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Abbot's Hall Community Primary School

At Abbot's Hall all are valued and challenged in the pursuit of excellence


Abbot's Hall Community Primary School - The school is open to Reception, Years 1 and 6. If you are a key worker and feel you may qualify for childcare please email

Topic Learning

Topic- Monday 8th June

Last week we reminded ourselves how to wash our hands properly so that we don’t spread germs. In school we found that the best way to remove germs was to wash our hands with warm water and soap. Did you find the same at home?




Don’t forget to wash your hands using the six steps.


This week we are going to learn how harmful microbes can be passed from person to person through sneezing or coughing. 


Have you ever heard someone say, ‘You gave me your cold’ or ‘I caught their flu’?

Many diseases are airborne and are spread in tiny droplets of mucus and water coughed and sneezed into the air by people.

Colds and flu are spread this way.


Because of this it is very important for everyone’s health that people cover their mouth and nose with a tissue when they cough or sneeze, or with their sleeve if they have no tissue. We can reduce the spread of infection through good hygiene.


For this activity you need to:

  1. Create a sneezing runway either across a table or on the floor. It needs to have a vertical back board. Cover the ‘runway’ with some paper. (See the picture below).

  2. Fill a spray bottle with water and food colouring.

  3. Either make a large cut out hand from cardboard with a longer arm section for holding or cover one of your hands with a disposable glove.

  4. Create a large tissue from a section of kitchen roll.


We are going to demonstrate the distance a sneeze (and microbes in the sneeze) travel. To do this hold the bottle at the end of the runway and simulate a 

sneeze by squeezing the trigger once over the paper. 

Before ‘sneezing’ can you predict how far and wide the sneeze will go. 

After ‘sneezing’ measure how far and wide it spread. 

Were you surprised by your results?



Now we are going to observe what happens when we put our hand over our mouth when we sneeze; remember the microbes stay on our hands and can spread to anything we touch. One person needs to be the ‘sneezer’ whilst the other holds the giant hand (or gloved hand) 2-5cm away from the bottle. Again how far do you think the sneeze will travel? How far and wide did it travel?



Finally, we want to observe what happens when we cover our mouth with a tissue when sneezing. Now we need to hold the ‘tissue’ directly in front of the ‘sneeze’. How far and wide do you think the sneeze will travel? How far does it travel?

What did you notice? Did you see any ‘microbes’ on the hand? What do you think will happen if you sneeze into your hand? 

Sneezing in your hand can spread microbes to things that we touch, so it is better to sneeze into your tissue and throw it away and wash your hands as soon as possible (or if you do not have a tissue, sneeze into your sleeve).


Topic- Friday 5th June

Today we are going to continue with our science learning and focus on recognising that living things have changed over time (evolution) and that fossils provide information about living things that inhabited the Earth millions of years ago. 




In Year 3, you learned how fossils are formed. Watch this video as a reminder -




Have a go at one of the fossil activities for today, remembering that we are moving our learning on from Year 3 to now start thinking about what fossils tell us. 


Activity 1 – matching 

Can you match the dinosaurs to the fossilised bones? Use the shape, structure and size of the bone to help explain your answers to think about what the fossil is telling us. 

Documents are attached below


Activity 2 – detectives 

Have a look at the fossils below and then answer these questions: 

What is it a fossil of and what makes you think that? 

What can we learn from the fossil about that living thing? For example, what did it eat? Where did it live? What features did it have? How big was it? 


This is a picture of how the fossils changed for this animal (an example of evolution). 


Then look at the answers. How has that living creature evolved over time? What is similar about it? What is different?

Answers are attached below.


Activity 3 -  transitional forms 

Transitional forms are the living things that show the ‘in between’ stage between the ancestor and the modern living relative. While some were fossilised and have been found, others have not. This means we only see the start and end of evolution. Artists use fossils to draw what they think the living thing would have looked like. Can you draw what you think the transitional form would have looked like for the following living things. Think about which features maybe the living thing evolved to have and not have any more based on their environment.



