Straight back into it…
Having had a lovely (if slightly wet!) half-term break, the children settled down into their learning without a break in their stride from last term.
This week we have learnt how we can use factors to help with dividing by two digit numbers. For example, 388 divided by 12 can be solved by first dividing by 3 and then dividing the answer by 4. Have a go yourself – it really is very efficient. Next week we will be learning ‘old school’ long division. It may help to have a reminder of this method here
www.youtube.com/watch?v=LGqBQrUYua4
In our English learning we have been generating reasoned arguments to put in a letter to the BBC to encourage them to portray wolves in a more positive light.
Next week we were looking forward to listening to Debbie from the Waterlooville Foodbank and asking her some questions around their work. Unfortunately this can no longer happen but we have emailed her them instead and are looking forward to her responses.
We finished this week by taking a detailed look at the role of women in Ancient Greece, comparing their lives to those of modern women. This provoked some excellent discussion around what is ‘normal’ for women in today’s society and some outrage at the way in which Greek ladies were generally tied to the home!
Reminders
Please can all children continue to practise their times tables and related division facts. The lockdown period definitel impacted the recall of these.
The ‘Autumn Reading Challenge’ is still ongoing. Well done to Caitlin Meechan for completing hers this week.
Have a lovely, restful weekend.
The Year 6 team.
Year 6 Wolf Pack!
After a really productive final week of term, we are all very much looking forward to some time at home to recharge and come back stronger in Autumn 2!
Our English learning this week was woven into our grammar studies where the children honed their skills in unpicking word, phrase and clause choices of the writer. It culminated in them independently writing a non-chronological report on wolves, where new facts were learned such as the fact that a wolf’s howl can be heard up to ten kilometers away.
Finalising our study of Creation in RE, the children have been thinking about whether it is easy to be a person of God. Unfortunately there are many problems and conflicts affecting the world, with many of God’s people making sacrifices to try and address these. The Year 6 children went on to think about who else could help make a difference and what they themselves could do.
This links nicely into a pupil driven project we will be undertaking in November to collect foodstuffs and monetary donations for the Waterlooville Foodbank. More information will follow when the children have prepared it.
The major focus in maths this week has been to secure a formal method for multiplying a four digit number by a two digit number. Great progress has been made and we would encourage all Year 6 children to keep dedicating ten minutes a day to pracise recall of their number facts on Sumdog and TTRockstars.
REMINDERS
Peter Ashley Centre trip
Tuesday 10.11.20 (6Land) and Wednesday 11.11.20 (6Pratley)
Please make sure you have paid and completed the form which was sent out via parentmail.
All children will require a packed lunch on this day.
Pottering about this week!
A great time was had by all on Tuesday during our Harry Potter day of learning! The young wizards really stepped-up their efforts with a fantastic array of costumes and their efforts during the day. Dumbledore and Hagrid really hope they enjoyed it…
As you would expect, much of our English work revolved around a scene from Harry Potter and the Philospher’s Stone and the children loved watching the opening forty minutes of the film.
We have moved onto refining our skills in multiplication and division this week, where the children have tackled real-life problems and they have considered how drawing a table can help them see a pattern in the problem. Of course , knowing your number facts is a real help for these types of problems – please encourage and make time for your children to practise these as part of their home learning.
TTRockstars is a great resource – maybe you could challenege one-another!
Plans have been finalised for a morning of adventurous activities at The Peter Ashley Centre. A Parentmail has been sent with full details. If you need further information, do contact the school office.
Have a great weekend!
The Year 6 Team
Rain stopped play!
What a wet week! Torential rain stopped play on Tuesday afternoon during PE, which was a shame as the children were collecting data using the school’s Garmin GPS watches to be able to input it for their computing lessons later in the term. Therefore, we will have a longer PE session this Tuesday afternoon.
Writing this week has finished off studying Narnia and the children have thoroughly enjoyed writing from Lucy’s viewpoint as she explored the wardrobe and the winter wonderland. This learning will prepare and heighten their senses for Harry Potter week next week. Tuesday is Harry Potter dress-up day where children are encouraged to dress-up as a character from the film series. This is NOT mandatory however. Please be aware that they will be doing PE in their outfits, so trainers are best suited for the day.
Do ask your child to explain ‘Stefan’s Method’ for subtraction to you – they have been applying this nifty strategy to their maths this week.
Please keep up with the reading passport challenge and book reviews to help with your child’s self-reflection of their text. It has been great to see so many of the ‘must read’ books gracing the children’s tables. Keep it up!
Have a restful weekend.
The Year 6 Team
Settling in…
What a busy week! The children have started to settle into the learning pattern of the week and their new learning environment. We have finished our first mini-unit in English and we are now practising our skills in some writing based on ‘The Lion, the Witch and the Wardrobe’ by C S Lewis. This will be followed quickly by another piece based on ‘Harry Potter’. These units will focus on developing the children’s control and use of a range of clauses within sentences and their precision within this. Hopefully they will be fired up by the settings that are revealed.
The children enjoyed their PE this week where they played football in small teams and focused on their spatial awareness and the pitch around them. By the end, they looked ready for the England Team!
In maths we are coming to the end of our unit on number and place value, and have been developing our skills in rounding and using negative numbers in context.
It has been good to see so many children in possession of the ‘Reading Passport’ books and the ‘Must Reads’. We have been fortunate enough to have Mrs Porter, the school librarian, visit our classes each week to enable children to take out books of interest. She has also been inspiring us with classic tales such as ‘The Lady of Shalott’. Great intonation Mrs P!
We are looking forward to the Year 6 Mass with Father Jeremy next Tuesday.
Please keep encouraging your children with the home learning tasks. These are marked in class every Friday and should be in school on that day (or before).
Have an enjoyable weekend.
The Year 6 Team
Welcome to Year 6!
Welcome to our first Year 6 blog post for the new academic year 2020-2021. We hope you visit this site on a regular basis to keep up-to-date with current events and notices regarding pupils in 6P and 6L.
