{"id":981,"date":"2020-06-19T15:00:36","date_gmt":"2020-06-19T15:00:36","guid":{"rendered":"http:\/\/blog.stpeterswaterlooville.co.uk\/year6\/?p=981"},"modified":"2020-06-22T18:26:47","modified_gmt":"2020-06-22T18:26:47","slug":"home-learning-week-beginning-22nd-june-2020","status":"publish","type":"post","link":"https:\/\/blog.stpeterswaterlooville.co.uk\/year6\/2020\/06\/19\/home-learning-week-beginning-22nd-june-2020\/","title":{"rendered":"Home Learning Week Beginning 22nd June 2020"},"content":{"rendered":"

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.<\/em><\/p>\n

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 \u2018things\u2019 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! <\/em><\/p>\n

Guided Reading<\/u><\/strong><\/p>\n

Book: You\u2019re Awesome, by Matthew Syed<\/u><\/strong><\/p>\n

Monday <\/u><\/strong><\/p>\n\n\n\n
Adjusting to Change and Managing Change (Our Transition to year 7)<\/u><\/p>\n

How to maintain our feelings of ‘Feeling In Control’ in our current learning<\/u><\/p>\n

&\u00a0<\/u>What this looks like in our life-learning<\/u><\/p>\n

\u00a0<\/u><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

Task<\/u><\/strong><\/p>\n

\"\"<\/a>\"\"<\/a>\"\"<\/a><\/p>\n

Read page 10 \u2013 15.<\/p>\n

Discuss and answer these questions:<\/p>\n

1.What options does Kid A face at the end of page 15?<\/p>\n

2.How many options does he have?<\/p>\n

3.What will he need to do in order to be able to go on this \u2018awesome and incredible journey?\u2019<\/p>\n

4.What will Kid A need to do if he is to carry on his path of \u2018living his ordinary, unremarkable life?\u2019<\/p>\n

5.Kid A had table tennis as the situation that presented two options to him.<\/p>\n

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?<\/p>\n

6.What did you do when faced with the two options? Which option did you choose?<\/p>\n

7.Why did you choose this option?<\/p>\n

Tuesday & Wednesday<\/u><\/strong><\/p>\n

Discussions and reflections<\/u><\/strong><\/p>\n

\"\"<\/a>\"\"<\/a><\/p>\n

Read page 16 \u2013 19. Answer these questions:<\/p>\n

1) Look at page 17. How could you sum up how Kid A is feeling at this point? How can you tell?<\/p>\n

2) Look at page 17. What things happen that make Kid A just not enjoy the table tennis? List all your observations.<\/p>\n

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?<\/p>\n

4) Look at page 19. Kid Average views, \u2018challenges as obstacles, and definitely best avoided.\u2019<\/p>\n

How would you sum up this view that Kid Average has about challenges? How does Kid A view challenges in his life?<\/p>\n

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?<\/p>\n

6) How did you respond to the challenge that you identify in Q5?<\/p>\n

7) How could you have faced the challenge from Q5 in a better, more productive way?<\/p>\n

8) What do you think will be your biggest challenge when you move to secondary school in September?<\/p>\n

9) Create a set of steps to success that will make your biggest challenge in September more achievable.<\/p>\n

10) How are you and Kid A similar? Give examples to hang your ideas on.<\/p>\n

11) How are you and Kid A different? Give examples to elaborate on your thoughts.<\/p>\n

12) Do you feel sorry for Kid A at all? Why?<\/p>\n

13) Does the father\u2019s attitudes and mannerisms change during both table tennis matches?<\/p>\n

14) How does the Kid change in his attitudes, mannerisms and outlook between both table tennis matches?<\/p>\n

Thursday<\/u><\/strong><\/p>\n

Questions \u2013 Further thinking and personal reflection<\/u><\/strong><\/p>\n

1.Read page 20. How is \u2018Kid A Awesome\u2019 different from \u2018Kid A Average?\u2019 Sum this up using a phrase from page 20.<\/p>\n

2.Kid Awesome doesn\u2019t give up with his table tennis.<\/p>\n

Using the continuum line below, mark on the line where you think you are when it comes to \u2018not giving up\u2019 with tasks and things in your life.<\/p>\n

 <\/p>\n

Tasks and Things in your own life<\/u><\/strong><\/p>\n

\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0_____________________________________________________________________<\/p>\n

I always give up\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0I never give up<\/p>\n

3.Why did you make your mark where you did? List the things you DO or DON\u2019T give up on, to prove your opinion of yourself.<\/p>\n

