Baltonsborough CE VC Primary School

Life at Baltonsborough CE VC Primary School Life at Baltonsborough CE VC Primary School Life at Baltonsborough CE VC Primary School Life at Baltonsborough CE VC Primary School Life at Baltonsborough CE VC Primary School Life at Baltonsborough CE VC Primary School Life at Baltonsborough CE VC Primary School Life at Baltonsborough CE VC Primary School Life at Baltonsborough CE VC Primary School

Welcome to Russet Class

Teacher: Mrs McDonnell


Email address for queries:

Home Learning!!

BBC Bitesize is now offering a home learning package called ‘Bitesize Daily’. It offers daily maths and English lessons as well as weekly science, geography and history sessions. There are a real range of activities to complete so this should provide some very rich and engaging learning experiences for your child! Please see the link for more details:

Please see below for more daily learning activities. 


Please see the link above for daily maths lessons with Bitesize Daily. 

Activity Update for year 3 children! 

At some point this week, find time to write a letter to Mrs McDonnell. Tell her about your interests, hobbies, favourite subjects, what you are looking forward to and perhaps some of your worries about next year. You can send your letter to me first or you can email it directly to Mrs McDonnell at 


Plan your story. As you know, authors don’t just randomly write stories - they plan them first! Use this plan to formulate your ideas: 

Meeting Tale Story Plan



Begin writing your meeting tale! Please see these links to different story plans. The black writing remains the same but the red writing is there to be changed. This provides a solid structure for your writing but if you would rather not use the guide, then that is fine. 


Guide A is for writers who are building their confidence and guide B is for more confident writers. 

Meeting Tale Guide A - Introduction, Build and Catastrophe

Meeting Tale Guide B - Introduction, Build and Catastrophe



Here is your second instalment of story guides. Have fun finishing off your stories! 

Meeting Tale Guide A - Resolution, Ending and Twist

Meeting Tale Guide B - Resolution, Ending and Twist



Illustrate your stories! You can either draw a series of pictures to go along with the story or you could dress up and take pictures with a camera! 


Read your story and take notes on what pictures you want. Make a list of the pictures that you want before creating or taking them. 


As an extra activity, you could type your story up on a computer and copy and paste your illustrations into the text.



Your last day of being in year 3 or 4!! 

Here is a list of fun activities that are the kinds of things that we would be doing in school: 


  • Scavenger hunt! Get a parent/carer to download this sheet and carry out a scavenger hunt. Your parent/carer shouts out the items and you have 1 minute per item!

Scavenger Hunt

  • Create a cinema and watch a film with popcorn, crisps or other snacks. At the end of our previous terms, we have done a ‘Russet cinema’ with chairs lined up in front of the big screen, crisps (and olives!) and nice squash drinks. Do something similar in your own house and include siblings if you have any. 
  • Play pictionary with an adult or a sibling. In this game, one player has to choose a random word (open a child’s dictionary on a random page and close your eyes and point to a word) and then attempt to draw a picture of it. The other player has to try and guess what the word from their drawing. 

    This game is surprisingly hard! For example, imagine having to draw the word ‘some’. What would you draw!?

  • Have a dance party. Please see these links to some music that is fun to dance to: 


Scottish music with violins and drum beats:



A guided dance video to nursery rhymes with some quite cheesy American singing: 



A purple monster dancing to a funky tune:


I hope that you all have amazing summer holidays and I'm looking forward to seeing you all again in September.


The Story of Food: Before and After Eating!  



Look at these BBC Bitesize links and have a go at the activities on the pages:



Make your own fake poo! This is an activity that is designed to mimic the human digestive system. This is a list of the items you will need: 

  • Some food (foods that work well include crackers, bread, biscuits etc)
  • A plastic food bag
  • Something to smash with (a pestle or any other hard object)
  • A pair of tights or a sieve with very small holes


Here is a step by step guide for the activity: 

Step 1 - The Mouth 

Place the food inside the plastic food bag and smash it up with the pestle/smashing tool. This imitates the teeth grinding and mushing the food. 

Add some water to the bag and continue smashing the food. Our mouths produce saliva which wets the food so the water is imitating this. 


Step 2 - The Stomach 

Inside our stomachs, there is acid which breaks down the chewed up food. Use apple or orange juice instead of acid! Place the juice in the bag and gently squeeze the bag to represent the stomach churning the food to break it down. 


Step 3 - The Small Intestine

You’ll have to imagine this bit! In the small intestine, nutrients are taken from the food and transported around the body. If you think of something to represent this, let me know! 


Step 4 - The Large Intestine

The large intestine removes much of the remaining water in the food and sends it around the body. Pour the contents of the plastic food bag into a pair of tights or a sieve with very small holes and strain out the water. Place the remaining waste (without the water) into a bowl and the digestion process is complete - you have made some fake poo! 



Years, months, weeks and days! Teach your child about the length of the year and the amount of days in each of the months. Please see the links below to some worksheets. As before, A is the least challenging and B is the most challenging. 

Year 3 Sheet A - Months and Years

Year 3 Sheet B - Months and Years


Year 4 Sheet A - Years, Months, Weeks and Days

Year 4 Sheet B - Years, Months, Weeks and Days


Here is a link to some powerpoint presentations which may help you with the teaching: 

Year 3 Months and Years Powerpoint

Year 4 Years, Months, Weeks and Days Powerpoint



Draw and label a diagram of the digestive system inside a human! Write some information about the function of each of the organs. Use this guide to help you get the pictures and information right: 

The Human Digestive System Guide


Include some nice colours here and why not personalise the human to make them look like somebody famous?!



Play some of these awesome times tables games!


Tommy’s Trek - Super Mario style game where you are hunting for the correct answer to a TT question.


Guardians of the Mathematica - this is an epic game that covers lots of elements of maths. Once you have selected your character and completed your training, select ‘Times Tables Trials’ to practise your times tables.


