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Bisham CofE Academy

Ashley Hill MAT

Part of the

Ashley Hill

Multi Academy Trust


Welcome to the Swans' Class page!


Please see below for home learning for the duration of the school closures:







Week beginning 13th July 2020. 

Hello Swans, 

Can you believe it is the final week of term?! I have had an amazing time seeing you all again in school and can't wait to have everybody back together in September. 

wanted to thank you all for your continued hard work throughout this strange time. It looks as though (touch wood!) we are over the worst of it and life is beginning to look more normal again. Your patience and kindness has been admirable and I hope that you can now all enjoy a rest in some capacity. 


​​​​​​​For the final week of term, as with last week, I will only be uploading the maths since the activities undertaken in school will be art/writing based.

All that is left for me to say is well done, you are all absolutely amazing! 

​​​​​​​Enjoy your summer and I look forward to seeing you all again soon. 

Mrs Daley and Ms Mothersole 


Week beginning 6th July 2020. 

Hello Swans, this week has been a bit of an emotional one since the year 6s were in to say goodbye and they have now left ready to begin their new adventures at secondary school in September. I am very excited to welcome all of the year 5s back at the end of this week and have lots of exciting transition activities planned. Since lots of the activities I have planned will be English based, this week I would like you to focus on maths for home learning. I will upload the entire week for you to do at your leisure, as well as a couple of problem solving activities for you to crack! 




Week beginning 29th June 2020.

Hello again Swans!  

It has been really lovely being in school this week and seeing more and more children return to class. I have thoroughly enjoyed my time with year 6 this week and am so excited to see year 5 too soon. I am hoping the weather stays sunny so that we can spend lots of time outside upon our return. 


Year 5, one of the activities we'll be doing upon return is interviewing for the Collective Worship Team, School Council and Green Team, so start thinking about if you'd like to be part of one of these teams in year 6. 


If you're not returning to school just yet then don't worry as I will continue to put work on the website as well as keeping in contact via email. 


If you have any photos or videos of the wok that you've been completing then please continue to share this with me on 


For your English this week, I have attached a study booklet with SPaG, reading and writing activities in. It is a very big booklet and I am happy for you to do whichever tasks you feel you need practise with however I have signposted some page numbers for each day should you feel you'd like more guidance. 


Enjoy your week,

Mrs Daley 




Session 1:


Read page 4 and 5, then complete the quick test at the bottom of page 5. 

How many root words can you think of in their purest form? 



By the end of the week, you will have planned and written a letter to the incoming year 5/6s. 

In this first session, think about the purpose and the audience of your letter.

Answer the following questions:

1. What do you think the new year 5's/6s need to know about being in our class? 

2. What do you think the new year 5's/6s want to know about being in our class? 

3. What are they key differences between being in Herons and being in Swans? 

4. What advice do you have for the new year 5s/6s? 

5. What sorts of things can the new year 5s/6s expect to learn in their new year group?

Session 2:


Read pages 7-9 and complete the mini tests on page 8 and 9.



Today you will be writing your plan for the letter to next year's incoming year group. Plan at least 4 paragraphs to write including some of the ideas that you thought about yesterday. 

Some possible paragraphs could be:

lessons, what to expect in a day, behaviour etc.

Remember that they will not need to know about things like lunch time as they are already at the school and know about this! 



Session 3:


Complete the practise questions on page 11. You may need to re-read pages 6-10 to remind yourself if you aren't sure! 


Today you need to write your letter to the incoming year group. You will need to set it up like a formal letter, remembering your address on the right hand side. Try to include the following in your work:

-relative clauses


- description 

-varied sentence openers. 



Session 4:


Read pages 68-71. Complete the quick tests on pages 69 and 71. 



Re-read  your letter from yesterday. Now read page 62 and 63 of the study guide. You are going to read and edit your letter taking into consideration the following:

1. Does my work flow? (is it cohesive?)

2. Is my work repetitive?

3. Have I used a variety of sentence structures?

4. Have I used a variety of punctuation? 

5. Are my spellings accurate? 


Session 5:

SPaG and writing activity:

Read and complete the activity on page 65 of the booklet. Think about how the writing flows and what information is vital to understand the piece. 


Week beginning 22nd June 2020. 

Well yet another week has flown by Swans, this time with some much better news that hopefully I'll be seeing lots of you again before the end of term which I am thrilled and so excited for. If you have made the difficult decision not to return then of course I understand that too and hopefully will see you soon to say goodbye if you're year 6, or hello again if you're year 5!


Again, this week we will be continuing our break from Beyond the Bright Sea. For English, I have put another booklet to work through at your leisure as well as some extra SPaG questions to work through. You can choose whether to complete the year 5 or 6 booklet, or if one of last week's still appeals to you that you haven't had the chance to do, the please do this if you'd prefer. 


In Maths, we will again continue to follow the White Rose Maths scheme of learning and I have attached the files below. 


Miss Mothersole and I are SO excited to see you soon for the last few days of learning (and some fun!) before year 6 embark on their new adventures and year 5 become the eldest in the school. 

Enjoy yourselves this week and see you Thursday year 6!

Mrs Daley 


SPAG work including answers for self marking:

Non Core-

This week the weather is going to be hot, hot, hot! I have set 2 Geography sessions below but also have put some outdoor activity ideas for you to try in order to make most of the weather. I am sure lots of you will be off out for bike rides and walks for your PE, but have a look at this additional activities too. 


Create the best outdoor bird's eye view image:

Additional non-core activities:


This challenge is an arty one, but don’t worry- it’s not drawing! This is a photography task called ‘flat lay photography.' This is when you take a certain type of photo from directly above – like a bird’s eye view.  Have a look at the photo below for some inspiration- it could be anything from around the house, or in the garden since it ill be such beautiful weather. You might be feeling extra challenged and decide to make a bigger picture from smaller things. 

