Friday 22nd May 2020
Good morning year 6 and hope you are really well.
Hope you had a good day yesterday. For your starter task I'd like you to find out about the work of a local charity. You could choose Exaireo, The Bridge, The Carpenter's Arms, Rainbow's or look one up. Who began the charity and why? What does it do and how are the people living the Gospel message? Make a poster in your books about the work of this charity.
Next, look up in a bible or google Acts 2: 1-47 about the coming of the Holy Spirit. Pentecost is called the birthday of the church as this is when the disciples finally realised what they had to do: that everything Jesus had said about being with them always was true, that he sent them the Holy Spirit that he had already told them about and they were to go out and help other people to believe. They were given the gift to speak in different languages - people must have thought them very odd but they were very happy as they finally understood and doubted no more! It took them a really long time to understand that Jesus really was alive and meant it when He said He would be with them always.
Now you are ready to begin your R.E. for today which is the last task from the Pentecost topic called Witnesses.
LF6 – I can describe and show understanding of what it means to be a modern-day witness, linking this to other religious sources.
Task 1: read the scripture from Saint Paul’s letter to the people living in Ephesus:
God has made us what we are, and in our union with Christ Jesus he has created us for a life of good deeds, which he has already prepared for us to do.
In this short passage, Paul is telling us that each of us has been created to live a life of goodness, “...we are what he has made us...” We cannot all do great and extraordinary things, but we can all live our everyday lives in a Christ-like way which has a positive effect on those around us. We can make all the difference to the people around us, and the places in which we live, work and play. This is everyday witness, this is what it means to allow the Spirit of God in to our hearts, this is what it means to recognise the presence of God in everything. Another translation of v10, says, “We are God’s work of art...”. God is proud of us, we are made in the image of God, and therefore we should be witnesses to the love and forgiveness of God. All goodness is a reflection of God, and bears witness to the presence of God in all people.
Task 2: Answer these questions based on the research you did of a local charity:
Q What do you think of this charity and the people who work for this organisation?
Q What would you find challenging about their mission?
Q Why is their work so necessary?
Q What inspires them to think of others first?
Q How are you a witness in your local area? (think about the ways in which you show kindness and care for others - this could be praying for others.)
Q How does your local chosen charity witness to care for others?
Q What can you do as a school, class or individual to witness to God’s love?
Task 3: Choose a task:
Take an outline of a person – record key words taken from the scripture within this outline. Then around the outside (within thought clouds) record thoughts and actions which make a modern day witness. Add reasons - focus on the actions and how these shape lives – begin to use other evidence / sources e.g. hymns, quotations, prayers etc.
What is modern day witness? Link to a variety of sources, show a depth of understanding e.g. this person displays resolve and patience…..gifts of the Holy Spirit…..as Pope Francis says… when we pray the Hail Mary……
Write a letter to your family, telling them how much they mean to you. Tell them what you want to do in the future, what you hope for and what you dream about. Tell them your worries and what makes you happy. Draw them a beautiful picture of yourself at the bottom of the letter then cut it out of your book, fold it up and give it to them. Don't show me - it is a private letter from you to your family.
Well, year 6, here we are, at half term. You have kept me going during lockdown - I've loved hearing from you and replying to your emails. You artwork has been a joy. Maybe, once we are back in school or for those who are staying at home, we could put together al the art we have looked at and compile a montage to look at.
For today's artist I wanted to choose someone further away and I remembered Japanese Art which is so beautiful. This piece is called The Great Wave of Kanagawa by Katsushika Hokusai. it was painted sometime between 1829 and 1833.
What can you find out about this painting and Japanese Art. Follow this link to recreate your own wave painting:
If the link doesn't work, search: How to Draw the Great Wave by Hokusai youtube
This is the second time I've posted a pancake recipe during lockdown and it comes with a warning: the first pancake is ALWAYS a disaster! I don't know what it is but the pan just needs to be really hot with enough oil and it seems to take a disaster to get going! Once the pan is at the right temperature you'll be flipping them out in no time. Also, it is really important to leave the batter to "rest" in the fridge or on the side. The mixture will keep for a few days and the batter just gets better and easier to use the longer it is allowed to "rest".
115g plain flour
2 large eggs
300ml milk (half a pint in imperial measure)
1 tbsp sunflower or vegetable oil, plus a little extra for frying
wedges, to serve (optional)
caster sugar, to serve (optional) or chocolate spread or crispy bacon
Put 115g plain flour, 2 large eggs, 300ml milk, 1 tbsp sunflower or vegetable oil and a pinch of salt into a bowl or large jug, then whisk to a smooth batter.
Set aside for 30 mins to rest if you have time, or start cooking straight away.
Set a medium frying pan or crêpe pan over a medium heat and carefully wipe it with some oiled kitchen paper.
When hot, cook your pancakes for 1 min on each side until golden, keeping them warm in a low oven as you go.
Try not to eat all at once :)
I always double the mixture so there is some for a few days.
Have a great half term year 6 - look back on the recipes and Art tasks if you get bored and take a tour of some more art galleries:
Keep in touch,
Thursday 21st May 2020
Good morning year 6,
For your starter task today, I'd like you to complete our CMAT weekly Missionary Challenge which if you send to me before this evening will appear on the NDCYS Friday night live youtube channel at 2.30pm on Friday 22nd May.
Here is this week's link from Tom Baptiste, our youth director for the diocese:
This weeks challenge is to share a story with someone. This could mean a Bible story or a favourite fiction story. It could mean you reading a story to a family member or recording a story for some younger relatives or children in school. It could be relaying a Bible story in a really creative way through art, drama or a storyboard. Feel free to get creative with this one!
Please send your entries to me at the homework email address by thursday evening to feature on the 'Friday Night Live' live stream show at 2.30pm on the NDYCS youtube channel, Friday 22nd May. https://ndcys.com/youtube/
This morning is R.E. Please spend some time reflecting on the scripture. Say a prayer to begin your R.E. time and say a Hail Mary (or better still a decade of the rosary - it is the luminous mysteries today - they are: Jesus' Baptism in the Jordan, The Wedding at Cana, The proclamation of the Kingdom (Jesus proclaims the coming of the Kingdom of God, calls us all to conversion, forgives us: institution of the sacrament of reconciliation), The Transfiguration, The Institution of the Eucharist). https://www.teachingcatholickids.com/the-rosary-mysteries/
Witnesses: LearnLF4 and 5 – I can explore and discuss the message within Acts 16:11-15 of: ‘put faith before all else’ showing how the lives of others’ and their decisions are shaped by beliefs and values.
Task 1: read and reflect on the scripture: make notes around the scripture: what does it make you think of or remind you of?
Acts 16:11-15 New International Version (NIV)
Lydia’s Conversion in Philippi
11 From Troas we put out to sea and sailed straight for Samothrace, and the next day we went on to Neapolis. 12 From there we traveled to Philippi, a Roman colony and the leading city of that district[a] of Macedonia. And we stayed there several days.
13 On the Sabbath we went outside the city gate to the river, where we expected to find a place of prayer. We sat down and began to speak to the women who had gathered there. 14 One of those listening was a woman from the city of Thyatira named Lydia, a dealer in purple cloth. She was a worshiper of God. The Lord opened her heart to respond to Paul’s message. 15 When she and the members of her household were baptized, she invited us to her home. “If you consider me a believer in the Lord,” she said, “come and stay at my house.” And she persuaded us.
Who else do you remember from the scripture had a conversion? (Remember Saul?)
Task 2: look at the attachment below about the lives of some holy and famous people. Answer these questions:
Q Discuss the words ‘modern witness’. What do you understand by this?
Q What impressed you most about some of these people (choose one to discuss or think about)?
Q Why do you think he was chosen to do this job or how do you think it happened?
Q How do you think he or she felt when speaking to people?
Q What impressed you most about him or her?
Q How is he or she a witness?
Q What would be the most difficult thing they would have to cope with?
Q What difference has his or her courage and witness made to others?
Q What do you think gives them their courage?
Task 3: Choose a main task - remember to make links to prayer, songs or other scripture sources.
How have witnesses to the love of Jesus Christ‘put faith before all else’? Describe these ways and link to other sources e.g. Pope Francis, Saint Teresa of Calcutta.
How have witnesses to Jesus put faith and doing the right thing before all else’? Describe these ways and link to a variety of other Christian sources / beliefs. What are the risks? What consolation could you find in scripture?
How have witnesses to Jesus put faith and doing the right thing before all else’? Describe these ways and link to a variety of other Christian sources / beliefs. What are the risks? What consolation could you find in scripture?
Research the lives and work of some of the saints or other great people and leaders of our time: Pope Francis, Saint Pope John Paul the second, Saint Teresa of Calcutta, Martin Luther King, Oscar Romero, Desmond Tutu. Attached below is some information on some of these people.
Write a diary entry for this week: here is a word mat with some sentence starters to help you: file:///C:/Users/Teacher/AppData/Local/Temp/Temp1_all-11592509%20(1).zip/Diary-Word-Mat.pdf
or follow this slow write pattern:
Sentence 1: begin with an adverbial phrase: This morning... As soon as I woke up... (oops - sorry that's an adverbial phrase because it begins with a conjunction and contains a verb), Last time... After a while... During... Later... At that moment... Eventually... In the end...
Sentence 2: being with an adverb or an adverbial clause (say how something happened): Awkwardly... As fast as I could... Without warning... Without a sound... Trying not to make a sound...
Sentence 3: include an expanded noun phrase: a large brown mouse... (our cat caught a mouse this week, brought it into the dining room and dropped it :/ yes, the mouse was alive - very alive). an ugly painting... the dark sky... https://www.bbc.co.uk/bitesize/topics/zwwp8mn/articles/z3nfw6f (for more information on expanded noun phrases)
Sentence 4: include an example of a complex sentence: begin with a conjunction: Even though... Although... As... When...
(examples above of conjunctions and how to use them)
Sentence 5: describe something, give a description of something: think about how it looked, what it sounded or felt like, or if it smelt of anything.
Sentence 6: look in a book and magpie (copy or imitate or use as your own or adapt) a really amazing sentence that you find really interesting.
Sentence 7: write your feelings down: include a semi-colon to separate two of your ideas. Below is a good powerpoint explaining how to use semi-colons.
Sentences 8 - 10: use interesting vocabulary, maybe include some more of your thoughts and what you are thinking about.
Read Year 6 :)
Explore the BBc Bitesize page on Evolution and Inheritance: https://www.bbc.co.uk/bitesize/topics/zvhhvcw
For your Science time today, follow the link below, choose an animal and research how this animal has adapted to its environment.
Year 6! I was actually excited to share this with you. I was googling paintings wondering which ones I could show you next and accidentally found out that the major Art Galleries of the world have made virtual tours so you can visit them from your laptops! Have a look at the National gallery where you went last October. Find room 43 where some of the Impressionists work is exhibited. Can you spot a painting of the Japanese bridge in Monet's garden? Can you find The Sunflowers by Van Gogh and can you find the painting below by Rousseau?
Try to reproduce a painting based on an aspect of evolution, in Henri Rousseau's style:
Last thing for today, another recipe. Maybe you could make these over half term if you haven't got the ingredients at home at the moment.
By the way, Chloe has made Farrah's fudge recipe so many times now - it is such a lovely recipe - thanks so much Farrah. The recipe is still on our web page if you want to try it. Oh my goodness, it is so delicious.
Cookie dough cookies (I searched best ever cookies - I'm going to try them with gluten-free flour)
- 2 cups minus 2 tablespoons cake flour (8 1/2 ounces)
- 1 ⅔ cups bread flour (8 1/2 ounces)
- 1 ¼ teaspoons baking soda (it's an American recipe - we call this bicarbonate of soda but if you don't have any - I don't - miss it out)
- 1 ½ teaspoons baking powder
- 1 ½ teaspoons coarse salt
- 1 ¼ cups unsalted butter (2 1/2 sticks) (I'm going to use margarine)
- 1 ¼ cups light brown sugar (10 ounces) (brown sugar is what makes them lovely and soft)
- 1 cup plus 2 tablespoons granulated sugar (8 ounces)
- 2 large eggs
- 2 teaspoons natural vanilla extract
- 1 ¼ pounds bittersweet chocolate disks or fèves, at least 60 percent cacao content (see note)
Sift flours, baking soda, baking powder and salt into a bowl. Set aside.
Using a mixer fitted with paddle attachment, cream butter and sugars together until very light, about 5 minutes. Add eggs, one at a time, mixing well after each addition. Stir in the vanilla. Reduce speed to low, add dry ingredients and mix until just combined, 5 to 10 seconds. Drop chocolate pieces in and incorporate them without breaking them. Press plastic wrap against dough and refrigerate for 24 to 36 hours. Dough may be used in batches, and can be refrigerated for up to 72 hours.
When ready to bake, preheat oven to 350 degrees. Line a baking sheet with parchment paper or a nonstick baking mat. Set aside.
Scoop 6 3 1/2-ounce mounds of dough (the size of generous golf balls) onto baking sheet, making sure to turn horizontally any chocolate pieces that are poking up; it will make for a more attractive cookie. Sprinkle lightly with sea salt and bake until golden brown but still soft, 18 to 20 minutes. Transfer sheet to a wire rack for 10 minutes, then slip cookies onto another rack to cool a bit more. Repeat with remaining dough, or reserve dough, refrigerated, for baking remaining batches the next day.
Top tip :)
I've found out (the hard way) that when the recipe says to leave the dough for a while, it really means it and makes a big difference. Interestingly, lots of gluten-free recipes say to leave things like dough and biscuit mixture overnight. I wonder why?