Times Tables Rally - you are driving a race car and the only way to accelerate is to choose the correct answer to a TT question:


Maths Fishing - be the one to catch the most fish the by answering TT questions!


If you want to practise your times tables without a computer, use this times tables grid to write down all of your times tables: 

Blank Times Tables Grid


Previous Week's Work 




Watch the BBC Bitesize video again and have a go at completing the two activities on the page.


Once you have done this, draw a diagram of the human teeth and label the incisors, canines, molars. 

If you are unsure of how to draw a teeth diagram, please look at this example for guidance: 

Teeth Diagram for Guidance



Conduct an experiment! This interesting experiment involves submerging a hard boiled egg into coke/pepsi for around 8-12 hours and then brushing the egg with a toothbrush! 


Please see this experiment guide for more information: 

The Egg, Cola and Toothbrush Experiment Sheet



Make a poster for your own dental hygiene product! Hopefully, your experiment demonstrated the importance of dental hygiene so now create your own teeth cleaning product. 


It could be a toothpaste, a toothpick or dental floss etc. 


A good poster includes: 

  • The name of the product.
  • A sentence/short paragraph explaining what it is. 
  • Pictures of the product both in use and not in use. 
  • A catchy slogan (such as ‘Feel the shine’ or ‘For a healthy, smiley face, use Balsom’s toothpaste!’ 
  • Some scientific facts about the product (explain how the product helps keep the teeth clean).
  • A quote from a professional dentist explaining why they use it. 



Durations of time. A duration of time is the amount of time something happens. 


These worksheets are not separated into year 3 and 4 but there are three levels to choose from. A is the least challenging and C is the most challenging. 


As a rough guide, I would suggest A or B for year 3 children and B or C for year 4 children. 

Durations of Time - Sheet A

Durations of Time - Sheet B 

Durations of Time - Sheet C



SPAG review! Complete this SPAG review sheet that contains a range of the SPAG concepts that we have covered this year. 

SPAG Review



Watch this video whilst the video is paused (remember to return to the weekly video when it is finished):



Find all of the food/ingredients that will be in your next meal and work out the food miles! Have a look in the cupboards and search for some food. Most food packaging states where the food is from (it will probably say ‘country of origin’ or ‘produce of Italy’, for example) and then type that place into Google maps with directions for your home. This will tell you how many miles it is from the country of origin to your house! 


Find the miles for each item of food and lay them out in a column addition. 


It is interesting to remember that the actual food miles may be much higher. For example, your food could have travelled to a supermarket, a food preparation centre (for washing or cutting) or a depot between leaving the country of origin and arriving at your home - creating many more food miles that Google cannot show!! 



Plan a day’s set of meals using only ingredients grown in the UK. Here is a link to a website that contains some information on farming in the UK:


Here is a link to a simple diet plan that you can write your meals into (I have included a section for UK drinks - drinks like apple juice, elderflower cordial or water!): 

UK Grown Food Meal Plan



Write a discussion piece based on the positives and negatives of only eating UK grown foods. In the video, I discussed the positives and negatives of eating local food. 

A point in favour of local food is that it does not have to travel very far, cutting out pollution from transport methods. It also supports local jobs.


An argument against local food says that the food that is healthy for us does not always grow in the places we live. The energy that it would take to grow those foods in the colder countries (heating greenhouses), is often more than the energy required to transport the same food grown in hotter places! 


Have a discussion with an adult and see if you can come up with a few more points in favour and against local food. 


Use this feature tick list to help you write your discussion piece: 

Discussion Text Feature Tick List



Teach your child about 24 hour time. Last week, we looked at 12 hour AM and PM time and now the children can build on this by realising that AM and PM can be shown on the 12 hour clock. 


The first thing they should learn is that the clock begins at 00:00 when we are asleep. When the clock reaches 12:59, it goes to 13 (rather than returning back to 12 as it does with 12 hour AM and PM time). 


Sheet A is less challenging that sheet B. 

Year 3 Sheet A - 24 Hour Time

Year 3 Sheet B - 24 Hour Time


Year 4 Sheet A - 24 Hour Time

Year 4 Sheet B - 24 Hour Time



Agriculture walk! With an adult, go for a walk in your local area and make a note of all of the crops and animals that you can see. 


There is a phone app called Google Lens that allows you to take a picture of something and it will tell you what it is. The app works very well and your parents/adult could use it on their phone to identify the crops. 


Record your observations on this sheet: 

Agriculture Walk Observation Sheet


The Roamin' Romans

Week beginning 15/6/20


Paint a picture of Boudica! There are no surviving paintings of her and there are obviously no photographs! However, Dio (a Roman historian) described her like this: 

“In stature she was very tall, in appearance most terrifying, in the glance of her eye most fierce and her voice was harsh; a great mass of the tawniest hair (browny orange) fell to her hips; around her neck was a large golden necklace; and she wore a tunic of divers colours over which a thick mantle was fastened with a brooch. This was her invariable attire ...” 

Use Dio’s description to create a portrait of Boudica. 



Queen Boudica does not know how to use possessive apostrophes! This is a big problem because she has written a letter of complaint to Emperor Nero. He won’t take her seriously if he sees her mistakes so as her personal adviser, edit her letter before she sends it! 

Boudica's Possessive Apostrophe Activity


Parents, please see this link for more information on possessive apostrophes:



Y3 parents - teach your child about AM and PM time! 

Y4 parents - teach your child about digital time! 


Both of these activities are for 12 hour time (so the clock returns to 1 rather than 13 after 12:59). Explain to your child that the clock begins at 12 AM when we are asleep. 12 hours later, we have our lunch at 12 PM and the clock begins again but in PM time. Next week we will look at 24 hour time. 

Sheet A is less challenging than sheet B. 