The Year 6 staff team have enjoyed getting to know the children better in these, the first few days of term. We have been very impressed with the speed with which they have settled into new routines, particularly when many have been away from the school environment for some time now. Of course we would have liked to have met the parents to say hello and share important information for the year ahead. As this has not been possible, we have prepared a short(ish!) video presentation which can be found by clicking on the link below:
We continue to work on our presentation skills!
If you do require further clarification on any aspect please contact us via the school office email.
PE Days
PE in Year 6 takes place on the following days:
Tuesday – Every week.
Thursdays – Every other week beginning 17/9 (1/10, 15/10).
Children should wear their PE kit to school on the days they have PE
Reading Journals
We have had a great response to the Reading Journal ‘Create your own cover’ competition. Winners have been chosen and will be announced next week.
TTRockstars
To improve children’s speed of recall of number facts we would be very happy if they could spend 10 minutes practising on TTRockstars at least three times per week. They have their logins in their maths homework books. The programme is set to automatically increase the challenge when a child can answer questions within a certain time-frame so it will ensure they keep progressing.
Have a great weekend
The Year 6 Team
Our final week of home learning for those that are at home!
Hello everybody! Here it is then, the last week!
To close with for the year, all we can say as a Year 6 team is that we know you are ready for the next stage of your school life. In class, there have been such mature, positive and forward-thinking views held in the last three weeks relating to your transition and this demonstrates what a solid position you are ALL in to move forward in terms of your mind set and outlook.
As a group of children, you have shown such good learning behaviours this year, where you have had to be resilient and reflective throughout, as a result of the many challenges faced. BUT remember, this has only made you stronger and ‘tougher’ in how you are able to deal with things and this is a great recipe for you moving forward into new territory. Overall, you have shown a really strong commitment to ‘wanting’ to improve and this has been shown in the learning that has taken place from September through to this last week. Keep being curious and resilient! Keep pushing forward!
We will miss each of you greatly!
This will be our last home-learning blog for the Summer Term. Should you want to keep yourselves ‘ticking over’ during the summer break, please be assured that the learning will remain on these pages for you to dip into as you see fit. In addition, you will have access to all of our online learning resources such as SATSBootcamp, MyMaths, Sumdog and TTRockstars until the end of August!
Monday – Please reflect and look back briefly over the learning that has taken place last week relating to your Transition. You should have finished up to and including Session 6 last week – if you have not, then you will need to complete these sessions before moving on to Session 7, 8 and 9.
-Please complete the Session 7 part of the booklet and read the accompanying material.
Session-7-What-is-normal-anyway
Tuesday – Please complete the Session 8 part of the booklet and read the accompanying material.
Session-8-Friendships-and-fallouts
Wednesday – Please complete the Session 9 part of the booklet and read the accompanying material.
Session-9-Living-well 1-13
Session-9-Living-well to end
Thursday – Today is a day to catch up on any transition work you have not been able to complete yet! Please ensure your reflection has been thorough and that you have discussed your thoughts, feelings and outlooks for the year ahead with your parents or family members. Remember, if you have any older siblings at secondary school, then they can be a great ‘sounding board’ for you as they are ‘living’ the secondary school life as we speak…
Maths
I thought we should apply our number sense to a few warm-up problems. Click on the link below to see the questions:
For our final three days we are going to continue to build on the work we have done on statistics last week. You wil need to print the questions off so that you can interpret the graphs properly.
The tasks are here: Statistics
Links to the Oak National Academy online lessons can be found here:
Monday: https://classroom.thenational.academy/lessons/interpret-line-graphs
Tuesday: https://classroom.thenational.academy/lessons/construct-line-graphs
Wednedsay https://classroom.thenational.academy/lessons/interpret-pie-charts
RE
As we approach the end of the school year and consider our journey in faith towards God, now is a great time to reflect upon each of the Sacraments that form a special part of this journey. Please choose ONE of the seven Sacraments below: Baptism, Holy Communion, Confirmation, Marriage, Holy Orders, Reconciliation or Anointing of the Sick.
With your chosen sacrament, have a go at ONE of the following tasks…
· Write a prayer or poem about your favourite Sacrament. How could you ask for God’s blessing and guidance throughout your Christian journey? Describe how you would feel during the Sacrament.
· Create a stained glass window to represent the key symbol(s) of your chosen Sacrament. What do these symbols mean and why do you think that they are they important?
· Can you find any photographs at home from when you or a family member took part in any of the Sacraments? Discuss what the experience was like and what you can both still remember.
Family Science Activity 10.7.20
Spaghetti Towers https://www.rigb.org/families/experimental/spaghetti-towers – to watch the video
The activity:
· Make a tower from spaghetti and marshmallows.
· ExpeRiment with the construction of your tower to find out which shapes are best for building with.
· Learn why some shapes are more stable than others when you build a tower. https://www.rigb.org/docs/spaghettitowers_infosheet_0_1.pdf – for the full information on the activity and questions to ask your child(ren)
You will need:
Packet of spaghetti (uncooked) • Packet of marshmallows
What to do:
Challenge a child or children to use marshmallows (whole ones or pieces) to join lengths of spaghetti together to make the tallest tower possible. You could start by building a simple cube and seeing what you need to do to make a taller structure that remains standing.
Going Further challenge:
· Instead of building a tall tower, you could try to build the strongest bridge from spaghetti and marshmallows.
· You could limit the amount of spaghetti and number of marshmallows to make the task more difficult.
· You could give children a budget with which to ‘buy’ spaghetti and marshmallows and make the ‘cost’ of the tower another element they have to consider.
· Try out this interactive ‘shapes’ lab to see how forces affect different shapes: http://bit.ly/ShapesLab
Music
Think back over the past school year which started in September 2019. What can you remember doing? Make a list of these things.
Now think of a tune you know well.
Using this tune and the list you have written, can you compose a song about this school year? Perhaps you could record yourself singing it.
Home learning week beginning July 6th 2020
Hello everybody! We hope you are well.
This week for English, we will be focusing on our speaking, listening and reflecting skills. We will not be carrying out Guided Reading, so you will have a good chunk of time for English.
