Reading · Reading Moving forward reading will be structured a little differently and more like our in class sessions. The children will focus on one text for the week and complete

Reading

Moving forward reading will be structured a little differently and more like

our in class sessions. The children will focus on one text for the week and

complete different activities to support their understanding of the text.

Activity 1—Read the text through and then read the text a second time

identifying any vocabulary you are unsure about. Try to use the sentence to

help you understand the word, ask an adult or check a dictionary if you are

still unsure.

Activity 2—Today we will focus on the vocabulary in the text. Using the

information in the text, the supporting image and where needed a

dictionary match the word to its definition.

Activity 3—Read the text again and create a small fact card about Victorian

workhouses that summarises what you have learnt from this text.

Activity 4—Read the text again and decide if the statements are true or

false.

Activity 5—Answer the eight comprehension questions on the text

remember to use full sentences and evidence from the text.

Reading




Pick one of the new vocabulary words to use in a sentence.

Word Meaning

paupers To be left with no

parents.

poverty To put to many things in a

place that is to small.

orphaned A very poor person.

crammed The belief or opinion

people hold about

something.

common To be extremely poor.

reputation Something that happens

often.

Reading—ANSWERS




Pick one of the new vocabulary words to use in a sentence.

Word Meaning

paupers To be left with no

parents.

poverty To put to many things in a

place that is to small.

orphaned A very poor person.

crammed The belief or opinion

people hold about

something.

common To be extremely poor.

reputation Something that happens

often.

Reading


false.

Statement True False

Work houses were a good place to live.

Children and parents were separated in workhouses.

Children had lessons for 3 hours a day.

Women had to break stone.

Oakum is a type of rope.

People in the workhouse had to wake up at 8am.

Workhouses were turned into hospitals.

Reading—ANSWERS


false.

Statement True False

Work houses were a good place to live. x

Children and parents were separated in workhouses. x

Children had lessons for 3 hours a day. x

Women had to break stone. x

Oakum is a type of rope. x

People in the workhouse had to wake up at 8am. x

Workhouses were turned into hospitals. x

What Were Workhouses?Workhouses were large buildings where poor people who had no home or job lived. It was introduced as part of the Poor Laws system, where those who were paupers could live and work. It was intended as a place for people to work themselves out of poverty, though many were seen as prisons for the poor, orphaned children, the sick, disabled, elderly and unmarried mothers.

Living in a workhouse was the last thing people wanted to do. If a man with a wife and children had to enter a workhouse, his whole family had to go with him. It was thought to be shameful because it meant he could not look after his own family and he could not get a job.

Families in a WorkhouseThe men, women, and children were housed in different parts of the building and were kept apart as often as possible, even when not working. People were crammed into as small a space as possible, with most people having to share beds. This meant that diseases, such as ringworm, spread easily.

Children had lessons in reading, writing, maths and religion for three hours a day. However, teachers were often cruel. There were rules in place against beating children but there are reports that some were hit with a ruler or stick in class. Girls were taught how to sew, as well as other skills that would help them become a maid when they left the workhouse at fourteen years old.

Food was small portions of plain, simple meals, usually bread, broth, cheese and occasionally meat. Second helpings were strictly forbidden and many people went hungry. It was a common punishment to miss mealtimes if you broke any rules.

Jobs in the WorkhouseJobs in the workhouse involved a lot of hard work. Men were expected to perform tiring tasks, such as stone breaking, grinding corn, chopping wood and working in the fields. Women were expected to sew and weave, clean the laundry, scrub the walls and floors and other general cleaning tasks. Both men and women had to work on unpicking old ropes, known as ‘oakum’.

Living in the Victorian Workhouse

The working day in the workhouse was long. People would be woken early, around 5 a.m., and aside from prayers and meal times, were expected to work until they were sent to bed around 8 p.m.

Bad ReputationWorkhouses became known for their terrible conditions and people starving there. Many people, including the writer Charles Dickens, were against their use. Dickens famously used a workhouse as part of the setting for his book, Oliver Twist, showing them to be cruel places.

By 1929, new laws were introduced to allow workhouses to be turned into hospitals and in 1930, workhouses were officially closed. Because of the number of people living in workhouses, it took a number of years before all workhouses had disappeared.

Victorian Workhouse

Questions1. What were workhouses introduced as part of? Tick one.