Year 3 Sheet A - 12 Hour Time AM and PM

Year 3 Sheet B - 12 Hour Time AM and PM


Year 4 Sheet A - 12 Hour Digital Time

Year 4 Sheet B - 12 Hour Digital Time



In 64 AD, two thirds of Rome was destroyed in a massive fire. The event is known as The Great Fire of Rome. According to Roman historians, emperor Nero blamed the Christians which began over 200 years of Roman persecution against the new Christian religion. 


Here is a link to a comprehension activity that contains a newspaper article about the event and questions: 

Roman Newspaper Comprehension Activity



Create a poster/fact file that sums up everything you have learnt about the Romans. It should include: 

  • A title
  • Pictures of events and important people. 
  • Paragraphs that explain the major events. 
  • Dates of events (can be within the paragraphs). 
  • Interesting, weird or gory facts.




Design a Roman town! Imagine that you are a Roman town planner and a great emperor has asked you to design a new town in the distant land of Britain. 

I suggest drawing your town from a birds eye view (looking down on the tops of the buildings). For your town to be a true Roman town, it should have the following things: 

  • Straight roads with right angle bends. 
  • An open square in the centre (forum) for the marketplace.
  • A large basilica for public meetings. 
  • Temples to the Gods. 
  • Lots of shops selling different goods (the shops usually had flats above them). 
  • An inflow of water such as a river, natural spring or aqueduct. 
  • Blocks of public toilets. 
  • Sewers taking away the human waste. The sewers could be underground and they may eventually run into the sea, lake or river (urgh). 


Colour in your town plan and don’t forget to label it so the emperor knows what each building is. 



Teach your child how to read the time!! Reading the time is one of the most important skills they learn in year 3 (and consolidate in year 4). Even if your child can already read the time, completing this work will still be beneficial for them. 


The work is split into year 3 and year 4. The year 3s will be reading the time in 5 minute intervals (25 minutes past 1, 10 minutes to ten etc). 

The year 4s will be reading the time in minute intervals (26 minutes past 1, 14 minutes to ten etc). Please feel able to select work from the other year group if you feel that it suits your child better. 


Teaching children how to read the time is harder than it sounds! If you are unsure about how to teach it, please see this link to a lesson plan that I have designed: 

Telling the time lesson plan


Year 3 worksheets (B is more challenging): 

Y3 Sheet A - Time

Y3 Sheet B - Time


Year 4 worksheets (B is more challenging): 

Y4 Sheet A - Time

Y4 Sheet B - Time



Spot the mistake! Have a go at this ‘spot the mistake’ worksheet. Each question has a mistake in it so hunt them down and rewrite the sentences correctly! 

Spot the Mistake


There are quite a lot of questions so there is no pressure to complete them all in one day!



Use this day to catch up on any outstanding work. Here is a list of suggestions: 

  • Scroll back through the weekly activities to see if there is anything you have missed 
  • Finish yesterday’s ‘spot the mistake’ sheet. 
  • Catch up on the Mathletics work. 
  • Write a diary entry.   



Debate time!! Debate whether Britain was a better place before or after the Romans arrived. Find a member of your household who thinks they know a little bit about the Romans and hold a debate with them! 


You may find it useful to write down your ideas first. Please use this sheet to formulate your argument: 

Roman debate guide  




Write a speech as if you are a captured Briton - Caratacus style!! Imagine that you are a captured Briton who has been transported to Rome. Perhaps you were an important tribal leader who had armies and chariots at your command or maybe you were a humble farmer who tilled the lands and tended to animals. 


Try to split your speech into three main parts - introduction, main point and conclusion (a couple of sentences/paragraph for each).

An introduction should: 


  • Start with a great opening statement or fact that will catch the listeners attention (“At one time, I was more powerful than all of you gathered before me” or, “We celts believe that the fact that you use powdered mouse brains as toothpaste is disgusting - we are much cleaner because we use urine!”). 
  • Tell the listener what the speech is going to be about. Briefly explain your problem. 


The main point should: 


  • Make you point obvious to the listeners. Tell a story which explains how the Romans have mistreated you (“As I was harvesting my wheat field, a brigand of violent Romans trashed my house… etc) 

However, try not to repeat yourself as people find this boring!  

  • Include details about more than one instance of Roman misconduct. Tell the listeners several different stories about the Romans mistreating you. Keep your stories short. 


The conclusion should: 


  • Tell the listeners what you want or how they can help you (“Now that you have heard my story, you must realise that setting me free is the only humane option!”).



How would you feel if you were a Roman soldier? The idea might seem cool at first but would it really be that great? 


Create a mindmap with you in the centre (as a Roman soldier) surrounded by your emotions. 


Watch this video that looks at the life of a Roman soldier for some inspiration:


Once you have drawn yourself as a Roman soldier in the centre of the page, surround it with sentences that describe your feelings and emotions. Write about such things as: 


  • Going into a battle (that you perhaps don’t even care about). 
  • Being terrified about having to fight (or maybe you believe in the empire so strongly that you do to want to fight for it)!
  • Having to wait 25 years to become a ‘free Roman citizen’. 
  • Missing your family who are hundreds or thousands of miles away. 
  • The companionship that you may feel towards your fellow soldiers. 
  • The sadness that you feel for your friends and fellow soldiers who have died in battle. 
  • Your personal beliefs on the Roman empire - you are fighting for the empire but do you believe that the empire is a good thing? 



Operation Codebreaker Times Tables Challenge! Answer the TT questions to break the secret code. Once this is done, there are some four operations questions to keep your skills sharp! 

Sheet A is the less challenging of the two. 


Operation Codebreaker TT Challenge - Sheet A


Operation Codebreaker TT Challenge - Sheet B



Make a Roman or celtic shield! There are several different ways to make the shields and there are many videos on Youtube.

A simple shield using cardboard and paint:


An alternative shield design (not technically Roman) is found here:


Have fun!! 



Conduct an interview with either Caesar, Caligula (who collected seashells) or Claudius (the emperor who finally conquered Britain). 


