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Hobletts Manor Junior School

Hobletts Manor Junior School

Learning and Achieving Together

Turquoise

Welcome to Year 6 and  Team Turquoise

Your teachers are Mrs Vipond & Mrs Boulder

Your teaching assistants are Mrs Sides & Mrs Pullen

Home Learning Update July 13th 2020

 

We hope that you are all taking care and keeping safe together as a family. We are keen to hear how you are getting on so do please email us with your updates via our year group email year6@hoblettsjm.herts.sch.uk. Our blogs provide an extra opportunity for us to stay in touch with you also, do please take a look.

 

Detailed below are a range of updated activities that supplement those previously offered and can still be seen below. These are your final activities for the term. We would like to thank you in advance for continuing to support your child with these tasks and in so doing maximise the impact they have on their learning.

 

Each and every day we would like you to:

 

Undertake an activity to support your physical and emotional health

Read (independently, shared or paired). Enjoy a book, ebook or audio book

Rock! (Times table rock stars)  - set yourself a challenge within your family

Undertake a maths activity – this could be practical too, for example through cooking

Undertake an English activity

Undertake a curriculum activity.

 

Please remember that your physical and emotional wellbeing is your priority. If you only do one thing from the above do the first. Take each day as it comes, stay in touch and remember we are here.

 

Subject

Activity

Intended Learning Outcome

Maths

This week we would like you to focus on 3D Shapes:

 

What is special about each of these 3D shapes?

Cube

Cuboid

Square-based pyramid

Triangular-based pyramid (tetrahedron)

Sphere

Cylinder

Cone

Triangular Prism

Use these words to describe their properties (number of faces, edges and vertices, shapes of faces)

 

A net of a 3D shapes will fold to create the 3D shape. Create a net of these 3D shapes:

Cube

Cuboid

Triangular Prism

Square Based Pyramid

Tetrahedron

 

You can calculate the volume of cubes and cuboids by multiplying the width, depth and height.

Example:

Dimensions of a cube are width = 3cm, height = 5cm, depth = 2cm

Volume = 3 x 5 x 2 = 30cm3

What is the volume of these cubes and cuboids?

 

Width

Height

Depth

10cm

4cm

3cm

4mm

5mm

2mm

4m

4m

4m

6cm

2cm

8cm

11mm

3mm

4mm

7cm

8cm

9cm

6km

5km

4km

 

Can you find any of these 3D shapes in and around your home? What shape did you find? Where did you find them?

 

Challenge:

What dimensions could a cuboid have if it has a volume of:

10cm3

20mm3

30km3

40cm3

50mm3

60km3

How many different sets of dimensions can you find that would give the same volume?

 

How could you find the volume of these shapes?

Triangular prism

Cylinder

Sphere

Measure the shapes you have made or found and calculate the volume.

To know properties of 3D shapes, including nets of 3D shapes and how to calculate the volume of cubes and cuboids

 

Maths

Websites/ games and interactive videos 

https://www.twinkl.co.uk/resource/t2-m-1922-year-6-geometry-shape-3d-shapes-maths-mastery-activities-powerpoint

 

https://www.twinkl.co.uk/resource/t2-m-1063-year-6-properties-of-3d-shapes-activity-worksheets

 

https://www.twinkl.co.uk/resource/3d-shape-nets-au-t2-m-2379

 

https://www.twinkl.co.uk/resource/t2-m-937-match-the-3d-net-worksheet

 

https://www.twinkl.co.uk/resource/3d-shapes-and-their-nets-powerpoint-roi2-m-398

 

https://www.twinkl.co.uk/resource/us2-m-289-volume-of-shapes-activity-powerpoint

 

https://www.twinkl.co.uk/resource/us2-m-329-volume-of-shapes-powerpoint-game

 

English

Activity 1: Identify the features of letters

Draft a letter to your new form tutor of your new secondary school telling them about yourself. What would you like them to know about yourself? Tell them what you are looking forward to starting at your new school. Share with them what you are particularly looking forward to and any questions you have. Tell them which subjects you like and which subjects you are looking forward to trying, if you have not done them before.

Activity 2: Edit and improve your letter. Have you used a range of punctuation, a relative clause, and some coordinating and subordinating conjunctions? Write your letter up

Activity 3: Prepare a word search based on the Year 5/6 word list. Pick 20 words from the list to use. Make sure you spell them correctly!

