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Homework project

Contents page
Each section has a simplified page sharing what the section is about for a quick scan followed by details taken directly from the TES
threads on the primary forum, which inspired this booklet.
Introduction
Format of homework
How to organise sending out of homework
Problems and solutions
Tasks
- Science
- Literacy
- History
- Cross curricular
- Maths
- Environment

Introduction

Why do we give homework?

Does it actually work?
Is there a better way?

Introduction
This came about after a posting on TES asking how schools made homework meaningful, effective, fun, and something that got most
families and children engaged.
There are lots of problems e.g.
We had homework/reading diaries a couple of years ago, and they had to bring them in every day to be signed off in school (I think every
day - a bit hazy now, maybe it was once a week). Anyway, it was very time-consuming to do, and didn't seem to impact on the ones that most
needed it, plus books got lost etc etc. This year tried having separate home reading logs, to be brought in for checking once a term or so but if I did this again I think I'd need to get them brought in once a week for the first few weeks to get them into the habit of really
using them - the first time I called them in, too many didn't come back and it was rather downhill from there. Even with keeping children in
at break-times and asking for 20 donations to replace lost books, it didn't work as well as I'd hoped. It'd probably work better with a
smaller class (or perhaps with dedicating some TA time to checking the books - probably a good investment for the poorer readers in the
long run.) In a previous school, each class had a home reading tick chart and monitors to check the home reading logs - this worked well to
push reading, but it did have some side-issues in that the monitors could mis-use their power and nag other children! These were all upper
junior classes.
What becomes clear during discussion is that regular return of logs/books is essential and they must have a high profile.
This led to a lot of discussion and finally to the excellent learning logs website. From this a group of likeminded posters shared thoughts re
both how homework can be administered differently and also re ideas for tasks and activities. This is an attempt to pull those together.

Lets start with an unusual tip from watsonhartlepool

One thing this year was that not giving a child homework worked. Strange but true, I went on course and the speaker mentioned that some
children will refuse to do something so don't give them the choice. So a week later I told the head that I was going to give homework to all
the class as normal except one child. Made fuss about it stating that he wouldn't do it anyway, etc. However I said that if he wanted it he
would have to ask, sure enough he did and rarely missed handing it back in after that.
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Format of homework

All the family can get involved!!

In a book?
Or a folder?
Or should it be freer than that to
encourage true creativity models,
songs and powerpoints!

Format of homework
Next lets look at the different ways homework can be organised (apart from the usual spellings, tables, reading and worksheets
that is)
How to organise it
ICT
Resource centre said
All of ours Year 6s complete homework on the computer. They download it from our school website and then email it to us. Amazing to see
how enthusiastic they are about it. Also as a teacher I can gauge when the children are completing their homework as they email it on
completion.
More beneficial it gets rid of all paper, it also means I don't mark as we post the answers on the website a week later and its up to the
children to mark their own.

Which is great if all your kids have access to computers I guess and Im sure more and more this will happen.
In a folder
A folder where the new homework is added in using treasury tags, I find this much quicker and a lot less glue than sticking in worksheets,
(the folder is a cardboard wallet so the sheets slot in. On the flap we have our homework policy/ letter for parents saying the expectations
for each year group regarding spellings, reading and homework. It says when it will be set and when it should be handed in.
my class have one chance, it is due in on a Friday. If they forget and they don't bring it back on the Monday they have to miss their play so
it usually works.
Sometimes I give them a project related to class work with the incentive of a certificate or small prize. I give them the paper and say what
I expect as a minimum with some ideas. Sometimes I say this is your homework for 2or 3 weeks. I usually get good results and they enjoy
doing it. If the class is a little unreliable I ask them to bring it in on the Friday and we briefly show or tell what they have done so far.
Saves lots of marking too. This idea is a hint as to where the thread went in this discussion.

In a book
Several posters said that just by having a book to stick it in they felt they got a better response. There is later advice re what kinds of
books etc
Maybe oral homework
Once a week I set a homework where the children have to explain/discuss something with an adult (for example how the water cycle works,
how we carried out a science investigation, a story plan) and the adult is asked to write a comment about the explanation/discussion. The
children are really enthusiastic about this because they don't have to write anything so it isn't really work! The discussion/explaining is
really good for their understanding and the parents' comments show me how much they enjoy it too.
No format as this is restrictive
I don't have books because I often give children the option of presenting in different ways. I've had models, zigzag books, puppet
theatres, posters, photos and PowerPoint presentations to name a few! I've also done performance homeworks where they have to do
something like find a poem and prepare a performance of it, or make a shadow puppet and practise a performance.
Another thought was..
Why not set homework for all subject areas in rotation, including P.E., music, art etc?
I talked about this with some Y6 children 20 years ago when homework was not even set. Next day a child came in with cookies to share
with the class.
She said that she had done:maths (weighing)
English(reading a recipe)
art (she had drawn them)
cookery ( making them)
science (change of state)
Needless to say we all enjoyed her homework might be 20 years old but surely fits with the creative cross curricular ideas of today.
This inspired a thread to look at whole range of methods of presenting homework:
Making 3D models
Recipes
Songs
Drama sketch
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Powerpoint
Poem
Memory Map
Photographs
Research Page
Illustrations
Collage
audio recordings
playscripts
cut and stick pictures from magazines etc
food labels
made up games
lift the flap questions/answers
diaries
leaflets
letters in envelopes (a la Jolly Postman)
photos of themselves doing something practical/places they have been
timelines
labelled diagrams
instructions
cartoon strips
fact lists
maths questions with working explained
pockets made with information in
playscripts
cut and stick pictures from magazines etc
food labels
made up games
lift the flap questions/answers
diaries
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leaflets
letters in envelopes (a la Jolly Postman)
photos of themselves doing something practical/places they have been
timelines
labelled diagrams
instructions
cartoon strips
fact lists
maths questions with working explained
pockets made with information in
use of different media - highlighters, gel pens, felt tips (on paper and stuck in of they go through the page) crayon, pastels
use of different display techniques - fold out flaps of paper, pockets, envelopes, writing within different shapes, writing round in
circles/along a different shaped line/within a think/speech bubble, on different types of paper/coloured paper and stuck in
word-processed work
powerpoint presentations
pressed flowers
lists
interviews (transcribed or taped, great for WW2)
sorting games
snap
snakes and ladders type games
dominoes type games
pairs
shopping games
old maid type games
make the article - e.g. design a shadow puppet for..... it could be designed and made.
Acrostics
using digital camera to make a story or piece of writing with pictures

making a short play script

Have you tried using PhotoStory 3? This is a great way to display learning
The children can
Display photographs of their work
Add a commentary
Add text
Its free from www.microsoft.com
Or have you tired using Windows Movie Maker?
In KS2 I used to do a lot of project homework. Based on topics. I would give the children a brief and they could fulfil it anyway they
wanted. They would work on them over a term and then present their work in the last week of term. They were also free to work on their
project in class whenever they had spare time.
The children loved this approach, as did the parents as the children could approach it from a point of view that interested them.
Over the last few years I've had allsorts! When we did Egyptians I got everything from a handwritten 100 page non-fiction book! (very
academic child!) to a scale model of the valley of the kings, to an Egyptian fashion show!
I have never had a child who has not brought something in even those with the least supportive parents. By the way I also provided any
resources they needed (within reason!)I used to send out regular reminders across the term to keep jogging them along and keep it high
profile. Support from school for some children re reminders, computer access resources etc is obviously a key element to making this a
success. This links back to the home audit and the stationary kits.
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How to organise sending out of homework

Learning logs?
The points systems?
Link to thinking skills?
Link to learning styles?

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How to organise sending out of homework

So we considered format that completed tasks would be done in and moved onto overall organisation and there was some excellent
good practice for us all to look at.
Weekly newsletters with daily ideas
For KS1 this sounds good At my current school we send a weekly letter to parents, on a Monday, which gives a brief overview of the areas
being covered that week and asking parents to help their children at home. We then list an activity idea for each day that parents can do
with their child. For example, if we are doing number work then we might have something like 'when you are walking home from school look
out for numbers on signs and on doors. Encourage your child to say the numbers they can see.
Share
Share is a parent project http://www.continyou.org.uk/content.php?CategoryID=480
Robertsclark said I use Share homework. I set homework once a fortnight and it is intended that children work with their family. They
provide books with ideas but I tend to do my own to fit with topics. I vary it so that children have things to do that interest them and we
talk about all their work in class. Not all the children do it all the time but when they do they seem to get a lot out of it. In Year 2 they
have parents' share meetings so that the teacher works with the parents on how they can support their child.
Generally speaking, it's a minimum of one page per LI, but some kids can't fit everything onto one page so have to use 2! We've had an
almost 100% return rate each week with the logs as the kids really want to do them and are desperate to compare with each other. We
have a load of kids who get very little support from their parents, but still bring it back every week - and it may not be as colourful and as
eye catching as certain other kids, but they have unbelievable pride in what they've done. (It does also allow us to see what they've
recalled from certain topics during the week)
I do teach in topic based sessions and that is usually the theme for homework. However, I also do homework more specific to a subject
such as making and playing a maths game or making puppets and writing dialogue for them.
Someone earlier in this thread mentioned doing a project across a term. I just did this across a half term and had fantastic results. We
discussed how they were getting on each week and that inspired children who hadn't started. I kept it very open - they had to do a project
linked with the environment, presented however they liked. Lots of parents got involved and 17 out of my 20 children handed it in. It's such
good quality we've displayed it in our entrance hall to try to encourage other parents
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Using the lesson learning objectives with open ended tasks