The Workhouse Laws The poor Laws The Homeless Laws The working Laws

2. Which of these people were sent to the workhouse? Tick two.

the sick the wealthy the elderly the employed

3. Find and copy a word which means squeezed.

4. What food were people in the workhouse fed?

5. Tick to say whether each job was done by men or women.

Job Men WomenScrubbing the walls and floorsWorking in the fieldsBreaking stonesSewing and weaving

6. What was the name of the book written by Charles Dickens that is set in a workhouse.

Tick one.

Bad Reputation Oliver Twist Cruel Teachers The Poor Laws

Victorian Workhouse

7. Why do you think it took a number of years for all workhouses to disappear? Use evidence

from the text to support your answer.

8. Why do you think people feared being sent to the workhouse?

Victorian Workhouse

Answers1. What were workhouses introduced as part of? Tick one.

The Workhouse Laws The poor Laws The Homeless Laws The working Laws

2. Which of these people were sent to the workhouse? Tick two.

the sick the wealthy the elderly the employed

3. Find and copy a word which means squeezed.

crammed

4. What food were people in the workhouse fed?

People in the workhouse were fed bread, broth, cheese and occasionally meat.

5. Tick to say whether each job was done by men or women.

Job Men WomenScrubbing the walls and floorsWorking in the fieldsBreaking stonesSewing and weaving

6. What was the name of the book written by Charles Dickens that is set in a workhouse.

Tick one.

Bad Reputation Oliver Twist Cruel Teachers The Poor Laws

Victorian Workhouse

7. Why do you think it took a number of years for all workhouses to disappear? Use evidence

from the text to support your answer.

Pupil’s own response, referring to the text, such as: I think it took a long time for all

workhouses to disappear because there were a lot of people who lived there that would

need to find a new place to live and new jobs. It would have taken a long time to move

everyone as there were a lot of workhouses.

8. Why do you think people feared being sent to the workhouse?

Pupil’s own response, referring to the text, such as: I think people feared going to the

workhouse because the conditions were terrible. People had to do hard work and had a

small amount of basic food, which you could miss if you did something wrong. People

were also split up from their family and had to share beds.

Victorian Workhouse

Maths

Maths will continue using last weeks structure the pack this week is

surrounding addition and subtraction and there is a page a day for 4 days

with an arithmetic activity for one day of the week.

We completed our addition and subtraction unit at the beginning of the

year and have recapped frequently since so the children should have a

good understanding. The activities allow them to apply this knowledge to a

problem.

Reasoning and Problem Solving

Addition and Subtraction Consolidation – Year 4

Astronaut Pete and Astronaut Seb have been sent on a space mission.

They have lots to do and many miles to travel. We need you to help them get to Space

Station Z and back safely. You will need to use your mathematical brain to help them

solve problems along the way.

Watch out for those pesky little green aliens who will try to wreck the mission.

Pete and Seb are on their way to Space Station Z. They need to get there but they are

running out of fuel. They must take the shortest route to save fuel.

1. Work out the shortest route the astronauts need to take in order to reach Space

Station Z to refuel.

Route 1 =

miles

Ever wanted to

be an astronaut?

To see what it’s like in

space? We need

your help!

Route 1

Earth to Mars = 3,454 miles

Mars to Space Station Z = 2,474 miles

Route 2

Earth to Jupiter = 2,456 miles

Jupiter to Space Station Z = 3,374 miles

Route 2 =

miles

The shortest route to take is

Route:

classroomsecrets.co.ukConsolidation Pack – Year 4 – Expected © Classroom Secrets Limited 2017



2. The astronauts have 5,915 miles worth of fuel in their rocket.

How much fuel will they have left over once they reach Space Station Z?

Well done!

You have managed to get the astronauts to Space Station Z without running out of fuel.

Now the mission begins!

Pete and Seb need to get their space suits and helmets on and take some readings

from outside the station. They need to read the number on the solar sensor (This tracks

the sun’s energy on Earth all the way from space – super cool space stuff).

There is a problem!

Some of the numbers appear to have

been damaged.

Those pesky aliens!

Work out the missing number so

that Pete and Seb can send the

information back to Earth.

3. The last reading that was taken was 7,392.

4,536 is the new reading.

How much solar energy has been used?

