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Brinkworth Earl Danby’s CE Primary School

Brinkworth Earl Danby’s CE Primary School

Believe to Achieve! "Roots will grow down into God's love and keep us strong" EPH 3:17

Week Commencing 27.04.20

I hope everyone is well.  I forgot to say last week that I will also be attaching weekly spellings.  There will be a LSCWC sheet on the website if you can print it out, but if not, please do it yourself on some paper.  There will also be a weekly spelling quiz on Purple Mash. 

This week the spellings are:

Year 4 – suffix ly words

Year 5 – homophones


Topic/English – Dig for Victory

Look at the Dig for Victory posters (attached).  Discuss if you have heard the term before and share any knowledge.  Read the Dig for Victory information pack (attached) and complete the Dig for Victory question sheet (attached).  Discuss what you know of the scheme and consider whether the scheme should be reintroduced.  Seems very relevant at the moment! 

You could also write a summary to explain your viewpoint and have a family debate!



Show the children the BBC Bitesize animation - How do flowering plants reproduce?

Look at the key flower parts and their functions. Discuss what you have learned from the animation and recap on the process of sexual reproduction. If you can pick a large flower (daffodils and lilies are ideal) along with the Flower diagram (attached). Take time to examine the flower, identifying and naming the parts they can see.  Carefully dissect the flower with tweezers and pointed scissors, demonstrating any tricky bits. As you remove each part, group the pieces, such as petals, together. Once dissected, identify, sketch and label the structures associated with sexual reproduction, using the Annotated flower diagram to help. Encourage discussion and comparison, identifying whether all flowers had all the parts, whether they looked the same and how many of each part they had.

Please note: If you are unable to do this lesson, you could watch the clip and use the sheet to identify parts of a flowering plant whilst one a daily walk or in the garden.



Have a look at the still life pictures (attached).  Look and talk about each of the images, discuss the content, colour and composition of each painting. Ask 'How has each artist used tints and shades in their composition? How does this help with perspective and form?'

 Can you develop still life compositions, using seasonal fruits and flowers? You could sketch some ideas first and then develop a painting on the subject matter.


RE – What is a humanist?

Discuss:  Is everyone part of a religion?

Many pupils in many classes are not.

Explore the idea that for religious people they try to be ‘good with God’, but others think you can be ‘good without God’. Look at the British Humanist Association

Ask: What do Humanists think is good?

Think about these rules or principles:

  • Be Honest
  •  Use your mind
  • Tell the truth
  • Do to other people what you would like them to do to you.

(Many of these are similar to our school and class rules).

Talk about why people might need these rules or principles. What kinds of things do people do that are not good? Why do they do them? Is this why humans seems to need rules like these?

Teach that these are the kind of rules Humanists try to live by.

Can you rank these rules?

  • more important to less important, from one to four?
  • hard to keep, easy to keep, rank from one to four?

Are they actually all connected, and equally hard or important? What would happen if everyone lived like this? What if everyone did the opposite of this?

Talk about how values are often shared – Christians and Humanists have some values the same – and some different.