Activity 4: Make a word search based on either conjunctions or modal verbs. Make sure you spell them correctly! (See attachment for examples)

To learn how to write a letter

 

Revise key spellings

Science

Over the year, we have learnt about light, electricity, classification of plants, animals and microorganisms, evolution and inheritance and the human body. We have also planned and completed various investigations using our scientific enquiry skills. Now is your chance to test your knowledge! Complete the following quizzes:

 

https://quizizz.com/admin/quiz/5c4d381f7df9e2001ae25361/light-shadow-reflection  Light quiz

https://www.educationquizzes.com/ks2/science/electrical-circuits/ Electrical circuits quiz

https://www.educationquizzes.com/ks2/science/life-processes/ 

Life Processes

https://www.educationquizzes.com/ks2/science/classification/ Classification

https://www.educationquizzes.com/ks2/science/microorganisms/ Microorganisms

https://www.educationquizzes.com/ks2/science/adaptation/ Adaptation

https://www.educationquizzes.com/ks2/science/the-human-body/ The Human Body

https://www.educationquizzes.com/ks2/science/investigations-01/

Investigations

https://www.educationquizzes.com/ks2/science/investigations-02/

Investigations 2

 

 

Revise all year 6 science topics

DT/Cooking

DT and Cooking

https://www.hellofresh.com.au/recipes/aztec-tortilla-bowl-5668efadf8b25e56568b4567

 

Ever wondered what Aztec food might have tasted like?  Well, click on the link above and take a look at the delicious Aztec inspired recipe for an Aztec Tortilla bowl (please also see the attachment in the additional document section) – it looks delicious! 

 

Remember to send your pictures through if you do complete it and let us know what you thought about it!

 

To learn to follow a recipe to make an Aztec inspired dish

History

/Geography

Make your own board game based upon your favourite area of learning from this year it could be: London, WW2, Rainforests, or the Aztecs.

Decorate your board with images and create questions that the players will have to answer correctly to move on

 

 

This week, we are talking about our thoughts and feelings, our bodies and the world around us.

 

Activity 1: Think about what it means to be in the present moment and jot down your ideas, how you might be feeling and draw some pictures. Think about mindfulness and how you feel during these times.

 

Activity 2: Have a look at the mindfulness activities and talk about them with someone at home or in school. Note down the activities that you could try and have a go!

 

We love seeing your work so remember to send it to: year6@hoblettsjm.herts.sch.uk

We can share your work on the school’s blog and you can see what your friends have been up to: https://hoblettsmanorjunior.primarysite.blog/

To understand what it means to be in the present moment.

Home Learning week beginning 6th July

Home Learning Update July 6th 2020

 

We hope that you are all taking care and keeping safe together as a family. We are keen to hear how you are getting on so do please email us with your updates via our year group email year6@hoblettsjm.herts.sch.uk. Our blogs provide an extra opportunity for us to stay in touch with you also, do please take a look.

 

Detailed below are a range of updated activities that supplement those previously offered and can still be seen below. We would like to thank you in advance for continuing to support your child with these tasks and in so doing maximise the impact they have on their learning.

 

Each and every day we would like you to:

 

Undertake an activity to support your physical and emotional health

Read (independently, shared or paired). Enjoy a book, ebook or audio book

Rock! (Times table rock stars)  - set yourself a challenge within your family

Undertake a maths activity – this could be practical too, for example through cooking

Undertake an English activity

Undertake a curriculum activity.

 

Each and every day remember that your physical and emotional wellbeing is your priority. If you only do one thing from the above do the first. Take each day as it comes, stay in touch and remember we are here.

 

Subject

Activity

Intended Learning Outcome

Maths

This week we would like you to focus on 2D Shapes:

 

What is special about each of these quadrilaterals?

Square

Rectangle

Parallelogram

Rhombus

Trapezium

Kite

Inverted Kite

Use these words to describe their properties (sides, angles, right angles, equal, parallel, perpendicular, regular, diagonal, symmetry, lines of symmetry)

 

Draw accurate diagrams of each quadrilateral – label each shape to show their special properties

 

Can you find any examples of these shapes in and around your home – where did you find them? What shape did you find?

 

What is special about each of these triangles?

