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Parents of Darwin Pupils.

Thank-you so much for all of your home-schooling efforts this week. I hope that you are enjoying your final home-school day  – we are all back in school tomorrow (HOORAY!).

As much as I hope we will not experience further disruption, I think that, given the national picture of rising transmission rates and ongoing local lockdowns across the nation,  it is realistic to expect that, at some point, we will experience further disruptions to our school life. With this in mind, we are working on a ‘Remote Learning Policy’ which will outline a workable plan for providing home-school learning, guidance and resources for the pupils and parents of our school. I would be really grateful if you could complete the survey below, as your views can be taken into account when we review our draft policy.

Home Learning Feedback.  (This survey will be closed at midnight tomorrow.)


Mrs. Evans.




Monday 21st September Lessons:

Good morning!

This is our final day of self-isolation and we can all go back to school tomorrow! I am very much looking forward to it – I hope you are too!

Here is today’s suggested timetable:

Morning work.

Please spend this period of time preparing for tomorrow’s spelling test. (adding ‘ing’ words). If you are really confident with these spellings, spend some time looking at the next list which is already on the website. (Spellings page.)



Watch this spelling lesson led by Mr. Marsh. At the end of the lesson, Mr. March gives you a list of ten words to learn. Although this is not our spelling list for this week, it would be a very good idea to learn them. You could ask a grown-up at home to test you on them later in the week.

Spellings lesson – word endings -le -el -il  and -al

Once you have completed the lesson above, you can go on to investigate the spelling patterns in the next lesson. (At the end of this lesson Mr. Marsh will test you on the spellings that he gave you in the previous lesson. You can skip this if you would rather a grown-up tested you later in the week, or you can have a go!)

Investigating -le -el -il and -al

When you have finished the both of the lessons, draw a grid like the one here:

Think of some words that end with the /-ul/ sound (there were a lot in today’s lessons!). How do you think they are spelt? Write the word under the heading which you think is correct. You could involve your family; can they think of any other words that end with the /-ul/ sound?

When you cannot think of any more words, use a dictionary (you can use an online dictionary) to check the spellings of your words on your grid. Are they in the right place? If not, can you write them in the correct place?




This week in school, we will begin looking at calculation strategies. These lessons explain some of the strategies which we could use for addition and subtraction.

Year 5 pupils need to work through both of these lessons.

Using and explaining addition strategies.

Using and explaining addition and subtraction strategies. 

Year 6 pupils need to work through both of these lessons:

Strategies for addition.

Strategies for subtraction.

Challenge questions:

Complete the questions after you have completed both of your lessons. If you find these questions tricky, you can work them out with a family member.



In science this week, we are going to step aside from evolution and inheritance and learn about a famous scientist.

This week, we are going to learn about Rachel Carter.

Click here for today’s science lesson!

Once you have completed the lesson, click here to find out more about life in our seas:

Blue Planet.

Watch whichever of the clips interests you the most. When you have watched the clip, summarise what you have learned either in a short presentation, a poster or a fact sheet. Don’t forget to include some information about the famous marine biologist, Rachel Carter!




Listen to this story: Aesop’s Fable.

A fable is a story that has a moral message. It aims to teach us a lesson about life. What lesson do you think we can learn from this story? (Discuss this with a grown-up)

Listen to this song: Lean on me…

What do you think this song is all about?

Do the story and the song have anything in common? (Discuss with a grown-up)


Mrs. Evans’ thoughts:

I think that both the song and the story are about helping and supporting each other, even if it is difficult or if we are afraid. Sometimes the challenges we face feel really difficult, but we can reach out to others for support when we need it. We can also be a source of help and support for each other. I think that this is an important message to keep in mind as we return to school tomorrow.

The situation that we all find ourselves in at the moment is very difficult. Sometimes, we are not quite sure what is going to happen next, but we can all help each other. The main thing that we can do is be kind. I think that this poster says it all!

See you all tomorrow – I can’t wait!





Friday18th September’s Lessons.

Hello everyone. Friday is finally here!

Please find attached today’s lesson resources:

Today’s suggested time table:

Morning Work:

Rewrite these sentences, punctuating them correctly:

Quick maths tables. (The number in brackets is the question number!)


