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I will be sending an email update about Term 5's learning, via the school office on Monday 20th April. Please do let the office know if, by the end of the day,  you have not recieved it. In the meantime, a little message below for Badger class children:

Hello Badgers!

I hope you have had an enjoyable 2 weeks over the Easter break. I have been thinking of some interesting things for you to do and learn this term and I can not wait to see what you come up with as you become…inventors!

You will take inspiration from inventors, both real and fictional, to become resilient, problem-solving, creative inventors!

Thank you to those who have been able to email in their learning; I have been so pleased to hear from you. I would absolutely love to hear more from all of you to see what you have been doing, so that I may congratulate you on your hard work and creativity. I am also always very happy to offer a little advice or a helping hand if you get a little stuck on anything. Just remember that I am still here for you to help you if you need me.

In maths and literacy I have shown which activities you could complete each day of the week. However, you and your families are all different, so follow the lead of your grown-up at home who will guide you as to what to do when. Most of all, just enjoy learning, investigating and being creative.

I miss you all and look forward to seeing your wonderful learning!

Love Mrs Breminer


Week 1: Can  you learn a new song or poem which you can recite from memory? Or perhaps you can perfect a piece of music on an instrument you play? Let me know how you get on!


We will be finding out about significant turning points in British history through looking at inventions and innovations.

Week 1: Can you Guess the Victorian Inventions?

Watch this CBBC clip of the actors from Hetty Feather trying to work out what each Victorian invention is.

  • Can you work out what the inventions are?
  • Which of the inventions do you think has been most important to the world?
  • Which has been most important to you?
  • Which inventions do you think have changed most since Victorian times?

Extra Challenge: I wonder if you can explain or justify your answers.



In our science topic this term, we will be investigating diets, skeletons and muscles.

We will aim to:

  • identify that animals, including humans, need the right types and amount of nutrition, and that they cannot make their own food; they get nutrition from what they eat
  •  identify that humans and some other animals have skeletons and muscles for support, protection and movement.

Week 1: 20/04/20 Grouping and Comparing Animals.

Let's get outside! The activities are on the PDF below, along with the animal example sheets.


Every Friday, look out for Ms Paton's weekly Spanish challenges here. Previous weeks' challenges will be saved in the document below so you can come back to them to practise your vocabulary.

spanish flag(1)


Buenas dias Badgers! ¿Cómo estás?

This week in maths you have been learning about time.

So, your Spanish challenge this week will be to ask ¿Qué hora es? (What is the time?) and reply! 

1.  Start by watching and joining in with the youtube video, which will help you with saying the time.


2. Try the quiz on the powerpoint below.

3. ...and just in case you've missed Basho's music over Easter, here is his contribution!   https://www.youtube.com/watch?v=IQhugB3CNYU



Week 1: Be Inventive! Be Innovative!

The most famous and well-respected artists experiment with techniques and materials to create innovative art. I wonder if you can find out what we mean by 'an artist's technique' and 'innovative art'?

Many artists develop a style of their own, so much so that when art lovers see a piece of their artwork they know exactly who has made it. I wonder what you can come up with? Can you create a really original piece of artwork using an original technique or unusual materials?

Please do email me a photo of your artwork…I would love to see it! I will upload them onto this page for you all to see what each other have been up to! If you would like it to be on our webpage, please do only include the work and not yourself in the photo!

Here are some ideas for inspiration.




Do continue to practise your times tables and related division facts. You can find the links, games and resources on our Badger Class page.

You can choose your level of challenge for some of the maths activities you find here. Generally, year 3 will be working on Challenging/Tricky/Hard. Year 4 should generally be working on Puzzling/Mindblowing. Use this as a guide but select the challenges best to suited to you. If you ever need more of a  challenge, this is a great site to look at: https://nrich.maths.org/9027

This term we will be investigating: Measurement including Time. If you need any further practise in any time telling, then you can play the games at https://mathsframe.co.uk/en/resources/category/482/read-write-and-convert-time-between-analogue-and-digital-12-and-24-hour-clocks


CH/TR/HD: I know the number of days in each month, year and leap year.

PZ/MB:  I can read analogue 24-hour clocks. I can  solve problems involving time.

Challenging, TrickyCan you find a calendar or diary for the year? What do you notice about the number of days in each month? Can you draw up a table to show which months have a total of 30 days and which have 31 days? Which month does not fit into your table? Looking at the month which does not fit into your table, what was different about it this year? How many days would that month have in most years? How often would you expect it to have the same number of days that it had this year? How many days are there in a year?  How did that change this year? An alternative to this actvity is available below, as Monday Challenging Group.

Hard: Complete the challenging/tricky activity. Now investigate! Why do you think the month that does not fit into your table has a different number of days in some years? Write down your prediction then use fact books at home or a search on kiddle.co to find out if you are right!