the older children in my school have had a literacy, numeracy and one other task (such as topic or science) each week. The learning
objectives are different for each, and so are the tasks, but they are so open-ended that the children can do more or less anything to
demonstrate their learning. The LOs are the same as what they have been doing during the week, so there should be none of the usual
problems with parents teaching different methods, or children not knowing what to do. It encourages talking and sharing learning with their
families, which reinforces concepts. Further down the school the children just have one task to do. The tasks usually take the form of a
question, such as What healthy foods can you find in your house? In our school we also put suggestions for activities if the children are
stuck for ideas, but they have needed these less and less.
We given them a week, and devote time in school for sharing and feedback, and talking about the next Brain Builder and what ideas the
children have for completing it. They can also add to them or review them in plenary sessions, which they like doing. Again a key point time
in school is needed to make them valued.
I wouldn't have thought it matters whether they are cross-curricular or subject based, as long as they are given the amount/type of tasks
in your homework policy.
Some specific ideas re maths
I think that further down the school the easier the maths as it is so practical anyway. If the objective was something like adding and
subtracting mentally, I would suggest making up some kind of game, such as pairs, snap, a board game - the children will make them very
complicated and will end up with all sorts of rules and pieces that they make and put into little envelopes that are stuck into their Logs, or
they could go to the supermarket and try to work out the change before the till tells them. Sometimes some children don't do any writing in
the actual activity (which is why so many of mine like it!) and they just write a sentence or draw a picture or stick in a photo of themselves
doing a practical activity, such as making cakes (I was brought one to sample), photos of types of clouds, recordings of interviews, counting
the money in their mother's purse and recording amounts etc. For written methods, perhaps they could explain their methods imagining
they are teaching someone else, with instructions and examples - that would show real understanding! Or make up questions with some
incorrect answers for their peers to check, with the correct answers under flaps or in secret pockets.
Literacy is easier - for a character objective I would have given them a task such as "Tell me about your favourite character", then they
could draw and label it, find words that the author uses to describe them, explore synonyms, write a description, make lists of things that
character would like/dislike, favourite CDs, clothes, opinions, change the character somehow and explore how that would affect the
story.....and so on.
My children weren't very good at remembering their Logs, but further up the school they kept them in their bags like their reading books.
It will be the thing they are most proud of I guarantee!
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So the debate ran until Superhatters said..

Our school uses 'learning logs', whereby the pupils all receive one/two general learning intentions stuck into their log book. The LI is based
around one subject/topic area/s they have been studying that week. They then interpret the learning intention in their own way, and the
results are pretty amazing. They can be as creative as they like, use whatever media they see fit to produce the work and it's pretty much
personalised learning. It beats the good ol' worksheet! We also encourage the parents to help as it provides the chance for parents to
assist in their child's learning. The logs are marked on presentation and quality - kids love doing them. Link is below:
http://www.learninglogs.co.uk/
And before we introduced these, like many posters have mentioned, homework was an area that teachers and kids alike both despised....not
any more though.

Teachers TV apparently have a programme re this

..a really inspiring programme on teachers TV (watched it online) about a school which had changed its homework policy and linked it with
thinking skills and personalised learning. It involved setting the objective and allowing the children to choose how they met it.
http://www.teachers.tv/video/3447
make sure the LO refers to work already done, perhaps in the previous week, so the children can demonstrate their learning in different
ways - kind of like a summative assessment - then all the children will find it accessible at their own level. That was why I tended to give it
on a Friday as a sort of round-up to the week while it was still in their heads! I used a separate spelling book, too, but I've got a feeling my
Y4 colleague put them in the Learning Log. You will have to do what works for you. Good luck - let us know how you go on!
Once we had really got into the learning logs a few other posters shared their ideas of organisation many of which have similar
themes

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A simple system shared was the point score sheet whereby a theme is chosen e.g. Egyptians and there are a series of tasks given some
simpler than others. These are organised into different sections and earn differing amounts of points. Children are given a minimum total
that they should earn and a deadline. This allows for differentiation if you wish. There is an example of this given later on under the
history heading (although it is a very cross curricular approach to a history topic. This approach gives lots of choice to children but also
guidance)

http://www.tes.co.uk/Resources/Resource.aspx?action=added&resourceId=7362 a worksheet setting out a log page

Another way of organising from Loz

I love these ideas. We based our homework policy on this in the school I worked in last year. The parents and children loved our new
approach and 'homework' became a much more enjoyable experience for all involved!
Even comes with a policy which might help those thinking of changing this.
http://www.kurwongbss.eq.edu.au/curriculum/homework/homelearning.htm Think parents might like this idea as it includes doing tasks at
home!!
In a similar vein Thk said I am also very excited by the idea of creative homework and the great ideas that have been shared. It has
prompted me to think of Bloom's taxonomy. This might provide a framework to consider when planning a range of tasks, so that tasks can
be offered for different learning styles. This might link into the point system people have mentioned. E.g. you must have one task from
each subject area and points gained for different levels of thinking.
a link here to show what its all about http://www.teachers.ash.org.au/researchskills/dalton.htm
Here's a grid of ideas from Australia http://www.cap.nsw.edu.au/teachers/tech_based_resources/MI_pages/INDEX.HTM
Its well worth looking at these links.

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From this many posters were torn between then points system and the learning logs although it was felt both met the original needs of this
thread and also could be combined. E.g. use weekly log and then mid term introduce a points project for several weeks that runs over half
term and finish off with some more weekly logs.
Whatever the writers of the learning logs site would really like to see how schools develop this approach and look forward to some of us
posting our own work on their. The site might inspire your families and the thought that their work could be displayed there could also
inspire pupils to do their best.

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Problems and solutions

Getting homework back in

Getting parents on board
Marking
.

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Problems and solutions

How do you get homework back in as this was one of the original problems that set off the thread?
Be confident that they will be so proud of their work that they will be desperate to show/tell you. They only have to remember them once
then. I did it Friday to Friday, so most of them did it over the weekend and I could remind them every day the following week. As we looked
at a few who brought them in early on in the week, the others were inspired to copy and have theirs shown to the class. Plus lots of
stickers/going to other teachers etc. The key seems to be make it special and high profile, give them ownership, keep on top of them use
examples and give rewards.
what do you do if the child does not complete the learning log that week?
What would you do for the child who has minimal support from parents at home?
All children will share their learning log on a Friday afternoon for 1/2 an hour and I dread some children may just be sitting there.
Would you get them to do their learning logs at lunch time or just hope that they will be inspired by others?
And solutions shared
If the objectives are covered in school, then every child should be able to do something, even if they have no support at home. It could be
anything - just writing about what they have learnt, drawing a picture of something etc. Some of mine were so obviously done completely
alone, but it was the effort that counted, and they got extra feedback and praise.
Most children did it, which was a huge change from the year before. However, if they didn't, they could use the review time to do it - on
paper and stuck in if necessary, or share in what other children have done. They tended to be a bit envious of the ones that had done it,
which motivated them. If they had been away, or forgotten it, then a talking partner would explain what they had done/play one of their
games etc.
a great way to get started particularly for the younger ones is a giant class learning log that goes on display. you ca use a flip and make a
front cover for it. This allows the teacher to model ways of illustrating things in the log, how to stick things in and how to use a variety of
materials etc. children can do their homework and then bring it in to school. at a certain point in the day you all get together and stick their
work in. as an AST I worked with lots of schools setting up learning logs and this always worked with the younger ones. Once they got the
hang of it a letter went out to parents about the new way homework was to be approached and we would ten give them all an individual log.
There are examples on the site of class logs being used. Look at the Overdale Infants page. Makes a great display at parents evening and if
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each class starts like this is it adds an element of who's got the best class learning log? All good fun!
and what about the children who don't have the materials to do their homework? We made up learning log tool kits. a plastic wallet in house
colours with a pencil, set of pencil crayons, glue stick, rubber, scissors, pencil sharpener and a ruler. we sold them at cost and they went like
hotcakes. One school invited me to a special assembly to launch learning logs. the head was clever in the way that she got children from my
school to visit the classes to show their logs and then we got together in assembly for a question and answer session. Then she gave every
class a parcel, which included a tool kit for every child. so that day they all had a new tool kit and their first learning log. You can imagine
how excited they all were.
the trick is to allow the children the freedom to express themselves and I ALWAYS advise teachers to invest some time at the beginning.
get them out in class and spend time talking about them, showing others what they did and how they did it, send them to the head or other
classes to show off etc etc. the kids then start to set the agenda and before you know it the parents are amazed at what little Johnny can
do and all of a sudden you're walking on water.
I do know schools were it's not worked but these schools didn't let the kids take them home because they said 'our kids can't do that or
they won't bring them back'. My answer to that is look at what you had before learning logs were used for homework and look at what you
have now. if you expect to get 100% return in the beginning then you are setting yourself up to fail. Before I started learning logs
homework was a waste of time and I only had about 30-40% participation. That went up very quickly and the quality was just stunning. Head
loved it, some staff were terrified about it but 5 years on we have a very valuable learning tool and one that kids value and more
importantly it's sustainable.
When I first had the idea I worked on it alone for almost a year before I rolled it out to others. Its changed so much over the last 5 years
and I've still got some of the original logs. But the kids had a say in the changes, which gave tem ownership. They devised the symbols for
marking and using them. They along with my wife designed the front cover. it was their idea to include the learning objectives which was a
massive improvement.
Start off with your class and maybe another member of staff who's keen.
Last piece of advice for those thinking of starting it. Choose a subject like science or history to kick it off. They lend themselves to this
style of working because they can be very visual. lots of pictures and diagrams which the kids love. Very colourful and easy to be creative.
Beware starting with properties of materials however, because the kids pull their houses to pieces and stick the front room carpet, spoons
from the kitchen, dads gardening gloves etc in their log. One child even stuck their mums best earrings in one week. Amazing!
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just a word of warning all. don't get bogged down with everything having to be 'creative'. the logs are magic for hammering home key
objectives. the fact that you allow the children just to use colour etc can be enough to switch them on. let them be creative in their
presentation and delivery. sometimes this is enough. Im only mentioning this because I worked with a teacher once who went down this path
and they sent for the men in white coats in the end!!!
Sharing the new way with parents
What about putting a few sample layouts on the inside cover as inspiration? Or the rules.... e.g. (off top of head- further thought needed!!!)
... Answer the question in any way (writing/ drawing/ both/ pictures/ photos/ tables / webs)
... Use colour but NOT felt tip pens ( goes through to other side!!)
... add a sample (e.g. fabric piece)
... put in any additional info
Maybe have some family workshops where they can look at the website and once got going some completed ones, maybe you could mock up
some ideas to inspire people (thinking make my own children do a few pages!! )
I was aware of it from the number of times homework was mentioned at parents evening. I also had great trouble getting it in. Had already
held a maths lesson inviting parents to come along following a number of parents saying that they hated maths homework as they didn't
have the confidence to help their children, so wanted to build on this. Fortunately I've got some really keen parents who can be quite
objective. They are really keen on the Mind Friendly Learning that I've introduced in class and have seen a difference in their children's
attitude towards school and the progress they are making and so want this reflected in homework as well.
At the meeting we talked about the reasons behind homework, the pros and cons, the difficulties and problems it could bring about, types
of homework they thought were valuable, how often it should be set, what format they'd like it to be, support for them as parents. I
hadn't intended to cover so much in the first meeting, but Id left some statements as food thought out about homework and this really got
the talking going then the parents directed the discussion and one thing led to another. I'm hoping to get my core parents group together
again in early September.
Also raised issue of what do children and families have access to at home, an audit was suggested
http://www.tes.co.uk/resources/Resource.aspx?resourceId=7415
With additional thoughts to add to this list 'any comments' box, paper, publisher
Also felt need to be able to sell cheap kids for families.
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Practicalities
If you choose to go down the log route A4 plain book or Danny (from the log site ) found children wanted something slightly bigger (beware
check it will fit your book bag!!) For anyone in the Midlands who gets school stuff from ESPO, the order ref for the books used in the TV
programme is 90522. Pink landscape books slightly bigger than A4.
There is always some resistance to change. Danny as an AST who has introduced these all over Leicester said marking and setting up
objectives caused some resistance so suggested setting up simple way of putting objective on a sticker (he used mindmanager). Also set up
simple marking system they designed stampers to show those who had got it and those who hadnt quite. Another option might be something
linked to your merit system so maybe number of merits given for amount of effort that seems to have gone in.
Marking
One of the bugbears of homework and yet homework must be acknowledged if it is to have status so what can we do? if you look on the
home page for the site you will see a large yr6learning log the one that was used for the teachers TV program. it has a design on the front.
that was put together by the children and then my wife drew it. one of the icons is of a clenched fist. the kids said that meant 'Ive got it'
so we had a stamp made with the clenched fist on it. so when the child has 'got it' we stamp that piece of work. just quick and easy. we
used this for about a year and the kids started to ask for a stamp for when they 'hadn't got it' so to speak. so I said to my class design me
a stamp the all the school can use and we'll get one made. they came up with a road sign with ' stop think again' written underneath the
sign. so if they have not quite grasped a concept we stamp it with 'stop think again' and they can then go back to it later or we can talk
about it. or if lots of the group haven't got it we can revisit it.
the first stamp costs about 30 to have made then after that they are much cheaper. staff were very pleased when we had these made
because it made life easier for them. the children get a merit for each stamp they receive.
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Possible homework tasks

