# Year 6 Home Learning

## Week beginning 03 January 2021

Posted on Monday 04 January 2021 by Miss Beatson

Happy New Year. We hope you’ve had a fantastic holiday and are looking forward to continuing our learning journey this year. Sorry that you can’t be in school this week but we’ve got plenty of activities to keep you busy.

Maths

In school this week, we’re learning how to calculate fractions and mixed numbers. Children should use these resources:

You don’t have to print the worksheets. Your child can write or draw their answers on paper. Your child’s learning will be most effective if you sit with them to pause the clip and check / praise / support your child as the clip moves on.

Don’t forget to practise times tables on Times Table Rock Stars, too. Even rock legends need to keep their fingers and brains sharp. Email your class teacher if you need your child’s login and password details.

(Suggested time: 30 minutes of Maths and 15 minutes of Rock Stars daily)

This is the fluency text on the book Sky Song that we’ll read in class this week. In school, we generally follow this sequence:

• Day 1: Read the text aloud with your child listening. Read it clearly and slowly, pointing to each word as you read. Have a chat about any unfamiliar words.
• Day 2: Read aloud each sentence (a full short sentence or part of a longer sentence), and have your child read it back to you. Do this ‘echo reading’ for the whole text.
• Day 3: Read the text and talk about the effect of the punctuation on how you read it – pauses for full stops and expression for exclamations (!) or questions (?). Your child reads the text aloud.
• Day 4: Read together with expression (just like you practised on Day 3).
• Day 5: Your child reads independently and fluently.

(Suggested time: 15 minutes daily)

• Day 1: Read the fluency text and answer the RIC questions.
• Day 2: Re-read the prologue to Sky Song. Take photos of yourself acting out different parts of the story, or if you can’t, then draw picture to summarise it.
• Day 3: Re-read the prologue to Sky Song. Summarise the story in 10 sentences.
• Day 4: Book Club. Once a week, we have a relaxing lesson where we sit and read quietly, often with an adult. At home, we’d like you to read your favourite book or text, too. If possible, discuss the book with an adult, talking about some or all of the sections of this grid.

(Suggested time: 30 minutes daily)

Writing

Follow these lessons on journalistic writing from Oak National Academy. There’s a whole series of lessons, but start at Lesson 1 and work through, doing one (or maybe even two) each day. (If you’re self-isolating in your second week, stick with the series of lessons you’ve already started and aim to complete the full series.)

(Suggested time: 30-40 minutes for each)

Spelling

This week’s spellings are on our spelling page. Complete one task each day:

• Day 1: Generate more words linked to the spelling pattern or ‘rule’. (You could look out for the words in the book you’re reading at home, or any other text, like a website linked to our learning.)
• Day 2: Practise the spellings using two of the ideas in our Super Spelling Strategies Guide. (Set yourself and others at home a challenge of using some of the words when you’re speaking, too!)
• Day 3: Write separate sentences, each containing one of the spellings. (Don’t forget to show off really neat handwriting and make sure you sentence starts with a capital letter and ends with a full stop, exclamation mark (!) or question mark (?).
• Day 4: Repeat Task 2 or 3.
• Day 5: Get an adult at home to test you on your spellings. Practise any you spell incorrectly – you could write them out carefully until you’re sure.

(Suggested time: 15-20 minutes daily)

Topic

Our topic this half-term is about climate change. This geography unit from Oak Academy is called Water, Weather and Climate.

Follow these. There are six lessons in total, but start at the first lesson and work through, doing two or three in the week.

(Suggested time: 30-40 minutes)

Science

Our focus this half-term is Space.

These six lessons from Oak National Academy link closely to what we’ve been doing in class. Start at Lesson 1 and work through, doing two or three in the week.

If Science really motivates your child, you could also use look at these lessons all about practical Science.

(Suggested time: 30-45 minutes)

PE

Don’t forget to do some daily exercise!

Do two or three of these Five Minute Moves from Joe Wicks each day – spread them across the day as if they were playtimes, maybe!

Try working through this series of 25 lessons from the Association for Physical Education – do two or three in the week.

(Suggested time: 5 minutes daily, plus 30 minutes for the longer PE lessons)

## Week beginning 07 December 2020

Posted on Tuesday 08 December 2020 by Miss Beatson

Maths

These five lessons will roughly match the teaching and learning happening in class. This is a review week with a look back at some of the areas which have already been covered this term.

These five lessons will roughly match the teaching and learning happening in class.

Lesson five: arithmetic

You don’t have to print the worksheets. Your child can write or draw their answers on paper. Your child’s learning will be most effective if you sit with them to pause the clip and check / praise / support your child as the clip moves on.

Don’t forget to practise times tables on Times Table Rock Stars, too. Even rock legends need to keep their fingers and brains sharp. Email your class teacher if you need your child’s login and password details.

(Suggested time: 30 minutes of Maths and 15 minutes of Rock Stars daily)

This is the fluency text on A Christmas Carol that we’ll read in class this week. In school, we generally follow this sequence:

• Day 1: Read the text aloud with your child listening. Read it clearly and slowly, pointing to each word as you read. Have a chat about any unfamiliar words.
• Day 2: Read aloud each sentence (a full short sentence or part of a longer sentence), and have your child read it back to you. Do this ‘echo reading’ for the whole text.
• Day 3: Read the text and talk about the effect of the punctuation on how you read it – pauses for full stops and expression for exclamations (!) or questions (?). Your child reads the text aloud.
• Day 4: Read together with expression (just like you practised on Day 3).
• Day 5: Your child reads independently and fluently.