P.S. Below is the actual picture of the cookies from the recipe. I reckon you will win the popularity contest of the year if you can make yours turn out like these. Let's give it a go year 6...
Take care year 6, missing you loads,
Wednesday 20th May 2020
Good morning year 6,
Do you like this painting? I'd forgotten Picasso painted clowns and circus figures. He was aged between 20 and 24 and it was called his "Blue Period" because he painted using blues and warm colours. For your starter task today, can you find a piece of Art that you really admire in a style you would like to emulate (imitate). Inigo painted a lovely figure of a clown on a horse that I'll post later. Well done Inigo and thank you to everyone else who is sending in lots of lovely work. Remember to bring your books and artwork in with you, those of you who are coming in after half term.
For English, here is the final poem about Albert (there are lots of poems about Albert) but last one for you, today. Read through it first - it s quite long like the others!
Once you have read it through, go back and find the words which rhyme. Using the rhyming words, make a cartoon of the story using the rhyming words.
You'll find the poem here: https://monologues.co.uk/More_Albert/Albert-Ramsbottom-Gets-Married.htm
If you didn't get round to yesterday's spellings, go back to tomorrow, write them out, illustrate them and look at the pattern the words make.
1. committee 2. communicate 3. correspondence 4. embarrass 5. guarantee 6. harass 7. recommend 8. occupation 9. occur 10. opportunity 11. suggestion
- Can you look up the main rivers of the world?
- Can you find out about how they formed and where the begin and end?
Rivers of the world: https://www.bbc.co.uk/programmes/p00y824g
- Make a double page presentation including pictures, drawings, and notes. Include information on:
- the longest river
- the shortest river
- the widest river
- the deepest river
- the furthest away and the nearest
Tuesday 19th May 2020
Dear Year 6,
Thank you for the work you have done so far today - I've really enjoyed reading your work.
For your starter, watch this short video: https://www.youtube.com/watch?v=38y_1EWIE9I
- What happens in the film?
- Why is it funny?
- Do you feel sorry for the lady or the young man? Why?
- What do you think the lady was thinking?
- What do you think the young man was thinking?
- What is the message or the moral of this story? What is it telling us?
- Can you make any links between real life and this short clip?
Oh year 6, you are lovely, you made me laugh so much over your work on Albert and the Lion - you found it utterly baffling with the funny language and the Lancashire accent written down!
First of all today, go through and write down a few words that you didn't understand and look them up on the internet or in a dictionary - obviously full words not words where there are letters missing.
Now read these two poems about Albert, the first written by Marriott Edgar and the second written by a different poet called Col Gray who wrote in a similar style to Edgar Marriott.
Once you have read the poems think about what the sequels tell us about Albert. Compare the poems: what are the similarities and the differences?
What can you say about the style? How do you feel about the poems? Tomorrow, I'll show you the poem about Albert getting married! Can you see Albert getting married? Why? Why not?
Look again at the language and make notes about the use of language: look up some of the words you don't understand - what do they mean? Why did the poet use this language?
Can you write your on poem today about a visit or a relative or a day out you had with your family? Have fun!
You've 'eard 'ow young Albert Ramsbottom
At the zoo up at Blackpool one year
With a stick with an 'orse's 'ead 'andle
Gave a lion a poke in the ear?
The name of the lion was Wallace,
The poke in the ear made 'im wild
And before you could say, "Bob's yer uncle!"
E'd upped and 'e'd swallowed the child.
'E were sorry the moment 'e done it;
With children 'e'd always been chums,
And besides, 'e'd no teeth in his muzzle,
And 'e couldn't chew Albert on't gums.
'E could feel the lad movin' inside 'im
As 'e lay on 'is bed of dried ferns;
And it might 'ave been little lad's birthday-
'E wished 'im such 'appy returns.
But Albert kept kickin' and fightin'...
And Wallace got up, feelin' bad.
Decided 'twere time that 'e started
To stage a comeback for the lad.
Then puttin' 'ead down in one corner,
On 'is front paws 'e started to walk;
And 'e coughed, and 'e sneezed, and 'e gargled
'Till Albert shot out... like a cork!
Now Wallace felt better directly
And 'is figure once more became lean.
But the only difference with Albert
Was 'is face and 'is 'ands were quite clean.
Meanwhile Mr. and Mrs. Ramsbottom
'Ad gone back to their tea, feelin' blue.
Ma said, "I feel down in the mouth, like.
" Pa said, "Aye, I bet Albert does, too."
Said Mother, "It just goes to show yer
That the future is never revealed;
If I'd thowt we was goin' to lose 'im,
I'd 'ave not 'ad 'is boots soled and 'eeled."
"Let's look on the bright side," said Father,
"Wot can't be 'elped must be endured;
Each cloud 'as a silvery lining,
And we did 'ave young Albert insured."
A knock on the door came that moment
As Father these kind words did speak.
'Twas the man from Prudential - 'e'd come for
Their tuppence per person per week.
When Father saw 'oo 'ad been knockin',
'E laughed, and 'e kept laughin' so -
The man said, "'Ere, wot's there to laugh at?"
Pa said, "You'll laugh an' all when you know!"
"Excuse 'im for laughing," said Mother,
"But really, things 'appen so strange
Our Albert's been et by a lion;
You've got to pay us for a change!"
Said the young man from the Prudential,
"Now, come, come, let's understand this...
You don't mean to say that you've lost 'im?"
Pa said, "Oh, no, we know where 'e is!"
When the young man 'ad 'eard all the details,
A purse from 'is pocket he drew
And 'e paid them with interest and bonus
The sum of nine pounds, four and two.
Pa 'ad scarce got 'is 'and on the money
When a face at the window they see
And Mother cried, "Eee, look, it's Albert!"
And Father said, "Aye, it would be."
Albert came in all excited,
And started 'is story to give;
And Pa said, "I'll never trust lions
Again, not as long as I live."
The young man from the Prudential
To pick up the money began
But Father said, "'ere, wait a moment,
Don't be in a 'urry, young man."
Then giving young Albert a shilling,
'E said, "'Ere, pop off back to the zoo;
Get your stick with the 'orse's 'ead 'andle...
Go and see wot the tigers can do!"
ALBERT AND THE PANCAKES
I'll tell you a tale of young Albert,
Ramsbottom, that is, if you 've doubt
Him as had fondness for lions,
And knew 'em both inside and out.
It happened one Monday that Albert,
Got summoned to attend on his Gran,
And she'd promised, as it were Shrove Tuesday,
As she'd get down her old frying pan.
Well Albert when told of this summons
Went quite white and stood very still
Till Pa grabbed his collar and shook 'im,
Said Ma," Stop! yer makin' 'im ill.
And ill's what I'll be said young Albert,
If I have to eat pancakes wi' Gran
Her cookin's the worst what I've tasted
For she's no good at all wi' a pan.
Now 'is Grandma were built like a docker
Wi' muscles and biceps of steel
When t'charra from Colne had flat tyre
She lifted it up and changed t'wheel.
At cleanin' and shinin' Ma Ramsbottom
Were really a marvellous old soul,
Her house it fair shone , and she even,
Polished her step and her coal.
At scrubbin' Gran used all her muscles,
As young Albert knew to his cost
And he dreaded the zinc bath in't kitchen,
He were scrubbed right red raw when she washed.
At Albert's cheek Pa'd got excited
But Albert expectin' the clout
Ducked right down behind t'kitchen dresser
So t'plates just went flyin' about.
Ma said wi' er face stern as ever
Right's right Dad you've got to admit,
At cookin' yer Ma ain't a good'n,
She just opens a tin and that's it.
Her pastry's that heavy they reckon
It even sinks seagulls in't sea
When courtin' I'd dread t'invitation
To visit your house for some tea."
At that Albert's father looked sheepish
"She's not the best cook I'll agree
We had so many dinners from t'chip shop
We could swim before we'd seen t'sea."
However he stated concilatory like
Young Albert 'll still have to go
And eat pancakes up like a good'n.
And Ma agreed that it were so.
So at ten o'clock on Tuesday morning
With a face all dejected and glum,
Young Albert set off for his Gran's house,
Quite dreading the repasts to come.
He arrived at a quarter to t'hour
Though he'd stood up on't bus all the way
And thought up no end of excuses,
So that he would not have to stay.
When he got there his Grandma, however,
Stood beamin' at door, eyes alight,
Arms folded across t'ample bosom
So big as she blocked out the light.
“Now then lad!" She boomed at young Albert
I've got a right treat for thee
Were havin' some chips for us dinner
Young Albert's face lit up with glee.
And t'pancakes I'm savin' till teatime
Young Albert's face dropped down like lead,
I'm makin some gigantic bigguns
Young Albert thought soon he'd be dead.
His Gran gave 'im t'money for t'chip shop
He ran down the road not a care;
But while he were waitin' for hot ones
His mind filled again with despair.
How would he chew through his pancake?
His mind were like tortured on't rack,
For he knew if he choked on a morsel
His Gran wouldn't half slap his back.
The chips with some scraps they were champion
And Gran gave him a taste of her fish
Then she turned to the oven and took out
A wizened and well blackened dish.
I've made a rice pudd'n said Grandma
It's first one I've made for some time
It's crisp, just like yer Dad liked it.
It's been in since a quarter to nine.
His Gran took a spoon to the puddin',
Which soon bent the handle in two,
She'd just loosened a bit in the middle
On which she made poor Albert chew.
He smiled at his Gran as he chewed it
It tasted of carbon, not nice;
But when Albert tried hard to down it
His teeth stuck fast clamped, like a vice.
It took them an hour just to part 'em
His Gran used a skewer and a knife
And Albert's wild eyes if you'd seen 'em
Showed he were in fear for his life.
His Gran were quite kind when she'd finished,
She let him help polish her coal
And then came the most scaring moment
As Gran got some eggs and a bowl.
The bowl Albert swore were the biggest
That ever had passed by his eyes'
Gran said it had come up from Denby
Where it had been used to make pies.
The mixture were stirred with some effort
Albert peered at the froth over t'rim
Then he slipped on some surplus albumen
And right across t'bowl had to swim.
Gran wiped him all down wi' a dishcloth
And promised, a scrub after their teas
The thought of this here turned young Albert
Quite white and weak at the knees.
Gran sent him outside while she frizzled
In a pan that were half a yard wide
The pancakes she'd promised young Albert
Who trying his best now to hide.
At last came the call from the kitchen
And Albert faced death like a man
While Gran stood there proud as a peacock
Surveying the stuff in the pan.
Now down on his plate dropped a pancake
It were nigh on inch thick and dark brown
It took such an effort to cut it
While his Gran looked on down with a frown.
You'll get no more tea till you've eat it,
His Gran said regarding his plate,
When a knock on the door drew his Grandma
To see who were callin' so late.
Young Albert then, quick as a devil,
Took pancake and shoved it down t'shorts
And a spare one he shoved up his jumper
For he feared Gran would make him eat orts.
Her face quite lit up when she came back
To see that both pancakes had gone
So she kindly gave Albert a penny
Sayin', "Careful now, don't spend all yon!"
Albert somehow got out of the kitchen
And said "Bye!" to his Gran then and there
Though on t' bus all puffed up wi' pancakes
They wanted to charge 'im full fare.
There is a good end to this story
Albert went home with good news
The pancakes he'd taken to t'cobbler
Who'd used 'em to resole his shoes.
Indeed Grandma kept making pancakes
For Albert come wind and come weather,
While he sold them to t'cobbler who swore that
They lasted much longer than leather.
Do you remember last weeks words? Get someone at home to test you! How did you remember the difference between -ance and -ence, -ant and -ent? Really tricky!
These are last week's spellings: you had a choice of one or both lists :)
1. silent 2. silence 3. exist 4. existence 5. evident 6. evidence 7. convenient 8. convenience 9. excellent 10. different 11. difference 12. environment
For those who like a challenge, here are the -ant, -ance ending words. How can you remember which are which? Let me know when you find a way!
1. distant 2. distance 3. assistant 4. assitance 5. important 6. importance 7. relevant 8. relevance 9. nuisance 10. restaurant 11. hinderance
Here are this week's spellings: make a beautiful picture to help you learn your spellings:
1. committee 2. communicate 3. correspondence 4. embarrass 5. guarantee 6. harass 7. recommend 8. occupation 9. occur 10. opportunity 11. suggestion
Have a go at a SATs paper: choose from arithmetic, reasoning paper 2 or reasoning paper 3 Self-check your answers
Artist of the day: Banksy
Can you find out who Banksy is? Google his work: what makes him different and why do you think he paints the way he does?
Why do you think Banksy keeps his identity hidden?
Write down 10 facts about Banksy.
Draw your own piece of graffitti art (in your books not on any walls :)
What would your message be today?
Have a good day everyone,
Monday 18th May 2020
Dear Year 6,
Hope you have had a great weekend and can you believe it is only one week until half term? That half term went so quickly. Thank you for all your work and especially well done to those of you who completed the fun SATs paper and made some Cubist Art!
I was thinking about Picasso's portrait and how I like your portraits a lot better. Picasso painted some beautiful paintings when he was very young. Here are three of them. The first one is called Picador - Picasso loved bull-fighting as he was Spanish and most Spanish people, especially in his day, loved bull-fighting. Picasso was 8 when he painted this! He kept it with him for all his life. The second painting is called Holy Communion and he was 15 when he painted this and the third one is one of my favourite paintings called Child with a Dove - he was 19 when he painted this one. Someone bought it in 2012 and we don't know where it is anymore but it used to be in the National Gallery.
For your starter task, begin a Picasso reproduction: look up the works of Picasso and sketch one of the paintings of his that you like: he was a prolific painter and made 1885 paintings and over 12000 drawings.