We will cast our minds back to two weeks ago, where we commenced our ideas and thoughts of ‘Transition,’ what shape that takes for us in this current situation, and what that looks like for us when thinking about secondary school. We will also reconsider our mind set, and how possessing a positive, growth mind set could lead us on a similar path that Kid Awesome took from our book study, ‘You Are Awesome’ by Matthew Syed.
ENGLISH (1 hour and 20 minutes each day)
This week you will need to print off this workbook to complete the relevant sections each day:
Be-Awesome-Go-Big-Workbook pages 1 to 12
Be-Awesome-Go-Big-Workbook pages 13 to 16
Be-Awesome-Go-Big-Workbook pages 17 to 20
Be-Awesome-Go-Big-Workbook pages 21 to 22
Monday – Read the Session 1 powerpoint attached and, in the booklet that is in this blog or printed for you in class, complete the session 1 questions and tasks from the booklet.
You should really take your time to reflect first and not just commit to the first thought or idea that pops into your head. Take your time!
Session-1-Being-awesome part one
Session-1-Being-awesome part two
Tuesday – Read the Session 2 powerpoint and complete the Session 2 booklet. Then, move on to the Session 3 powerpoint and complete the Session 3 section of the booklet.
Wednesday – Read the Session 4 powerpoint and then complete the Session 4 booklet. The powerpoint and the booklet that you are completing should, we would imagine, run alongside each other as some of the advice from the powerpoint should be thought about and considered when you are completing each section of the booklet.
Remember, you will get more out of this Transition process if you are honest and reflective about yourself as a person, as a learner and how this could look when you look at yourself as a ‘future self.’ This ‘future self’ of you could be ‘you’ in a day, a week, a month, six months…There is no time frame, but if you can think about how you can grow, and grow into a Kid Awesome way of thinking, then transition to secondary school and ways of overcoming obstacles could become smoother for you. This is because you will be open to persevering with tasks and you will be open to making mistakes and thinking about how to improve upon things. If you have read this blog to this point, well done! Great persevering!!!!!!
Thursday & Friday – Read the Session 5 powerpoint and at the same time, complete the Session 5 booklet. Then, move on to the Session 6 powerpoint and complete the Session 6 booklet.
Session-5-Lost-but-not-lost.pptx
Make sure, by the end of Friday, you have completed the first six sections of the booklet!
SPELLINGS (10 minutes; three times this week)
Look back within your English book. Write down 10 spellings that you got incorrect, whether they were silly or you did not know how to spell them.
Re-write them correctly five times each.
Then, create a Wordsearch for a parent or sibling at home that has all of the 10 spellings in. I would make perhaps a 100 square grid, so that is 10 squares wide and 10 squares high.
Maths
This week in our maths learning we are going to revisit fractions, decimals, percentages and statistics.
Remember to warm up with 5 arithmetic questions everyday:
This week’s lessons are here:
Monday https://classroom.thenational.academy/lessons/understand-percentages
Tuesday https://classroom.thenational.academy/lessons/equivalences-between-fdp
Wednesday https://classroom.thenational.academy/lessons/problems-with-percentages-of-amounts
Thursday https://classroom.thenational.academy/lessons/interpret-mean-as-an-average
Friday – Go to MyMaths and complete the assessment that has been set.
The tasks for the whole week are here:
Geography
In this, the final lesson of the unit, you will have an opportunity to demonstrate your acquired knowledge and understanding whilst also developing your independent learning and research skills.
Your role – A Brazilian Tourist Guide
You will be taking on the role of the Brazilian tourist guides who have the responsibility of attracting tourists to visit Brazil.
- What do you think this job role entails?
Answer – being very persuasive and attracting tourists to visit Brazil
Think about the following questions and jot down your ideas:
- Why would you want to visit Brazil?
- What would attract tourists to Brazil?
- What do you think we would have to create to attract tourists to Brazil?
Travel Brochures
Travel brochures are designed and written in a way that should persuade the reader to want to visit the places they are showcasing. Spend some time exploring the features of this travel brochure for Latin America. Brazil can be found from page 40 onwards. What does it include that helps to ‘sell’ the location?
https://s3-eu-west-1.amazonaws.com/images.cloud.kuoni.co.uk/brochure/2018/Latin%20America%202018.pdf
Use your ideas to form a success criteria for the creation of a successful brochure/ tourist information guide. Compare what you have come up with to this list:
Brazil Lesson 6 Success Criteria
Task
Pick one task that you would like to complete from the following options:
- A city escape brochure
- As a member of the Rio de Janeiro tourist information board your task is to attract tourists to visit your city. Your guide should include the following information:
- The location of the city
- The major human and physical landmarks
- The best places to visit and explore in the city
- The food and drinks you should try
- The best cultural events you should attend
- A beach resort brochure
- There are hundreds of beautiful beaches around the world which people should visit. As a member of the Brazilian tourist information board you have discovered that people are opting to visit beaches in other parts of the world rather than those in Brazil.
- Your task is to create a beach resort brochure that will encourage tourists to visit the beaches of Brazil. Your brochure should include the following:
- Images and descriptions of the best beaches
- Maps and directions of the beaches showing people how to reach them
- The best human and physical landmarks found close to the beaches of Brazil
- The best places to stay, visit, and eat whilst visiting Brazil’s beaches
- The natural wonders of Brazil information guide
- Many people have heard about the natural wonders of the world however very few have the opportunity to visit them. As a member of the eco-tourism board in Brazil your task is to create an information guide to share with tourists who want to visit these places.
- Your guide should include information about the following:
- The Amazon Rainforest
- The Pantanal
- The Cerrado
- The Caatinga
- The Mata- Atlantica
- The Pampas
- A guide to the Amazon rainforest
- As one of Brazil’s most well-known natural environments, many tourists want to visit. As a member of the Amazon rainforest tourism board your task is to create a tourist information guide to help visitors find out all they need to know about the Amazon.
- Your guidebook should include the following:
- The location and size of the Amazon rainforest
- The plants and animals of the rainforest
- The indigenous people of the rainforest
- The cities of the rainforest: Manaus
You will find the following website useful to support this task:
- Brazil Fact File on the National Geographic site: http://ngkids.co.uk/places/country-fact-file-brazil , ICT (computers/IPads etc.).