Once we had got to this concept it set the ideas alight and a new thread was born simply sharing ideas for tasks.
http://www.tes.co.uk/section/staffroom/thread.aspx?story_id=2411782&path=/Primary/&threadPage=&messagePage=1

Tasks Ideas
Science
Have done bits and pieces like this already, most successful was an astronauts training academy linked to earth in Space. Those who
completed the tasks gained a graduation certificate of which there were different grades depending on which tasks they had completed.
For the first time ever all the class completed something! Love the idea of learning logs. Going to think about how to get them up and
running with my Year 6 in September. Parents have said they want more homework and this sounds like a way of meeting their wishes
without it being too much for the children or marking for me! Would be happy to contribute in any way.
Here's what I did for space- I guess it is like the point system, but it was dependent on how many of the tasks the children completed. If I
did it again I would seriously think about giving tasks and the way that they are completed different points.
The hook was posters around the school grounds and buildings advertising vacancies for Y5 pupils at an astronaut training centre for an
undeclared mission into the solar system (this way the parents know what was going on as well). In class all the children were given an
application pack containing job description, personal qualities, closing date for application, application form, an addressed envelope for their
applications, a blank stamp (they designed a space related stamp) and a hints sheet on how to complete an application form and write a
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letter of application (PAAN- purpose, audience and audience needs).

We completed the application form in school together and their first homework task was to write their letters of application. I set up a
post box in the school entrance for them to use. Once the closing date had arrived I emailed or wrote to them on whether they had been
successful. (At this point several hadn't completed the application, but they soon did when they heard the others talking about their emails!) Needless to say all applicants were accepted!
On acceptance they each received a training programme which was divided into academy training sessions(school) and independent tasks
(homework). They then had two to three weeks to complete the independent tasks.
Independent tasks (in no particular order):
* to be able to use scientific vocabulary accurately (they designed games, word searches, quizzes which we later played in class)
* To be able to name the nine planets in our solar system and to know at least 9 things about the planets
(we had models, collages, basic written research, party plan, posters, power points, big books. Some of the children got together to do this
out of school)
* to use space word association ( we had a 100 square, the children brought in space related items e.g. a picture of Freddie Mercury or a
packet of orbit chewing gum) This idea was taken the IPC
* Different maths activities such as probability, ordering numbers, data handling, time adapted from Using Maths Red level - Mission Into
Space
* to design a space station for life on Mars (the children started this in school following a session on creating a community to take to Mars.
Their space station had to have certain features to sustain and support this community)
As the work in class was linked very closely, the children were really inspired and we could have done with longer, but unfortunately time
caught up with us.

'advertising vacancies for Y5 pupils at an astronaut training centre for an undeclared mission into the solar system'
Get out and observe the night sky - find a particular constellation/star that you want to research and find out more about it.
Could hand out maps of constellations for current month - download from
http://www.skymaps.com/downloads.html

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Planet fact finding mission:

How many planets are there in the solar system? How many satellites does each planet have?
Grid the planets and state characteristics of each, e.g. temp, distance from sun and size.
Create a drawing/painting/model of what you think a visitor from another planet would look like.
Find out about the environment of one particular planet.
What would life be like on that planet? What difficulties would you have?
Compare it with the environment of our planet.
Design five questions that you would like to ask a scientist about space/planets.
Write a letter to a scientist with your questions.
Space travel fact finding mission:
Investigate spaceships and do a drawing of one.
Design your own spaceship, mind map what you would need.
Make a spaceship using different materials, including construction toys and junk materials.
What if we could travel to Mars on holiday? What would it be like? What would you need to take?
Perhaps these could be broken down into separate 'missions' to be done each week or so?
Solids and Liquids Y4 - Make a list of 10 different liquids in your house. Can you find at least 3 small particle solids that behave like liquids?
for habitats
cut out pictures of animals from magazines/ newspaper advertisements.
Find as many different colours of paper from magazines and newspaper ads as you can
Bring to school
Use art inspired by Henri Matisse - recreate his jungle style art as a collage with the cut out papers
Draw what is underneath the earth.
Play a game imagining that you were journeying to the centre of the earth.
Draw a cartoon of your play adventure
24

Write your play adventure as a story

Collect soil samples from 3 different areas - add water and shake- what comes to the surface?
Make a rock collection of as many different coloured rocks as you can. try to find out about the different rocks types that you've found.
Using small rocks, create a picture outside and take a photo (aka art attack)
Build your own volcano using paper Mache and the exploding bicarb!
Design and make a flower to attract insects for pollination
Design an insect for pollination
Collect different types of seeds (or pictures of seeds) Sort them\into groups depending on seed dispersal
Based on the description of your animal - design a suitable habitat
Create a game/quiz to help explain scientific vocab linked to ...
Choose three different habitats. For each find an animal and plant that has adapted to that environment and explain how
Write your own creation myth/ How the birds got their colours etc
Write an encyclopaedia entry for ...
Devise a sorting diagram to show different animal families
Who was Charles Darwin and what was he famous for. Produce a fact file about him.
Some good ideas here
http://www.sciencemadesimple.com/
http://collaboratory.nunet.net/timber/scifair/scihome.htm
http://school.familyeducation.com/science/parenting/33587.html?imode=1:375&wtlAC=ScienceSkills_Google,web-Google
Do a sound survey of your home.
You could sort sounds by rooms or by times of day or maybe you have another idea.
How to present your findings
25

-list
-recordings
-graph
-pictures with captions
- another way
Now can you
make a quiz about the sounds you heard OR
make a board game about them OR
make a card game about them.
Make sure you play the games or quiz to try it out before you bring it in. Have fun
This could follow on from or follow similar activity in school and could be followed by creating a similar survey based on
imagination for place of own choice real or imaginary e.g. castle, haunted house, zoo.
Can you find out about who invented the wireless and create a presentation about him choose your own format.
Light:
Do a light survey of your home, looking for everything that is a source of light.
You could sort sounds by rooms or maybe you have another idea.
How to present your findings
-list
-written report
-photograph
-pictures with captions
- another way
Now can you
make a quiz about the light sources you found OR
make a board game about them OR
make a card game about them.
Using reflection; can you show how you could light your house using the least number of bulbs?
Can you find out about who invented the light bulb and create a presentation about him choose your own format.
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26