Good work team, you have worked out the new reading.

Now lets get back to the rocket.

7,392 4,536=–

classroomsecrets.co.ukConsolidation Pack – Year 4 – Expected© Classroom Secrets Limited 2017



The lock on the door seems to be stuck!

“What’s the problem?” Seb asks Pete.

“I think the lock has been reset, who

could have done that?” replies Pete.

“I have a sneaky feeling we have alien

company!”

The astronauts need to reset the lock and

they’re going to need your help. The lock

needs two special numbers.

4. We need to find two numbers that when added have an estimated answer of 5,800.

Awesome work, the door has opened. Now, lets get back to Earth.

Original Number Rounded to the nearest 100

3,367

2,646

4,015

5,280

3,906

2,431

The two original numbers are:




Ok, team – so far so good! Let’s get this rocket on the go.

In order to start the engine, Pete needs your help.

5. The table needs completing so Pete can start the return to Earth:

You did it! I knew you could.

Now buckle up those seat belts, it’s home time.

6. One last challenge, before you go. Pete has checked the fuel level, there are 4,653

miles left. The journey home is 3,827 miles. Pete said that they will have 1,226 miles

left in the tank when they return to Earth. Seb said that he is wrong. Work out who is

right and how much fuel will be left in the tank.

Thank you for all your help today. Hope you enjoy your next mission.

Number Subtract 10 Add 100 Subtract 1,000

3,986

7,321

5,210

5... 4... 3... 2... 1... Blast off!




1. Route 1 = 3,454 + 2,474 = 5,928 miles

Route 2 = 2,456 + 3,374 = 5,830 miles

Route 2 is the shortest route.

2. 5,915 miles – 5,830 miles = 85 miles worth

3.

4.

3,400 + 2,400 = 5,800

5.

6. Pete is wrong and Seb is correct. There will be 826 miles of fuel left in the tank. Pete did

not exchange in the hundreds column; he subtracted 8 from 6 and gave the incorrect

answer of 2. This then made his subtraction in the thousands column incorrect too.

7,392 2,856 4,536=

Original Number Rounded to the nearest 100

3,367 3,400

2,646 2,600

4,015 4,000

5,280 5,300

3,906 3,900

2,431 2,400

–

The two original numbers are:

3,367 2,431

Number Subtract 10 Add 100 Subtract 1,000

3,986 3,976 4,076 3,076

7,321 7,311 7,411 6,411

5,210 5,200 5,300 4,300

classroomsecrets.co.ukReasoning and Problem Solving – Year 4 – Expected ANSWERS© Classroom Secrets Limited 2017

Name :

Teacher : Date :

Score :

Math-Aids.Com

705x

243x

225x

206x

465x

746x

994x

455x

422x

828x

607x

467x

895x

236x

769x

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247x

319x

365x

Name :

Teacher : Date :

Score :

Math-Aids.Com

705x

350

243x

72

225x

110

206x

120

465x

230

746x

444

994x

396

455x

225

422x

84

828x

656

607x

420

467x

322

895x

445

236x

138

769x

684

856x

510

733x

219

247x

168

319x

279

365x

180

English

This week we will be writing a dairy entry as if we were a Victorian child

worker.

Day 1—Watch the following video it is a diary of a young child in Victorian

times and he is recalling an average day working. Make notes about key

vocabulary that may help you.

https://www.youtube.com/watch?v=LAXY25wi3F4

The video is also on our class page along with others to help you. Also take

a look at our WAGOLL of a diary of a child in workhouse it may give you

some ideas and help.

Day 2—Take time to plan out your diary. Think about what might happen

and in what order. Remember to think about paragraphs and also an

introduction and conclusion. I have included a planner if you want this to

help you.

Day 3—Write up your diary. Use the diary checklist to make sure you have

included the features of a diary. Proof read your work and make any

spelling changes.

Day 4—Edit and improve your diary. Use the check list to add any elements

you have missed improve at least 2 sentences and make sure your spelling

and punctuation is correct.

Day 5—Spelling, punctuation and grammar—Complete the six part mat that

recaps all your year four skills.

https://www.youtube.com/watch?v=LAXY25wi3F4

Vocabulary Gathering

Watch the videos about the Victorian work day. Think about the

words that we may use in our writing.