Remember we would love to see your finished work! Email it in please 🙂
Art
Art Challenge For Father Jeremy:
Father Jeremy has got a very special celebration coming up on 26th July this year. He will be celebrating 45 years since his ordination into the priesthood. I think this is a remarkable achievement and should be marked by your incredible artwork. Therefore, your Art challenge for the next fortnight is to produce a piece of art for Father Jeremy. This can take any form you like from street art, a drawing, collage or even some edible art! As well as being a priest, Father Jeremy has a wide range of interests including walking, reading and nature. So let you creative juices flow and come up with something spectacular….I know you will!
As I have mentioned, this is a two week challenge and I would ask that, as well as me displaying your art on the Blog, would you please keep hold of it (yes even sculptures you may make), so that I can collect it from you, when we are all back in school and put it in a book and then present in to Father Jeremy.
As always, you can still send any other art work to me and I will post that on the Blog too.
Please email your artwork to me:
n.pearson@stpeterswaterlooville.hants.sch.uk
Thank you
Keep creating and keep safe!
Mrs Pearson
Music
Over the past few weeks, you have listened to 10 pieces of music composed by Musical Trailblazers. Go to the website below and listen to them again.
https://www.bbc.co.uk/teach/ten-pieces/ten-pieces-trailblazers/zfpy7nb
Which was your favourite and why?
Which was your least favourite and why?
Family Science Activities
If your child has an allergy to eggs – please choose another exciting investigation from https://www.rigb.org/families/experimental
Bouncing Eggs https://www.rigb.org/families/experimental/eggsperiments – watch the video
· Make an uncooked egg bounce!
· Experiment with different liquids to see what effect they have on eggs.
· Learn how the acid in household liquids like orange juice and vinegar react with eggshells and make them dissolve, leaving the inside of the egg intact. https://www.rigb.org/docs/dissolving_eggs_infosheet_v2_0_1.pdf – download worksheet for instructions and questions to ask before and after the investigation.
You will need:
5 eggs • Glasses or jars that an egg can fit inside comfortably • Cling film • Oil • Milk • Water • Vinegar • Orange juice
Going further challenge:
· You can use the shell-less eggs you make from this experiment to do another activity which will let you shrink and expand the eggs by placing them in different liquids: http://bit.ly/nakedeggs
· Watch a video of how to make a coloured bouncy egg, then try making one yourself: http://bit.ly/Rubbe
Year 6 Home Learning for week beginning Monday 29th June 2020
Hello everybody! Mr Pratley and Mr Land have both been busy getting a ‘Team Year 6’ haircut this week!!! It seems that the hair trimmers are getting used to their scalps but both hairdressers still need to work on their ‘blending’ around the sides and back of the head!!! Both Mr P and Mr L are enjoying the money they are saving from this!!!
This is our English home learning for the week ahead.
For Guided Reading this week, we are returning to ‘The Explorer’ as our text for the week.
Our writing continues to focus on Mount Everest and you will be researching and writing about an animal from the Himalayas!
Guided Reading
Book: The Explorer, by Katherine Rundell
Monday
Write a summary about what has happened in The Explorer so far. Use two paragraphs to summarise the story and start your second paragraph for the summary when you ‘feel’ it is accurate to, to show the shift in what happens in the book thus far. THINK – when is the ‘big change’ in the story so far? At what point does the story change? Which TiP (Time;Place) ToP (Theme; Person) strategy did Rundell use to create the ‘shift’ in the story so far? How do you know? Write and explain this thinking too within your summary…
Tuesday
Read page 12. Respond to the questions below.
- ‘It was speckled brown and black, patchworked to match the jungle floor…’
Look at the extract above.
What makes this a clever and creative bit of writing? Within your answer, identify which words specifically make it creative and engaging – this will justify why it is clever and creative.
2.Look again at the extract in Q1.
It could be argued that there are TWO words that are the key to making the extract in Q1 creative. Which TWO words are they, that combine together to really make the reader visualise the image and relate to how the snake looked on the jungle floor?
3.Look at page 12.
What one word has been used as a synonym for ‘ran?’
4.What made you decide your answer for Q3? Give two reasons why you chose your word.
5.Look at the paragraph beginning, ‘The ground was sodden…’ to the end of page 12 only.
What indicates to the reader that Fred is running fast?
Give three different pieces of evidence from the text.
……………………………………………………
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Wednesday
Read page 13 – 17.
1.Look at page 14.
What took up most of the space in the sky above?
2.Look at page 14.
Fred was tired. Give two pieces of evidence that support this view.
3.Who says, “Now we’re even more lost?”
4.How do you know you are correct for Q3? Justify it.
5.‘There was bite to the question.’
What is the author getting at when they write this as a reflection of HOW Con says his previous speech? What do they mean by it?
6.Look at page 16.
What impression of Lila do you get on this page? Give two pieces of evidence from the text to support your impression.
Impression Evidence
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7.Look at page 14 – 17.
What impressions of Con do you get from these pages? Give two different impressions and use evidence from the text to support each different impression.
Impression Evidence
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………………………………… …………………………………………………………………………………
Thursday
Thinking and reflecting question
Character analysis
Which character do you think will emerge as the hero and main character of the story? What makes you think this? Use evidence from pages 12 – 17 to support your view.
Also, within your answer, write about HOW you think they will go about becoming the hero and the main character within the story…What might happen and change in the story in order for them to emerge as a key character? Write around 120 words in total, developing points and justifying your views.
Friday
Read for enjoyment for 30 minutes.
Writing
Monday – Proofread, edit and improve your writing piece from Friday and check your spellings for silly errors AND for words you are NOT QUITE sure about. For your spellings, re-read your piece of writing from back-to-front, so that you read your last word first, and so on and so on. This way you do not just skim over your words, you look at them even more closely.