Equilateral

Right-angled

Isosceles

Scalene

Use these words to describe their properties (sides, angles, equals)

 

Draw accurate diagrams if each triangle – label each triangle to show their special properties

 

Challenge:

Find out how to find the area of these shapes:

Square

Rectangle

Triangle

Parallelogram

Trapezium

Measure your quadrilaterals and triangles and calculate the area of each.

To know properties of 2D shapes including quadrilaterals and triangles

 

Maths

Websites/ games and interactive videos 

https://www.twinkl.co.uk/resource/t2-m-4522-types-of-quadrilateral-powerpoint

 

https://www.twinkl.co.uk/resource/t2-m-2234-types-of-triangle-powerpoint

 

https://www.twinkl.co.uk/resource/t2-m-288-types-of-triangle-worksheet

 

https://www.twinkl.co.uk/resource/t2-m-1791-sorting-triangles-resource-pack

 

https://www.twinkl.co.uk/resource/t-t-2545571-quadrilateral-challenge-activity-sheet

 

https://www.twinkl.co.uk/resource/t-n-5538-sorting-quadrilaterals-activity-sheet

 

English

This week, we will be looking at poetry. For each activity, read the PowerPoint attachment below and complete each daily task.

Activity 1: Identify the features of cinquain poetry. Write a cinquain poem based on a subject of your choice (e.g. chocolate, football, family, a pet etc.). Start by brainstorming words to do with your chosen subject. Make sure you follow the structure and features of the cinquain poetry.

Activity 2: Identify the features in the range of poems provided. Read each poem aloud. Which poem do you prefer and why?

Activity 3: Write your own cinquain poem based on your memories of Hobletts School. Write it in draft first and then when you are happy with the final version, present your poem neatly and decorate if you wish.

Activity 4: Write your own poem, in a style of your choice, based on any subject of your choice. You could use a style of poetry looked at from activity 2 could be about anything ranging from Hobletts or your new secondary school, hobbies, family, pets, friends etc.

Activity 5: Complete the poetry reading comprehension (Tyger Tyger)

To learn to identify the features of poems

Science

The Big Question

Do you have any questions about the world around us that you are burning to find the answer to?

 

E.g., Why is the sky blue? Why do stars twinkle? What lives at the bottom of the ocean? Why is our blood red? Why doesn’t the moon crash into Earth? Why do leaves change their colour in the autumn? Which is the loudest animal?

 

The Big People

There are many things we know about the world around us (or can find out about) thanks to the work of many extraordinary scientists. Research the important work of one of these scientists and find out why they were so important to the world of science.

 

Your task is to choose either some questions to research (or think of your own question to research the answer to) or find out about a famous scientist. Present your information in a colourful and clear way and use pictures.

Learn to ask our own questions about everyday phenomena

PSHE

Read the PowerPoint in the attachments below.

 

Look at the range of birthday cards made for teenagers (also in the attachments below). What do you think this tells us about how people view teenagers? Do you think this is a realistic impression of teenagers?

 

Which aspects of the cards are positive and which are negative?

 

Which card do you think best reflects how you view what being a teenager will be like. What does becoming a teenager mean to you? Make a list. Can you now rank your list from the best points to the worst point?

 

What increased independence and responsibilities do you think you will have as you get older and move through your teenage years?

 

If you are worried about any increased independence or responsibilities, who will you go to for help?

 

This week, we are also talking about giving, including how we can give our time, words and kindness. Have a look at the attached worksheet.

 

Activity 1: Have a think about something that someone has given you and how it made you feel. You could also think about something that someone has said or done to make you feel good.

 

Activity 2: Use the space on the worksheet to jot down how you can give your time, words and kindness to someone else. You could also say what positive effects it had on that person if you try them.

 

We love seeing your work so remember to send it to: year6@hoblettsjm.herts.sch.uk

To learn to express how I feel about the growing independence of becoming a teenager and am confident that I can cope with this

 

 

 

 

 

 

To understand that giving to others can improve their wellbeing

 

 

 

 

PSHE

This week, we are talking about giving, including how we can give our time, words and kindness. Have a look at the attached worksheet.

 

Activity 1: Have a think about something that someone has given you and how it made you feel. You could also think about something that someone has said or done to make you feel good.

 

Activity 2: Use the space on the worksheet to jot down how you can give your time, words and kindness to someone else. You could also say what positive effects it had on that person if you try them.

