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Studley Green Primary School

Our school is a unique, happy and special place. Within the heart of the community, it is where children feel safe, loved and supported as they grow and develop into confident and successful individuals. We believe that an outstanding education is the single most important factor in ensuring success in life and we are relentless in the pursuit of this. We expect the highest level of engagement from all who share in our vision of 'beyond expectation'.

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House Attendance Board

  • Mars 96%
  • Jupiter 95%
  • saturn 94%
  • Neptune 93%

Tuesday 21st April 2020

Good Morning everybody smiley

I hope you are all well, thank you for your messages on the register. It's fantastic to hear from you! I really am missing seeing your lovely smiley faces everyday. 

 

Some of you have asked what I have been doing over Easter, I've done lots of baking (Miss Andrews shared a delicious cake recipe with me) I've made: lemon drizzle cake, orange sponge cake, chocolate orange sponge cake and scones. I've run out of eggs now though, so no more baking for a little while. My chocolate orange sponge cake had much more flavour than our chocolate orange biscuits by the way, I think the secret is real oranges.  I've also done lots of gardening and quite a lot of exercise to make sure I stay healthy while I'm not outside as much. The gym where I normally go to exercise is doing some online classes for adults and next week they're starting a cheerleading class!  I've been doing lots of reading too, which has been lovely. 

 

What have you guys been up to? Email me or tell me on the register. Mia I want to know all about what you've been making! 

Maths

First, complete task 1. Then scroll down to see today's pages from our textbook, before completing the Guided Practice in your Home Learning Journal. After that, turn to pages 135-136 in your workbook. Remember to show your working out. 

 

 

     

 

Complete your Guided Practice in your Home Learning Journals, please remember your perfect presentation and to use a ruler! After that, continue into your workbook (pages 135-136).

 

English

 

 

 

 

 

 

 

 

 

 

 

 

Read the story starter below and then answer my questions in your Home Learning Journal. Remember to use full sentences in your responses.

  1.  Find and record five powerful verbs from the story opening
  2.  Identify two words that you are unsure of the meaning of, find the definition of the words (you could use a dictionary, look them up online or ask your parents/siblings). Copy the definition into your journals and then use those two words in a sentence.
  3.  Find and copy two examples where a hyphen is used in the text.
  4.  The author wanted to build tension in this opening, were they successful? Can you identify any techniques they have used to develop tension?
  5.  How did reading this make you feel?
  6.  Assess the story opening: Is this a successful start to the story? Does it make you want to read on? Who do you think the intended audience is? What could be improved about the opening? 

 

Story starter!

The engine screamed as the wheels spun round. His heart pounded. Tim knew that he only had seconds to act.

There was a long, moss-covered log wedged underneath the jeep, preventing it from moving. The wheels continued to spin pointlessly, smoke starting to billow out from underneath the bonnet.

A terrifying roar filled his ears, and he knew the monster was right behind him. He could feel the ground shake beneath him as its gigantic feet collided with the ground. He knew what would happen if it caught him, and muttered a prayer beneath his breath.

Tim suddenly found himself lunging forward. He realised that the wheels must finally have found some traction, and he breathed out with relief as he sped off onto the path once again; the wheels of the jeep content to be chewing up the firm gravel once again.

The chase was back on, and the T-Rex let out another blood-chilling roar, determined not to let its prey escape…

Spelling

Use this link to practise some of our Y5 and 6 spelling words: https://spellingframe.co.uk/spelling-rule/42/53-Word-list-years-5-and-6---a-to-av-

 

If you are unable to access the page, this week's words to practise are below:

accompany

according

achieve

aggressive

amateur

ancient

apparent

appreciate

attached

available

average

Reading

We are continuing to look at the same text as yesterday, written by Matt Haig. Read today's extract and then create a grid explaining your impressions of the room. There is an example, as well as more details on what to do, at the bottom of the extract. 

 

Extract 2

This was his bed. This was his room. But everything had grown beyond all possibility.

The wardrobe was the size of a house. The bedside lamp peered down at him like some strange armless robot. The door was miles away. And the school uniform which hung over his chair belonged to a giant.

Next he saw something which made even less sense.

His hands, or his feet – he couldn’t tell which – were entirely covered with hair. And they were fingerless. Toeless. He turned his head to see what he had only felt so far. A tail. Curled into a quivering kind of question mark, as though the rest of his body was a query wanting an answer.

It was impossible.

He was still Barney. His ‘Barney-ness’ was still there in his head, his mind still the same bulging suitcase of memories and emotions. But at the same time he already knew he wasn’t him at all. He was something else. Something so impossible that he thought this had to be a dream, like the one he’d had about his father.

He blinked, and then blinked some more. No. There was no doubt about it. He was awake.

Indeed, he was as awake as he had ever been. So, to his horror, he had to believe what his eyes were telling him, and what the black hair and the tail and the paws were telling him. And what they were telling him was this: he may have gone to bed human, but he had woken up unquestionably, unmistakably, unimaginably cat.

 

Can you explain where your impressions of the story come from?

  • Re-read this extract and think about what impressions you get of Barney’s room (from his new perspective).
  • When you are thinking of your ‘impression’ keep it very simple. You only need one or two words.
  • Then, find the evidence in the text that supports what you think.

 

Record your work in a table like this:

Impression Of Barney’s Room    Evidence From The Text (quotations)
Scary    ‘The bedside lamp peered down on him like some strange armless robot.’

 

Click here to see the lesson or hear the audio retelling: https://www.bbc.co.uk/bitesize/articles/zbkbgwx

History - The Anglo Saxons 

Below is the Anglo- Saxon alphabet taken from https://www.twinkl.co.uk/resource/t2-h-107-anglo-saxons-runes-alphabet-worksheet (just is case you'd like to find any more work on the Anglo Saxons!) 

 

Write a message in runes and ask somebody at home to decode it, then ask if they'll write you a message to decode too. 

 

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