Think about:

  1. Your background. 
  2. What is your theme? 
  3. What is the title for your photo?
  4. Make sure it is taken directly above your image.
  5. Email your art ideas to




You will also find two outdoor science activities below that require the sunshine. Read the renewable and non-renewable energy powerpoint and then complete one of the tasks. 



Lots of you will be going on bike rides and lovely walks. Create a map using a scale (for example you might decide that 100m of your journey= 1 cm on your paper) of the route that you took on one of your adventures. It is up to you which medium you use to create your map. 

Examples of flat lay photography

Week beginning 15th June 2020. 

Hello once again Swans and welcome to another week of home learning! The weather has been a little better so I am hoping you've all been out and about enjoying yourselves over the weekend. I have enjoyed a couple of BBQs this weekend and last, and am somewhat concerned I may actually turn into a burger if I am not careful! 


For English this week we are going to take a rest from 'Beyond the Bright Sea' in order to re-energise and motivate ourselves. I understand that some of us are finding it a little difficult to focus now since it has been so long since we last saw each other but my fingers are still crossed that we will be back together in some way before the summer. There is a year 5 booklet and z year 6 booklet, it is up to you which you wish to complete. 

You will not need to send your English work (  until the end of the week since it builds up to a final project. 


Maths will continue to be taken from White Rose Maths and can be self marked, let me know how you are getting on by emailing 





Reverend Dave at White Waltham has very Kindly shared with us an assembly he has prepared should you wish to watch. 

For your non-core activities this week, I have found these fun sessions from the National Oak Academy. 

There are two art based sessions, although I imagine that lots of you will be inspired to do something else afterwards, so please share your work with me at and then I can create a gallery on our web page. 


Week beginning 8th June 2020. 

Welcome to another week of home learning Swans! The weather took a slight turn on Wednesday last week but I hope that you still managed to enjoy yourselves and kept up with your fun outdoor activities as well as  the school work too. Lots of you are working very hard and continuing to send me and upload your work which I am very proud of. Please remember to edit your work as you would in class before you send it, as I am still getting work with missing capital letters and full stops. 



Session 1


Today, we are going to review how commas are used in lists and to separate clauses. 


1.) Watch the BBC Bitesize video on the link below. You can complete the two short activities at the bottom once you've watched it.


2.) Go through the "Using Commas in Lists, Adverbials and Clauses" PowerPoint. It will lead you through some different styles of questions.


3.) Answer the questions on the "Monday SPaG Questions" sheet. There are three different pages, with each page increasing in difficulty. You can answer all of the questions if you want to, or choose the level of difficulty that's right for you.


4.) Mark your answers using the answer sheet.




This week, we are going to be writing narratives from different perspectives.


  • Sometimes narratives are written from different perspectives, some of you might remember looking at the Twisted Fairy Tales in KS1. Examples of these types of stories include when the Big Bad Wolf tells his side of the story or the troll in Three Billy Goats etc. 
  • A story from a different perspective doesn’t always have to have a twist; it can just be a different character explaining the same story in their words or filling in information that the main character can’t. Another example would be in Harry Potter and the Prisoner of Azkaban when J.K. Rowling re-narrates Harry and Hermione after they use the Time-Turner.


1.) Watch "For The Birds" video clip below.


2.) First think about the story from the small birds’ Point of View. What are they thinking? What are their emotions throughout the story? Write a paragraph about what happens in the story from their point-of-view.


3.) Now think of the story through the big bird's point-of-view and write what happens from his viewpoint. How might the events be seen differently? What different emotions would he have?


You can either write your paragraphs on a piece of paper and email it to me or write it up on the 2do I've set on Purple Mash.


Read chapter 13 of Beyond the Bright Sea.

Session 2.




Answer the questions on the sheet below. The questions link to what you learned yesterday about commas. The document has three different sheets on, increasing in difficulty. You can either answer all of the questions or choose the level of difficulty that's right for you. Remember to mark your answers when you've finished! 


Today we are continuing to think about writing from different perspectives.


1.) As a warm-up activity, have a look at the "Train Paragraphs" and the "Shoes" documents below. On it, there are 5 different people writing about being on a train. Try to match the shoe to the paragraph, thinking about the type of person who might have written the paragraph. Justify why you made that choice by writing down what clues in the writing gave it away You must look at the punctuation and vocabulary used within each paragraph as well as the content of what the character's written.


2.) Re-read to Chapter 10 of "Beyond the Bright Sea" (the part where Osh, Crow and Miss Maggie meet Mr Kendall for the first time.)


3.) Re-write this first meeting, but from Mr Kendall's point-of-view. Think about what he might have been doing when he heard the visitors. Use the checklist of features to help with your writing. You can either write your work on paper and email it to me or write it on the 2do on Purple Mash.


Read chapter 14 and 15 of Beyond the Bright Sea.

Session 3.



Today we will be learning about how commas can be used in sentences to avoid ambiguity. Look at the example below  and see how the comma changes the meaning of the sentence:


Let's eat Grandma!


Let's eat, Grandma!


In the first sentence, it sounds like you want to eat Grandma, whereas in the second sentence, it sounds like you're ready to eat your dinner with Grandma.


1.) Go through the "Commas to Avoid Ambiguity" PowerPoint presentation below and go through the questions.


2.) Answer the questions on the "Wednesday SPaG Questions" sheet below. There are three pages on the document and each page increases in difficulty. You can either answer all of the questions or just choose the level of difficulty that's suitable for you.


3.) Remember to mark your answers using the answer sheet.


Today, we are going to be writing a plan for our writing tomorrow.


1.) Read up to and including Chapter 16 from Beyond the Bright Sea. Remember, links to an audio recording for each chapter are at the bottom of the webpage.


2.) Once you've read  Chapter 16, create a timeline of events that happen in that chapter (Chapter 16 only). You can draw pictures or write notes to show they events in the chapter and the order that they happen in. This timeline should reflect the order of events according to Crow's point-of-view.


3.) Look through the timeline. Now, do the same, but from Mr Sloan's point-of-view. Whilst you know some events, such as his job there, how he met Mr Kendall etc., you will have to fill in some of the details of his capture and being held yourself.


