St Oswald's Catholic Primary SchoolYear 6: Blog items
Year 6 Home Learning - Monday 1st February 2021
Date: 31st Jan 2021 @ 3:42pm
Monday 1st February 2021
Good morning Year 6. I hope you had a super relaxing weekend and are well rested to begin this week's learning. Our Fabulous Friday will continue this week meaning that you do not have to feel pressured into completing everything on the day that it is set: you can either spread it out into Friday or complete everything before Friday; it is your choice.
Here are the tasks for the day:
Children’s Mental Health Week – ‘Express Yourself’
This is a special week where you can take part in activities to explore different ways to express yourself and the creative ways you can share your thoughts, feelings and ideas. Each day’s activity will be under the heading PSHE.
PSHE
Set yourself a target just for today (finish all the work by a certain time / complete the extra Maths challenge / help around the house, etc) and when you complete it, think about how that makes you feel and reward yourself with something (TV, a good book, favourite game).
I have attached mindfulness sheets if you wish to colour them in during a quiet time at home.
At 9am there is an assembly hosted by Blue Peter’s Lindsey Russell and CBBC Presenter and Place2Be Champion Rhys Stephenson for you to watch which is available to all children, schools and families. The link for it can be found here, Children’s Mental Health Assembly.
Reading
Read for 30 minutes. Building up your reading stamina and speed will help for when you return.
Reading activity for today:
- Do you like the title of the story? Do you think it is appropriate for the plot? Think of 5 better titles.
English (split into three parts: Handwriting, Spellings and Writing)
Handwriting
The handwriting poems this week are based on puns and wordplay. Make sure you slow down each of your letters to make them form correctly. This week focus on having all your letters the same size (so each ‘a’ is the same as every other ‘a’)
Sunday in the Yarm Fard
The mat keowed
The mow cooed
The bog darked
The kigeon pooed
The squicken chaked
The surds bang
The kwuck dacked
The burch rells chang
And then, after all the dacking and changing
The chalking and the banging
The darking and the pooing
The keowing and the kooing
There was a mewtiful beaumont
Of queace and pie-ate.
Spellings
There is a spelling file attached at the bottom of this blog which covers the spellings for this week, -gue / -que
- All the spellings are on Sumdog (deadline is Friday for this so you can have your own spelling quiz at home).
Writing task
Monday 1st February 2021
Can I analyse the author’s description of a scene and write my own?
Read chapter 19 and chapter 20 and watch the video sent through Seesaw. I will be referring to the BBC website on personification so click the link here, Personification , to learn more about it.
I have attached a picture of the scene I refer to in the video at the bottom of this blog, English - describing a scene.
Maths – Calculating with Fractions Week
- Warm up your brain: Counting backwards in 25s.
725, 950, 1620, 700, 237
- Sumdog – two challenges (both with 200 answer targets):
- Mix of 2, 4, 8 times tables
- Multiply by powers of 10 and fractions (the more you practise with multiplying by fractions, the easier Thursday’s lesson will be)
- Main lesson. The objective for today is:
- Can I add mixed numbers together?
See the video sent on Seesaw which explains the activities for today’s Maths lesson and the main sheet is named, ‘Adding Mixed numbers with same denominator’
- Maths mixed numbers challenge – is the White Rose Maths. Watch this video Adding mixed numbers video as well which will give you extra information on how to solve mixed numbers with different denominators.
PE
Once again, I cannot stress enough how important it is to be active every day, whether you follow Joe Wicks, go for a walk, head out on your bike, scoot, hop, dance, just make sure you move.
For our PE learning, we still have it split into two: gymnastics and games.
- Warm up – let’s continue to up the warm up time with:
- 40 star jumps, 10 second rest
- 40 squats, 10 second rest
- 40 seconds running on the spot, 10 seconds rest
- Rest for a whole minute before repeating a second time
- For this week’s gymnastics, have a look at Ship Shape, which asks you to create different shapes (wide, curled and narrow).
- There are a few challenges on there, such as using small and larger body parts, creating a sequence on your own or with a partner.
- Can you add your shapes to the rolls from last week to create one final sequence? The video for Ship Shape is here, Video for Ship Shape.
Games:
- Click on the link here, Circuit - Feeling Flexible , with the video here, Video for Feeling Flexible
- Don’t forget to be warm for any PE activity you do. Copy the same as gymnastics if you are not warm already.
- Click on the link to see the 5 stations to follow. This type of training might get you a bit sweaty but not too much. The purpose of these exercises is to help you become flexible which help to prevent any future injuries. I actually do these every day, sometimes morning and night.
- Let me know how you get on through Seesaw.
Year 6 Home Learning - Friday 29th January 2021
Date: 28th Jan 2021 @ 4:07pm
It’s Fabulous Friday!
Good morning Year 6. I hope you have had a great week so far.
Fridays are now a lighter day with limited screen time to give you and your families the chance to catch up and switch off!
Today you just need to:
Read a minimum of 30 minutes.
- This could be great opportunity to finish that book you love or begin a new exciting story
Complete the number activity – Speed Shooting
- Speed Shooting – in this game you need another player
- Turn your hands into ‘shooters’ and holster them (we have played this in class before)
- Your partner gives you times tables questions (you pick the tables and they pick the questions)
- How many can you answer in 30 seconds / 1 minute?
- ‘Shoot them’ with the answer (can you beat your score?)
- Challenge – Shout Out – where each person asks one question alternatively
Finish anything off that you want to upload to Seesaw for me to see (like the spellings quiz).
The rest of the day is yours, you’ve earned it!
Do not forget to see my Friday Catch Up video.
Have a super weekend!
Year 6 Home Learning - Thursday 28th January 2021
Date: 27th Jan 2021 @ 4:57pm
Thursday 28th January 2021
Good morning Year 6. Welcome to Thursday. I hope you have had a fun and productive week.
Thank you to all who have started or completed the Sumdog challenges so far – you have no idea how this regular practice will make a huge difference week on week.
Also, I would like to say a huge thank you to all your Seesaw messages, whether they are questions, comments or work, keep them coming.
Today’s tasks are:
Reading
Read for 30 minutes. Keep building up that speed and stamina.
Reading activity for today:
- Write a memory or experience of your own that is similar to something you have read in your book.
English (split into three parts: Handwriting, Spellings and Writing)
Handwriting
The handwriting poems this week are based on chants. Make sure you slow down each of your letters to make them form correctly. This week focus on having all your descenders below the line and formed correctly (f, g, j, p, q, y).
Round and Round
Round and round the playground,
Marching in a line,
I’ll hold your hand.
You hold mine.
Round and round the playground,
Skipping in a ring
Everybody loves it
When we all sing.
Round and round the playground,
That’s what we like:
Climbing on the climbing frame,
Riding on the bike.
Round and round the playground,
All together friends.
We’re sad, sad, sad
When the school day ends.
Spellings
This week’s spellings is homophones (words with the same sound but different spelling).
- Create a poem, either an acrostic one with a few of the spellings or one that includes them all.
e.g. On the isle, I walk down the aisle,
Allowed, but not aloud
Passed the sea, but not venturing into the past
On a coarse road, but not on any course
Will I reign upon this land whilst it rains on me?
On my voyage as a knight, during the night.
Writing task
Can I write the next chapter in third person using a mixture of writing techniques?
Do not read chapter 18 (143 – 152) yet. Please wait to watch the video where I explain how you have two writing choices.
Once the video is over, I have a success criteria for you. Now this success criteria has 6 bullet points. Your challenge is to complete as many as you can:
- Third person
- Dialogue between the characters (which we have practised in a previous lesson)
- Description of the action (think about choice of verbs)
- Description of the scene (think adjectives)
- Paragraphs
- Verb / Adjective openers
One important note:
If you do too much of any of these (apart from third person) it will become boring for the reader. You are the writer so you decide how much of each you want – that will define your writing style.
Maths – Addition Week
- Warm up your brain: Counting forward in 90s.
125, 750, 1420, 500, 335
- Sumdog – two challenges (both with 200 answer targets for this week):
- Mix of 6 and 8 times tables
- Add / subtract within 10 000 (this will show quite a few column addition and subtraction questions which will help you throughout the week’s learning).
- Main lesson. The objective for today is:
- Can I solve addition reasoning questions?
Watch today’s video to see the tasks and how to solve the challenges.
- Maths Reasoning questions
- Arithmetic quiz (19 - 36 questions). Attached at the bottom is a picture of the sheet (so you can print it or simply write the answers – with workings out – in your HOME LEARNING BOOK). I have also attached the answers (for after the quiz so no peeking!)
History
Can I identify key facts about the Maya writing system?
From the first week of research into the Mayans, we have learnt that they developed their own writing system. This was an amazing find by historians as at the same time, across the world, the Celts were living in Britain with no writing ability. Open the Mayan Writing PowerPoint.
- Attached at the bottom of this blog are Mayan Writing Fact cards. Use these and this video, Maya Writing to try to complete the Maya Writing Fact Hunt Activity Sheet.
- Write down which are your favourite facts.
- Look through the PowerPoint at slides 3 – 6 where codices and hieroglyphs are explained. The final task is to copy any of the hieroglyphs form slide 6 into your Home Learning book.
(Once completed, send it me via Seesaw.)
Art
Following on from the History lesson into the Mayan writing system, we learnt that the Maya people wrote syllables and words with one or a mixture of hieroglyphs. Look at the same attached PowerPoint for pictures of the hieroglyphs.
Today’s lesson will be split into 2 parts:
- Watch this video, How Maya Hieroglyphs are written, which shows an expert calligrapher Dr Mark Van Stone drawing hieroglyphs of someone he knows. You will notice that the Mayan sounds are not the same as in English. He then combines the sounds of the name together, just like in the PowerPoint slide 3.
- This is where you will become a calligrapher and design your own hieroglyphs by using the Mayan alphabet, attached at the bottom of this blog. Just like the video of the calligrapher, you will have to convert your name into Mayan phonetics (sounds) which is quite tricky as we are not fluent with the Mayan language. Therefore, I want you to find what you think is the nearest possible sounds to your name and then piece them together.
E.g. For my name, Mr Mears, I found:
For MR, I decided to change it to Mister and picked MI-TZI as there wasn’t the sound ‘is’ or ‘er’
For MEARS, I picked ME-A-TZE, which I think is the nearest I can find (plus there are four ‘A’ options so I picked my favourite).
For DANIEL, we struggled as there is no D or N sound so we chose K’A-MI-LE
(If this was too much work for today then you could move this activity to Friday)
Year 6 Home Learning - Wednesday 27th January 2021
Date: 26th Jan 2021 @ 3:40pm
Wednesday 27th January 2021
Good morning Year 6. We are half way through the week – well done! Once again, there are many tasks attached to Wednesday because our usual timetable would include Reading, English, Maths, French, Music and RE, all in one day. Please don’t be overwhelmed by all of this and do what you can today.
Here are the tasks:
Reading
Read for 30 minutes. Keep building up that speed and stamina.
Reading activity for today:
- What do other characters think or say about the main character? Why do they feel this way?
English (split into three parts: Handwriting, Spellings and Writing)
Handwriting
The handwriting poems this week are based on chants. Make sure you slow down each of your letters to make them form correctly. This week focus on having all your descenders below the line and formed correctly (f, g, j, p, q, y).
Summer
Apple – dapple summer
apple – dapple time
poppies red as ribbons
daisies white as lime.
Apples, plums and peaches
songbirds in the trees
summer suns are glowing
picnics, ices, teas.
Apple – dapple summer
pollen in the breeze
thistles pricking fingers
nettles on the knees.
Noses sore with sneezes
eyes as red as wine
summer suns are glowing
and it’s called
Ahhhhh Tiiiiiisuuuueeee
time.
Spellings
The spellings for this week are homophones (words with the same sound but different spelling).
- Try to complete the Sumdog spelling challenge before Friday so you can practise hearing the words in the sentences to help you know which spelling it is.
Writing task
Can I experiment with verb and adjective openers?
Read chapter 17
Watch the video sent through Seesaw.
You will need the Verb and Adjective sheet at the bottom of this blog.
Maths – Addition Week
- Warm up your brain: Counting forward in 9s.
125, 750, 1420, 500, 335
- Sumdog – two challenges (both with 200 answer targets for this week):
- Mix of 6 and 8 times tables
- Add / subtract within 10 000 (this will show quite a few column addition and subtraction questions which will help you throughout the week’s learning).
- Main lesson. The objective for today is:
- Can I use the column method for adding decimals?
- Challenge
*Please see the video for both the main lesson and the challenge*
Music
Follow this link Body Percussion - Part 2, to Oak National Academy.
French
We were doing really well with our French phonics so here’s a video to watch first to practise some sounds.
This week, we are learning weather vocabulary. Here’s a song to start.
Quel temps fait-il? means what’s the weather like? Aujourd’hui means today.
Hopefully by the end of the lesson you will remember the phrases in the song.
