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St Philip’s Homework pack round 5

St Philip’s School Homework Pack *Please visit the school website for further instructions

Round 5 – Tasks 121-150

121.To be able to recognise the need to clean your teeth.122.To be able to recognise the need to wash your hair.123.To be able to recognise the need to change your bed sheets without the prompting of an adult.124.To be able to recognise the need to pack your school bag.125.To be able to recognise the need to clear up the table after eating.126.To be able to independently wash up dirty dishes after they have been used.127.To be able to cook yourself dinner.128.To be able to get a bus home from a familiar destination and walk back from the bus stop safely.129.To be able to go for a bike ride in your local area/park.130.To be able to learn your full address including your postcode.131.To be able to write an email to a relative.132.To be able to read aloud one chapter from a book of your choice to a parent.133.To be able to exercise for 20 minutes after school, for five days in a row.134.To be able to read for 20 minutes, five days in a row, from a book of your choice.135.To be able to tie a knot.136.To be able to find your house on a map.137.To be able to make a card or letter and send it in the post.138.To be able to put a chain back on your bike (if applicable).139.To be able to walk or run 1 kilometre with a family member.140.To be able to try a new sport/outdoor activity.141.To be able to build a house of cards.142.To be able to make a tower out of only paper and Sellotape.143.To be able to draw a map from your house to your friends/grandparents’ house.144.To be able to make a birdfeeder for the birds in your garden145.To be able to create a shelter for a creature in your garden or in the woods.146.To be able to put different bottles into the correct type of bin.147.To be able to recognise the need to hoover your room.148.To be able to make a poster about the top tips for staying safe online.149.To be able to find out about global warming and make a PowerPoint presentation or poster.150.To be able to take a short train journey to a familiar and nearby place independently.

Task:

121 Level:

5 Theme:

Personal Care Date task completed:


Learning Intent:

To be able to recognise the need to clean your teeth.

Equipment/resources:

Toothbrush, toothpaste and stopwatch/egg timer.

Top tips: 1. Remember that you need to brush your teeth twice a day for two minutes. One time must be before you go to bed.

2. Use a stopwatch or egg timer so you know when your two minutes is up.

3. You only need a pea-sized amount of toothpaste.Success criteria: When you brush your teeth twice a day without any adult

prompting.

Suggested evidence:

Witness statement

Evidence box 1

Evidence box 2

Task 122 Level 5 Theme Personal Care Date task


: : : completed:

Learning Intent:

To be able to recognise the need to wash your hair.


Shampoo, conditioner and a towel.

Top tips: 1. Remember, you should be washing your hair roughly a few times a week (it depends on your hair type, so it can vary).

2. Try to recognise when your hair should be washed and make the decision to do it.

Success criteria: When you can recognise the need for your hair to be washed without adult prompting.

Suggested evidence:

Witness statement

Evidence box 1

Evidence box 2

Task:

123 Level:

5 Theme:

Independence Date task completed:

Learning Intent:

To be able to recognise the need to change your bed sheets without the prompting of an adult.


Bed and bedding.

Top tips: 1. Bedding is normally changed every few weeks. 2. Try and recognise when it is time for your bed sheets


to be changed and make the decision to do it. Success criteria: When you can independently recognise that you need to

change your bed sheets.

Suggested evidence:

Photo and witness statement.

Evidence box 1

Evidence box 2

Task:

124 Level:

5 Theme:


Learning Intent:

To be able to recognise the need to pack your school bag.


School bag, lunch, water bottle, pencil case, planner, PE kit etc.

Top tips: 1. Try to recognise the need for your schoolbag to be packed and make the decision to do it.

2. Write a check list of items you may need.


3. Ask yourself, ‘Do I have PE today or any other after school activities?’

Success criteria: When you can independently recognise the need to pack your school bag ready for the day without adult reminders.