Read chapter 16 to help you with your writing!


Session 4


Answer the questions on the sheet below. The questions link to what you learned yesterday about commas. The document has three different sheets on, increasing in difficulty. You can either answer all of the questions or choose the level of difficulty that's right for you. Remember to mark your answers when you've finished! 




1.) Look at the plan you wrote from Mr Sloan's point-of-view yesterday. It can be split into three main events: hearing someone knocking, meeting Crow, Osh & Miss Maggie and leaving the hospital. Today we are going to be writing the first part - hearing someone knocking and the events that lead up to this part.


2.) Read through the modelled example and the checklist below. Analyse the modelled example and see if you can find examples of each of the writing features in the checklist. Think about how the writing tells us the narrator is a scared person and how a tense atmosphere is created.


3.) Write your own version of the modelled write, using your plan from last lesson to help you. Remember to write from Mr Sloan's point-of-view. You can either write your work on paper and send me an email or write your work on the 2do that's been set on Purple Mash.



Session 5. 


Create a poster to show the different use of commas. Ensure that you explain each use and the rules surrounding them. 



Today, we are going to write the next part of our narrative from the point-of-view of Mr Sloan (meeting Crow, Osh and Miss Maggie).


1.) Look through your plan from lesson 3. Remember, we are focusing on the part where Mr Sloan is rescued and meets Crow and the others for the first time. Think about how he would feel. Relieved? Embarrassed?


2.) Write this part of the narrative, thinking about how you can show Mr Sloan's feelings without directly saying them. Use the checklist and your plan to help you.


3.) Read through your work, editing any small punctuation or spellings mistakes that you have made. You can either write your work on paper and take a photo to email to me or complete your work on the 2do on Purple Mash.

Maths Week commencing 8th June 2020. 

We will be continuing with using White Rose Maths videos and sheets. 

The videos are available at

Week beginning 1st June 2020. 

Hello Swans. 

Yet another week has flown by and I hope that you all managed to get some relaxation in, as well as playing in your paddling pools and enjoying some BBQs. It is unfortunate that we cannot yet be back in school, but it looks like we are going in the right direction, so let's keep positive and hope that we can see each other again soon! 


For your work this week, we have English and Maths, as well as some history based tasks for you to be getting on with. 


​​​​​​​You will notice that there isn't any specific reading this week. This is because the writing tasks require you to read lots of the book for yourself. You will need to make sure that as you are reading my synopsis of the book on session 1 , or chapters 11 and 12 on session 3, that you are completing the following:

1. Using a dictionary to look up the meaning of any words that you do not understand. 

2. Be able to answer the following about each chapter (including chapters 6-10) 

​​​​​​​       -What is the most important event that happened in the chapter?

       -Why is that event important? 

      - Who is the most important character in that chapter? Why are they the most important character in that       chapter? 

      -What is the over arching theme for the book? What is it that Crow is trying to do? 


As usual, please send completed work to or upload it to purple mash. Please do not send your writing after session 4 as I anticipate that session 5 will help you to re draft and heavily edit sections of your writing. 


Below session 5 of English, you will find the maths sheets for the week that go alongside the White Rose Maths videos.

There are also some history tasks attached.  





Session 1:



Today we are going to recap the use of a colon. 

The colon can be used in different ways:


  1. They can be used to expand a sentence by linking independent clauses. 

They can introduce an idea that explains, expands or balances the information before the colon.

For example:


The pantomime was a huge success: over two thousand people had booked tickets to see it. 


In this sentence, the second clause explains the information before the colon. The fact that over 2000 people had gone to see it, proves its success. 


  1. Colons can also be used to introduce a list.


For example:

Rachael realised that she disliked cabbage for a number of reasons: it looked like brains, tasted disgusting and it never filled her up.


In this sentence the colon introduces Rachael’s list of reasons for disliking cabbage.




Design a poster to explain the two different ways a colon can be used. You must include two correct examples that are different to the ones given above! 



This week we will be thinking about formal and informal letter writing. 

Today we will be focussing on informal letters. When writing an informal letter, it is important to think about how the author has used the voice of the character. 

We will be jumping ahead in the book now, so read the below synopsis of each chapter before you complete the tasks:


Chapter 6: 

A bird keeper is hired, to look after birds and create a sanctuary for them on Pekinese. Crow is surprised to hear this but Miss Maggie reassures her that he'll have plenty to do, counting the birds, keeping them well and monitoring their breeding. 


During the evenings, Crow likes to climb to the top of Cutttyhunk drumlins and look across the mainland to the other bays. One evening, she is surprised to notice a light that she has never seen before on Buzzards Bay not too far from Cuttyhunk. After much consideration, she decides that it must be a small fire on Pekinese. Miss Maggie dismisses Crow's thoughts and tells her to stop worrying. Miss Maggie then tells Crow the story of how Osh came to live on the island. 


Chapter 7: 

The following evening, the mysterious light is once again in view. Crow persuades Osh to look at it with her. Osh suggests that it could be the bird keeper, or it could be a 'foolish person searching for treasure'. Crow expresses a desire to row over to Pekinese to find out for definite what the light is however Osh isn't keen. 

In this chapter, we find out more about how Osh came to be on the island and learn that when he arrived, he didn't speak much, so Miss Maggie called him Daniel. We find out that Osh had taken Crow in straight away and as soon a Miss Maggie heard a baby crying, she arrived with fresh cow's milk. It transpires that Miss Maggie helped Osh to bring up crow throughout her childhood, providing clothes, food and care. 

The 'fire' on Pekinese continues to bother Crow and she further expresses a desire to visit Pekinese since everybody says she is from there, she thinks that perhaps she could find out more from where she potentially comes from. 

Eventually, Osh agrees to take her, as long as Miss Maggie can come too. 