Topic- Thursday 4th June

This half term, we would usually have One Life Suffolk come into school and run workshops on science and PSHE topics around healthy lifestyles. We are going to look at a theme from each workshop every week. Today we are going to look at physical activity and exercise.

What are some of your favourite ways to exercise? Why do you think exercise is important? How do you feel when you have been exercising? How do you think it helps your body?

Here are some of the benefits of exercising…


How long do you think you should be exercising for a day? 15 minutes, 30 minutes, 45 minutes or 60 minutes? Remember, this does not have to be all in one go?


Watch this video to find out what happens inside your body when you are exercising. The recommended exercise if for adults, not children though! (A link has been added below)

Have a look at the activities you could do today to go with your learning about physical activity.

Activity 1 – activity ideas

Create an A-Z list of all the different types of physical activity you could do. They can be as simple as star jumps or walking or more complicated like team game examples or mountain climbing! Then choose one or two to have a go at home, in your garden or on your daily walk. You could create a mini circuit of the more simple activities!


Activity 2 – investigation

Our heart rate is the number of times our heart beats per minute. As you found out from the video, this gets faster when doing physical activity and our resting heart rate is lower when we are fitter. For each of the activities listed on the table and graph, complete the activity for one minute and then spend 15 seconds taking your pulse.


Multiply this number by 4 to get your heart rate per minute. To make this a fair test, make sure your pulse has gone back to resting heart rate before each exercise. What do you notice?

You can record your results in the table or the graph to help you compare your results and spot patterns.

Templates are below.



Activity 3

Have a go at some new physical activities. Go to this website and try some of the themed 10-minute shake ups. 

There is even a quiz that tells you which ones you should try based on your interests. Here are Miss Read’s results.



What happens inside your body when you exercise?

We all know exercise is good for us, but what actually happens inside your body when you get active? Watch to find out, and learn more about the benefits of ...

ART- Wednesday 3rd June.

Hello Year 6.

I hope you have had a great half term. I cannot quite believe that you are now in your final few weeks of primary school!

For the next few weeks we are going to be doing some art, some will be topic based and some not so, but either way I want you to enjoy doing it.

Please remember it is always lovely to see the work you are producing, so, if you are still at home please keep emailing your teachers and if you have returned to school I look forward to seeing your work for real!

Volcano art.

Because your topic is ‘The Moving Earth’ I thought it would be good to have a little volcano art project to do.

Today I would like you to take a piece of plain A4 paper and divide it into 4, in the top right section I would like you to draw a volcano without any guidance… At this point you do not need to colour your volcano.

Now use the link below (scroll down the page to the bottom, where you will find the link) to help you draw a volcano, you can then compare your first drawing to your last. Don’t forget to colour your final volcano, use oil pastels if you have them but if not coloured pencils are fine.


My first sketch of a volcano!

Please use my pictures to help you if you need to.

The video does go quite slow so you may not want to pause it (see link below).


I paused it at 3:49 and again at 7.16 just so I could focus on drawing the next outlines.

I drew the outline as I played the video, then when I paused it I drew the main outline in all other sections.

I drew the palm trees and island as the artist was talking.

Then at 7.16 I paused to catch up with what the artist was doing.

I then played the video and drew at the same time…All 4 sections are complete…all I have to do now is colour it in!

I hope you enjoyed learning how to draw a volcano! Remember to email your pictures in!

Mrs Barker J


How To Draw A Volcano

Topic- Tuesday 2nd June


Today we are learning about how information in the media (and online) can affect how people feel  about themselves.


So,  what is social media? Can you find a definition?

Some examples are: Facebook, Twitter and Instagram. WhatsApp and normal messages can also be included.


Why do people use these? Think about the reasons and jot them down. When you have, scroll down and see if your answers match the ones below.


Social Media examples:

  • Keeping in touch with friends

  • Showing where you are and what you have been doing

  • Showing what is happening in your life

  • Communicating

  • Sharing pictures and videos of memories.


Remember that you might not have access to these ‘platforms’ as they are age restricted but this might be helpful when you are older.