Feelings

exhausted

nervous

Adjectives

filthy

over crowded

Topic Specific Words

Victorian

workhouse

Adverbs

slowly

carefully

Diary Features

31st January 1874 Dear diary, I am sat in our overcrowded dormitory, we are supposed to be asleep but I can’t. It is too cold. It is extremely difficult to see the page; I am holding this diary up to the window so that I can see the light from the reflection of the moon. Today has been as miserable as any other day, if not worse. The master stormed into our room to wake us up at 4.30am and ordered us out-side to wash our face using the outside water pump. However, it was so cold that the water formed little icicles at the end of the pump. All of the boys were stood huddled together in a line, trying to stay close for warmth. I tried to look for my sister, Charlotte, as boys and girls are separated at all times. We haven’t seen each other since we entered this place, but I will not give up hope. Breakfast was water and a small piece of bread left over from last night. I can tell it was left over because it was extremely tough to bite. Soon after we were ushered into the bustling workroom, where I was ordered to unpick old rope and separate it into threads to be resold. The material is so tough and scratchy that my fingers are crimson and blistered. The pain was so incredible that I wanted to cry, but I didn’t dare. If the Master catches somebody crying he beats them with the cane. To think that we do this all day, every day, for 5d a week. It isn’t much, but I send what I can home to Ma to look after the baby. She needs it more than I do. Dinner was exactly the same tonight, too. Small piles of stale crusty bread were on the table tops and bowls of cold gruel were slammed down before us. I spotted some of the boys sneakily stuffing pieces into their pockets to eat later. We are all so hungry. When will this end? I feel weak and tired. Sometimes I wish I could run out of the doors and escape, but the last boy who tried was beaten in front of every-body. I can still hear his cries. I had better get some rest, I will write to you tomorrow. Goodnight. From Peter

Diary Planner

Introduction

At home

Morning

Afternoon

Going home

Closing

Diary Writing

Remember to use your plan to help you and the WAGOLL.

Keep referring to the checklist and make sure you have included the diary features.

Also if you can include your year four features:

Paragraphs

Conjunctions

Expanded Noun Phrases

Adverbs

Powerful Vocabulary

Fronted Adverbials

Diary Features

Topic

Victorians

Activity 1 — Use the information sheets and videos to find the answers to

the questions about what Victorian life was like for working children. Make

some notes as these will help you with English this week.

Activity 2 — Make a poster or fact file about life for a poor child in Victorian

times using the information you have learnt so far.

Activity 3 — L S Lowry is a famous artist who painted lots of images of

factories, towns and streets. He was born during the Victorian era but was

only a child during this period so his work is mostly townscapes just after the

Victorian era. They show streets and factories with matchstick like people

use the images to draw a townscape of your own.

Science

Please see the starters for STEM science grid and choose an activity that

interests you to carry out.

PHSE

Changing negative thoughts—Complete the worksheet about making

changes to negative thoughts.

Activity 1

Use the information sheets below and the videos on the class page to help

you answer the following questions.

Why did children have to work?

What kind of hours did they work?

What types of job did they do?

How do you think the children felt about working?

Would you have liked to work as a child?

What job would you have chosen and why?

Activity 3

Use the images below to help you recreate a Victorian street in the style of

LS Lowry.

Lowry’s work

Victorian streets

What Was Life Like?

• Life was very hard for poor people during the Victorian era.

• In 1837, at the beginning of Queen Victoria’s reign, only wealthy or privileged children could afford to go to school.

• Poor children, even as young as four years old, had to work to help support their families.

• Most mine, factory and mill owners did not think anything was wrong with giving jobs, particularly nasty ones, to children.

• There were no laws to protect working children.

What Jobs DidVictorian Children Do?

Children did various kinds of jobs and many were unsafe, poorly paid and damaging to their health.

They included:

• chimney sweeps

• domestic servants

• mill workers

• factory workers

• farm hands

• working in coal mines

Children in the Coal Mines• Many children worked in coal mines. They were extremely dangerous

places to work; roofs caved in, there were sometimes gas explosions, tunnels collapsed and workers got all sorts of injuries. There were very few safety rules.

• One of the common dangers for children was shifting coal. To do this, the children had to bring the coal through the tunnels and small shafts. This would require the children to continually bend down and this led to many children suffering growth problems.