(Suggested time: 15 minutes daily)

• Day 1: Read the fluency text and answer the RIC questions.
• Day 2: Read the extract again. Use the descriptions from the text to draw what you are picturing in your head after reading it. Think about the characters and setting.
• Day 3: Re-read The Christmas Carol extract. Make a list of any adventurous vocabulary that impresses you. Is there any vocabulary that you’re unsure of? Can you find out the definitions?
• Day 4: Re-read the extract. Summarise the text in 10 sentences.
• Day 5: Book Club. Once a week, we have a relaxing lesson where we sit and read quietly, often with an adult. At home, we’d like you to read your favourite book or text, too. If possible, discuss the book with an adult, talking about some or all of the sections of this grid.

(Suggested time: 30 minutes daily)

Writing

Follow these lessons on narrative writing from Oak National Academy. There’s a whole series of lessons, but start at Lesson 1 and work through, doing one (or maybe even two) each day. (If you’re self-isolating in your second week, stick with the series of lessons you’ve already started and aim to complete the full series.)

(Suggested time: 30-40 minutes for each)

Spelling

This week’s spellings are on our spelling page. Complete one task each day:

• Day 1: Generate more words linked to the spelling pattern or ‘rule’. (You could look out for the words in the book you’re reading at home, or any other text, like a website linked to our learning.)
• Day 2: Practise the spellings using two of the ideas in our Super Spelling Strategies Guide. (Set yourself and others at home a challenge of using some of the words when you’re speaking, too!)
• Day 3: Write separate sentences, each containing one of the spellings. (Don’t forget to show off really neat handwriting and make sure you sentence starts with a capital letter and ends with a full stop, exclamation mark (!) or question mark (?).
• Day 4: Repeat Task 2 or 3.
• Day 5: Get an adult at home to test you on your spellings. Practise any you spell incorrectly – you could write them out carefully until you’re sure.

(Suggested time: 15-20 minutes daily)

Topic

Our topic this half-term is about history – all about prehistoric Britain compared to Ancient Egypt, an advanced ancient civilisation.

Follow these lessons on pre-historic Britain from Oak National Academy. There are ten lessons in total, but start at the first lesson and work through, doing two or three in the week.

We are also doing a Topic RIC this week based on the Rosetta Stone. You will need this text and the RIC questions.

(Suggested time: 30-40 minutes)

Science

Our focus this half-term is forces.

These six lessons from Oak National Academy link closely to what we’ve been doing in class. Start at Lesson 1 and work through, doing two or three in the week.

If Science really motivates your child, you could also use look at these lessons all about practical Science.

(Suggested time: 30-45 minutes)

PE

Don’t forget to do some daily exercise!

Do two or three of these Five Minute Moves from Joe Wicks each day – spread them across the day as if they were playtimes, maybe!

Try working through this series of 25 lessons from the Association for Physical Education – do two or three in the week.

(Suggested time: 5 minutes daily, plus 30 minutes for the longer PE lessons)

Extra stuff…

As an extra (or as an alternative, if this helps to motivate your child)…

Geography isn’t a topic-driver this half-term, but you could brush up on your locational knowledge – something that was missed when schools closed earlier this year. You could explore some online maps and try to memorise some new countries, capitals, rivers and mountain ranges. These three lessons about Europe are worth checking out.

What about some Living and Learning? While you’re away from school, you could check out these lessons on money!

## Week beginning 30 November 2020

Posted on Monday 30 November 2020 by Miss Beatson

Maths

These five lessons will roughly match the teaching and learning happening in class.

Lesson five: arithmetic

You don’t have to print the worksheet. Your child can write or draw their answers on paper. Your child’s learning will be most effective if you sit with them to pause the clip and check / praise / support your child as the clip moves on.

Practise times tables on Times Table Rockstars, too. We’re concentrating on the 4 times table. Email the class teacher if you need your child’s login and password details.

(Suggested time: 30 minutes of Maths and 15 minutes of Rockstars daily)

Spelling

Look on the homework page to find this week’s spellings. Your child should complete one task each day.

• Day 1: Generate more words linked to the spelling pattern or ‘rule’. (You could look out for the words in the book you’re reading at home, or any other text.)
• Day 2: Practise the spellings using two of the ideas in our Super Spelling Strategies guide. (Set yourself and others at home a challenge of using some of the words when you’re speaking, too!)
• Day 3: Write separate sentences, each containing one of the spellings. Don’t forget to show off really neat handwriting and make sure you sentence starts with a capital letter and ends with a full stop, exclamation mark (!) or question mark (?).
• Day 4: Repeat Task 2 or 3.
• Day 5: Get an adult at home to test you on your spellings. Practise any you spell incorrectly – you could write them out carefully until you’re sure.

(Suggested time: 15-20 minutes daily)

This week’s fluency text is a news report about recently discovered tombs in Egypt.

