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Week 3 - 4.5.20

Mr Byam video 2.mp4

Still image for this video
As it is a Bank Holiday on Friday, we are only setting 4 sessions of work for Maths and English this week.  There are 5 Topic sessions, so feel free to select which 4 you would like to do...or you could do the cookery on Friday and make a cake to have as part of your VE Day celebrations! Enjoy the extra long weekend!



This week we are practising the grammar rule for using an apostrophe for possession rather than learning a list of spellings.  We use the apostrophe for possession when we are showing that something belongs to somebody e.g. Mrs Terry's book is on the table (the book belonging to Mrs Terry is on the table). 

I'd like you to begin by watching the following video :

Rule for singular proper nouns ending in 's'.  

You can either:

  • add apostrophe and then ‘s’ (Thomass)
  • or add just an apostrophe (Thomas’).

The National Curriculum uses the first convention.


Now look at the 'Apostrophes for possession' quiz below.  For each question there are 4 options, please choose which one is correct (NB : there is sometimes more than one correct answer).  Write the correct sentences into your home learning book and then check with the answers to see if you were correct.

PARENTS : I have included a parent's guide to apostrophes in case an extra explanation is needed.


This week’s learning is all about Heracles, one of the most famous Greek legendary heroes, known for his incredible strength and intelligence. Heracles was the son of Zeus and Alcmene, granddaughter of Perseus. Zeus swore that the next son born of the Perseid house should become ruler of Greece, but—by a trick of Zeus’s jealous wife, Hera —another child, the sickly Eurystheus, was born first and became king. When Heracles grew up, he had to serve Eurystheus and also suffer the vengeful persecution of Hera; his first exploit was the strangling of two serpents that she had sent to kill him in his cradle. 


Sessions 1 & Session 2

Vocabulary to look up before reading:

labour, immortal, innocent, commotion, pursue, grapple, impervious


This week we will be reading about all of the 12 labours Heracles had to do.  We would like you to read part 1 over the first two sessions and part 2 over the final two sessions.  We have chosen a website that has short retellings of these myths, however, there are some spelling mistakes - see if you can spot them while you are reading. If the reading is too much for you, press the play button at the top of the page and listen to the audio.

Think about what it would feel like to have to serve your half-brother and to be told that you have to perform twelve impossible tasks. There are some effective adjectives in the writing, make a note of any that words or phrases that you like and might use in your writing.

Comprehension questions for after you have read the Erynanthian Boar myth:

  1. Why was Heracles asked to bring back a live pig rather than a dead one?
  2. Which part of Greece did the Mycenaeans live in?
  3. What is a centaur?
  4. Why did Heracles not eat the raw meat?
  5. What did Heracles use to knock the boar out?


Sessions 3 and 4

In part 2, Heracles has to defeat the Cretan Bull.  Before you read this myth, predict what you think he will have to do for this challenge?  What could this impossible task be? Once tou have thought about this, read or listen to part 2.  Again, you can read this in 2 parts if you'd prefer.

Were your predictions close?



Session 1

Once you've read or listened to the first few labours of Heracles, imagine you are him and about to tackle the Nemean Lion.  Write a diary entry describing how you feel.  Perhaps you're really confident and brave and have no fear of the lion or maybe, even though you look strong on the outside, you're really scared and not at all sure you can defeat him.  You could describe what tactics you'll use to trick the lion.

Remember to:

  • write in the past tense
  • in first person
  • reveal your secret thoughts
  • use time connectives: first, then, after that, although, after a while


Session 2

Now that you've read the whole of part one, we'd like you to imagine that you are a news reporter and want to interview Heracles.  What questions can you think of to ask him?  In your home school book, write a list of questions and possible answers from Heracles.


Interviewer (I) : How did you feel when you came face to face with the Lion?

Heracles (H): I felt extremely terrified but I needed to stay calm.

I : How did you manage to stay calm?

H : I imagined he was a tiny mouse and took deep breaths.


Session 3 & 4

Today you are going be journalists and write a newspaper report on Heracles and how he managed to complete the 12 labours.  In your report, we'd like you to include some quotes from Heracels, use yesterday's answers to your questions.  Here's a reminder of the success criteria you'll need to write your news article:

  • an eye catching headline, alliteration helps to make it punchy, e.g. Heroic Hercules Makes Light of Twelve Labours
  • Write in the past tense
  • Your first paragraph must include the most important information, who? what? when? and where?
  • write in the third person
  • write your quotes in inverted commas
  • use emotive language such as, struggle, hardship, exciting, compelling, honourable, brave, evil
  • Write the report in the order that the events happened
  • your final paragraph could make a guess at what might happen in the future for Heracles
  • Include a picture with a caption.


