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Year Six Learning from Home

Summer 2

Week 4

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Year Six Learning from Home – Weekly Overview Each week, the Learning from Home activities will include:

Daily English, Maths, Physical Activity and Reading for Pleasure

At least three Foundation Subject activities

A weekly Art/DT activity

Spelling focus – set on Spelling Shed

Week 4 Learning from Home Overview

Monday Suggested time of day

Subject Focus when

complete

AM English Character Description

AM Maths Arithmetic and Problem Solving - Algebra – Solve two-step equations

PM Art Disney Characters

Your choice Reading Reading for Pleasure / Class Novel

Your choice Physical Activity Dance-along – learn the Kidz Bop - Blinding Lights dance

Tuesday Suggested time of day

Subject Focus when

complete

AM English Instructions for Sir Ironsoul

AM Maths Arithmetic and Problem Solving - Algebra – Find pairs of values

PM Year 6 Leavers KS1 Memory

Your choice Reading Reading for Pleasure / Class Novel

Your choice Physical Activity Can you complete any of the 60 second challenges? https://www.youthsporttrust.org/60-second-physical-activity-challenges

Wednesday Suggested time of day

Subject Focus when

complete

AM English Formal Letter to Dr Kalamenius - Assignments on Microsoft Teams

AM Maths Arithmetic and Problem Solving - Measures Convert metric measures

PM Science Transporting Nutrients

Your choice Reading Reading for Pleasure / Class Novel

Your choice Physical Activity Daily mile

Thursday Suggested time of day

Subject Focus when

complete

AM English Reading Comprehension – Clockwork Part One

AM Maths Arithmetic and Problem Solving – Measures – Miles and Kilometres

PM PSHE Article of the Week – Article 2: Non Discrimination

Your choice Reading Reading for Pleasure / Class Novel

Your choice Physical Activity Cosmic Kids Yoga – you choose a video and join in and relax

Friday Suggested time of day

Subject Focus when

complete

AM English SPaG - Cohesion

AM Maths Arithmetic and Review of Learning

PM Friday Challenge Art – Photo Montage

Your choice Reading Reading for Pleasure / Class Novel

Your choice Physical Activity Sibling or family game of something (football, tennis, relay etc)

Video Tutorials

Video tutorials published by White Rose Maths will be available each day – the link for session tutorials will be included as part of the daily activities in this pack

Additional resources: TT Rockstars, My Maths, Prodigy, ReadTheory, Spelling Shed*

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Year Six Summer 2 Spellings

Please continue to use Spelling Shed to practise your spellings. Assignments will be available on Spelling Shed each Monday and will include the 5

words for that week (see table below). If you can, ask an adult to test you on these words at the end of each week.

This week’s spellings are:

Week Words to practise

Week 4

sincerely

disastrous

system

temperature

twelfth

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Class Novel: Clockwork or All Wound Up by Philip Pullman Now that you are all up and running with Microsoft Teams, we have uploaded

recordings of us reading our new Class Novel.

You will find them in Class Materials Class Novel – Clockwork

There are three parts in this story (it is a short novel) all parts are uploaded

onto Teams now.

Please make sure you are listening. If you have your own copies, please read along.

Reading Activity:

In Part Two the narrator thinks that Doctors often make up names for illness if they don’t know what is wrong with a patient. Many illness end in the suffix –osis, -it is or –phobia

-osis means a condition of disease (E.g. Psychosis or Osteoporosis)

-itis means inflammation (E.g. Tonsilitis or Conjunctivitis)

-phobia is an irrational fear of something (E.g. Claustrophia or Arachnophobia)

Chose one, two or a few of these suffixes to create your own fictiious diseases and give it a definition. E.g. Broccolitis: a disease whereby green, tree-like swellings appear all over the patient’s body.

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Year Six Monday 22nd June 2020 English – Character desciption (1/2) Activity One: Using Part One Page 26-30 (From 16 minutes 30

seconds on Part One video) draw what you imagine Dr

Kalamenius to look like and label his appearance using quotations

from the text as well as your own ideas based on what you know

about the character. This may be words, phrases or sentences.

Then add additional labels for his personality and character traits –

for this you may find reading/listening to the rest of the chapter

helpful (Pages 30-41, which is when Dr Kalamenius shares his

figure of Sir Ironsoul with Karl).

When labelling your picture think about up-levelling your language and consider how best to describe every aspect of this character.

For example

This week our English learning will be inspired by our current class novel ‘Clockwork or All Wound Up’ by Philip Pullman. This week we will mainly be using Part One, however your knowledge of the Royal Physician and Dr Kalamenius from Part Two will be useful.