Poetry unit: read the poem again by Marriott Edgar called Albert and the Lion. Make sure you read it as each day this week, you are going to find out more about Albert and follow him from childhood up to his marriage! It is a funny poem - we looked at it a while ago during lockdown:
Albert and the Lion
There's a famous seaside place called Blackpool,
That's noted for fresh air and fun,
And Mr and Mrs Ramsbottom
Went there with young Albert, their son.
A grand little lad was young Albert,
All dressed in his best; quite a swell
With a stick with an 'orse's 'ead 'andle,
The finest that Woolworth's could sell.
They didn't think much of the Ocean:
The waves, they were fiddlin' and small,
There was no wrecks and nobody drownded,
Fact, nothing to laugh at at all.
So, seeking for further amusement,
They paid and went into the Zoo,
Where they'd Lions and Tigers and Camels,
And old ale and sandwiches too.
There were one great big Lion called Wallace;
His nose were all covered with scars -
He lay in a somnolent posture,
With the side of his face on the bars.
Now Albert had heard about Lions,
How they was ferocious and wild -
To see Wallace lying so peaceful,
Well, it didn't seem right to the child.
So straightway the brave little feller,
Not showing a morsel of fear,
Took his stick with its 'orse's 'ead 'andle
And pushed it in Wallace's ear.
You could see that the Lion didn't like it,
For giving a kind of a roll,
He pulled Albert inside the cage with 'im,
And swallowed the little lad 'ole.
Then Pa, who had seen the occurrence,
And didn't know what to do next,
Said 'Mother! Yon Lion's 'et Albert',
And Mother said 'Well, I am vexed!'
Then Mr and Mrs Ramsbottom -
Quite rightly, when all's said and done -
Complained to the Animal Keeper,
That the Lion had eaten their son.
The keeper was quite nice about it;
He said 'What a nasty mishap.
Are you sure that it's your boy he's eaten?'
Pa said "Am I sure? There's his cap!'
The manager had to be sent for.
He came and he said 'What's to do?'
Pa said 'Yon Lion's 'et Albert,
'And 'im in his Sunday clothes, too.'
Then Mother said, 'Right's right, young feller;
I think it's a shame and a sin,
For a lion to go and eat Albert,
And after we've paid to come in.'
The manager wanted no trouble,
He took out his purse right away,
Saying 'How much to settle the matter?'
And Pa said "What do you usually pay?'
But Mother had turned a bit awkward
When she thought where her Albert had gone.
She said 'No! someone's got to be summonsed' -
So that was decided upon.
Then off they went to the P'lice Station,
In front of the Magistrate chap;
They told 'im what happened to Albert,
And proved it by showing his cap.
The Magistrate gave his opinion
That no one was really to blame
And he said that he hoped the Ramsbottoms
Would have further sons to their name.
At that Mother got proper blazing,
'And thank you, sir, kindly,' said she.
'What waste all our lives raising children
To feed ruddy Lions? Not me!'
Read it to yourself then listen to a recital of the poem on youtube: https://www.bing.com/videos/search?q=albert+and+the+lion+youtube&&view=detail&mid=31A8F5989B6D09EA664B31A8F5989B6D09EA664B&&FORM=VDRVRV
- What do you notice about the language? Annotate (jot down notes around the poem or in your books) the poem with your initial thoughts.
- Make four lists in your books: likes, dislikes, patterns (of language) and non-standard English. Jot down examples under each heading.
- Rehearse and recite the poem out loud: perform it to someone at home. Can you do actions or put on the Lancashire accent?
- Look up Blackpool on the map. Where is it?
- Write a short review of the poem: who would you recommend it to and which part do you like best?
For revision: follow today's lesson on BBC Bitesize (multiply and divide by 10, 100 and 1000) https://www.bbc.co.uk/bitesize/tags/zncsscw/year-6-and-p7-lessons/1
Those completing the Bitesize task, move on to the task below the arithmetic papers - it is called Multiplying by-10-100-1000
For a challenge, please complete one of these arithmetic papers below and self-check your answers. Please keep this with all your other work for when you are back in school.
Qu'est-ce que tu aimes manger? (Last week, the website just wouldn't let me write in French! I don't like writing in French on the webpage because I don't know how to insert accents - you'll do better than me.) Well done all of you who are attempting the French - you are naturals! It is because so many of you speak other languages - really well done everyone - keep going! Music is your friend when learning a language!
Watch Pigloo: https://www.youtube.com/watch?v=FYcgTrwa1fs
Can you understand any of the words?
J'adore = I love
J'aime bien = I really like
Je n'aime pas = I don't like
J'aime beaucoup = I like .... a lot
This cartoon for children allows you to hear how to say lots of French food in French - les aliments means food.
Make a poster of all your likes and dislikes of food in French.
Have a lovely day everyone and take care,
P.S. Remember in French to say, J'aime les bananes (bananas - even though, le / la / les all mean the, in French you have to say, I like the carrots or it doesn't make sense.
Friday 15th May 2020
Good morning Year 6,
Hope you are really well and have had a good week. Thank you for all your emails and pictures of work. You have been working very hard.
For your starter task today, have a go at this Maths quiz to see how much you have remembered:
You will find the answers on this site to - it is from week 30.
For a challenge try this from Nrich: https://nrich.maths.org/648
LF3 – I can discuss questions of life, in light of religious teaching and make links to these and Christian belief.
Task 1: Read these background notes
It is important for us all to understand that after Jesus died, his disciples were really upset because they felt He had left them and it was all over. Even though Jesus' death and resurrection was prophecied in the Old Testament, they had forgotten about the Old Testament prophesies (THEY DIDN'T MAKE THE LINKS YEAR 6 :) ! ) The disciples, even though Jesus kept appearing to people and talking to them were really slow to believe. They wanted to see for themselves and only when they met Jesus and lots of people met Him did they believe. Once they saw the truth of what had happened, they were then willing to die for what they believed. The important message though for us is this: that they were slow to believe, they wanted evidence - they wouldn't just take peoples' words for it. We now have their testimonies but the disciples weren't really any different to us - they found it difficult to understand but once they had pieced it all together and Jesus explained the scripture and the reasons for why He had to die, then they believed. Then they needed help to carry out their work. That's where Stephen comes in. He was chosen to help organise the growing group of Christians - he was a very brave man and Saint Paul was one of the people who ordered his death - that was before Saint Paul converted obviously - when he was a real baddie.
After the coming of the Holy Spirit, the number of those who became Christians grew so the early Church needed to be organised. One of the important works of those early Christians was to care for the poor as Jesus had done. The apostles were busy preaching and teaching, so they needed help.
Stephen was one of the people chosen to help in the distribution of food so that the apostles could continue to spread the word of God. The people chosen had to be filled with the Holy Spirit to undertake this work. Stephen was the first deacon, deacons are called to serve and witness to the Word of God. The word ‘deacon’ is taken from the Greek word meaning ‘service’. Eventually Stephen was arrested and sentenced to death for witnessing to the Good News of Jesus. Stephen was the first Christian martyr. A martyr is a person who holds to a belief so strongly that he or she is willing to die for it. Such was the faith that Stephen had in Jesus.
Task 2: Here is the story of Saint Stephen, written by Saint Luke in the Acts of the Apostles. Highlight or underline any words or phrases you think are important and say why.
Stephen, filled with the power of God’s Spirit, did marvellous work among the Jewish people in Jerusalem who had come from North Africa and Asia. Many of them were in Jerusalem on pilgrimage. Some of them tried to argue with Stephen but they found it too difficult. Stephen was very wise, and the Holy Spirit was with him. They were angry and told lies about Stephen.
They turned the scribes and elders against him as well as some of the people. Stephen was arrested. When Stephen stood up in court, he spoke for a long time about the ways in which they had refused to listen to God and to God’s messengers.
He told the judge and the people about Jesus, but they did not want to listen. They put their hands over their ears. Then they charged at him and dragged him outside the city. There they threw stones at him until he was dead. A young man called Saul watched. He was taking care of their cloaks. Before he died Stephen said: “Lord Jesus, receive my spirit. Do not blame them for what they have done.”
Acts 6: 6-7
Watch the video underneath the main tasks which shows the stoning of Saint Stephen.
Task 3: please answer these questions referring to the scripture:
- Why were people finding it too difficult to argue with Stephen?
- Why and how did Stephen remain strong?
- Stephen said, “Do not blame them for what they have done.” What example is Stephen setting by saying this?
- In the Scripture reading it says ‘…they put their hands over their ears’. Why do you think they did this and what did it show?
- What do you think about Saul’s action?
- What do Stephen’s last words remind you of?
Task 4: Choose a main task:
- Write down the words from scripture which mean the most to you. What can we learn from the example of Saint Stephen? Illustrate your answer.
- What can we learn from the witness of Saint Stephen? Can you think of an example of when you have done the right thing even when it was difficult?
- What comfort can the scripture give us when we have to be a witness in difficult circumstances? What can we learn from the witness of Saint Stephen? Can you think of an example of when you have done the right thing even when it was difficult? What comfort can the scripture give us when we have to be a witness in difficult circumstances?
Here is a short video clip about the stoning of Saint Stephen: why do you think people like Saint Paul were persecuting Christians and why did they want people like Stephen dead? Saint Stephen was the first person to die for his belief in Jesus. Hear how he calls the man Saul? That is Saint Paul who he is talking to.
Saint Stephen's feast day is the 26th December
Artist of the day: Pablo Picasso
Read the information about Picasso then draw a picture of your friend or someone in your family in the style of Picasso.
Look at the Tate kids website to find out about who was Pablo Picasso. There is an Art Gallery in Paris filled just with his work. He has a very unusual style - do you like it? Can you paint or draw a Picasso? He invented an Art movement called Cubism, where you paint an object from different angles so you can see all the different angles all at once.
Although Picasso lived for most of his life in Paris, he was born in Spain. In 1937 a town called Guernica was bombed during the Spanish Civil War and many people died. Picasso painted this portrait of a woman to show her suffering. One of his most famous paintings called Guernica is regarded by art critics as perhaps the most famous anti-war painting of all time. Put your hand over the left side of the painting and you can see the woman's profile.
Thursday 14th May 2020
Good morning year 6,
For your morning work today. I'd like you to help someone - either at home or at school. Offer to wash up, tidy your room, tidy your area, tidy a shelf or sort out a messy area.
Next, please will you write a letter to Fr Paul or Fr Simon telling them what you are up to then deliver it to their house next door to school? They would love to hear from you. You could draw them a picture too.
R.E. LF2 The Ascension (ok, I have a confession to make: we started the Pentecost Witnesses topic with the Explore task, that you did straight after Easter then for some unknown reason I switched to the Healing planning which is the next topic after Witnesses. On the plus side, you have nearly finished the next topic :) But this is why we are still only on LF2 because we started it late. Sorry everyone. Anyway, here it is:
LF2 – The Ascension. I can discuss the meaning of Acts1: 6-14 describing how the disciples would live this out, giving reasons for their actions.
TAsk 1: Read the scripture and underline and explain important words and phrases.
Acts 1: 6-14 (Remember, Acts of the Apostles, which is found in the New Testament was written by Luke)
So, when they had come together, they asked him, “Lord, is this the time when you will restore the kingdom to Israel?” He replied, “It is not for you to know the times or periods that the Father has set by his own authority. But you will receive power when the Holy Spirit has come upon you; and you will be my witnesses in Jerusalem, in all Judaea and Samaria, and to the ends of the earth.”
When he had said this, as they were watching, he was lifted up, and a cloud took him out of their sight. While he was going and they were gazing up toward heaven, suddenly two men in white robes stood by them. They said, “Men of Galilee, why do you stand looking up toward heaven? This Jesus, who has been taken up from you into heaven, will come in the same way as you saw him go into heaven.”
Then they returned to Jerusalem from the mount called Olivet, which is near Jerusalem, a Sabbath day’s journey away. When they had entered the city, they went to the room upstairs where they were staying, Peter, John, James, Andrew, Philip and Thomas, Bartholomew and Matthew, James son of Alphaeus, Simon the Zealot, and Judas son of James. All these were constantly devoting themselves to prayer, together with certain women, including Mary the mother of Jesus.
Task 2: Answer these questions:
- Why do you think the disciples asked Jesus about ‘restoring the kingdom’?
- What do you think they meant and what does it show about their understanding?
- What do you think the power of the Holy Spirit would enable them to do?
- How do you think the disciples spent their time between the Ascension and the coming of the Holy Spirit who would give them the power to be witnesses to the ends of the earth?
- Task 3: Choose a main task:
Write an eye witness account of what happened as one of the disciples – include your feelings and emotions. – say why!
- Write an eye witness account of what happened as one of the disciples – include your feelings and emotions. – begin to link other sources.
- Use the Scripture to extract the key phrases. Use these with further Christian sources to write about how this is lived out today – show a deeper understanding.
Illustrate your answer please.
So today, you are going to finish writing up your story written in flashback. here are a few success criteria you are to apply to your work:
- CAPITAL LETTERS FOR NAMES (oh dear year 6 :)
- semi-colon to separate two related main clauses: The next morning was bright and cold; the icebergs looked like the sails of ships, with the light shining off them
- adverbial phrases and subordinate clauses (see yesterdays' slow write for examples)
- watch out for homophones! Their / there, are / our, where / wear, stationery / stationary
- expanded noun phrases: beautiful white ships sails
First of all, try to find images of what the inside of the Titanic would have looked like to describe the place where you were.
Setting: choose one or two of these tasks to help you create the setting:
- Using pictures such as those found on Interior of the Titanic blog and selected scenes from the 1997 film Titanic, develop settings.
