1. education
2. school

Lime Class Spellings
-
Silent c and g
9.1.15
List 1
Ascent, muscle, scene, scent, gnat, gnaw, gnome, descent, sign, gnash, gnarl,
science, resign, design
List 213
Resigned, gnat, campaign, designer, gnome, gnarled, feign, foreign, gnawed,
conscience, resuscitate, conscious, fascinate, fluorescent, miscellaneous,
abscess, scissors, assign, consign, champagne
Matilda
Mqtildo wos q little lote in storting school. Most childrenbegin Primory School ot five
or evenjust before, but Mqtildq's porents, who weren't very concerned onewsY or the
other obout their doughter's educotion, hod forgotten to moke the ProPe?
orrongements in odvonce. She wos five ond o holf when she entered school for the first
time.
The villoge school f or younger children wos c bleak brick building colled Crunchem Hall
Primory School. ft had obout two hundred ond f ifty pupils aged f rom five to just under
twelve yeors old. The heod teoch er, the boss, the supreme commonder of this
estoblishment wos o formidoble middle-oged lody whose nome wos Miss Trunchbull.
Noturolly Motildo wos put in the bottom closs, where there were eighteen other smoll
boys ond girls obout the same age as her. Their teacher wos colled Miss Honey, ond she
could not hqve b een more thon fwenty-three or twenty-four. She hod o lovely pole ovol
mqdonno foce with blue eyes ond her hoir wos light-brown. Her body wos so slim ond
f ragile one got the f eeting thot if she f elJ over she would smosh into o thousand pieces,
like a porceloin figure.
Miss Jennif er Honey wos o mild ond quiet person who never roised her voice ond wqs
seldom seen to smile, but there is no doubt she possessed fhot rare gift f or being
odored by every smoll child under her care. She seemed to understond totolly the
bewilderment ond feor thot so often overwhelms young children who for the first time
in their lives ore herded into q clossroom ond fold to obey orders. Some curious wormth
thot was olmost tongible shone out of Miss Honey's foce when she spoke to o confused
ond homesick newcomer to the closs.
Miss Trunchbull, the Heqdmistress, wos so.mething else altogether. She wos o gigontic
holy terror,afierce tyronnicol monster who frightenedthe life out of the pupils and
teochers olike. There wcs on ouro of menace obout her even of o distonce, and when she
come up close you could qlmost f eel the dongerous heot rodioting from her os from o
red-hot rod qf metol. When she morched - Miss Trunchbull never walked, she olwoys
mqrched like o storm-trooper with long strides ond orms os winging -when she morched
olong a corridor you could octuolly hear her snorting os she went, and if o group of
children hoppened to be in her poth, she ploughed right on through them like o tonk,
with smoll people bouncing off her to left ond right. Thank goodness we don't meet
mony people like her in this world, olthough they do exist and oll of us ore likely to
come ocross ot least one of them in q lifetime. If you ever do, you should behove os you
would if you met on enraged rhinoceros out in the bush - climb up the nea?est tree ond
stoy there until it hos gone owoy. This womon, in qll her eccentricities ond in her
oppeoronce, is qlmost impossible to describe, but f sholl moke some ottempt to do so o
little lqter on. Let us leove her f or the moment ond 9o back to Motildo and her f irst doy
in Miss Honey's closs.
After the usuol business of
going through qll
the ncmes of the children, Miss Honey
honded out o brond-new exercise-book to eoch pupil.
"You hove oll brought your own pencils,
"Yes, Miss Honey," they chonted.
f
hope," she sqid.
ft
is the beginning
"Good. Now this is the very f irst doy of school f or each one of you.
qll
going
hcve
to go through.
to
of at least eleven long yeors of schooling thot of you ore
And six of those years will be spent right here ot Crunchem Holl where, os you know,
your Heodmisfress is Miss Trunch-bull. Let me for your own good tell you something
obout Miss Trunchbull. She insists upon strict discipline throughout the school, ond if
you toke my odvice you will do your very best to behove yourselves in her Presence.
you get onthe
Never orgue with her. Never onswer her bock. Alwoys do os she soys.
wrong side of Miss Trunchbull she con liguidiseyou like o carrot in o kitchen blender.
ft's nothing to lough qbout, Lqvender. Toke thot grin off your f oce. All of you will be
If
wise to remember thot Miss Trunchbull deals very very severely with onyonewho gets
out of line in this school. Have you got the message?"