Today you need to do two things:

  1. Finish your draft.
  2. Edit your draft.
  3. Present your final story.

Editing and improving your work is a very important process and can take as long as, or even longer than, it took to write your first draft! You will need to read and reread your work to check it through many times. I have attached an editing checklist to help you to edit and improve your work. You need to check through your draft looking for evidence to show that you have met each highlighted statement.

If you have missed something out, such as your capital letters or alliteration, now is the time to add it in. We don’t worry too much about being neat when we draft and edit. We focus on making it a more interesting piece of writing!

Once you have finished checking your work through, and you have read it aloud to someone, you can write a final, neat version. You can even illustrate it if you want to. If you have worked really hard but you have run out of time to write a final copy, you could read your story aloud and record your reading – then you can share your story with us all!

I look forward to hearing/reading your final stories!

My-Editing-Checklist (PDF)

Image of checklist:


This lesson is split into two main parts:

  1. More on Roman numerals.
  2. Mental Maths.

More on Roman numerals:

Solving Problems with Roman Numerals.

An extra Roman numeral task for those who want an extra challenge:

Mental maths.

Mental Maths Sheet – for the pupil 

Mental Maths Sheet – for the parent 



RE (Religious Education)

This half term we are exploring the question ‘Who is God?’ . It is a good question to explore with members of your family. Who is God? What role does he play in the lives of people? Do people all share the same beliefs about God? What are the different beliefs about God? You have to remember, when you are involved in such discussions, that you may not agree with other people; you may hold different beliefs. It is important to be respectful of other people’s beliefs even if you do not agree with them.

In today’s lesson we are considering Christian beliefs. The lesson below will help you to explore what is meant by the Holy Trinity.

Christian Beliefs – The Holy Trinity



Clear a space! We are going to dance! (You don’t need a lot of space as this dance is done ‘on the spot’ but please make sure that anything precious and/or expensive is put somewhere safe, just in case!)

Sit down and watch this clip all the way through. Watch the dance moves very carefully!

Introduction to Samba

Stand up and watch the clip again. This time try to do the dance moves too.

Sit down again and have a look at the video clips on here for some more ideas to add to your dance:

Samba dance moves.

Pick four or five movements that you could put together in a dance. Listen to this music and think about how your moves could fit in time with the music. Why not teach your family the four or five steps in your dance and you could all do it together? I would love to see that! 🙂

Music to DANCE to!



After all that energetic dancing, a little quiet time is in order! Find your reading book, settle down and off you go…

Read for at least half an hour.



The only homework for this week  is:

Spend some time reading. (I will be reading LOTS!)

Learn your spellings (Adding ing words) You can also look at the next set of spellings which are already on the website – see the spelling page.

Optional extra:

If you didn’t manage to complete all of the lessons that I have posted on here for you this week, you can scroll down and do them over the weekend.

‘See you’ online on Monday!


Thursday 17th Lessons.

Good morning!

I hope that you are all well and ready for another day of home school!

Please find below resources for today’s lessons. Please do not worry if you cannot complete all of the tasks, if time is short prioritise reading. You do not have to send copies of your child’s work to me but if you want to you can email them to me at or your child can send work to me on Edmodo.

Today’s suggested timetable:

Morning Work:

Year 5:

Year 6: 

Sentence work:

Rewrite these sentences with the correct punctuation:


Did you notice how dull the sentences in this morning’s ‘morning work’ were? They were dull because they all started with pronouns. (Pronouns stand in place of names: I, you, we, us, it). Do you recall that on Tuesday I asked you to think very carefully about making the start of your sentences interesting? That is what I would like you to think about today, as you write your draft story. (If you have not finished yesterday’s storyboard, you need to complete that first.)

Before you begin writing:

Reread the story we looked at yesterday and look at the different ways in which the author has started sentences. (Did you notice that the author started the story with an alliteration, ‘sun slipped’? Can you find any other examples of alliteration?)

Alien Landing 

Often, when we write, our first version is not the best version. It is helpful, when you have finished your draft to have a family member read over your work to check it through. They may have some good suggestions to help you make your story even better.