In school, we generally follow this sequence:

• Day 1: Read the text aloud with your child listening. Read it clearly and slowly, pointing to each word as you read. Have a chat about any unfamiliar words.
• Day 2: Read aloud each sentence (a full short sentence or part of a longer sentence), and have your child read it back to you. Do this ‘echo reading’ for the whole text.
• Day 3: Read the text and talk about the effect of the punctuation on how you read it – pauses for full stops and expression for exclamations (!) or questions (?). Your child reads the text aloud.
• Day 4: Read together with expression (just like you practised on Day 3).
• Day 5: Your child reads independently and fluently.

(Suggested time: 15 minutes daily)

Day 1: RIC – Is it too early for a Christmas RIC? Watch this advert and answers these questions. You might want to watch it a few times.

RIC stands for:

• Retrieve: finding information in a text
• Interpret: using clues in the text to unlock information
• Choice: thinking about the author’s choice of words, techniques or organisation that make the text interesting and enjoyable to read

Day 2: Agree with your child three words from any text they’ve read which they’re less familiar with. Your child should find out what they mean (eg by checking an online dictionary or simply discuss with you) and how to use them in sentences (both when speaking and when writing). Challenge your child to write a sentence with each word in, or to drop the words into conversations at home.

Day 4: Read your fluency or RIC text again. Next, do one of the following:

• Your child could list at least ten facts they’ve read in the text. (If it’s a fiction text (a story), then the facts would be based on the story, like ‘Harry Potter picked up his broomstick’, rather than actual facts from the real world.)
• Your child could create questions and answers for what they’ve read. (For example, it could be a TV or radio interview based on what they’ve read.)
• Your child could create their own ‘RIC’ questions.
• Your child could draw and label a character or setting that they’ve read about.

Day 5: Book Club. Once a week, we have a relaxing lesson where we sit and read quietly, often with an adult. At home, we’d like you to read your favourite book or text, too.

(Suggested time: 30 minutes daily)

Writing

Activity 1: Read this fantasy quest text called Blodden’s Adventure. Choose key words or phrases that you like. Can you find any figurative language? Summarise each paragraph and draw a map of showing Blodden’s journey.

Activity 2: Create your own fantasy character who is similar to Blodden. What do they look like? Why have they been chosen for the quest? How do they feel about leaving their home?

Topic

This week’s topic learning is history.

Re read the fluency text for this week. In class, we are having a debate about opening tombs. Is it ok to open up tombs. Write a list of three for and against statements. Now, write a paragraph showing your own opinion on the subject.

(Estimated time: 30-45 minutes)

Science

Here’s a science quiz based on the last term of lessons. Enjoy.

## Week beginning 23 November 2020

Posted on Sunday 22 November 2020 by Miss Beatson

Maths

These five lessons will roughly match the teaching and learning happening in class.

Lesson five: arithmetic

These five lessons will roughly match the teaching and learning happening in class.

You don’t have to print the worksheet. Your child can write or draw their answers on paper. Your child’s learning will be most effective if you sit with them to pause the clip and check / praise / support your child as the clip moves on.

Practise times tables on Times Table Rockstars, too. We’re concentrating on the 4 times table. Email the class teacher if you need your child’s login and password details.

(Suggested time: 30 minutes of Maths and 15 minutes of Rockstars daily)

Spelling

Look on the homework page to find this week’s spellings. Your child should complete one task each day.

• Day 1: Generate more words linked to the spelling pattern or ‘rule’. (You could look out for the words in the book you’re reading at home, or any other text.)
• Day 2: Practise the spellings using two of the ideas in our Super Spelling Strategies guide. (Set yourself and others at home a challenge of using some of the words when you’re speaking, too!)
• Day 3: Write separate sentences, each containing one of the spellings. Don’t forget to show off really neat handwriting and make sure you sentence starts with a capital letter and ends with a full stop, exclamation mark (!) or question mark (?).
• Day 4: Repeat Task 2 or 3.
• Day 5: Get an adult at home to test you on your spellings. Practise any you spell incorrectly – you could write them out carefully until you’re sure.

(Suggested time: 15-20 minutes daily)

This week’s fluency text is all about Egyptian Gods.

In school, we generally follow this sequence:

• Day 1: Read the text aloud with your child listening. Read it clearly and slowly, pointing to each word as you read. Have a chat about any unfamiliar words.
• Day 2: Read aloud each sentence (a full short sentence or part of a longer sentence), and have your child read it back to you. Do this ‘echo reading’ for the whole text.
• Day 3: Read the text and talk about the effect of the punctuation on how you read it – pauses for full stops and expression for exclamations (!) or questions (?). Your child reads the text aloud.
• Day 4: Read together with expression (just like you practised on Day 3).
• Day 5: Your child reads independently and fluently.

(Suggested time: 15 minutes daily)

Day 1: Re read your fluency text on Egyptian Gods and answer the questions below.

Day 2: Agree with your child three words from any text they’ve read which they’re less familiar with. Your child should find out what they mean (eg by checking an online dictionary or simply discuss with you) and how to use them in sentences (both when speaking and when writing). Challenge your child to write a sentence with each word in, or to drop the words into conversations at home.