The plan for this week is:

Monday: Character description

Tuesday: Care instructions for Sir Ironsoul

Wednesday: Formal letter to Dr Kalamenius be submitted on Microsoft Teams

A recording of our Class Novel is available on Microsoft Teams

You will need to listen to Part One to support today’s session

Make sure you think about each part of Dr Kalamenius’s appearance:

Face – prominent nose and jaw, his eyes blazed like coals in

caverns of darkness., expression was full of savage curiosity

Hair – long and grey, hangs down the sides of face

Body – tall and thin

Voice – harsh grating voice

Clothes – wore a black cloak with a loose hood like that of a monk

Movement – sweeping, striding, trudging

Demanding “A glass of brandy!”

Long and grey hair, hangs down the side of face

Prominent nose and jaw

Black cloak with a loose hood, like that of a monk

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Year Six Monday 22nd June 2020 English – Character desciption (2/2)

Activity Two: Use your labelled picture to write a short character

description of Dr Kalamenius, imagining he has just opened the door of the

White Horse Tavern.

You need to paint a picture in the reader’s mind – try to show, not tell, and make sure you

expand your sentences and give enough detail.

Checklist – have I used/included?

Describe character’s appearance and how he speaks and moves

Describe the character’s actions, thoughts and feelings

Describe the character’s personality

Descriptive and figurative language throughout:

Adjectives

Powerful verbs

Adverbs

Metaphors

Similes

Up-levelled vocabulary (synonyms)

Range of sentences

Short/long

Relative/subordinate clauses

I have checked:

That my writing makes sense

Basic punctuation is correct

For any spelling mistakes

Make sure you include:

Verbs: How they enter? (do they shuffle, stride, skip etc.)

Adverbs: How they move? (confidently, cautiously, briskly etc.)

Similes: Could you compare them to an animal? What could you compare their eyes/hair/smile etc. to?

Metaphors: E.g. his hands were flat spiders; he had a heart of stone

What are their facial features like? E.g. small, shifty eyes could indicate they’re secretive; rotten teeth might suggest they neglect themselves

What are they wearing? Style of clothes and colours? (E.g. dark coloured clothes = evil,

cloak = hiding something, secretive)

WAGOLL (beginning of character description)

The latch of the door lifted and the door slowly opened with a loud creak that echoed around the

tavern, which was now as silent as the night.

A large figure stood on the threshold – it was a man. He stepped into the tavern from the

shadows of outside. The man was covered in a long black cloak which had a loose hood, like

that of a monk’s. His hands, white and skeleton like, were slowly released from pockets in the

side of the man’s cloak and slowly took the hood of his cloak down.

Staring straight forward were two eyes that blazed like coals in caverns of darkness. Despite this,

they were empty, almost like there was no soul or life behind them.

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Year Six Monday 22nd June 2020 Maths Arithmetic and Flashback

Please choose your own level of challenge. You can mix between the levels if you wish. We

would like to complete at least 10 questions, but of course you may do more if you wish!

Have a go at the daily flashback:

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Year Six Monday 22nd June 2020 Maths Problem Solving and Reasoning (1/2)

White Rose Maths have provided a video tutorial to support you in your Learning from Home: Solve two-step equations

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Year Six Monday 22nd June 2020 Maths Problem Solving and Reasoning (2/2)

White Rose Maths have provided a video tutorial to support you in your Learning from Home: Solve two-step equations

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Year Six Monday 22nd June 2020 Maths Problem Solving and Reasoning – Extra Challenge (optional!) These problems from NRICH are extra challenges and are entirely optional.

Diagonal Sums

Here is a 100 square with some of the numbers shaded:

Look at the green square which contains the numbers 2,3,12 and 13. Do you notice anything about the sum of the numbers that are diagonally opposite each other? Look at the pink square. What happens this time when you look at the numbers diagonally opposite each other? What about the yellow square? You could try with other squares which have four numbers in them. Can you find a reason why what you notice, happens? Look at the squares shaded red. They form the corners of a large 3 by 3 square. If you add the numbers diagonally opposite each other, what do you notice with this larger square? Can you find a reason why what you notice, happens? What happens for squares of different sizes? You may like to print off this 100 square to try out some different squares of numbers.

Solution: https://nrich.maths.org/diagonalsums%20/solution

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Year Six Monday 22nd June 2020 Art – Drawing Disney Characters We would like you to sketch (on paper or using the online

sketch pad https://sketch.io/sketchpad/ to draw some Disney

characters.

This can be just a black and white pencil sketch, or could be coloured or painted.