Now we are going to think about the image someone’s social media can give us.  A lot of the time, these images or posts will be positive. Sometimes seeing everyone around you doing amazing things can make you feel like you aren’t as happy or that you are not doing as much. We might feel jealous that someone has a swimming pool in their garden or a beautiful pet when we don’t. Perhaps they post that they have finished all their learning for the day and we are only just starting! Do you see what I mean? We might then feel sad, angry, worried or anxious. This is absolutely fine.

Has this happened to you before? Mrs Aldous saw a post of a neighbour’s garden. Their grass looked perfect! It made Mrs Aldous feel a bit sad and jealous that their lawn was so bright and lovely. But then I tried using this as a motivator and thought I can have grass like theirs! So, I have been trying my best in the garden to make my grass healthier. I also tried to think about being grateful. Grateful for a garden to work in. Although it is hard, we should not worry about comparing ourselves to each other all the time. Below, I have put these feelings and responses into a grid.


Can you think of a time when this happened to you? Did you react this way? If you would like, use this example above to show your reaction:

Feel free to share your example with us by email.

We also need to remember that the lives shown on social media often do not give a full or accurate picture of the person’s actual experiences. For example, people are unlikely to share pictures of themselves being sad and lonely or of a project that has gone wrong. People often want to show themselves in the best possible light and social media gives a platform to do this. 


Email your answer to the last question and we can see if more people agree or disagree!

Monday 1st June


Today we are going to be learning about the importance of hand hygiene.

Washing your hands is one of the best ways to stop harmful microbes from spreading and preventing us from getting sick.


Our hands naturally secrete oil which helps to keep our skin moist and stops it getting too dry. This oil, however, is a perfect place for microbes to grow and helps microbes stick to our skin.

Washing our hands regularly helps to remove microbes we collect from our surroundings (e.g. home, school, garden, pets etc.)


If we wash our hands in water alone, we can remove visible dirt and grime. However, soap is required to break up the oil on the surface of the hands which trap microbes.


When do you think we should wash our hands?


We should wash our hands:

  • Before, during and after preparing food

  • After using the bathroom

  • After touching animals or animal waste

  • After coughing, sneezing or blowing your nose

  • If you are ill or have been around ill people


Watch this video to learn some more:


Below are some experiments you can try to show how best to wash your hands.

First of all ask a grown up to blind fold you. Then cover your hands in cooking oil and sprinkle well with cinnamon or glitter.

We are now going to try different ways of washing hands. After each one we would like you to shake hands with someone (from your household). It is important to shake hands firmly and well. If you have more people at home who can join in, ask the person you shook hands with to then shake another person’s hand.

  1. No handwashing

  2. Wash hands in cold water

  3. Wash hands in warm water

  4. Wash hands in warm water with soap


What did you notice after each time?



What results did you find the most surprising?

Where might the microbes on your hand have come from?

Remember not all microbes on your hands are harmful, there may be some useful ones too!


What was the best way of getting rid of microbes from your hands?

It is very important to wash your hands properly. Bacteria like to hide in between fingers and under the nails. 



Maybe you could plant some flowers in your garden? Or help with some of the gardening. Miss Read has a lot of weeds in her front garden she needs to get rid of!

You could have a go at planting some seeds in a shape like below

Fill your pot or seed tray with compost and press down gently all over. Smooth the surface so it’s nice and smooth. Using a watering can, gently water the compost so that it is damp. Now take your hand and press it firmly, fingers spread apart, into the compost so that you can clearly see your handprint. Now scatter grass seed carefully within the indent made by your hand. Put the pot somewhere sheltered and water daily. Watch your handprint appear!


Create a game

Your outdoor challenge is to design and build a board game for up to six people to play. You can create your own board game or recreate one you already know. You could work on your own or with others in teams. What materials can you find which work best? Large or small? Create some clear instructions for players of your game and try it out! Do you need to make an adjustment? What other games could you create?


Photographic scavenger hunt

School Awards

Useful Links