THINK – did you include most or all of the points that were made from the video last week? Did you elaborate on your initial point to then show logical thinking and logical reasoning as to why Jordan’s father should or should not have allowed him to scale the mountain? THINK – have you used enough of a range of synonyms for high frequency words or phrases that may appear in your piece, such as the word ‘mountain’ or ‘climb up it…?’ THINK – did you include a range of subordinating conjunctions to open sentences and paragraphs with? These were a part of your spellings list…
Tuesday – RESEARCH about the Himalayan animal that is a ‘yak.’ You can use the Internet to research information about this important and special animal AND/OR you can use the word document that is below. When planning and thinking about your Introduction for your Non-Chronological Report, you could write about why this animal is so important to people climbing Mount Everest and the surrounding landscape of the Himalayas. You should be aiming to find out a whole host of information about this animal as it plays an indispensable role in the successes and outcomes of people seeking to climb Mount Everest.
You should be thinking about what different sections are required to report about – this could range from their diet to what their job role is for climbers to their appearance and what makes their bodies so strong. Think about the effect that these physical qualities bring…
As you are researching, you need to start to PLAN and map out how your Non-Chronological Report will look. You can use a double-page spread within your English writing book so that you have space to write. You can draw a yak on your page too to show the reader the image of it.
Wednesday – FINISH PLANNING and START WRITING your Non-Chronological Report about the yak. I would write the Introduction and one of the sections today and I would ensure that I am writing enough for each section. Your introduction should aim to be around 80 – 100 words and then I would imagine that each different section after that should be at least 80 words per section to ensure some depth and purpose to the report. We don’t want one section being three sentences long!!! Think about the impact that their characteristics and features bring to the world (people) around them. You could maybe group some of their sections together in a sensible fashion…
Thursday and Friday – Continue and finish your Non-Chronological Report. I would be having maybe three other sections on top of the Introduction and ‘Closing’ section. So, it could be around five sections in total.
Spellings
Look; cover; write; check
aching feverishly tongue breathed speckled
somersault unbearable concussion
These are some words from ‘The Explorer.’ See if you can remember any similar words that follow the same spelling pattern. Do this for these words in particular:
Unbearable (-able ending words),
Concussion (-ssion ending words),
Tongue (-gue ending words),
Speckled (-ed ending words).
Make a table or a picture of your groups of words that have the same ending!
Maths
Our maths learning this week will continue to build on our work converting measures from last week. We will find the area of triangles and parallelograms and apply this to solving problems.
Monday
Answer Monday’s arithmetic here
Year 6 Summer week 5 Arithmetic
Click on the link to calculate the area of triangles and parallelgrams
https://classroom.thenational.academy/lessons/to-calculate-the-area-of-parallelograms-and-triangles
If you would like to print out the tasks, they are here:
Tuesday
Tuesday’s arithmetic is here
Year 6 Summer week 5 Arithmetic
The link to the lesson on solving problems with units of area is here:
https://classroom.thenational.academy/lessons/problems-with-units-of-area
The tasks can be printed off here:
Wednesday
Today’s five arithmetic questions are here:
Year 6 Summer week 5 Arithmetic
We are going to learn how to calculate the volume of cubes and cuboids today. Click here for the lesson:
https://classroom.thenational.academy/lessons/volume-of-cubes-and-cuboids
The tasks are here:
Thursday
Your final 5 arithmetic questions are here:
Year 6 Summer week 5 Arithmetic
Our final maths lesson this week is looking at converting between standard units of mass:
https://classroom.thenational.academy/lessons/convert-between-standard-units-of-mass
Here are your tasks:
Friday
Today is all about testing yourself to see how much of your arithmetic skills and knowledge you have retained!
Please complete the attached arithmetic test. Remember to think whether you are best to use a mental method, jottings or written calculation:
WELL DONE!
Geography
This week, we are going to investigate people who may not want to migrate to the cities in Brazil: The indigenous people of the Amazon rainforest.
Work through the presentation pdf. Watch the two video clips and ask yourself:
- What do you think the lives of these people is like?
- How do you think they felt when they saw the plane filming them?
Brazil Lesson 5 Indigenous People of the Rainforest Presentation .ppt
The film footage you watched was of the Awa tribe. The Awa tribe are an uncontacted tribe which live in the Amazon. Brazil is home to the highest number of uncontacted tribes in the world (uncontacted means that the tribes have no contact with the outside, modern world). There are thought to be 77 isolated groups living in the Amazon.
Using the Indigenous people of the rainforest PPT and the Awa Tribe information page (Brazil Lesson 5 Awa Tribe Information Page, collect information about the lives of people in the Awa tribe. You can also read a news report on the tribe here:
www.bbc.co.uk/news/magazine-27500689
TASK
Your task is to use the information you have collected to create a short fact-file on the lives of the people in the Awa tribe. What areas of life will you focus on? What images will you use? How will you introduce your fact-file? Are there any threats to their lifestyle?
Feel free to be as creative as you want in your presentation.
Music
Hans Zimmer
Go to the website below and watch Naomi Wilkinson’s video about Hans Zimmer
https://www.bbc.co.uk/teach/ten-pieces/classical-music-hans-zimmer-earth/zh4k382
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Hans Zimmer has composed Earth especially for Ten Pieces. The piece is his personal celebration of the planet we live on. With his trademark sense of scale and drama, Hans captures the majesty and …
www.bbc.co.uk
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Why is Hans Zimmer considered a musical trail blazer?
Now listen to the whole piece in the second video.
Zimmer tells us to,
‘Do what you wanna do with it!’
How can you ‘play and get creative’ with this piece?
Religious education
Our school patronal feast day takes place on Sunday 28th June. In order to prepare for this special time of the year, please choose ONE of the following activities in order to learn more about St. Peter…
- Write a diary entry as St. Peter, when he escaped from prison. Describe how he felt when the Lord sent an angel to free him from the jail that Herod had cruelly locked him up in. How did they get out of the prison?
- Jesus told Peter, ‘I will give you the keys to the Kingdom of Heaven’. Design the keys and include as many symbols as you can to represent St. Peter and why he was so special. What would the keys be made of?
- Jesus said to Peter, ‘You are a rock, and on this rock I will build my church’. Could you paint or decorate a stone or pebble, to show ways in which to build God’s church? (e.g. by spreading love, faith and Good News).
- Create a selection of short prayers to ask for God’s guidance during the global pandemic. How could we demonstrate the courage, faith and commitment that was demonstrated by St. Peter, as we work to support others?
