (work set on Friday 20th March)

Mrs. Dolman’s group





Sentence beginnings

Adverbs (ending –ly)

Action verbs

Year 4



Relative adverbs;



Year 5

Clauses with relating verbs;


Main/subordinate clauses;

Possessive apostrophes.


Year 6

Main/subordinate clauses

Comma usage

Modal adverbs

Parenthesis, dashes, colons and semi-colons.



There is also some mathematics material assigned, but this should be viewed as supplementary to the White Rose Home Learning (I will not be chasing these tasks).


Get Epic Reading   (


The children informed me of their reading interests on the final Friday before school closed; I have recently assigned a collection of books to each child to read based on what they have told me.  It is pleasing to see that children have been accessing the site.

In many cases though, it appears that children are finishing (as an example) 50-page books in a couple of minutes.  This suggests that they are either not truly interested in the material or are not taking the online reading seriously enough.  It is very easy to spot from my end if children are genuinely reading a whole book properly or not, so please do encourage them to do so carefully; it may be that if this becomes a habit, there is clearly little point in me assigning future books – in these cases, children will be better off choosing their own books to read. 

Again – well done, children, for engaging so much with ‘Get Epic’ and please keep up the reading efforts there.


I’m hoping children are now familiar with electrical circuit components with respect to their names, symbols and purposes…

This week we will consider the dangers of electricity.  There is an attached PowerPoint for children to view, after which they will be asked to design their own poster outlining some of the dangers that mains electricity can pose and things that can be done to mitigate such dangers.

I’ve also attached a great experiment idea – making a lemon battery (copper coins can be used if access to copper wire is an issue).  It would be great to see some of these batteries in either a video or photo via the school’s Twitter page (crocodile clip wires can be purchased cheaply on eBay)!



I was so much looking forward to completing the artwork on L.S. Lowry with the children – they have been really enthused by his paintings/drawings and were making a great effort in terms of learning how to draw in perspective.

I have attached an image to remind them of one-point perspective; children should now prepare their final piece of work in this respect.  They should be able to talk to you now about vanishing points, the horizon line and also receding lines, which are the key to ensuring the buildings and their fixtures are drawn in perspective.  The image below demonstrates these concepts really well (receding lines in red) (In documents)


Again, it would be wonderful to see some photos of their artwork uploaded to the school’s Twitter page; I’m extremely proud of the effort they have been putting into their art sessions and the enthusiasm they have demonstrated also.


The recent COVID-19 outbreak raises many questions in terms of learning outside of the school environment.  I know that many of you have now turned living rooms, bedrooms and even kitchens into classrooms of sorts! 

What do children believe a ‘home classroom’ of the future should look like?

What would they include?  Why would they include those things?

What if in the future, classrooms could only exist at home?

If the home classroom could only have ten items, what would they be?

Please discuss these questions with your child, aiming to relate them to the current pandemic – could they then design their own ‘home classroom’ of the future, labelling all necessary features?



Children have so far learnt about body parts, the days / months of the year, numbers 1-20 and colours.  I have attached some consolidation activities related to colours and days/months of the year.  There is a wonderful jigsaw puzzle that should challenge them and will require a bit of research on their part in terms of how to say the different seasons and the words for ‘day’, ‘week’ and ‘year’! 

Please encourage them to continue with their ‘Duolingo’ learning that I explained to them on the day school closed (, which is a fantastic learning resource.  They should be selecting the ‘intense’ option ideally, that allows for 20 minutes a day!


Children have been consolidating their skills in using Microsoft PowerPoint to create presentations.  Please encourage them to produce a PowerPoint on any topic of their choice linked to their current learning.  This project can be ongoing and does not have to be completed straight away!  There is also an Easter-related task for children to try, using the programme ‘Scratch’ (details as below under ‘Easter’).



Joe Wicks continues to host his 30-minute P.E. sessions every day at 9am via ‘The Body Coach T.V.’ on YouTube.  Please encourage your children to take part in these on a daily basis in order to maintain and improve their fitness levels.




Learning is not compulsory over the Easter break, but for those of you who would like your children to engage with the theme of Easter, I would recommend the following:


  • create an advert to promote a new Easter egg.   This could be for a poster/billboard, a digital display advert or an advert for radio/television/cinema;
  •   some fantastic projects for building Easter bunnies, butterflies and other Spring delights from Lego;
  • write the Easter bunny’s diary entry about his/her disastrous day delivering the eggs;
  • write a recipe for a delicious Easter treat, or try following a recipe to make your own;
  • make a comic strip or an animation with an Easter theme;
  • find out how Easter is celebrated in different parts of the world, then create a news report or an eBook to teach others what you discover;
  • use programming software to design a game with an Easter theme.

(Children in years 5 and 6 should know how to use the ‘Scratch’ programme, so the final task could certainly be one for those children to try.)



I sincerely hope the above information proves useful, and all that remains is for me to thank you all for your continued support as well as wish you a pious Easter break; please do reiterate to the children that I very much miss being with them, and I will continue to support their learning endeavours from home as far as I can.

With very best wishes,

Mr. P. de Gaye

Oak Class