Cromer Bubble’s Monday Blog, 11th January, 2021

Good Morning Cromer Bubble,

I hope you are all well and ready for the week ahead!

If you are at home, it can be really useful to set yourself up a time table.  You can use or adapt this one:

8.45 – 9.00 – mental maths practise (times tables or mental addition/subtraction) Remember, you can use Tackling Tables on practise your tables online.

9 – 10 – Maths

Break – snack

10.15 – 11.15 – English

11.15 – 11.45 – Reading Comprehension/Handwriting/Spelling Practise

11.45 – 12.00 – Reading

12:00-1:00 Lunch

PM – Select a subject – Topic, Science, PE, computing


Mathematics:  I have all the Power Maths PowerPoints, if you would like them please email me () and I can send them to you. I cannot put them on the website for copyright reasons. Please note that these PowerPoints have the answers on them!

Year 6:

Monday 11th Jan: Fractions as Decimals (2) Unit 7 Lesson 5

Tuesday 12th Jan: Multiplying Decimals (1) Unit 7 Lesson 6

Wednesday 13th Jan: Multiplying Decimals (2) Unit 7 Lesson 7

Thursday 14th Jan: Dividing Decimals (1) Unit 7 Lesson 8

Friday 15th Jan: Dividing Decimals (2) Unit 7 Lesson 9


Year 5:

Monday 11th Jan: Multiplying a 3 digit number by a 2 digit number Unit 7 Lesson 5

Tuesday 12th Jan: Multiplying a 4 digit number by a 2 digit number Unit 7 Lesson 6

Wednesday 13th Jan: Dividing up to a 4 digit number by a 1 digit number (1) Unit 7 Lesson 7

Thursday 14th Jan: Dividing up to a 4 digit number by a 1 digit number (2) Unit 7 Lesson 8

Friday 15th Jan: Division with Remainders Unit 7 Lesson 9



Monday 11th Jan

Today, we will immerse ourselves (dive in for a deeper understanding) in the model text by creating a comic strip which shows the structure and progression of the story ‘Kidnapped’. Here is the model text and the text map we using in this unit: Copy of Kidnapped text

Divide your paper into sections with one box for each paragraph in the story. Then draw one image per paragraph to show what is happening in that paragraph. This will help you to see structure of time slip narrative. See example below (it shows six paragraphs but the text may need a different number of boxes):

Tuesday 12th Jan

Today we will discuss vocabulary and unknown words in the model text. Copy of Kidnapped text

  1. Complete a tell-me-square (Write – what you like about the text in the first box, what you don’t like about the text in the second box, interesting words and phrases you find in the text in the third box, and any questions you have about the story or the text in the last box). Tell Me Square
  2. Complete the Never Heard the Word worksheet: Go through the text and highlight or underline the words or phrases on the list in the story itself. If you know the word, you can tick the box. If you aren’t sure, learn how to use an online dictionary to check the meaning. Write the definition in the end column if you realise you were wrong about the meaning or didn’t know the meaning. Copy of Never heard the word before grid
  3. Extension: Go through the text and highlight or underline other words or phrases that you don’t know  in the story itself. Use your dictionary and annotate the text. Alternatively, see if there are any clues in the writing itself that help you interpret the meaning


Wednesday 13th Jan

Today, we will go even deeper into our understanding of the model text. Answer the questions on the powerpoint:

Copy of Kidnapped read-as-a-reader questions (1)


Thursday 14th Jan

Today you will be using the model text structure to help you plan your own story. Use the Boxing Up Plan below and read the notes for each paragraph before writing your own ideas for your time-slip narrative. Your story must follow the same underlying pattern as the model text.

Copy of Boxing up for Kidnapped

Copy of Kidnapped text


Friday 15th Jan

Today, we will think about our toolbox of ‘things we can do to write an effective time-slip narrative’.

Have a look at the toolbox for writing suspenseful narratives. Highlight or circle the tools you know are used in Kidnapped:

Copy of Suspense-toolkit

Here is the model text. Copy of Kidnapped text Can you see any other techniques Pie Corbett used to write this time-slip story? Make a list to help you later when you start to write your own time-slip narrative.




Reading Comprehension (Inference lesson) Follow the powerpoint to learn about inference skills: Year 6 Scaffolding Inference

Year 5 – Spelling Lesson Spring 1 Week 2 Using words with the suffix -tious .   The powerpoint spelling lesson can be found on this link: PowerPoint











Year 6

Adding suffixes beginning with vowel letter to words ending in -fer













Reading Comprehension (Day 1)

10 for 10 Holiday Challenge Reading Answers (1)

Holiday Challenge 10 for 10 Reading Questions

Practise writing your spelling words down using cursive script. Work towards these targets:

  • Try to be consistent in the size and height of your letters, remembering that capital letters should be twice as big as lower case letters.
  • Try to improve the shape of your letters.
  • Keep your words on the line.


Copy of Kidnapped read-as-a-reader questions (1)

Spelling and Handwriting Practice – Practice writing your words in sentences using cursive script (If you would like a challenge, maybe you can try using all the words to create a story).



11.30 – 12.00 – Reading Comprehension (Day 2)

Holiday Challenge 10 for 10 Reading Questions

10 for 10 Holiday Challenge Reading Answers (1)

Spelling practice: Look, Say, Cover, Write, Check: Create four columns on a page. 