*** The school have subscribed to TTRockstars, an online program for practising times tables.  To log on please visit  Your username is the first 3 letters of your 1st name followed the the 1st 3 letters of your surname (all lowercase and no spaces) e.g. Mrs Terry would be mrster Your password is the same as your blogging password, which you will be given over the phone during our weekly phonecall this week if we didn't manage to get trhough to you this week.  Check it out***


Times tables practice: focus on quickly recalling your 8 and 9 times tables this week. Try and do between 5 and 10 minutes each day if you can. Use or to test your knowledge.


This week we are not following the White Rose Maths home learning as they are covering topics we have already covered in class earlier in the year.  If you would like to do them as well as the work we have set then that is fine, but please follow the sessions below for your maths sessions. 

We are starting a new topic this week - Geometry: properties of shapes.

Session 1 

L.O. I am able to identify different types of angles.

1) First of all watch the video :

2) Then go though the power point below.

3) Finally, answer the questions on the worksheet - 'session 1 worksheet'

Session 2

L.O. I am able to compare and order angles

Go through the first worksheet. Label each angle and then use the < > = symbols to compare each set of angles.

Then go through the second worksheet.

Session 3

L.O. I am able to apply reasoning and problem solving skills to angles.

This session is a mini recap of the last two sessions (angles and ordering/comparing angles) using reasoning and problem solving skills.

Session 4

L.O. I am able to identify different types of triangles.

For today’s session we will be looking at different types of triangles and their properties.

First, watch this video:

Next, complete the 'session 4 worksheet'.

Finally, in your home learning book, draw 2 of each of the following triangles : right-angled, equilateral, isosceles and scalene.  Label the length of each side.


Why would anyone want to look at animal poo?

Sometimes wildlife is hard to spot, especially if it's nocturnal. But the signs that animals have been in an area can be a good start to discovering all kinds of species, from rare otters to common rabbits. In fact, ecologists rely on animal signs to help them understand the numbers, behaviours and movements of species. Such animal signs include calls, burrows, tracks, leftover meals, territorial markings, fur and droppings. So, poo can be very useful indeed! 

This photo shows a rabbit and hare's droppings.


Poo also helps scientist to find out the diet of an animal.  Deadly 60’s Steve Backshall shows us how he identifies the diet of a musk ox in this short video:  


Remember, never touch animal poo, it can contain harmful bacteria.  If you are interested in identifying what animals might live in your garden or in the surrounding countryside whilst out on a walk with your family, here is a guide to help you:



Remember the work you did last week on the human digestive system? Many animals have similar digestive systems to humans, although different animals have different sorts of diets.  We can organise these different types of diet into carnivore (a meat & fish eating animal), herbivore (an animal that feeds on plants and plant products such as nuts,berries, grains and cereals) and omnivore (an animal that feed on both plants and animals).

Human and animal diets partly depend on what is available, as seen in Steve’s video.  Humans in other parts of the world eat different fruits, vegetables and animals than in the UK because different plants and animals thrive in that particular climate and terrain, e.g. Peruvians eat guinea pigs, Japanese eat a lot of fish and seaweed.  Can you think of other examples? If you have travelled to another country, perhaps you’ve enjoyed trying different foods?


Your task

We’d like you to research the diets of different animals using the animal facts pages on National Geographic website.


Choose 3 different animals to research, 1 herbivore, 1 carnivore and 1 omnivore.

Under these headings:

  • Animal Name Type (mammal, reptile, etc.)
  • Habitat (Where are they found?)
  • Diet (carnivore, herbivore or omnivore)
  • Diet facts (What do they eat?)


For more fascinating facts about why poo is essential to understanding the habits of animals here are some websites to look at.  Did you know there’s even a museum of poo on the Isle of Wight?


At the end of this session you will have learnt to:

  • Look at the diets of other animals and compare them to that of a human
  • Begin to understand why scientists can use poo to tell them more about an animal
  • Explain the different diets of carnivores, herbivores and omnivores.
  • Research information using the Internet (and/or information books).