Chapter 8: 

That evening, as Crow is going to bed, Osh presents her with a box. Inside the box is a piece of damaged paper with writing on. The paper is so damaged, most of it is illegible. The words that can be seen are: 

                                if I could 

       for now 

                                                hope you



      bright sea

                                                         better off



lambs                                     little feather 


               I left something

                                           day it might help



Crow is confused and asks Osh what is infront of her. He tells her that this is what he found attached to her on the day that he took her in. Unfortunately the sea had damaged the paper and much of the ink had run. Osh admits that he had not shared this information with crow before because he was frightened of losing her. Later in the chapter, Osh gives Crow one more item that was with her- a ring with a red gemstone. 


Chapter 9: 

The day has arrived for Miss Maggie, Osh and Crow to visit Pekinese. It is a calm day on the water and dolphins dance along the side of the boat during the crossing. Upon arrival at the island, Miss Maggie, Osh and Crow head towards some cottages where the people suffering from leprosey lived. Miss Maggie knows some information about the cottage hospital from the library. 

Osh climbs the stairs outside and knocks on the door, expecting to see the bird keeper open the door. Nobody answers and Osh can't understand why he has locked the door if he is the only one living on the island. Crow is frustrated not to be able to see inside, so tries knocking herself. She hears a loud thump come from inside and suddenly, from around the back of the cottages comes a man carrying a shovel in one hand. 


Chapter 10:

The  man, who is the bird keeper,  questions Miss Maggie, Osh and Crow about why they're on the island. They say that they were just out sailing and came upon the island. Suddenly, Crow blurts out questions asking more about lepers and the birdman denies knowing anything about the form use of the cottages. They go off to explore the rest of Pekinese. 

​​​​​​​Osh is confused why a man would be crying a shovel if he was not digging for, or burying something. Osh states that he thinks the man was nervous to have visitors to the island. Miss Maggie agrees and suggests that he was rather eager for them to go too. 


​​​​​​​Chapter 11: 

​​​​​​​This is where we pick up the story. Miss Maggie is helping crow to write a letter to a Dr whom she has found out about from the library. 




In this letter, the author has recognised that Crow does not go to school and will therefore have less ability to express herself through writing. He shows this by saying ‘sorry if my letter doesn’t make a lot of sense.’ 



What other features of informal writing can you spot here? (think back to when we were Joan of Arc in her prison cell writing letters to Hauviette).


Look at the list below and identify all of the features in the example informal letter. 


  • 1st person 
  • Past tense 
  • Paragraphs 
  • Question marks 
  • Commas in a list 
  • Apostrophe for possession and contractions
  • Simple language 

Session 2 


Today we will be continuing to think about the use of colon. 

In the following sentences,  insert a  colon in the correct place and explain why you have chosen to use it there.

A third reason a colon may be used is to show time. For example four thirty may also be written as 4:30


1. Dad hinted where the gift was hidden under the bushes. 

2. There were two things left to do arrive with excitement and enjoy themselves.

3. I woke up at seven thirty am in the morning. 

4. We will meet at four in the evening at the gym. 

5. Alison had a long list of goods to collect from the shop tins of beans mayonaise ketchup mustard sausages and rolls



Today we will be thinking about formal letters. 

Remind yourself of the informal letter that we read yesterday and the features that you found.

Read the following reply from Dr Eastman which is a formal letter and create a list of features you find that are the same as yesterday's informal letter. 






The voice of Dr Eastman is very different to that of Crow's yesterday. This is because Dr Eastman is a well educated man and is older. Therefore he has more life experience and exposure to different language and can use more complex language in his everyday life. This is shown through his use of 'my associate' rather than colleague, peer or friend. 


Think about: 

What features did you find that were the same?

Did you notice any other features that you did not find yesterday? 


Now look at the list below of features of formal writing and find all of the examples in the text:


  • 1st person 

  • Past tense 

  • Past perfect tense (had given) 

  • Present perfect tense (have wondered) 

  • Paragraphs 

  • Subordinate clauses 

  • Synonym choices 

  • Adverbials 

  • Full verb forms 

  • Advanced language 

  • Parenthesis variety (dashes, brackets, commas)

  • Ellipsis...

  • Modal verbs

  • Colons 


Session 3 


Today we will be recapping the use of the present perfect tense.  Watch the following video to remind yourselves of what it is. 



Today, we will be thinking further about writing an informal letter. You will need to read chapter 11 and chapter 12  (see below) to be able to complete the tasks. 


You will be planning a letter in response to Dr Eastman's letter to crow. 

You will need to imagine that you are Crow and think about what further questions she would have for Dr Eastman now he has responded. 


Read the modelled letter below and then use the attached grid to plan your own paragraphs. 

Session 4.


You will need a partner to play the following game with (or you can be two people yourself and use different accents!) 

Imagine you are a patient. You can only speak using the present perfect tense. Use a dice or an online dice to help choose which response to give. 



Today you will be writing your own letter in response to Dr Eastman's letter to Crow. You will need to have your plan in front of you whilst you write so that you can remember all of the features of an informal write. You should include all of the following from the beginning of the week too:


  • 1st person 

  • Past tense 

  • Paragraphs 

  • Question marks 

  • Contractions 

  • Commas in a list 

  • Apostrophe for possession 

  • Simple language 


Please DO NOT send me your work after today's session. I would much rather see it in its completed form after you have edited and changed bits in session 5. 

Session 5: 


Turn these sentences showing the present tense into the perfect present tense:

James loves to write letters. 

Lilly plays tennis every weekend. 

I like to eat ice-cream. 



Today, you should get the checklist from yesterday, as well as your plan and final letter. You should read your letter aloud and edit it using a different coloured pen or font on the computer. Look at the attached year 5/6 checklist to check that you have included as much as you can. If you have not included something that you think you would like to add, you should redraft certain sections of your letter. 

Re-write your letter with the adjustments made, remembering that it is an informal letter and then send your final piece to: 




This week's Maths sheets (week beginning 1st June):

You can still find the videos where they were before at...




History for fortnight commencing 1st June 2020. 


Your projects for the fortnight:

Half term! Week beginning 25th May 2020. 