Suggested evidence:


Evidence box 1

Evidence box 2

Task:

125 Level:

5 Theme:

Food Skills Date task completed:

Learning Intent:

To be able to recognise the need to clear up the table after eating.


Plates and cutlery.

Top tips: 1. Try to recognise when the table needs to be cleared after dinner and make the decision to do it.

2. Remember to clear everything on the table that was brought out for mealtime and put things away in appropriate places.

Success criteria: When you can independently recognise the need to clear the table after mealtime.


Suggested evidence:


Evidence box 1

Evidence box 2

Task:

126 Level:

5 Theme:


Learning Intent:

To be able to independently wash up dirty dishes after they have been used.


Washing up liquid and a sponge.

Top tips: 1. Begin by scraping the plates of excess food into the bin to make it easier to clean them.

2. Remember to fill up the sink with warm water but make sure it is not too hot for your hands.

3. Add a small amount of washing up liquid. 4. Use the sponge to wipe off any dirty marks from the

cutlery or dishes.Success criteria: When you can independently wash up so there are no

stains or dirty marks on any dishes or cutlery.

Suggested Photo and witness statement.


evidence:

Evidence box 1

Evidence box 2

Task:

127 Level:

5 Theme:


Learning Intent:

To be able to cook yourself dinner.


Internet (paper recipes available at school). Any equipment you may require, such as dishes, bowls, pans and any ingredients you need.

Top tips: 1. Find an easy recipe to follow that you have at home or find one online by typing into Google your chosen dish.

2. Stick to instructions and be careful using any sharp knives or hot water. Get a parent to supervise any of these parts until you feel you are confident.

3. Make sure you take a picture of your meal to go in your evidence.

Success criteria: When you can independently make a meal of your choice by following a recipe and without the help of an adult.


Suggested evidence:


Evidence box 1

Evidence box 2

Task:

128 Level:

5 Theme:


Learning Intent:

To be able to get a bus home from a familiar destination and walk back from the bus stop safely.


Mobile phone (if applicable) and oyster card.

Top tips: 1. Remember to take on oyster card with you and tap on when you are on the bus.

2. Remember to press the button before the stop you are getting off at.

3. Walk safely home from the bus stop by looking both ways before crossing any roads and walking on the pavement.

4. Write down where you went and the bus number you took to go in your evidence.

Success criteria: When you can independently take a bus home from a familiar destination and safely walk home from the bus stop.

Suggested evidence:

Description of your route and witness statement.


Evidence box 1

Evidence box 2

Task:

129 Level:

5 Theme:


Learning Intent:

To be able to go for a bike ride in your local area/park.


Bike helmet.

Top tips: 1. Always remember wear your helmet while you are cycling.

2. Be aware of other vehicles or people walking.3. Look both ways before crossing any roads.

Success criteria: When you can independently and safely go on a bike ride in your local area.

Suggested evidence:


Evidence box 1


Evidence box 2

Task:

130 Level:

5 Theme:


Learning Intent:

To be able to learn your full address including your postcode.


Pen/paper.

Top tips: 1. Practice writing down your address on a blank piece of paper and test yourself to see if you get it right.

2. If you are struggling to remember all of it, try learning one line at a time.

3. Practice doing this, then when you feel ready get a parent to test you on it.

Success criteria: When you can independently recite and write down your full address including your postcode.

Suggested evidence:

Witness statement and copy of you writing down the correct address.

Evidence box 1


Evidence box 2

Task:

131 Level:

5 Theme:

Skill Development

Date task completed:

Learning Intent:

To be able to write an email to a relative.


Internet connection and email address of a relative.

Top tips: 1. Choose someone you can write an email to and make sure you have their correct email address.

2. Find a tutorial online that is easy for you to understand by typing into Google ‘how to send an email’.

3. Follow the instructions until you feel able to do this without the support of the tutorial.

Success criteria: When you can write and send an email to a relative without the support of an adult.