 

We love seeing your work so remember to send it to: year6@hoblettsjm.herts.sch.uk

To understand that giving to others can improve their wellbeing

Art

Create some Aztec inspired graffiti art! Look through the PowerPoint showing the range of examples of Aztec art. Watch the video of artist Rilke Guillen to see how he creates some graffiti using Aztec symbols.

Create your own piece of Aztec graffiti art in the same style. Make sure you use MANY bright colours and fill the whole page!

 

To create some Aztec inspired art in the style of Rilke Guillen

 

 

We are keen to ensure we continue our support of your child’s wellbeing and would ask that together each day families take advantage of the opportunity to engage in activities listed below in order to maintain positive physical and mental health.

 

In school, we have enjoyed working out with Joe Wicks at 9am every morning. If this is a little too early for you, the half hour workout can be downloaded throughout the day.

 

In addition to this, and to last week’s suggestions, please find below a few more links to support physical health.

 

Premier League Stars https://plprimarystars.com/

 

Mindfulness – find on line resources and activities at https://www.smilingmind.com.au/

 

Cosmic Yoga – https://www.youtube.com/user/CosmicKidsYoga

 

BBC Supermovers - https://www.bbc.co.uk/teach/supermovers

 

GO Noodle  - https://www.gonoodle.com/

 

At home physical activity booklet  - https://physedreview.weebly.com/-at-home-resources.html

 

Weekly ‘Chance to Shine’ Challenges are also available via Mrs Short’s blog on our website.

Reading

 

We hope that you are continuing to enjoy reading at home and that you have found the Oxford Owls reading resource helpful 

 

In addition:

please find an attachment to our team page that lists a number of books from ‘Reading Well, to support emotional wellbeing

audio stories from and read by David Walliams are now available to listen to through his website www.worldofdavidwalliams.com and will be available for free for 30 days.

 

Times Tables Rockstars

 

We hope that you are enjoying rocking at home! We will provide weekly updates of our top rockers each Friday. 

 

Please do let us know if you need any help accessing your account via our year group email

Link Family Services

 

Please find an updated list of activities from Link Family Services detailing activity ideas for you as a family

 

 

 

Home Learning Update June 29th 2020

 

We hope that you are all taking care and keeping safe together as a family. We are keen to hear how you are getting on so do please email us with your updates via our year group email year6@hoblettsjm.herts.sch.uk. Our blogs provide an extra opportunity for us to stay in touch with you also, do please take a look.

 

Detailed below are a range of updated activities that supplement those previously offered and can still be seen below. We would like to thank you in advance for continuing to support your child with these tasks and in so doing maximise the impact they have on their learning.

 

Each and every day we would like you to:

  • Undertake an activity to support your physical and emotional health
  • Read (independently, shared or paired). Enjoy a book, ebook or audio book
  • Rock! (Times table rock stars)  - set yourself a challenge within your family
  • Undertake a maths activity – this could be practical too, for example through cooking
  • Undertake an English activity
  • Undertake a curriculum activity.

 

In order to further support Home Learning routines, please do also remember the document produced by the Education Endowment Fund (EEF) remains available to you

 

Please remember that your physical and emotional wellbeing is your priority. If you only do one thing from the above do the first. Take each day as it comes, stay in touch and remember we are here.

 

Subject

Activity

Intended Learning Outcome

Maths

This week we would like you to focus on number properties:

 

Find out what these number property words mean:

Odd

Even

Multiple

Factor

Square

Cube

Prime

 

Give 10 examples of each and explain why they fit into that category.

 

Find all prime numbers up to 100

Remember to:

Cross out even numbers (not prime, multiples of 2)

Cross out numbers ending in 5 (not prime, multiples of 5)

Do the digit sum, cross out any with a digit sum of 3,6 or 9 (not prime, multiples of 3)

Check if they are in 7x table, cross out if they are (not prime, multiples of 7)

 

BODMAS tells us what the order of operations is in an equation.

B = Brackets

O = Order

D = Division

M = Multiplication

A = Addition

S = Subtraction

Remember division and multiplication are equal if both are in an equation they are completed from left to right, this is the same for addition and subtraction.