- Draw and sketch the setting on large sheets of paper - children to record ideas for different rooms on board Titanic.
- Label the items with appropriate nouns then develop some into noun phrases. Use descriptive and precise vocabulary observed and based on the reading: elaborate, candle lit chandeliers, enormous gilt mirrors and sparkling crystal lamps.
- Include historical detail. (Captain Smith had a wide curly moustache that reminded me of a pair of goat’s horns sticking out of either side of his head).
Write up a paragraph to describe a room in the ship, the deck, the room you left behind.
Writing up your story: follow the success criteria
Remember this is a flashback story: what has happened to trigger the memory? Remember to bring the story back to the present day.
Good luck and work hard! Fun activities tomorrow! I know you have worked very hard at your English this week.
When the main body of the story has been completed, discuss with the children how the story can be brought back into the present. Look at examples in the texts studied if possible. Model a brief ending to the class story which brings it back into present day, e.g. Shakily, Alice’s frail hands closed the heavy pages of the album. “Of course, that was all a long time ago,” she murmured. “A very long time ago.”
Evolution and Inheritance: How did the Dodo die out?
- How and why did the dodo die out?
- Look for ‘evidence from the past’ as part of your research. What is the evidence which tells us how the Dodo died out? How do we know?
- Choose how you would like to present your findings.
- The Oxford University Museum website contains images, drawings and photos of dodos as evidence of what they looked like (see link below - there are really good videos and interesting, well-presented facts about the dodo on this web page).
- Sequence the photos from the ‘dodo timeline’, deciding on the significant events which led to dodo extinction. The dodo population did not have time to adapt as the human impact on their habitat was too extreme.
- What were the significant events in the timeline. Photographs and timeline are available from the LPDS Science website (here).
- You could also research the life and works of Mary Anning (1799-1847), Alfred Wallace (1823-1913) or Charles Darwin (1809-1882).
- The Collaborative Learning website contains an information gap activity about Charles Darwin which could support this research.
I loved seeing your dens yesterday! Your Art work is looking great. Well done everyone. What do you think of this modern painting of the Ascension of Christ. Create your own modern day image of the Ascension.
Take care everyone - sorry haven't done it yet - promise to update Dojos, Sumdog and load photographs tomorrow - I've got a big file collected together.
P.S. Answers to your SATs Lockdown paper:
Wednesday 13th May 2020
Good morning year 6,
How are you. Did you enjoy the SATs Lockdown Paper? Make sure you get it finished today and I'll post the answers tomorrow. Who remembered all the school rules? ! :)
For your starter task, let's do a slow write. You are going to write about your best part of yesterday.
Sentence 1: begin with a fronted adverbial: before lunch... after tea.... under my bed... in the garden...
Sentence 2: write a complex sentence using a subordinate clause: I searched for an empty toilet roll until eventually I gave up. (Until is the conjunction and I searched for an empty toilet roll is the main clause so until I eventually gave up is the subordinate clause as it doesn't make sense on its own).
Sentence 3: include an expanded noun phrase: the entire chocolate cake... the longest list... an enormous bumble bee.
Sentence 4: write a three word sentence: it was awesome... I fell over... the day continued.
Sentence 5: include an example of passive voice: lunch was prepared by my mum... the mess was made by me.
Sentence 6: use commas for a list: My mum asked me to: make my bed, clean my room, wash up, do my school work and then I was allowed outside.
Sentence 7: ask a rhetorical question: was it really only Tuesday? The week seemed to be lasting forever. Remember, a rhetorical question is a question you don't expect to be answered.
Sentence 8: finish with giving your opinion.
If you haven't been following and completing the work every day, today's work won't make sense so you'll need to start with last Monday's work to research the story of the Titanic. Today, you are going to tell the story: the plot.
Developing a plot
From information taken from the CBBC recount, identify key events to create a basic structure, e.g.
- Boarding the Titanic and setting sail.
- Being woken on the third night of the voyage.
- Being put in the lifeboat.
- Watching Titanic break in half.
- Watching as the stern sank below the surface of the ocean.
- Being rescued by RMS Carpathia.
Add descriptive words and phrases, thoughts, feelings and snippets of dialogue as appropriate. Include these in your re-telling of the story.
Find synonyms for over used words such as sad, scared, happy, cold.
This piece of writing will form the main body of the story. Make it descriptive and interesting for the reader. Follow the slow write template as in teh starter task then add to it.
Here are some of the links to the videos and stories:
The second link is a short film of the story.
Put together the plot.
Go back and finish yesterday's Maths if you didn't manage to get it all done yesterday.
How many examples of 3D shapes can you find in your house? Collect them, draw them, list their properties, say which are prisms and how you know. Google BBC Bitesize if you need help: https://www.bbc.co.uk/bitesize/topics/zjv39j6/articles/zcsjqty
If you scroll down on the link above, you'll find a quiz.
This challenge is really fun - everyone can have a go - if you need to, you could make the cubes to work out the puzzle: https://nrich.maths.org/1140
Build a den
Have a look at this web page from Save the Children: https://www.savethechildren.org.uk/what-we-do/coronavirus-information-advice/keeping-kids-entertained-during-lockdown#! Yayy! I got the video up! Take a look. You're going to need blankets, upturned chairs and of course, your Art book, a pen On the website there is also a video on how to make pompoms! You can build your den inside as it might be a bit cold this afternoon.
Artist of the day: You.
First of all, find out which pop artist you are by taking this quiz: https://www.tate.org.uk/kids/games-quizzes/quiz-which-pop-artist-are-you
Next, take your Art pad and a pencil or colours to your den and draw or paint anything you like: choose an object, find a picture, take a photograph and reproduce it in your own style.
Have a great day - I'll reply to emails this afternoon,
Tuesday 12th May 2020
Dear Year 6,
Good morning. How are you? How are you feeling about no SATs this week? You worked very hard and you were so well prepared. I know some of you will be disappointed and some of you are a little relieved but it doesn't take anything away - you did your best and you are the loveliest class with lots of good times ahead.
SOOOooooooo, here's a little surprise..... ENJOY! I'll post the answers on Thursday. Take your time, don't rush...
(By the way, now we are allowed to exercise whenever we want, I'll print some copies off if you'd rather a hard copy - I'll leave some in reception. When you are out for a walk, come and pick up a copy)
Continuing with 3D shapes and making nets, can you draw and write down the properties of these 3D shapes from the nets? If you have a printer, you could print them out and play pairs - match up the shape with the properties of the shape. Once you have done this, or if you struggle, carry on from yesterday making nets, decorate them, then make the 3D shapes.
Try the angles problem to finish off your Maths for the day. You get a break from your flashback story today :)
Can you make a beautiful picture out of your spellings today?
- silent 2. silence 3. exist 4. existence 5. evident 6. evidence 7. convenient 8. convenience 9. excellent 10. different 11. difference 12. environment
For those who like a challenge, here are the -ant, -ance ending words. How can you remember which are which? Let me know when you find a way!
1. distant 2. distance 3. assistant 4. assitance 5. important 6. importance 7. relevant 8. relevance 9. nuisance 10. restaurant 11. hinderance
There's a new grammar task for you on Sumdog too.
To finish off today's work, here is a new artist - Artist of the day: Johannes Vermeer Girl with a pearl. Guess which year this was painted? Answer underneath.
Begin your self-portrait. Look in a mirror or find a photograph you can copy.
Have a good day everyone and take care,
The painting was painted in 1665. Does that surprise you? It doesn't look like a really old painting does it? The artist was Dutch.
Monday 11th May 2020
Good morning Year 6,
How are you? Hope you had a good weekend. Thank you for all your emails on Friday and Thursday evening. I've read them all but haven't replied yet - I'll do that today. Many thanks. As always, it was lovely to hear from you.
For your morning work, you are going to begin your Leaver's Book. Write about your earliest memories of school: your first day, something that happened, your first friend. Draw a picture of you on your first day at school. Can you find a photograph to put under your work?
Here are a few pictures of your work from Thursday - sorry some of it is sideways :)
Using your notes from last week on the biographies of children of the Titanic, write a biography of one of these children. Choose a name that would have been popular in the early nineteenth century:
Create a character, based on one of these children, selecting or creating a name which sounds authentic for the time.
This biography may serve as part of the start of your story.
Fun grammar quiz to finish: https://www.proprofs.com/quiz-school/quizshow.php?title=year-6-quiz&q=2
Geometry: What is a polygon? On a clean page, draw, write, sketch, everything you know about polygons. If you get stuck for ideas, have a look here - there's a polygon party video:
Next, have a look at these powerpoints below and have a go at making your own nets. Cut them out and see how many 3D shapes you can make from your nets. You could decorate them before you put them together then make a colourful mobile for your room
Have a look for the video from Alain le Lait on fruits - sing a long!
Here's our favourite song - have you learnt it off by heart yet? Nope, website doesn't like this link - it's the one, On ecrit sur les murs
Today, you are going to learn how to say what you like to eat in French. Have a look at the powerpoint below and try to follow it:
Thursday 7th May 2020
Dear Year 6,
Good morning and hope you are really well. I'll reply to emails and post photographs this morning. I was at Accident and Emergency last night with Chloe - she fell off her bike and broke her wrist! She's in a cast but she's fine. A and E was so quiet - the children's waiting room was empty apart from two children and their mum.
It was good to speak to some of you yesterday and we understand that sometimes it is hard to be motivated to work. That's why we're trying to stick to our year plans and keeping it fun at the same time. The most important thing to do is follow some of it - always read every day and do some Maths. There are only two people not logged on to Sumdog. I'll send another set of login details today to you two. I'm setting a lot of Maths on Sumdog as I can set work against your targets. You are still competing against your classmates but your work is personalised.
For your starter, tidy your room and then ask your mum or dad if you can do something to help - or why not surprise them and tidy the living room. MAke your mum or dad a drink and ask everyone in your family if they are ok.
LF1 – I can explore and discuss the scripture readings about Jesus appearing to the disciples giving reasons for their actions.
Luke 24:44-49 Good News Translation (GNT)
Then he said to them, “These are the very things I told you about while I was still with you: everything written about me in the Law of Moses, the writings of the prophets, and the Psalms had to come true.”
45 Then he opened their minds to understand the Scriptures, 46 and said to them, “This is what is written: the Messiah must suffer and must rise from death three days later, 47 and in his name the message about repentance and the forgiveness of sins must be preached to all nations, beginning in Jerusalem. 48 You are witnesses of these things. 49 And I myself will send upon you what my Father has promised. But you must wait in the city until the power from above comes down upon you.”
Matthew 28:16-20 Good News Translation (GNT)
The eleven disciples went to the hill in Galilee where Jesus had told them to go. 17 When they saw him, they worshiped him, even though some of them doubted. 18 Jesus drew near and said to them, “I have been given all authority in heaven and on earth. 19 Go, then, to all peoples everywhere and make them my disciples: baptize them in the name of the Father, the Son, and the Holy Spirit, 20 and teach them to obey everything I have commanded you. And I will be with you always, to the end of the age.”
Highlight words in the above texts and say the meaning - what do these words remind you of? Other stories? Prayers? Quotations from the Saints?
Choose a task:
1. Compare both scripture readings finding similarities and differences and recording these – explore reasons how and why the words and messages would shape the lives of the disciples.
2. Copy out key phrases within both scripture readings – describe the meaning of these and how these might be lived out by the disciples – possibly record as a table or as a ‘Action plan’
3. Copy out key phrases within both scripture readings – describe the meaning of these and how these might be lived out by the disciples – use further sources; scripture, quotations, prayers
For English, carry on your work from yesterday, adding to your plan and reading about the children of the Titanic. See yesterday's work for the links and the video clip.
Today, you are going to look at the negative impact of invasive species (the grey squirrel for example).
EDIT: I hope this is working for you all now - I pasted it into the search bar and it came up - don't worry if you can't find the link though - it is a video I found on youtube about invasice species - you could see what you cna find if you have difficulties. Thank you for letting me know. (Edited 8th May 1pm)
Task: Pick a species from the invasive species suggestion list.
Using the internet, books, journals and any other relevant materials, research your chosen invasive species and make a case file about the species and the problems it is causing outside its native range.
Art Attack! With Tate Kids
Follow the link, have fun.
I'll finish replying to emails and posting later today,
Take care everyone,
Wednesday 6th May 2020
Good morning Year 6,
Hope you are really well. For your starter today, follow the Joe Wickes work out then head to the NDCYS website and listen to one of the reflections:
Before you begin writing your short story told in flashback, you are going to spend a few days preparing.
Your story is going to be based around the true story of the Titanic.
Take a look at the National geographic for kids website: 20 facts about Titanic and make a fact file about the story of the Titanic.
Next, look again at the fact list on the website and make a spider diagram of interesting words and phrases you could use in your writing. This will be the first part of your plan along with your facts.
There were 126 children under the age of 14 on the Titanic. 60 of them survived. A list of children on board the Titanic, together with biographical details of some, can be found on the Encyclopaedia Titanica website (see link below). From the list, select a child who survived the disaster (the column on the right tells you the number of the lifeboat in which they were found) who was aged between five and ten at the time. Choose one of the children and write down what you think he or she might have remembered from that night.
Imagine you are one of the children who survived the disaster. What did you remember? Watch this video clip to help you:
‘Titanic: A child survivor's story’ from the CBBC website https://www.bbc.co.uk/programmes/p029z376
Watch the film again, this time noting down any descriptive words and phrases and add these to your spider diagram.
Make a story board (a series of pictures) to show what happened the night of the Titanic.