Use a person from your house as one of the emperors (perhaps choose someone who has watched the learning videos so they know about the Romans!)


Before you begin, write down the questions that you are going to ask. To help you come up with your questions, think about these things: 


  • Do you know exactly why the Romans invaded? If not, ask the emperor!  
  • Would you like to know any personal details about their lives? 
  • What part of Roman life do you want to know more about?
  • Would it be interesting to know which victory they consider their greatest? 




Caesar managed to upset many people by expanding the Roman Empire. Write a letter of complaint to Caesar! Here are two scenarios to imagine yourself in: 

Scenario 1: Imagine you are a trader who has travelled with Caesar to invade Britain. It all looks like it is going really well when a sudden storm wrecks your boat and all of your goods! You weren’t expecting this storm as Caesar told you that this magical place called Britain was a land of hopes and dreams. 

You decide to write a letter to Caesar in order to try and get some compensation for your lost goods from the exceedingly rich Roman Empire. 


Scenario 2: Imagine you are a Briton who lives in the castle that Caesar put under siege. You thought buying a house within the castle walls was a good idea but now the Romans threaten you and your family's lives. You can’t see your grandparents (who live in a distant town), you can’t get medicine and the food within the castle is quickly running out. 

You decide to write a heartfelt letter to Caesar pleading him to stop his siege. 


Please see this link for a checklist of the features that should be in a letter of complaint: 

Tick List for Letters of Complaint



Britain must have been an interesting place to the Romans. Before we really get into our new learning journey, do some research into Britain before the Romans arrived. 


Here are some questions to base your research around. They have been ordered in levels according to the amount of time and depth of understanding that they require. Please don’t feel you must limit yourself to these questions - they are just a guide to get you thinking. 


Level 1 questions: 


Who lived in Britain at this time? 

What did the people look like (and how did they dress)? 

What food did they eat? 

What sort of buildings did they live in? 


Use these websites for your research:


Level 2 questions: 

What did the countryside in Britain look like at this time? 

What religion did the people of Britain have? 

How did they produce their food? 


Use these websites for your research:


Level 3 questions: 

How was society structured (who was in charge, how did the tribes order themselves, how did food production influence society)? 

Why did they build hill forts? 

Did they communicate/trade with other societies and civilisations? 

What did Britain have that made the Romans want to invade? 


Use these websites for your research:

Some of these questions may require a conversation with an adult in order to gain a deeper understanding! :) 



There have been many famous paintings of Julius Caesar. Have a go at doing your own! Please see this link to three famous paintings of Caesar that you may wish to copy or get ideas from: 

Famous Paintings of Caesar


If you want to create your own Caesar painting that is not based on those three, please feel able to do so. However, try to keep your painting historically accurate - don’t paint Caesar with an Iphone or driving a car!! 


Make sure that you name your painting and include your signature in a bottom corner! 



Please see this link to a SPAG sheet containing two activities. 

A or An and Contractions Sheet


The first activity is based around the use of the words ‘a’ and ‘an’. We use ‘an’ if the following word begins with a vowel sound (words that sound like they begin with A, E, I, O, U). 

For example, The man bought an igloo on ebay. 

We use a if the following word begins with a consonant (all the letters except A, E, I, O, U). 

For example, The man bought chair on ebay. 

Here is a very in depth video in which a lady named Gill explains all the details. I suggest this video for those children who are confident writers and have a good understanding of the SPAG concepts:


However, this is a link to a fun video which explains it in a simpler way which everyone will love:


The second activity on the sheet is based around contractions. A contraction is where two words have been joined together to form one word. 

For example, Can not - can't 

They will - they'll 

Shall not - shan't

Please note that an apostrophe is used in the space of a missing letter. Getting the apostrophe in the right place is the part that requires the most effort and focus! 

For more information, please see this link:


Friday (you may want to do this activity before the weekly shop)

Plan a Roman meal! Do some research into the different types of food that the Romans consumed. 

As we know, the Romans came from Italy so Italian/Mediterranean foods were obviously very popular! 


With a parent/carer, decide on a meal based on your research. If you have the ingredients, then either watch and ask questions about how it is cooked or if you are able, help your parents with the cooking. 

Take some pictures of the food and let me know how it was!! 


Here are some websites that may be useful for research:


'Matter Matters'

Our learning journey is a home learning journey. In the journey, you will explore matter and why it matters that you know everything is made of matter! 


So this is what happens with the water cycle: 

  • The sun shines on lakes and seas causing the water to evaporate into the air as water vapour. 
  • It then collects in the clouds as condensation. 
  • When the temperature changes (and when there is soooo much condensation that it is too heavy to stay in the air), the water falls from the sky as precipitation (rain). 
  • The rain falls back into the streams, rivers, lakes and seas and the cycle begins again (remember, most rivers run to a large lake or the sea eventually). 


Watch the video again and have a go at the order sorting activity at the bottom of the page:


Once you have done this, create a diagram that explains the water cycle. Use lots of lovely colours and make it look great!


Use this poster to help you: 

Water Cycle Example Poster


Here is an interesting video, featuring Richard Hammond, that explains why water falls as droplets of rain:



Ice experiments! We all know that ice is just water that has been frozen into a solid state. What happens when we add different things to that water? Will it affect the ice? 


Try adding these different things to the water before it freezes to see what happens: 

  • Nothing! Start with plain tap water to see what normal ice should look like
  • Boil the water
  • Add salt  
  • Freeze a fizzy drink instead of water
  • Tap water with food colouring


Once the waters have frozen, take them out of the freezer and have a discussion with an adult about what has happened to the water. Try and make some predictions that describe why you think these things have happened. 


Once you have made your observations and predictions with an adult, watch this video where all is explained:



Have a go at these times tables mazes! There are three different levels to choose from. Sheet A is the least challenging and sheet C is the most. 