Wow, can you believe it? Another half term of learning has flown by and we are now looking forward to a week of rest  ready to regather for the final term of the year. This week, I will not be setting any work. Your tasks this week include relaxing, enjoying yourselves, reading (always!), having fun and laughing. You have all worked so hard throughout this difficult time and I am so proud to hear of all the amazing things you have been up to.


Miss Mothersole and I are looking forward to hopefully seeing you all soon, even if it isn't for very long. We will have to wait patiently to see what Boris Johnson allows us to do safely. 


Remember to stay safe, keep washing your hands, and keep that distance! 

Enjoy your rest and remember you can contact me at any time on if you need any help and support with anything, whether it is school work or you just want to catch up! 

Hopefully the sunshine remains and you can get out and enjoy yourselves


Mrs Daley 

Week beginning 18th May 2020. 

Hello everybody and welcome to yet another week! You have all continued to dazzle me this week with your hard work and dedication and I am really hoping that we can all see each other again soon.


I have had some amazing pieces of writing by lots of members of the class this week, but the two that really stood out to me were Alexa and William, so they are my stars of this week. 


This week, you should continue with your daily tasks:

 Rockstars, Spelling Frame, Newsround and your reading books. 


Back at school, our Geography block would now be complete, so below you can find your new science tasks for the fortnight. 


We are taking a short break from Beyond the Bright sea this week, since our English tasks are not based upon the book, but I have set some reading on purple mash for you to complete on top of any of your own reading you're doing should you wish.


Keep up the amazing work, Miss Mothersole and I are missing you lots and are hoping to get back into the classroom to see you all soon. 





Session 1. 



We are going to learn about modal verbs today. Modal verbs are words that suggest possibility and are very useful when writing persuasively.


1.) Watch the video on the BBC Bitesize link below.

2.) Underneath the video, there are two very short quizzes for you to complete.

3.) Create a mind map of different modal verbs. This will come in handy for your writing this week!


This week, we will be writing persuasive speeches about saving the ocean. Today we are going to analyse two speeches (one by Greta Thunberg and one by David Attenborough) and thinking about what makes them effective and persuasive to the listener.


1.) Watch Greta Thunberg’s speech and David Attenborough’s speech. There are also typed versions below if you prefer to read along.


2.) Think about which speech you prefer and why. There is no right or wrong answer, it’s about your personal preference. I have put a checklist of persuasive writing features that might help you decide why you prefer a certain speech. (One of the features mentioned is hyperbole. I have put a link below that will help to explain what this is.)


3.)Write a paragraph about which speech you prefer and why. Try to refer to the features in the checklist to help you. You can either write your speech by hand and send me a photo of it, or you can write it on purple mash and upload it to your folder. 

Session 2.



Can you remember what a modal verb is? Over the next couple of days, complete the activity booklet about modal verbs.



Today we are going to be doing some research about plastic pollution, ready to write our persuasive speeches later on in the week


1.) Watch the videos about plastic pollution (you might want an adult to check them first because some of them have sad images of dead animals.)


2.) Read through the different documents that I’ve uploaded and write down any notes and facts that you think will be helpful when writing your speech. These notes don’t need to be fancy – it can be a simple bullet point list or a mind-map. We’ll be doing a more detailed and organised plan tomorrow, so it might be worth having a look at tomorrow’s lesson to see what headings we’ll be using for our planning.


3.) You can carry on doing more research if you want to, but make sure you use safe internet practices if you do a web search.

Session 3. 


Continue with your modal verb booklet from yesterday.




Today we are going to plan our persuasive speeches using the headings below. You only need to write bullet points under each heading and remember to use the research that you did yesterday.


Paragraph 1: Introduce the issue

(E.g. The oceans are becoming full of plastics).


Paragraph 2: Say why the issue is important

(E.g. species are dying)


Paragraph 3: Pose a problem (use statistics and personal examples)

(E.g. The oceans produce 70% of the oxygen we breathe, so if the species are declining, this could severely impact us.)


Paragraph 4: Call for action/suggest solutions

(E.g. Stop using plastic straws, make sure you recycle etc. Remember to directly address the audience).


Session 4 



Complete the Modal Verbs Test below. The answers are included on the document so that you can mark them once you’ve finished.

Session 5


For your SPaG today, make a modal verb word search or crossword. How many modal verbs can you give clues for in a crossword? How many modal verbs can you fit into a 10x10 word search? 




Continue writing your persuasive speeches from yesterday, remembering to edit your work and check for punctuation and spelling mistakes. If you decide to read your speech and video it, I'd love to see it!




Maths for the week:

Continue to use the video clip available at:

Year 5:




Year 6:


You will find the associated worksheets and answers below: 



I've uploaded a document with some ideas based on the Science topic that the children would have been learning at school. I will keep these activities on here for over half term too. There are resources uploaded below to support the activities. If you take any photos or videos, please email them to me at

Covid 19. 

Week 8 beginning 11.05.20

Welcome to week 8!

I hope that you all enjoyed doing lots of lovely activities in the sunshine like BBQs and VE Day afternoon teas.

I really enjoyed catching ups with lots of you on the phone and via email, so will continue with that this week. 

In English this week we will be continuing with our novel Beyond the Bright sea. For maths this week we are continuing with White Rose maths, however they have changed their website so I have uploaded the worksheets for you below. The Geography for this block is all saved  in last week's work below so you should continue completing those tasks too this week. Your daily tasks still remain:

Maths, English,  Reading, Times tables rockstars and spelling frame.  You will find all of the information below forEnglish and Maths.

My star of the week this week is Noah, who has been very busy completing the tasks set, and has also been finding time to bake too! Please keep up all of the amazing work you are doing. 

Stay safe! 



Session 1 . 


Today in SPaG we are going to be reminding ourselves about past progressive tense.

 Past Progressive Tense. Also known as past continuous tense, the past progressive is a form of the past tense where an action goes on for a period of time in the past. The past progressive is formed by using the past for of the verb 'to be' as an auxiliary verb and by adding the suffix '-ing' to the main verb. 