Day 4:Read this extract from JRR Tolkien’s The Hobbit. Next, do one of the following:

• Your child could list at least ten facts they’ve read in the text. (If it’s a fiction text (a story), then the facts would be based on the story, like ‘Harry Potter picked up his broomstick’, rather than actual facts from the real world.)
• Your child could create questions and answers for what they’ve read. (For example, it could be a TV or radio interview based on what they’ve read.)
• Your child could create their own ‘RIC’ questions.
• Your child could draw and label a character or setting that they’ve read about.

Day 5: Book Club. Once a week, we have a relaxing lesson where we sit and read quietly, often with an adult. At home, we’d like you to read your favourite book or text, too.

(Suggested time: 30 minutes daily)

Writing

Activity 2: Using the spooky clip from Literacy Shed, write your own sentences  about the setting. Try and use figurative language to describe the setting and create a picture in the reader’s mind.

Topic

This week’s topic learning is history.

Take a look at the BBC Bitesize website and read about why farming was important to the ancient Egyptians and which gods they believed in.   (Suggested time: 30-45 minutes)

Science

This week we are learning about water resistance.

Look at this PowerPoint and carry out the experiment. If you can’t access the PowerPoint, then look at this BBC website and carry out the same water resistance experiment in the video.

## Week beginning 16 November 2020

Posted on Sunday 15 November 2020 by Miss Beatson

Maths

Year 6

Lesson five: arithmetic

These five lessons will roughly match the teaching and learning happening in class.

You don’t have to print the worksheet. Your child can write or draw their answers on paper. Your child’s learning will be most effective if you sit with them to pause the clip and check / praise / support your child as the clip moves on.

Practise times tables on Times Table Rockstars, too. We’re concentrating on the 4 times table. Email the class teacher if you need your child’s login and password details.

(Suggested time: 30 minutes of Maths and 15 minutes of Rockstars daily)

Spelling

Look on the homework page to find this week’s spellings. Your child should complete one task each day.

• Day 1: Generate more words linked to the spelling pattern or ‘rule’. (You could look out for the words in the book you’re reading at home, or any other text.)
• Day 2: Practise the spellings using two of the ideas in our Super Spelling Strategies guide. (Set yourself and others at home a challenge of using some of the words when you’re speaking, too!)
• Day 3: Write separate sentences, each containing one of the spellings. Don’t forget to show off really neat handwriting and make sure you sentence starts with a capital letter and ends with a full stop, exclamation mark (!) or question mark (?).
• Day 4: Repeat Task 2 or 3.
• Day 5: Get an adult at home to test you on your spellings. Practise any you spell incorrectly – you could write them out carefully until you’re sure.

(Suggested time: 15-20 minutes daily)

This week’s fluency text is an extract from Dracula.

In school, we generally follow this sequence:

• Day 1: Read the text aloud with your child listening. Read it clearly and slowly, pointing to each word as you read. Have a chat about any unfamiliar words.
• Day 2: Read aloud each sentence (a full short sentence or part of a longer sentence), and have your child read it back to you. Do this ‘echo reading’ for the whole text.
• Day 3: Read the text and talk about the effect of the punctuation on how you read it – pauses for full stops and expression for exclamations (!) or questions (?). Your child reads the text aloud.
• Day 4: Read together with expression (just like you practised on Day 3).
• Day 5: Your child reads independently and fluently.

(Suggested time: 15 minutes daily)

Day 1: RIC – Here’s a text about space which ends in a very famous quote.

RIC stands for:

• Retrieve: finding information in a text
• Interpret: using clues in the text to unlock information
• Choice: thinking about the author’s choice of words, techniques or organisation that make the text interesting and enjoyable to read

Day 2: Agree with your child three words from any text they’ve read which they’re less familiar with. Your child should find out what they mean (eg by checking an online dictionary or simply discuss with you) and how to use them in sentences (both when speaking and when writing). Challenge your child to write a sentence with each word in, or to drop the words into conversations at home.

Day 3: Children in 5/6 have been very animated with their thoughts about the US presidential election. Read this article from First News, a newspaper for children, and complete the activity.

Day 4: Read your fluency or RIC text again. Next, do one of the following:

• Your child could list at least ten facts they’ve read in the text. (If it’s a fiction text (a story), then the facts would be based on the story, like ‘Harry Potter picked up his broomstick’, rather than actual facts from the real world.)
• Your child could create questions and answers for what they’ve read. (For example, it could be a TV or radio interview based on what they’ve read.)
• Your child could create their own ‘RIC’ questions.
• Your child could draw and label a character or setting that they’ve read about.

Day 5: Book Club. Once a week, we have a relaxing lesson where we sit and read quietly, often with an adult. At home, we’d like you to read your favourite book or text, too.

(Suggested time: 30 minutes daily)

Writing

Task 1: We are starting to look at setting descriptions so that we can write our own next week. Watch this video about figurative language. Here is some extra information to read on BBC Bitesize.

Task 2:  Read these setting descriptions (Wild Boy, Dracula, Sherlock Holmes) and create a list of similes, metaphors and any phrases or vocabulary that you would like to use in your writing.

Topic

This week’s topic learning is history.

Look at the hieroglyphics alphabet. Write a coded message using the symbols. Find out more using this BBC website.

(Suggested time: 30-45 minutes)

Science

We are learning about forces.