- Take a look at the St. Peter’s logo on our school website. Can you re-design the crest so it reflects the qualities of St. Peter? (e.g. trust, hope, responsibility). Why did Jesus say ‘feed my lambs’? How might St. Peter ask us to continue God’s work on earth?
- Use the internet to research St. Peter – can you make a fact file about our school saint? Which key words might you use as part of your factual information page? Were there any articles about St. Peter that particularly interested or surprised you?
Family Science Activity – Friday 26th June 2020
Giant Bubbles https://www.rigb.org/families/experimental/giant-bubbles – watch the video
· Make a home-bubble mixture and wands. Use them to look more closely at the characteristics and behaviour of soap bubbles.
· ExpeRiment with different shapes and sizes of bubbles and see what you can and cannot control about bubbles. Learn how to make giant bubbles and find out why bubbles are usually round.
· Learn how to make giant bubbles and find out why bubbles are usually round. https://www.rigb.org/docs/giantbubbles_infosheet_0_0.pdf – details on the information sheet.
You will need:
• Good quality washing up liquid
• Water
• Glycerin (optional)
• Plastic tub or other container for bubble mixture
• Measuring jug (optional)
• Various things with holes in them for blowing bubbles with. Watch the video for ideas. Straws, pipe cleaners, paperclips, coat hangers, cookie cutters and cake tins with removable bottoms are all particularly good.
• For giant bubbles: wooden spoons (or other sticks), a couple of metres of string and a small weight you can thread through it, like a metal key ring or nut.
What to do:
A mixture we found that works is 1 litre of water, 100ml of washing up liquid and 30 ml (2 tablespoons) of glycerin. Blow some bubbles!
Put a straw into your bubble solution and try blowing gently into the liquid. You should be able to make a lot of bubbles very quickly. Then dip one end of a straw into the solution, take it out and blow gently through the other end. See if you can control the size of bubble you can blow out of the straw.
Try making bubbles using things with bigger holes, like a paperclip or pipe cleaner bent into a circle. Try poking a dry finger into a bubble, then try the same thing after dipping your finger in bubble solution.
Try making bubbles inside bubbles by poking a straw dipped in bubble solution into an existing bubble and blowing again.
Try out objects with different shaped holes, like cookie cutters or pipe cleaners bent into other shapes. Try objects with really big holes, like a coat hanger or a cake baking tin with its bottom removed. Try making giant bubbles with the special wand we show you how to make in the video.
Going Further:
· You can experiment with your bubble mixture and giant bubble wand to see just how big you can get your bubbles to be. There are lots of different bubble mixture recipes on the internet, just search for “soap bubble recipe”.
· You could try making two or three of them and comparing how good the bubbles they make are.
Art Challenge
Art Challenge: The Great Getaway! TRANSPORT
The title for your art this week is The Great Getaway! TRANSPORT. This can take the form of a drawing, a painting, a sculpture, a collage or anything else that you would like to create. As always, I’m sure you will impress me with your creativity!
Here are some ideas:
Home Learning Week Beginning 22nd June 2020
Hello everybody! Mr P and Mr L have had a good week and enjoyed the sunny evenings going for the odd bike ride and the odd run respectively. They have both been enjoying the Geography work and watching the films based around Rio and learning about the two halves that comprise it.
This is our English home learning for the week ahead. For Guided Reading this week, we are thinking about transition and our mindset when dealing with ‘things’ and tasks that perhaps you have faced within your life. Our writing continues to focus on Mount Everest and Jordan Romero and you will have a writing outcome to complete for it!
Guided Reading
Book: You’re Awesome, by Matthew Syed
Monday
| Adjusting to Change and Managing Change (Our Transition to year 7)
How to maintain our feelings of ‘Feeling In Control’ in our current learning & What this looks like in our life-learning
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Task
Read page 10 – 15.
Discuss and answer these questions:
1.What options does Kid A face at the end of page 15?
2.How many options does he have?
3.What will he need to do in order to be able to go on this ‘awesome and incredible journey?’
4.What will Kid A need to do if he is to carry on his path of ‘living his ordinary, unremarkable life?’
5.Kid A had table tennis as the situation that presented two options to him.
Have you ever been faced with two options like Kid A had? What was the situation in your life where you were faced with the two options?
6.What did you do when faced with the two options? Which option did you choose?
7.Why did you choose this option?
Tuesday & Wednesday
Discussions and reflections
Read page 16 – 19. Answer these questions:
1) Look at page 17. How could you sum up how Kid A is feeling at this point? How can you tell?
2) Look at page 17. What things happen that make Kid A just not enjoy the table tennis? List all your observations.
3) Is there anyone in particular at fault for why Kid A is not enjoying the table tennis? If so, what makes you think this?
4) Look at page 19. Kid Average views, ‘challenges as obstacles, and definitely best avoided.’
How would you sum up this view that Kid Average has about challenges? How does Kid A view challenges in his life?
5) Have you ever felt like this when you have been faced with certain, specific challenges? What were the challenges that made you feel this way?
6) How did you respond to the challenge that you identify in Q5?
7) How could you have faced the challenge from Q5 in a better, more productive way?
8) What do you think will be your biggest challenge when you move to secondary school in September?
9) Create a set of steps to success that will make your biggest challenge in September more achievable.
10) How are you and Kid A similar? Give examples to hang your ideas on.
11) How are you and Kid A different? Give examples to elaborate on your thoughts.
12) Do you feel sorry for Kid A at all? Why?
13) Does the father’s attitudes and mannerisms change during both table tennis matches?
14) How does the Kid change in his attitudes, mannerisms and outlook between both table tennis matches?
Thursday
Questions – Further thinking and personal reflection
1.Read page 20. How is ‘Kid A Awesome’ different from ‘Kid A Average?’ Sum this up using a phrase from page 20.
2.Kid Awesome doesn’t give up with his table tennis.
Using the continuum line below, mark on the line where you think you are when it comes to ‘not giving up’ with tasks and things in your life.
Tasks and Things in your own life
_____________________________________________________________________
I always give up I never give up
3.Why did you make your mark where you did? List the things you DO or DON’T give up on, to prove your opinion of yourself.