For example Harry and Tom were laughing throughout the whole film. 

Have a look at the power point below. It is a quiz for you to practice identifying the past progressive tense.





Today we are going to write a setting description for Osh and Crow’s house. Last week you drew a picture and created your plan for this. Below is a modelled example of a setting description. Have a read through this first. Highlight any features you can find from the list below. Then have a go at writing your own description, make sure you edit your work as you go, not just to correct errors but also to improve by thinking about your cohesion and flow. Is your description really going to create an image in the reader's mind? 


Below is a list of features you might find in a setting description.

  • Parenthesis
  • Metaphors
  • Onomatopoeia
  • Short sentences
  • Similes
  • Personification 
  • Expanded noun phrases




Guided reading. 

Read chapter 3 of ‘Beyond the bright sea’, you will find it in the word document below. 

Answer the following questions. 

  1. Find the parenthesis used in the first paragraph. What does this add to the sentence? 
  2. Use a dictionary or an online dictionary to find out what the following words mean: harried, obliging, yowled, adrift, tuft, turbulent. 
  3. What sort of character do you think Miss Maggie from the description on the first page? Remember to justify your choices
  4. What did Crow wish for during the long winters?
  5. Find and copy an example of personification on page 21

Session 2


Practise writing some sentences in the past progressive tense by completing the worksheet below.




Writing and Reading:

You will need to read chapter 4 (below) before you complete today's task. 


In Chapter 4 we learn that it is believed Crow came from a small island close to Cuttyhunk. Penikese is an island which once housed a hospital caring for lepers. You will need to do a little research here to find out what leprosy is use the link below to find out about this disease.


Further in the book we learn that there is a bird keeper living on the deserted island of Penikese. Crow, Osh and Miss Maggie decide to take a trip to the island. 

For the next part of our learning,  we are going to write a setting description for this island. Below are some extracts of the book that describe this island. Also there are some pictures to look at of derelict buildings, these should help you to build up a picture of this place.

Create a word bank for yourself, one that helps you to build up a picture of this place. You could use this to create a picture of Penikese. Use a dictionary or thesaurus to help you find synonyms. 

Session 3.


Today we are going to think about something called foreshadowing, we looked at this in Pig-Heart Boy. If you recall it gives the reader a sense that something bad is about to happen.

Below are some examples:

  • The final graveyard flower is blooming, and its smell drifts through their house, speaking gently the names of their dead. ...
  • The evening was still. ...
  • The most awful thing happened on a stormy evening, ...
  • Mary pulled back the curtains and saw some magpies sitting on the wall.

Look at your list from yesterday and choose three things to create a sentence using fore-shadowing.




Ask yourself how does Penikese feel compared to Osh and Crow’s home?

Today, you will create a representation of your thoughts.  Draw, paint, or create a map of the island in the middle of your paper. 

Create a mind map around your picture using vocabulary from your word bank that you created yesterday.

Try to include a plan for fore-shadowing.



Read Chapter 4 and answer the following questions.

  1. Miss Maggie describes the islanders as “treating her like poison.” How does this help the reader understand their feeling towards Crow?
  2. How is Crow feeling after learning where she came from? Page 25
  3. Why do you think Osh is reluctant to let Crow go to school?
  4. So one day that fall, when the sky was the colour of forget-me-knots and the sea wanted to play.

What sort of day is the author describing here?

  1. Find and copy a simile used on page 29.

Session 4.


Finish these sentences to give a feeling of fore-shadowing

The sun shone...

Strange smells wafted from the…

The moment…





Using the plan you created yesterday to write a setting description for Penikese Island. Remember to include as many features as you can from the checklist.

  • Parenthesis
  • Metaphors
  • Onomatopoeia
  • Short sentences
  • Similes
  • Personification 
  • Expanded noun phrases

Remember to try to create a different atmosphere from Crow and Osh’s House. Below is a modelled example for you to read and give you some ideas. 



Read chapter 5 and answer the following:

  1. Do you think Crow is happy living with Osh? What evidence do you have for your answer? 
  2. Why do you think Crow is so desperate to find out where she has come from? 
  3. Where do you think she has come from? 
  4. Do you think she will ever find the answers to her questions?

Session 5. 


Complete the sheet below identifying the preposition in each sentence. If you need to you can watch the clip below to help remind yourself what a preposition is.




Writing and Reading

Complete any unfinished work.


Go back over your setting descriptions and edit, improve where you can. Have you used everything from the checklist? Practice reading it out loud, record yourself reading it and play it back, Are you pleased with it? Does it make sense? How could you improve it? 


Today ensure you have completed reading chapters 3, 4 and 5.

Share what you have enjoyed about the chapters with a sibling, family member or friend. You could tell them what you haven't enjoyed about the story too. 

This week's Maths sheets (week beginning 11th May):

You can still find the videos where they were before at...



Covid 19. 

Week 7- beginning 04.05.2020

Wow! Can you believe another week has flown by and we are now in week 7 of home learning?

This week, my stars of the week go to Ollie and Elodie, who both wrote beautiful sea poems and have been working very hard on their maths too! Again, it was a very tough choice, so keep up the good work everybody! 

Welcome to another week, let's hope we get better weather than last week! I have sen postcards and emails this week so hopefully you all received those. I have heard back from some children via email, it would be nice to hear from all of you! 


This week we will continue to study 'Beyond the Bright Sea' by Lauren Wolk and you will find the work to go alongside this below. 

If you have any photos/videos of work and activities that you've been doing at home, I'd love to see them! You can email them to me at 


Work  from this week can either be photographed and sent to or uploaded as documents to your purple mash folders. 



As well as the English tasks below, please continue to complete the daily tasks:


-spelling frame

-times tables rock stars 

-daily white rose maths lessons






Session 1.



Today in SPaG we are going to be reminding ourselves about parenthesis. Parenthesis is an extra word or phrase inserted as an explanation or afterthought into a passage which is grammatically complete without it, in writing usually marked off by brackets, dashes, or commas. 