L.O : I can write a message in Greek

This week we are focussing on the Mycenaean Period, which (if you check your time line from last week) came after the Minoan Period in Ancient Greek times.  But how do we know so much about life during this period of history?  Luckily for us, the Mycanaeans wrote using an alphabet they had invented.  This writing has been found on pottery, clay tablets, coins and other relics discovered in archaeological sites all over Greece.  These are called primary sources of information, as they are from the actual time of the Ancient Greeks, rather than being copies (which are known as secondary sources).  By decoding the writing, archaeologists have been able to find out what life was like during the times of Ancient Greece.

Firstly, I would like you to read through the powerpoint below called 'The Mycanaean Period' to understand the main events that happened during this period of history. 

Then I would like you to do some Greek writing, following these instructions.  (The activity is also written on the last 2 slides of the powerpoint).

Greek writing activity :

Look at this version of the modern day Greek alphabet and compare it to our alphabet (on the top line)

In your home learning books :

  • Write down which letters are similar to ours?
  • Write your name in Greek.
  • Write a short message to your class mates.  

  (You could stain a piece of paper with a wet tea-bag, let it dry and then write your message on it to make it look old)

Why not upload a picture of your message to our class blog and see if your friends can read your message?

Extension activity: look at the final slide of the powerpoint and learn how to say each of the letter names.  Can you identify which 2 letters are missing from the Greek alphabet?  Why do you think this is?



The Greek urn (or vase) is an important primary source of Ancient Greek history and archeologists have discovered a lot about Ancient Greece by looking at the artwork on the pottery that they found in archaeological sites.  The Ancient Greeks often used art to represent a story, whether this was through patterns or figures.

Activity : This week, we'd like you to design a decoration for your own Greek vase that depicts one of the Greek myths you have read.  We would like you to draw and colour it or paint it. Follow this step by step guide of things you need to think about when designing your vase and some examples to inspire you – have fun and get creative!


What did an ancient Greek vase look like?

Think about what you can see on this vase? I notice that both are showing a journey through horses and people, this may represent the different journeys they've  been on that are important. You will also notice that both vases have different patterns and are very detailed which adds to the overall decoration of the vase.


Step one: Chose a shape for your vase, we've added some you can choose from or you can design your own.

Think about your design and what shape you think will work best. For example, if you want to add an animal or figure you'll need a wider vase. Think about which would suit your idea best.

At the bottom of this activity there is a link to some templates to print off that you could use if you'd like.



Step two: Design your vase, what Greek myth do you want to tell?  Theseus and the Minotaur or perhaps Hercules and the Twelve Labours?   You might want to sketch some different ideas before drawing on to your vase. For example, if I was to draw Theseus and the Minotaur, I would draw Theseus, the Minotaur, Ariadne, King Minos and a ship sailing to Crete. I might add a pattern at the top and the bottom to replicate the ancient Greek style. Have a look at the different patterns you could include to make it follow an Ancient Greek style.


Look back at the photos of the vases, how have they included patterns?

How could you include these in your design?

Step three: Decorate your vase design with colour! The Greeks didn't have all the colours we have and used very neutral tones, mainly brown’s and blacks due to the clay material they used. Think about how you could replicate this.

Remember this doesn't have to be perfect; we want you to experiment, enjoy and most importantly have fun!

Templates for your Greek vase


L.O : I can set up and complete a circuit of 12 activities.

Based on our work about the 12 labours of Heracles in English, we would like you to invent your own PE circuit with 12 activities.  (This is probably best done outside where there is more space) 

  • Set out your circuit and test it. 
  • In your home learning book, draw a numbered diagram/map showing your 12 different circuit activities.  You can either set a time for each section of your circuit (e.g. 30 seconds per activity) or specify how many to do (e.g. 10 star jumps, bounce a ball on the ground 15 times etc)

Some suggested activities you may want to include in your circuit : 

star jumps, sit ups, press ups, cartwheels, bouncing a tennis ball on a racquet, bouncing a ball on the ground, skipping, throwing and catching a ball against a wall/in the air, jumping forwards and backwards over an object, tuck jumps, etc.  There are some more suggestions in the document below.  Be inventive using the equipment you have at home.

***Take a photo of you completing your circuit or your diagram and upload it to the class blog***


This week's recipe has been recommended by Katie in year 3 and looks delicious.  Have a go at making Greek honey cake from the recipe below:

Katie's tip is to halve the amount of sugar and honey for the final part of the recipe.


We look forward to seeing the results on the class blog!