Click on this link and download Lesson 3 with audio – describing the weather.
To describe a variety of weather phrases in the present tense
You will find it easier to do slide 4 before slide 3.
Slide 5 is true or false: Vrai ou faux (vray oo fau, silent x)
Now write the date in your book and the learning objective:
Can I describe the weather in French?
Choose 8 of the weather phrases from slide 3 and draw a weather symbol to go with it.
Then write this question and answer it.
Quel temps fait-il aujourd’hui? Aujourd’hui, ………
Here’s another song to finish.
Merci beaucoup. A la semaine prochaine.
RE
Can I describe what life would be like if we followed St Paul’s words?
The Bible contains different styles of writing. The New Testament contains lots of letters.
St Paul was a prolific letter writer. He wrote letters to many of the early Christian communities before, and sometimes after, he visited them e.g. Rome, Corinth, Galatia, Ephesus, Philippi and Colossae. He wrote to explain his understanding of the Christian faith.
One of them was from ‘1 Corinthians 13: 4-7’ where Paul writes about the power of love:
Love is patient and kind. Love is not jealous, it does not brag, and it is not proud. Love is not rude, is not selfish, and does not become angry easily. Love does not remember wrongs done against it. Love takes no pleasure in evil, but rejoices over the truth. Love patiently accepts all things. It always trusts, always hopes, and always continues strong.
This video may help in understanding this letter from St Paul, 1 Corinthians 13: 4-7 – it actually begins at 3.00 minutes
If this passage was taken seriously by world leaders, or people in your town/village, or in your class, what would life be like?
Your task: To write a paragraph or two of the answers to these questions:
- What would you class be like if this was taken seriously? Would things change? Give me an example.
- What would your village/town be like if this was taken seriously? Give me an example. How would that change make you feel?
- What if world leaders took this seriously? What would the world be like? How would everyone feel?
Year 6 Home Learning - Tuesday 26th January 2021
Date: 25th Jan 2021 @ 3:25pm
Tuesday 26th January 2021
Good morning Year 6. Welcome to Tuesday. I hope you are all well and safe and into a good routine with the tasks you need to complete each day. I have kept every Monday the same as Monday, Tuesday the same as Tuesday, and so on, which should help you in structuring your day for when you read, complete the Maths and English and any other after lunch tasks. Keep sending me your work through Seesaw: you have no idea how much it brings a smile to my face.
Here are the final tasks of the week:
Reading
Read for 30 minutes. Keep building up that stamina. It is so important that you keep this your number one priority.
Reading activity for today:
- Draw a picture of your favourite part of the book and write a sentence about what is happening.
English (split into three parts: Handwriting, Spellings and Writing)
Handwriting
Every day this week we are going to focus on our number 1 class target, Handwriting, which must be joined. Each day, I will give you a poem to copy in your neatest handwriting. This week focus on having clear spaces between your words.
Skip
One skip
Two skip
Three skip
Four.
Five skip
Six skip
Seven skip
More.
Eight skip
Nine skip
Ten skip
Hop.
Skip skip
skip skip
skip skip
STOP.
Spellings
There is a spelling file attached at the bottom of this blog which covers the spellings for this week, -homophones (words with same sound but different spelling).
- For each ‘pair’ of words (aloud and allowed) write a sentence to include them both.
Writing task
Can I write a recount of Hatty’s fall, as Abel?
See the Seesaw video which explains how to complete this task. Make sure you use the notes from yesterday’s lesson to piece together a recount following these bullet points and write:
- The backstory of what you (Abel) know about Tom
- The event of Hatty’s fall
- You (Abel) cross with Tom and speaking to him for the first time
(I will explain this in detail in the video)
Maths – Addition Week
- Warm up your brain: Counting forward in 15s.
125, 750, 1420, 500, 335
- Sumdog – two challenges (both with 200 answer targets for this week):
- Mix of 6 and 8 times tables
- Add / subtract within 10 000 (this will show quite a few column addition and subtraction questions which will help you throughout the week’s learning).
- Main lesson. The objective for today is:
- Can I use the column method to add up to 5 digit to 5 digit numbers?
See the video sent on Seesaw which explains the activities for today’s Maths lesson. Complete the Column addition questions and answers sheet.
- Maths challenge – is attached to the same sheet which I explain in the video.
Science
Can I research the characteristics that make a plant adapted to its environment?
We have learnt so far that adaptations are characteristics that help living things survive. Plants live in all kind of habitats in the world from the Arctic to the desert and everywhere in between. A plant from the rainforest would not survive in the desert – each is adapted to the environment in which it lives.
Look at the image of a cactus attached below, or a real cactus if you have one at home.
Copy the labelled diagram of a cactus into your book or print out the Labelled Cactus sheet
How do these adaptations enable it to live in a desert? Read this text to find out:
Adaptations
An adaptation is anything that helps a living thing survive and make more of its own kind. Cacti have many adaptations for living in places that are sometimes dry for a long time. At other times these places can get lots of rain.
Cacti can have many small, thin roots near the top of the soil. These roots take in water quickly after a rain. The same cactus may have one long, thick root called a taproot. The taproot grows deep in the soil. It can reach water when the soil on top is dry.
Cacti store water in thick stems. The stems are covered with tough skin, and the skin is covered with wax. The pleats help the skin expand to store water after it has rained. The thick waxy skin slows down loss of water by evaporation in the hot, dry climate. The leaves of cacti are sharp spines (thorns or needles). Many animals want the water inside the cactus, but the sharp spines and thick skin protect the cactus and stop animals from damaging the plant.
Now explain in your own words how each of the cacti’s adaptations help it survive in the desert.
Next, watch this video about a Sundew plant.
Draw and label a Sundew plant using the vocabulary in the video.
Now use the words below to explain its adaptations. You will need to put them into sentences!
Sundew carnivorous habitat bog poor soil secrete sticky substance Digestive enzymes prey dissolve nutrients unfurl exoskeleton
You have researched two very different types of plants which live in very different habitats.
Put the subheading What I have learnt
Can you summarise your learning today by explaining how adaptations help plants survive and what would happen to those species that are not well adapted?
Well done! I would love to see your work on seesaw!
Year 6 Home Learning - Monday 25th January 2021
Date: 24th Jan 2021 @ 12:59pm
Monday 25th January 2021
Good morning Year 6. I hope you had a fun weekend with all the snow. I managed to make a daddy snowman and a baby one, and they are still there!. This week set yourself a target of what you want to accomplish: maybe it is to complete everything, send me your writing every day or complete the Sumdog before Friday – whatever it is, write it down and let’s see how well you do at the end of the week.
Here are the tasks for the day:
Reading
Read for 30 minutes. Building up your reading stamina and speed will help for when you return.
Reading activity for today:
- Pick a descriptive word from the text, write it down and, using a thesaurus (real or from the internet), write down 5 synonyms (same as) and antonyms (opposite) for that word.
English (split into three parts: Handwriting, Spellings and Writing)
Handwriting
The handwriting poems this week are based on chants. Make sure you slow down each of your letters to make them form correctly. This week focus on having all your descenders below the line and formed correctly (f, g, j, p, q, y).
We want to wear our wellies
We want to wear our wellies
When it’s windy.
We want to wear our wellies
When it’s wet.
We want to wear our wellies
When the weather on the telly
Say’s it’s going to be
The warmest day yet.
We want to wear our wellies
Even though our feet get smelly.
We want to wear our wellies
Because they’re red.
We want to wear our wellies
When it’s wet or warm or windy-
But we never wear our wellies in bed!
Spellings
There is a spelling file attached at the bottom of this blog which covers the spellings for this week, homophones (words with the same sound but different spelling).
- All the spellings are on Sumdog (deadline is Friday for this so you can have your own spelling quiz at home).
Writing task
Can I write a character description of Abel?
Read chapter 15 (pages 113 – 123). In this chapter, Hatty and Abel have a bonfire to get rid of the bows and arrows in exchange for a small knife which she carves her initials into trees. Tom then climbs the wall and Abel quickly makes Hatty swear on the bible that she will not ever climb that wall.
Why did Abel make her swear on the Bible?
Do you think there could be another reason behind his strange behaviour?
Your task is to illustrate, label then describe Abel.
- There is a picture on page 124 to help you illustrate but you can use the description on page 50 (bottom half).
- Label the picture, not with a description of his appearance, but a description of him as a character from what you have learnt.
To help, think about:
- The things he has done in the story (you do not have to remember them all, just 3 things). Skim through the book from page 50 onwards, if you need to, but just think about anything that Abel has done.
- Is he kind or rude, aggressive or understanding. Use the Impressions List at the bottom of the blog to find good vocabulary for Abel.
- What would his thoughts be: towards the garden and Hatty and the cousins?
- Now piece all of this together to create a character description, which should be a paragraph long (this will help massively for tomorrow’s lesson).
E.g. Here is an example of part of task 2 and 3 (you will obviously write more than this):
2. Abel fixed the green house glass that Hatty broke with her arrow = shows he is calm and kind.
Abel warned Hatty of making arrows = caring
3. Abel is the gardener of the big house. He spends every day there tending to every corner of it. He is very kind towards Hatty, especially if she makes a mistake like the time when she broke the green house glass and he mended it calmly. Abel shows he cares for Hatty often by warning her of things that could get her into trouble.
Maths – Percentages Week
- Warm up your brain: Counting forward in 25s.
125, 750, 1420, 500, 335
- Sumdog – two challenges (both with 200 answer targets):
- Mix of 6 and 8 times tables
- Add / subtract within 10 000 (this will show quite a few column addition and subtraction questions which will help you throughout the week’s learning).
- Main lesson. The objective for today is:
- Can I use various mental strategies to add numbers together?
See the video sent on Seesaw which explains the activities for today’s Maths lesson. The attached worksheet is called ‘Mental strategies - questions and answers’.
- Challenge – is to name the strategy you chose for each question and write it next to the answer (I will not take ‘I just did it’ as an answer – describing your process takes you one step closer to mastering maths).
PE
Being active is once again so important. Hopefully you are going for walks, running, biking, etc but if the weather is keeping you inside, prepare a little circuit that raises your heart rate and makes you sweat a little. Through Seesaw you can send me videos of anything, including PE so keep them coming, I love to see them all.
Gymnastics:
- Click on the link here, Sequence Champions, with the video here, Video for Sequence Champions.
- Warm up – let’s continue to up the warm up time with 30 star jumps, 30 squats, 30 seconds running on the spot. Rest for 30 seconds and repeat one more time.
- Loosen the joints again with arm circles, leg circles. Never do anything that makes you feel in pain.
- Once again you will need a dice or something equivalent to choose 1-6 randomly.
- Then create a sequence using any of the rolls or balances we have looked at in the past. To remind you here is a list we made the last day you were all in:
- Rolls – egg roll, teddy bear roll, side roll, pencil roll
- Balances – 4 point, 3 point, 2 point, 1 point, dish, arch, front and back support
Games:
- Click on the link here, Battleships 2, with the video here, Video for Battleships 2.
- Don’t forget to be warm for any PE activity you do. Copy the same as gymnastics if you are not warm already.
- In this follow up game to last week, we introduce an ‘ultimate battleship’ that allows the player to bring a ship back to life. Watch the video for guidance and try to play it with someone.
- If everyone is busy, have the ‘ultimate battleship’ in a very far position for you to aim at. How many times can you knock it over in a minute? Which is the furthest distance you can knock it over in? (just be careful not to knock over anything else in the house!).
Year 6 Home Learning - Friday 22nd January 2021
Date: 21st Jan 2021 @ 3:48pm
Friday 22nd January 2021
Good morning Year 6. Congratulations - you made it to the end of another week! Thank you once again to those who have sent in their work via Seesaw. I am happy to see any work, whether you are celebrating or needing support, I do not mind.
This Friday is the start of my weekly ‘Friday Catch-up’ videos so please check your Seesaw for my message.
Here are the final tasks of the week:
Reading
Read for 30 minutes. Now is the time to build up reading stamina by reading for longer. Some of you do this already, which is great, but it is important that we all do it every day.
Reading activity for today:
- Write about a memory or experience of your own that is similar to something you’ve read in the book.
English (split into three parts: Handwriting, Spellings and Writing)
Handwriting
Every day this week we are going to focus on our number 1 class target, Handwriting, which must be joined. Each day, I will give you a poem to copy in your neatest handwriting. This week focus on having clear spaces between words.
The soldiers (Yesterday’s lesson = Matchsticks)
Who were the soldiers
tall and erect
who came to your door
while you still slept?
Who were the soldiers
pale and thin
who never knocked
to be let in
but stood on guard
with hats of tin?
(Answer is at the bottom of the blog)
Spellings
There is a spelling file attached at the bottom of this blog which covers the spellings for this week – fer
- Today is the spelling quiz. Hopefully you can get someone to quiz you on the 15 spellings, in random order. Then ask them to come up with 3 sentences for you to write for your dictation.