By the end of this lesson, you should have a draft story. It may be a little rough around the edges, but you can spend time tomorrow creating a final polished version.


Yesterday, we started to look at/revise negative numbers.

Here is a question about negative numbers to start today’s lesson off with:

This is a tricky question because you have to do two things: a) work out the difference in each question and b) use the differences to order the statements. Work carefully; drawing number lines to count on or back will help a lot.

We are going to leave negative numbers there for the moment. We will discuss how we feel about them and whether we need to go over them in more detail next week. If you are feeling super confident, however, you may want to complete the lesson below. It is a KS3 lesson but I think some of you are totally ready for the challenge!

Negative numbers in context.

We are nearing the end of our work on place value now and it is worth reflecting on how wonderful our ‘base ten’ system is. Imagine working with a number system such as the one the Ancient Romans used. Adding numbers would be super tricky!

Today and tomorrow we are going to take a closer look at a number system which does not use a place value system – Roman Numerals.

Part 1: Investigating Roman Numerals 1-100

Part 2: Investigating Roman Numerals up to 1000

If you would like to find out more about the Romans, click here:

Roman life.


In art, you have been exploring the relationship between maths and art, particularly in Islamic art. In your previous lesson you created patterns based on circles. Today, you can explore making patterns based on squares.

You will need: A ruler a pencil and paper.

Look at the image below, it shows the development of a pattern from a grid of small squares to a beautiful repeated pattern. Follow the steps to recreate the pattern. When you have done this, have a go at making some of the other patterns at the bottom of the image or even make your own patterns.

You will need to make sure that you draw all of your lines accurately!


If it is a nice day, go out in the garden and enjoy the sunshine – take a ball and hone your catching and throwing skills, or find a skipping rope and strengthen your heart. If the weather is inclement or you can’t find a ball or skipping rope, clear some space and join in with a Joe wicks workout! Pick any day on the list and go for it!

Joe Wicks Workouts.

When you have finished, you may want to relax and cool down by lying flat, closing your eyes and listening to this relaxing music:

Cool down music.

Reading Time!

Time to travel to an alternative world through the pages of a book. See you later!

(Read for at least 30 minutes – I would love to know what you are reading. Why get in touch on Edmodo and tell me what you are reading? AFTER you have read, of course!)

‘See you’ tomorrow!

Mrs. Evans.



Wednesday 16th Lessons.

Good morning everyone! I hope that you are all feeling well.

Please find below resources for today’s lessons.

Suggested timetable:

Morning Work:

Work carefully through these maths questions – try timing yourself. When you have completed the questions, and checked them, have another go and see if you can complete it in a shorter time.

Re-write these sentences with the correct punctuation. Be careful! 🙂


Yesterday, we thought about how to use carefully chosen words to describe a scene. You thought about how to start sentences in interesting ways and how to create detail in your writing. Today, you are going to think back to the story ideas you talked through yesterday and you are going to plan a story.

Watch this short clip, which has some useful advice about writing a story (remember, our story may contain suspense but it isn’t going to be ‘spooky’!)

Story writing advice.

So, your story needs an interesting setting, a challenge and a solution (ending). The clip also tells us that it is a good idea to do some research by reading similar stories.

Our story ideas yesterday, were inspired by finding a spaceship deep in the woodlands. Our ideas may have included meeting the occupants of the spaceship, or even going into space. Here is a short story about two boys who encounter a spaceship. Read it through carefully at least two times. You could read it aloud the first time and then read it again in your head.

Alien_landing (Powerpoint)

Alien Landing  (PDF – use if Powerpoint above does not open)

The story that you have just read is a short story which contains six paragraphs. Your task today is to retell this story in words and pictures. You need to divide your page into six equal sections and summarise each paragraph – one section per paragraph. When you have finished, you will have created a storyboard of the story. With a member of your family, discuss the setting of this story; the challenge in the story (what is the ‘problem’ or ‘challenge’ that the boys face?) and the ending of the story.

When you have finished this task, think back to the story ideas which you discussed yesterday. Pick one and discuss how it would fit into a six box storyboard. If you are struggling for ideas, you could use the story you have read today and change elements of it. You could change the characters or the setting for example.