4.How does this make you feel inside? Why?
5.How do you think you could ‘Never give up’ a little more often with things and tasks in your life? Use examples to show HOW you could ‘never give up’ on things and tasks.
6.Would never giving up a little more often be a simple way to live or a hard way to live? Why?
7.‘Anything that is worth having in life takes time and hard work.’ (St Peter’s Year 6 team)
What is this quote getting at? What does it mean? Explain, and use examples from in school or out of school to reveal your thinking.
8.What could you keep devoting time and hard work to, so that you improve gradually over time? List one thing for in school and one thing for out of school.
Friday
Read for enjoyment for 30 minutes.
Writing
Monday – Proofread, edit and improve your short writing piece from Friday. Make sure you check simple spellings and check any silly errors you may have made.
THINK – did you include most or all of the tools and nouns that were mentioned in the brief on Friday? Did you marinade for long enough in the tension of just before the avalanche hit? And, did you immerse in the tension of when it actually did make contact with Jordan and father? Did you write about the bottomless cliff that was situated close by?
Tuesday – Look at the question below.
“Should Jordan’s father have allowed him to climb Mount Everest, given his age?”
You then have to decide ‘Yes’ or ‘No’ to the question OR you can have a balanced viewpoint and therefore make notes about both sides of the question. Personally, I would choose this as I then will have more to write about and I personally can ‘see’ both sides of the argument with this question.
Then, within your notes, justify your reasons ‘why’ in the form of notes, at the moment. I would create a table and I would re-watch the film from last week to refresh my mind and viewpoint. On top of this, I would make notes of the statistics that are mentioned in the film footage and use this as reasons and evidence for your viewpoint.
So, today you are making notes and fleshing these thoughts out.
Remember an introductory paragraph and a closing paragraph and make notes for both of these too. THINK – what would you write about in these? How many people have died? How many have survived? The idea of pushing the human limits and of seeing how far a human can go? The idea of Human Exploration and Evolution? How you cannot control the weather on Everest and the impact of this? How humans should respect the environment and not tamper with ‘Mother Nature?’
Wednesday, Thursday and Friday
Write your developed piece in response to the question above. Take your time…
Remember, you can write a balanced argument if you feel confident when thinking and seeing both points of view during the week. You can then give your own opinion in the closing paragraph about what you ‘truly’ feel if you have chosen a balanced argument form of writing. If you choose to write a balanced argument, remember to use paragraphs to section your thinking.
Think about what subordinating conjunctions you will use to open sentences and paragraphs to either build on a point or when making a new point, eg. On top of this… Furthermore…However…Having said this…Moreover…In stark contrast, it could be argued that…
Spellings, Vocabulary and Grammar
Subordinating conjunctions practise (15 minutes, three times)
Look; cover; write and check these. Think about HOW you could use them in your writing outcome for this week too…
Although… Provided that… Supposing… Rather than… In order to…
Even though… Having said this, Therefore, Furthermore,
On top of this, Moreover, In reality,
Challenge
Look at the spellings words and phrases above.
Which ones are ‘to build upon a point’ and which ones would be used to ‘start a sentence to show the opposite viewpoint of the previous sentence’? Make a table and list the words/phrases under the correct heading. Include the commas that go with the words or phrases too. The ellipsis (…) after the words or phrases within the spellings above show the writer that they need to add other words to these ‘subordinating conjunction openers’ so that these openers then go on to making a subordinate clause.
Going deeper
Create sentences that could work for each word or phrase from the spelling list above.
Maths
In this week’s unit, you will explore measures, including applying your understanding of decimal numbers up to 3 decimal places. You will convert metric measures of length, mass and capacity, then apply this understanding when calculating the area and perimeter of rectilinear figures and the area of parallelograms. Have fun and remember to email in any work that you are proud of.
Monday
You will be getting used to this by now! Please click on the link and complete Monday’s arithmetic questions. There is a little extension question for you if you want a challenge.
Year 6 Summer week 4 Arithmetic
Your independent learning is to generate and describe linear number sequences. Click on the link for the video. The tasks with a little challenge question are below.
https://classroom.thenational.academy/lessons/to-generate-and-describe-linear-number-sequences/
Tuesday
Keep your arithmetic skills alive by completing Tuesday’s arithmetic here:
Year 6 Summer week 4 Arithmetic
Your lesson today is to use, read and write standard units of length, mass and volume. The link will take you to the lesson. Click on the tasks for an extra bit of challenge.
Wednesday
Bit more arithmetic to get you warmed-up. Only five questions plus a little teaser:
Year 6 Summer week 4 Arithmetic
Your lesson today is to convert between standard units of length. Click on the tasks for an extra challenge:
https://classroom.thenational.academy/lessons/to-convert-between-standard-units-of-length
Thursday
Here is today’s arithmetic!
Year 6 Summer week 4 Arithmetic
Your lesson today is to solve problems involving the conversion of length. Click on the tasks for an extra challenge:
https://classroom.thenational.academy/lessons/to-solve-problems-involving-conversion-of-length
Friday tasks
Please log in to Sumdog and MyMaths to complete the tasks set which link to this week’s learning.
History – Windrush Day
Today, Monday 22nd June, is Windrush Day and for this we would like the children to research about what it was and to then carry out the tasks below.
Details of the voyage of the SS Windrush and what it was can be found by typing in this website below OR right-clicking on it and pressing ‘Open Hyperlink.’ Look around the web page and the links available to explore what Windrush was…
Read a poem written by Denniston Stewart who came over on the ship, at http://www.movinghere.org.uk/schools/Britain/windrush.htm OR read it below:
Transcript of Windrush Poem by Denniston Stewart
It was 1948 on the Windrush ship
500 men from the Caribbean was on it
from warm Caribbean sand, to this cold English land.
We spent twenty eight day on the ship and everyone felt
real sick, couldn’t take the tossing of the Windrush
ship. When we heard land ahoy, everyone packed up
their one little grip [suitcase].
The ship docked at Tilbury, everyone began to feel
merry setting foot in the mother country. Looking
round it wasn’t jolly, not what we imagined.