We are continuing to look at air resistance in class. You might want to look at this video for more information.

## Week beginning 02 November 2020

Posted on Sunday 01 November 2020 by Miss Beatson

Maths

These five lessons will roughly match the teaching and learning happening in class.

Lesson one: video, activity, answers

Lesson two: video, activity, answers

Lesson three: video, activity, answers

Lesson four: video, activity, answers

Lesson five: arithmetic

You don’t have to print the worksheet. Your child can write or draw their answers on paper. Your child’s learning will be most effective if you sit with them to pause the clip and check / praise / support your child as the clip moves on.

Practise times tables on Times Table Rockstars, too. We’re concentrating on the 4 times table. Email the class teacher if you need your child’s login and password details.

(Suggested time: 30 minutes of Maths and 15 minutes of Rockstars daily)

Spelling

Look on the homework page to find this week’s spellings. Your child should complete one task each day.

• Day 1: Generate more words linked to the spelling pattern or ‘rule’. (You could look out for the words in the book you’re reading at home, or any other text.)
• Day 2: Practise the spellings using two of the ideas in our Super Spelling Strategies guide. (Set yourself and others at home a challenge of using some of the words when you’re speaking, too!)
• Day 3: Write separate sentences, each containing one of the spellings. Don’t forget to show off really neat handwriting and make sure you sentence starts with a capital letter and ends with a full stop, exclamation mark (!) or question mark (?).
• Day 4: Repeat Task 2 or 3.
• Day 5: Get an adult at home to test you on your spellings. Practise any you spell incorrectly – you could write them out carefully until you’re sure.

(Suggested time: 15-20 minutes daily)

This week’s fluency text is a non-fiction text about pyramids.

In school, we generally follow this sequence:

• Day 1: Read the text aloud with your child listening. Read it clearly and slowly, pointing to each word as you read. Have a chat about any unfamiliar words.
• Day 2: Read aloud each sentence (a full short sentence or part of a longer sentence), and have your child read it back to you. Do this ‘echo reading’ for the whole text.
• Day 3: Read the text and talk about the effect of the punctuation on how you read it – pauses for full stops and expression for exclamations (!) or questions (?). Your child reads the text aloud.
• Day 4: Read together with expression (just like you practised on Day 3).
• Day 5: Your child reads independently and fluently.

(Suggested time: 15 minutes daily)

Day 1: RIC – Body image

RIC stands for:

• Retrieve: finding information in a text
• Interpret: using clues in the text to unlock information
• Choice: thinking about the author’s choice of words, techniques or organisation that make the text interesting and enjoyable to read

Day 2: Agree with your child three words from any text they’ve read which they’re less familiar with. Your child should find out what they mean (eg by checking an online dictionary or simply discuss with you) and how to use them in sentences (both when speaking and when writing). Challenge your child to write a sentence with each word in, or to drop the words into conversations at home.

Day 4: Read your fluency or RIC text again. Next, do one of the following:

• Your child could list at least ten facts they’ve read in the text. (If it’s a fiction text (a story), then the facts would be based on the story, like ‘Harry Potter picked up his broomstick’, rather than actual facts from the real world.)
• Your child could create questions and answers for what they’ve read. (For example, it could be a TV or radio interview based on what they’ve read.)
• Your child could create their own ‘RIC’ questions.
• Your child could draw and label a character or setting that they’ve read about.

Day 5: Book Club. Once a week, we have a relaxing lesson where we sit and read quietly, often with an adult. At home, we’d like you to read your favourite book or text, too.

(Suggested time: 30 minutes daily)

Writing

Activity 1: Recap your understanding of expanded noun phrases using this lesson by Oak Academy

Activity 2: Review this BBC Bitesize website about expanded noun phrases. Identify the expanded noun phrases in this promotion for a Bronze Age burial ground.

Topic

This week’s topic learning is history.

Take a look at the information about Ancient Egypt from BBC Bitesize.

(Suggested time: 30-45 minutes)

Science

We are learning about forces.

## Week beginning 19 October 2020

Posted on Monday 19 October 2020 by Miss Beatson

These five lessons will roughly match the teaching and learning happening in class.

Lesson five: arithmetic

You don’t have to print the worksheet. Your child can write or draw their answers on paper. Your child’s learning will be most effective if you sit with them to pause the clip and check / praise / support your child as the clip moves on.

Practise times tables on Times Table Rockstars, too. We’re concentrating on the 4 times table. Email the class teacher if you need your child’s login and password details.

(Suggested time: 30 minutes of Maths and 15 minutes of Rockstars daily)

Spelling

Look on the homework page to find this week’s spellings. Your child should complete one task each day.

• Day 1: Generate more words linked to the spelling pattern or ‘rule’. (You could look out for the words in the book you’re reading at home, or any other text.)
• Day 2: Practise the spellings using two of the ideas in our Super Spelling Strategies guide. (Set yourself and others at home a challenge of using some of the words when you’re speaking, too!)
• Day 3: Write separate sentences, each containing one of the spellings. Don’t forget to show off really neat handwriting and make sure you sentence starts with a capital letter and ends with a full stop, exclamation mark (!) or question mark (?).
• Day 4: Repeat Task 2 or 3.
• Day 5: Get an adult at home to test you on your spellings. Practise any you spell incorrectly – you could write them out carefully until you’re sure.