• Older children were employed as "coal bearers“. This involved carrying loads of coal on their backs in big baskets.

• Younger children often worked as "trappers". It was their job to open and shut the doors in the tunnels to allow the air to circulate through them.

Children in FactoriesMany factory workers were children. They worked for long hours, for very low wages, and were often treated badly by the supervisors or overseers.

Sometimes the children started work as young as four or five years of age. Their work was unsafe because there were no guards or fences around the machines to stop accidents happening.

Child Mill Workers• As in mines and factories, thousands of

children also worked in cotton mills. The conditions in mills were very unpleasant. Children spent most of their working hours at machines with little or no time for fresh air or exercise.

• Many children fell ill or had serious accidents.

• Children were scalped when their hair was caught in the machine.

• Many hands were crushed and some children were killed when they went to sleep and fell into the machines.

Chimney Sweeps• Orphans and homeless children were sold to

employers to become chimney sweeps.

• This happened because children were cheap and they could not complain.

• Boys were forced up through the narrow, winding passages of chimneys in large houses in order to clean them.

• Children suffered many cuts, grazes and bruises on their knees, elbows and thighs. It was a dirty and dangerous job.

• In 1832, a law was introduced forbidding the use of boys for sweeping chimneys; unfortunately, we know that this law was ignored!

Life as a Domestic Servant• Many girls from poor families would go to

work in domestic service. This meant that they would work for local landowners in their big houses, or for anyone who employed servants.

• Servants were paid very little money.

• Many had unpleasant jobs to do like cleaning out fireplaces and cleaning the kitchens.

• They often had to start work very early in the morning, and could not go to sleep until their employers had gone to bed.

Child Workers in the Countryside

Many families who lived in the countryside were forced to send their children out to work because of their extreme poverty.

Children as young as seven years old could work as bird scarers or stone pickers. They would work out in the fields from four in the morning until seven at night.

Older children worked as casual labourers.

Who Were the People Who Helped?

Lord Shaftesbury knew that it was wrong to use children as cheap labour. He wanted to bring in laws to stop this practice. He encouraged inspectors, (called commissioners), to go all over Britain to collect evidence from the working children themselves.

Their reports were debated in Parliament.


Dr Barnardo wanted to provide homes for homeless, orphaned and abandoned children. He took photographs of the children he rescued and used them to persuade rich people to collect money for his charity.

Dr Barnardo believed that all children should have been looked after and received education.


• Charles Dickens would base his ideas on the social conditions surrounding him. He sympathised with all the people who were neglected and unloved. His main focus was how parts of England were poverty stricken and before writing his novels, he visited the places that he based his stories on.

• Charles Dickens was aware of the cruelties children were suffering. He shows this in many of his books.

• Charles Dickens did much to highlight the difficulties faced by poor children. Perhaps you have read or seen his books which have been adapted for TV and film?

Changes for the Better

Throughout Queen Victoria's reign, new laws were passed to make it illegal to employ young children.

• 1841 Mines Act - No child under the age of 10 to work underground.

• 1868 Agricultural Gangs Act - No child under the age of 8 to be employed in a gang of farm workers.

• 1870 Education Act – Education was compulsory for all children aged 5-10 although it was not free until 1891.

• 1874 Factory Act - No child under the age of 10 is to be employed in a factory.

• 1875 Climbing Boys Act - Illegal to send boys up chimneys.

However, there were still many children, over the age of 9, at work when Queen Victoria died in 1901.

The Chimney Sweep’s Story

“I started work when I was 6 years old. My mother sold me to sweep for ten shillings. At first, my knees and elbows were all bleeding from rubbing against the sides of the chimney. It’s very dark in the chimney but I am used to it now. Sometimes, I get very tired and stop climbing. If the master finds out, he lights a fire. The smoke chokes me and I get done quick.”

The Maid’s Story

“We had eight pence a year given to us…we got up at five in the morning and worked till nine at night…We were always locked up after factory hours, for fear any of us should run away…the master started beating me with a stick over the head…I never been a sound sleeper since.”

The Mill Worker’s Story

“I work from five in the morning till eight at night. I started work at seven years old. In the first half year, a weakness fell into my knees and ankle…it got worse and worse…in the morning I could scarcely walk…my brother died from a spinal condition after working long hours in the mill.”

What Job Would You Like?