If you follow this link: https://disneyparks.disney.go.com/blog/2020/03/draw-mickey-mouse-at-home-with-a-disney-parks-artist/ You can view three different videos for how to draw Mickey Mouse through the ages:

Video 1: Video 2: Video 3 1920s Mickey Contemporary Mickey Cartoon Series Mickey

If you don’t fancy Mickey Mouse, then use the same link

(https://disneyparks.disney.go.com/blog/2020/03/draw-mickey-mouse-at-home-with-a-disney-parks-

artist/) but scroll down and you will see a list of other characters with tutorial videos including Genie,

Tinkerbell, Winnie the Pooh and Jack (from The Nightmare Before Christmas).

Extra challenge … Become an animator! Create a flipbook around your drawn Disney (or another) character?

Create a StopMotion video using your drawn Disney (or another) character? (or if you have any Disney figures you want to use that would work too!)

Make sure you share your drawings, flipbooks and/or StopMotions with us on Twitter (@GorseyY6 or #gorseyfromhome)

or upload them to OneDrive (Art Week 4 Disney drawing)

Stop Motion Apps

Stop Motion Studio

Life Lapse

Apple iOS Android Apple iOS Android

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Year Six Tuesday 23rd June 2020 English – Care instructions for Sir Ironsoul (1/2) You will be writing instructions for how to look after Sir Ironsoul. Activity One: Complete a mind map (or just a bullet pointed list) about how to look after Sir Ironsoul using the below headings. This

can be based on the text or on your own thoughts/imagination. If you wish to use the text to support you – you will need Part One

Page 36-45 (From 27 minutes 15 seconds on Part One video).

A recording of our Class Novel is available on Microsoft Teams

You will need to listen to Part One to support today’s session

How to store him:

How to keep him clean:

How to work/control him:

Things you should do:

Things not to do:

This week our English learning will be inspired by our current class novel ‘Clockwork or All Wound Up’ by Philip Pullman. This week we will mainly be using Part One, however your knowledge of the Royal Physician and Dr Kalamenius from Part Two will be useful.

The plan for this week is:

Tuesday: Care instructions for Sir Ironsoul

Wednesday: Formal letter to Dr Kalamenius be submitted on Microsoft Teams

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Year Six Tuesday 23rd June 2020 English – Care instructions for Sir Ironsoul (2/2)

Activity Two: Using your notes from your mindmap, write your own set of instructions about how to look after Sir Ironsoul for Karl. Your instructions should include an introduction - explaining what they are and maybe giving some information on Sir Ironsoul. Then the subheadings (from your mindmap) should be used to detail how to look after Sir Ironsoul (these may include numbered lists or bullet points). As you are writing, try to think about your audience (Karl) and include detail and any tips or tricks to help him take care of Sir Ironsoul. You can present these instructions however you wish (written leaflet, typed, PowerPoint etc) and save them on One Drive in the English Week 4 – Tuesday folder.

)

Checklist – have I used/included?

Introduction

Clear layout (subheadings, bullet points)

Considered audience (Karl)

Imperative verbs and adverbs

Time connectives to link steps

Cohesive devices used to help writing flow: - Pronouns - Adverbs - Conjunctions

Up-levelled vocabulary (synonyms)

Range of sentences

Short/long

Relative/subordinate clauses

Lists are punctuated correctly

I have checked:

That my writing makes sense

Basic punctuation is correct

For any spelling mistakes

WAGOLL (introduction and how to store him)

Karl,

Below is a comprehensive set of instructions for how to take care of Sir Ironsoul. You must follow

each and every step. Sir Ironsoul is now your responsibility, and you must ensure you do

everything in your power to look after him and make sure it is you, and only you, that takes care of

him. If looked after correctly, you will find Sir Ironsoul to be an excellent addition to the Great

Clock of Glockenheim. Good luck.

How to store Sir Ironsoul In order to store Sir Ironsoul you must make sure you have chains (and lots of them) made out of the strongest metal as these will be needed to secure Sir Ironsoul effectively. First of all, fix Sir Ironsoul in his ‘waiting’ position (back straight, arms by his side and sword pointing down – be careful with the sword tip, it is extremely sharp). Next, it is time to chain him. Start with the sword (be careful with it) and chain it to his right hand, three loops should do it. Make sure it is secured tightly.

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Year Six Tuesday 23rd June 2020 Maths Arithmetic and Flashback Please choose your own level of challenge. You can mix between the levels if you wish. We

would like to complete at least 10 questions, but of course you may do more if you wish!