Writing task
Yesterday’s great example of reported/indirect speech (past tense and third person)
Tom and Hatty had an argument. Tom had accused Hatty of being a ghost but she didn’t take it very well. Tom punched her trying to prove she was a ghost. Hatty ended crying but then Tom took back what he had said and put his arm around Hatty to comfort her. She carried on with her jobs, sniffing every once in a while.
Can I write a report, as Tom, explaining why Hatty is from the past (and which part of history)?
Read chapter 14
In this chapter, Tom is researching information on how Hatty must be from the past and therefore a ghost.
As you read this chapter, make notes on the information Tom finds that secures this. Make bullet point notes (which we have done many times) to help. Some of the following sub-headings can be used to give you a start:
- Monarchs (Kings and Queens of England) – page 110
- 17th, 18th or 19th Century? – page 110
- Trousers – page 111
- Skirts – page 112
- First World War - 112
With this information, your task is to write a report detailing why Hatty is from the past and therefore a ghost.
Success criteria. Explain each of your reasons with:
- Formal language (no contractions – don’t, can’t)
- Use modal verbs (could, should, might, will, does mean)
I have sent a video explaining how to work through each task of making notes and using them to create a report.
Maths – Percentages Week
- Warm up your brain: Counting back in 0.01s.
1024, 1 843, 24 626, 274 763, 1 847 265
With each number count back in 1s, 10 times.
(1024, 924, 824, 724, 624, 524, 424, 324, 224, 124, 24)
- Sumdog – two challenges (both with 200 answer targets for this week):
- Mix of 7 and 9 times tables
- FDP – converting between fractions, decimals and percentages
- Main lesson. The objective for today is:
- Can I find percentages of amounts?
Today’s lesson is about finding percentages of amounts. There is a video for the lesson here, Percentage of amounts, which works through a few strategies to solve a range of questions.
I have also sent you a video of me explaining how we solve percentages of amounts in class. I work through multiples of 10%, 5% and 1% so please watch as it should jog your memory.
Complete the attached ‘Percentage of amounts sheet’ at the bottom of this blog.
- Maths challenge – Percentage of amounts is attached at the bottom of this blog. My video should help you in solving both the ‘challenging’ and ‘very challenging’ sections.
Art
Following yesterday’s History lesson, we learnt about 6 of the Mayan gods that they worshipped over a thousand or more years ago. One of the main gods that they worshipped was Kukulkan. Kukulkan was a powerful snake god whose name means ‘feathered serpent’. He was the primary god of the Itza people in the latter part of the Maya civilisation. They even built a temple, which is called the Kukulkan, with a huge serpent guarding the temple with a gaping mouth. Have a look at the PowerPoint, Kukulkan Images, which show some jewellery, coins and artwork that show Kukulkan.
As you can see in the images, Kukulkan is often drawn to look like a dragon. This god was not unique to the Maya civilisation as he was also known as Quetzalcoatl to the Aztecs (another ancient civilisation who ruled in the same country, Mexico, just after the Mayan ended). For you to sketch the Kukulkan, follow the video, How to draw a double headed Aztec Serpent (Kukulkan).
Keep your sketch as well as your other pieces as we will put them together for a final art piece in the future.
Handwriting answer = Milk Bottles
Have a super weekend everyone!
Year 6 Home Learning - Thursday 21st January 2021
Date: 20th Jan 2021 @ 1:13pm
Thursday 21st January 2021
Good morning Year 6. As we approach the end of the week, I would like to say well done to those who have sent me their work through Seesaw. It has been so nice to see the improvements you are making whilst at home. If you need any help, even if you are not sure what to do, you can send your work to me (just like you would do in class) and I can give you some pointers (just like I would do in class).
Also, well done to the 20 of you who have completed the Sumdog challenges. Keep this up as regular practice is a great way to learn.
Reading
Read for 30 minutes. Keep building up your stamina.
Reading activity for today:
- Who else should read this book? Why? Who shouldn’t read this book? Why?
English (split into three parts: Handwriting, Spellings and Writing)
Handwriting
Every day this week we are going to focus on our number 1 class target, Handwriting, which must be joined. Each day, I will give you a poem to copy in your neatest handwriting. This week focus on staying on the line.
In the log-cabin (Yesterday’s answer = COMPUTER)
In the log-cabin,
A hundred guardsmen are lying asleep.
Ssh! The door slides open.
Enter a pink-headed monster.
Quickly she grabs a guardsman,
Dashes his head on the wall,
She tries him with fancy hair-styles,
First an orange wig,
Then a black crew-cut.
Spellings
This week’s spellings is -fer (and suffixes attached to them).
- Look at each of these words: prefer, defer, refer and transfer – what TWO rules could happen when a suffix (ed, ing, ent, ence) is added?
Writing task
Can I use reported speech to report on the argument between Hatty and Tom?
Read all of chapter 13 where Hatty and Tom have an argument. The argument is written in dialogue but just like in yesterday’s task, your task is to turn that dialogue into reported speech. Another way to explain this task is to imagine you are telling/reporting to someone about the argument. Think about what you would say.
To help, follow these success criteria:
- No speech marks
- Third person
- Past tense
- Not the exact words
For extra help, look at this WAGOLL (What A Good One Looks Like) from yesterday’s lesson of reported speech from someone in Year 6:
Tom moaned to Alice saying they were in an awful situation. Alice agreed but said she knew of someone who could help them. Tom eagerly asked who it was. However, Alice replied saying she wasn’t sure she could tell him. Tom assured Alice that he could trust her and he’d be careful. Alice ordered him to stay quiet and let her think.
Maths – Fractions Week
- Warm up your brain: Counting back in 0.5.
1024, 1 843, 24 626, 274 763, 1 847 265
With each number count back in 1s, 10 times.
(1024, 924, 824, 724, 624, 524, 424, 324, 224, 124, 24)
- Sumdog – two challenges (both with 200 answer targets for this week):
- Mix of 7 and 9 times tables
- FDP – converting between fractions, decimals and percentages
- Main lesson. The objective for today is:
- Can I order fractions, decimals and percentages?
For today’s learning, it is important that you watch the video, Ordering FDP, as this will help in understanding the steps needed to solve each question on the Ordering FDP questions and answer sheets. Here are some TOP TIPS to give you the best possible support:
- Percent means out of 100 = 100 hundredths = 1 whole
- Every two decimal placed number is in the hundredths
- (0.45 = 45 hundredths = 45 %)
- (0.82 = 82 hundredths = 82%)
- Make sure you turn every fraction into /100
- (e.g. ¾ multiply the numerator and denominator by 25 = 75/100, which then equals 75 hundreths = 0.75 = 75%)
- Greater than symbol >
- Less than symbol <
- Maths challenge – Order FDP. Once again there are 3 different sheets which move up in difficulty. If you found the lesson quite straight forward, attempt all three and send it to me via Seesaw.
- Arithmetic quiz (1 - 18 questions). Attached at the bottom is a picture of the sheet (so you can print it or simply write the answers – with workings out – in your HOME LEARNING BOOK). I have also attached the answers (for after the quiz so no peeking!)
History
Can I create a fact file about one of the Mayan Gods?
- Follow the link to the BBC Bitesize website here, Mayan beliefs, where you will be directed to the BBC website, ‘What did the ancient Mayas believe?’ Here you will find information about the Mayan beliefs and some of the gods that the Mayan people believed in. There is a video to watch along with a matching activity to complete.
- There is also a PowerPoint, Mayan: Gods and Religion, which explains their religion in more depth with a detailed description of 6 of the main gods. Read through this PowerPoint, answering the questions that you see on certain slides. There is a ‘Gods and Religion’ quiz on slide 15 for you to complete – put your answers in your Home Learning book.
- Slide 16 = The main task. With the information you have gathered, create a fact file (either on a template of your choice or on the one provided at the bottom of the blog, Mayan Gods Fact File). There are pictures of the Mayan Gods for you to copy onto your fact file.
Remember to include:
- Pictures of the gods and their name
- What they were a god of?
- One or two pieces of information about them
(Once completed, send it me via Seesaw.)
Year 6 Home Learning - Wednesday 20th January 2021
Date: 19th Jan 2021 @ 12:51pm
Wednesday 20th January 2021
Good morning Year 6. I hope you are all looking after yourselves and your family. Once again, there are many tasks attached to Wednesday because our usual timetable would include Reading, English, Maths, French, Music and RE, all in one day. Please don’t be overwhelmed by all of this as most of the tasks are short.
Here are the tasks for today:
Reading
Read for 30 minutes. Now is the time to build up reading stamina by reading for longer. Some of you do this already, which is great, but it is important that we all do it every day.
Reading activity for today:
- How did the book make you feel when you were reading it? Explain your answer.
English (split into three parts: Handwriting, Spellings and Writing)
Handwriting
Every day this week we are going to focus on our number 1 class target, Handwriting, which must be joined. Each day, I will give you a poem to copy in your neatest handwriting. This week focus on having clear spaces between your words.
Riddle (Yesterday’s riddle = STOMACH)
My first is in cover but not in lid
My second in octopus, not in squid
My third is in marmalade, also in jam
And my fourth is in pork yet never in ham
My fifth is in uncle and also in aunt
My sixth’s first in treacle and fifth when in plant
My seventh is in every, eve and ewe twice
Whilst my last is in curry as well as in rice.
What am I?
(Tomorrow I will reveal the answer)
Spellings
There is a spelling file attached at the bottom of this blog which covers the spellings for this week -fer (and suffixes attached to them).
- All the spellings are on Sumdog (deadline is Friday for this as you can have your own spelling quiz at home).
- Write out the definitions of prefer, refer, transfer and differ (as they are the root words of the family of words given to you). Then create a mini poem using these words.
Writing task
Can I convert direct speech to indirect (reported) speech?
For this lesson, you will be sent a video in the morning (through Seesaw) explaining what the task is.
There is an attached document to go with it, Direct speech to indirect speech.
Maths – Percentages Week
- Warm up your brain: Counting back in 1s.
1024, 1 843, 24 626, 274 763, 1 847 265
With each number count back in 1s, 10 times.
(1024, 924, 824, 724, 624, 524, 424, 324, 224, 124, 24)
- Sumdog – two challenges (both with 200 answer targets for this week):
- Mix of 7 and 9 times tables
- FDP – converting between fractions, decimals and percentages
- Main lesson. The objective for today is:
Can I convert between fractions, decimals and percentages?
This lesson is a culmination of all the learning of fractions, decimals and percentages. The best way to learn these is through practice – and lots of it. So for today’s lesson, watch the video, Converting FDP, and have the FDP cheat sheet I attached at the bottom of the page in front of you. Just because I call it a cheat sheet doesn’t mean you are cheating – use it for the whole lesson.
- Maths Challenge - FDP – today’s challenge is the same type of questions but in table form (which actually might be easier). The reason is because practice will be important so eventually you will just know FDP facts, such as 1/5 = 0.2 = 20%, 4/5 = 80% = 0.8. The more you practise, the easier tomorrow’s lesson will be.
The actual challenge sheet is split into 3 (1 star, 2 stars, 3 stars) which increase in difficulty. The answers are also attached to the same document.
Music
Body perscussion. Follow the link below and complete the quizzes.
French
We have been working on conjugating verbs for the last couple of weeks and you have done very well from what I’ve seen. This week, we are going to make the verbs negative. So instead of saying ‘He is listening to music’, we’re going to write ‘He is not listening to music’.
To do this, we have to put the words ne (nuh)……. pas (pa, silent s) round the verb. For example
Je joue au tennis. (I am playing tennis.)
Je ne joue pas au tennis. I am not playing tennis. The ne goes right before the verb and the pas come straight after the verb.
Nous jouons au football. Nous ne jouons pas au football.
The only complication is when there is a clash of vowels with the Je form of the verb.
So we know Je + aime becomes J’aime – I like. Drop the e from Je and put an apostrophe.
When we want to make this negative, we have to separate the Je and aime to put the ne and pas round. So it becomes Je ne aime pas… but we can’t write this! It has to be Je n’aime pas. It applies to all verbs that start with a vowel such as écouter (to listen) and arriver (to arrive) .
J’écoute = I listen or I am listening. Je n’écoute pas = I am not listening.
J’arrive = I am arriving Je n’arrive pas = I am not arriving.
I hope you understand this.
In your books, write today’s date (you can do this!) and the LO:
Can I make French verbs negative?
Using the same sentences that you wrote last week from the video, please rewrite them in the negative form, putting ne……pas round the verb. If you want to see them again, here’s a link to the video.
You can skip to 9 minutes 52 seconds.
After this, try to write some new negative sentences of your own. Aimer (to like) is a good verb to use because you know lots of food vocabulary.
Some examples would be:
Je n’aime pas les carottes. Il n’aime pas le jambon. Nous n’aimons pas le chou.