TT Maze Sheet A

TT Maze Sheet B

TT Maze Sheet C



Reading comprehension is the ability to understand what you are reading and it is an integral part of becoming a good reader. Please see the link below for a comprehension task which contains a story (modified but not written by me) and some questions: 

Iron Man Comprehension Task


Your child will need a dictionary (a hard copy would be better but online will still work) to complete the task. 



Today will be the last day of our ‘Matter Matters’ home learning journey. Here is a video for your child to watch that sums up how important all forms of matter are to our lives.


Please see the link below for a sheet that contains a series of questions and activities for your child to complete based around the video. 

What Stuff Does Activity Sheet  



Spend some time setting up the experiment with your child. If you haven't got a plastic food bag, you could use a jar with the lid on as a comparison to the open glass. This may provide some different results between the two. 


Experiments should be conducted scientifically. In this experiment, we are going to focus on our prediction and our observations. On the sheet below, your child can record their predictions and the equipment needed for the experiment. 

Prediction Sheet



Experiments should be conducted scientifically! Your child can use this sheet to record their observations of the water in the glass and the food bag each day. 

Observation Sheet


To help them with their observations, ask them questions such: 


  • What has happened to the water in each container? 
  • Has the water level changed? 
  • Which container has the most water now? 



Something different. Create a poster for a cutting edge new automobile. However, it doesn't have to be a car - it could be a car, a plane, a train, a boat, a submarine or any other form of transport that you want!


I want you to think carefully about the type of fuel that it uses. Don’t use petrol or diesel, think of a new fuel. 


We know matter is split into three different groups - solid, liquid and gas. Which matter is your fuel made out of? 


Ideas for a solid fuel could include: 

  • Wood 
  • Ice 
  • Plastic waste 


Ideas for a liquid fuel could include: 

  • Water 
  • Lemonade
  • Beer  


Ideas for a gas fuel could include: 

  • Hydrogen
  • Methane
  • Steam 


Feel free to come up with your own ideas! 


A poster should and could include: 

  • Name of the automobile.
  • Picture of the automobile.
  • A paragraph about the fuel that it runs on. 
  • Catchphrase. Think of the rule of three. For example, Jaguar use: Grace, space, pace. 
  • Price of the automobile. 
  • Zoomed in picture of the cutting edge new engine. 
  • Facts about the car (MPG, speed, safety ratings). 
  • Quote from a happy customer. 



Use this day to either continue with the poster, write a diary entry or catch up on any other work that has been set over the past two weeks. 


Your child can also continue to record their observations of the experiment. 



Homophones are two or more words that are pronounced the same but have different meanings. Please see the link below for a SPAG sheet based on homophones. 

Homophones Sheet


For more information about homophones, please see this link:




Most authors don’t just write their stories off the top of their head - they plan them first! Use these story planning grids to plan your version of ‘The Matter on the Road’. 

This first link is to a story planning grid with sentence starters. This will provide structure to those children who have less confidence with writing independently. 


This link is to a story planning grid with hints/prompts but no sentence starters. This is for children who are confident writers. 



You could print out the sheets for your child to write straight onto or your child could recreate the boxes on a fresh piece of paper. Alternatively, your child may want to type straight into the boxes on the computer! 



Write your own version of ‘The Matter on the Road’! Please see the links below to a guide for the children to follow. The bits in black are there to be copied and the parts in red can be changed. 


If your child doesn’t want to follow the guide, then that is fine. However, they should stick to a story structure with five parts as planned yesterday. 

 Parts 1 and 2 guide less challenging


Parts 1 and 2 guide more challenging

Please feel able to help your child with spellings and grammar etc. I recommend writing with a pencil as this makes corrections much easier to deal with. 



Here is your second instalment of story guides: 

Parts 3 and 4 guide less challenging


Parts 3 and 4 guide more challenging

Once this has been completed, get them to read their story to you. It will not be finished yet but this is a good chance to reflect and check back against the story plan. Look over their spellings and provide them with a list of corrections. 



Something a little bit different! 

Our houses are full of things. Your child can use these labels to go around their house and match the labels to items that fit the descriptions! Set them a challenge to label items that are in all of the states of matter. 



You may want to go through some of these word meanings with them: 

  • Monochrome (black and white)
  • Tessellates (when shapes fit into a pattern without shapes between them - often used in mosaics) 
  • Periphery (on the outside of something or only slightly connected) 


As they are labelling the objects, ask them why they have labelled the items in this way! 


Once this is done, you could remove the labels and ask your child to remember which labels they put on the items - memory challenge! 



Your final instalment of the story! Please see the links below for guides on the final segment of the story. 


Part 5 guide less challenging


Part 5 guide more challenging


When the story is finished, your child could do a performance of their story with a sibling. If they don’t have a sibling, use a parent. You could record and watch back the performance! 


If anyone would like any support with it, please feel able to make contact on the Russet email (top of page). 

Previous matter activities

Introduction to Matter

Everything is made of matter. Teach your child about matter! Matter comes in three different states - solids, liquids and gasses. 

Watch this video with your child:


Volume is the amount of space that the matter takes up whereas mass is the amount.


With your child, compare different items around the house in accordance to whether they are solids, liquids or gasses. Your child can make a table containing three different sections (for each state of matter) and place the items accordingly.


Melting Chocolate

Some changes are reversible and other changes are irreversible. If your child has received lots of Easter eggs, you could melt one/part of one of them to observe a reversible change. 


If you have a thermometer, it would be great to record the temperature at which the chocolate starts to change/melt. Your child could make a prediction on the melting temperature before it happens! 


You could watch this video to engage their interest!!


Discuss with your child what irreversible and reversible changes are. After the chocolate has melted, it will be very difficult to get it back into its original shape so does that mean that it is an irreversible change? No!! It is not irreversible because a new material has not been formed by the change - the chemical structure has remained the same. 