Have a go at the daily flashback:

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Year Six Tuesday 23rd June 2020 Maths Problem Solving and Reasoning (1/2)

White Rose Maths have provided a video tutorial to support you in your Learning from Home: Find pairs of values

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Year Six Tuesday 23rd June 2020 Maths Problem Solving and Reasoning (2/2)

White Rose Maths have provided a video tutorial to support you in your Learning from Home: Find pairs of values

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Year Six Tuesday 23rd June 2020 Maths Problem Solving and Reasoning – Extra Challenge (optional!)

These problems from NRICH are extra challenges and are entirely optional.

Temperature

Solution: https://nrich.maths.org/temperature/solution

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Year Six Tuesday 23rd June 2020 Year 6 Leavers – KS1 Memory

This week we would like you to:

Share with us your favourite KS1 memory!

We would like you to think about one of your favourite memories from KS1 and share it with us.

(if you were not at Gorsey Bank during KS1 – then just share a memory of your time with us)

You can share this memory however you wish – be creative

Some suggestions below:

Write your memory (or type) and

decorate the page you’ve written on

Record a video of yourself telling us

your memory

Share a photo of your memory (with

an explanation around it)

Draw your memory (with an

explanation around it)

Extra request – any photos you have from your time during KS1 – we would love to see them, so please share these too!

Please share your memory with us. You can do this via:

Upload as an extra assignment on Microsoft Teams ‘Summer 2 Week 4 Leavers KS1

Memory’ read them all (make sure you’ve signed in using your own individual login - P13)

Save on One Drive in ‘Y6 Leavers Week 4 – KS1 Memory’

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Year Six Wednesday 24th June 2020 English – Formal Letter (Assignment on Teams)

Formal Letter to Dr Kalamenius from the Royal Physician Hello Year 6, A huge well done for continuing to work on your Learning from Home packs, it has been great to see your continued engagement and efforts. Our English learning continues to be inspired by our current class novel ‘Clockwork or All Wound Up’ by Phillip Pullman, and this week we have continued to use mainly Part One to support our learning. For today’s task you will find ‘Fritz’s Story’ from Page 21 – 27 useful in today’s writing task (on Microsoft Teams it is Part One video from 11 minutes onwards). For today, we would like you to write a formal letter to Dr Kalamenius from the Royal Physician recounting the strange events of Prince Otto returning dead with a clockwork heart and asking for help on what to do next. This is a formal letter, as it is one professional (you – the Royal Physician) writing to another professional (Dr Kalamenius) and you must uphold an air of formality and ensure everything you do is professional. In your letter, as well as the features of a formal letter (address, dear, yours sincerely), you will need to include an introduction explaining why you are writing, cohesively structured paragraphs which have a serious tone and a conclusion which is requesting help or asking for advice on what to do next. You will need to include details about what has happened (including how it started), what you have discovered (clockwork heart) and then request help. A suggested structure, along with a checklist and ideas are included on the Support Slide (on the following page in your LfH packs, and available under ‘Reference Materials’ below your assignment instructions on Teams). You may type your work on the template document provided (Word document) or upload it as a picture or file from the device you are working on (this may include a photograph of your handwritten work). Before submitting, make sure you re-read your letter to check it makes sense and that all basics (punctuation and spelling) are correct. As you are re-reading and checking your work, use the checklist (included on Support Slide) to ensure you have included everything needed for this piece of writing. We look forward to reading your letters soon. Mrs Thompson and Mr Johnson P.S. As this is a formal letter we are looking for formal, up-levelled language and tone throughout the letter – remember to use cohesive devices throughout.

Supporting Resources from your Learning from Home Pack:

Support Slides – including structure, checklist and phrases (Page 20 and 21)

An assignment has been set on Microsoft Teams

Please login to Microsoft teams using your individual login (P13) to submit your

writing for feedback.

You may complete your writing online using the template document provided. Alternatively,

you may wish to take a photograph of a handwritten piece of work and upload this for

feedback.

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Year Six Wednesday 24thJune 2020 English – Formal Letter (Assignment on Teams) Support Slide (1/2)

Suggested structure

Introduction

Why are you writing to Dr Kalamenius – strange events concerning the unfortunate death of the beloved Prince Otto, despite being the Royal Physician and having studied in Heidelberg, Paris and Bologna and having published a treatise on the location of the soul and studying different subjects – you have never seen anything like this before and need assistance.

Paragraph 1 Describe what happened. Set the scene – wintry, cold night, commotion down the road, royal sledge, Prince Florian, Prince Otto…

Paragraph 2

What did you discover? Shocked, clockwork heart, a dead body that wouldn’t keep still, apoplexy. Appeal to Dr Kalamenius for help and flatter him.