"Yes, Miss Honey," chirruped eighteen eager little voices.
"f myself ", Miss Honey went on, "wont to help you to leqrn os much os possible while you
ore inthis closs. Thot is becousef know itwill mokethings eosier foryou loter on. For
exomple, by the end of this week f sholl expect every one of you to know the two-times
toble by heort. And in o yeor's time f hope you will know oll the multiplication tobles up
to twelve. It will help you enormously if you do. Now then, do ony of you hoppen to hove
leqrnt. the tvgo-times toble olreodyZ"
Motildo put up her hond. She wos the only one.
Miss Honey looked corefully ot the tiny girl with dork hoir ond o round serious face
sitting in thesecond row. "Wonderful/'shesoid. "Pleosestond upond reciteas much of
it
os you con."
Motildo stood up ond begon to scy the two-times toble. When she got to twice twelve is
twenty-four she didn't stop. She went right on with twice thirteen is twenty-six,twice
fourteen is twenty-eight, twice f_ifteen is thirty, twice sixteen is ... "
"Stop!" Miss Honey soid. She hodobeen listening slightly spellbound to this smooth
recitol, ond now she soid, "How fqr cqn you.go?"
"How fqr?" Motildo sqid. "Well, f don't reolly know, Miss Honey. For guite o long woy, f
think."
Miss Honey took o few moments to let this curious stotement sink in. "You meon", she
soid, "thot you could tell me whot two times twenty-eight is?"
"Yes, Miss Honey."
"Whot is it?"
"Fifty-six, Miss Honey."
"Whot obout something much hord er ,like two times four hundred ond eighty-seven?
Could you tell nre thot?"
"f think so,yes,tt Motildo sqid.
"Are you sure?"
"Why yes, Miss Honey, f 'm foirly sure."
"Whot is it then, two times four hundred ond eighty-seven?"
"Nine hundred ond seventy-four," Motildo soid immediotely. She spoke guietly ond
politely ond without ony sign of showing off.
Miss Honey gazed ot Motildq with obsolute amqzetnent, but when next she spoke she
kept her voice level. "Thot is really splendid," she soid. "But of course multiplying by
two is o lot eosier thon some of the bigger numbers. Whqt qbout the other
multiplicotion tobles? Do you know ony of those?"
"f think so, Miss Honey. I think f do."
"Which ones, Motildo? How for have you got?"
Underline o phrose thot shows how the children storting school
were f eeling. (1mark)
1)
Miss Honey wos o mild ond guiet person who never roised her voice ond wos seldom seento smile.
but there wos no doubt she possessed thot raregift for being adored by every smoll child under
her core. She seemed to understond totolly thebewilderment and f ear thot so often overwhelm
young children who ore
Some curious wormth
for the f irst time ore herded into o clossroom ond told to
obay orders.
thot almost intangible shone out of Miss Honey's face...
2) The outhor describes Miss Trunchboll os a"gigantic holy terror, a
fierce fyrannical monster." Why does the quthor use this phrase? G
morks)
3) " ff she fell over she would smash info a thousand pieces, like a
porcelain figure.
Whot does this phrase tell us obout Miss Honey? (z morks)
4)
She ploughed righf on fhrough them like a fank...
Whot does the word ploughed tell us? (2 marks)
4) Trunchboll is on unlikeoble ond dangerous chorocter. Give three
things on page 1 thot support this view. (3 morks)
22
II
l{
3
mrks
5).Whot does "marched like a sform frooper with long strides and
waving armt' tell us obout how Miss Trunchboll moved? (2 morks)
6) Why is Miss Trunchboll compared to on enraged rhinoceroQ
e
morks)
7) Whot do the words Crunchem and Bleak tell us about the school?