But you can’t write those: they’re mine! Well done for having a go.
We’re moving on to weather vocabulary next week so if you’d like to get a head start, follow this link.
Click on full tutorial. Now click on introduction. Then there are 3 other activities to practise – yes/no; either/or; What is it?.
Merci beaucoup. Tu parles très bien le français!
RE
Can I describe my favourite story/passage from the Bible and give reasons for it?
The Bible is important because it brings the reader or listener into the presence of God. It is God who speaks through the words of Scripture. Through Scripture, Christians are given strength and courage in their lives, not only to hear the Word of God, but to put it in action in their lives.
The Bible is a guide to help us achieve our school’s mission of ‘Live, Love and Learn as Jesus taught us’. We can use passages from the Bible to help us pray to God and reflect on our lives. Do you have a favourite story/passage from the Bible?
I have a few. See if any on my list are the same as yours:
Follow this success criteria:
- Choose one of these or one of your own and write a short summary about it (500 words).
- Why is it your favourite?
- Describe how it helps people in their daily lives.
Year 6 Home Learning - Tuesday 19th January 2021
Date: 18th Jan 2021 @ 12:37pm
Tuesday 19th January 2021
Good morning Year 6. This is the 10th day of Home Learning and a great time to reflect on how well you are organising yourself. Hopefully you are using some sort of timetable, whether that is the one I provided for you or your own. I understand that some days it might be difficult to complete everything but as long as you do your best each day, then that is all we can ask for. Remember to plan in some treats or 'little wins' throughout the day to reward yourself for completing tasks.
Here are the tasks for today:
Reading
Read for 30 minutes. Keep building up that stamina. It is so important that you keep this your number one priority.
Reading activity for today:
- Draw a cartoon strip of the main events in the story.
English (split into three parts: Handwriting, Spellings and Writing)
Handwriting
Every day this week we are going to focus on our number 1 class target, Handwriting, which must be joined. Each day, I will give you a poem to copy in your neatest handwriting. This week focus on having clear spaces between your words.
Riddle (yesterday’s riddle = SHADOW)
My first is in fish but not in chip.
My second in teeth but not in lip.
My third’s in potato but not in plum.
My fourth’s in mouth and also in thumb.
My fifth is in pear but not in cherry.
My sixth is in bacon but not in berry.
My last is in chocolate but not in crumble.
Sometimes when I’m empty you’ll hear me rumble.
(Tomorrow I will reveal the answer)
Spellings
There is a spelling file attached at the bottom of this blog which covers the spellings for this week, -fer (and suffixes attached to them).
- All the spellings are on Sumdog (deadline is Friday for this as you can have your own spelling quiz at home).
- Highlight each syllable to help you spell (e.g. prefer, preferring)
Writing task
Can I create dialogue following the 4 speech marks rules?
Read chapter 12 (up to the end of page 94, where the aunt arrives, furious at what Hatty has done and blames her). Hatty, feeling guilty and disappointed in herself, returns to Tom, who is feeling guilty for watching Hatty take all the blame. What do you think might be said to each other? Surely Tom might want to make Hatty feel better, apologise or say something to make her laugh? But how would Hatty respond?
This is a task which will enable you to show your understanding of speech marks from yesterday’s lesson.
Remember, to follow the 4 main rules when writing your dialogue between the two characters:
- Speech marks at the beginning and end of speech
- New speaker, new line
- Punctuation inside the speech marks
- Capital letter at the beginning of every speech mark
Here is one example, which has been mixed with action (the writer has used an indent rather than leaving a line):
Hatty moped over towards Tom who hesitated. He wasn’t sure what to say. After a long silence, Tom broke it saying, “I can’t believe she said that. We were only playing.’
“No,” said Hatty, staring at her shoes, “I was playing. You weren’t even here.”
“What do you mean?” said Tom defiantly. “I was right here playing with you.”
Hatty looked Tom in the eyes, “Not to my aunt you weren’t. You do not even exist.” She turned away and started kicking leaves that had fallen on the grass.
Tom looked puzzled. He did not know what to say back. “Listen,” he finally blurted, “Let’s head over to the pond. I am sure I saw a new path that led to a place I have never been before.”
For this lesson, add your written dialogue to Seesaw for me to give you feedback.
(Then finish reading chapter 12).
Maths – Percentages Week
- Warm up your brain: Counting back in 10s.
1024, 1 843, 24 626, 274 763, 1 847 265
With each number count back in 10s, 10 times.
(1024, 1014, 1004, 994, 984, 974, 964, 954, 944, 934, 924)
- Sumdog – two challenges (both with 200 answer targets for this week):
- Mix of 7 and 9 times tables
- FDP – converting between fractions, decimals and percentages
- Main lesson. The objective for today is:
Can I convert fractions to percentages?
Today is to convert fractions to percentages. So we are taking the learning from last week and adding it to our percentage learning. Once again, this isn’t completely new learning but it has been a long time since we looked at this. You might become confused at times but mistakes are proof you are learning.
Tip – if you use the equivalent fraction learning from last week that 10/100 = 1/10, you can always create bars into tenths which will be equivalent to 10% so:
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1/10 = 10%, 2/10 = 20%, 3/10 = 30%, and so on.
Keep the question sheet in front on you during the video, Fractions to Percentages .
The following picture from the video is a great example of how percentages and fractions are related.
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4. Maths challenge – Fractions to Percentages. These challenges are split into 3 pages so completing one would be fine but for those who want to show they are completely secure with converting, attempt all three. If you do complete any, send it to me on Seesaw: I would love to see how well you did.
Science
In this lesson, we are going to learn how fossils are formed and how they provide evidence for the theory of evolution. We will learn what the fossil record is and why there are parts missing from the record. In this lesson, you will need a piece of paper and a pencil.
Work through the first part – How fossils are formed. You don’t need to make notes when the teacher suggests it because you are going to switch to BBC bitesize for this. Pause the video at the end of the section explaining how fossils are formed, after you’ve done the putting the stages in order activity. Now click on this link to go to BBC bitesize: How are fossils made?
Watch the short video and complete the 2 activities below. It’s quite short but the explanation is easier to follow.
Now complete the cartoon strip attached to the blog below. Add in the missing words and draw pictures.
Now go back to the Oak Academy lesson and do the next 2 sections, What fossils tell us and what is missing from the fossil record.
Year 6 Home Learning - Monday 18th January 2021
Date: 17th Jan 2021 @ 12:26pm
Monday 18th January 2021
Good morning Year 6. I hope you had a great weekend full of family fun and having time to relax. For my weekend, I was working hard on a new dance routine for a ‘remote’ competition I am taking part in next week. I will be practising every night so fingers crossed I remember all the moves.
Thank you once again to those who have sent in their work via Seesaw last week. It was super to see you are working hard. Please continue to send me work, especially on the lessons I mention Seesaw on. If you have not sent anything in yet and you are having any trouble with how it works, please contact school where we can assist you.
Also, another well done to the 27 of you who started or completed the Sumdog challenges set last week. Sumdog is a great way to practise your basic skills so please make sure you complete these every week. Let me know if you are having issues with it at home. There are new challenges this week which you will find below in the Maths section.
Here are the tasks for the day:
Reading
Read for 30 minutes. Now is the time to build up reading stamina by reading for longer. Some of you do this already, which is great, but it is important that we all do it every day.
Reading activity for today:
- Find 10 common nouns (things) and 5 proper nouns (places and people) in your book and make a list.
English (split into three parts: Handwriting, Spellings and Writing)
Handwriting
Every day this week we are going to focus on our number 1 class target, Handwriting, which must be joined. Each day, I will give you a poem to copy in your neatest handwriting. This week focus on having clear spaces between your words.
Riddle
I am at your beginning and your end.
I dog your footsteps
And cannot be shaken off.
Though I fade from view
You are never alone.
So silent that you often forget me.
I am still there,
Your constant dark spy and companion.
(Tomorrow I will reveal the answer)
Spellings
There is a spelling file attached at the bottom of this blog which covers the spellings for this week, -fer (and suffixes attached to them).
- All the spellings are on Sumdog (deadline is Friday for this as you can have your own spelling quiz at home).
Writing task
Can I add speech marks perfectly to sentences?
Read chapter 11 (pages 82 - 88) where Hatty and Tom discuss many things together in their time in the garden and see the river. The task today is to look at how the author writes dialogue mixed in with action. The best page to see this mixture is on page 87. Have a read of it again and you will notice that there is speech and action (the author’s description of the characters doing things like ‘startled, gazed eagerly, facing downstream’).
Today’s lesson is to complete the, ‘Spot the missing speech punctuation’ sheet attached at the bottom of the blog. The task is to add punctuation to each sentence. The sheet will mention inverted commas but they are the exact same as speech marks. The answers are at the bottom of that document.
Remember that, just like in every book you have read, speech marks follow 4 main rules:
- Speech marks at the beginning and end of speech
- New speaker, new line
- Punctuation inside the speech marks
- Capital letter at the beginning of every speech sentence
Complete this worksheet and send it to me via Seesaw. (If this learning is cemented, we can be ready to create our own dialogue tomorrow.)
Maths – Percentages Week
- Warm up your brain: Counting back in 100s.
1024, 1 843, 24 626, 274 763, 1 847 265
With each number count back in 100s, 10 times.
(1024, 924, 824, 724, 624, 524, 424, 324, 224, 124, 24)
- Sumdog – two challenges (both with 200 answer targets for this week):
- Mix of 7 and 9 times tables
- FDP – converting between fractions, decimals and percentages
- Main lesson. The objective for today is:
- Can I show and explain my understand of percentages?
Today we will be recapping our learning on percentages. Hopefully this lesson will be quite straight forward and is crucial in helping us understand the rest of this week.
Follow the video here, Understanding percentages . Remember that ‘percent’ means out of 100 (creating bars out of 10, like Mr Mears does all the time, will help with percentages).
The video shows you pictures of 100 squares with some of them shaded. We can relate our learning from last week of fractions to percentages, e.g 85 out of 100 are shaded = 85/100 = 85%.
Tip – having the worksheet in front of you while you are watching the video will help in answering the questions.
- Challenge – if you found that lesson quite easy, have a go at the questions on the sheet, Maths challenge – understanding percentages, which is more questions to cement the learning.
PE
As always, keep yourselves moving and active – it is good for the head as well as the heart!
In today’s PE lesson we will continue with our gymnastics and games. Please try to complete both but if you can spread them out over a few days, that would be fine.
Gymnastics:
- Click on the link here, Jumping Dice, with the attached video here, Video for Jumping Dice .
- Warm up – 25 star jumps, 25 squats, 25 seconds running on the spot. 30 seconds rest and do it again.
- Once warmed up, we need to loosen your joints with arm circles, hip circles, lift your leg round circles.
- This activity asks for you to have a dice or anything to randomly pick numbers 1-6.
- Have fun with this activity by challenging others in your house, if they are not too busy.
Games
- Click on the link here, Battleships, with the attached video here, Battleships.
- Don’t forget to be warm before each activity. Do the same warm up as the gymnastics above.
- The video explains in depth what you have to do but mainly this is an aiming game. If people in your house are busy, you can always set up items to aim for and all you would need is a scrunched-up piece of paper and away you go.
- See if you can create your own adaptations of the game. I would love to see any of these through Seesaw.
Year 6 Home Learning - Friday 15th January 2021
Date: 14th Jan 2021 @ 2:30pm
Friday 15th January 2021
Good morning Year 6. Thank you to those who have sent in their work via Seesaw; it has been great to know how hard you have been working. If you have not sent anything in yet and you are having any trouble with how it works, please contact school so we can assist you.
Well, we have made it to Friday! As you know, I always say it is the best day of the week as after these tasks, you should look forward to chilling and having fun with your family this weekend.
Right, here are the final tasks of the week:
Reading
Read for 30 minutes. Now is the time to build up reading stamina by reading for longer. Some of you do this already, which is great, but it is important that we all do it every day.
Reading activity for today:
- Think of 5 questions you would like to ask one of the characters (or the author, if it is a non-fiction book).
English (split into three parts: Handwriting, Spellings and Writing)
Handwriting
Every day this week we are going to focus on our number 1 class target, Handwriting, which must be joined. Each day, I will give you a poem to copy in your neatest handwriting. This week focus on staying on the line.
Breakfast for One
Hot thick crusty buttery toast
Buttery toasty thick hot crust
Crusty buttery hot thick toast
Cristy thick hot toasty butter
Thick hot buttery crusty toast
Toasty buttery hot thick crust
Hot buttery thick crusty toast -
With marmalade is how I like it most!
Spellings
There is a spelling file attached at the bottom of this blog which covers the spellings for this week – cial / -tial.
- Today is the spelling quiz. Hopefully you can get someone to quiz you on the 15 spellings, in random order. Then ask them to come up with 3 sentences for you to write for your dictation.
Writing task
Can I write a character description of Hatty?