Finish the lessons for this week: https://whiterosemaths.com/homelearning/year-6/
Once you have done this, head over to Sumdog and set yourself a challenge! I've set one too! Well done to all 14 people who completed the Sumdog Maths challenge yesterday!
Explore Nrich: find yourself a challenge or try this one: https://nrich.maths.org/12936
Spelling! There is a spelling competition running on Sumdog! LOts of Dojos for the winner to be announced tomorrow!
Choose from one of these tasks below:
- Look up some unique physical or human features from other countries, e.g. Himalayan Mountains, Great Wall of China, World Heritage sites, frozen lands, volcanoes.
- Look up population, weather and climate for one of the countries you would like to find out about.
- Use satellite images to identify key physical and human features of the world. Choose and research some of these features or research further characteristics of individual countries. Use Google Earth for a tour of the world and to see from above your chosen feature:
- Create a fact-file about a country.
Birds in Art
Take a look at some of these bird drawings from around the world. Choose one of them - see if you can find out who the artist is and then try to reproduce your own style of bird drawing based on the style of your chosen artist:https://myartmagazine.com/bird-drawings
Have a good day everyone and take care,
Tuesday 5th May 2020
Good morning Year 6,
For your morning work, take a look at this video by Joe Hopkins, Lead Lay Chaplain of the St Ralph Sherwin CMAT. The challenge this week is to get in touch with someone with a message of hope or just to have a chat and check they are ok, and then challenge them to do the same. Here is Joe's video: https://youtu.be/0u7p7U2qaBE
Have a go at the challenge - you could ring someone, send a text, an email or write the letter to your classmates or write a letter to Fr Paul or Fr Simon or Miss Jordan.
Keep in touch with NDCYS - the Briars team are still there for you all and livestreaming every day: https://ndcys.com/
The link to their youtube channel is on the bottom right of the homepage screen.
A huge well done to all of you for your fairground ride ideas, models and pictures. Here is a video Angelina made of her model! Well done and thank you! I need to update Class Dojos! As always, three Dojos if your pictures appear on the web page.
Listen and join in with this verb rap song: https://www.youtube.com/watch?v=ineCCpqpZrM
Today, you are going to explore a piece of text from your reading book to help you prepare for writing a brilliant flashback story.
Follow the steps below:
- Fetch the book you are reading at the moment.
- Find an interesting page.
- Find your favourite verbs and jot them down.
- Find some examples of really interesting adjectives. Jot them down.
- Find some interesting nouns and jot them down lastly.
- Magpie (copy) a phrase or sentence that you think is really effective and that you could use in your story.
- To finish, describe the room you are in, using some of the interesting vocabulary you have collected. Use similes and metaphors to bring your description to life! Help the reader see.
Finish your English time today, by looking for some words with prefixes or suffixes.
Starter task: Zios and Zepts on the planet Vuv:
Zios and Zepts
On the planet Vuv there are two sorts of creatures. The Zios have
legs and the Zepts have
The great planetary explorer Nico, who first discovered the planet, saw a crowd of Zios and Zepts. He managed to see that there was more than one of each kind of creature before they saw him. Suddenly they all rolled over onto their backs and put their legs in the air.
legs. How many Zios and how many Zepts were there?
Do you think there are any different answers?
Main task: White Rose Lessons 3 and 4: watch the videos first: https://whiterosemaths.com/homelearning/year-6/
Please self-check your answers
Here's an alternative Maths task for today: https://www.bbc.co.uk/bitesize/tags/zncsscw/year-6-and-p7-lessons/1
Remember there is a task set on Sumdog too (and a grammar task if you didn't complete it yesterday :)
Birds in Art competition: Competition time! Paint or draw a bird: look up artists who painted birds. See the bird below? It is a Kingfisher. Once I was walking by a stream and I saw a tiny shot of the brightest most electric blue - it flashed past! It was tiny! It was a kingfisher! I have never seen one before or since. I didn't even realise until after it had gone what it was but it was so amazing and every time I walk by a stream, I look to see if I could see one again. You never know - walk really quietly and one day, you might spot one too.
Have a lovely day everyone. If the weather is good, go outside and see if you can spot any birds flying by.
Take care and best wishes,
Take a look at all these fabulous things you have been up to: really well done everyone.
Monday 4th May 2020
Dear Year 6,
Good morning and hope you had a lovely weekend. Thank you for all the beautiful work you are producing and for the wonderful pictures above. Can you guess the artists? Where did you go for a walk? What did you do over the weekend?
For today's starter task, write about what you did at the weekend but use a slow write structure. Follow the plan below.
Sentence 1: begin with an adverbial phrase. (Early in the morning... Before breakfast... Late morning...)
Sentence 2: include an expanded noun phrase. ( Burnt toast... next door's Siamese cat... the same blue pyjamas... my dishevelled overgrown hair)
Sentence 3: include a subordinate clause. (I got up earlier than usual, even though it was raining and I had already remembered it was a Saturday)
Sentence 4: use a semi-colon for two shorter main clauses. (I washed my face hastily; I could smell the pancakes and waffles downstairs)
Sentence 5: write a three word sentence: everywhere was silent. The cat hissed. A dog barked. The toast burned.
Last sentence, sentence 6: Use an example of passive voice: The food had all been prepared by my mum.)
There is a grammar task, set on Sumdog. Have fun!
In English this week, you are going to write a story which contains a flashback. Watch this clip from the film, Ratatouille: it is when the man is about to put some Ratatouille in his mouth and suddenly he remembers the first time he tasted it when he was a little boy.
What happens in this scene? Talk to yourself out loud about what happens. Does this happen to you sometimes? Sometimes, when something is happening in the present moment (now), we remember something that happened in the past - our mind takes us back to a different time and the memories flood back which help us understand the present situation. This is a flashback and it can make your story writing really interesting because it tells the reader more about the present (what is happening now).
Consider these questions: what is the mood of the scenes in Ratatouille? What is the theme or the subject of the story? Why does his mind take him back to being a little boy? How do you know the story is shifting between past and present - what techniques are used?
How does the producer use the effects listed below to emphasise the difference between the past and the present? Make notes based on these aspects:
- Gesture – (e.g. the direction of the central characters gaze – looking to the side/upwards.)
- Pan of the camera – (e.g. upwards, to the side)
- Editing – (screen fading to black and merge of images).
- Costume – (how the clothing changes to indicate different periods of time).
- Music – (is there some atmospheric music played or a harp ripple etc…?)
- Trigger – (is there something in particular that triggers the flashback?)
Begin to collect ideas on what your flashback story is going to be about.
This week's spellings: Use suffixes to understand meanings e.g. –cious, -tious, -tial, -cial. How many words can you collect with these endings - put the words into lists according to their suffix. What does the word -suffix mean? Where does this word come from?
There is a new task set on Sumdog. Have fun! Who will be top of the leaderboard this week?
Today's starter task is taken from the Nrich website and is called a low threshold, high ceiling task. This means that everyone can have a go but it can get quite tricky! Are you feeling brave? Have fun with it. Remember you can draw pictures to help you! Look it up to find the answer: https://nrich.maths.org/9692
School Fair Necklaces
Age 5 to 11
Rob and Jennie were making necklaces to sell at the school fair.
They decided to make them very mathematical.
Each necklace was to have eight beads, four of one colour and four of another.
And each had to be symmetrical, like the one below.
How many different necklaces could they make?
Here's another flashback... FRACTIONS! https://whiterosemaths.com/homelearning/year-6/
1. Begin on lesson 1 and move on to lesson 2 - watch the video first.
2. If you fancy a challenge, make Briony's triangle - follow the instructions carefully then see if you can work out the fraction! https://nrich.maths.org/7392/note
3. Here's the video link to follow: https://nrich.maths.org/7392&part=
4. Alternatively, there is a fractions task on the BBC Bitesize Home learning page: https://www.bbc.co.uk/bitesize/tags/zncsscw/year-6-and-p7-lessons/1
Starter for fun: Listen to this song - hw many words can you understand? Chez mama means at mum's house. Chez means at the house of someone.
Ma famille - Dans ma famille, il y a ...
Make your own family tree and annotate it with as much information as you can include in French.
Dear Year 6, could you write a letter to your class please? I'll post them on this page so you can read each other's. Draw a picture of something that means a lot to you.
Take care and look forward to replying to your emails this week,
P.S. I wondered about birds as a focus this week. Do you know the name of this bird? Can you spot one outside? Draw or paint the bird and label it. Can you find out its Latin name? How many other birds can you spot and name? Remember the aviary in Queen's Park? Do you know the names of the birds in the aviary?
P.P.S artist = Hubert :)
Friday 1st May 2020
Good morning year 6,
It's May! How are you? How does it feel now? You are doing so well. Thank you for all your work - I'm sorry one of the Maths pieces of work didn't download. Have you had a good week? What was the favourite thing you did this week?
Have a good day today - do some work but have a good rest over the weekend.
Here are two links for your families: one is from the Saint Thomas Aquinas Multi Academy Trust - it is a questionnaire to find out how your parents feel you are finding the online work. Please click on the link and ask your parents to complete it - it only takes a couple of minutes.
The second link is to the Nottingham Diocese Catholic Youth Service for tomorrow's Big School Get Together at 11.00am. Find the NDCYS on youtube to follow their livestreamed event for all of us working at home. https://ndcys.com/gettogether/
May is the month of Our Lady. Can you draw or paint a picture of Our Lady to hang in your house?
For your starter task, can you go into the garden or outside and find some stones or leaves. Make a nature picture - draw it, or photograph it. How does the world change in May? Can you see any blossom or flowers anywhere?
R.E. Learning Focus 3
LF3 I can reflect upon the meaning of the anointing of the sick and create a simple liturgy linked to the signs, symbols and actions within the sacrament.
A sacrament is a sign given to us by Jesus which brings graces and blessings. The sacraments all contain signs and symbols that were given to us by Jesus. Throughout his ministry, Jesus instituted the sacraments - for example, Baptism through his baptism in the river Jordan (symbols: the dove, water, a white garment), the Eucharist through the Last Supper (bread and wine as the body and blood), Confirmation through the coming of the Holy Spirit. The anointing of the sick was something Jesus did all through his ministry - touching people to make them well again. Oil is used during this sacrament as oil was also used a lot in Jesus' time. The wise men at Jesus' birth gave Him some oil- Myrrh - it was very expensive oil used to embalm bodies once the person had died.
Watch this video which begins to explain about the sacrament of the anointing of the sick
Busted halo anointing of the sick - it's a fun video
Illness and suffering are not easy to cope with. They make a person feel powerless and realise their limitations. When a person is very sick, they are not able to do what they normally do. Often it is a time when people have time to reflect on what is important to them in life. It is often a time when people think about God and pray more. Christians remember the suffering of Jesus. When Jesus sent out his disciples to preach the Good News they;
“…anointed with oil many who were sick and cured them.”
Mark 6: 13
Remember how the Good Samaritan anointed the wounds of the man who had been mugged and used oil to clean and heal them? The person who is very ill welcomes the prayers and kindness of those who visit them. James’ letter from the New Testament has many practical suggestions which include reference to anointing of the sick.
“Are any of you ill? Let him call for the elders of the church, and let them pray over him, anointing him with oil in the name of the Lord. And the prayer of faith will save the one who is sick, and the Lord will raise him up. And if he has committed sins, he will be forgiven.” James 5: 14-15
Think about these words from James and how we try to help each other when any of our friends or family are ill. Now answer these questions and complete this task:
- Why do you think oil is used in healing?
- What other sacraments include anointing with oil? (there are three others Baptism, Confirmation and Holy Orders.)
- How do you think the sick person feels when they know someone is praying for them?
- What do you think James means when he says: ‘the Lord will raise him up’?
Task: Write the scripture from James in the middle of your page. How will you respond to the message in the reading? What is the message telling us about? Can you link it to other scripture? Explain how you would encourage and give hope to the sick based on the scripture of James. What inspiration can you take from this scripture?
Prepare a short liturgy for your family based on the reading from James. What is the message of scripture telling us and how will you live this out?
Within the worship make the Sign of the Cross on one another’s foreheads. Remember to pray for those who are sick, especially those who are sick with the Corona virus.
Illustrate your work - you could illustrate your work with words and prayers, not just pictures.
Join in with the Big Schools Get Together at 11.00am! https://ndcys.com/gettogether/
Can you score full marks in this arithmetic paper? Have a go! Self-check your answers. Spend some time on Sumdog - I'll set a new task - well done to those at the top of the leader board - promise I'll put your Dojos up today!
Listen to David Walliams read - free every day: https://www.worldofdavidwalliams.com/elevenses-catch-up/
Do you know who this famous book loving football star is? What is he reading? Find a book and settle down to read.
What would you like to do this afternoon?
Did you write a rap yesterday?
Have you got the ingredients to make one of the recipes lower down on the page?
Have you painted this week? Take a look at our artists of the week for each day.
Would you like to write a letter to our MP, Jane Hunt, about what is happening at the moment?
Would you write a letter to Miss Jordan, Fr Paul, Fr Simon, Fr David or to me? We'd love that.
Write a letter to your class.
Choose one of the above tasks then have a lovely weekend. Look forward to hearing from you. Thank you for all the fabulous work you are sending in.
Take care everyone and keep in touch,
Thursday 30th April 2020
Good morning year 6,
It was lovely to hear from so many of you yesterday and to see so much work. Really well done. It isn't easy staying motivated but you are doing so well. I'm very proud of you and other people have been commenting on all your wonderful work. Have a look at this video Finn made about school. Really well done Finn - it is amazing and we love it!