If you have time, you could start drawing a storyboard of your story idea, the lesson tomorrow will be shorter to allow time for you to finish this. (Don’t forget to use words and pictures!)



Yesterday’s lesson was about rounding numbers, which is something that we were working on last week. If you are still finding this tricky, you may want to complete this lesson:

Rounding 5 digit numbers.

If you are confident with rounding, then you can take part in this lesson which looks at real life rounding and estimating:

Real life contexts for rounding and estimating.

During our lessons last week, we also talked about negative numbers. We discussed how it is indeed possible to subtract 6 from 3 and that your answer would be a negative integer. (Integer means whole number and they can be positive or negative). Watch this short clip which introduces/revises the concept of negative numbers:

Negative Numbers Explained!

Once you have watched the short clip, have a go at the following activities:

You should draw your own number lines to help you to solve these problems:

Discuss these statements with a member of your family. Make sure you clearly explain your reasoning!


Last week, we started to look at the civilisations of the Indus Valley. During the lesson, we concentrated on one of the ancient cities: Mehenjo-Daro. This week, I was planning to explore how Mohenjo-Daro was discovered, but I am going to save that for next week! This week, you can spend some time finding out about life in the Ancient Indus Valley.

Read the information on this webpage:

Life in the Indus Valley. 

When you have read all the information, watched the clip and looked at the map, your task is to create a fact page containing what you think is the most important information that you have found out today. Think about how you present your information. You could, for example, present your work in boxes like this:

Next week, we will find out how the ruins of Mohenjo-Daro were discovered and by whom.


Last week, we started to look at how many of our English words originate from ancient Latin words. (Do you remember who spoke Latin?) Next week we are going to look at word order, but before we do so it will help if you are familiar with the Latin words below. (Don’t worry about pronunciation too much but remember that in Classical Latin ‘v’ is pronounced ‘w’). Can you work out what the Latin words mean and which English words are related to them?


It is the end of home school day and time for some ‘down time’. Grab your book and be transported to another reality for at least 30 minutes!

‘See you’ online tomorrow!




Tuesday 15th September – working from home.

Not quite the school week that we expected, but we will do our best to make the best of it!

Please find below some activities for ‘home school’ today, along with a suggested timetable. I appreciate that many of you have other commitments and may find it difficult to complete all of the tasks; that is totally understandable. Everyone has different circumstances. If you are really struggling  for time, prioritise reading – lots and lots of reading!

Although there is no requirement for you to send me copies of your child’s work, I am more than happy to provide feedback, should you wish me to. Pupils’ work can be photographed, uploaded and shared with me on Edmodo or by email:

Today’s suggested timetable:

Morning Work:

  1. The following passage is not correctly punctuated. Can you rewrite it, with the correct punctuation?

2. Complete the following maths questions. Make sure you check your work carefully when you are finished: (You could time yourself and do it twice – how much quicker can you be the second time?)

3. We have not yet had our spelling test for ‘adding ing’ words, so challenge yourself to ‘look cover, write, check’ and see how many you can get right today. (The list is on the ‘Spelling page’ of this website.)

4. If you have any spare time in this session, you may read silently.



Last week, we wrote Tom’s diary. This week we are going to write a story about a mysterious spaceship.

  1. With a member of your family, discuss the image below. Where has the spaceship come from? Who was flying it? Where are they now? Will you go close to the spaceship? What will you see? What will you hear?

2. Make a list of all the words which you could use to describe this setting. Focus on the woodland. Think about what you can see, hear and smell. Here are a few words to start you off: shadows, dense, creaking, rotting. You could organise these words under headings: see/hear/smell. If you have a thesaurus (you could use an online thesaurus) you could explore alternatives to the words that you have chosen. You may be able to find more unusual words that way.

3. Use your words to write five sentences to describe the setting. Try to think about describing what is above and below you; this will add depth to your description. Write in the first person and the past tense. For example:

As I turned the corner, I saw metal glinting though the dense undergrowth. Above me, the thick tree branches creaked and groaned. The air was filled with the heavy stench of rotting plants.  Beneath my feet, small twigs snapped and crunched and tiny creatures scuttled into the shadows. Driven by curiosity, I stepped forward to take a closer look at the metal object.