Conclusion

Conclude by summarising the help/advice you’ve asked for – and sign off the letter expecting to hear back. I must plead for your discretion in this delicate matter and hope that you are able to offer some advice. I look forward to hearing from you at your earliest convenience.

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Year Six Wednesday 24thJune 2020 English – Formal Letter (Assignment on Teams) Support Slide (2/2)

Checklist Have I included?

Cohesive devices

Conjunctions

Adverbials

Pronouns

Synonyms/Up-levelled language

Powerful Verbs

Descriptive language (adjectives, adverbs)

Range of sentences Short/long

Relative/subordinate clauses

Variety of strong sentence openers (formal tone)

Formal letter features:

Sender’s address and date

Recipient’s address

Dear…

Introduction

Clear paragraphs

Conclusion

Yours Sincerely

Formal language throughout

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Year Six Wednesday 24th June 2020 Maths Arithmetic and Flashback Please choose your own level of challenge. You can mix between the levels if you wish. We

would like to complete at least 10 questions, but of course you may do more if you wish!

Have a go at the daily flashback:

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Year Six Wednesday 24th June 2020 Maths Problem Solving and Reasoning (1/2)

White Rose Maths have provided a video tutorial to support you in your Learning from Home: Convert metric measures

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Year Six Wednesday 17h June 2020 Maths Problem Solving and Reasoning (2/2)

White Rose Maths have provided a video tutorial to support you in your Learning from Home: Convert metric measures

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Year Six Wednesday 24th June 2020 Maths Problem Solving and Reasoning – Extra Challenge (optional!)

These problems from NRICH are extra challenges and are entirely optional.

Weighing Fruit

There are some open markets in England that would like to sell fruit by their weight in lbs (pounds), but we often buy them in kilos. 0.45 kilo = 1 lb 2.20 lb = 1 kilo You get about 4 apples or 4 bananas in one pound (1 lb). So, roughly, what would 6 bananas and 4 apples together weigh in kilos? You get about 6 mangoes in a kilo. So, roughly, what would 30 mangoes weigh in pounds (lbs)? You get about 6 oranges in one pound (1 lb). So, roughly, what would 20 oranges weigh in kilos?

Solution: https://nrich.maths.org/6055/solution

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Year Six

Wednesday 24th June 2020

Science – Transporting Nutrients (1/3)

Activity 1: Our bodies obtain nutrients from the food we eat but some foods are more effective at

providing us with slow-release energy than others. This BBC Teach video explains how:

https://www.bbc.co.uk/teach/class-clips-video/science-ks2-digestion-how-breakfast-affects-your-

day/zk7rkmn

Systemic circulation transports oxygen and nutrients to the body well as removing carbon dioxide

and other waste from cells:

Our bodies need three main nutrients to function: carbohydrates, proteins and fats.

Activity 2: Use your own research to complete the table on the next page. Can you find out which

foods provide us with these three main nutrients and how they are used by our bodies?

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Year Six

Wednesday 24th June 2020

Science – Transporting Nutrients (2/3)

Type of nutrient Which foods provide it? How it is used by our bodies

Carbohydrates

Need help? Go to

https://healthy-

kids.com.au/food-

nutrition/nutrients-in-

food/carbohydrates/

e.g. bread

___________________

___________________

___________________

___________________

___________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

Proteins

Need help? Go to

https://healthy-

kids.com.au/food-

nutrition/nutrients-in-

food/protein/

e.g. meat

___________________

___________________

___________________

___________________

___________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

Fats

Need help? Go to

https://healthy-

kids.com.au/food-

nutrition/nutrients-in-

food/fats/

e.g. oils

___________________

___________________

___________________

___________________

___________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

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Year Six

Wednesday 24th June 2020

Science – Transporting Nutrients (3/3)

The small instestine is a very important part of our digestive system:

Activity 3: Summarise what happens in the small intestine from your own research and reading.

(Suggested resource: https://kidshealth.org/en/kids/digestive-system.html)

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

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Year Six Thursday 25th June 2020 Reading Comprehension – Text to read (1/3)

Clockwork Part Two Please read pages 47 – 52 (below) or listen on Microsoft teams, then answers the questions following the extracts.

A recording of our Class Novel is available on Microsoft Teams

Please login to Microsoft teams and listen to the recording of our class novel.

If you have your own copy, please read along with us.

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Year Six Thursday 25th June 2020 Reading Comprehension – Text to read (2/3)

Clockwork Part Two (continued)

A recording of our Class Novel is available on Microsoft Teams

Please login to Microsoft teams and listen to the recording of our class novel.