Year 6! For today's starter, can you write a year 6 rap? Have a go! Look up school raps if you need some inspiration! https://childrens.poetryarchive.org/poem/the-schoolkids-rap/
R.E. Healing topic - Learning Focus 2
The Good Samaritan. I can retell the story of the Good Samaritan using Christian sources and beliefs in my writing to show the real meaning to Christians.
The familiar, well-told story of the Good Samaritan teaches us a lot about God. Watch the videos then read the scripture carefully.
Now, download and read the scripture below: which words stand out for you from the text? Underline them and say what they mean to you.
What does the passage tell us about God?
Can you think of any other stories or prayers that it reminds you of?
It reminds me of the passage: Gentile or Jew, slave or free, we are all one in Jesus Christ, Galatians 3: 28. We all belong to one another and are equal. We are to serve and love everyone, even if they are different to us. We are to show mercy and we are not to judge because someone is different to us. Use openbible to look up themes of mercy and service to others https://www.openbible.info/
Answer the questions then complete the task. Finish with a wonder moment. What does this story make you wonder about? What question would you like to ask Jesus?
Yesterday, you should have started planning your written debate: Should it be illegal for animals to be used as entertainment?
Watch this video which contains a display by Killer Whales at SeaWorld in Florida: https://www.bing.com/videos/search?q=seaworld+florida+youtube&&view=detail&mid=4A2DB5ABCDB2D0A339524A2DB5ABCDB2D0A33952&&FORM=VDRVRV
What are your feelings about this display? Is it right or wrong in your eyes?
Would you get in the water with a Killer Whale? (I definitely would not - it seems a really bad idea. I'd love to see a Killer Whale though - would you?)
Read this article about Killer Whales shows: https://www.dailymail.co.uk/news/article-4551200/SeaWorld-s-new-killer-whale-doesn-t-impress-fans.html
Magpie some of the language in this extract - are there any sentences you think are amazing and that you could adapt in your writing?
Make your plan and write it down. You could use a spider map: have you collected lots of interesting synonyms and adverbs to make your writing flow and sound really interesting?
Remember to include for and against arguments before giving your own opinion. Use semi-colons and colons as well as an example of passive voice. Here are some examples of passive voice sentences:
- The shows were cancelled by park officials in 2011 after audience numbers dropped dramatically.
- The whales were trained by their keepers who performed tricks with them while in the water at the same time.
- The shows were criticised by animal rights groups who protested and campaigned against them.
Can't wait to see your debates and hear your opinions.
Well done Year 6 - remember, your writing is still really important.
Find a book to read before or after lunch: reading is so important - even if you don't feel like it, once you get into a book, you'll love it. Have you tried any new books lately? I'm reading a great book called Educated by Tara Westover - it's about a girl your age who was kept at home by her family but she really wanted to go to school. I'm only on chapter 4 but it's really good and very interesting getting to know the characters and why she isn't at school. It is based on a true story.
Thursday afternoon can only mean one thing: SCIENCE! You are all so good at Science - you're going to love it at secondary school
Evolution and Inheritance
This afternoon, you are going to consider how animals and humans have adapted to their climate. Watch this video from last week:
You'll be singing it for days...
Draw a picture of a camel and annotate the features that make it able to survive in the desert.
Work scientifically by observing and raising questions about animals and how they are adapted to their environment.
Compare how some living things are adapted to survive in extreme conditions, for example cactuses, penguins and camels.
Analyse the advantages and disadvantages of specific adaptations, such as being on two feet rather than four, having a long or a short beak, having gills or lungs, tendrils on climbing plants, brightly coloured and scented flowers.
Have a look at the video and text below on the tortoises of the Galapagos Islands. These giant tortoises adapted to the islands they have lived on; scientists believe they have lived on the Galapagos islands for 23 million years! They have the longest life span of any living creature on earth - they live for over 150 years! Our tortoise is called Mickey and he is 45. He'll live to be about 90 but he is a lot smaller than the Galapagos tortoises.
Charles Darwin travelled to the Galapagos Islands in 1835. Darwin was fasciated by the tortoises and how similar they were to tortoises on the mainland. Over time, Darwin began to wonder if species from South America had reached the Galapagos and then changed as they adapted to new environments. This idea—that species could change over time—eventually led to Darwin’s theory of evolution by natural selection.
Draw the two different types of Galapagos tortoises and annotate your pictures to show how they adapted to their environment.
Artist of the day: Holman Hunt - The Light of the World
This painting is by a Victorian Pre-Raphaelite artist called Holman Hunt. The painting is displayed in Saint Paul's Cathedral in London. What do you notice about the painting? What can you see? What do you notice about the door?
Here's some information about the painting:
Would you like to try painting in the Pre-Raphaelite style? Look up other paintings you would like to explore.
Take care year 6 and hope you are all really well.
I'll put some of your pictures up this afternoon - promise!
Thanks for all your hard work. I'm hoping your new teachers will have a look at our web page to see some of your lovely work. I'm going to have to delete some of the work I have put up as the page is getting really slow when I upload new work.
Wednesday 29th April 2020
Good morning year 6,
Hope you are all really well and having a good week. How is your Art coming along? Have you got a blank book of paper that you could use as an Art book?
EDIT: If you are struggling with anything, the BBC Bitesize homelearning website updates daily lessons which are accessible for everyone: https://www.bbc.co.uk/bitesize/tags/zncsscw/year-6-and-p7-lessons/1
Also, White Rose is the Maths scheme we use in school and as for Bitesize, daily lessons are posted which are easily accessible: https://whiterosemaths.com/homelearning/year-6/
Here's todays starter: https://www.transum.org/software/SW/Starter_of_the_day/starter_April29.asp
Cody and Isabelle are both the same age.
Cody multiplied his age by two, subtracted five then multiplied the answer by four.
Isabelle multiplied her age by seven then added four
Cody and Isabelle arrived at the same answer as each other.
How old are Cody and Isabelle?
Today, begin planning your written debate on: Should it be illegal for animals to be used as entertainment?
During the 1950s, Twycross Zoo, a zoo not far from here, began training chimps to have tea parties to entertain the visitors. The chimps eventually were dressed up as different characters in human clothes and used to advertise a tea brand. The advertisements became very popular, despite criticism from animals rights groups. The last advertisement was aired in 2003. Read this article on the Twycross Zoo chimps: https://www.bbc.co.uk/news/uk-england-leicestershire-23508215
Here's a video of one of the advertisements: https://www.youtube.com/watch?v=IlLI8A8xX0o
What are your feelings about these advertisements? Was Twycross Zoo right to stop?
Using the BBC report as a source, find synonyms and antonyms for commonly used words such as: said, started, went, began.
Make a spider diagram of words you could use in your debate.
Make two columns for arguments for and against.
Make a list of adverbial phrases and adverbs to help structure your work. (Many years ago... Some would argue... Firstly... Furthermore... On the other hand... Despite objections... Contrary to some opinions...)
Can you find another example you could use as a source to either support or refute your argument?
Have a look at this video of birds dancing to finish off: why does this seem different to the chimps advertisements?
Here are some straightforward tasks on angles: https://www.twinkl.co.uk/resource/tp2-m-157-planit-y6-properties-of-shape-angles-home-learning-tasks
For a challenge, try this:
Can you name the seven continents and five oceans of the world?
How many countries are there in the world do you think?
How many countries can you name? Begin with A and see if you can name a country for each letter of the alphabet?
Can you name some key countries in each continent?
Make a fact file about a country you are interested in, different to the country you chose last week.
Artist of the day
Explore the Tate Kids website: https://www.tate.org.uk/kids
Click on the link to Andy Warhol - there is a one hour session on making your own piece of Pop Art. Have fun!
Have a great day everyone,
Tuesday 28th April 2020
Good morning year 6,
Hope you are well and a million thanks to everyone who has been working so hard at home. I'm so impressed with the standard of work. I'm keeping all your work in files on my school laptop and some of you have such a lot. Really well done. I'll update Class Dojos today.
Starter task: Can you find an old card? Or just a piece of paper? Write a letter of appreciation to your mum or dad thanking them for all they are doing to help you and making lockdown as fun as possible for you. Tell them what you have enjoyed especially about being at home with them all day. What are they doing that you really like? It might be making a particular meal, sitting together at breakfast or tea or being allowed to relax and not get up early every morning.
English: We are going to look at examples of persuasive language all week - can you find any examples at home? In newspapers? What are the features of persuasive language?
First of all, watch the above video about a whale called Shamu. Carrying on from yesterday, we'll be looking at animals used for entertainment.
Look at the language on these different sites - read what they are saying. Find the main argument on each page then copy and complete the table below:
- Conservation on the Sea World website. http://www.seaworldparks.co.uk/conservation
- Sealion Trainer and Conservation on the Blackpool Zoo website. https://www.blackpoolzoo.org.uk/animal-experiences/sea-lion-trainer-experience
- Sea Lion Show, Conservation and Research on the Knowsley Safari Park website: https://www.knowsleysafariexperience.co.uk/whats-on/animal-talks-and-displays/sea-lion-display
- Copy the grid below and complete it in your books
Sea World, Florida
Knowsley Safari Park
Why might people want to see animals at this attraction?
What is the effect of the photographs and illustrations on the reader?
What does the text say about taking care of the animals?
White Rose Maths: Geometry: Angles: Lessons 3 and 4 on Problem Solving. Read the questions to yourself carefully. Copy out the questions if you don't have a printer.
Fancy a challenge? WARNING: THIS IS VERY TRICKY :/ https://nrich.maths.org/content/id/9359/AnglesStage3Star1Sheet1.pdf
Here are the answers (you are allowed to cheat :) https://nrich.maths.org/9341
Before lunch: Play on Sumdog, read and practice your spellings (see Monday's work). One of you wrote to me and said you preferred to read before bed. That's absolutely perfect - keep doing that.
Design and Technology
During the Christmas term, we explored Victorian Britain and how Victorians changed life forever. There was one task we didn't ever get around to doing and that was designing and making a fairground ride with moving parts. Could you first of all, explore when fairs first came to Britain and when Loughborough fair began?
Could you design a fairground ride and then try to build it with at least one moving part? I'll be very impressed to see what you all come up with. Use your imagination and don't go buying anything - use what you can find at home.
Artist of the day: Edgar Degas
Year 6 - look up Degas - he paints the most beautiful paintings and is one of my favourite artists. Have you got a favourite artist yet?
Do you remember seeing some of his work at the National Gallery last October? That was a very special and memorable trip wasn't it? Paint a Degas masterpiece of your own. Remember, you can, of course, adapt the style to suit your own. Many thanks to everyone so far who has sent in some of their Art work - it is just lovely. Really well done and thank you.
Have a lovely day everyone and look forward to hearing from you. It is very reassuring to hear from you, that you are all well and enjoying the work. I think of you every day and say a prayer for you.
Take care and best wishes,
Good morning year 6,
Hope you are really well and enjoyed the sun at the weekend,
Thank you to everyone who is sending in work - really well done. Keep going! I'll post photographs this afternoon so check the website again later.
Here is your starter task which is from a website called Nrich. Everyone can have a go at this task, but how far can you go until you get stuck? Have fun! https://nrich.maths.org/1783
In English, we are going to begin a unit of work on debate and discussion. You'll have the chance to give your opinion on whether you think it is right for animals to be used for entertainment and to consider both sides of the argument.
First of all, watch this video about a circus man who has performing budgies: https://www.youtube.com/watch?v=_JRWfKszjvg
Why might people like the budgie act? Write down as many ideas as you can.
Some people are opposed to animal acts such as these, in fact, some of you may feel this way. Write down reasons why some people may be opposed to animals being used for entertainment.
Make two columns in your books: a "for" and an "against" column. Jot down all your idas in the two columns.
Find someone at home to listen to you, then talk for one minute, presenting arguments to support your case. Use language like: I believe that... Firstly... Secondly... As a consequence... Additionally... Furthermore... On the other hand... Others believe...
Research: Can you find other examples of where animals are used for entertainment? Write about such examples. Illustrate your answers.
This week's spellings
(Do you remember last week's? Here they are: test yourself again: 1. disappointed 2. dissatisfied 3. dissimilar 4. unsure 5. unnecessary 6. unnatural 7. overseas 8. overrule 9. overreact 10. impatient 11. immobile 12. immovable )
This week's spellings: Use your knowledge of root words, prefixes and suffixes to investigate how the meanings of words change e.g. un+happy+ness; dis+repute+able; dis+respect+ful; re+engage+ment
Find other examples! Find out which language the prefixes and suffixes originate from and what they mean.
Have a sing-a-long first :) Remember the names for the different angles? https://www.bing.com/videos/search?q=angles+youtube+kids&docid=607989222138252804&mid=AC07D5DA54380E5B6DAFAC07D5DA54380E5B6DAF&view=detail&FORM=VIRE
Angles! Carry on from where you left off last week: https://whiterosemaths.com/homelearning/year-6/
Spend half an hour at least on Sumdog revising fractions - I'll set a task for this week and see who won last week's.
Write a page about your positive achievements in primary school and illustrate your work. Include your best memories. Draw a picture of year 6: Can you remember all 30 names easily?
On va chanter :) https://www.youtube.com/watch?v=ir31nLRLXLI (On ecrit sur les murs)
Clothes! Watch this: Les vetements avec Alain le Lait! https://www.bing.com/videos/search?q=clothes+in+french+youtube&docid=608002399050141336&mid=48198A2FE0F5A1A5471D48198A2FE0F5A1A5471D&view=detail&FORM=VIRE
(The above link is to a popular children's song about a group of children who go for a walk in the woods while the wolf isn't there. Each time they ask where the wolf is, he is putting on a different item of clothing, until...)