27

Literacy

Some people send out a learning objective for the week with a open task e.g.
L.O. to be able to write a first person account.
Task: Write a diary.
What to do: First choose who you will be when you write your diary here are some ideas
Be Yourself: Write about what you did in the holidays or what you did at the weekend.
Pretend to be someone famous, such as Fern and Re.g.ie and write their diary.
Pretend to be someone from a film or TV programme such as Pirate Jack or Shrek .
Make up someone
Choose someone you know,
Choose someone from history like Queen Victoria and write their diary.
Next your diary can be for however long you like. It can include photos, clipart, and pictures. Dont forget to put the days at the top of
each entry.
Look at the reminder sheet which tells you about things to remember when writing a diary. Good luck and have fun.
LO - To think about the characters name and how it suits their character (badly worded, I know)
Give a couple of examples Hagrid, Weasley, The Trunchbull, Miss Honey etc.
For the younger children who are perhaps not familiar with how these characters look, get them to draw pictures of the characters using
their name as a guide.
Older children could use books and knowledge of Disney characters to link up the characters names to either descriptions in texts, or what
they already know about their character (Cruella De Vil - Cruel Devil?) Snow White etc.
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They could all then take this and create their own character, thinking of how the name and their personality can link. The older children
could then do a piece of descriptive writing on their character (Dahl and J.K. Rowling have excellent examples of this in their books)
This could then take a dramatic turn as the children could then think about how their character walks and talks, moves, looks etc. - You'd
imagine the Trunchbull to be very heavy footed, loud, deep voice, manly movements etc - how does that contrast to Miss Honey? The
children could then put photos of this into their log.
Over the term or the next few weeks, You could then take your character and find a setting for them, what could happen to them that you
wouldn't initially predict etc to make a story???
Long term project to create a story
Task 1 (maybe 2 weeks) To create a character
What to do :Think about the characters name it will need to fit the personality of your character you might change your mind later in task and give a
new name
Here are some examples Hagrid, Weasley, The Trunchbull, Miss Honey, id include picture book ones for younger pupils here
Then draw a picture of your character or you could dress up as a character and have a photograph in the middle of the page.
Then write words to describe your characters appearance these could be around edge of picture, or in sentences or in one descriptive
paragraph. Try to include some good wow words (might include some WOW words for description and/or paragraphs from books about
pictures used earlier)
Remember you could base your character on a real person, one from a story or TV but dont copy mix bits up so its original
Then you need to think of some words to describe your characters personality (how they behave) these could be added to picture in
different colour or as a new set of sentences or another paragraph.

29

Think about how your character moves and speaks, act it out at home and get your family to help think of words to describe this e.g. think
about how their character walks and talks, moves, looks etc. - You'd imagine the Trunchbull to be very heavy footed, loud, deep voice, manly
movements etc - how does that contrast to Miss Honey? The children could then put photos/or drawings of this into their log.
week 3 ) You need to think of a good setting for your character (here are some examples...)
Draw a picture stick one in from a book or photograph one. Write some words about this place think about using your senses, what does it
look like, feel like, can you smell anything? what can you hear? how does this place make you feel? You could do these as a mindmap (include
and example) and then you could write a paragraph about this setting

Week 4 ) Here are 2 other character bins for you to choose a character from each (one for a baddy one for a goody) Choose the character
you want and create a page for each using description about them. If you want you can make your own
Week 5-6) Right now you have a main important character, and 2 other characters and a setting. You now need to start planning a story.
Remember a story has a problem in it that needs resolving. You might already have a good idea about how you want your story to start or
end if not here are a bank of ideas that you could develop (include some suggestions of things they could choose e.g. lost pet etc) You need
to plan out a story. You can take a story planner from school or you could plan it as a mind map or as pictures or as a comic strip, you could
act it out and take photos to show the key parts How you choose to do this is upto you. All you need to remember is
1) have a start
2) develop your character dont forget the personality you gave them
3) have a problem
4) have a solution
5) have an ending

Then when these come back in you could always use them for further story writing the following term. Lots of drafting etc and a final
finished story published at end of term. If logs were good id have a special event to get parents in to see what can be done to inspire them
for future.

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This all sounds so good and then I remember our parents and kids and think temper it with realism!!!
For younger kids might make it more linked to writing a traditional story with a twist e.g. 3 bears arent bears etc
2. LO Create a fable with a moral.
Activity: Draw it as a cartoon strip. (Link with work on film to highlight use of close-ups, top-shots etc?) Could scan in drawings onto
computer in school and turn into a power point etc.
2. LO Create a fable with a moral.
Activity:
Step one decide on your two main animal characters what they look like and how they behave, record in your log as written descriptions,
pictures with labels or maybe a photo of you dressed up or of toy or real animal with labels.
Step 2 choose your moral ( if you are stuck use this list from other fables)
Step 3 draft a plan for your fable this can be on a planning sheet from school as a mind map or picture list. Dont forget the key features
of your fable need to be....
Step 4 draw out you fable as a story board.
(If at any point you get stuck for an idea take one of the fables we've talked about in class and change an element e.g. swap the tortoise in
the hare and the tortoise for a snail and maybe the hare for a cheetah.)
Step 5 plan how to take this the next step at school your choices will be to
1) make it into a film- if this is your choice decide on how to make characters will they be actors, toys, models etc, where will you have close
ups etc plan this out
2) make a powerpoint presentation scanning your pictures in what else will you need, other text which effects, sound?
3) plan to make this into a bound book what sort of illustrations will you use will you do it or use photos or clip art, what font will you use,
will the book use comic strip or picture and text style
3) can you think of another way youd choose to share this work?
3. Write a book or film review - teacher can specify certain vocabulary that must be used (and perhaps some boring vocab that must not).
Review could be presented on tape or as interview between two people. Present review as discursive text, poem, etc according to genre of
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writing being studied at time.

3. Write a book or film review - teacher can specify certain vocabulary that must be used (and perhaps some boring vocab that must not).
Review could be presented on tape or as interview between two people. Present review as discursive text, poem, etc according to genre of
writing being studied at time. See with this think they need more freedom e.g.
Take a week to choose a book or film or favourite TV programme to review. It needs to be something that you like. In your Log record your
first thoughts and how you decide which one you will review.
Week 2 Think carefully about how you wish to present this review here are some suggestions
Write up a review for a newspaper (here are some examples)
Conduct a pretend interview with a key character in the book/film/programme to find out and share lots of information about the
book/film/programme. This could be a written interview or a recorded one with written transcript or a filmed one.
You could record your thoughts about this book/film/programme in a poem or as a song.
You could create a photo interview with your pretend character with speech bubbles if you can find someone willing to act out the part for
you.
Remember at the end of this your review should make someone want to watch or read this book/film/programme.
4. Look at birth notices in local paper - write one to reflect arrival of new babies in stories (e.g. goslings in Charlotte's Web)
5. Create a Wanted Ad for a new home for a frog - will need to think about requirements of habitat etc.
Toys
Link to toys maths idea
Choose a 'popular' toy, put a photo in the middle and then write around it why it is popular, comments other children say about it, other
things connected with it.
Design an advert for a toy - either poster like on computer at home or drama - and video it. Maths
LO: TO Investigate different settings for stories.
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Task: find/draw pictures/photos to represent Story settings. Label picture and write at least 3 words to describe it.
e.g. Picture of Haunted house - Mystery Setting / Scary Setting..... vocabulary - misty, eerie, moonlit, hair-raising, creepy etc
LO: To describe a good and bad character
Task: Make a table with headings Good Characters / Bad Characters. Write down some examples - Big Bad Wolf, Ugly sisters, Cinderella.
Choose / draw picture of a fairy tale character. Write down reasons why it is a good or bad character.
Fantastic Mr Fox - Mr Fox had a duck for supper. If you were having a special meal for Christmas/ Easter/ Eid/ Diwali etc what would it
be?
Use this weeks spelling list in a letter to your favourite story book character
Fantastic Mr Fox - Mr Fox had a duck for supper. If you were having a special meal for Christmas/ Easter/ Eid/ Diwali etc what would it
be?
Use this weeks spelling list in a letter to your favourite story book character
Was looking on www.schoolslinks.co.uk and came across a Reading Journal for Yr 3. Lots of ideas including this one about Authors.
Choose and author and find out as much information as you can about him or her:
Name
DoB
Place of Birth
Publishers
Books by this Author
Interesting facts and info

33

Well worth a look

Phonics/spellings
This is the sound /These are the sounds that you've been learning/revising this week (could change this to spellings)
Can you do at least x of these activities looking for your sounds

find them in a book and copy them down(or get a grown up to) (use colours to make the sounds stand out)
find them in newspapers or magazines and cut them out and stick in book
collect book titles with your sounds in (write down)
collect TV programme titles with your sounds in (write down or cut out of TV book and highlight)
collect food labels with your sounds in (write down or cut out and stick)
- Take photos of things at home with your sound in the word
- make an object using playdoh or other malleable material or a model that has your sound in (dont forget the recipe for play dough is in
school)
create a board game to practice your sounds (base boards available if required)
make a set of sound snap cards to practice your sounds it can have others too
can you act out doing something that has your sound in and draw a picture with captions of this or take a photo
can you do some cooking and look for your sounds in the ingredients and in the cooking activity (write words down or photograph the activity
and make notes)
can you draw a big picture and draw arrows to all the things with your sound in
can you make a short video/audio recording with lots of things in with your sounds in.
Think either before I did this id have a set up example for each activity that people could view so would understand.
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34