If you have your own copy, please read along with us.

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Year Six Thursday 25th June 2020 Reading Comprehension – Questions to answer (3/3) Please read the whole extract carefully, then answer the questions below, remember some questions may need you to justify your answers and/or use evidence from the text (use APE if needed – see below) 1. Write the meaning of these words, you may need to use a dictionary:

Rejoiced – ‘the whole city rejoiced’

Heir– “At last we’ll have an heir”

Dynasty – ‘they had been afraid that the dynasty would come to an end’

Pilgrimage – ‘They made a pilgrimage to Rome’

Celestial – ‘From the celestial clocks that told the position of every planet’

Malleable – ‘It was malleable and soft and lustrous’

Subtle – ‘And beat it into subtle thinness’

2. When do you think the second part of the story is set? Why? (Page 47)

3. Why did the city rejoice? (Page 47)

4. What does the author think of the Princess? (Page 48)

5. What happened when the child was finally born? (Page 49)

6. How was Prince Otto feeling after the child was born? Use evidence from the text to support your

answer. (Page 49)

7. How was Dr Kalamenius able to make a clockwork child? (Page 50)

8. Was it possible to tell that the baby wasn’t really alive? Use evidence from the text to support

your answer. (Page 51)

9. What is the purpose of the final line on Page 51? ‘And, besides, she looked so pretty with a child

in her arms; she had always known she would.’

10. Why was Princess Mariposa worried? (Page 52)

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Year Six Thursday 25th June 2020 Maths Arithmetic and Flashback Please choose your own level of challenge. You can mix between the levels if you wish. We would

like to complete at least 10 questions, but of course you may do more if you wish!

Have a go at the daily flashback:

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Year Six Thursday 25th June 2020 Maths Problem Solving and Reasoning (1/2)

White Rose Maths have provided a video tutorial to support you in your Learning from Home: Miles and kilometres

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Year Six Thursday 25th June 2020 Maths Problem Solving and Reasoning (2/2)

White Rose Maths have provided a video tutorial to support you in your Learning from Home: Miles and kilometres

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Year Six Thursday 25th June 2020 Maths Problem Solving and Reasoning – Extra Challenge (optional!) These problems from NRICH are extra challenges and are entirely optional.

At the Pumps

People in England buy their petrol in litres but often talk about the previous measure of gallons. Can you find out how many litres there are in one gallon? When you've found out, let's suppose that I have to pay £1.00 for each litre. I want to fill my 12 gallon petrol tank. How much will it cost me?

Solution: https://nrich.maths.org/6049/solution

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Year Six

Thursday 25th June 2020

PSHE - Article of the Week (Rights of the Child)

Article 2 – Non discrimination

The Convention applies to every child without

discrimination, whatever their ethnicity, gender,

religion, language, abilities or any other status,

whatever they think or say, whatever their family

background.

Activity 3: Choose one (or as many as you wish) of the activities below – all relate to Article 2.

Think about people through history who have campaigned against unfair discrimination Martin Luther King Jnr; Dame Tanni Grey Thompson, Malala Yousufzai. Find out more about what they campaigned for and share what you find

with us.

Discrimination is against rights – in the UK it’s also against the law. Watch this video to learn more. The video says ‘set a good example’ – how can you do this in school? Write your ideas down or design a poster with how you can

‘set a good example’ or how you can share information from the video with others in our school – maybe with some of the key words on there.

Please share any outcomes with us using @GorseyY6 or #gorseyfromhome or

upload to OneDrive into the PSHE Week 4 Folder.

Watch Danny on YouTube introduce this week’s Article:

https://www.youtube.com/watch?v=VETqg0_XRhs

Activity 1: What does Article 2 mean to you and the people around you?

Activity 2: What is needed for every child to be able to enjoy all their

rights fairly and equally?

Look at these images illustrating Equality, Diversity and Inclusion. Create a poster showing these images with a written caption explaining what each word means and why Article 2: Non-

Discrimination is important.

‘All people are born free and equal in dignity and rights’ – This is the opening of the Universal Declaration of Human Rights. What sort of attitudes and actions in history and in today’s world go against this? What do you feel about this? – Get creative and use art, movement,

music or words to express yourself. Share this with us.

If you would like to find out more about the protests in the US and around the world in relation to George Floyd’s death then watch this video: https://www.bbc.co.uk/newsround/52813673

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Year Six Friday 26th June 2020 English – SPaG – Cohesion (1/4)

Cohesion

What is meant by cohesion? If text is coherent then it should flow logically, ideas within and across paragraphs should link well together and it should be easy for the reader to understand what is being expressed. Cohesion is like glue holding paragraphs together.