Suggested evidence:

Witness statement and photo.

Evidence box 1


Evidence box 2

Task:

132 Level:

5 Theme:

Skill Development


Learning Intent:

To be able to read aloud one chapter from a book of your choice to a parent.


Book of your choice.

Top tips: 1. Choose a book you have been reading or would like to read aloud.

2. Read one chapter to a parent.3. Write down the name of the book you read, chapter

number and date to go in your evidence.

Success criteria: When you can read aloud one chapter from a book of your choice to a parent.

Suggested evidence:

Witness statement and name of your book and page numbers you read from.

Evidence box 1


Evidence box 2

Task:

133 Level:

5 Theme:

Skill Development


Learning Intent:

To be able to do sports/exercise for 20 minutes after school for five days in a row.


Sports clothing, trainers, water bottle and stopwatch.

Top tips: 1. Choose what kind of exercising you want to do, such as football, basketball, running etc.

2. Make sure you are wearing suitable clothing.3. Use a timer on your phone so you know when your

20 minutes has finished. 4. Make sure you do this five days in a row. Write down

the kind of exercising you did and the date you did it (to include in your evidence).

Success criteria: When you can exercise five days in a row after school for 20 minutes.

Suggested evidence:

Witness statement and write up of kind of exercise and the dates you did it.

Evidence box 1


Evidence box 2

Task:

134 Level:

5 Theme:

Skill Development


Learning Intent:

To be able to read for 20 minutes, five days in a row, from a book of your choice.


Book and glasses (if applicable).

Top tips: 1. Choose any book you would like to read from. 2. You can choose one from the school library if you

would like. 3. Find a comfortable spot where you can read for 20

minutes. 4. Keep a log of what you have been reading by writing

down the date of the day you have done your reading. Remember to write down the name of the book and the page numbers you have read from (you can use this as a source of evidence).

Success criteria: When you can independently read for 20 minutes, five days in a row, from a book of your choice.

Suggested evidence:

Witness statement and log off your reading (including date, book and page numbers).

Evidence box 1

Evidence box 2


Task:

135 Level:

5 Theme:

Skill Development


Learning Intent:

To be able to tie a knot.


Piece of material you can tie a knot in, such as a piece of string or rope.

Top tips: 1. Find a tutorial online that is easy for you to understand by typing into Google ‘how to tie a knot’ into a search engine such as Google.

2. Have your piece of string in front of the tutorial and practise.

3. Repeat over the course of several days until you can tie a knot without the help of the tutorial.

Success criteria: When you can independently tie a knot without the support of a tutorial.

Suggested evidence:


Evidence box 1

Evidence box 2


Task:

136 Level:

5 Theme:

Skill Development


Learning Intent:

To be able to find your house on a map.


Internet connection (paper map available at school).

Top tips: 1. Use an online website such as Google Maps to find where you live.

2. Type in your address to find your house. 3. Repeat this until you feel confident you can find

where you live on a map of your local area.

Success criteria: When you can independently find your house on a map.

Suggested evidence:


Evidence box 1

Evidence box 2


Task:

137 Level:

5 Theme:

Skill Development


Learning Intent:

To be able to make a card or letter and send it by post.


Pen, paper, envelope, stamp, your chosen persons’ address and internet connection.

Top tips: 1. Choose somebody you would like to post a letter or card to. It could be a birthday card or a thank you card.

2. Remember to include a stamp and the persons address on the envelope.

3. If you need help with how to write the address, type into Google ‘how to write an address’ and find some easy to understand instructions.

4. Find a nearby post box you can safely go to post your letter.

Success criteria: When you can make a card for someone and send it to them by post.

Suggested evidence:


Evidence box 1

Evidence box 2

Task:

138 Level:

5 Theme:

Skill Development



Learning Intent:

To be able to put the chain back on your bike (if applicable).


Bike and disposable gloves.