Notice that I have been careful to start each sentence in an interesting way. If you have started a sentence with ‘I’, try adding a fronted adverbial to make your sentence more interesting:

I walked towards the strange shape.

Slowly, I walked towards the strange shape.

4. What could happen next in the story? With a member of your family, talk through some ideas for your story. Will your story be an ‘overcoming the monster’ story, where you meet and overcome the passengers in the UFO or a ‘voyage and return’ story, where you go on a strange journey?

Make a note of some of your ideas ready for tomorrow’s lesson.


This week we were planning to spend a little more time making sure that we had fully got to grips with rounding. Please watch the lesson below, which contains activities which revise rounding skills. Once you have watched the lesson and completed the activities which are included, complete the tasks I have posted beneath.

Oak National Rounding Lesson KS2.

Activity for Years 5 & 6:

Activity for Year 5:

Activity for Year 6:

Afternoon Lessons:


This half term, Mrs. Vaughan is focusing on pulse and rhythm. The resources below will support Mrs. Vaughan’s teaching and help to develop the children’s understanding of these musical elements:

Understanding pulse and rhythm.

Exploring 4 beats in a bar.

Further information about pulse and rhythm, including some entertaining short clips:

Pulse and rhythm.

Reading for pleasure.

We usually spend that last part of the day reading for pleasure. I would love to know what you are reading. You could let me know by sending me a message on Edmodo or an email. Or you could just spend a full half hour (at least) enjoying some quality reading time.

End of the school day!




Darwin Class Homework

Homework is usually set on Friday and is expected to be handed in on Monday – although this is subject to change. Details about homework tasks are posted on the pupils’ Edmodo accounts.

Edmodo is ‘the safest and easiest way for teachers to connect and collaborate with students, parents, and each other.’

Reading at Home.

Children should read for at least 30 minutes a day, either independently or to an adult. Children are expected to keep their personal reading journal up-to-date; more details can be found on the inside cover of the journal. Parents and carers are encouraged to write entries in the journal too!

Ten Reasons why we believe reading is so important:

1. Reading exercises our brain.

Reading is a much more complex task for the human brain than other activities such as watching TV, or playing console games. Reading strengthens the brain’s connections and builds NEW connections, which are essential for learning and cognition.

2. Reading improves concentration.

Children need to sit still and focus on the story when they are reading (or being read to). If they read often, they will develop the skill to do this for longer.This has huge benefits for learning and retention in all other areas of the curriculum.

3. Reading teaches children about the world around them.

Through reading a variety of books, children learn about people, places and events outside of their own experience. As Dr. Seuss said, “The more that you read, the more things you will know. The more that you learn, the more places you’ll go.”

4. Reading improves vocabulary and language skills.

Children learn new words as they read. Subconsciously, they absorb information on how to structure sentences and how to use words. This has a huge impact on their own use of language. There is a wealth of research which suggests that a child’s vocabulary has a significant impact on their future life experiences.

5. Reading develops a child’s imagination.

When we read, our brains translate the descriptions we read of people, places and things into pictures. While we are engaged in a story, we are also imagining how a character is feeling. This enriches  pupils’ everyday play and day-to-day experiences.

6. Reading helps children to develop empathy.

As children read, they relate their own experiences to those they have read in stories. In this way, pupils begin to imagine how they would feel in that situation. This enables pupils to empathise with those around them.

7. Reading is a fun!

A book or an e-reader doesn’t take up much space and is light to carry, so you can take it anywhere you go. You can never be bored if you have a book in your bag!

8. Reading is a great way to spend time together.

Reading together on the sofa, sharing bedtime stories and visiting the library are just some ways of spending quality time together. What could be better than spending time sharing a story, talking and laughing together?

9. Children who read achieve better in school.

Reading promotes achievement in all subjects, not just English. Children who are good readers tend to achieve better across the curriculum.

10. Children who read often and widely get better at it.

Practice makes perfect in almost everything humans do, and reading is no different.

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