Once the chocolate has been melted and you have had this discussion, you could take your child outside and burn a small piece of paper. Watch it turn to ash and ask them if this is an irreversible change. You can discuss how it is irreversible because a new material has formed - ash! The particles in the paper have turned into carbon. 


Most importantly, enjoy the melted chocolate!!



Do dreams tell us the future/past or are they alternative representations of our lives? Create a cartoon strip of one of your dreams! If you can’t remember a dream that you have had, create a comic strip for someone else’s dream (Mum, Dad or a sibling perhaps). 


It would be a good idea to plan the comic strip with your child before they begin.

  • Have a conversation with your child about their dream. 
  • Make a note of the main parts of the dream. The children are familiar with the most common story structure (into, build up, catastrophe, resolution and ending/twist) so see if they can structure their dream in a familiar way.
  • Look at a comic strip and see if your child can notice some of the features (pictures, speech within bubbles, writing along the top border providing more information, artist’s signature in corner of box maybe).
  • Your child may enjoy creating character profiles of the people in the dream before writing the comic strip.
  • Plan out the comic strip by drawing boxes for each part of the dream. 
  • Begin your comic strip! After drawing the pictures, I recommend writing the speech before drawing the bubble - that way it always fits in! 



Everything is made of matter. Teach your child about matter! Matter comes in three different states - solids, liquids and gasses. 

Watch this video with your child:

Volume is the amount of space that the matter takes up. 


With your child, compare different items around the house in accordance to whether they are solids, liquids or gasses.

You could then experiment by placing/pouring different items into a glass and observe whether they remain the same shape or if they take on the form of the container.  

Your child can make a table containing three different sections (for each state of matter) and place the items accordingly.


"But my putty changes shape according to its container and it is not a liquid or a solid," I hear you say! Putty is a non-Newtonian fluid (also known as a visceolastic fluid). This means that it is between states of matter - it has elastic properties and can change its shape. 

This is a great video which explains more:



Think of a silly invention - something that would be completely useless. For example, a chocolate teapot. Every time you put hot water in it, it melts and the hot tea goes all over the table. Why did it melt? Because chocolate has a low melting point! 

To get ideas, think about the states of matter. We know that the particles in liquid and gas are more spread out than in solids. This makes liquid and gas take on the form of their containers rather than staying in one shape. How could your silly invention use these facts? If something needs to keep its shape during use, wouldn't it be silly if it was made of the wrong type of matter!


Create a poster for your product which contains lots of pictures of it in use!



With everything that is going on, this is a challenging time. You, of course, know your child best so it may be nice to spend some time surfacing some of their emotions/worries about current events. 

This is a lovely story about a child who collects her worries in a ‘worry bag’ but eventually, the bag became too large to carry around.


After listening to the story with your child, they could create their own worry bag on paper. They could write their worries down inside a bag shape and add drawings and colour to reflect their emotions. 



Prepositions are words that tell us where things are in sentences. For example, in the words ‘Mr Balsom was sat in his Morris Minor’, ‘in’ is our preposition. 

The word 'in' tells us that Mr B was sitting in the Morris, not above or under the Morris. Some people like to use the name to remind them - preposition


Please complete this sheet on prepositions: 



More information about prepositions can be found here:



Some changes are reversible and other changes are irreversible. If your child has received lots of Easter eggs, you could melt one/part of one of them to observe a reversible change. 

If you have a thermometer, it would be great to record the temperature at which the chocolate starts to change/melt. Your child could make a prediction on the melting temperature before it happens! 

You could watch this video to engage their interest!!


Discuss with your child what irreversible and reversible changes are. After the chocolate has melted, it will be very difficult to get it back into its original shape so does that mean that it is an irreversible change? No!! It is not irreversible because a new material has not been formed by the change - the chemical structure has remained the same. 

Once the chocolate has been melted and you have had this discussion, you could take your child outside and burn a small piece of paper. Watch it turn to ash and ask them if this is an irreversible change. You can discuss how it is irreversible because a new material has formed - ash! The particles in the paper have turned into carbon. 

Most importantly, enjoy the melted chocolate!!



You probably have a few leftover Easter egg boxes. Turn them into artwork by paper macheing the empty boxes! 

Flour is a little bit difficult to get hold of at the moment so here is a video for two paper mache recipes - the traditional flour recipe and one using glue.


Alternatively, you could paper mache an Easter egg shape made out of playdough!

Have fun! 



The grown ups have bought too much toilet roll! Write a poem to praise toilet roll. 

It could be an acrostic poem in which the first letters of each line spell out a word or words. It could spell out ‘toilet’! For example,

Toilet roll oh toilet roll, 

On my mind, 

In bags of six or nine - can't decide!

Let me have some more, 

Else I might lose my mind, 

Toilet roll you’re lovely - I need you by my side. 


However, it doesn't have to be an acrostic poem, your poem could take any form. For example,

Toilet paper I need you, 

You’re the light of my life, 

Grown ups like to bulk buy you,

In these hard times, 

That makes me feel blue, 

And it’s certainly not fine, 

That adults like to hoard you, 

Like bottles of vintage wine!




Understanding SPAG makes us better writers because it allows us to express ourselves more clearly! Please complete this sheet on nouns, verbs, adjectives and adverbs. Copying out the sentences will provide an excellent chance for your child to practise their handwriting. However, it is completely fine if they would rather underline on a printed/downloaded sheet. 



Please see the links below if you would like more information on the grammar:










Spring is well and truly here. Go outside with your child and take note of all the new life that you can see. Your child may notice the new leaves beginning on the trees or the butterflies dancing in the air. Your child could record their findings on paper with a brief description and draw pictures of them when they return inside. 

Alternatively, your child could use a camera to take pictures of the new life! They could make an album of their spring life photography and label the pictures. 



Start to write diary entries recording what you get up to in the day!