(2 morks)
$ ff
get on the wrong side of tlrliss Trunchbull she can liquidise
you Nike a €arrot in a kitchen blender.
you
Whot does the outhor meon by this phrase?
9) Whot type of story is this?
(z morks)
(1mork)
Tick one
A fontosy
story r
An odventure story
A troditionol tole
A mythical story
l
tr
T
n
10) Trunchboll ond Miss Honey are very different chorocters. How
does the outhor creote o differenl picture of each chorocter?
Exploin fully. (3 morks)
22
ll
3 marks
11)
Motildo wos both clever ond brove in the story.
How wos he clever? Give one woy.
(lmork)
1.
How wos he brove? Give one woy.
(rrnork)
1.
LZ) Motch
eoch
of the events listed below to the word which best
describes his feelings of the time.
(2morks)
Children sit in Miss Honey's closs.
Curious
Children see Miss Trunchball morching in the
Distrought
corridor
Miss Honey hesrs Motilda recitingher 2 times
Reloxed
tableNewcomers orrive of the school.
Bewildered
Miss Honey osks whether Motildo knows two
times four hundred ond eighty-seven.
Surprised
13) Find ond copy two words or phroses thqt show Miss Honey wos
shocked when heoring Motildo recite her times tobles.
(2 rnorks)
1)
2)
t4) Completethetoble to show whether you think Miss Honey would
ogree or disogree wath eoch stotemeht.
Never onswer Miss Trunchboll bock.
Sometimes you hove to rqise your
voice of o child.
Other times toble sre easaer thon
the two times toble.
Every child should be apprecioted os
on individuol in their own right.
(z
mort<s)
Carrisd yvith a ilrighty fo rce
.f,,r
G.
S.
eventuatly put ashore on cn uninhobited istond. The author, Daniel Defoe, odded monU exciting incidents
-'
to moke the true storg more interesting. In this extract, Crusoe is swept back and forth bg the sea as he
tries to reoch drg [c.nd.
othing can describe the confusion of thought i,vhich I feit when I sank into
the water; for though I swam very weil, yet I could not deliver myself from the
waves so as to draw breath, tiil that wave having driven me, or rather carried
10
t5
me, a vast way on towards the shore, and having spent itself, went back, and left me
upon the land almost dry, but half dead with the water I took in. I had so much
presence of mind, as well as breath ieft, that seeing myself nearer the mainland than I
expected, I got upon my feet, and endeavoured to make on towards the land as fast as
I'could bpfore another wave should return and take me up again; but I soon found it
was impossible to avoid it; for I saw the sea come after me as high as a great hill,
and as furious as an enemy, which I had no means or strength to contend with: my
business was to hold my breath, and raise myself upon the water if I could; and so, by
swimming, to preserye my breathing, and pilot myself towards the shore, if possible,
my greatest concern now being that the sea, as it r,vould carry me a gteat way towards
the shore when it came on, might not carry me back again with it when it gave back
towards the sea.
The wave that came upon me again buried me at once twenty or thirty feet deep in its
own body, and I could feel m,r'self carried with a mighty force and swiftness towards
the shore - a yery great way; butf held my breath, and assisted myself to swim still
forward with all my might. I was ready to burst with holding my breath, when, as I
felt myself rising up, so, to my immediate reliel I found my head and hands shoot
out above the surface of the water; and though it was not two seconds of time that I
could keep myself so, yet it relieved me greatly, gave me breath and new courage. I was
covered again with water a good'while, but not so long but I held it ouq and finding
the water had spent itself, and began to return, I struck forward against the return of
the waves, and felt ground again with my feet.
..-R.
-Ft-
/
From Robinson Crttsoe
Daniel Defoe ( 1660-173 l)
34
Schofield & Sims Keg StcAe 2 Comprehension Book 4
Who wrote Robinson Crusoe?