Can you draw a picture of yourself today and say what you are wearing in French? Google it! Say your name, age and birthday in French too. Do you remember how to say where you live?
Lastly, your Artist of the day is Matisse (don't forget to read).
Who is Henri Matisse? https://www.tate.org.uk/kids/explore/who-is/who-henri-matisse
You looked at one of Matisse's most famous works last week (The Snail). He liked to work with collage. Can you make a collage like Matisse?
Matisse loved to use bright colours and simple shapes to portray images. Can you make a Matisse masterpiece? Below is a painting by Matisse called The Cat with red fish painting. If you google it on youtube there are tutorials on how to paint an exact replica. Can't wait to see them year 6!
Take care and can't wait to see you all again,
Friday 24th April 2020
Good morning year 6,
Hope you are really well. Here's today's work. Hope you enjoy it. Extra Dojos to everyone using the Sumdog website!
Grammar, punctuation and spelling starter: BBC Bitesize: How to use the suffix -ation :https://www.bbc.co.uk/bitesize/topics/zqqsw6f
Play the punctuation quiz: https://www.bbc.co.uk/bitesize/topics/zvwwxnb/articles/zhcxtv4
R.E. Learning Focus 1: I can discuss with others the words from scripture; ‘Your faith has made you well’ - describing how Christians would live this out today, making links to Christian beliefs and other sources (songs, hymns, prayers, other scripture).
From the very beginning of Jesus’ ministry, he was concerned with the sick and needy. He never turned anyone away even when he was tired and weary. In Jesus’ day, there were many sick people and they often had to survive by begging at the roadside.
Read the scripture then answer the questions:
As Jesus was coming near Jericho, there was a blind man sitting by the road, begging. When he heard the crowd passing by, he asked, “What is this?”
“Jesus of Nazareth is passing by”, they told him.
He cried out, “Jesus! Son of David! Have mercy on me!” The people in front scolded him and told him to be quiet. But he shouted even more loudly, “Son of David! Have mercy on me!”
So Jesus stopped and ordered the blind man to be brought to him. When he came near, Jesus asked him, “What do you want me to do for you?”
“Sir”, he answered, “I want to see again.” Jesus said to him, “Then see! Your faith has made you well.” At once he was able to see, and he followed Jesus, giving
thanks to God. When the crowd saw it, they all praised God.
Luke 18: 35-43
1. Why do you think Jesus was so concerned with the sick and needy?
2. Why do you think the people scolded the blind man?
3. How do you think the blind man felt?
4. What do you think was the significance of the title the blind man gave to Jesus, ‘Jesus! Son of David!’ What did it show about his faith?
5. What was Jesus’ attitude to the blind man?
6. What do you think Jesus meant when he said, ‘Your faith has made you well’?
7. What do you think of the attitude of the people once they saw Jesus’ healing power?
8. How do you think the blind man felt when he could see?
Choose a task:
1. Writing as if you were the blind man, talk about the incident and how your meeting with Jesus shaped your life? Link to other sources.
2. Write a report for the Loughborough Echo about the incident with the blind man. Link to other sources and religious beliefs. Include quotations from bystanders about how it affected their faith. Explore and analyse the scripture.
Illustrate your answer
Complete lessons 2 and 3 and then have a go at the Maths challenge.
Before you finish for lunch, have a go at this quiz which was designed to see if adults could pass the year 6 SATs reasoning paper! Can you pass it?
It's Sports Day!
This afternoon, everyone is going to try and take part in some sports day fun, each of us in our own homes.
Choose 5 activities: star jumps, jumping jacks, forward rolls, bending forwards and backwards, touching your toes arms above your head then down to youer feet, juggling :)
How many of each activity can you do in two minutes?
There's always Just Dance if you prefer: https://www.bing.com/videos/search?q=africa+waka+waka+just+dance&docid=608012487974063427&mid=3FC3D9993C07A0ACBA1A3FC3D9993C07A0ACBA1A&view=detail&FORM=VIRE
Artist of the day!
First of all, take the fun quiz on the Tate Kids website: Which Arty hairstyle should you get?! There are all sorts of paintings for you to look at during the quiz showing different hairstyles. https://www.tate.org.uk/kids
On the Tate Kids site, click on Impressionism and read about it: write down 10 facts about Impressionism. The Impressionists loved to paint outside. You try. Go outside and see what you can draw or paint. How does the light change what you are looking at? How does the light fall on the things you are looking at? The Impressionists were very interested in light. They were considered revolutionary and at first were not allowed to exhibit their work in Paris where all the great artists went to have their work displayed . The movement became one of the most famous Art movements in the world!
Claude Monet had a very beautiful garden in Giverny, not far from Paris. He painted a series of over 20 Water Lilies paintings which are exhibited in Paris. Some of these paintings are enormous. Monet was going blind when he painted some of the Water Lilies series. You can still visit his house and garden in Giverny.
Have a good weekend everyone. I'll write to you over the weekend,
Have a great Thursday everyone! Science this afternoon followed by a new artist of the day. Some beautiful Art work received yesterday - can you tell whose work this is?
Thursday 23rd April 2020
Dear Year 6,
Good morning and hope you had a lovely day yesterday. Thank you to everyone who emailed work and it was lovely to speak to some of your families over the phone. Keep in touch: firstname.lastname@example.org
Make sure you send some photographs or examples of your work at least once a week so we can see what you are doing.
Here is your arithmetic starter for today: https://www.bbc.co.uk/bitesize/tags/zncsscw/year-6-lessons/1
Choose a task from the day's Maths on the Bitesize home learning website (address above - revise negative numbers). If you'd like a challenge try this instead: https://nrich.maths.org/1130
or this one...
Des has two bags of sweets. Each bag contains only lime and strawberry sweets. There are 20 sweets in each bag. In the first bag there is 1 lime sweet for every 3 strawberry. In the second bag there are 2 lime sweets for every 3 strawberry. How many more lime sweets are there in the second bag?
R.E. New topic: Pentecost: Serving: Witnesses. Explore task:
Are you observant enough to spot all the differences? If people hadn’t been observant enough witnesses we wouldn’t know as much as we do about God!
Explore – I can explore, discuss and compare with others my own and their ideas about the courage to be a witness.
Each of us, by the way we live our lives, the way we treat others, and by our words and actions, show if we have an attitude of service.
Often, we are especially influenced by those whose actions speak powerfully of a life of service. Write out and answer these questions in your book:
1. Think of someone who impresses you deeply because of the way she/he lives.
2. What is it that impresses you?
3. What do you think inspires them?
Consider this scenario: What should Connor say?
Connor was cycling home from school when he saw his elder sister, Kylie, with a group of boys. He knew some of the boys; they were tough and didn’t care what anyone said to them. They were from the local secondary school, where Connor would be going in September. Connor got off his bike and hid behind a parked car where no one could see him. He was fond of Kylie, even though she was always telling him he was stupid. He knew it was only teasing. As he watched, he wondered why he had stopped. Was it curiosity. Was he spying or was he really concerned about Kylie? He wasn’t sure. Kylie was laughing. One of the boys offered her a cigarette which she took. Connor knew his parents would be cross if they found out. Kylie was only fourteen. He could see Kylie shaking her head and beginning to walk away, one of the boys held her arm and started arguing with her. Another pushed her, while another got hold of her bag. Kylie grabbed it back and started to run. The boys let her go, but shouted after her; ‘You’d better have the money tomorrow!’ Connor didn’t know what to do. There were too many boys for him to tackle. Kylie was walking home now. Connor got home first. His mother asked him if he had seen Kylie on the way. Before he could answer Kylie arrived home.
1. How do you think Connor felt?
2. What do you think Connor should do? He was a witness to an incident. What are his choices?
3. What do you think happened next?
4. Who do you think needs courage in this situation?
5. What would you do?
6. Have you ever been in a situation where you have needed courage to witness? What happened?
Section C (main task)
Consider this statement: it is better not to be a witness. Say why you agree or disagree.
List your reasons for both arguments saying why you feel the way you do. Do similar – explore and detail the beliefs and values which influence your opinion. Can confidently show how their own and others’ decisions are informed by beliefs and values through their writing.
Objective: Use devices to build cohesion between paragraphs in narrative e.g. in the meantime, meanwhile, in due course, until then.
Draw and design a storyboard for a new story: choose an image for yourself - find one around your house. It could be from an old Birthday or Christmas card.
Use devices for cohesion (examples above). Have a look at the Bitesize website: https://www.bbc.co.uk/bitesize/articles/zbngrj6
Try to incorporate active and passive voice. Look at the Bitesize English lessons from Monday and Tuesday on modal verbs and pronouns.
Build up a storyboard (a double page spread would be fun) of great sentence starters, interesting verbs and adverbs, similes and metaphors. What will your characters and setting be like? What happens and how is it resolved? A storyboard is a series of pictures and words to help you build and structure a story. See an example below. You can have as many pictures as you like.
Remember the spellings from Monday? Here they are again: test yourself!
disappointed 2. dissatisfied 3. dissimilar 4. unsure 5. unnecessary 6. unnatural 7. overseas 8. overrule 9. overreact 10. impatient 11. immobile 12. immovable
After you have had lunch and read for an hour it's time for Science!
New topic: Evolution and Inheritance.
What do you know about this topic already? Jot it down then watch this film clip: https://www.bbc.co.uk/bitesize/topics/zvhhvcw/articles/zp9f4qt
LO. Recognise that living things produce offspring of the same kind, but normally offspring vary and are not identical to their parents.
Answer these questions and complete the tasks:
Is everyone exactly the same? Variations occur between individuals in a species. What features do we have as humans? What traits do we share? What traits are unique to us?
What traits do we share within our families and which combinations are unique to us?
What different features do different dogs have? (size, fur colour, nose shape, leg length, fur length, etc.).
If you were designing your perfect dog what traits would it have? Draw a picture of your ideal dog considering which traits it would have in common with other dogs and which would be unique to that dog. Draw the dogs parents: which traits did it inherit and which are unique to your dog?
Have you ever read the book Monkey puzzle? It's about a monkey in the jungle who has lost his mum. A butterfly helps him find his mum but keeps getting it wrong, leading him to the wrong animals. What do you think the problem is? If you have the book at home, take a look at it or find it on youtube.
Are all offspring exactly the same? Do they share features with their parents and grandparents? Illustrate your work.
Artist of the day
The painting below is kept, but not displayed, at the National Gallery in London. It is by Paolo Uccello and called Saint George and the Dragon. Can you find out more about this artist? Who was he? Where did he come from and in which year did he paint this? Why do think he painted Saint George?
Paint or draw your own version of Saint George and the Dragon.
Today is Shakespeare's Birthday! Shakespeare actually died on his birthday. He was born 1564 and died in 1616. Can you make a fact file about Shakespeare? He was a very famous play write and made, arguably, the greatest plays in history.
It is also the beginning of Ramadan. What is Ramadan? What does it mean to people who celebrate Ramadan? Say a prayer for everyone who is beginning this season.
Take care everyone and keep in touch: email@example.com
P.S. Let us know if there is anything we can do to help - there is someone in school every day. I try to answer emails every evening.
Wednesday 22nd April 2020
Dear Year 6,
Good morning and hope you are really well. Would you email me to tell me how it is all going? Tell me what you are enjoying, finding difficult, looking forward to and feeling worried about. firstname.lastname@example.org
Morning starter task: Explore the Bitesize homeschooling site: https://www.bbc.co.uk/bitesize Can you find the year 6 Shapes and Movement tasks?
EDIT: I looked again this morning and Shapes and Movement is a sub-heading - choose either 2D or 3D shapes from the choice of topics. If it is too easy have a go at this - I've left some graph paper in the office with the protractors: https://nrich.maths.org/720
Have a go at one of the tasks from the Shapes and Movement section of the Bitesize site - if you think you need to revise a specific area (fractions, long multiplication and division) choose activities from one of those areas on the pages on the site.
Write out a timetable based on our usual timetable which is posted under Monday's work lower down on the page. Draw it, colour it then stick to it! Begin at 8.30am with a Just dance video or the Joe Wickes workout at 9.00am. Begin with Maths followed by English. Have a break. Practice your spellings. After lunch, timetable topic, French, Art or Science, which will always be on our usual Thursday afternoons.
Look at the White Rose Home Learning page for year 6 and begin on Summer term week 1: angles
Go on Sumdog where I have set a task. Ring school (01509 212621) if you aren't able to access any materials and we'll photocopy them for you and leave them in reception. The protractors are waiting for you in the office when you get chance to come and fetch one.
Search Nrich angles for a challenge.
English: How to use apostrophes in contractions and for possession: https://www.bbc.co.uk/bitesize/topics/zvwwxnb
Watch the videos, complete the tasks.
Write a story based on the Pobble 365 picture below
Geography: world countries and key features: Research an aspect of world geography e.g. revision of the seven continents and five oceans. How many countries are there in the world? Can you name some key countries in each continent; name and understand the significance of the BRICS countries?
Research a specific country – perhaps a country in the news; a country relevant to you; a country where members of your family were born; a country where you have been on holiday or would like to go on holiday.
Have a look at the Geography section of the Bitesize website:
Story starter: Sean was the only person who had taken notice of the warning. A great flood had swept over the planet, and now life was very different...
In your story, include a detailed account of your character written in the style of your favourite author. What does the character in this picture look like? What is he or she doing? Where is he or she? What is he thinking? What might happen next?
Artist of the day
Would you believe that this painting is from the same period as those from the past two days? Follow and read the information on the two links below.