PZ/MB: Go to https://mathsframe.co.uk/en/resources/resource/116/telling-the-time Click Play Game and Select level. You should select the level you need to practise. You should aim to be able to tell the time to the nearest minute on both a 12 hour and 24 hour clock by the end of Year 4. Now, answer this reasoning problem: https://nrich.maths.org/242 How will you find your answer? How do you know if you are right? How can you check? Did you use any resources to help you? What would the answer look like on an anologue clock? What would it look like on a digital clock?


CH/TR: I can order dates of the year.

HD: I can order dates from different years.

PZ/MB:  I can convert times between analogue and digital.

All:  Open the Tuesday Warm Up document below and have a go! You could time yourself to see how quickly you can answer the questions. Use a clock or timer with the second hand. Record your starting time and finish time. How long did it take?

Challenging/Tricky/Hard: Complete the Ordering Dates activity below. Choose your challenge from the set of sheets in the document.

Puzzling/Mindblowing: Do you have digital and analogue clock or watch at home. What time is it now? What does the time look like on the analogue watch and on the digital? If it is morning now, do you expect the same time in the afternoon to look the same or different on each clock/watch? Can you explain your answer?  Complete the Tuesday 21st Puzzling or Mindblowing sheets or the following online games: https://mathsframe.co.uk/en/resources/resource/116/telling-the-time Select 'to the nearest minute' and '24 hour clock'. 


CH/TR/HD: I can read time with increasing accuracy to the nearest minute.

PZ/MB: I can solve problems involving time between events. I can convert hours to minutes; minutes to seconds.

CH/TR: Complete the CHTR Wednesday Telling the Time to the Nearest 5 Minutes activity below. Choose the sheet with the right level of challenge for you.

HD: Complete the CHTR activity first. Then, solve this reasoning problem: https://nrich.maths.org/242 How will you find your answer? How do you know if you are right? How can you check? Did you use any resources to help you? 

PZ/MB:  Throughout the day, see if your adults at home can challenge you to tell them the time. Record the time in words, as a 12-hour and 24- hour digital clock. Record what you are doing at each time they ask you. Look back at this record. Work out how much time has passed between different activities. If, for example, you did your literacy at half past ten and played football at three fifteen, how many hours and minutes were between half past ten and three fifteen? I wonder if you can then convert your answers into minutes or even seconds!? How will you do this? How many different ways can you record the time?  You can practise adding time here: https://mathsframe.co.uk/en/resources/resource/118/adding-time-word-problems 


CH/TR/HD: I can read time with increasing accuracy to the nearest minute.

PZ/MB: I can solve problems involving time adding time.

CH/TR/HD: Play the game at https://mathsframe.co.uk/en/resources/resource/117/telling-the-time-in-words. Click Play Game and select level. You should select the level you need to practise. You should aim to be able to tell the time to the nearest minute on both an analogue clock by the end of Year 3. If you need a further challenge, try the mirrored clocks challenge below. 

PZ/MB: Complete the Pizza Time Problems activity. If you need an additional challenge, try one of the reasoning problems at https://nrich.maths.org/9027 


CH/TR/HD: I can use vocabulary such as o’clock, a.m./p.m., morning, afternoon, noon and midnight. I can read time with increasing accuracy to the nearest minute.

PZ:MB: I can solve problems involving time adding time.

CH/TR: Throughout the day, see if your adults at home can challenge you to tell them  the time. Record the time using the vocbulary: o’clock, a.m./p.m., morning, afternoon and noon. At each time, write down what you are doing.

HD: Do the CH/TR activity. Can you also work out the time between events?

PZ/MB: Complete the Cinema Time Problems activity below.

If you need any further practise in any time telling, then you can play the games at https://mathsframe.co.uk/en/resources/category/482/read-write-and-convert-time-between-analogue-and-digital-12-and-24-hour-clocks


As well as having a go at the literacy activities suggested here, you could continue to access the daily activities on https://www.pobble365.com/ as often as you wish. 

Week 1 Literacy Outcome: Writing Instructions for an Invention.

This week you will be working towards writing a set of instructions to show how to use or work an invention from your home, garden, garage or shed. Remember you must never touch appliances or tools without a grown ups permission. Please be safe!

Monday: Instruction Texts: What a Good One Looks Like (WAGOLL)

I can identify features of an instruction text. I can evaluate instructions to show how they could be improved.

For this activity: you could either use the WAGOLL examples uploaded below or use instructions for household appliances you have at home.

  1. Watch the clip: https://www.bbc.co.uk/bitesize/topics/zkgcwmn/articles/zfrcmfr 
  2. Now look at the instructions uploaded below or your own examples from home. Can you label or make a note of the features that make these good instructions. Is there anything that would have made these instructions even better? Which instruction text do you think is better? Why? 
  3. Using what you learned from the clip and the WAGOLL examples, can you write a WMAG (What Makes a Good) Success Criteria to show what all good instructions should include?

I wonder if you can make a version of the table football explained in the WAGOLL? If you don't have all the items listed you could be innovative and solve the problem by replacing them with things you have at home. Have fun playing!

Tuesday: Imperative Verbs (Bossy Verbs)

I can use imperative verbs to create command sentences.