History
Another way of doing this that a poster shared with me is to have a longer piece of homework where you give pupils a list of tasks worth
varying points and a minimum total they should aim for. These include a wider range of activities. I think as a school id want to trial both
kinds and maybe would use both types at different times of year e.g. one year group do the first type in Autumn and another this second
kind.
Example of second kind
Around life in Ancient Egypt
For 2 points = Make a list of essential things you would take on your expedition to the pyramids.
Create a timeline and include 5 events on it from your studies of ancient Egypt
Draw/paint a picture of something from Ancient Egypt e.g. one of the Gods, a pyramid, some hieroglyphics. Write a caption to go with it.
Write your name in Hieroglyphics or that of someone else in your family
For 5 points =
List the advantages and disadvantages of opening up the pyramids
Create a poster advertising a Egyptian museum collection. (This can be done on the computer)
Write a short newspaper report announcing the discovery of Tutankhamens tomb. (Include a Catchy Headline!)
Write a diary entry from someone in Howard Carters team
Dress up as an Egyptian. Have your photo taken and write a caption to go with it.
Create a leaflet about an exhibit for the museum.
Find an interesting paragraph about Ancient Egypt in a book. Make notes and write about it in your own words. Dont forget to write title of
book.
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For 8 points =
Make a 3D model of an item from the war (Gas mask, tank, plane etc)
Write a food diary for one day. List which foods were imported and the places where the food came from.
Find an Egyptian recipe(ancient or modern). Create this recipe and take a photo to show your creation. (Write the recipe to go with your
photo in case others would like to have a go)
Design a job advert for someone to work on a dig.
Write your own Egyptian poem.
Write a description of entering a tomb for the first time. (It was dark with the chink of light from the opening we had made. The aid was
stuffy and closed all around us...)
Imagine you are member of Howard Carters team. Write a letter home to your family.

For 10 points =
Write a report on Howard Carter
Get someone to pretend they were on Howard Carters team or you could be this person. Conduct an interview. Write out the questions and
answers.
With permission, watch a film with an Egyptian theme. Write a film review.
Write a story with an Egyptian theme, maybe something linked to a curse. This could be present day set in museum or linked to an artefact
in your home.
WWII
ACTIVITY
2 points
Make a list of essential things you would take into your shelter.
Create a timeline and include 5 events on it.
Draw/paint a picture of something featured during WW2 e.g.. Gas mask, fighter plane, tank. Write a caption to go with it.
Learn 2 war time songs.
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Write the numbers 1-10 in German.

5 points
List the advantages and disadvantages of being sent away as an evacuee.
Recreate a wartime poster. (This can be done on the computer)
Write a short newspaper report announcing the start of the war. (Include a Catchy Headline!)
Write a diary entry from a soldier fighting in the war.
Dress up as an evacuee/soldier. Have your photo taken and write a caption to go with it.
Create a leaflet preparing people for an air raid.
Find an interesting paragraph about WW2 in a book. Make notes and write about it in your own words.
Find 5 countries that fought in the war. Draw their flags and write a sentence to go with each flag.
Write a set of instructions preparing people for the blackout.
Design and make your own war time medal.
8 points
Make a 3D model of an item from the war (Gas mask, tank, plane etc)
Write a food diary for one day. List which foods were imported and the places where the food came from.
Find a wartime recipe. Create this recipe and take a photo to show your creation. (Write the recipe to go with your photo in case others
would like to have a go)
Design a job advert for an air raid warden.
Write your own war time poem.
Write a description of the devastation you find after an air raid.
(The all clear siren went and I crawled out from under the table)
Imagine you are a soldier fighting in the war. Write a letter home to your family.
10 points
If you are lucky enough, ask someone to teach you how to knit. Knit a scarf for a model soldier.
Write a report on Anne Frank
Interview someone who was alive during the war. Record your interview onto tape or write out the questions and answers as a transcript.
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With permission, watch a war time movie such as Goodnight Mister Tom or Carries War. Write a film review.
Write a story. One morning after an air raid, you see a German parachute falling from the air. 10
WW2 I wanted my class to be able to place events in a timeline as they had only really done things like Egypt, Romans, and Greeks etc.
Their task was to find out about an historical event that had happened over the past 107 years so that we could build a timeline. They could
present it in anyway they wanted.
We had models, collages, powerpoints, written projects etc.
We also did a Ready Steady Wartime Cook where the children had been finding out about rationing in school. They were given a "bag" of
ingredients (well it was a list written in a bag) to take home to see if they could come up with a recipe for us to make in school. Some
children came back with just a written recipe, but some children had actually had a go at making things at home and brought them in as a
taster!
Designing a propaganda poster for Make Do and Mend etc.
Letter home from an evacuee
http://www.maryrose.org/lcity/
Choose a role on board ship and find out as much as you can about what it involves write diary, draw up timetable of day, write job ad for
role, draw/make models of
tools of trade etc.
Decide how to present to rest of class so all learn from your learning.

Lit: create a biography of a historical figure.

Num: Use a timeline as a number line to work out the distance between certain events.
Write a diary entry for that person.
Create a collage of the person - my children loved making their Henry VIII with rather crazy beards!
Design a castle for Henry - attempt to build a 3d one.
Use a template of a Tudor house to build and create your own Tudor village - have suitable occupations for the inhabitants.
Sci: Design an outfit for Henry testing various materials for waterproof ness, resistance to rubbing.
Compose some music for a feast and create a dance for it.
Make some jumbles - Tudor biscuits - taste pretty disgusting but the children still ate them!

38

Around Tudors
For 2 points = Make a list things that we would use now that the Tudors used and one of things we don't use now
Create a timeline and include 5 events on it from your studies of the Tudors
Draw/paint a picture of something from Tudor times e.g. a portrait of one of Henrys Wives, a Tudor child playing Write a caption to go with
it.

For 5 points =
Create a poster advertising a Tudor museum collection. (This can be done on the computer)
Write a short newspaper report announcing the marriage of Henry to one of his wives (Include a Catchy Headline!)
Write a diary entry from someone working in Henry VIIIs palace at time of death of Anne Boleyn??
Dress up as someone from Tudor times. Have your photo taken and write a caption to go with it.
Create a leaflet about an exhibit for the museum.
Find an interesting paragraph about Tudor life in a book. Make notes and write about it in your own words. Dont forget to write title of
book.
For 8 points =
Make a 3D model of an item from Tudor times
Write a food diary for one day if you were member of the royal household/if you can try to do same for a poor person.
Find a Tudor recipe(ancient or modern). Create this recipe and take a photo to show your creation. (Write the recipe to go with your photo
in case others would like to have a go)
Design a job advert for someone to work at a Tudor stately home
Write your own Tudor poem.
Write a description of arriving at one of the Palaces to work for a new Queen. (It was dark as we arrived in the coach, I was tired from my
long journey as I clambered down the steps. I looked up in awe at the building before me-what would my life bring...)
Imagine you are member Anne Boleyns household. Write a letter home to your family.

39

For 10 points =
Write a report on Anne of Cleves
Get someone to pretend they were a member of the royal household during the reign of Katharine off Parr or you could be this person.
Conduct an interview. Write out the questions and answers.
With permission, watch a film with a Tudor theme. Write a film review.
Write a story with an Tudor theme, maybe something linked to an object This could be present day set in museum or linked to an artefact
in your home.

Learn a Tudor song or dance

List the advantages and disadvantages of working in the court closely to one of Henrys wives.
Find 3 countries that Henry VIII was in contact with when looking for wives. Draw their flags and write a sentence to go with each flag.

Design and make your own Tudor frame for a portrait.

Make a 3D model of one of Henrys homes.

Write a description of the atmosphere in court when Catherine of Aragon was sent away. (Everyone was nervous, who would be next. Some
were fiercely loyal to the Queen others just wanted to protect themselves...)
If you were to marry six times, what different types of partner would you choose?
For 2 points, list the significant attributes which would attract you to each partner.
For 5 points, create an advert to attract your next partner.
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For 8 points, create a training programme for spouses married to partners who want rid of them.
Romans...
1. design a roman maze using reflective symmetry
2. use the Ready Steady Roman Cooking idea
3. mint your own roman coins
4.design and make a roman outfit for a slave and a rich person
5.create an outdoor game for roman children to play
6.Plan a trip across UK visiting only Roman towns and using as many roman roads as possible.
7.Play a game imagining the Romans invading - how would you feel as a Roman? How were the Romans organised? How would you feel as a
Celt?
8. Research the roman gods and design your own
9. Write a secret message in Roman numerals (with an alphabet key)
For 2 points = Make a list things that we would use now that the
Romans used and one of things we don't use now
Create a timeline and include 5 events on it from your studies of the
Romans
Draw/paint a picture of something from Romans times e.g. a Roman
banquet, or chariot racing Write a caption to go with
it.

For 5 points =
Create a poster advertising a Roman museum collection. (This can be
done on the computer)
Write a short newspaper report announcing the invasion of Britain
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(Include a Catchy Headline!)(decide whether youre a Roman or British

newspaper first)
Write a diary entry from someone in a British village that gets taken
over b the Romans.
Write a diary entry from someone working in a Roman Villa in Britain
Dress up as someone from Roman times. Have your photo taken and write
a caption to go with it.
Create a leaflet about an exhibit for the museum.
Find an interesting paragraph about Roman life in a book. Make notes
and write about it in your own words. Dont forget to write title of
book.
For 8 points =
Make a 3D model of an item from Roman times
Write a food diary for one day if you were member of a Roman household
household/if you can try to do same for a British person during the
same period.
Find a Roman recipe(ancient or modern). Create this recipe and take
a photo to show your creation. (Write the recipe to go with your
photo in case others would like to have a go)
Design a job advert for someone to work as a servant in a Roman villa
Write your own Roman poem.
Write a description of arriving at one of the Vilas to work for an
important Roman leader. (It was dark as I arrived , I was nervous but
also excited as I approached the Villa it looked so different to my
own home. I looked up in awe at the building before me-what would my
life bring...)
Imagine you are member a Roman leaders household. Write a letter home
to
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your family.