4.How does this make you feel inside? Why?<\/p>\n

5.How do you think you could \u2018Never give up\u2019 a little more often with things and tasks in your life? Use examples to show HOW you could \u2018never give up\u2019 on things and tasks.<\/p>\n

6.Would never giving up a little more often be a simple way to live or a hard way to live? Why?<\/p>\n

7.\u2018Anything that is worth having in life takes time and hard work.\u2019 <\/em><\/strong>(St Peter\u2019s Year 6 team)<\/em><\/strong><\/p>\n

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.<\/p>\n

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.<\/p>\n

Friday<\/u><\/strong><\/p>\n

Read for enjoyment for 30 minutes.<\/p>\n

 <\/p>\n

 <\/p>\n

Writing<\/u><\/strong><\/p>\n

Monday<\/u><\/strong> \u2013 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.
\nTHINK \u2013 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?<\/p>\n

Tuesday<\/u><\/strong> – Look at the question below.<\/p>\n

\u201cShould Jordan\u2019s father have allowed him to climb Mount Everest, given his age?\u201d<\/em><\/strong><\/p>\n

You then have to decide<\/strong> \u2018Yes\u2019 or \u2018No\u2019 to the question OR <\/em><\/strong>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 \u2018see\u2019 both sides of the argument with this question.<\/p>\n

Then, within your notes, justify your reasons \u2018why\u2019 in the form of notes,<\/strong> 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<\/strong> of the statistics that are mentioned in the film footage and use this as reasons and evidence for your viewpoint.<\/p>\n

So, today you are making notes and fleshing these thoughts out.<\/p>\n

Remember an introductory paragraph<\/strong> and a closing paragraph<\/strong> and make notes for both of these too. THINK \u2013 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 \u2018Mother Nature?\u2019<\/p>\n

Wednesday, Thursday and Friday<\/u><\/strong><\/p>\n

Write your developed piece in response to the question above. Take your time\u2026<\/p>\n

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 \u2018truly\u2019 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.<\/p>\n

Think about what subordinating conjunctions<\/strong> you will use to open sentences and paragraphs to either build on a point or when making a new point, eg.\u00a0 On top of this\u2026 Furthermore\u2026However\u2026Having said this\u2026Moreover\u2026In stark contrast, it could be argued that\u2026<\/p>\n

 <\/p>\n

Spellings, Vocabulary and Grammar<\/u><\/strong><\/p>\n

Subordinating conjunctions practise (15 minutes, three times)<\/u><\/strong><\/p>\n

Look; cover; write and check these. Think about HOW you could use them in your writing outcome for this week too\u2026<\/p>\n

Although\u2026\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Provided that\u2026\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Supposing\u2026\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Rather than\u2026\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 In order to\u2026<\/p>\n

Even though\u2026\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Having said this,\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Therefore,\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Furthermore,<\/p>\n

On top of this,\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Moreover,\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 In reality,<\/p>\n

Challenge<\/u><\/strong>
\nLook at the spellings words and phrases above.<\/p>\n

Which ones are \u2018to build upon a point\u2019 <\/strong>and which ones would be used to \u2018start a sentence to show the<\/strong> opposite viewpoint of the previous sentence\u2019<\/strong>? 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 (\u2026) after the words or phrases within the spellings above show the writer that they need to add other words to these \u2018subordinating conjunction openers\u2019 so that these openers then go on to making a subordinate clause.<\/p>\n

Going deeper<\/u><\/strong><\/p>\n

Create sentences that could work for each word or phrase from the spelling list above.<\/p>\n

<\/h2>\n

Maths<\/h2>\n

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.<\/p>\n

Monday<\/strong><\/span><\/p>\n

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.<\/p>\n

Year 6 Summer week 4 Arithmetic<\/a><\/p>\n

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.<\/p>\n

https:\/\/classroom.thenational.academy\/lessons\/to-generate-and-describe-linear-number-sequences\/<\/a><\/p>\n

Monday tasks<\/a><\/p>\n

 <\/p>\n

Tuesday<\/h3>\n

Keep your arithmetic skills alive by completing Tuesday’s arithmetic here:<\/p>\n

Year 6 Summer week 4 Arithmetic<\/a><\/p>\n

Your lesson today is to use, read and write standard units of length, mass and volume. The link\u00a0 will take you to the lesson. Click on the tasks for an extra bit of challenge.<\/p>\n

https:\/\/classroom.thenational.academy\/lessons\/to-use-read-and-write-standard-units-of-length-mass-and-volume\/<\/a><\/p>\n

Tuesday tasks<\/a><\/p>\n

 <\/p>\n

Wednesday<\/h3>\n

Bit more arithmetic to get you warmed-up. Only five questions plus a little teaser:<\/p>\n