- Today read chapter 10 (72 – 81) where we learn more about Hatty.
- Hatty becomes one the main characters in the story so from these extra chapters we are aiming to write a character description (as a paragraph) of her. To help, use the Impression List I attached to yesterday’s blog. Based on what you have learnt about Hatty, write down 5 main impressions (they could be opposites, like mean and kind, but you are simply basing your knowledge on Hatty’s first impressions in the story.
- I did the same for Edgar and came up with these:
mean, rude, obnoxious, seems to dislike Hatty, observant (quick to notice things)
Then, using these words, I based my character description on Edgar’s behaviour.
Edgar is the third eldest boy of four children who live in the big house. He seems to be the least favoured character as the book describes Edgar as being Tom’s least favourite. This is quite evident as he begins to treat Hatty very rudely with quick remarks and negative comments towards her. He shows he is mean with strong words such as, “Spy and tell-tale," and “Don’t give pert lying answers!” He is quite observant, but in a negative way, as it mentioned he ‘had brown eyes that moved around remarkably quickly, missing nothing’. This makes me believe he uses this skill to keep watch of any adults while he is making wrong choices.
- Now you try to write something similar but for Hatty. This understanding of the character will us next week when we write from her perspective. Remember to include:
- descriptions of her personality
- any evidence for them
- your opinions of Hatty
- (bonus – any physical features, which means what she looks like)
Maths – Fractions Week
- Warm up your brain: Counting. Today let’s practise counting in 1s. Add 1 to these numbers, ten times: 5.4, 8.2, 16.4, 73.05, 62.27
(5.4, 6.4, 7.4, 8.4, 9.4, 10.4, 11.4, 12.4, 13.4, 14.4, 15.4)
- Sumdog – two challenges (both with 200 question target for this week):
- 9 times tables
- Equivalent and Simplifying Fractions
- Main lesson. The objective for today is:
Can I place fractions on varying number lines?
Today’s learning is a collection of this week’s fractions which enables you to push your fractions knowledge further. Watch the video carefully, Fractions on a line, which works through intervals on a number line. It explains how to find intervals using the number of intervals between numbers and then dividing by that number. It will make more sense once you see the video, but we have looked at this before.
Later in the video, it will ask you to place fractions on a number line so use these tips to help:
0 _____________I____________I____________I_____________ 1
-
- Look at the numbers that it shows you on the number line (it could be 0 and 1 which is simply 1)
- Count how many gaps, or intervals, there are (I counted 4)
- Then divide by this number to find each interval (therefore 1 divided by 4 intervals equals ¼ - each interval is ¼ ).
It is important that when you are stuck in Maths, use what you know and try to work out the question step by step – the video will help in doing this and I suggest to watch certain parts a few times to let this learning sink in.
- Maths challenge – Challenge Fractions on a Number Line. These questions will push your learning. Just remember that you may need to convert each fraction to help you place them on a number line.
Art
In today’s lesson, we are going to sketch the Chichen Itza pyramid temple that we researched about in yesterday’s lesson. So let’s split this into 3 tasks:
- Look at a picture of the Chichen Itza (either on the internet or on the PowerPoint from yesterday’s lesson) and sketch it without any practice or over thinking – let’s call this ‘Sketch number 1’.
- Watch the clip from YouTube How to draw the Chichen Itza Follow the example step by step. You will notice the artist starts with the top, then the main shape, then the detail (he defines it with a black outline but you could use your pencil but with a bit more force on the paper). We will call this ‘Sketch number 2’.
- Challenge - Draw the Chichen Itza one last time but do not follow the video. You may copy from your ‘Sketch number 2’ picture but the main challenge is to sketch it without taking your pencil off the paper THE WHOLE TIME!
Good luck – you may try this challenge again and again if you wish. Each time you try, you will improve.
Happy sketching!
You made it. It's the end of the week! Give yourself a treat for completing everything. I think I might have some chocolate this weekend - just a little. Enjoy your weekend with your family and stay safe.
Year 6 Home Learning - Thursday 14th January 2021
Date: 13th Jan 2021 @ 1:18pm
Thursday 14th January 2021
Good morning Year 6. We have some exciting Seesaw news. You may already be aware but you have all been emailed by school with a personal link to a new Seesaw account (Family Seesaw app) that will enable you to send work to me privately. I can give you feedback, as I would in school, and I will do my best to get back to you with it on the same day. It will be best used for any writing, History, RE, Science, etc that would need my input on. Whereas with Maths, I will attach the answers so you can get regular feedback on how you are progressing with your Maths learning. Any queries you have with remote learning should go through the office where a phone conversation may be easier. I cannot wait to see your work.
Stay safe and let’s get ready for today’s Home Learning tasks:
Reading
Read for 30 minutes. Now is the time to build up reading stamina by reading for longer. Some of you do this already, which is great, but it is important that we all do it every day.
Reading activity for today:
- Which character in this book are you most like? (the question can be the same for non-fiction books too as there might be a real person or animal you are most like)
English (split into three parts: Handwriting, Spellings and Writing)
Handwriting
Every day this week we are going to focus on our number 1 class target, Handwriting, which must be joined. Each day, I will give you a poem to copy in your neatest handwriting. This week focus on staying on the line.
Toboggan
To begin to toboggan, first buy a toboggan
But don’t buy too big a toboggan,
(A too big a toboggan is not a toboggan
To buy to begin to toboggan).
Spellings
There is a spelling file attached at the bottom of this blog which covers the spellings for this week – cial / -tial.
- Find the definition of 5 words and create sentences with at least three of them.
Writing task
Can I use the evidence from the text to justify my opinions of Hubert, James, Edgar or Hatty?
Prediction from yesterday's lesson:
'I think the person in the window is Mrs Bartholomew and she can see Tom and everyone else in the garden.'
'I think his body knows when he needs help so he goes invisible like the time when he didn't want to see the gardener. His body knew to go invisible and that is why the gardener didn't see him. Or the time when he got frustrated that he couldn't open the door so he went as a shadow through it.'
- Today read chapter 8 (61 – 66) and 9 (67 – 71) where we are introduced to new characters: Hubert (the eldest), James and Edgar (who are still older than Tom) and Hatty (the youngest).
- The objective is to use evidence from the text but I want you to pay close attention to not only how the author describes the characters but mainly what the characters do, which will help in determining what kind of person they are.
Copy the table below to complete. To help, I have added an example. You can pick anything that they do, even if it is small, and name the impression they have on you because of their action. So, if any of the boys run away from Hatty, you might think that would be mean. Therefore, you would say the boys are mean and the evidence is ‘because they ran away’. Or to be more precise, you would use evidence from the text like below:
|
Character chosen |
Impression |
Evidence |
|
Hubert
James
|
Mean
Considerate |
“Let’s run away from Hatty” said Hubert suddenly.
‘James heard the sound, and turned back and picked her up.’
|
- I have attached an Impression List to help, which includes many adjectives to choose from.
- You may choose just one character to focus on but for a challenge, see if you can find 2/3 impressions for each character based on just one chapter.
- Then send it to me through Seesaw.
Maths – Fractions Week
- Warm up your brain: Counting. We have done this so many times at the beginning of lessons: on number lines, out loud, etc. Today let’s practice counting in 100s. Add 100 to these numbers, ten times: 252, 1846, 15 635, 5.4 (e.g. 252, 352, 452, 552, 652, 752, 852, 952, 1052, 1152, 1252)
- Sumdog – two challenges (both with 200 question target for this week):
- 9 times tables
- Equivalent and Simplifying Fractions
- Main lesson. The objective for today is:
- Can I convert mixed numbers to improper fractions?
- Today is a slight reverse of yesterday’s lesson.
- Tip:
- improper fractions have numerators larger than the denominator (11/7)
- mixed numbers have whole numbers and fractions together
Follow the video, Mixed numbers to improper fractions which will explain how to convert mixed numbers into improper fractions following easy steps:
- Partition the mixed number (3 ½ = 3 whole and ½ )
- Work out how many parts will the wholes be split into? (3 wholes = 6 halves)
- Add the fractions together to make the improper fraction (6 halves and 1 half = 7/2)
Complete the worksheet at the bottom of this blog.
- Challenge – Challenge of mixed to improper sequences questions and answers are at the bottom of this blog too.
- Arithmetic quiz (19 - 36 questions). Attached at the bottom is a picture of the sheet (so you can print it or simply write the answers – with workings out – in your YELLOW BOOK). I have also attached the answers (for after the quiz so no peeking!). Try to time yourself 20 minutes for this.
History
This week we are learning more about the Maya civilisation, especially the Chichen Itza. I have attached a PowerPoint all about the Chichen Itza, which is the ruins of the dazzling ancient city that once centred the Mayan empire.
Objective for this week is:
Can I research the Chichen Itza to create an informative poster?
Here are some questions for you to research and make notes on.
What are the 3 main things the Mayans did in Chichen Itza? (there might be many reasons so choose what you think are the 3 main points of Chichen Itza)
When was it discovered?
When was it all built?
Any interesting facts?
Once you have answered these on your mind map (which might look like a spider diagram of your notes – we have done many of these before), use the History informative poster template (or your own design) to create tourist information for a 10 year old.
The best thing to do is to follow these steps:
- Have the ‘Chichen Itza’ as a title
- Pick a maximum of 6 things to write in your information sheet but make the information simple to understand (so it could be only one or two sentences for each section)
- Make sure the poster looks appealing to the eye
- Draw one main or 2/3 pictures
- Add colour if you have any
Finally, send it to me through Seesaw – I can’t wait to see them!
Year 6 Home Learning - Wednesday 13th January 2021
Date: 12th Jan 2021 @ 8:48am
Wednesday 13th January 2021
Good morning Year 6. We are half way through the week! Well done to those who have started or completed the Sumdog challenges so far: we have 22 pupils for x9 challenge but only 5 pupils for the fractions challenge - keep using Sumdog as it is great for practice.
Wednesday will always have extra tasks in as our timetable at school has French and Music so for today, try to complete as much as you can.
Here are today’s Home Learning tasks:
Reading
Read for 20 minutes. School reading books are preferred and you can change them any time, just give the school a call of when you will be coming in and I can get your box ready for you at the office.
You may also read your own books from home or you can still use Oxford Owl ebooks, where there are a whole range of books from their library. The username is ‘sto56’ with the password ‘1234’.
Reading activity for today:
- Finish the sentence: “I love the way the author …” Give examples to support your opinion.
English (split into three parts: Handwriting, Spellings and Writing)
Handwriting
Every day this week we are going to focus on our number 1 class target, Handwriting, which must be joined. Each day, I will give you a poem to copy in your neatest handwriting. This week focus on staying on the line.
Peter Piper
Peter Piper picked a peck of pickled pepper;
Did Peter Piper pick a peck of pickled pepper?
If Peter Piper picked a peck of pickled pepper,
Where’s the peck of pickled pepper
Peter Piper picked?
Spellings
-cial / -tial words
- All the spellings are on Sumdog (deadline is Friday for this as you can have your own spelling quiz at home).
- As an extra challenge, write each word, then colour in each syllable to help you spell, e.g. special, substantial, confidential
Writing task
Can I predict the next part of the story justifying with evidence from the text?
- Today read chapter 6 (44 – 54) where Tom sees the garden at various times: different seasons and different times of the day. He also witnesses the large fir tree being struck by lightning and the next time he visits the garden, the fir tree is standing. This is very confusing to Tom and he tries to ask his aunt and uncle about it without giving away what he knows. Now read chapter 7 (pages 55 – 60) as it is only very short.
- After reading both chapters, what are your predictions of the story now? Do you think it is a dream, Tom is a ghost or somethings completely different? To make a decent prediction you must refer to some evidence from any part of the story to try to validate it.
- We will be introducing individual Seesaw very soon so you can send your predictions directly to me and I can give you some positive feedback, hopefully that same day. We can then compare the predictions with those in school (do not worry, I will always keep your work private). Tomorrow, I will post some of their predictions too for you to have a look at.
Maths – Fractions Week
- Warm up your brain: Counting. We have done this so many times at the beginning of lessons: on number lines, out loud, etc. So for us to get used to this again, let's practice with counting in 10s. Add 10 to these numbers, ten times: 252, 1846, 15 635, 5.4 (e.g. 252, 262, 272, 282, 292, 302, 312, 322, 332, 342, 352).
- Sumdog – two challenges (both with 200 question target for this week):
- 9 times tables
- Equivalent and Simplifying Fractions
- Main lesson. The objective for today is:
Can I convert improper fractions to mixed numbers?
Follow the video to remind you of what improper fractions and mixed numbers are, Improper to mixed numbers. We have looked at this before but use the video to jog your memory.
Remember that illustrations will help, e.g.