Top tips: 1. Find a tutorial online that is easy for you to understand by typing into Google ‘how to put a chain on your bike’.

2. With your bike, practice doing this in front of the tutorial.

3. Repeat this over several days until you can put the chain back on your bike without the help of the tutorial.

Success criteria: When you can put the chain back on your bike without the help of a tutorial.

Suggested evidence:


Evidence box 1

Evidence box 2

Task:

139 Level:

5 Theme:

Skill Development


Learning Intent:

To be able to walk or run 1 kilometre with a family member.



Water bottle and sports clothing.

Top tips: 1. Plan a safe route with a family member where you can go on your walk/run.

2. Remember to wear appropriate clothing and to think about the weather. Some questions you might ask yourself: Do I need a hat? Do I need sun cream? Do I need a coat?

3. Remember to write down where you went (you can use this as a source of evidence).

Success criteria: When you can go on a 1km walk or run with a family member on a safe route and wear appropriate clothing.

Suggested evidence:

Witness statement and a few sentences on where you went.

Evidence box 1

Evidence box 2

Task:

140 Level:

5 Theme:

Skill Development


Learning Intent:

To be able to try a new sport/outdoor activity.


Sports clothing.


Top tips: 1. Choose a sport you have never done before but would like to give a try. It could be anything such as football or running.

2. Ask a friend or family member to play with you if you would like.

3. Practice your chosen activity for a few days until you feel more confident.

Success criteria: When you can practice a new sport/outdoor activity.

Suggested evidence:


Evidence box 1

Evidence box 2

Task:

141 Level:

5 Theme:

Skill Development


Learning Intent:

To be able to build a house of cards.


A pack of cards and a flat surface.

Top tips: 1. Find an online tutorial that is easy for you to understand by typing into Google ‘how to make a house of cards’.

2. Practise doing this using the tutorial to help you.


3. Repeat doing this until you can make a house of cards without the help of the tutorial. See how big you can make it.

4. Take a picture of your stack of cards to include in your sources of evidence.

Success criteria: When you can independently build a house of cards.

Suggested evidence:


Evidence box 1

Evidence box 2

Task:

142 Level:

5 Theme:

Skill Development


Learning Intent:

To be able to make a tower out of only paper and Sellotape.


Paper, Sellotape, scissors and internet connection (paper instructions available at school).

Top tips: 1. Plan how you are going to make your tower. Have a think about different ways you could fold your paper.

2. If you need some ideas, you could use Google to find some example models. If you use a model leave a copy of it in your evidence.

3. See how high you can make your tower and measure


it. Take a photo of it when it is finished.

Success criteria: When you can make a tower using only paper and Sellotape.

Suggested evidence:

Photo of your tower and copy of the model you used.

Evidence box 1

Evidence box 2

Task:

143 Level:

5 Theme:

Skill Development


Learning Goal:

To be able to draw a map from your house to your friends/grandparents’ house.


Pencil, paper and ruler.

Top tips: 1. Choose someone’s house near to where you live that you could draw a map to from your own house. You could even choose a local shop or park instead of a friends’ house.

2. Start by drawing your own house. 3. Think about how you would get to your chosen place.

Do you go left, right, cross over a road?4. Once you have completed it give it to a parent to use

and see if they can get to your chosen destination.


Success criteria: When you can independently draw a map from your house to a place nearby like a friends’ house.

Suggested evidence:

Witness statement and copy of your map.

Evidence box 1

Evidence box 2

Task:

144 Level:

5 Theme:

Caring for Others


Learning Intent:

To be able to make a birdfeeder for the birds in your garden.


Internet connection (paper based instructions available at school).

Top tips: 1. Find an online tutorial by typing into Google ‘how to make a birdfeeder’. Find one that is easy for you to follow and collect all the materials it says you need.

2. With the tutorial in front of you practice making your birdfeeder.

3. Once you feel confident you have finished it, put bird food in it and hang it up in your garden and see if any birds come and eat from it. Make sure you take a photo of it.