It is in the National Museum and Art Gallery in Cardiff where my Grandmother used to live and was my favourite painting. Can you find out who this lady is? I used to call her the blue lady but the real name for the painting is La Parisienne. Do you like it? Paint your own image of a person: it could be someone you know.
I'll post some pictures later today and read the work you have sent me. I've heard from 15 of you so far this week - come on the other 15 - get in touch and let me see what you have been doing. Have a good day and take care,
Tuesday 21st April 2020
Good morning year 6,
I'm sorry about the Maths work yesterday. I thought it was one of the sites that was made available to everyone but it isn't. Thank you to everyone who has emailed work today. It was lovely to hear from you and see some of your work especially the Artwork. At the end of today's work is another artist for you to find out about - he is very different to Van Gogh but they lived during the same period of time in different parts of France.
Have fun today - remember to say a prayer for everyone in your class and your family. Say a prayer that you have a blessed and holy day with your family at home.
What do you know about conjunctions? What is a conjunction? Draw a poster about conjunctions: include everything you know including examples of conjunctions. Make a few fun sentences to show examples of how to use conjunctions in your writing.
If you google conjunctions, you'll find lots of information on them including the two types of conjunctions - do you remember the names for the two types?
Re-read yesterday's story about Miss Rumphius. It is a story written for children to help you think about the world. Philosophy is the study of the nature of the world; of knowledge, existence and reality. Can you summarise the story please?
You are going to write an internal monologue. A monologue is a speech delivered by one person, who exposes inner thoughts and provides insights into his or her character. The character/person speaks out their thoughts about a specific event or situation and tells us how they are feeling at that particular time. Monologues are always written in first person (I think/I feel). Can you find out where the word monologue originates from?
First of all, watch this monologue by Mr Incredible's arch enemy, Syndromes: https://www.bing.com/videos/search?q=what+is+an+internal+monologue+ks2&docid=608023818045557533&mid=9F6909BBC73998ED10FA9F6909BBC73998ED10FA&view=detail&FORM=VIRE
Here's the transcript of Syndrome's monologue:
See? Now you respect me, because I’m a threat. That’s the way it works. Turns out, there are a lot of people, whole countries, who want respect, and they will pay through the nose to get it. How do you think I got rich? I invented weapons, and now I have a weapon that only I can defeat, and when I unleash it, I’ll get… You sly dog! You got me monologuing! I can’t believe it. It’s cool, huh? Zero-point energy. I save the best inventions for myself. Am I good enough now? Who’s super now? I’m Syndrome, your nemesis and…Oh, brilliant.
Read the text twice over -can you find a question?
Can you spot punctuation that tells you his stream of thought has been interrupted? Can you find a sentence which tells you he is feeling vengeful?
Here are some points to consider when planning your internal monologue:
- What do you want to say?
- What do you think about yourself?
- What has happened to make you think like this?
- What is your character like?
- Are you talking to anyone in particular?
- How are you going to speak?
The title of your monologue is: How can I make the world a more beautiful place. Plan and write your monologue over the next two days. Think carefully about your choice of vocabulary and punctuation. Illustrate your answer.
Let's try again today! So, we're beginning Geometry: properties of shape: here's a task on angles: (the protractors are in reception - if you come past school, call in to pick one up).
Follow the powerpoint attached below. Once you have completed as many tasks as you can, have a go at measuring some angles around your house. You can write down what you have measured or draw pictures to illustrate your work.
Before you have lunch...
...for one hour. Relax, enjoy it.
Artist of the day: Matisse
Follow the link to find out about Matisse: https://www.tate.org.uk/kids/explore/who-is/who-henri-matisse
Look at this painting which is in The Tate Britain Gallery in London. Could you reproduce a modern day Matisse? Which animal will you choose to paint or draw? You could use other materials: different pieces of coloured card or paper that you have around your house.
Look how big the painting is compared to the lady standing next to it!
Have a great day today and I promise I'll upload some of your pictures today -sorry! Didn't do this yesterday.
P.S. Thank you for all the beautiful work including the opening picture for today's work - your Artwork is fabulous. 2 Dojos for all work displayed below.
Monday 20th April 2020
Good morning year 6!
Hope you are really well and had a good Easter.
Looking forward to seeing all the lovely work you did before Easter. Thank you to everyone who has been sending work in. You should be emailing me via the homework email at least once a week, with at least one piece of work. email@example.com
You are to bring your purple books in to school on the first day back (not sure when that will be yet). We will have a big celebration of all the work you have been doing at home.
It is lovely to hear from you and I'm looking forward to replying to all your emails again.
Grammar starter: Semi-colons: I know, not exactly thrilling but they make your English work looking professional and amazing (and you'll be expected to know how to use them at secondary school). Read this:
The dreaded semi-colon- the least understood piece of punctuation in the pyramid, yet one that will make you look brilliant. So, just how can you use the semi-colon in your writing? There is more than one way. Firstly, let us look at the rules. Afterwards, there will be an opportunity to put your new found knowledge into practise.
Fact 1: Semi-colons, like commas and full stops, are a form of pause. They mark a breather within a sentence. The full stop is the strongest pause, whilst the comma is the weakest. The semi-colon comes inbetween the two.
Rule 1: The semi-colon can be used instead of a full stop. It can link two complete sentences and join them to make one sentence. Any two sentences? Pretty much, but the two sentences must be on the same theme. The semi-colon can be used instead of a connective to join the sentences.
Example 1: The door swung open; a masked figure strode in.
Example 2: Alex bought a toy car; he played with it as soon as he got home.
Example 3: She was very tired; she had worked late the night before.
So long as the second 'sentence' after the semi-colon links back to the first 'sentence,' it is correct.
Rule 2: The semi-colon can be used in a descriptive list. When we first write lists lower down the school, we tend to separate items in the list using a comma. However, when we describe each item in the list, the sentence is extended considerably meaning that a semi-colon is more appropriate.
Example: (Before) At the circus we saw a clown, a lion, a fire eater and an eight year old acrobat.
(After) At the circus we saw a clown juggling with swords and daggers; a lion
who stood on a ball; a fire eater with flashing eyes; and an eight year old acrobat.
Now you try making a set of sentences using semi-colons - make them funny or true. Have a look around you now - what can you see? Here is my example:
It was getting late; Chloe began her homework.
Now, make up 5 sets of your own. Lastly, make a list of some of the things you ate over the holidays using semi-colons. Follow the examples above.
Read the story about Miss Rumphius and reflect on the meaning. What do you think about this story? Write down your initial impressions. What is it about? What kind of language does the author use and how does the writer want you to feel?
Answer these questions:
Questions for Philosophical Discussion
Making the World More Beautiful
Miss Rumphius’ grandfather tells her that she must make the world more beautiful.
What does Miss Rumphius’ grandfather do to make the world more beautiful?
What does Miss Rumphius do to make the world more beautiful?
Are their other ways to make the world more beautiful? Explain.
Is there a right or wrong way to make the world more beautiful?
Name something that you think is beautiful. What would you do to make it more beautiful?
Does making something more beautiful make it better?
Can you make a person more beautiful? Does that make a better person?
Miss Rumphius’ grandfather gives her a duty, which she passes along to her great niece
What did Miss Rumphius want to do just like her grandfather?
What does Miss Rumphius’ grandfather tell her that she must do?
What is something that your parents have told you that you must do? Did you also think it was important, or did you just listen because they were your parents
When you grow up, do you think it’s still important to listen to your parents?
Do you think that you have a responsibility to do absolutely everything you can to make sure that the desires of your family members are fulfilled?
Tomorrow, you are going to begin planning and writing an internal monologue ( writing to yourself) about how you can make the world a more beautiful place. You could start collecting vocabulary for your writing today - make a spider diagram with lots of beautiful words and exciting verbs and adverbs.
Our new topic is on Geometry: Properties of shape. Please can you get hold of a protractor? I'll leave some in the school office today so you can pick one up to use during this topic.
Pick which level you want to work at and check your own answers from the worksheets on varied fluency and reasoning and problem solving.
How much do you remember about angles? Make a page collage on angles: write down everything you know with examples of different angles and their properties: draw examples.
Here's a fun problem to finish off with: file:///C:/Users/Teacher/AppData/Local/Temp/Temp1_all-11448520%20(1).zip/Angle-Problems.pdf
- disappointed 2. dissatisfied 3. dissimilar 4. unsure 5. unnecessary 6. unnatural 7. overseas 8. overrule 9. overreact 10. impatient 11. immobile 12. immovable
Look, cover, spell, check: make sure you know all the meanings of these words. Put them into sentences and practice them every day. These are words you need to know how to spell when you get to secondary school.
Make a rainbow of colours in French and then say which is your favourite. I'm having difficulty finding accents on this webpage - can you look up how to spell the colours in French?
Find a comfy place and settle down to read for a while - I'm going to start doing this too - let's try an hour a day - it isn't a lot if you find a great book. Let me know if you struggle to find one and I'll leave some in the office for you to pick up.
Artist of the day
Do you remember when we went to the National Gallery in London? Did you see this painting there? Follow the link to find out more about the artist then sketch or paint your own image of a beautiful bunch of flowers. https://www.tate.org.uk/kids/explore/who-is/who-vincent-van-gogh
Have a lovely day everyone - remember to date your work so we can see when you worked and how much you have done.
Be kind to everyone at home - do something to help and tidy your room.
Take good care and check the website later when I'll have posted the pictures you sent over the holidays,
Holy Week - Palm Sunday, 5th April - Easter Sunday, 12th April 2020
Monday 6th April 2020
Dear Year 6,
Hope you all have a happy Holy Week.
Please look on the Chaplaincy Team page of our website for links and ideas to help you prepare for Easter Sunday.
Activities for this week:
- Look on the Chaplaincy team page of the website - will be fully ready by mid-morning today (Monday 6th April).
- Prepare a timetable of Holy Week activities, including praying the rosary: find ten pebbles or beads if you don't have a set of rosary beads. Also, plan which Masses you will "attend". There will be a time of watching, livestreaming at Saint Chad's Cathedral on Maunday Thursday after the Mass of the Lord's Supper.
- Make an Easter garden. (See an idea for this below)
- Hard boil some eggs and paint them. (Try this if you want to paint hollow eggs: take a raw egg and make a pin prick hole at either end of the egg. Make the holes a little bigger. Blow hard but gently in one end and the raw egg will come out of the other end! You can use the raw egg for cooking and eating but you are left with a hollow shell. I used to love doing this when I was your age!)
- Watch this: https://www.youtube.com/watch?v=pXleTZO8Wzs then write your own Twitter feed on the events of Holy Week
Friday 3rd April 2020
Dear Year 6,
Please find below today's work.
Maths starter: collect some numbers: ask family members to give you any 8 numbers between 1 and 100. Now, make your own long multiplication and long division problems or sums and number sentences and then work them out. Test your mum or dad! See if their answers agree with yours.
Here's an Nrich problem if you'd like a challenge: https://nrich.maths.org/6870
R.E. last Learning Focus 6 - it is about the Easter Vigil - follow the instructions and write a page and a half at least, followed by a drawing. There is no need to print out the tasks - just write down the important pieces of information and pieces of scripture that you need for your answer.
Complete your Respond task for the closing Liturgy of the topic: complete the booklet or write and draw your own end of topic Liturgy.
Friday afternoon: Art/D.T.
Thank you to Farrah for this amazing recipe - I can't wait to try making it - it looks so professional - you could sell that Farrah! It looks so good.
It's called Cookies and cream white chocolate fudge:
Here are the ingredients:
400g white chocolate
1 tin condensed milk (397g)
half a pack of Maryland cookies
Melt all the ingredients together and leave overnight to set.
Pop all the ingredients in a slow cooker (or in a heat-proof bowl over a pan of boiling water) and stir (if in a slow cooker for 40 minutes) every ten minutes.
Pop in a non-stick dish, decorate as you wish and leave overnight in the fridge.
You could make this and keep it in the fridge as an Easter treat.
Thank you Farrah and Cherry-Willow,
Thursday afternoon is SCIENCE!
Well year 6, we have finished our topic on Classification of Living Things. Did you enjoy it? What do you remember most from it? Which part did you enjoy the most? It wasn't as practical was it, but it is amazing to think there are so many different groups of vertebrates and invertebrates that scientists study?
Would you like to try a practical investigation at home?
You're going to love this :0
https://sciencebob.com/try-the-egg-drop-challenge/ Here's the link to the web page with the video.
It's a Physics experiment - do you have an egg? You'll also need a plastic plate or a 20cm piece of cardboard with a smooth base, a plastic cup of water with a mouth wide enough to fit an egg in and a cardboard tube (an empty toilet roll).
Set up your investigation like this:
1. What are you going to try and find out?
2. Write down your prediction followed by what you are going to do.
DON'T WATCH THE VIDEO FIRST!
3. What do you think will happen when you knock the plate away?
4. Watch the video, then you try!
5. What happens?
6. Write it down - why do you think this happens?
Lots more fun investigations to do at home on this website - there's a how to make slime recipe (sorry families).
Here's the dragon ratio task: have a look at the powerpoint - do you see how you simplify ratios? The same way as simplifying fractions by finding the common factor. The powerpoint doesn't quite work for home learning as you are asked to write down and compare each other's dragon measurements. As you have time, you could always draw your own dragon colony or make up measurements for other dragons. Choose a worksheet bronze, silver or gold. Looking forward to seeing your dragons! About to post some work now...
Test yourself on your times tables!
Year 6 Curriculum Information
Here you will find the end of year expectations in Reading, Writing and Maths for Year 6 pupils.
Please see link to DfE exemplars of Year 6 Writing at the National Expected Standard
End of KS2 Tests - click on the papers for the 2018 Year 6 SATs papers;