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Week 1 - 20.4.20

Hopefully you have all managed to have an Easter break despite the circumstances and have at least enjoyed some sunshine. Obviously work has now been set for next week but in setting this work it is very difficult to know how much work is needed as children work at different speeds. From the recent telephone calls I have had with parents it would appear that for some children the amount is just right but for some others additional work has been requested especially in mathematics. Normal classroom practice would be to set work and then to set extension tasks for children who work more quickly so this is what I have decided to do for mathematics, science and topic work. However the extension tasks are optional and it is not expected that these will be completed by every child.


Mrs Rennison



When we were at school we discussed word families, origins of words, prefixes and suffixes. Look at my example of a Word/Spelling Web that uses the word telephone... the groups of words around this word are made using a prefix or suffix from a word in the previous group (see highlighted words). 


Now have a go at creating your own word webs using the words below:







Now challenge your families spelling skills by creating a giant wordsearch using words from the statutory Y5/6 spelling list. 


For the Summer Term, I had planned to read Kenuske's Kingdom by Michael Morpurgo with you to support the work in our English lessons. It would really help with your online learning if you were able to purchase a copy of this book which can be found on Amazon on kindle or in paperback for about £4.... copies are also available to borrow from school for anyone who can pick one up during their daily exercise session. 


For this week we will be making predictions about this fantastic adventure novel using front covers used for various editions. I have attached a link to images of the front covers so you won't need a copy of the book until next Tuesday. 


Making predictions:  I would like you to look carefully at the various front covers and use them to ask questions and make predictions about this novel. The front covers and PowerPoint can be found above.... the PowerPoint also has some suggestions for question sentence starters and an example of how to justify (give a reason) for your prediction. Once you have shared your ideas verbally with someone at home, write your best examples neatly on the worksheet also found with the resources above.


Try to read for at least 30 minutes every day - sharing a range of texts and taking it in turns to read or be read to.


There are some great websites, where you can access books to read 


1. Use Oxford Owl my class log in at for their library of free e-books. You can select the age for differing levels of texts and there are non-fiction and fiction to choose from. 


Please use the username : holbrooky2

Password: booksy2


1) How are you getting on with your reflective diary? I am not managing to write about everyday as some are more eventful than others! Have you thought about adding sketches to your diary to record your experiences and surroundings? e.g. nature coming to life in your garden; clapping the NHS with your neighbours; members of your family homeworking, teddies and rainbows in houses across the street etc.


2) I am sure you worked out when looking at the front covers that Kensuke's Kingdom features an adventure story involving a voyage under sail. Over the next few weeks I would like you to research, plan and write your own adventure stories. When they are finished, we will share them online or when we are next back together. 


This week start by researching the adventure genre. Do you have any adventure stories in your house already? Ask your family members what their favourite adventure stories are? Which classic adventure stories have been made into successful films? What are the features that make a great adventure story? Alongside Kensuke's Kingdom, find another adventure story to read for ideas. 

Night at the theatre:  you could recreate a night at the theatre in your own home by watching the classic pirate adventure 'Treasure Island' on National Theatre Live. There is a free stream of the actual theatre performance here Make sure you all get dressed up smartly before curtains up!





This week the children need continue with work following on from the ratio and proportion lessons set on the week commencing 30/3/20 - these are still available on the website and on White Rose. As previously stated ratio and proportion was one of two topics that we had not covered in class and is therefore very important. For any children who did not finish the first 4 lessons they will need to complete these first please. 

This week I have set 5 lessons taken from White Rose. These can be accessed from the internet by typing in White Rose Home Learning and then selecting year 6. You then need to click on the appropriate week and the appropriate lesson these are:

Week 1 - lesson 5 - using Scale factors

Week 2- lesson 1 - Calculating Scale factors

Week 2 - lesson 2 Ratio and proportion questions

Week 2 - lesson 3 Measure with a protractor

Week 2 - lesson 4 Introducing Angles

Week 2 - lesson 5 Calculating Angles


Lessons 3, 4 and 5 of week 2 are all revision as we have already covered these topics in class. 

With reference to Lesson 3 measure with a protractor please do not worry if you do not have a protractor in the house, the video is probably still worth watching and then the children could just complete the parts of the activity that do not require use of a protractor.

Children should watch the video first then complete the activity, answers are also provided.


Extension Activities:

Please see documents - additional ratio and problems solving activities Forgot the number and Andy's marbles


Our science continues on the subject of light.

Please use the discussion drawing as a starting point – ask the children what they think? Who do they think is correct and why? Let them tell you their ideas. It is not enough for them to just say who they think is right they need to explain their thinking to you.

Learning intentions would be

1. I can understand how things appear as different colours

2. I can use scientific evidence to support or refute an idea


Children should investigate light and colour (see ‘make a rainbow indoors’ and colour wheels documents)


Return to the drawing what do children think now who is correct and who is wrong?


Children need to understand that objects appear as different colours because they absorb some colours (wavelengths) and reflect or transmit other colours. The colours we see are the wavelengths that are reflected or transmitted e.g. a red shirt looks red because the dye molecules in the fabric have absorbed the wavelengths of light from the violet/blue end of the spectrum. Red light is the only light that is reflected from the shirt.

White objects appear white because they reflect all colours.

 Black objects absorb all colours so no light is reflected.


Extension task.

Visible light is the only part within the electromagnetic spectrum that human eyes are sensitive to and can detect. Children could find out about what other wavelengths there are in the Electromagnetic spectrum and whether we can see these or not? They could draw a diagram of the electromagnetic spectrum.

useful websites: -kids. html waves. php




As we are now moving into the summer term we are leaving behind our ‘Saving the world’ topic and moving on to a new topic ‘Explorers and Rivers’. 


Note for parents: To launch the topic, If possible during one of the daily exercise slots take a walk along a river, look and discuss the features with the children, think about habitats and if possible get the children to take some photographs to use for some Art later. I say if possible because I know this is unrealistic for some people so there is no real expectation that this will happen it is just how we would have launched the topic had we have been in school.


This week I would like the children to look at the major rivers in the UK.

Learning intentions would be:

1. That children can identify the major rivers in the United Kingdom

2. That they can name some of the cities these rivers flow through.


Most rivers begin life as a tiny stream running down a mountain slope. they are fed by melting snow and ice, or by rainwater running off the land. the water follows cracks and folds in the land as it flows downhill. Small streams meet and join together, growing larger and larger until the flow can be called a river.


Look at Major rivers in England e.g. Severn/ Wye/ Tamar/Exe/Thames/Great Ouse/ Trent/ Ouse/Tyne/Tweed/Tay/Spey/Clyde etc.


Draw these on the map of the UK. (See blank map)


Make a table of information about the rivers. - length of the river/ which countries they pass through e.g. England, Scotland, Wales and/or Northern Ireland/Which major cities the river passes through/where the source is.

See for help.


Extension activities 

1.  Find out some information about the local rivers -  Orwell/Stour/Deben add to the map.

2.  Make a fact file about one river in the UK.



Once children understand how rivers begin ask them to listen to this piece of music, they may like to do this with their eyes closed and imagine how a river begins and continues on its journey. The piece of music starts with the first of two source streams and then the second source stream starts. Both the mountains streams then unite and the river starts to make its journey. The music then moves to a hunt in the forest.


Type into the internet - Music by Smetana. Then select the u tube clip called Moldau.






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