Example:

4 + (10 ÷ 2) x 22

Bracket = 10 ÷ 2 = 5

4 + 5 x 22

Order = 22 = 2 x 2 = 4

4 + 5 x 4

Multiplication first before division = 5 x 4 = 20

4 + 20 = 24

 

Use the BODMAS rules to solve these:

6 + 7 x 5

6 x 7 + 5

(4 + 5) x 3

4 + (5 x 3)

10 - 4 ÷ 2

10 ÷ 2 – 4

52 + (4 + 2) x 6

5 + (4 - 2) x 22

102 – (10 ÷ 2) x 3

100 + (10 x 2) ÷ 22

 

Challenge:

Find out what these special numbers are:

Triangular

Abundant

Deficient

Perfect

How many of each of these numbers can find up to 100.

 

To understand properties of number

 

Maths

Websites/ games and interactive videos 

https://www.twinkl.co.uk/resource/t2-m-1843-year-6-calculation-factors-multiples-prime-numbers-maths-mastery-activities

 

https://www.twinkl.co.uk/resource/tp2-m-41286-differentiated-common-factors-common-multiples-and-prime-numbers-activity-sheets

 

https://www.twinkl.co.uk/resource/t2-m-1728-prime-numbers-challenge

 

https://www.twinkl.co.uk/resource/tp2-m-41304-problem-solving-prime-numbers-activity-sheet

 

https://www.twinkl.co.uk/resource/t2-m-1735-year-6-calculation-factors-multiples-and-prime-numbers-maths-mastery-challenge-cards

 

https://www.twinkl.co.uk/resource/t2-m-2453-using-and-recognising-square-and-cube-numbers-activity-sheet

 

https://www.twinkl.co.uk/resource/t2-m-4106-year-6-order-of-operations-bodmas-maths-differentiated-activity-sheets

 

https://www.twinkl.co.uk/resource/cfe2-m-276-order-of-operations-bodmas-powerpoint

 

 

English

**This week we will be writing an Aztec fact file!**

Activity 1:

To know how to identify features of a non-chronological report

To know how to research and make notes

Read the report example Pyramids of Ancient Egypt (attached). Look at the report features sheet (attached).  Highlight the features on the report example.

Look at the Aztec Research sheets attached (or do some research of your own!) Choose 4 or 5 (or more if you like) areas of the Aztecs lives that interest you and you would like to find out more about.

Read through the research information and underline/highlight anything you want to use when you write your own fact file.

 

Activity 2:

To learn to write different types of sentences

Make sure you have the Aztec Notes sheet (attachment). Give each box on the sheet a heading from the areas you would like to write about. For example:

                   Aztec Daily Life

                   Aztec Sacrifice

                   Aztec Schools

                   Aztec Games etc

Using the information you highlighted yesterday, read through again. 

Look at the power point (attached).  Read the slides which tell you about using relative clauses and subordinating conjunctions. 

Start to put some of your research information into your OWN sentences and write them into the boxes on the Notes sheet.  TRY TO USE THE INFORMATION ON THE POWERPOINT TO ENSURE YOU USE RELATIVE CLAUSES AND SUBORDINATATING CONJUNCTIONS!

 

Activity 3:

To learn to use different sentence types in a report.

Look at the pages on the power point for activity 3.

Look at the information you wrote during Activity 2. Edit and improve the sentences ensuring you have:

Used relative clauses

Included subordinating conjunctions

Used correct punctuation

Read your writing to check it makes sense!

Then continue to write any extra information you would like to include about your AZTEC AREAS OF INTEREST!

 

Activity 4:

To understand how to use dashes and brackets for parentheses

Look at the attachment for Activity 1 to remind you how to set out an information text.

Look at the clip. Write a few sentences using dashes or brackets for parentheses

Write up your information as an Aztec fact file.  Make sure you have used a main heading, subheadings, a variety of sentences (including relative clauses and compound and complex sentences, 3rd person etc.  The power point will remind you what to use!

You could write it all up on one page like a poster or make a booklet or a power point.

 

Activity 5:

To learn how to decorate my Aztec fact file

Decorate your fact file.

You could draw and colour pictures to illustrate the information you have included.

You might like to cut out pictures and stick them on – remember to add captions to tell the reader what the pictures show.

Take a picture and send it in to the Year 6 email address so we can see what you’ve done!

 

Understand how to write an information text about the Aztecs

Science

Test your engineering skills!  Design a marble run!