(Suggested time: 15-20 minutes daily)

This week’s fluency text is the opening to The Boy with a Bronze Axe.

In school, we generally follow this sequence:

• Day 1: Read the text aloud with your child listening. Read it clearly and slowly, pointing to each word as you read. Have a chat about any unfamiliar words.
• Day 2: Read aloud each sentence (a full short sentence or part of a longer sentence), and have your child read it back to you. Do this ‘echo reading’ for the whole text.
• Day 3: Read the text and talk about the effect of the punctuation on how you read it – pauses for full stops and expression for exclamations (!) or questions (?). Your child reads the text aloud.
• Day 4: Read together with expression (just like you practised on Day 3).
• Day 5: Your child reads independently and fluently.

(Suggested time: 15 minutes daily)

Day 1: RIC – Mental Health

RIC stands for:

• Retrieve: finding information in a text
• Interpret: using clues in the text to unlock information
• Choice: thinking about the author’s choice of words, techniques or organisation that make the text interesting and enjoyable to read

Day 2: Agree with your child three words from any text they’ve read which they’re less familiar with. Your child should find out what they mean (eg by checking an online dictionary or simply discuss with you) and how to use them in sentences (both when speaking and when writing). Challenge your child to write a sentence with each word in, or to drop the words into conversations at home.

Day 4: Read your fluency or RIC text again. Next, do one of the following:

• Your child could list at least ten facts they’ve read in the text. (If it’s a fiction text (a story), then the facts would be based on the story, like ‘Harry Potter picked up his broomstick’, rather than actual facts from the real world.)
• Your child could create questions and answers for what they’ve read. (For example, it could be a TV or radio interview based on what they’ve read.)
• Your child could create their own ‘RIC’ questions.
• Your child could draw and label a character or setting that they’ve read about.

Day 5: Book Club. Once a week, we have a relaxing lesson where we sit and read quietly, often with an adult. At home, we’d like you to read your favourite book or text, too.

(Suggested time: 30 minutes daily)

Writing

Activity 1: Recap your understanding of relative clauses by watching these Oak Academy lessons. Lesson oneLesson two.

Activity 2: Children have created their own South American creature/monster. They’ve planned a non-chronological report. Now, they should write their report. Think about describing their appearance, habitat and behaviours.

Topic

This week’s topic learning is history.

Watch this video from Oak Academy about how the Bronze Age changed life how humans lived.

(Suggested time: 30-45 minutes)

Science

We are learning about microorganisms.

Explore this BBC website to find out more.

## Week beginning 05 October 2020

Posted on Sunday 11 October 2020 by Miss Beatson

Maths

These five lessons will roughly match the teaching and learning happening in class.

Lesson one: video, activity, answers

Lesson two: video, activity, answers

Lesson three: video, activity, answers

Lesson four: video, activity, answers

Lesson five: arithmetic

You don’t have to print the worksheet. Your child can write or draw their answers on paper. Your child’s learning will be most effective if you sit with them to pause the clip and check / praise / support your child as the clip moves on.

Practise times tables on Times Table Rockstars, too. We’re concentrating on the 4 times table. Email the class teacher if you need your child’s login and password details.

(Suggested time: 30 minutes of Maths and 15 minutes of Rockstars daily)

Spelling

Look on the homework page to find this week’s spellings. Your child should complete one task each day.

• Day 1: Generate more words linked to the spelling pattern or ‘rule’. (You could look out for the words in the book you’re reading at home, or any other text.)
• Day 2: Practise the spellings using two of the ideas in our Super Spelling Strategies guide. (Set yourself and others at home a challenge of using some of the words when you’re speaking, too!)
• Day 3: Write separate sentences, each containing one of the spellings. Don’t forget to show off really neat handwriting and make sure you sentence starts with a capital letter and ends with a full stop, exclamation mark (!) or question mark (?).
• Day 4: Repeat Task 2 or 3.
• Day 5: Get an adult at home to test you on your spellings. Practise any you spell incorrectly – you could write them out carefully until you’re sure.

(Suggested time: 15-20 minutes daily)

This week’s fluency text is an extract from Wolf Brother by Michelle Paver.

In school, we generally follow this sequence:

• Day 1: Read the text aloud with your child listening. Read it clearly and slowly, pointing to each word as you read. Have a chat about any unfamiliar words.
• Day 2: Read aloud each sentence (a full short sentence or part of a longer sentence), and have your child read it back to you. Do this ‘echo reading’ for the whole text.
• Day 3: Read the text and talk about the effect of the punctuation on how you read it – pauses for full stops and expression for exclamations (!) or questions (?). Your child reads the text aloud.
• Day 4: Read together with expression (just like you practised on Day 3).
• Day 5: Your child reads independently and fluently.

(Suggested time: 15 minutes daily)

Day 1: RIC – adventurer Benedict Allen

RIC stands for:

• Retrieve: finding information in a text
• Interpret: using clues in the text to unlock information
• Choice: thinking about the author’s choice of words, techniques or organisation that make the text interesting and enjoyable to read

Day 2: Agree with your child three words from any text they’ve read which they’re less familiar with. Your child should find out what they mean (eg by checking an online dictionary or simply discuss with you) and how to use them in sentences (both when speaking and when writing). Challenge your child to write a sentence with each word in, or to drop the words into conversations at home.