For 10 points =
Write a report on Caesar
Get someone to pretend they were a Roman military leader or you could
be this person.
Conduct an interview. Write out the questions and answers.
With permission, watch a film with a Roman theme. Write a film
review.
Write a story with an Roman theme, maybe something linked to an
object This could be present day set in museum or linked to an
artefact in your home.
A few extra bits
Learn a Roman song or dance
Find as many countries as possible that the Romans invaded. Draw
their flags and write a sentence to go with each flag.

Make a 3D model of one a Roman Villa and/or a Home from Britain.

For maths how about some maths done using roman numerals
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43

Cross curricular
Make a poster to help your class revise ( whatever topic )for numeracy optional SATs
Look at your favourite toy and put picture in centre of page. Put words around the edge of the picture to describe what it looks, feels and
sounds like. (here is a bank of words which might help with this task)
Think about why this is your favourite toy, can you write a sentence to show this or get someone to help you?
Ask at least six members of your family or friends what their favourite toy is or was. For each one create a record this could be a photo, a
picture cut from a catalogue, a drawing or a written sentence. When you bring this back to school we will use this information to create a
graph. (you could have info available for those who dont do it to use)
Pick at least one of these people to find out why they liked that toy so much. Record this in your log.
Pick three toys from these pictures or you could use three pictures of your own toys. See if you can make up a picture/scene using all three
of these toys. What are they doing can you draw around them. Or you could put three toys together and take a picture of them to include.
In class you could build on this by giving a story like three bears and they re write it putting their three toys into it. They could then have a
copy of this story put into their log to take home and illustrate so parents can see how its developed.

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45

Dinosaur project
Create a table of dinosaur characteristics (lengths/heights/weights etc), perhaps start off with examples, children have to add X
many more.
e.g. Triceratops 10 meters
Stegosaurus 6 meters
Diplodocus 29 meters
Can you make up some maths problems for others to solve?
e.g. Which would be longer-four Stegosauruses or three Diplodocus?
Can you make a scale model of a dinosaur (bone)?
Choose your favourite dinosaur and find out X number of facts about it:
Habitat, diet, size, colour, time period, speed, teeth etc.
Draw or cut out and stick in a picture of your favourite dinosaur.
Explain why this dinosaur is your favourite.
Recommend 3 good places where others can find out information about dinosaurs.
Make a fossil nest of dinosaur e.g.s. Put a thick layer of modelling clay on the bottom of a small cardboard box. Press 9 or 10 marbles
closely together in the clay. Mix one cup of plaster with water until easily poured. Pour it into the box and let dry. Tear away the box
and lift the plaster off the modelling clay to see the fossil.
Find out about living fossils. Which creatures living today have survived since the time of the dinosaurs?
Write a dinosaur riddle: I was a fierce dinosaur. My sharp teeth were 18 centimetres long. My back legs were stronger than my front
legs. I was a meat-eating dinosaur. Who was I? (ans. Tyrannosaurus)
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Design your own dinosaur, perhaps choosing different characteristics from the ones they have found out about, and name it using the
Greek/Latin words found in dinosaur names.
Write a press release about the discovery of your dinosaur.
dinosaurs is one many schools dont teach but kids love so maybe you could have a homework topic that runs parallel to class learning
so uses and applys the maths you teach the English you teach e.g. writing descriptions, researching etc doing the measuring etc and a
bit of craft too A new dimension but would be good in those places where kids and parents try to get one ahead of the teacher and
possibly sometimes repeat what lesson will be this way they use skills taught and apply to another topic.
One of the other ideas we had was to get the chn to research Fairtrade products - on the back of a debate about environmental change and
effects of deforestation. Chn had to choose a product that could be produced by fairtrade or traidcraft and then think about how to
advertise the packaging and sale of it making people aware of the environmental aspects. The homework was to present their adverts in
their own way. some produced powerpoints and used CDs, email or memory sticks, others presented verbally using music or dance or drama
or visually by poster.
Maths one was to produce a class quiz related to information about the class - we then put it into a template of who wants to be a
millionaire - chn loved seeing their questions and they had to think of alternative answers as well as the correct answers. Great ICT skills
used in the lesson putting it together.
Science (two week one)was to set up their own investigation for growing mung beans - they were given some seeds and containers - the
previous lessons had been on growth and conditions for growth so it was evaluative too. Some chn took photos, some recorded through
drawing and some wrote up their results. Two didnt do it but these are the ones who never bother. I kept a record of all homeworks
completed and then informed parents on parents evening. Chn who completed all homeworks received a certificate and small( I mean small!!)
gift.
I've done a magazine, either on topic related to work at school say plants or of their own choosing, with a persuasive cover and a contents
page. I give a list of suggestions such as facts, quiz, wordsearch, crossword, dear .... page with answers, recipe, something to make, but
encourage them to add their own ideas. The children really respond well and even the children who have no support at home and don't
usually manage to hand in any homework are keen to do it do something all on their own and are very proud of their efforts.

47

Lit: create a biography of a historical figure.

Num: Use a timeline as a number line to work out the distance between certain events.
Write a diary entry for that person.
Create a collage of the person - my children loved making their Henry VIII with rather crazy beards!
Design a castle for Henry - attempt to build a 3d one.
Use a template of a Tudor house to build and create your own Tudor village - have suitable occupations for the inhabitants.
Sci: Design an outfit for Henry testing various materials for waterproof ness, resistance to rubbing.
Compose some music for a feast and create a dance for it.
Make some jumbles - Tudor biscuits - taste pretty disgusting but the children still ate them!

Rivers

48

2 point activities
Draw a river and label all of the different features.
Write a poem with the title River. It must include some of the key vocabulary.
Make Top Trumps cards based on different rivers around the world. The categories are: length, capacity, number of countries
passed through,
Write a description of how meanders are formed.
Create a river safety leaflet.
5 point activities
Make a leaflet to advertise some activities that can be done on the river.
Write a short story which takes place on a river.
Imagine you are a water droplet. Write a description of your journey down the river from the source to the sea.
Create a one page fact file about the River Nile.
Create a one page fact file about the River Thames.
Create a one page fact file about the River Amazon.
Create a timetable about a ferry crossing the River Thames in London. You need to make 10 questions based on your timetable.
Find out about 5 different animals that live in or on the river. How are they adapted to live on the river?
8 point activities
Make a 3D model river. It must include all of the key features of the river. You can make it any way you want to, using any materials
you want to use.
Make a game with a river theme. You can decide what type of game it is and what equipment you need. You need to write the
instructions carefully.
Find out about and write a description of what an ox bow lake is and how it is formed.
Find out about the recent floods. Record your findings in any way you want.
10 point activity
Choose any river from around the world. Create a project about it. You need pages on: Title page, the country, the river itself (the
size, countries it passes through, where is its source etc.), wildlife and why it is important to the people of that country

49

Some maths ideas to slot into rivers above

Measure the speed the water flows
Create a depth profile
You need a river nearby for this, though.
We have one!!!
Use scale on a map to work out how long the river is.

50

create a game about pollution of rivers, score points to add and subtract for pollution and cleaning up.
Capacity work e.g. the river holds approximately x amount of water in one square meter at point b, find out how many pop bottles it would
take to hold that amount, can you do same for other containers.

This link provides a series of projects e.g. design a zoo, create an alien life form that fit this type of approach brilliantly
http://www.abcteach.com/free/t/think_write2.pdf
volcanoes and earthquakes? (or tsunamis)
I wondered about some personal research into Pompeii, or any other famous quake/eruption?
Perhaps making a news report?
PSHCE link - imagine a natural disaster happened on your island what would you take with you if you could save 5 items and why?
Newspaper reports, recounts of the disaster as if you are an animal living through it
Flat Stanley type project to different places in the world that have natural disasters
Maths - timelines of when disasters happened
non-chronological reports on what is a tsunami/earthquake etc? Youngest could draw and write a caption for each stage of an earth
quake older ones could write glossaries for them

51

Write a newspaper report about a Tsunami/Earthquake/Volcano erupting/Tornado/Flood. Have a catchy title. Or draw picture and write a
caption
Make a radio report as if you are alive at an area that has been hit by a Tsunami/Earthquake/Volcano erupting/Tornado/Flood
describe the devastation you see. Interview locals. Write transcript or record it.
Make a TV report as if you are live at an area that has been hit by a Tsunami/Earthquake/Volcano erupting/Tornado/Flood describe
the devastation you see. Interview locals. Film result.
Imagine you live in an area that could be hit by a natural disaster at any time. You need to have a survival box for your family. What
would it have in it?
Make a working model of a volcano (there are sheets/weblinks to help with this in school)
Choose one of the following Tsunami/Earthquake/Volcano erupting/Tornado/Flood and create a fact sheet for it.
Can you make up a quiz on either one or all the following natural disasters Tsunami/Earthquake/Volcano erupting/Tornado/Flood this
could be a paper quiz, on the computer or one of those electronic ones where you link right questions and answers and it buzzes.
Can you draw a picture of a Volcanoes erupting or a tornado arriving
Can you make a model of an area of homes after they have been hit by a hurricane/tornado
Find out about Pompeii, write a news report as if you were there.
Write a letter home as if you are one of the team that discovered Pompeii
Make a model of something you found at Pompeii

Create a world map with information about all the natural disasters that occur in different areas.