The scene was drab and gloomy with plenty of chimneys
that looked like factories.
And so we stepped on the hallowed British soil, and
looked forward to a future we dreamt would be better
on this our English adventure.
For many the years were rough in fact it was rough and
tough. Everywhere we went what a spectacle, how we
survived God knows it was a miracle, couldn’t find any
place to rest our head a little. For all of us the
future looked uncertain No dogs, No Irish No Blacks,
here in the mother country Britain.
Some started working all the hours God given just to
make a shilling
Many threw pardner*
but life got harder and harder
started suffering racism in every corner
some got charged for murder defending themselves
against the attacker whose weapons were bicycle chains,
winkle picker, knuckle dusters. We still held on and
from the pardner we started to get our life in some
order. We paid a deposit to the banker for our own
little spot and that was that. Things took a while to
get better, through many heart aches we had to suffer
while they kept their stiff upper.
This was just a chapter because after fifty years we
remember the good and the bad, the happy and the sad
of life in the mother country. Equality we never
had, the opportunities we didn’t get,
so now in our children we have our hopes and our
dreams.
We the pioneers have laid a solid foundation in
Britain through blood, sweat and tears, in the heat and
the cold. There’s NO Street Filled with Gold, that was
just a story we were told
the gold is the jewel inside developed through the
suffering fires of time.
So fifty years ago or fifty more to come we remember
the Empire Windrush when she first came.
*Pardner – a West Indian saving scheme
by Denniston Stewart
Thinking and responding
- Look at the transcript above and think about how Denniston felt about Tilbury when the boat docked. Make notes to the side of the poem, like a ‘Read aloud, Think aloud’ in class.
- Think about the treatment many of the passengers received. Jot things down around the poem related to this. This could help you for your future tasks.
- Why do you think some British people behaved like this?
- How could the British people have shown more empathy and understanding to the people that travelled to Britain? Think about the mission statement of St Peter’s too and the six learning circle behaviours that we show in class.
- Read the poem called Hinglan Cole (England’s cold) below by the same poet. Make notes around the poem. What are his overall feelings of England now that he is living here?
Transcript of Hinglan Cole (England’s cold) Oh boy, England is cold!It is so cold!Frost in the morning, snow at midday and black fog atnight time. England is so cold! I left hot Jamaica to die of cold here?Frostbite is killing my fingers and when I walk I slipand tumble in the snow many many times,inside the house it is worse,I have to wrap up with hot water bottles, hat, socks,dressing gown, two sheets and twist and turn all nightlong. In the morning when I lift my head from underthe sheets the amount of smoke that come out my mouthyou would think that I was on fire.In the kitchen four people have one ring each on thestove to cook on. I have to put money in the meter toget a bath and the Indian man who I rent from iswatching me closely. I thank God that they delivermilk to your door, I don’t know how I’m going to copebecause England is cold cold cold. by Denniston Stewart
Task
Imagine you are one of the people who travelled to Britain on the Windrush. Write a letter to your family back home in the West Indies. It could be a letter that has been written by yourself over the course of a few weeks.
The first part of the letter could be you reflecting about how life is on the Empire Windrush ship and you writing about how you are feeling about the prospect ahead and what you hope for and expect once you reach the shores of England…
The next part of your letter could be about describing what Britain is like now you are here, and then comparing this to the West Indies (houses, climate, transport, people) and how the people of Britain are treating you. How do you feel about it – was it what you expected? Why? Use the two poems by Denniston Stewart to help with your thinking for the letter home.
How would you close the letter home? Would you end it in an upbeat way, so that your family at home did not worry too much?
Family Science Activity
Balloon Car Racers https://www.rigb.org/families/experimental/balloon-car-racers – to watch the video
The activity – Make cars which are propelled by balloon power.
Experiment with designs and see what factors affect how fast or how far your car goes.
Learn how a balloon car works just like a rocket.
https://www.rigb.org/docs/ballooncarracers_infosheet_1_1.pdf – to view the information sheet
What to do:
· Make a balloon car based on the instructions Mark gives in the video.
· Decide how you will judge what makes a ‘good’ car – is it how far it goes or how fast it goes?
· Investigate what happens if you have bigger or smaller wheels (you can use other types of lids or make wheels from cardboard and use blu-tac or glue to attach them to the kebab skewers).
· Investigate what happens if you change the design of your car in other ways – you can watch the video again for inspiration for other designs.
Going further challenge:
· Measure how far your car travels using a tape measure.
· Time how fast your car travels ½ a metre – would double the speed be the time that your car would travel 1 metre? Test it out.
· You can find the speed of your car in metres per second using a stopclock and a tape measure: Measure the distance the car travels (in metres) then dividing that distance by the time it took to travel (in seconds).
Art
Art Challenge Feast Days
We have two important Feast Days in our Church calendar for June. The 19th June is the Feast of the Sacred Heart and 29th June is the Feast Day of St Peter and St Paul.
For your art challenge this week I would you to do a creation linked to either of these Feast Days.
The Sacred Heart of Jesus is an object of devotion and always falls 19 days after Pentecost.
As you know, St Peter was given the ‘keys to heaven’ by Jesus and was our first Pope and in Matthew Ch16v18 Jesus said ‘And I tell you, you are Peter, and on this rock I will build my church.’ He is also the Patron St of fishermen. St Paul changed from not believing in Christianity to spreading the word through the letters that he wrote. Naturally, he is the Patron St of writers.
Click on this link for some ideas to inspire you:
Music
Go to the website below and watch Naomi Wilkinson’s video about Grazyna Bacewicz.
https://www.bbc.co.uk/teach/ten-pieces/classical-music-grazyna-bacewicz-overture/zf2k382
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Grażyna Bacewicz learnt the violin and the piano as a child – and, throughout her life, she enjoyed composing music for both instruments, including piano sonatas and seven violin concertos.
www.bbc.co.uk
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Why was Grazyna Bacewicz considered a musical trail blazer?
Now listen to the whole piece in the second video. Can you hear the morse code pattern v …- for victory?
Why not try creating your own secretive rhythms
eg. This is top secret.
Don’t tell a soul.