Year 6 Summer week 4 Arithmetic<\/a><\/p>\n

Your lesson today is to convert between standard units of length. Click on the tasks for an extra challenge:<\/p>\n

https:\/\/classroom.thenational.academy\/lessons\/to-convert-between-standard-units-of-length<\/a><\/p>\n

Wednesday Tasks<\/a><\/p>\n

 <\/p>\n

Thursday<\/h3>\n

Here is today’s arithmetic!<\/p>\n

Year 6 Summer week 4 Arithmetic<\/a><\/p>\n

Your lesson today is to solve problems involving the conversion of length. Click on the tasks for an extra challenge:<\/p>\n

https:\/\/classroom.thenational.academy\/lessons\/to-solve-problems-involving-conversion-of-length<\/a><\/p>\n

Thursday tasks<\/a><\/p>\n

 <\/p>\n

Friday tasks<\/strong><\/p>\n

Please log in to Sumdog and MyMaths to complete the tasks set which link to this week’s learning.<\/p>\n

 <\/p>\n

History \u2013 Windrush Day<\/u><\/strong><\/p>\n

Today, Monday 22nd<\/sup> 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.<\/p>\n

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 \u2018Open Hyperlink.\u2019 Look around the web page and the links available to explore what Windrush was\u2026<\/p>\n

Read a poem written by Denniston Stewart who came over on the ship, at http:\/\/www.movinghere.org.uk\/schools\/Britain\/windrush.htm<\/a> OR read it below:<\/p>\n

Transcript of Windrush Poem by Denniston Stewart<\/strong><\/p>\n

 <\/p>\n

It was 1948 on the Windrush ship<\/p>\n

500 men from the Caribbean was on it<\/p>\n

from warm Caribbean sand, to this cold English land.<\/p>\n

We spent twenty eight day on the ship and everyone felt<\/p>\n

real sick, couldn’t take the tossing of the Windrush<\/p>\n

ship. When we heard land ahoy, everyone packed up<\/p>\n

their one little grip [suitcase].<\/p>\n

The ship docked at Tilbury, everyone began to feel<\/p>\n

merry setting foot in the mother country. Looking<\/p>\n

round it wasn’t jolly, not what we imagined.<\/p>\n

The scene was drab and gloomy with plenty of chimneys<\/p>\n

that looked like factories.<\/p>\n

And so we stepped on the hallowed British soil, and<\/p>\n

looked forward to a future we dreamt would be better<\/p>\n

on this our English adventure.<\/p>\n

For many the years were rough in fact it was rough and<\/p>\n

tough. Everywhere we went what a spectacle, how we<\/p>\n

survived God knows it was a miracle, couldn’t find any<\/p>\n

place to rest our head a little. For all of us the<\/p>\n

future looked uncertain\u00a0 No dogs, No Irish No Blacks,<\/p>\n

here in the mother country Britain.<\/p>\n

Some started working all the hours God given just to<\/p>\n

make a shilling<\/p>\n

Many threw pardner*<\/p>\n

but life got harder and harder<\/p>\n

started suffering racism in every corner<\/p>\n

some got charged for murder defending themselves<\/p>\n

against the attacker whose weapons were bicycle chains,<\/p>\n

winkle picker, knuckle dusters. We still held on and<\/p>\n

from the pardner we started to get our life in some<\/p>\n

order. We paid a deposit to the banker for our own<\/p>\n

little spot and that was that. Things took a while to<\/p>\n

get better, through many heart aches we had to suffer<\/p>\n

while they kept their stiff upper.<\/p>\n

This was just a chapter because after fifty years we<\/p>\n

remember the good and the bad, the happy and the sad<\/p>\n

of life in the mother country. Equality we never<\/p>\n

had, the opportunities we didn’t get,<\/p>\n

so now in our children we have our hopes and our<\/p>\n

dreams.<\/p>\n

We the pioneers have laid a solid foundation in<\/p>\n

Britain through blood, sweat and tears, in the heat and<\/p>\n

the cold. There’s NO Street Filled with Gold, that was<\/p>\n

just a story we were told<\/p>\n

the gold is the jewel inside developed through the<\/p>\n

suffering fires of time.<\/p>\n

So fifty years ago or fifty more to come we remember<\/p>\n

the Empire Windrush when she first came.<\/p>\n

 <\/p>\n

*Pardner \u2013 a West Indian saving scheme<\/p>\n

\u00a0<\/em><\/p>\n

by Denniston Stewart<\/em><\/p>\n

 <\/p>\n

Thinking and responding<\/u><\/strong><\/p>\n