A diary entry should:

  • Date the entries - include the date at the top of the page
  • Use first person pronouns (I, we, my etc)
  • Be written in the past tense 
  • Be written as if it is talking to someone
  • Use a new paragraph for each new event
  • Be honest and contain your emotions and feelings about subjects

The entries can be about anything that you get up to but it is really important that you write about your emotions and feelings. Tell the reader what you thought of the events and whether you would like to do them again and why! 



Could you and your child please produce a map of the UK! I suggest finding an outline of the UK for your child to copy and then using an atlas, they can find and label the major cities/landmarks. A few weeks ago, we plotted the UK’s major cities on a map so it might be really nice to give your child the opportunity to remember where the cities are before referring to the atlas. 

Your child can use lots of lovely colours in their map and if they want to, they could include some drawings of the UK’s landmarks. 



Please see the link below for a SPAG activity on sentence structure. 


If you are a little unsure about sentence structure (subordinate and main clauses making simple, compound and complex sentences), please have a look at this page:



Use this day to catch up (stuff covered in the last few days or home learning paper pack etc) or spend some time on the home learning project. You could write an extended diary entry for this day if you like!! 



If you are able to, it would be lovely to print off an O.S. map of your area and go for a small walk with your child. You could mark a few ‘X’s on the map and your child could lead the walk and try to find the locations of the ‘X’s. It would be advisable to mark places that you are familiar with to ensure access and that they are away from lots of people etc! 

If you do not feel comfortable doing this, you could spend some time with your child exploring google maps/google Earth. In a similar way, you could print an O.S. map and mark it with ‘X’s and your child could find the locations using the street view mode!! 

This website gives you free access to the O.S. map system:

Once you type in your postcode, zoom out to the third rectangle size and this provides you with an O.S. map of your area that can be printed!!


Please see below the guide for the home project as described in the learning pack: 

Could the children please complete a project that compares the geographical characteristics of a region in the UK with a region in a European country. You could look at the fauna and flora of two different locations, the local rock formations, the different industries in the areas and if you want to go a bit further, perhaps even how human activity has changed the landscapes! 


The children can create lots of lovely pictures and artwork surrounded by facts and text etc. I am allowing a lot of autonomy in the layout of this project - anything from a written document/powerpoint to shoe box models of the landscapes! When we return to school, the children will  have the opportunity to explain their project to the group so please ensure that your child has a good understanding of the similarities and contrasts between the two areas. They will of course be able to explain to me without an audience if they do not have the confidence to speak to the whole class. 


Here is an example idea but please feel free to come up with your own similar ones: 

For a UK study, you could look at the Mendip Hills and learn about the properties of the carboniferous limestone that the area is largely formed of. You could then learn about the cave systems which are found underneath the hills and research the labyrinth of underground rivers which are intricately connected. Alternatively, you could look at the quarrying industry in the Mendips and how the stone quarried in the Mendips is now transported all over the country for building! 

For a European study, you could learn about the Gironde area of France which contains the Dune of Pilat and the city of Bordeaux. The Dune of Pilat is the tallest sand dune in Europe and children could compare this sandy landscape, enjoyed by thousands of tourists every year, to the often wet and remote conditions on the Mendips. They could learn about the miles of grapevines found around the Gironde area which support the Bordeaux wine industry and compare this to the quarrying on the Mendip Hills. The children could look at the effect that these industries have on the land. 


Hello there, you've reached the Russet page! We are a mixed class of year 3 and 4 children and through our irresistible curriculum, we make learning fun and engaging. The children always have a role in directing their own learning and every day brings new opportunities and challenges. Please enjoy perusing through this page as it is regularly updated with our activities.

Year 3 Curriculum Coverage

Year 4 Curriculum Coverage


'Sound and Vibrations' 

Sound Walk Around the Village

In the classroom, the children made predictions on sounds they thought they might hear at different areas of the village. On the walk, many of their predictions came true but we also heard some unexpected sounds such as car radios, the panting of dogs and even a distant bird scarer!! We discussed in what way many of the sounds changed and that they became louder or quieter as they got nearer and further away. 


For our first lesson on this journey, the children sat in a circle with their eyes closed and Mr Balsom quietly walked around the room playing his guitar. The children had to guess where he was by pointing. 

After looking at a guitar string, we realised that when it is struck and making a sound, it vibrates a lot! This vibration also vibrates the air molecules around it, sending vibrations in a forward direction away from the guitar. Our ears then pick up this vibration giving us a perception of where the sound is coming from.


'The Vetust Victorians'

Victorian Day

A fantastic day!! Everyone dressed in Victorian style clothing and the children got to experience a Somerset Rural Life Museum workshop and a Victorian classroom handwriting session! 

The workshop focused on crimes and punishments from British history. We experienced a whirl of emotions as we discovered the stories of children as young as 9 years old being sentenced to years in jail and the hilarity of drunken men being placed in barrels for disorderly behaviour!! The children were able to hold (and be placed in!) some of the implements of torture and we designed wanted posters for known Victorian criminals. 

After this, the children saw a different side to the Russet teaching staff as we sternly inspected hands for dirt and kept behaviour in check with the threat of the cane (no children were caned in this lesson!)! We began the session off with 'drill' (Victorian P.E.) and moved on to a handwriting session in which the children copied down lines of 'God save the Queen', among others, in their neatest handwriting. We discussed how their writing would have needed to be impeccable as members of the British Empire - without computers, the Empire depended on neat handwriting to get its messages across the continents.

------------------------------------------------------------------------------------------------------------The Raisin Experiment

After discussing popular Victorian beverages, we did a scientific experiment involving raisins and lemonade! The children predicted what would happen if we dropped raisins into lemonade - many thought that the raisins would rehydrate and turn back into grapes and some thought that the raisins may even explode! After dropping them in, there were many surprised faces as the results were not as anyone had predicted! We observed that the raisins 'danced around' inside the bottle by jiggling up to the top of the liquid and then back down again!! 

