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As you listen to the music today, I would like you to think about all the many ways you could show love in your community. What do you already do to spread love in our town? Is there anything you can think of that would improve where we live and make things better? Could you be a good role model for children your age?  How could you show people that you care about where you live, and the people that live there?




Remember you do not have to copy out all of the questions, especially if they use complicated diagrams.

Your answers and any workings out are enough.


Lessons this week from: Summer Term - Week 7 (w/c 8th June)

The question and answer sheets are now only found at the bottom of this page as you need a subscription to see them.

Watch the lesson and complete the sheet too: Lesson Lesson 3 - Rounding decimals

The sheets for lesson 3 are found in the resources at the bottom of this page.



Reread the original sentence and  sketch the first thing that comes to their minds. 

THROUGH THE CHARRED FOREST, OVER HOT ASH, RUNS DOG, with a bird clamped in his big, gentle mouth.


  • Compare the different sketches relating to the different sentences (from yesterday) and discuss how they differ. 
  • How does the sentence structure inform and change the picture that forms in our minds and our experience of the text? (Clue: What strikes us most is what we hear first).Writers therefore tend to place at the beginning of the sentence what they want the reader to notice depending on the purpose of the writing. In this instance as it is the beginning of the story the author is essentially concerned with setting the scene.
  • Drawing on what we have thought about from the exploration of the opening sentence, have a go at drafting your own opening sentence.


  • Look at the style of the text. Why do you think the author and illustrator might have written the text in this way?

  • How does it make us feel? How does it affect our reading and experience of the text?
  • Consider what style of writing you might adopt that would best reflect and enhance the intention behind the words you have chosen to write as part of your opening sentence. Experiment and play with this. Once you have trialled different ways, on a strip of tracing paper write your final version.
  • Cut, rip or tear the edges of their strip.
  • Create a collage of your sentence strips on top of the illustration. Consider what direction you might want to place the differing strips, think about how you might overlap the strips and how the layout of the strips will direct the way we read the text.



Australia- Weather and Climate

Any writing highlighted like this, means you need one of the resources from below.


The large size of Australia means it has a diverse landscape, climate and landscape are related (e.g. deserts experience a hot and dry climate; rainforests experience a hot and humid tropical climate).

How do you think Australia’s large size affects the climate there?

Remember: the location of a place on the surface of the Earth determines its climate. (Australia’s large size means it does not just lie within one climate zone like the UK, but three climate zones).


Define the terms ‘weather’ and ‘climate’ using the Weather and Climate PowerPoint presentation (see resources).


Main Activity

Using the map on the Weather and Climate PowerPoint presentation (see downloadable resources), use the map key to discover the location of each climate zone. It may also be useful to locate Australia on a globe, and look at which areas of Australia are closest to the Equator and are therefore hit by the sun’s rays straight on, as opposed to at an angle.

The three climate zones of Australia are: temperate, arid, and tropical. Describe the characteristics of these climates:

  • A tropical climate has two seasons: wet and dry. The weather is hot and humid. The tropical climate zone of Australia falls within the ‘tropics’ (the area of the Earth in between the Equator and Tropic of Capricorn latitudes).

  • An arid climate is hot and dry. Rainfall is at a low level, often resulting in drought.

  • A temperate climate is milder in temperature and rainfall and experiences all four seasons (spring, summer, autumn and winter).

As Australia is in the Southern Hemisphere, the seasons fall at opposite ends of the calendar year to the UK, which is in the Northern Hemisphere. During our summer, Australian’s experience their winter.


The issue of climate change is affecting the Great Barrier Reef in Australia: the warming waters are bleaching the coral and also increasingly the number of the deadly Box Jellyfish.

Carry out the activity outlined on the Weather and Climate PowerPoint presentation to put the size of this jellyfish into context using metre sticks and a football (pg 10 of PDF). Scientists have found climate change to be increasing the frequency of extreme weather episodes.

Australia experiences episodes of extreme weather: bushfires, cyclones, and drought. This poses a risk to people and can damage human (man-made) and physical (natural) features of the environment. Buildings and homes can be destroyed, as well as forests and trees.


Play the informative Bushfires Video about the issue of bushfires in Australia (see 'video resources centre' of the website at the bottom of the 'children' section). Go to YouTube to watch an informative video about the climate-related issue of bushfires in Australia

(Weather and Climate presentation slides 11 and 12).


Using Extreme Weather Report Template (see downloadable resources), write a report on bushfires (or another type of extreme weather) in Australia. The factual report should include a map, either one of the maps on the Extreme Weather Maps handout (see downloadable resources) or one you have found online. It should also include the following details and success criteria:

  • The weather conditions associated with this type of event.

  • The areas of the country most affected (pupils to include a map).

  • The impact this event can have on the human and physical environment.

  • Ways people can protect the human and physical environment.

  • How people and emergency services react and handle these episodes.

The above success criteria are also written on page two of the Extreme Weather Report Template (see downloadable resources) for you to refer back to.


Note: there is a Bushfires Report Example (see downloadable resources) for your reference.