Day 4: Read your fluency or RIC text again. Next, do one of the following:

• Your child could list at least ten facts they’ve read in the text. (If it’s a fiction text (a story), then the facts would be based on the story, like ‘Harry Potter picked up his broomstick’, rather than actual facts from the real world.)
• Your child could create questions and answers for what they’ve read. (For example, it could be a TV or radio interview based on what they’ve read.)
• Your child could create their own ‘RIC’ questions.
• Your child could draw and label a character or setting that they’ve read about.

Day 5: Book Club. Once a week, we have a relaxing lesson where we sit and read quietly, often with an adult. At home, we’d like you to read your favourite book or text, too.

(Suggested time: 30 minutes daily)

Writing

Activity 1: This week is all about super heroes! Read this biography about a new super hero – Vivian Venus. Draw and label the character using the text.

Activity 2:

Topic

This week’s topic learning is history.

Read and watch the information about prehistoric Britain. Create your own timeline with three bits of information about the Stone Age, Bronze Age and Iron Age.

(Suggested time: 30-45 minutes)

Science

We are learning about the Five Kingdoms.

Use this BBC website to create a fact file about bacteria.

## Week beginning 05 October 2020

Posted on Sunday 04 October 2020 by Miss Beatson

These five lessons will roughly match the teaching and learning happening in class.

Year 6 children:

These five lessons will roughly match the teaching and learning happening in class.

Lesson one: video, activity, answers

Lesson two: video, activity, answers

Lesson three: video, activity, answers

Lesson four: video, activity, answers

Lesson five: video, activity, answers

You don’t have to print the worksheet. Your child can write or draw their answers on paper. Your child’s learning will be most effective if you sit with them to pause the clip and check / praise / support your child as the clip moves on.

Practise times tables on Times Table Rockstars, too. We’re concentrating on the 2,5,10 times table. Email the class teacher if you need your child’s login and password details.

(Suggested time: 30 minutes of Maths and 15 minutes of Rockstars daily)

Spelling

Look on the homework page to find this week’s spellings. Your child should complete one task each day.

• Day 1: Generate more words linked to the spelling pattern or ‘rule’. (You could look out for the words in the book you’re reading at home, or any other text.)
• Day 2: Practise the spellings using two of the ideas in our Super Spelling Strategies guide. (Set yourself and others at home a challenge of using some of the words when you’re speaking, too!)
• Day 3: Write separate sentences, each containing one of the spellings. Don’t forget to show off really neat handwriting and make sure you sentence starts with a capital letter and ends with a full stop, exclamation mark (!) or question mark (?).
• Day 4: Repeat Task 2 or 3.
• Day 5: Get an adult at home to test you on your spellings. Practise any you spell incorrectly – you could write them out carefully until you’re sure.

(Suggested time: 15-20 minutes daily)

This week’s fluency text is a poem: Matilda who told lies and was burned to death.

In school, we generally follow this sequence:

• Day 1: Read the text aloud with your child listening. Read it clearly and slowly, pointing to each word as you read. Have a chat about any unfamiliar words.
• Day 2: Read aloud each sentence (a full short sentence or part of a longer sentence), and have your child read it back to you. Do this ‘echo reading’ for the whole text.
• Day 3: Read the text and talk about the effect of the punctuation on how you read it – pauses for full stops and expression for exclamations (!) or questions (?). Your child reads the text aloud.
• Day 4: Read together with expression (just like you practised on Day 3).
• Day 5: Your child reads independently and fluently.

(Suggested time: 15 minutes daily)

Day 1: RIC about hedgehogs.

RIC stands for:

• Retrieve: finding information in a text
• Interpret: using clues in the text to unlock information
• Choice: thinking about the author’s choice of words, techniques or organisation that make the text interesting and enjoyable to read

Day 2: Agree with your child three words from any text they’ve read which they’re less familiar with. Your child should find out what they mean (eg by checking an online dictionary or simply discuss with you) and how to use them in sentences (both when speaking and when writing). Challenge your child to write a sentence with each word in, or to drop the words into conversations at home.

Day 4: Read your fluency or RIC text again. Next, do one of the following:

• Your child could list at least ten facts they’ve read in the text. (If it’s a fiction text (a story), then the facts would be based on the story, like ‘Harry Potter picked up his broomstick’, rather than actual facts from the real world.)
• Your child could create questions and answers for what they’ve read. (For example, it could be a TV or radio interview based on what they’ve read.)
• Your child could create their own ‘RIC’ questions.
• Your child could draw and label a character or setting that they’ve read about.

Day 5: Book Club. Once a week, we have a relaxing lesson where we sit and read quietly, often with an adult. At home, we’d like you to read your favourite book or text, too.

(Suggested time: 30 minutes daily)

Writing

Activity 1: This series of lessons from Oak Academy is about persuasive writing. To help you with activity two, watch a different video each day and apply what you have learned to your own persuasive writing in activity 2.

Activity 2:

Last week, children started to design their own invention to help adventurers in the great outdoors! From a multi-functional grapping hook to a chameleon suit, the children drew and labelled their designs. This week we’d like the children to write a persuasive report trying to sell their product to the public. Imagine Dragon’s Den for writing.