Read the following Powerpoint up to slide 4 and then complete the activity on slide 4. 

Work can either be photographed and sent to or uploaded as documents to your purple mash folders. 




This week we are going to start thinking about setting descriptions. A setting refers to the area in which a story or event takes place.  It may change as the story moves on. 

Note down:

What do you think the purpose of a setting description is? 

Who is the audience of a setting description? 



Below is a list of features you might find in a setting description.

  • Parenthesis
  • Metaphors
  • Onomatopoeia
  • Short sentences
  • Similes
  • Personification 
  • Expanded noun phrases


Use the setting descriptions below to see what you can find. As you are analysing, think about:

  • What is successful in this description?
  • What are you thinking about whilst reading it?
  • Are there any sentences that are not so successful, why? 


Read chapter 1 of ‘Beyond the bright sea’, you will find it in the word document below. 

Answer the following questions. 

  1. Find the simile used on the first page of the prologue and explain the effect on us as the reader. 
  2. Use a dictionary or an online dictionary to find out what the following words mean: ramshackle, skiff, ebb, hoarse, thwupping. Can you find any antonyms or synonyms for any of the words? 
  3. How would you feel if you didn’t know exactly when you were going to celebrate your birthday?
  4. On page 5, what does Crow mean by ‘but I thought maybe it was everyone else who had an accent,’?
  5. Make a prediction about why the Cuttyhunk Islanders stay away from Crow. 

Session 2.


Refresh your memory of parenthesis using the Powerpoint slides 1-4. 

Complete the activities on slides 5 and 6. 




Have a look at the ‘describing a setting’ powerpoint slides 1-3. 

In the room that you are in, or your garden if it is sunny, use your senses to describe your setting, create a mind map of this like the one shown. 


Use your mind map to write a setting description of where you are. 

You should include: 

  • Parenthesis
  • Metaphors
  • Onomatopoeia
  • Short sentences
  • Similes
  • Personification 
  • Expanded noun phrases




Using what you have learnt about the characters in chapter 1, write a prediction for the story. Think about: 

-Who the characters are?

-Where the characters have come from?

-What do we know about the character’s relationships with each other so far? 

Session 3.


Today we are learning about something called pathetic fallacy. 

Pathetic Fallacy is where the writer makes a connection between human emotion and the appearance of the landscape or the behaviour of the weather, as if the environment shares human emotions or is somehow aware of people. 


E.g. a couple in love meet in sunshine; a teenager is thrown out of home in a rainstorm.


Pathetic fallacy is a type of personification. 


Think about: 

  • If you had to describe your day so far, what genre would it be? (e.g. horror, comedy, romance, etc.)
  • What type of weather would your day be?



English and Reading. 

Read chapter 2 of beyond the bright sea which you will find in the document below. 

As you are reading, note down any descriptive language that you find for Osh and Crow’s house. 


Using this description, you are going to create a drawing/collage/painting using any medium that you choose of the house. 


There are some pictures below from the internet to help you if you would are not sure what flotsam is. 


Session 4.



Today we are going to learn some more about pathetic fallacy. 

Pathetic fallacy is similar to personification in the sense that human attributes are being related to inanimate objects, though pathetic fallacy is a type of personification.


Personification is the term used for the application of human attributes to inanimate objects. Pathetic fallacy is the term used specifically by authors, for when human emotion is applied to inanimate objects. 


For example, a chair that speaks and eats would be personification, while a chair that seems sombre would be pathetic fallacy.


Look around the room that you are in. Choose 3 objects and create a sentence about each of them that uses pathetic fallacy. 




Using the image that you created yesterday as a basis, we are going to plan our setting description of Osh and Crow’s home.  


Using a planning format of your choice (mind map, paragraphed headings, notes etc) create a plan for a setting description that you will write next week. 


Think about: 

What can be seen/felt/heard/smelt outside the house?

What can be seen/felt/heard/smelt inside the house?

What can be seen/felt/heard/smelt standing looking the house from the Cuttyhunk mainland?




Answer the following questions based on Chapter 2.

  1. What is flotsam and why did Osh use it when building the house?
  2. Why do you think Osh burnt the skiff that Crow arrived in? 
  3. Find the simile that describes Crow’s questions.
  4. What does the term ‘barely seaworthy’ suggest about the skiff on page 11?
  5. Crow describes some of the Cuttyhunk islanders as ‘content to know me from a distance’. Explain what this suggests about the islander’s opinion of Crow. 

Geography tasks for weeks beginning 04.05.20 and 11.05.20:

I've uploaded a document with some ideas based on the Geography topic that the children would have been learning at school for the next two weeks. These activities are all optional and will be changed to a different subject after two weeks. There are resources uploaded below to support the activities. If you take any photos or videos, please email them to me at 


For the final project piece idea is not Geography based but is all about thinking about the future! Last week, the children at White Waltham had a think about what they thought life would be like in the year 2040. You are free to think about this task if you wish and create a town based on your thoughts, you might like to draw some mind maps first, or you can just stick to the Geography tasks! 


Week beginning 27.04.20


We are going to be thinking about different types of poem and then analyse an example of the type of poem you will be writing at the end of the week.


1.) Look at the PowerPoint presentation that's linked below and learn about the different features of a ballad.

2.) Read "Ocean Ballad" linked below and try to find and label the different features and answer the questions that are at the bottom of the document.

3.) To check your work, look at the answers sheet that's uploaded

Session 2.



Now that you know what a simile is, it's important to make sure that you're using effective ones. Watch the video on the link below and think about whether or not the similes are good ones.

Then, have a go at improving some of the similes on this sheet.


Today we are going to be planning our own ballads based around the opening of our new book "Beyond the Bright Sea". Below is the copy of the prologue for you to read.  Reading the prologue that briefly describes how the main character was found alone in a boat when she was a baby.


1.)Read the prologue


2.) Imagine what it would have been like as a baby in the boat. Think about the sounds, feelings and smells you would have experienced.