Why is cohesion important? It keeps order in the paragraph

Related ideas are kept together

Makes it easier for the reader to understand the text

Ideas flow more smoothly

Provides links between ideas

How do you create cohesion in writing? Paragraphs are in a clear, logical order

The information is always clear and relevant to the purpose of the writing

Words are specifically chosen for purpose and effect

A range of cohesive devices help the text to flow and link sections sensibly and effectively

What are cohesive devices?

Cohesive devices are words or phrases that are used to link or clarify the relationships among ideas (in sentences, or paragraphs). This video gives a brief overview of the below: https://www.youtube.com/watch?v=CQBcWXO_oVQ

Adverbials – add detail to the verb by describing where, when, how or how

Fronted adverbials are phrases or words used to start a sentence which describes the action that follows – remember to use a comma (E.g. Afterwards, / In the distance, / Everywhere she looked, / Sadly, / Without a warning, / Obviously angry,)

Adverbials can be used to show (these adverbials will often be referring to the previous sentence and are particularly effective at creating cohesion):

• Addition (E.g. In addition to this / as well as / also / especially / furthermore) • Contrast (E.g. On the other hand / nevertheless / in contrast / however / rather than) • Cause and effect (E.g. For this reason / due to / because of this / therefore / as a result) • Exception (E.g. Despite this / even though / besides / apart from) • Place (E.g. Around here / behind the clouds / along the lane) • Time (E.g. Until then / meanwhile / to begin with / in the beginning)

Conjunctions – join clauses together within a sentence

Co-ordinating conjunctions – used to join two parts of a sentence that are of equal importance (E.g. for, and, but, or, so)

Subordinating conjunctions – introduces a subordinate clause (a clause that doesn’t make sense on its own - E.g. because, although, since, even though)

Pronouns – replaces a noun or noun phrase and used to avoid repetition of nouns (E.g. He, they, we)

Relative pronouns are used to form relative clauses (E.g. Who, that, which)

Paragraphs – collection of sentences (about a similar idea) grouping together

New paragraphs are used to show a new time, place, topic or person/speaker

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Year Six Friday 26th June 2020 English – SPaG – Cohesion (2/4)

Opportunity to practise

1. Fill the gaps in this passage with the conjunctions below to improve its cohesion. Only use each conjunction once.

even though because as soon as so and We’re learning to grow fruits and vegetables _______________________ we have a new garden at

school. Mr Beeman let us plant potatoes _________________ we haven’t done it before,

____________ Miss Everton says we can plant some carrots __________________ we have time,

______________ we’re getting the soil ready.

2. Rewrite the passage below by adding some conjunctions to make it flow better.

We’re building a house. We need more room. Dad says I can watch. I have to be careful.

It can be dangerous.

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

3. Can you sort the below fronted adverbials into the correct group? In the distance Immediately Never before After a while Suddenly Down by the cliffs Often Everywhere she looked Hesitantly Without a sound Sometimes In the blink of an eye

Place Time Frequency Manner

4. Underline the adverbial phrases in this passage. I do chores four times a week. Despite this, my sister gets more pocket money than me. Of course, if

her chores were harder it would be fair. After all, I do the same jobs as her, and I do them better. For

example, I make sure I wash up properly. My sister, on the other hand, makes a mess of it!

5. Circle the best word or phrase from the brackets to complete each paragraph. There are many reasons why we need to have P.E. lessons in school. (Firstly / However), it’s important to keep healthy by doing regular exercise. It would be great for everyone to have the opportunity to keep fit.

(In contrast / In addition), sport can be really good fun. There are lots of different things to try and there’s something out there for everyone.

(For example / Despite this), some people think that sport isn’t as important as other subjects. They think P.E. lessons are a waste of time.

(After a while / However), I think that we need a balanced school day, both inside and outside the classroom.

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Year Six Friday 26th June 2020 English – SPaG – Cohesion (3/4)

6. Match each cohesive device to the correct example:

Device Example

Personal pronoun Nervously, she walked into the classroom.

Relative clause If only he hadn’t left the door unlocked…

Fronted adverbial They had seen him with their own eyes.

Parenthesis He was the actor whose film they had seen.

Ellipsis The dog (a black and white collie) rounded up the sheep.

7. Highlight an example of the following cohesive devices in the paragraph below pronoun relative clause fronted adverbial parenthesis Covered in little dogs, the blue notebook was her favourite. Sasha, who had been given the book for her birthday, used it as a diary. Jonathon and Marjory (her parents) understood how much she enjoyed writing so they knew it would make a perfect gift.