(Suggested time: 30 minutes daily)

Topic

This week’s topic learning is linked to geography.

Using this text  from last week’s home learning and this BBC website, compare and contrast this region of Bolivia to the Lake District. What are the similarities and differences? You can use Google Earth to help with this comparison.

(Suggested time: 30-45 minutes)

Science

We’re observing plants and animals.

As you can’t get out and about to collect your own leaves, read the information about leaves on this website. Watch this video about leaf classification. Make your own classification key for 6 different trees.

## Week beginning 28 September 2020

Posted on Sunday 27 September 2020 by Miss Beatson

Year 6 children: These lessons will roughly match the teaching and learning happening in class:

add numbers with more than four digits: video, worksheet, answers

subtract numbers with more than four digits: video, worksheet, answers

inverse operations: video, worksheet, answers

multi-step problems: video, worksheet, answers

add and subtract integers: video, worksheet, answers

You don’t have to print the worksheet. Your child can write or draw their answers on paper. Your child’s learning will be most effective if you sit with them to pause the clip and check / praise / support your child as the clip moves on.

Practise times tables on Times Table Rockstars, too. We’re concentrating on the 2,5,10 times table. Email the class teacher if you need your child’s login and password details.

(Suggested time: 30 minutes of Maths and 15 minutes of Rockstars daily)

Spelling

Look on the homework page to find this week’s spellings. Your child should complete one task each day.

• Day 1: Generate more words linked to the spelling pattern or ‘rule’. (You could look out for the words in the book you’re reading at home, or any other text.)
• Day 2: Practise the spellings using two of the ideas in our Super Spelling Strategies guide. (Set yourself and others at home a challenge of using some of the words when you’re speaking, too!)
• Day 3: Write separate sentences, each containing one of the spellings. Don’t forget to show off really neat handwriting and make sure you sentence starts with a capital letter and ends with a full stop, exclamation mark (!) or question mark (?).
• Day 4: Repeat Task 2 or 3.
• Day 5: Get an adult at home to test you on your spellings. Practise any you spell incorrectly – you could write them out carefully until you’re sure.

(Suggested time: 15-20 minutes daily)

This is the text that we shall be using for fluency and our geography learning.

In school, we generally follow this sequence:

• Day 1: Read the text aloud with your child listening. Read it clearly and slowly, pointing to each word as you read. Have a chat about any unfamiliar words.
• Day 2: Read aloud each sentence (a full short sentence or part of a longer sentence), and have your child read it back to you. Do this ‘echo reading’ for the whole text.
• Day 3: Read the text and talk about the effect of the punctuation on how you read it – pauses for full stops and expression for exclamations (!) or questions (?). Your child reads the text aloud.
• Day 4: Read together with expression (just like you practised on Day 3).
• Day 5: Your child reads independently and fluently.

(Suggested time: 15 minutes daily)

RIC stands for:

• Retrieve: finding information in a text
• Interpret: using clues in the text to unlock information
• Choice: thinking about the author’s choice of words, techniques or organisation that make the text interesting and enjoyable to read

Day 2: Agree with your child three words from any text they’ve read which they’re less familiar with. Your child should find out what they mean (eg by checking an online dictionary or simply discuss with you) and how to use them in sentences (both when speaking and when writing). Challenge your child to write a sentence with each word in, or to drop the words into conversations at home.

Day 4: Read your fluency or RIC text again. Next, do one of the following:

• Your child could list at least ten facts they’ve read in the text. (If it’s a fiction text (a story), then the facts would be based on the story, like ‘Harry Potter picked up his broomstick’, rather than actual facts from the real world.)
• Your child could create questions and answers for what they’ve read. (For example, it could be a TV or radio interview based on what they’ve read.)
• Your child could create their own ‘RIC’ questions.
• Your child could draw and label a character or setting that they’ve read about.

Day 5: Book Club. Once a week, we have a relaxing lesson where we sit and read quietly, often with an adult. At home, we’d like you to read your favourite book or text, too.

(Suggested time: 30 minutes daily)

Writing

Activity 1: These video lessons about simple, compound and complex sentences from Oak Academy links to some of the learning that we’ve been doing in class recently. Watch a different video each day and try some of the sentences yourself.

Activity 2:

Children should write six sentences about a picture or photograph you choose. Your child should remember capital letters, finger spaces, joined up letters (use our handwriting guide to help, paying particular attention to tall letters and letters that go beneath the line), and a full stop, exclamation mark (!) or question mark (?) to end the sentence. Encourage interesting words to make their writing more interesting.

(Suggested time: 30 minutes daily)

Topic

This week’s topic learning is linked to geography.

Using this text, write down all the physical features (what’s the landscape like?) in Bolivia. Take a look at Bolivia on Google Earth. How does it compare to the landscape of England?

(Suggested time: 30-45 minutes)

Science

We’re learning about classification.

Watch this lesson about the work of Carl Linnaeus.  He divided animals into seven classes: 1. mammals, 2. Birds, 3.amphibians, 4. Fish, 5. Insects, 6. Worms. Write your own definition of each class.

(Suggested time: 30-45 minutes)