(There is no challenge for today as you will need today’s and tomorrow’s learning for Thursday’s challenge, which is converting back from mixed numbers to improper fractions)
Music
Improvising rhythmic patterns. Follow the link below and complete the quizzes.
https://classroom.thenational.academy/lessons/improvising-rhythmic-patterns-6hh3jt
French
Start by watching this song and counting along:
(35) French numbers 1-100 - YouTube
Now, watch this video again to remind yourself how to conjugate a regular ER verb:
(35) French er verbs - YouTube
Then write the date in French in your home learning book: mercredi treize février
Now write the learning objective: Can I conjugate regular ER verbs?
Pause the video at 6:08 and copy out the verb jouer – to play, setting it out in exactly the same way as the video. So Je joue (I play) should be on the same line as Nous jouons (we play). Verbs are always set out like this so that the plural form of the subject pronoun is next to the singular form. Please use a different colour for the endings, just like on the video.
Pause the video again at 7:50 and copy out the verb Aimer – to like. Notice the endings are the same. Try to set it out just like you did for jouer.
J’aime Nous aimons
Tu aimes Vous aimez etc
Do you know why J’aime is written like this and not Je aime? See if you can find out if you’re not sure.
Find a dice if you have one. If not, just write the numbers 1 – 6 on bits of paper and turn them face down. Practise saying the correct form of the verbs by rolling the dice:
1 = Je 4 = nous
2 = Tu 5 = vous
3 = Il/elle 6 = Ils/elles
So if you roll/pick up 4, you would say nous jouons and nous aimons.
NOTE: PRONUNCIATION OF PLURAL FORMS OF AIMER: nous aimons is pronounce nou zaimon; vous aimez is pronounced vou zaimay, ils aiment = eel zaim; Elles aiment = ell zaim. There is what’s called a liaison between the final s of the pronoun and the verb because the verb starts with a vowel.
Don’t worry about the ‘on’ form of the verb as we haven’t talked much about that yet. It is an informal way of saying we…., but that’s just a step too far for now! Ignore it.
Merci beaucoup. A la semaine prochaine!
RE
See attached sheet for an explanation of the lesson, RE - researching the Bible.
Year 6 Home Learning - Tuesday 12th January 2021
Date: 11th Jan 2021 @ 3:20pm
Tuesday 12th January 2021
Good morning Year 6. I hope you are all well and ready for today’s learning.
Aim to complete everything I set so that when we get back, we can use all of this knowledge to continue on with our learning.
Here are today’s Home Learning tasks:
Reading
Read for 20 minutes. School reading books are preferred and you can change them any time, just give the school a call of when you will be coming in and I can get your box ready for you at the office.
You may also read your own books from home or you can still use Oxford Owl ebooks, where there are a whole range of books from their library. The username is ‘sto56’ with the password ‘1234’.
Reading activity for today:
- How does the main character treat other people in the book? Explain your answers. (If you have a non-fiction book, name three facts you have learnt).
English (split into three parts: Handwriting, Spellings and Writing)
Handwriting
Every day this week we are going to focus on our number 1 class target, Handwriting, which must be joined. Each day, I will type out a poem to copy in your neatest handwriting. This week focus on staying on the line.
Camilla Caterpillar
Camilla caterpillar kept a caterpillar killer-cat.
A caterpillar killer categorically she kept.
But alas the caterpillar killer-cat attacked Camilla
As Camilla Caterpillar catastrophically slept.
Spellings
There is a spelling file attached to Monday’s blog which covers the spellings for this week – cial / -tial.
- All the spellings are on Sumdog (deadline is Friday for this as you can have your own spelling quiz at home).
- Apologies for yesterday as I set the Sumdog challenge for Monday 7pm, instead of 7am – at least mistakes are welcome in Year 6!
Writing task
Can I write a recount as Tom describing the scene of the garden?
- Today is chapter 5 (pages 36 – 43)
- After reading the chapter, you will realise that despite the fact Tom was in the garden for a very long time, only a few minutes had gone by back inside the house of flats. This may be confusing at first and is part of the whole mystery of the story, so do not read the ending yet and spoil it for yourselves. You may be thinking, “Is it time travel, a different world or something completely different?’”
The whole chapter describes, in a lot of detail, the garden, but to help I have attached a link to the full movie Tom’s Midnight Garden film here (please do not spoil the book for yourselves as you can watch this later). Instead, watch it from 17.38 – 19.21, which is the part where Tom enters the garden for the first time.
- Imagine you are Tom entering that garden. Use the following bullet points to structure a recount which should help describe the scene (you can add feelings and thoughts if you want to but remember the objective is describing the setting).
- Name the nouns you see in the video and make a list: hedges, flowers, expanse of land, sun dial, etc.
- Write a few adjectives around them to see which fits best: large, beautiful, smooth, high, dazzling, etc.
- Now name a few verbs: hung, wrapped, covered, narrow, disappearing, etc.
- Steal any vocabulary from the chapter.
- Then piece it together as you, Tom, make your way through the garden for the first time like this…
Stepping out of the back door, dazzling light struck me. It took me a while to take in my surroundings but as my eyes adjusted, the garden came into view. An array of colours, as far as the eye could see covered the wide expanse of land. Intertwining paths leading to unknown places twisted here and there and disappearing into the distance. I decided to make my way around the outside to take everything in; I didn’t want to miss a thing…
Maths – Fractions Week
- Warm up your Brain: Hit the Button. Today, focus on Number Bonds: Make 1 (1 decimal place) and play.
- Sumdog – two challenges (both with 200 question target for this week):
- 9 times tables
- Equivalent and Simplifying Fractions
- Times Tables Quiz – Every Tuesday we complete a quiz. Try to ask someone in your house to ask you 13 questions (your target or mixed).
- Main lesson: The objective for today is to follow on our learning from yesterday,
Can I simplify fractions?
This learning follows on from yesterday’s equivalent fractions. Remember that equivalent fractions have the same value or amount which we use to help us solve problems. Simplifying fractions is very similar and is a way of making fractions simpler, hence the name.
Use the fraction wall from Monday’s lesson (it is also on the video) to see which fractions ‘match up’.
E.g. 4/10 can be simplified to 2/5 because they are the same size.
In the video, you will have a chance to look at the fraction wall carefully but hopefully you will realise that if you know your times tables, you will be able to simplify easily.
To access the video, click here, Simplify Fractions, with the questions and answers attached at the bottom of the blog.
- Challenge – ‘Maths challenge cards’ and their answers are at the bottom of this blog
Science
In your home learning book, write the date: 12.01.21
And the title: Evolution and Inheritance - Glossary
Click on the link to find today’s lesson.
What is the Theory of Evolution? (The National Academy)
Pause the lesson as soon as the Star words come up on the screen. You are going to make a glossary so write the words down in a list, leaving 2 or 3 lines between each so that you have space to write a definition for each by the end of the lesson.
On the next page, write the learning objective: Can I explain Darwin’s theory of Evolution?
Follow the lesson, pausing to write when the teacher tells you. Check your work as you go along.
By the end of the lesson, you should be able to write the meaning of all the words on your glossary page. You will need to know the meanings of these words to help with the rest of the topic.
You might like to have a go at the Bird beak activity that the teacher demonstrated.
In this activity you will simulate bird feeding by using a beak to collect food and place it into a stomach. There are four different beak shapes. This activity will allow you to explore the wide variety of beak types that can be seen within the bird population, as well as developing an understanding of which beak type would be most successful if rice was the available food.
Equipment to represent bird’s beaks: · teaspoon · pair of tweezers · clothes pegs
· chopsticks ·plastic beaker to represent the birds’ stomach.
·Uncooked rice to represent the bird’s food or anything else you have that is similar.
Draw a table like this in your book:
|
Beak type |
1st go |
2nd go |
3rd go |
Median/Mean |
|
Teaspoon |
|
|
|
|
|
Tweezers |
|
|
|
|
|
Clothes peg |
|
|
|
|
|
Chopsticks |
|
|
|
|
You should select one of either a spoon, tweezers, clothes peg or chopsticks plus a plastic cup. You are now a bird. Your chosen implement is your beak, and the plastic cup is your stomach. The beak must be held in one hand and the stomach should be placed on the table. The stomach must remain upright at all times, and you can only put food into it using your beak. Set a timer for 1 minute.
Now pick up as many grains of rice as you can in the time and put them in the cup.
After one minute, you should stop feeding and count the number of grains in your stomach, then return the rice to the table and record the total in your table.
Do you think you would pick up the same number of grains each time? If not, should you repeat your results? How many times? (The more times you do it, the more accurate your results will be.) Which one is the ‘right’ answer? You could sort your data (number of grains of rice) into order and choose the middle number – the median, or you could total them and divide by the number of goes you had to give the mean average.
What did you find out? If rice was your food, which beak would be best? Write your conclusion underneath your table.
Well done!
Next time you see a bird, have a look at the shape of its beak. Maybe you’ll see what it eats if you watch carefully. Can you spot different shaped beaks?
Year 6 Home Learning - Monday 11th January 2021
Date: 8th Jan 2021 @ 12:36pm
Good morning Year 6. I hope you had a relaxing weekend with your family full of fun! If you have used the timetable given to you on Friday, you should be set up with a plan of when you can complete each day’s activities.
Aim to complete everything I set so that when we get back, we can use all of this knowledge to continue on with our learning.
For those who have not yet done so, your YELLOW HOME LEARNING BOOK is by the office along with a copy of our new novel, ‘Tom’s Midnight Garden’. All work can be stuck and written in your YELLOW BOOK.
Here are today’s Home Learning tasks:
Reading
Read for 20 minutes. School reading books are preferred and you can change them any time, just give the school a call of when you will be coming in and I can get your box ready for you at the office.
You may also read your own books from home or you can still use Oxford Owl ebooks, where there are a whole range of books from their library. The username is ‘sto56’ with the password ‘1234’.
Reading activity for today:
- Re-read a chapter, Pick out three words that you feel are powerful words and that you could use in your own writing in the future.
English (split into three parts: Handwriting, Spellings and Writing)
Handwriting
Every day this week we are going to focus on our number 1 class target, Handwriting, which must be joined. Each day, I will give you a poem to copy in your neatest handwriting. This week focus on staying on the line.
Three Little Ghostesses
Three little ghostesses
Sitting on postesses
Greasing their fistesses
Up to their wristesses
Oh, what beastesses
To make such feastesses
Spellings
There is a spelling file attached at the bottom of this blog which covers the spellings for this week – cial / -tial.
- All the spellings are on Sumdog (deadline is Friday for this as you can have your own spelling quiz at home).
Writing task
I realised that I had not attached the answers for Friday's reading task so at the bottom of this blog is an attachment called 'Answers for Friday's Tom's Midnight Gardeb reading task'.
Can I write a report to Peter explaining what has happened last night?
- Today is chapter 4 (pages 25 – 35)
- Stop reading at page 33 (even though the chapter isn’t finished yet, read the part where it says, ‘He also wrote to Peter – the first of an important series of reports.’
- The main task today is to write that report to Peter, as Tom. To help, follow the ‘Report to Peter Success Criteria and WAGOLL’ sheet attached at the bottom of this blog.
Maths – Fractions Week
- Warm up your Brain: Hit the Button. Today, focus on Number Bonds: Make 100 and practise with ‘Hit the Answer’.
- Sumdog – two challenges (both with 200 question target for this week). It begins on Monday and finishes this Sunday:
- 9 times tables to help you become more fluent
- Equivalent and Simplifying Fractions
- Main lesson: The objective for today is a recap of equivalent fractions:
Can I find equivalent fractions using my multiplication and division knowledge?
Remember that equivalent means the ‘same value’ or ‘amount’ so even though ½ looks different to 2/4, it is the exact same amount. We can prove this using a fraction wall like the one attached at the end of the blog named, 'Fraction Wall'.
Look at the line in middle of the two halves and follow it down; you should see that 2 quarters, 3 sixths, 4 eighths, 5 tenths and 6 twelfths is the same amount.
TOP TIP – Remember what I always say, “Always use a bar model for fractions”, followed by “Bars are amazing!”
Watch the video here, Equivalent Fractions, to help you understand how to solve the question sheet, which is attached at the bottom of this blog (hopefully this lesson is straight forward ready for tomorrow’s learning)
- Maths challenge – ‘Maths challenge - equivalent fractions’. This should stretch your thinking as you will have to explain your understanding. Do not worry if you get stuck: look at the answer sheet, work out how they got to the answer, then carry on with the questions.
PE
I always mention how Reading is the most important thing you can do … well, I have one more REALLY important thing that you should do every day – and that is to MOVE! We always run a daily mile which makes us feel healthy, alert and happy. It is for these reasons I am suggesting that you get yourself moving every day, whether that is running (be careful as it is slippy outside these days), scooting, biking, walking, star jumps, hopping – whatever it is, we need to get our heart rate up.
In our Year 6 PE lessons, we always learn about two different activities, with this half term being Gymnastics and Games. Therefore, I will always provide two challenges that you can do at home, along with links and videos to see them. You can choose to do just one but it would be great to do both, either today or as many days as you can.