 

Look at the attachment below for examples of marble runs.

 

Start by creating a basic marble run using a ruler and some clothes pegs. Can you get the marble to run down the ruler into a pot at the bottom? The marble cannot just run straight down, it must touch each of the pegs. You may need to adjust the positions of each of your pegs.

 

Can you make a more complex marble run?

 

Take photos or a video of your marble run.

 

Have fun and enjoy!

 

Learn how to plan, test, evaluate and adjust, making improvements to solve a problem

RE

Do you remember the Buddhist idea of the Four Noble Truths from last lesson?

-Life is filled with suffering

-Suffering is caused by people’s wants

-Suffering can be ended if people stop wanting things, like more pleasure or power

-To stop wanting things, people must follow 8 basic laws, called the Eightfold Path

 

Focus on the last one (‘To stop wanting things, people must follow 8 basic laws, called the Eightfold Path’) which states that Buddhists should follow the Eightfold Path. (Remember that the Eightfold Path is a set of rules by which all Buddhists try to live). This relates to our work from last lesson, because the Eightfold path focuses on what Buddhists should do, rather than what they desire.

 

Look at the 8 rules of The Eightfold Path (attachment at bottom of home learning – RE Eightfold Path wc29.6.20) and focus on the rule of ‘Right Living’.

 

Can you write a definition for ‘right living’?

For example, this rule means not only living your life in a morally acceptable way, but also choosing a morally acceptable job by which to make a living. Therefore the job that a Buddhist might choose to do would be affected by this belief. Say that we will consider this for the rest of the lesson.

Look at the examples of jobs (attachment at bottom RE Jobs wc29.6.20) and decide whether a Buddhist would do this job or not. Explain why.

Steps to Success:

Remember to make a poster or fact file:

Revisit the Buddhist Eightfold Path (on attachment)

Discuss the rule of ‘Right Living’ (on attachment).

Sort the images of jobs into two columns: acceptable/not acceptable for a Buddhist.

Underneath give reasons for which column you have chosen.

e.g. I believe a Buddhist might choose this job because…

I believe a Buddhist would not choose this job because…

 

To understand how a person’s beliefs can affect their life choices.

 

PSHE

 

 

Make a list of things (no matter how big or small) that worry you about moving on to your new secondary school. Can you now put them in order of how worried you are about them, from least worried to most worried. Talk to someone at home about these worries (or a friend) and ask them to give you advice about each of your worries.

 

Now make a list of things that you are looking forward to and excited about moving on to your new secondary school.

 

Send an email to your teacher with a list of your worries and what you are looking forward to.

 

Activity 1: Using the activity sheet attached, draw or write some of the activities or sports that you enjoy doing.  You might like to say what you like about them too.

 

Activity 2: Think about new skills that you would like to learn. Can you think of any benefits of learning something new? You could draw or write about what you would like to do.

 

We love seeing your work so remember to send it to: year5@hoblettsjm.herts.sch.uk

We can share your work on the school’s blog and you can see what your friends have been up to: https://hoblettsmanorjunior.primarysite.blog/

To learn to identify what I am looking forward to and what worries me about the transition to secondary school

Home Learning Update June 22nd 2020

 

We hope that you are all taking care and keeping safe together as a family. We are keen to hear how you are getting on so do please email us with your updates via our year group email year6@hoblettsjm.herts.sch.uk. Our blogs provide an extra opportunity for us to stay in touch with you also, do please take a look.

 

Detailed below are a range of updated activities that supplement those previously offered and can still be seen below.

 

We hope you found the document produced by the Education Endowment Fund (EEF) that we shared with you last week useful in supporting your daily routine. This remains in the additional documentation for this week also for you to access.

 

Each and every day you may like to:

 

Undertake an activity to support your physical and emotional health

Read (independently, shared or paired). Enjoy a book, ebook or audio book

Rock! (Times table rock stars)  - set yourself a challenge within your family

Undertake a maths activity – this could be practical too, for example through cooking

Undertake an English activity

Undertake a curriculum activity.

 

Each and every day remember that your physical and emotional wellbeing is your priority. If you only do one thing from the above do the first. Please also remember that we are able to provide paper copies of all documentation, as well as books and stationary; simply drop us an email or give the school a call and we can arrange this for you.