8. Put the following sentences in order to form a cohesive paragraph. The first sentence is in the correct place.

As the thief darted through a hole in the fence, Alvin leapt over the scattered crates.

On the other side of the fence, Alvin scrambled to his feet.

The thief hid when he saw Alvin stand up and look around.

Sherry, who seemed to forever be three paces behind him, was struggling to keep up.

She climbed over the crates as Alvin disappeared through the hole.

Opportunity to apply

9. What is meant by the term cohesion in writing?

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

10. Why is cohesion important?

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

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Year Six Friday 26th June 2020 English – SPaG – Cohesion (4/4)

11. Highlight the adverbials which have been used to create cohesion.

In the beginning, Jasper did not worry about being seen. In fact, he actually wanted to be. It made him

laugh to see the shock on people’s faces, but things were different now…

As a consequence of his own recklessness none of his kind were permitted to change in the open. They

had to be back by nightfall.

12. Describe how each of the highlighted adverbials create cohesion in the above passage.

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

13. Read the extract and then answer the questions below.

Two monstrous metal limbs punched up through the road outside Chen’s house and clawed at the

ground for a grip. Grasping two great handfuls of Chen’s mother’s prized front lawn, the robot pulled

itself out from the chasm it had opened in the middle of Chestnut Avenue. Deep in the heart of the

machine, Dr Disaster shrieked with delight as he pulled on a lever, stood his creation up and prepared

to attack.

In his bedroom at the front of the house, Chen was finishing his maths homework. He glanced at the

robot out on the street and sighed. Calculating the missing angles of triangles would have to wait. He

searched around in his desk for some scrap paper, scrawled a short note on it and held it up to the

window. It simply read: ‘Behind you.’

A couple of seconds later, lights flashed on across the street. The hulking figure of Lars the mutant

loomed in the front garden of the house opposite. Like a child who knows they are in trouble, the robot

turned around. Just as it came to face Lars, he pounced.

a) Write the first two sentences of the next paragraph of the story. You must include an adverbial.

b) Explain how the adverbial ‘In his bedroom at the front of the house’ aids cohesion in the text,

c) Write a sentence which could be added to paragraph two. Your sentence must include a relative

clause which refers back to information given earlier in the story.

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

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Year Six Friday 26th June 2020 Maths Arithmetic and Flashback Please choose your own level of challenge. You can mix between the levels if you wish. We

would like to complete at least 10 questions, but of course you may do more if you wish!

Have a go at the daily flashback:

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Year Six Friday 26th June 2020 Maths Review of Learning – Algebra

1).

2).

3).

4).

5).

6).

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Year Six Friday 26h June 2020 Friday Challenge – Art Photo Montage (1/2)

A photo montage is a collage made from photos.

The artist takes several images - on a theme - and arranges

them to form a picture.

Your challenge is to create your own photo montage story.

1. First decide on your theme or subject:

Portraits work really well for this so maybe you could use family member – maybe even your pet! You could show them playing a board game, a game outside or even splashing in the paddling pool!

Or your theme could be your garden, a walk that you go on or something completely different that you have thought of…

2. Collect your selection of images:

If you have access to a phone or tablet, take lots of photos of your subject. Take photos from different angles. Don’t worry if they move – it all adds to the effect

3. Create your montage:

Using an app such as PicCollage (lots of you know how to use this from school) select, crop and arrange your photos to create your very own montage. Try out different arrangements until you find the one you like best.

Famous examples have been created by the artist David Hockney - a significant British artist who uses photo montage in some of his work. Hockney refers to his photo collages as “Joiners” because he joins lots of smaller images together. He realised that the collection of images tells a story because it shows time passing as people or objects move.

Pic Collage

Apple iOS

Android

Friday Challenge 2– Photo Montage!

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Year Six Friday 26h June 2020 Friday Challenge – Art Photo Montage (2/2) No worries if you haven’t got the Tech!

An alternative method is to draw and paint your own collection of images and then stick them onto a background. Cubist artists such as Picasso were doing this long before Hockney! Try drawing your subject from different angles, for example a face looking straight at you and then looking to the side (this is called a profile). Cut them up and mix them up on your page. Use pencil, paint, felt tips, crayons – whatever you like. You could even cut images out of a magazine.

Don’t worry if your finished picture looks a bit strange – it’s all about having a go at something new.

We look forward to viewing your amazing creations!

Be sure to share them with us by emailing them to admin@gorseybank.org.uk or by Tweeting

@GorseyBank and @GorseyY6 using the hashtags #gorseyfromhome and #gorseyart