Gymnastics:
- Click on the link here, Balance Time To access the task of balancing and the video is here, Video for Balance Time
- Before you start, warm up your body with the following: 20 star jumps, 20 squats, 20 seconds running on the spot. Wait 30 seconds then do the same one more time.
- Now you are warm, swing your arms around in circles; left first then right. Do the same with your legs. Before any type of balancing, we need to make sure our joints are loose so we do not injure ourselves.
- Now we are ready to start. Follow the questions and dedicate some time to practising different balances safely.
- Two important points for gymnastic balances is pointed limbs and stillness
- See if you can create a sequence of three balances without wobbling.
Games
- Click on the link here, Avoid the Defenders, to access the task of dribbling and the video is here, Video for Avoid the Defenders.
- Before you start, warm up your body with the same as the gymnastics: 20 star jumps, 20 squats, 20 seconds running on the spot. Wait 30 seconds then do the same one more time.
- Now you are warm, you can open the link and follow the steps. You can use any equipment in your house to dribble around: you can use the kitchen, your bedroom or from your kitchen to the lounge having random obstacles in the way.
- It mentions using your feet to dribble but you could use your hands (squatting down to hit each time) but if that is too tricky, use something in your house that could resemble a hockey stick (brush, toy lightsaber, large plastic or wooden spoon, etc)
- Try to keep the ball or scrunched up paper close to you and try to add speed to your movements.
Year 6 Home Learning - Friday 8th January 2021
Date: 7th Jan 2021 @ 2:29pm
Friday 8th January 2021
Good morning Year 6. It is the end of a crazy week but I hope you have all got yourselves into some kind of a routine – do not worry if you haven’t yet but come next week, try to map out what you will do and when (and also give yourself little wins/treats along the way - as an example, if you complete the Maths tasks for the day, play a game of your choice for 15 - 30 minutes, then your mind will be ready for the next activity). I have included a timetable that you can use with an example attached to it to have a look at, which is at the bottom of this blog.
For those who have not yet collected theirs, there is a YELLOW HOME LEARNING BOOK to collect from the office along with a copy of our new novel, Tom’s Midnight Garden. All work can be completed inside it (including Writing, Maths, History, Art, etc).
Well done to 23 of you who have started the new Sumdog challenges – this week’s deadline is Sunday so try to complete both by then.
Here are today’s Home Learning tasks:
Reading
Read for 20 minutes. You may read your own books from home or from you can still use Oxford Owl ebooks, where there are a whole range of books from their library. If you would like to use this great resource, the username is ‘sto56’ with the password ‘1234’.
School reading books can still be used (and preferred over your home books). Simply notify the school of when you will be coming and I can arrange a box to be in the school office for when you arrive.
Do not forget to continue using your Reading Journals for any thoughts, opinions, predictions and new vocabulary you find. I will give your reading activities each day starting from next week.
English
My apologies for leaving out the objective for yesterday’s English lesson – it was, ‘Can I write internal thoughts as Tom about the grandfather clock?’
Today’s objective is:
Can I use the skill of retrieval to answer reading questions?
Read chapter 2 (page 17 - 20)
- Look up these great words: yielded, indignation, instinctively – before you read the chapter. It will give you a better understanding of the story.
- This lesson will help to practice the retrieval skill.
- Print or copy the questions from the attached file, 'Reading questions for pages 17-20'.
- Read the whole passage from pages 17 – 20 before you answer them.
- Top tip - if the questions is, ‘Why was the moonbeam useless?’, pick out a word or two from the question that stands out (like moonbeam) and scan for that word between 17 and 20. Then read the sentence before that word, read the sentence with that word and read the sentence after that word to fully understand the answer to the question.
- Then you can write the answer (either on the sheet or in your YELLOW BOOK)
- There are also questions about vocabulary so use a dictionary any time you come across something you do not understand.
- All the questions are in order so as an example, questions 1-4 are mostly on page 17, then the rest will be on pages 18-20.
Once this activity is completed, enjoy reading the rest of the chapter, to the end of page 24.
Sumdog
I have set two challenges to complete by Sunday: both have a target of 100 correct answers.
- Week 1 – x7 tables
- Week 1 – Rounding and Place Value
Maths – Place Value Week
Can I multiply and divide numbers by 10, 100 and 1000?
Hit the Button is our warm up for today. I would like you to focus on times tables: choose your times tables target but this time practise with ‘Hit the Question’.
Today has videos from White Rose Maths for both multiplying and dividing by 10, 100 and 1000. This is an area we have looked at many times but we all need to be secure in this for later learning.
To access the videos below, simply click on the link or type it into to a search engine to find them. If you head to St Oswald’s website and click on ‘classes’ – ‘Year 6’ – ‘Home Learning’ – ‘White Rose Daily Maths’, you will find the following resources that we will also be using:
- ‘Year 6 – Spring Block 1: Decimals’. I have attached the video links to these documents and the worksheets at the bottom of this blog.
History answers
The answers to the investigation of yesterday’s History are as follows:
1. They had a system of writing a bit like the Ancient Egyptian hieroglyphs, and even made what look like books.
2. They knew about the stars (had an observatory) and even had their own calendar.
3. They built great cities.
4. They discovered how to use chocolate.
5. A system of numbers enabled them to count. They even had a way of expressing zero.
6. Great craftsmen, sculptors
7. They played ball games.
8. They worshipped gods.
If you have others that are not written here, great work; historians came up with lots of predictions of what might have happened back then.
Art
For our Art lesson this week, we are going to learn about Mayan clothing. Watch this video Maya clothing, which shows both what a woman and a man would have worn in those days. The task is to sketch a Mayan person is the style of their ancient art. To see how to do this, follow the YouTube clip Let's draw an Ancient Mayan to help you sketch a Mayan. If you have colours, you can use them but do not worry if not.
Happy sketching!
(We will be organising Seesaw soon so you will be able to show me all of your work so keep this artwork safe until then).
Year 6 Home Learning - Thursday 7th January 2021
Date: 6th Jan 2021 @ 12:52pm
Thursday 7th January 2021
Good morning Year 6. I hope you are all well and taking care of yourself and your family. I also hope you managed to complete the Home Learning tasks from yesterday, especially Maths and English as they will usually be following on from the previous day.
Remember, there is the YELLOW HOME LEARNING BOOK to collect from the office along with a copy of our new novel, Tom’s Midnight Garden. All work can be completed inside it (including Writing, Maths, History, Art, etc).
Well done to the 15 who have already started the new Sumdog challenges – this week’s deadline is Sunday so try to complete both by then.
Here are today’s Home Learning tasks:
Reading
Read for 20 minutes. You may read your own books from home or you can still use Oxford Owl ebooks, where there are a whole range of books from their library. If you would like to use this great resource, the username is ‘sto56’ with the password ‘1234’.
School reading books can still be used (and preferred over your home books). Simply notify the school of when you will be coming and I can arrange a box to be in the school office for when you arrive.
Do not forget to continue using your Reading Journals for any thoughts, opinions, predictions and new vocabulary you find. I will give your reading activities each day starting from next week.
English
Read chapter 2 (page 9 - 16)
- Look up these great words: devotedly, disapproval and subdued – before you read the chapter; it will help understand the story better.
- What was the cause of Tom’s sleeplessness? (page 10)
- Which word tells you in the third paragraph on page 10 that Uncle Alan was not happy?
- Why did Uncle Alan have a disapproving look? (page 11)
Now Tom is about to investigate what the grandfather clock is doing. Your task is to draw the grandfather clock and label it with Tom’s thoughts about it - in thought bubbles.
(This task will show how deep your understanding is of the character of Tom and shows, through his thoughts, some of his characteristics).
Sumdog
I have set two challenges to be completed by Sunday: both have a target of 100 correct answers.
- Week 1 – x7 tables
- Week 1 – Rounding and Place Value
Maths – Place Value Week
Hit the Button is a great way to warm up the brain for maths. There are a few options to choose from so feel free to do as much as you want. For today though, I would like you to focus on times tables: choose your times tables target and practise with ‘Hit the Answer’.
Can I show my understanding of place value up to 3 decimal places?
On Monday, we managed to name the value, partition and order numbers of two decimal places. This learning is to practice the same things but with three decimal places.
To access the videos below, simply click on the link or type it into a search engine to find them. If you head to St Oswald’s website and click on ‘classes’ – ‘Year 6’ – ‘Home Learning’ – ‘White Rose Daily Maths’, you will find the following resources that we will also be using:
- ‘Year 6 – Spring Block 1: Decimals’. I have attached the video links to this document and the worksheets at the bottom of this blog.
- Three decimal places
Today would have been the day we complete the Arithmetic quiz (1-18 questions) so attached at the bottom is a picture of the sheet (so you can print it or simply write the answers – with workings out – in your YELLOW BOOK).
I have also attached the answers at the bottom of this blog (for after the quiz so no peeking!)
History
I have changed the timetable slightly with Science and History swapped around (Science is Tuesday and History is Thursday from now on) to coincide with what we are doing in school.
We have a new topic, finally! If you remember way back before Christmas, we investigated the history of the world and discussed famous times such as: the Black Death, Ancient Greece, Ancient Rome, Ancient Egyptians, Tudors, Victorians, etc. The only thing we never had time to do was place them all on a map. If we had, we would realise that one area of the world’s history is only recently known… and that is at the bottom of North America:
Our new topic is … The Mayans!
We knew very little about this society until recent excavations. You will find out most of the information yourself in this lesson. So have a think of this question – why do we study the Mayans in history at school? Do not worry about the correct answer, there are no right answers at this moment – I just want you to be historians and work out things for yourself.
- On a new page in your YELLOW BOOK, write the title The Mayans in the centre and record any ideas around it during this task.n
- Have a look at the PowerPoint presentation (attached at the bottom of the blog, named The Mayans – week 1).
- Look at slides 10-14 which are pictures of famous buildings. What do you think is impressive about them? (Think about the weather near South America).
- Now look at slides 15 – 26. What else do you learn about these clues?
- What would you say are the top two things that the Mayans developed during their time? (Answers will be in tomorrow’s blog!)
- Slide 27 is a link to a video but you can access it here The Maya Civilisation
Year 6 Home Learning - Wednesday 6th January 2021
Date: 5th Jan 2021 @ 3:09pm
Wednesday 6th January 2021
Good morning Year 6. I cannot express how gutted I am that I will not see you all today. We will hopefully only be away up until half term which gives us just over 5 weeks to keep working hard, recapping, practising and learning new things so we are all ready for Spring 2 when we finally meet up again.
Every day, I will write up a daily Home Learning blog, which will follow the same timetable we do at school and it is important that you complete all the tasks I set. I will explain them all in detail and if any become too tricky or you are unsure of anything, you can always ask your parent to contact school where I will do my best to answer your query as soon as I can.
During this time it is important that you look after yourselves and your wellbeing – remember, the two most important things to me are your happiness and safety so do take care of yourselves and your family during these times.
There will be a YELLOW HOME LEARNING BOOK to collect from the office along with a copy of our new novel, 'Tom’s Midnight Garden'. All work can be completed inside it (including Writing, Maths, History, Art, etc).
Reading
As usual, I believe reading is the number one thing we should do every day as it is the key to all our learning. Please read for 20 minutes. You may read your own books from home or you can still use Oxford Owl ebooks, where there are a whole range of books from their library. If you would like to use this great resource, the username is ‘sto56’ with the password ‘1234’.
School reading books can still be used (and preferred over your home books). Simply notify the school of when you will be coming and I can arrange a box to be in the school office for when you arrive.
Do not forget to continue using your Reading Journals for any thoughts, opinions, predictions and new vocabulary you find. I will give your reading activities each day starting from next week.
English
On Monday, we started our new novel, 'Tom’s Midnight Garden' and were introduced to these characters:
Tom (main character)
Peter (brother of Peter)
Mrs Long (Tom’s mum)
Uncle Alan
Can I write my first impressions of each character based on the evidence from the text?
Depending on whether you receive the school novel today or not, you can still complete this task by remembering what happened in the first 5 pages of the book (Tom left his house as his brother Peter had the measles and Uncle Alan drove the boy to his poky flat). Think about using adjectives to describe what kind of people they are based on what happened during those 5 pages.
When you finally receive the novel, continue reading through chapter 1 (Exile) to page 8. Try to answer the following reading questions:
- How was Tom being deceiving to his aunt? (page 5)
- Why was Tom unhappy with his room? (page 6)
- On page 8, Tom had smiled condescendingly – use a dictionary or internet to find out what that means.
- In the first chapter, what evidence shows that Tom is angry?
- Based on what we have learnt, how would you describe Tom and his brother Peter’s relationship?
Sumdog
I have set two challenges to completed by Sunday: both have a target of 100 correct answers.
- Week 1 – x7 tables
- Week 1 – Rounding and Place Value
Maths – Place Value Week
Can I understand negative numbers in context?