 

Thank you for your continued support; stay safe, stay in touch and remember we are here.

 

Subject

Activity

Intended Learning Outcome

Maths

This week we would like you to focus on statistics, and the focus is averages:

 

A group of 5 children do a spelling test and below are their scores out of 10:

6       8       7       6       3

 

The range for this set of data is the difference between the largest value and the smallest value

Range = 8 – 3 = 5, Range = 5

 

The mode for this set of data is the value that occurs the most.

The value 6 occurs twice so the Mode = 6

 

The median for this set of data is the middle value when they are arranged in order, the data arranged in order is:

3      6      6      7      8

The middle value is 6 so the Median = 6

 

The mean for this set of data is found by adding the numbers up and then dividing by 5 because there are 5 numbers.

6 + 8 + 7 + 6 + 3 = 30, 30 ÷ 5 = 6. The Mean = 6

 

Find the range, mode, median and mean for these sets of data:

Ages of children in a family

2,5,2

Number of hours of TV watched in a family

6,4,2,2,1

Score in a times table test (out of 20)

10, 12, 10, 15, 17, 20, 12 , 12, 18

Shoes sizes in a class group

4, 2, 2, 3, 4, 3, 2, 5, 5, 2, 1

Ages in a netball team

10, 10, 9, 11, 8, 12, 10

 

Challenge:

Design your own sets of data that have:

A mode, median and mean of 2

A mode, median and mean of 3

A mode, median and mean of 4

A mode, median and mean of 5

A mode, median and mean of 6

What could these sets of data represent?

To understand what different averages are and how to calculate them

 

Maths

Websites/ games and interactive videos 

https://www.twinkl.co.uk/resource/t2-m-2154-year-6-mean-average-maths-mastery-activities-powerpoint

 

https://www.twinkl.co.uk/resource/t2-m-2413-year-6-mean-in-maths-differentiated-activity-sheets

 

https://www.twinkl.co.uk/resource/t2-m-2412-year-6-what-is-the-mean-in-maths-resource-pack

 

https://www.twinkl.co.uk/resource/planit-statistics-lesson-year-6-find-the-mean-tp2-m-430

 

 

English

This week you will be writing the story of Cortes and the conquistadors as they conquer the Aztecs.

Activity 1: Use the descriptive language that you gathered last week on your senses sheet to prepare sentences using a range of structures. Look at the PowerPoint for examples of different sentence types. Prepare a few of each example on your planning page.

Briefly think about the structure of your story: beginning, middle, and end. At which point in your story would you use each of the sentences that you have prepared?

 

 

Activity 2: Prepare some dialogue to use in your story. What might the historical (and fictional) characters say to each other? What might Cortes say to his men as they approach the city of Tenochtitlan? Remember they had never seen a city as remarkable as this before. They had also heard that the Aztecs were a fierce civilisation. What might Moctezuma have said to his men? What might he say to Cortes when they meet? Remember they had never seen men dressed in this way before and thought that the Spanish were Gods.

 

Activity 3: Start to write your historical story. Make sure you use all the sentences from your plan and the vocabulary you gathered. Also make sure you have used a range of punctuation.

 

Activity 4: Finish writing your historical story. Make sure you have used all the sentences from your plan and the vocabulary you gathered. Also make sure you have used a range of punctuation. Read your work, and, when you have finished, check for sense and correct use of punctuation. Could anything be improved? Could you up-level some vocabulary? Could you add in more dialogue? Have you used a good range of punctuation? Share your good work with someone!

 

Activity 5: Complete the reading comprehension

 

To learn to create atmosphere with a range of clause structures.

 

Science

Can you remember which classification groups humans belong to? Which Kingdom do we belong to? Which Phylum and Class?

Use the link below to help you:

https://www.ducksters.com/science/scientific_classification.php

 

What features do we have that make us mammals? What features do we have that make us distinctly humans?

Are all humans the same?

 

Compare yourself to others in your family or class group. What colour are your eyes? Can you roll your tongue? Do you have lobed ears or lobe less ears? Is your thumb curved or straight?

 

Your task is to investigate the variation in human beings in the classroom or in your family and record it scientifically. Think about all the variations you could investigate e.g. height, circumference of head, hand span, length of feet, leg length, arm length, nose length etc.