Success criteria: When you can make your own birdfeeder and put bird food in it.

Suggested evidence:

Template of the model you designed your bird feeder from and photo of your completed bird feeder.


Evidence box 1

Evidence box 2

Task:

145 Level:

5 Theme:

Caring for Others


Learning Intent:

To be able to create a shelter for a creature in your garden or in a park.


Natural materials from outside and internet connection (paper based instructions available at school).

Top tips: 1. Decide on what animal you would like to make a shelter for e.g. a hedgehog or bird.

2. Find an online tutorial or model that is easy for you to follow by typing into Google ‘how to make a shelter for a _____’.

3. Collect any materials you need and follow the instructions.

4. Once you have finished making your shelter set in up in your garden and take a photo of it.

Success criteria: When you can make a shelter outside for an animal of your choice by following a tutorial or model from the internet.

Suggested evidence:

Photo of your shelter and picture of the model you followed.


Evidence box 1

Evidence box 2

Task:

147 Level:

5 Theme:

Caring for the Environment


Learning Intent:

To be able to put different bottles into the correct type of bin.


Different types of bottles and internet connection.

Top tips: 1. There are lots of different kinds of bottles that are made from different materials. Use the internet to find out what different types of bottles there are and which bin they go in.

2. Write down different materials they are made from and which ones can be recycled, and which cannot (include in your evidence).

Success criteria: When you can recognise which type of bottle needs to go in which type of bin on a range of different bottle types.

Suggested evidence:

Witness statement and a few sentences on what you found out.

Evidence box 1


Evidence box 2

Task:

147 Level:

5 Theme:


Learning Intent:

To be able to recognise the need to hoover your bedroom.


Hoover.

Top tips: 1. Try to recognise when your bedroom looks like it needs a hoover and make the decision to do it.

2. Make sure you move anything off the floor before you begin hoovering.

Success criteria: When you can recognise the need to hoover your bedroom.

Suggested evidence:

Witness statement and photo before and after.

Evidence box 1

Evidence box 2


Task:

148 Level:

5 Theme:

Research Date task completed:

Learning Intent:

To be able to make a poster about the top tips for staying safe online.


Internet connection, pens and paper.

Top tips: 1. Find out about how to stay safe online by typing into Google ‘how to stay safe online’.

2. Decide on the top tips for staying safe online and display your findings on a poster.

Success criteria: When you can find out about how to stay safe online and display your findings in a poster.

Suggested evidence:

Witness statement and copy of your poster.

Evidence box 1

Evidence box 2


Task:

149 Level:

5 Theme:

Research Date task completed:

Learning Intent:

To be able to make a PowerPoint presentation or poster on global warming.


Internet connection, paper, coloured, pens, pictures.

Top tips: 1. Research global warming and think about key things to find out: what is it, why is it happening, what are the effects.

2. It is your choice how you would like to present your work. You could present it on PowerPoint, Word or even make your own poster.

Success criteria: When you can independently find out about global warming and present your findings in a PowerPoint and Poster.

Suggested evidence:

Witness statement and copy of your PowerPoint or poster.

Evidence box 1

Evidence box 2


Task:

150 Level:

5 Theme:


Learning Intent:

To be able to take a short train journey to a familiar and nearby place independently.


Money/oyster card and mobile phone.

Top tips: 1. Make sure you have some money to purchase your train ticket or an oyster card with money on it.

2. Look for the ticket counter in your chosen train station, where you can buy a ticket.

3. Remember to ask for a ticket for the place you have chosen and if you want a single, one way, or return, both ways.

4. Make sure you get off at the stop you planned on going to.

5. Keep your receipt to go in your evidence.

Success criteria: When you can independently take a short train journey to a familiar and nearby place.

Suggested evidence:

Receipt and witness statement.

Evidence box 1

Evidence box 2

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