Today, fortunately there are strict laws on how old children have to be to have a job, and about the hours they can work.

What job would you have done if you were alive in the Victorian era?

What job would you like to do now?

Discuss with your partner.

Making Negative Thoughts into Positive Thoughts

Often, we think negatively about a situation or an event that has happened or is about to happen. When we think negatively, we are likely to carry on thinking negatively, which helps to make the thought more powerful. When this happens, it is really difficult to find positive thoughts. This can lead to a one-sided view of a situation or event which is often not a true judgement.

Please complete the table below so you can see how you can change negative thoughts into positive thoughts.

Negative Thoughts Positive ThoughtsMy friends don’t like me anymore because I can’t go to the party on Saturday night.

I am not good at maths because I only got 16 out of 20 correct in my test.

I don’t want to move house as I won’t make any new friends and I will be lonely.

My new school won’t be as good as my current school.

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Making Negative Thoughts into Positive Thoughts

Now you have completed those examples, complete the table below with your own negative and positive thoughts.

Think what positives you can see from the situation and how you can think more positively.

The more positives you can find, the more positive you will think, as the negative thoughts will be reduced and the situation will appear more balanced.

Negative Thoughts Positive Thoughts

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Starters for STEM

Starters for STEM are 10 activities that parents can use at home to help children develop their science, technology, engineering and maths skills.

Theses activities are easy to resource and provide children with the stimulus to talk about the world around them. If you see a link you can explore how to

extend these activities, you will need to sign up, for free, to access these materials. Don’t forget to share your work on social media

#ScienceFromHome

Clucking chickens Make an instrument that sounds like a chicken. You will need: tin can/plastic cup, and some string. Make a small hole in the base of a plastic cup. Thread string through the hole and knot it on the in-side. Wet your fingers and run them down the string to produce a clucking noise https://bit.ly/3berawB

Sophia Barnacle Sophia was a British in-ventor who invented the Helter-skelter slide in 1907. Try using junk box materi-als to make your own hel-ter-skelter or marble run. https://bit.ly/2YuJmys

Origami When the Japanese Space Agency is looking for new astronauts they set them a challenge to create as many origami cranes as they can in a set time. They all have to be identical, with perfect folds. Try making an origa-mi animal following in-structions online. Can you make it again so the next one is identical?

Autosub 6000 Ocean Floor Mission

Use scratch to debug and improve the Autosub6000 around the ocean floor. Activity notes and instruc-tions can be found here: https://bit.ly/3enBu7s

Unplugged Coding Watch https://bbc.in/2XBXWnp Create a simple under the sea obstacle course or draw an obstacle course on a piece of paper. Write simple code to guide the submarine around the obstacles found under the sea. E.g. Rocks, ship wrecks, sleeping octo-pus. E.g. →→↓→→↑→

Brilliant bridges The world’s longest bridge is in China and is 164.8km long. It would take more than two days to walk the length of this bridge. Try building a bridge big enough for a toy car. You could use paper, Lego or any other building materi-als you might have at home. https://bit.ly/3fhNeJe

Making Music A kazoo is a simple wind instrument that create a humming sound. Take a cardboard tube and cover the end with greaseproof paper held on with an elastic band. Make a hole in the tube close to the elastic band. Now hum down the tube from the open end. What can you hear? What is making the sound? https://bit.ly/3berawB

Design a sports kit Design a sports kit suitable for a sport you choose. Think about where this sport takes place (e.g. in-doors, outdoors, on wa-ter etc.). Think about the type of material you will use and why you have used it. https://bit.ly/3c401wy

Expanding gummy bears You will need a selection of gummy bears. Measure their length. Now put a gummy bear in water and leave it for a few hours. Take the bear out of the water. What has happened to it? What other liquids could you test your gummy bear in?

Heavier than a potato

Hold a potato in one hand. What can you find in your house that is heavier than your potato?

What is lighter?

Can you find something that weighs the same?

Week beginning 11th May 2020

https://bit.ly/3berawB

https://bit.ly/2YuJmys

https://bit.ly/3enBu7s

https://bit.ly/3fhNeJe

https://bit.ly/3berawB

https://bit.ly/3c401wy

Documents

Reading · Reading Moving forward reading will be structured a little differently and more like our in class sessions. The children will focus on one text for the week and complete