3.) Create a mind-map of ideas for your ballad. Each branch of your mind-map could be an idea for a stanza. I've included an example below that you can get ideas from to start you off. Your mind-map can be on paper and remember to think about similes, metaphors and which words you're going to rhyme. You don't have to come up with the exact wording that you're going to use, this is just a plan!

Example of a plan

Session 3:


A little bit of a challenge today! Using what we have learnt about similes and metaphors, complete the sheet below. You need to turn the similes into metaphors. Please note that the answers are included within the document.


Today you are going to write your ballad! This is quite tricky, so I have included a checklist of features and remember to use your plan. Your ballad can be as long as you like, but it must include the key features you learnt about earlier on in the week. I have created a document on Purple Mash where you can write your poem, or you can write it on paper and email it to me. I look forward to seeing what you've written!



Session 4 


Read through your poem and make any edits and improvements that you need to. Poetry is meant to be performed, so I would love to see you read and perform your poem aloud! If you can, record a video of you reading your poem and send it to me - don't worry if you can't though!


When reading your poem, remember to include the skills that you use for Eisteddfod each year. Think about speaking clearly, making eye contact with the audience and using lots of expression in your voice. 


You could video yourself reading the poems and send them in too! 

Other daily tasks. 

On top of the English, the following daily activities should also be completed as per the weeks before. I have uploaded additional reading onto purple mash to complete too. 

Daily task 1:

General knowledge.

The children should watch newsround on CBBC and then write a short summary of the news stories that they have heard. This is also a good conversation starter to discuss world events and places. 

Daily task 2: 


The children should go onto times tables rock stars and play or practise for half an hour a day. If you communicate with your friends, you could all log on at the same time and play against each other! 

Daily task 3: 


20 minutes of reading with at least 5 of those reading aloud- discussing, explaining, summarising and hypothesising about what you are reading. 

Daily task 4: 


go to

click on either:

Year 3&4 (if you find spelling tricky)

or year 5 and 6 (if spelling is a strong point for you)

Practise spelling using the tiles or games for 20 minutes a day. 

Daily task 5:


Go to and find the session that has been uploaded for the day. 

Watch the video. 

Complete the work associated with that video. 

Mark the work yourselves and correct any answers that you didn't quite get. 





Covid 19.

Week 5-Week beginning 20.4.20.

Happy Easter!

I hope that you all enjoyed a rest and are looking forward to getting on with some online tasks. I have really enjoyed hearing from the children via email and have even swapped recipes with some! Below I have uploaded some entries to our swans gallery by some of the children. Remember to keep the entries coming in to be put in our gallery! 

The star of the week for the holidays goes to Can, who has been working exceptionally hard on the writing tasks, although it was a very difficult choice as lots of children have been participating. Keep up the good work everybody. 

Daily task 1:

General knowledge.

The children should watch newsround on CBBC and then write a short summary of the news stories that they have heard. This is also a good conversation starter to discuss world events and places. 

Daily task 2: 


The children should go onto times tables rock stars and play or practise for half an hour a day. If you communicate with your friends, you could all log on at the same time and play against each other! 

Daily task 3: 


20 minutes of reading with at least 5 of those reading aloud- discussing, explaining, summarising and hypothesising about what you are reading. 

Daily task 4: 


go to

click on either:

Year 3&4 (if you find spelling tricky)

or year 5 and 6 (if spelling is a strong point for you)

Practise spelling using the tiles or games for 20 minutes a day. 

Daily task 5:


Go to and find the session that has been uploaded for the day. 

Watch the video. 

Complete the work associated with that video. 

Mark the work yourselves and correct any answers that you didn't quite get. 

Daily task 6:


There will be a daily SPaG and Writing task. I have uploaded the work document to the website and also onto purple mash (PM). Each day, on purple mash, the newest chapter of the book will be made available the week's story is called 'The Dark Castle Mystery'.  The SPaG and writing work is then given on the word document above or on PM in folders. It is completely up to you how you answer or respond, there are many writing frames available for use on purple mash, or you might choose to complete you work in word and then email it/upload it to your folder on PM. 


Weekly task:

Above this, you will find some tasks for RE this week. This is our final week of RE as our non-core block. There are some documents to look through to help you complete the tasks. 

For the comparison task, you will need to read through the three documents titled, Islamic creation story, Judeo-Christian creation story and the powerpoint that gives you the basic knowledge for the  Judeo-Christian religions.

Then you need to fill in the Venn diagram and either send it to me, or upload it into your work folder on PM. 

For the second task, you will be comparing Hinduism and Buddhism. You will find all of the necessary information on the document entitled 'RE activity 2' which is also above. 



There has been some confusion about the page numbers in this week's English task. I have put a screen shot below to how you how big my screen was when I planned the activity. If you make your pages a similar size, hopefully you will be able to complete the work. 


A picture to show how large to make the text.
Click on the work folder at the top then the side.
Then click upload.
Choose your file with your hard work in!

Above is a majestic swan who I befriended walking my dog along the river.

I thought that as some fun, you swans could create/make anything you like using a swan as the basis. You might like to:

Bake a swan cake,

write a swan story,

create some swan art,

create a swan dance,

take a swan photograph,


You could do anything you like!

The deadline will be the final day of the easter holidays and should either be uploaded via purple mash or sent to the school office. 

Then I will create a gallery on the webpage for us all to share our Swan creations! 

Our Swan creations

By Aimee
By Can
This picture by Can made me giggle! I am hoping my Swans won't be quite so moody upon return! 
By William
William spotted this cheeky swan taking advantage of a closed Marlow Bridge!
By Ollie
Ollie caught this swan posing in the field. 
By Milun
Milun made a fantastic swan using pieces of wood he found in the garden. He used a saw to cut a log and chisel and a pen knife to create this incredible piece!
Leon's made this fabulous swan from Origami! 
By Frankie

Frankie captured this super swan on one of his daily walks with his dogs.