Instructions need to have command sentences to clearly show the reader what to do. Imperative verbs are found at the start of command sentences. If you need a reminder have a look at this: https://www.bbc.co.uk/bitesize/topics/zrqqtfr/articles/z8strwx , otherwise start the activity below.

  1. Can you make your own list of 'bossy' verbs? How many can you think of? You could write these onto slips of paper or card, then lay them face down. Next, take it in turns with a partner to pick them up and come up with funny command sentences to put them into. If you run out of ideas for imperative verbs, you can use the Bossy Word Mat uploaded below.
  2. Now think of some everyday activities you do, such as brushing your teeth. Can you write some clear command sentences for these activities imagining they are for a visitor from outer space who has never done these before!
  3. Do all your sentences make sense? Do they have capital letters and punctuation? How is your handwriting looking?

Tuesday's Extra challenge: Upwrite your command sentences, using more powerful imperative verbs (think synonyms) and appropriate adverbs. Perhaps you can write more detailed instructions rather than simple command sentences, using time connectives to sequence each command.

Wednesday: Adverbs

I can apply appropriate adverbs to add detail to my verbs.

What are adverbs? If you need a reminder have a look at: https://www.bbc.co.uk/bitesize/topics/zwwp8mn/articles/zgsgxfr

  1. Find someone to play this game with you: Choose an adverb from the Instructions Word Mat below or think of your own. Think of a something you could act out in the style of the adverb. For example: eating ice cream slowly; writing hastily; skipping joyously. Take it in turns to act and guess the adverbs. 
  2. Find a photo from a magazine, webpage or draw a picture of someone doing something (performing a verb). Around the picture write as many adverbs as you can to show how they could do it.

Wednesday Extra Challenge: How adventurous are your choice of adverbs? Can you replace any with more adventurous synonyms? Can you write your notes around the picture in full sentences including the following: powerful verbs, fronted adverbials, adjectives and a range of punctuation? Have you included commas if you need them?


Thursday: Sequencing using Connectives and Fronted Adverbials

I can use connectives and fronted adverbials to show when events happen or to order instructions.

It is important when giving instructions, for the commands to be given in chronological order. Do you remember the word chronological? It means in the order that things happen. We can use connectives and fronted adverbials of time to help us show when things happen.

  1. Choose one set of instructions from the zip folder below. Select the right challenge for you. The commands in each set of instructions are jumbled. Can you place them in the correct order. Can you then spot time connectives? 
  2. Find an appliance/invention at home that you feel you could write instructions for. Do ask your adult at home before you touch any appliances and follow the instructions your adult gives you. With adult supervision if it is a grown up item, give your grown-up step-by-step instructions of how you would work it or use it. I wonder if you can remember to use imperative verbs, adverbs and time connectives. I wonder if they can follow your instructions as you talk them through it.
  3. Note down any important words you said while talkng your adult through how to use the appliance. Write the words down in the order you said them. You can use these to help you when you write your instructions tomorrow. 

Once you have correctly re-ordered the instructions, you may like to test out the instructions to attempt to make the animal home (if you have the right materials and equipment at home)!

Friday: Writing your own Instructions

I can write an instructional text.

Can you write your own set of instructions to explain how to use an appliance/invention from your home or garden?

What Should I use to Help me?

  • WMAG sheet to show you what you need to include (to be uploaded soon).
  • WAGOLL examples or your appliance instructions from home that you looked at on Monday.
  • Instructions Word Mat
  • Your notes from Thursday's work.

Friday Extra Challenge: I wonder if you can produce your set of clear instructions without telling me what the invention is, so I can try to guess what your instructions are for! You will need to think carefully about your choice of nouns and how you label your diagrams to make your instructions clear yet mysterious! 

I wonder what else you can find out about your chosen appliance or tool. You could create a list of research questions and investigate the answers. Perhaps, for example, you might like to know who invented it. You could present your findings in any way you wish.


It is St.George's Day this week. Choose your challenge from the reading comprehensions uploaded below. If you want to get into the spirit of celebrating St George's day you could have a go at some of the crafts here: https://www.activityvillage.co.uk/st-georges-day-crafts

Have you written your book review, included in your home learning folder? I would love to see what you have been reading. Perhaps, you could write a review recommending a book you have read since you have been at home. We could share these to inspire each other in our next choice of books!


Please continue to note down your own tricky words which are ones that you misspell frequently in your writing. You could practise these using the pens on fire activities and the practical activities or games on the sheet below. 

Let's Practise! There, Their or They're?

https://www.bbc.co.uk/bitesize/topics/zqhpk2p/articles/z3cxrwx Now have a go at making up your own sentences using the correct there, their or they're.  Use the image below to remind you.

You could practise the year 3 and 4 spelling rules at https://spellingframe.co.uk/. Start with rule 1 and continue to work down through the rules once you feel you are able to apply these to your writing. If you find these spellings too tricky or too easy, then just select a different year group and aim to secure these.

there their theyre

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