After this, we learnt how the wrinkled surfaces of the raisins stored the carbon dioxide from the lemonade, lifting the raisins to the surface. When the raisins reached the top, the gas bubbles popped and they returned to the bottom. The cycle then begins again until there is no more carbon dioxide in the lemonade or there is no more space for the gas in between the liquid and the bottle lid (if the lid is left on). 


'Zing - The Power of Electricity!'

Conductors and Insulators Experiment

On Tuesday last week, we did a science experiment to find out which materials conduct electricity and which materials are insulators. The children created a simple circuit with a battery and a bulb and they had to wire in a material to see whether the electricity would pass through the item causing the bulb to light up!

We had an excellent learning moment when we realised that a standard pencil does not conduct electricity but a pencil that has been sharpened at both ends does - the current passed through the graphite in the centre of the pencil!!


Column Multiplication Games

Over the last two days, we have been playing column multiplication games. Before playing the first game, we learnt about factors and looked at some of the methods of finding them. In the game, we had to roll a dice to land on a number square and then find the factors of that number.

The second game was called ‘Defeat Mr Balsom’. You had to answer column multiplication questions that gradually got harder until you reached 'Mr Balsom's lair'. Inside the lair, the children had to face the 'Mr Balsom question' to defeat him!


Creating Circuits

Last week, the children asked eight questions about electricity. Over the next few weeks, these questions will form the basis of our learning journey - the children will have played a major role in designing their own curriculum!! 

After studying electrical circuits and drawing diagrams on Tuesday, we spent Wednesday afternoon creating real circuits. Some children choose to create circuits similar to the ones that they had designed and some created brand new layouts for their circuits!  

Their questions are hung around the classroom and as the learning journey progresses, we will attach our answers to them. Come and have a look!


Our trip to We The Curious

On Thursday 6th June we took a coach to Bristol to spend a day at 'We The Curious'. This was a fantastic opportunity to immerse ourselves in all things Science related. We were able to get hands on with all of the interactive exhibits. While we were there we had a workshop about forces and magnets. We learnt what forces are and we did an investigation about friction. We had a great day and learnt a lot! 

Aztec God of Chocolate

After looking at different depictions of the God of Knowledge, Quetzalcoatl, the children used their knowledge of chocolate to design an Aztec God of Chocolate. Their design had to have a reference to chocolate somewhere and the children were all so creative! They were then put into groups and as a group had to take one thing from each person's design to create a God of Chocolate in their group. They had lots of different art materials to use and this activity demonstrated a lot of brilliant teamwork and creativity. 







British Science Week

To celebrate British Science Week, Russet spent a day outdoors preparing, planning and planting their vegetable patch. A big thank you to Coralie for helping us with this! We will monitor the growth of our plants and collect data from them later on in the term. 






World Book Day

On Thursday 7th March we all came to school dressed as our favourite book characters. 

Trip to Gilbert & Swayne

On Tuesday and Thursday we went to visit our local chocolate factory, Gilbert & Swayne. We were shown how to make a chocolate lollipop and all made one to take home. We played a game that helped us to understand why fairtrade is so important, and we learnt about the origins of chocolate. The children all thoroughly enjoyed the experience. 










The legend of Quetzalcoatl

We have been learning about the origins of chocolate and discovered that the Aztecs believe in the legend of Quetzalcoatl. He was the God of Knowledge who came to Earth on the rays of the morning star and gave the Aztecs the gift of the cocoa tree. Here we are acting out the story!






Using drama and music

The chocolate put together a mini performance to show the process of making chocolate, from picking the pods to packaging the finished product. 



Pod to bean to product

The children worked in groups to create information posters about how chocolate is made. They drew pictures and wrote about the different processes involved in getting the cacao bean from the tree and into our shops.



Autumn 2 Learning Journey

"Why is light important?"

This half term we will be finding out why light is important in a variety of contexts. We will find out who the 'Lady of the Lamp' was and why light was important for her; we will learn why light is important for different religious festivals, leading us nicely into our nativity 'Shine Star Shine'. We will also find out about different light sources, how to make simple circuits to make a bulb light up and how shadows made. 


We have been making simple circuits. We have learnt that the circuit needs to be complete in order for the bulb to light and the buzzer to make a sound. We even drew circuit diagrams!



3D shapes

In Year 3 we have been learning about 3D shapes and using different modelling materials to make these shapes. They had the challenge of making 3D shapes from nets, playdough and marshmallows and cocktail sticks. 






An interview with Florence Nightingale

On Thursday the children travelled back in time to interview Florence Nightingale and a wounded soldier. The children asked some brilliant questions to find out how the hospital conditions made Florence feel and what she did about them. 

Shadows Investigation

We have been learning about how shadows are formed and carried out an investigation to see how shadows behave. They used dolls and torches to find ways of making the shadow bigger or smaller. 



Scutari Hospital

We have been finding out about the hospital conditions during the Crimean War. The children were horrified to discover how terrible the conditions were. Here they are exploring pictures and materials to help them visualise and describe what the hospitals were like.



Remembrance Day

We talked about Remembrance Day and why it was important. The children made a poppy badge each and wrote on the petals some key words or thoughts that they associated with Remembrance Day e.g. remember, brave and selfless. We walked to the war memorial in our village and stood with other members of the community for a two minute silence. 



Clay Workshop

Lizzie from Pot Doodles came to visit us to show us how to make candle holders out of clay. The children had to work the clay and roll it out; they had to cut out shapes to decorate their candle holders with; they had to make long sausage shapes to wrap around their candle holder template; and they had to paint their candle holders. The children had a great time doing this and worked really hard. We can't wait to see the finished results in a few weeks time! 





Australia Exhibition

To finish off our learning journey the children in Russet Class put on an Australia exhibition which all of our parents were invited to. The children worked in small groups, researching different aspects of Australia and Australian culture, and within their group came up with fun and creative ways to display their information. Our Australia Exhibition was a huge success, thoroughly enjoyed by the parents, but most importantly, by the children.