Can I find the difference between positive and negative numbers?
I am sure you will all be used to White Rose Maths, which we use in school regularly and during last year’s lockdown. My planning does not follow the same structure as White Rose Maths so please check which part of the Year 6 curriculum I have sent you to and also follow the video links as it will take you to the explanations of how to complete the activity.
To access the videos below, simply click on the link or type it into a search engine to find them. If you head to St Oswald’s website and click on ‘classes’ – ‘Year 6’ – ‘Home Learning’ – ‘White Rose Daily Maths’, you will find the following resources that we will also be using:
- ‘Year 6 – Autumn Block 1 Place Value: I have attached the video links to this document and the worksheets at the bottom of this blog.
RE
Our new topic is ‘Community: Sources’. To begin to understand this topic, I want you to think about a wide variety of books and the purpose for which they were written.
Did you know that only a few hundred years ago, books were only for the very rich, as they were costly and written by hand by monks. Later, when printing was first invented, they were still expensive and also very few people could read. Nowadays, books are for everyone.
If possible, discuss with someone whether Kindle or electronic books would ever completely replace actual books. Is it a book or not? What makes a book a book? What are the pros and cons? Is it possible to imagine a world without books? Talk about how books enrich our lives, whether they are electronic or hard copies, how they can take us beyond our environment and our own thoughts and ideas. Discuss how books might have influenced your thinking, ideas or behaviour.
Task:
- Look around your house and find many different books (atlas, Guinness World Records, novels, dictionary, diary, cookbook, etc).
- Copy the table below in your YELLOW BOOK and add the books you find to the list.
- In the right column, write what and for whom they have been written for.
|
Type of book |
What is it and who is it for? |
|
Novel
|
To entertain and take people to another world |
|
A guide book
|
Gives information about a place or a country that might be useful for a tourist. |
|
|
|
|
|
|
|
|
|
|
|
|
French
In French this week, we are going to recap the conjugation of regular ER verbs which we looked at briefly before Christmas.
Watch this video to remind yourself.
https://www.youtube.com/watch?v=5DarS8y_zrM&safe=active
Pause the video at 9 minutes 24 and write out the sentences, choosing the correct verb ending. Press play again and check your answers. Now read your sentences out loud, being extra careful with your pronunciation. If you like, you can write some more sentences of your own.
French people celebrate Epiphany on the 6th January with the Fete des Rois. Here's a story to listen to . See how much you can understand. You can always slow down the speed.
https://www.youtube.com/watch?v=04JiV_Ua6Wc&safe=active
Year 6 Home Practice - 18th December 2020
Date: 18th Dec 2020 @ 1:45pm
Our last week in December has been very exciting filled with the Christmas shop, Christmas Jumper Day, Christmas lunch and ‘wearing your own clothes day’! We have become quite proficient at our Design and Technology project of hand sewing and learnt a great deal on how to be patient, to persevere and work together.
Our learning in Year 6 this week:
- In Maths, we have investigated problems with perimeter and used the strategy of drawing to solve them.
- With our completed novel of Room 13 still on our minds, we have planned, discussed and written our own suspense novel, then read them out dramatically to the class.
- In Design and Technology topic of sewing, we have planned, prepped, sewn, made mistakes, corrected those mistakes, persevered and finally completed our project. Please see the pictures on our website for their brilliant work.
- In PE, we have been working on teamwork for the past few months and it was great to see such positive discussions and praise to each other when playing lots of team games.
- In Music, we all enjoyed seeing the whole school’s performances for the Nativity and had a Christmas music quiz.
- In French, we completed our Cluedo-style report on ‘Who killed Santa?’ and then videoed each one.
- In Science, we designed and created junk modelling of our own made-up animal and had to categorise which type it would be, based on their features.
- Finally, Father made a visit to Year 6, remotely via Zoom, giving us a special blessing for Christmas.
Well done to every single person in Year 6. You have been superb role models around school following the new rules and keeping everyone safe. I, Mrs Jones and Mrs Wilson would like to say a huge thank you for being committed, hard-working, funny, sensible and always enthusiastic. We hope you have a fantastic and safe Christmas.
You will have also noticed that no Sumdog is being set for the Christmas break so that you can have a rest and come back fresh and ready for some exciting learning in January. BUT please keep reading as much as possible – like I always say, ‘Reading is the number one thing that will unlock all your learning!’.
Date: 16th Dec 2020 @ 10:57pm
Online Safety over the Christmas Holidays
Date: 16th Dec 2020 @ 2:11pm
Here you will find some help and advice for keeping your family safe online over Christmas.
Year 6 Home Practice - 11th December 2020
Date: 11th Dec 2020 @ 1:04pm
For our penultimate week before Christmas, Year 6 have been preparing for the whole school Nativity with some super pointillism artwork and lots of ukulele practise to perfect the songs. We have also started our new Design and Technology project, sewing, which is a new skill for most of the class, leading to some great selflessness and kindness from others this week. The final sewing piece will begin on Monday!
Our learning in Year 6 this week:
- In Maths, we have been recapping last year’s knowledge of perimeter, understanding how to find lengths, add them and work out missing ones.
- In English, Room 13 has become very exciting with the mystery of the door unfolding thanks to detective work from the main characters. This week we have developed our skimming skill when researching Whitby Abbey and Bram Stoker.
- In RE, we have improved our knowledge on the story of the Nativity and chosen one of our favourite parts which captures the story well. We then linked our artistic knowledge of pointillism to create some super artwork for the Nativity filming this Thursday.
- In Design and Technology topic of sewing, we have been practicing 4 different stitches: running stitch, over stitch, blanket stitch and back stitch. The children have designed their Christmas themed sewing and are now ready to begin their final piece on Monday.
- In PE, we have been developing our skill of orientating maps and working in larger groups to help assign specific roles that enables us to work more efficiently as a team.
- In Music, we have been perfecting our Ukelele skills for the songs, ‘Blue Christmas’ and ‘See him lying on a bed of straw’. Their performances for the school Nativity were excellent and can be seen on our website very soon.
- In French, we wrote a book called ‘Qui a tue le pere Noel?’ = Who killed Father Christmas? based on the game Cluedo.
- Finally, for Science, we have researched and classified unusual creatures and designed one of our own ready for sculpting next week.
Well done to 93% of you for changing your book this week. Please keep using your Reading Journals to complete your new ‘reading challenges’.
The days when you can change your reading book one last time before Christmas:
Monday – Roller Coasters
Tuesday – Big Dippers
Wednesday – The Waltzers
These are the tasks to be completed:
- Reading – Please keep reading for a minimum of 20 minutes every day.
You can still use Oxford Owl ebooks, where there are a whole range of books from their library. If you would like to use this great resource, the username is ‘sto56’ with the password ‘1234’.
- Sumdog challenges:
- Perimeter
- Do not forget that perimeter is the length of the outside of a closed 2D shape.
- Fractions of a number
- Use your times tables knowledge for this
- Perimeter
(1/5 of 30 = 6, 2/5 of 30 = 12, 3/5 of 30 = 18, 4/5 of 30 = 24)
-
- Year 5/6 words - December
- This week is a recap of our learning, especially with the year 5/6 spellings, therefore I have included 20 of them to practise for next week’s quiz.
- Year 5/6 words - December
(accommodate, achieve, amateur, cemetery, conscience, curiosity, desperate, disastrous, embarrass, exaggerate, foreign, guarantee, harass, hindrance, immediate, lightning, mischievous, necessary, persuade, vehicle)
Year 6 Home Practice - 4th December 2020
Date: 4th Dec 2020 @ 3:52pm
For our fifth week back after half term, Year 6 have had a busy week. They created peaceful messages for St Oswald’s Peace Tree in the hall, thought of good deeds to do each day during Advent (which we have added to our class Advent calendar) and celebrated a Tree Dressing day where our Year 6 tree was a ‘Tree of Hope’ decorated with rings of hopeful messages linked together (take a look at the pictures on our school website). They also had a zoom call from All Hallows with Mrs Washington (Assistant Head) and Mrs Hall (Head of Year 7) where the children asked great questions about what life would be like there.
Our learning in Year 6 this week:
- In Maths, we have been improving our division knowledge through quick strategies and how the chunking method can be used efficiently.
- In English, the children created, edited and published superb stories as the door using excellent writing techniques inspired from Robert Swindells.
- In our topic in RE, Expectations, we have learnt about the Annunciation, when Mary first heard the news from Angel Gabriel about becoming the Mother of God. The children became the character of Mary and wrote lovely poems to explain her excitement and her possible burden.
- In PE, we have continued our learning of Orienteering through larger maps – this week’s task linked to quick mental addition strategies.
- In Art, Year 6 have used the artwork of ‘pointillism’ to design the front of our Christmas cards.
- In Music, we have continued our Ukelele practising with most of us now knowing the songs off by heart.
- In French, we played Cluedo to find out ‘Who killed Father Christmas?’
- Finally, for Science, we have researched the characteristics of some invertebrate groups and perfected raps, poems, news reports or songs about them.
(Mrs Quilliam has requested for any recycling in the form of: yogurt pots, egg boxes, cardboard, plastic pots, plastic bottles, etc to be brought into school next week so that the children could use to make their own ‘junk animal’ for next week’s Science lesson. Please bring what you can on Thursday 10th December).
Well done to 93% of you for changing your book this week. We understand some people can have books with a lot of pages so please keep using your Reading Journals to complete your new ‘reading challenges’.
The days when you can change your reading book are:
Monday – Roller Coasters
Tuesday – Big Dippers
Wednesday – The Waltzers
These are the tasks to be completed:
- Reading – Please keep reading for a minimum of 20 minutes every day.
You can still use Oxford Owl ebooks, where there are a whole range of books from their library. If you would like to use this great resource, the username is ‘sto56’ with the password ‘1234’.
- Sumdog challenges:
- Add and subtract related fractions
- (1/2 + 1/4, 1/5 + 2/10, 2/4 + 3/8, etc)
- Factors and Multiples to 100
- Remember that factors link with division and multiples link with multiplications)
- Spellings – 7th Dec – 11th Dec (silent letters)
- guide, history, knee, know, lamb, often, parliament, recognise, rhyme, sign, separate, surprise, vegetable, weight, wrong, knight, write, ghost, wreck, whole, honest
- Add and subtract related fractions
Year 6 Home Practice - 27th November 2020
Date: 27th Nov 2020 @ 3:53pm
For our fourth week back after half term, Year 6 have been working very hard in all areas to improve their learning with quicker maths strategies, new characters in Room 13, new History topic and even a new artist to inspire their own artwork.
Our learning in Year 6 this week:
- In Maths, we have been learning multiples, factors and new ways to divide large numbers.
- Our new novel in English is Room 13, a suspenseful story about a class heading off on a school trip to Whitby where the dreaded room 13 awaits our main characters. This week we have learnt how to describe our impressions of characters and how to create a suspenseful atmosphere.
- We have also begun History but before we can introduce our new topic, we have been learning how to sequence events in chronological order and trying to order the vast history of Britain.
- In our topic in RE, Expectations, we have been using the hymn ‘Maranatha’ to help us understand what advent means to Christians.
- In PE, we have continued to improve our attacking skills in rugby and completed the orienteering competition created by South Ribble. Congratulations to the following teams:
- First = Aiden
- Second = Bede
- Third = Gregory
- In Art, Year 6 have learnt ‘pointillism’ created by Georges Seurat and Paul Signac in 1886, and have designed their own tree art using that technique (head to the Year 6 gallery to see our artwork).
- For science, we researched a group of invertebrates and wrote the characteristics in the form of a poem, song or rap.
- Finally in French, we learnt how to use subject pronouns effectively in sentences.
Well done to 88% of you for changing your book this week. We understand some people can have books with a lot of pages so please keep using your Reading Journals to complete your new ‘reading challenges’.
The days when you can change your reading book are:
Monday – Roller Coasters
Tuesday – Big Dippers
Wednesday – The Waltzers
These are the tasks to be completed:
- Reading – Please keep reading for a minimum of 20 minutes every day.
You can still use Oxford Owl ebooks, where there are a whole range of books from their library. If you would like to use this great resource, the username is ‘sto56’ with the password ‘1234’.
- Sumdog challenges:
- Divide by 2 or 3 digit number
- Each child has their own tables target which they should know. The Sumdog challenge may relate to their target but if not, you can always use Sumdog for extra Tables Practice. Every Tuesday there is a tables test.
- SPAG – Sentences
- Spellings – 27th Nov – 4th Nov (silent letters)
- answer, favourite, bruise, actually, build, guarantee, certain, guard, definite, library, difference, muscle, exercise, doubt, environment, comb, February, foreign, gnaw, government
- answer, favourite, bruise, actually, build, guarantee, certain, guard, definite, library, difference, muscle, exercise, doubt, environment, comb, February, foreign, gnaw, government
- Divide by 2 or 3 digit number