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Kat Ive really struggled with point type system for this because of age range. Think if I was you id either have two separate sheets
a KS1 and KS2 with similar tasks but one obviously easier e.g. write a report or draw and caption etc and then differentiate again
with points they should aim for.

half-term takeaway task to make a dragon lair. They had to chose a part of the world- and then think about what the dragon would need to
survive- access to fresh water, shelter etc and some included signs of dragon activity- including dung, bones, burnt trees etc. They
were AMAZING- the standard was so high, I wish I could share photos!!!! We then used them as the basis for a week of field
studies, drama, observational diaries etc
Their summer homework task is to make a 'Me box'. They will decorate a box and fill it with things that represent them; photos,
certificates, something that represents a hobby etc. And will bring them in and share them on the first week back, hopefully help me
to get an insight into their interests etc.
Pirates
Create a treasure map
dress up as pirate and have photo taken or draw picture
make a treasure chest
design a pirates board game
variation on the snowman problem? How many combinations of pirates can you have with a hat, an eye patch and a sword?
Word problems on gold pieces, sharing them equally between the crew etc.
Maybe learn a pirate song
Write a pirate poem
design and name a pirate parrot
Castles

53

ACTIVITY
2 points
Name famous Castles you are aware of real ones and ones in stories.
Draw and label castle features you know and find out why these helped protection
Create a timeline showing when Castles were built. Highlight how Castles changed over time.
Find out about food from the Medieval Era. Compile a menu for Cinderellas ball.
Paint/draw a dragon. Write a character profile about him/her.
5 points
Explain through the use of diagrams why Castles were built where they were
Recreate a wartime poster. (This can be done on the computer)
Write a Day in the Life of for someone who lived in a Castle
Dress up as a Prince/Princess/Peasant/Maid etc and write a description
Label a map indicating famous Castles UK or Scotland
Find out about toys in the Middle ages. Design an advert for this toy can be completed on computer
8 points
Choose how to show how life in the Castle contrasted for different people e.g.. King / Peasant
Make a tourist brochure about a castle of your choice
Find out about attack and defence strategies build your own model to replicate one of these
Write a fictional news paper report about a castle being under attack, have eye witnesses, photographs etc.
10 points
If you have access to a castle nearby, go for a visit, take photographs and make a scrapbook of what you found out. Could
chose a famous castle and research on internet if its not possible to visit one.
Using a well known Castle, (Fact or fiction) create a fairy tale. You could use existing characters or make your own.
Make a 3D model of a castle

54

Have a look here to be inspired http://www.geocities.com/ljacoby_2000/castle.html

This site has some useful ideas http://www.learning-connections.co.uk/curric/cur_pri/pri_ind.html
fair trade issues
For 2 points
Design a poster persuading people that fair trade products are better
Play an online fair trade game and write a review, explaining how it gets you to think about fair trade or environment issues.
For 4 points
Find out what fair trade products are available. Design a word search or crossword using these words.
Design a fair trade chocolate bar and wrapper advertise how it is fair trade.
For 8 points
Find a recipe that uses fair trade products. With permission, make it at home. Take a photograph or draw a picture (or even better bring
it in for us to taste!).
Design a fair trade quiz.
Choose a picture of a worker make a list of questions you would like to ask him or her. For a bonus two points, answer them in role.
For 10 points
Research online games and design your own based on fair trade. Explain how it focuses on fair trade or environment issues.
Design a questionnaire that finds out what people know about fair trade and why they are/are not buying fair trade products. Write a
report that makes recommendations (suggestions on how to get more people to buy fair trade).
Come up with your own idea!

55

SEASHORE
Make up a Tongue Twister based on the sea She sells sea shells etc. - Alliteration
Make up a legend why sea is salty, why crab has no neck etc
Persuasive writing / poster against pollution
Holiday brochure from plant / creature point of view focussing on rock pool, sand, cliff edge etc.
Make moving books with a sea theme
- Make a book/poster with hidden areas
Make a 3D model of a seashore creature
Explain the differences between the different types of shores - can use powerpoint/posters etc
If possible, explore a seashore. (Can collect items to make models out of, or make models on beach and take photos etc)

56

find x number of things in your home with writing on them, write down what they are, draw them or photograph them
2) find x number of foods in your cupboards with ml on labels, write down list with how many ml there were or photograph
label or draw labels or if grown up says its ok bring label in
3)either draw a diagram with labels or make a model of a new home for mouse in our story
4) draw a pirates map for showing hidden treasure
Uses for a digital camera
I was thinking about what to do at home with a digital camera.
1)

1) Take a photo of something from a strange angle and get others to guess what it is
2) take a photo of say, a flower, and load it onto paint. Cut away half the image and re-create the missing part in paint.
3) Insert an image you have taken onto a programme. Remove a section. Print the image then replace the section using
pens/pencils/paints/chalks etc
4) Take a portrait photo of someones face. Play with the distorting tools, b/w etc.
5) Use the digital camera to show areas around your house, directions from a-b etc
6) take photos of lots of meaningful things to you in your house. Write underneath explaining what each is.
7) use the camera to show steps in a process e.g. a recipe, making something

What about a newspaper/magazine/comic type project

Look at the comics, magazines and newspapers in your home. Choose one.
1) collect some headlines/story titles, cut them out or copy them
2)collect some pictures from your chosen newspaper/magazine/comic- put a caption by each
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3) choose your favourite thing from your chosen newspaper/magazine/comic and draw/write etc about it
4) create your own page for your chosen newspaper/magazine/comic there are some templates in school if you want one
I did a maths one with time.
1. Write down the name of a programme you watch tonight.
2. Write the time it starts and finishes in 12-hour and 24-hour time.
3. Calculate the length of the programme.
and so on
Not sure of the best way to word this, but for literacy you could ask pupils to write a letter or post card on relevant subject and then get
them to address it and send it into school
A new gas / electric / mobile phone company is promising to reduce all new customers bills by 1/2, how much would your family save?
Using the TV
How about asking them to do something on character from TV. Watch a programme and pick a character in it. What did you learn about
them that you didn't know before? Or something along those lines.
Find at least 6 types of story settings using the shows that you watch on the TV. Write a brief description.
Present your findings as a chart with the possible headings of
TV Show
Setting
Genre(?) Horror/Sci Fi etc
Description
You need to watch 5 TV programmes and at least 3 different sorts of TV programmes e.g. a cartoon based one, a drama, and a factual
programme.
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For each programme report back on it in a chosen format here are some ideas
1) a written review
2) a recorded oral review
3) a filmed review
4) a picture board using photographs or drawings with captions that tell us about the programme.

Each review whatever method you choose should tell us a little about what the programme was about, what age range you think it was
suitable for, whether you enjoyed it and why, who if anyone you'd recommend the programme to. You might also want to give it a star rating
out of 5
How about choose favourite TV programme and write a script for it this can as it happened or make own up. Write in form of play script. Or
you could film your own version or draw each scene with captions and speech bubbles

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59

Maths
Toys & Maths
Sorting - sort toys into materials they are made from or how they work - batteries, clockwork etc. Could use the net at home or old Argos
catalogues to cut and stick. Could research further into how a toy is made - say a teddy - and either attempt one themselves or discuss
process.
L.O. to be able to add to numbers upto 10
Task: make a game which involves adding numbers upto 10
What to do: First choose what sort of game it will be
Will it be a card game or a track game.
Then if its a track game what will the track board look like (remember there are some blank ones in class you could use one of them)
Remember it can have a theme e.g. the game could have pictures on of characters from a story or could link to our Toy topic. The cards
could have pictures on too.
Next decide how to play- you'll need to know what equipment you need (you can get dice and counters from school if you need them)
How many people can play
Now write down how to play
Then have a go at the game- do you need to make any changes?
When you're happy that the game works well spend some time on the drawings etc and make it look nice
Dont forget you need to bring it into school for June 5th so we can all play them together.

(for our parents with homework like this clearly aimed at younger class might have an hour at end of one day for parents to come in and play
some games id set up like this so they really understood the task. I know not all would come in but would help a few of those middling ones
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maybe)

e.g. LO: To revise xyz.

Tasks:
You could draw a mind map showing xyz.
You could draw a labelled diagram of x.
You could stick in pictures of x and y and group them.
You could draw a Carroll diagram to sort x, y and z.
You could invent a 20-questions style game to identify which z the other player has.