Spelling test – ask someone to test you on your word list

Reading Comprehension work (Day 3)

Holiday Challenge 10 for 10 Reading Questions

10 for 10 Holiday Challenge Reading Answers (1)



This week, we continue to build on our understanding of sign language and how it is used to convey a message and emotion.  Our focus is still on describing music. Our aim is to use musical vocabulary to accurately describe and appraise (say what we think about it) a musical performance.

Now you will see there are a few questions below that I want you to answer. Cover up the answers below them so that you can have some time to think first. Then check if you were right:

Question 1: Can you recall some of the ways the performers communicated last week?

Question 2: Why did we focus on that aspect of the musical performance? What is our learning objective?


Answer 1: hands, fingers, arms, expressions, eyes, face.

Answer 2: Because we will be creating our own signed performance that will help convey the message of a song and by studying examples, we can learn how to do it well.

Now watch and evaluate (think about what works well and what doesn’t. think about which is better) a range of signed performances. They are the same songs as last week, but this time we are thinking about the importance of the words in the song and how they affect the way the performer signs the song:

So, listen and watch. Answer these questions as you do:

  • How do the words have social meaning? In other words, what do they tell us about life?
  • How do the words affect the listeners and the performers?
  • What words/actions have the most impact? Why?
  • Can sign be used to move people emotionally (make us happy, sad, angry, excited etc)?

Click on the links to begin thinking…

Bruno Mars – Just The Way You Are https://www.youtube.com/watch?v=pW5WnWEz2Hg

Dance Monkey – Tones and I


Keala Settle – This is Me


Next week you will apply all the things you’ve learned so far when you start learning some signed songs.



Op art, short for optical art, was a painting style that developed in the 1960s and used geometric forms to create optical effects. Colour theory was also important to help create striking effects that were also disturbing or disorienting for some people. Sometimes the art seemed to give the impression of movement even though it was static, distorting the viewer’s perception. Victor Vasarely was seen as a leading op artist who combined his creations with the idea of kinetic art.

Your task today: Draw examples of Op Art.

Look at Tate link to see what Op Art is: https://www.tate.org.uk/kids/explore/what-is/op-art

Look at youtube link to see an easy example for chn to do: https://www.youtube.com/watch?v=evgawexaIJM

Also look at  the work of Victor Vasarely online if you want to see more difficult examples.

Watch the video and have a go at this picture called ‘Hurricane’ as it is a good example of this art style. You will need plain paper, a pencil, eraser and colouring pencils.


By the time you finish, you should have created a picture that looks as though the hurricanes are moving! Did you succeed?



Lesson 2 Key Question: Is all greenhouse gas bad? In this lesson, you will find out what greenhouse gas is, what it does and why everyone thinks it is bad. There will be a focus on key vocabulary too. 

Click on the following link to the powerpoint and follow the lesson on there: Topic Lesson Week 2

Further explanation about the greenhouse effect can be found on these links if you have not watched all of them:






As you know, we always start our terms with two weeks of internet safety. This week, we will look at online safety story planning and learn how to apply online safety rules to real-life situations (scenarios):

Click on lesson powerpoint here: Lesson Presentation Online Safety Story Planning

Click on the link for the planning resource: Online Safety Story Planner



Join Adriene for some stretch Yoga: https://www.youtube.com/watch?v=AF9d2Icl4fA

Then join Jo Wicks for his 2021 Kickstart Workout: https://www.youtube.com/watch?v=4dPXtS1aUII



In this unit we are studying systems in the human body, including the circulatory system. Our focus in today’s lesson is: What are organs and why do we need them?

In this lesson, we will first discuss what organs are. Then, we will learn about some of the most important organs in our body. We will make sure we know how to label them in our body. Finally, we will learn about organ donation.

Click on the link to this teacher-led lesson: https://classroom.thenational.academy/lessons/what-are-organs-and-why-do-we-need-them-c8wk0c

Here is a very short video to give you deeper understanding: https://www.bbc.co.uk/bitesize/clips/zyqfg82


Homework Grid:

Choose what you would like to work on from the homework grid. There is maths, literacy, topic, science and art to choose from.

See grid here: Homework grid Spring 1


Extra Information:

Times tables notes: Please remember that you can login to ‘Tackling Tables’ to practise your times tables. You should be able to find pre-made flash cards on that website. Please email me if you have forgotten your login details for the website.

Education City notes: If you go to classwork, there are three folders where you can take assessments in Maths, English and Reading. After doing the assessments, Education City will then provide you with revision work that is designed to meet your individual needs. That’s right, by doing the assessments, the activities provided will be tailor made just for you!

Printing notes: Problems with printing? You won’t need to print anything off if you don’t want to. You can do all the work by looking at it on the computer screen and taking notes in a notebook or on paper.

Feedback: Remember to send a copy of your work to me by the end of the week or daily. This can be done by sending a photograph or attaching a document to

Keep in touch and let me know if you have any problems. I look forward to seeing you back at school soon! Take care.

I really hope you have enjoyed your learning this week. Well done for another week of hard work and effort – it will all pay off and I can see that you are continuing to make good progress. Well done. I’m very proud of you!

Take good care of yourself in these challenging times.

If there is anything at all I can do, please email me

Thank you.


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