O
I
O
whot
mark
does the speoker mean bv
'coutd. not deliver mgself from the woves,?
1 mork
€)
The wave 'having spent
used up its energy
itset
meons thot the wave has (ring one),
drowned me
enjoged itsetf.
1 mork
g
In gour own words, explain whg crusoe, hoving
londed on dry [and, couldn,t prevent himsetf
from agoin being washed out to sea.
G)
what sirhile doerthe author use to describe
the ferocity of the
I
mark
sea?
1 mork
O
Find words in the storg thot hqve the
same meani.ng as the for.towing word.s,
a) 'steer' or
,drlve,:
b)'tried,,,attempted,
c)
i
1 mork
'speed',
I
O
g
mark
mark
What heighr were the waves?
of prose consists of long senten-ces, unbroken
bg any shorter phroses or direct
]no ?tt::
speech'
How does this contribute io the effectiveness
of th'e description and scene creation?
poge 35
total out of
Schofield & Sims Keg Stage 2 Comprehension
Book 4
35
10
'
"t'4
*F*:;e
_:jf"d$?*.-
*-i i
"{€"€i:%#
.n'+*.:=#_€....
BODMAS BANK BREAK IN!
#F.H-
There has been a bank robbery! We must try to find
the guilty party; luckily because he felt so guilty he has
left some clues to help us. The first clue is that he is a
famous footballer. Answer the questions below to get
letters, the letters will spell out the clues !
a.
b
c
D
e
3
1z
20
L1
1
f
I4
k
I
M
N
o
6
5
24
2
u
v
W
23
15
7
E
h
9
25
4
p
q
r
s
I6
t
17
27
13
19
26
22
X
v
z
2L
8
18
L. Clue 1:
a.(3+3)x4
b.4x2-5
c.(5 +71 +6
d.5x3+5
e.(9-4)x5
f. t+t-t
g.2 x (15 -2)
h.(s x4l+2
i.
(8 +
2l,+ IA
j.(2LxI)-z
n
2. Clue 2
a.(1 + I4l + (s x 3 )
b.(L0+6)+ @xZl
c. (t + 2\ x (6 - 3)
d.(2x6)-(I4+2\
e. (8 x2ll+ ( 20
-
- 16)
f.(3x10) -(2x21
s."{e x s)
- (2 x 10)
3. Clue 3
a.(3x3-4)x(2+2')
b.2x(13 -4)-(23+23l'
c.3x(1 +4)-{5x2\
d.4x(3
+21
-(24-s)
e.7x(4+2ll+(3x5-1
f. (9 + 7 x3 )+ 10) Who is the bank robber?
1
)
Section A: Calculate
L. 5+ Bx 3
2. 9+ 3+ 4
3. 4x (3+ 6)
4. 3, 42
5. 3+ 5x 7- B
6. 9x 3+ (6- 1)
7.4x32-14+7
8. 62+9+4x3
9. Bx6+(B-0)"2
!0.72+4+6x22
11.(9-4)2*62+4
12. 102 + 52 + (2 + 4)2
L3.(4+2)2+9-t3-Z)
14.(B-2)"7t62+L2
Section B: Put brackets in to the
following sums to make them correct.
1-. 3+
4x 6=
42
2.5x4+7=25
3. 4- 2x 6+ 2= t6
4.2+3x2-5=3
5. 4+ 3x 5+ 2= 49
6. 5x 4+ 5+ 5= 5
7.3x6+2+1=6
8. 9+2+Ix4=12
Section C: For each of the following sums
put the correct operations in the gaps to
make the sum true.
1. 2J3+ 4= 74
2. nn4+ 2= Z
3. (3 + 2)[6 = 39
4. 4n5n6= 44
5. 7+3J2=13
6' 62a61(5 - 3) = 3
7. Bx3n6+2=6
8. (4n3)n(2ne; = 11
9. 3322!8= 20
to. 424(3 + 4)14 =
24