. LO To know how 3D shapes are used in packaging/real life etc

Activity: Find examples of food packaging in as many different 3D shapes as possible and draw them (stick net in learning log?)
1. LO To know how 3D shapes are used in packaging/real life etc
Activity: Find examples of food packaging in as many different 3D shapes as possible. These can be recorded in any way you choose
e.g.
draw a package and label saying what it is and what shape name it has.
draw package and a net for a shape and write its name
unfold some packages and stick them as nets into log
take photos of packages and put in log with label of shape name.
Try to build a model using as many different shaped packages as possible and draw a diagram in your log or make a list or table in log
of all packages used. You can bring model or photo of it in as well.
Measures: give each child an IKEA tape measure - how many things in your house measure approximately 1 metre, 1 centimetre.
Measure the height of each person in the family and make up problems so rest of class can guess how tall they are.
Use a timetable (given or chosen themselves) to plan a journey somewhere you'd like to go, include at least 2 changes.
Make a card clock. Draw a comic strip to show your day, with clock picture showing time for each picture.
Make pop-up cards with given measures / proportions.
Give one of those "magic number" puzzles. See if they can work out how it's done and make up own to amaze the class.
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Could you do a sort of market research thing for maths using designing a new product and link 3D shape (boxes/ containers), data handling,
weights, finding differences. Need to think bit more about it; will get back to you on this.
I did something with Year 5 where they were a pop group on tour. They designed their own catalogue for stuff they would sell at their
concerts, then we did problem solving from this. Also they worked out their tour itinery, dates, times, distances to travel between gigs,
costs etc. It was done between home and school. Again needs to be a bit more structured
Maths investigation
Does the tallest person in your house also have the largest feet? Longest arms? longest legs? biggest head? Measure the different parts of
the people in your family, what did you find? decide how to present your findings.
Fractions - Using pictures/ drawings of foods such as apples, oranges pizza or chocolate bars demonstrate your knowledge of equivalent
fractions

Year 1
L.O. to make small totals using coins
Task: Choose an item in the shop and pay the shopkeeper with the right money.
learning a timestable it could be
1) complete this sheet of maths OR
2) make and play a board game to learn these facts
3) play this board game to learn this fact
4) Can you make a song to learn these number facts
Fractions - Using pictures/ drawings of foods such as apples, oranges pizza or chocolate bars demonstrate your knowledge of equivalent
fractions

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LO: To solve problems using money

Mum and dad have decided that they will give you extra pocket money for helping out at home! But the most that they will pay you is 5 per
week.
Washing, drying and putting away the dishes 1.00
Vacuuming the lounge 0.75
Tidying and polishing the lounge 0.75
Tidying, cleaning and vacuuming your bedroom 2.00
Weeding the garden 1.50
Cleaning the car 2.50
Taking out the rubbish/bin 0.50
What is the least amount of jobs you will have to do to earn 5?
What is the most amount of jobs you will have to do to earn 5?
Which jobs would prefer to do and why?
What other jobs could you do around the house?
How much should you be paid for each one?
Think of something that you would really like to buy and find out how much it costs.
Work out how much you would need to save each week and how long it would take you to save up for it.
How much money would you have left after buying it?
Think of the people in your family and your closest friends. Using catalogues, magazines or the internet look at presents that you would like
to buy for them for Christmas.
What present will you buy for each person?
How much will it cost?
How much money will you need altogether?
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How long will it take you to save up this amount?

How many presents will you buy altogether?
How much money will you have left over?

Maths idea - on a long journey, choose a target number and add up numberplates and see who can total a target number first.
You have won a competition for a free holiday! You can take 1 other person with you to a destination of your choice for four days. You have
been given 200 spending money.
Choose a place that you would like to go and visit and create a travel journal.
Research your location using the internet and/or information from books, magazines or holiday brochures. Focus on sights you can see and
activities you can do during a 4-day visit.
List 3-5 places you would like to see or things you would like to do while at that location. Make a note of how much each will cost.
Add photos, images, pictures and drawings to your travel journal.
Locate your destination on a map.
Plan the best route and method of travel to your destination.
Gather and record data about the weather in your destination.
Make a list of items that you will need to pack for your holiday.
Draw up an itinerary for each day of your holiday.
Design a postcard to send from your holiday destination, with appropriate text and graphics for the weather/climate/location.
What currency is used in your holiday destination? Convert your spending money into that currency. How much will you have?
How much will you spend on different activities? How much money will you have left?
LO: To solve problems involving time
Use the television listings from a newspaper, magazine or the internet and create (cut & paste, cut out and stick in, draw a table, etc) a
table showing all the programmes on BBC1 from 9.30am until 2.00pm.
-Work out how long each programme lasts (in minutes).
-Which programme is on television the longest? How long does it last?
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-Which programme is on the shortest? How long does it last?

-How many programmes last longer than 45 minutes?
If the first programme overruns by 15 minutes work out the new times that the all the programmes after it will start.
-Using your TV listings guide, find out at what time the main news is shown on BBC1 and Channel Four on a weekday. Present your
information in a format that makes it easy to compare the different channels and start times.
-Look at the TV listings for Sky 1 for Monday and convert the start times of each programme into digital format. Create a table or diagram
to show the times and programmes.
-What time is your favourite TV programme on? How long does it last? What channel is it on? What programme is showing on two different
channels at the same time?

LO: To solve problems involving time

Use the television listings from a newspaper, magazine or the internet and create (cut & paste, cut out and stick in, draw a table, etc) a
table showing all the programmes on BBC1 from 9.30am until 2.00pm.
-Work out how long each programme lasts (in minutes).
-Which programme is on television the longest? How long does it last?
-Which programme is on the shortest? How long does it last?
-How many programmes last longer than 45 minutes?
If the first programme overruns by 15 minutes work out the new times that the all the programmes after it will start.
-Using your TV listings guide, find out at what time the main news is shown on BBC1 and Channel Four on a weekday. Present your
information in a format that makes it easy to compare the different channels and start times.
-Look at the TV listings for Sky 1 for Monday and convert the start times of each programme into digital format. Create a table or diagram
to show the times and programmes.
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-What time is your favourite TV programme on? How long does it last? What channel is it on? What programme is showing on two different
channels at the same time?
LO: To explore the use of numbers
Look for numbers inside and outside your home. Make a note of where you see them. Why and how are they being used? Try to find 10
different examples. Present this information in a table, chart or diagram.
Look at the pages of a book. Where are the odd numbers on the left or right? Is it the same in every book? Investigate and report your
findings.
Find 24 small objects in your home (buttons, coins, matchsticks, etc). How many different ways can you find to make equal groups of the
objects? Write down the combinations.
Create a list of numbers that you use:
o The number of your house
o The number of a bus you use
o Your telephone number
o Your birthday
o The ages of your family members
o The telephone number of a friend
What is your favourite number? How many different ways can you make this number? Can you make your favourite number using different
number operations, + x - (e.g., number 3, 1 + 1 + 1, 1 x 3, 4 - 1, 6 2, etc)

Look around your home and count how many different shapes you can find. List 10 different objects and their shape (e.g., television
rectangle).
Describe and draw 5 different shapes that you can see.
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 Which shapes have right angles? Draw the object and show the right angle.
Which shapes have lines of symmetry? Draw the object and show the lines of symmetry.
Design a plan for a square room using only 2D shapes. Use different shapes to represent the furniture in your room (e.g., circle for chair,
rectangle for bed, etc). You can decide what furniture to have in your room. Label the items in your room.

You have been asked to organise the packed lunches for your class trip. Everyone will get the following packed lunch:
1 ham sandwich (2 slices of bread for each sandwich)
1 packet of crisps
1 piece of fruit
1 yoghurt
1 carton drink
How many of each item will you need altogether?
How many slices of bread are there in a loaf? How many loaves will you need?
If there is one slice of ham in the sandwich, how much ham will you need?
How many slices of ham are in a pack? How many packs will you need?
Look in your local shop, supermarket or on the internet and estimate the costs of each item needed for the packed lunch. How much will
they cost altogether?
Work out the exact costs for all the items needed. How does this compare with your estimated cost?

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 Can you find any special offers on the items you need that will help you to save money?

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68

Environment
would be good to have a homework that got children outdoors looking at the environment e.g.
collect three different autumn leaves, can you find anything about the trees they come from? You could display this as labels around your
leaves, or around drawings or photos you could add information re seeds etc
Autumn Term activities for using outdoors
How many different types of leaves can you collect from trees. Tape leaves in book or do rubbings of leaves.
Can you name these trees? Can you tell us anything else about these trees
Collect a variety of leaves and challenge students to use a tree guide from the library to identify the kind of tree from which each leaf
comes. To protect the leaves, you could laminate them and then use them as mobiles to hang at the window (or get a plastic CD multi-pocket
thing and fill them with different leaves)
Collect samples of colourful leaves and place the leaves between sheets of wax paper. Set the iron to a hot setting. Cover the layers of wax
paper with a couple sheets of newspaper and iron them.
Observe the effects of light on the colour of leaves. When leaves on a tree are still green, invite each child to cover part of a leaf with
aluminium foil. (Choose a tree that you know will turn bright colours.) Use masking tape to tape the foil to the leaf. Children can sign their
name on the masking tape. Wait until the leaves on the tree change colour. Then remove the foil and see the colours that were in the leaf
all summer!
Get children to work in teams to take a census of the trees in your school grounds, an area of a nearby park, or another defined area. They
can use the survey data to create bar graphs that show the numbers of trees of different species.
Create an autumn word search. Possible words: llaf, veales, pinkump, rogane, Sbermpete, tamuun, tempgin, phlorlochyl, lowley (fall, leaves,
pumpkin, orange, September, autumn, pigment, chlorophyll, yellow)
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Leaf rubbing - first place a leaf flat on the table. Then place a sheet of tracing paper over the leaf. Use a soft pencil or a crayon and gently
rub over the tracing paper until the outline of the leaf shows through. Add additional leaves and use different colours for a nice effect.
Nice for an autumn display
Recycling would be great
Can you take an object that would normally be thrown into the bin and make it into something useful.
Can you do a survey of the waste your families throw in the bin in a week? Present results in own way e.g.
table, graph, report, pictures with captions, list.
Find out what you can recycle locally, present information in own format e.g. map, report, photos with captions.
Can you find out about the recycling process for glass, metal, or paper and present the information.

For water preservation maybe ask them to have tick chart for every time toilet is flushed in day, bath run, shower run washing machine put
on etc and then for older children give a calculator to work out average use e.g. washing machines use x litres each time.
Survey where water is used a bit like light and sound above in science section.
think of ways you could reduce water usage in home
Make posters

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