 

If you are investigating variation in your family, age may play a big part in any variation. Could you buddy up with a friend or cousin of roughly the same age as you and share your details?

 

Challenge: Find out about variation in other animals

 

To learn how to investigate variation in humans

History

**ANSWERS TO ARTEFACTS LESSON FROM LAST WEEK ARE ON THE ATTACHEMENT – ARTEFACTS INFORMATION – IN THE ADDITIONAL DOCUMENTS SECTION**

 

Religion was extremely important to the Aztecs and they worshipped hundreds of gods and goddesses.

 

Watch clip which explains more about Aztec beliefs surrounding the gods: http://www.bbc.co.uk/education/clips/zyfygk7

Look at the sheets with pictures and each God’s name (at bottom of home learning – History Aztecs Gods) and see if there are any parts of the each God which you might like to use when you design your own.

Now design your own Aztec god. Use ideas based on the existing gods you have just looked at. For example a lot of the names of Aztec gods end in ‘coatl’ or ‘pochli’ so you could use these endings for your god/goddess names.

 

Remember to...

Look at the Aztec Gods

Create an Aztec god/goddess of your own

Think of a name for your Aztec god/goddess

Say what they are god/goddess of

Describe what they look like, any objects and what they wear

 

Challenge!

Write a short myth/legend about your Aztec god or goddess

To learn about Aztec Gods. 

 

PSHE

Look very carefully at the before and after images. Why do you think these images have been altered? What are your views on this? Do you think it is a good thing or a bad thing that images of famous people are changed in this way?

What do you think is the impact on young people? What do you think might be the impact on these famous people?

 

Daw an outline of a body (as shown on the PowerPoint) and write as many words as you can think of that describe you. This is your ‘real self.’

 

Now highlight all of the words that are to do with body image.

 

Draw another outline of a body and write down all the words that would describe the ‘ideal’ you.

 

Now compare both images with the words inside. How close is the real you to the ideal you? Stick the two images side by side, very close if they are similar or further apart if they are very different. Answer the discussion questions with someone from your family.

 

 

We know that doing physical activity can help raise our self-esteem and positively change our mood; exercise releases chemicals in our brain that helps with mood, stress relief, and is a way to keep us focussed when it feels like our mind is racing around. Physical activity can also give us a sense of achievement. For example, if you start using a skipping rope, with time and practice you might be able to do special tricks. Similar with football or dancing.

 

Have a go at the well-being worksheet shown below. Have fun.

To learn to be aware of my own self-image and how my body image fits into that

 

 

 

 

 

 

 

 

 

 

 

 

 

 

To learn strategies to support our physical and mental wellbeing

 

 

 

Home Learning Update June 15th 2020

 

We hope that you are all taking care and keeping safe together as a family. We are keen to hear how you are getting on so do please email us with your updates via our year group email year6@hoblettsjm.herts.sch.uk. Our blogs provide an extra opportunity for us to stay in touch with you also, do please take a look.

 

Detailed below are a range of updated activities that supplement those previously offered and can still be seen below.

 

In order to further support Home Learning please also find attached a document produced by the Education Endowment Fund (EEF) that you may also find useful as we all continue to adapt to a new routine.

 ‘Consistent routines are important for behaviour and wellbeing in school and our routines at home have changed significantly. Routines support behaviour and you will be finding a new rhythm with your family. You could share this checklist with your child. Talk to them to help them plan their new routines.’ (EEF Supporting Home Learning Routines, Planning the Day)

 

Each and every day you may like to:

 

  • Undertake an activity to support your physical and emotional health
  • Read (independently, shared or paired). Enjoy a book, ebook or audio book
  • Rock! (Times table rock stars)  - set yourself a challenge within your family
  • Undertake a maths activity – this could be practical too, for example through cooking
  • Undertake an English activity
  • Undertake a curriculum activity.

 

New!

In order to further support Home Learning routines, please find attached a document produced by the Education Endowment Fund (EEF) that you may also find useful:

 ‘Consistent routines are important for behaviour and wellbeing in school and our routines at home have changed significantly. Routines support behaviour and you will be finding a new rhythm with your family. You could share this checklist with your child. Talk to them to help them plan their new routines.’ (EEF Supporting Home Learning Routines, Planning the Day)

 

Each and every day remember that your physical and emotional wellbeing is your priority. If you only do one thing from the above do the first. Please also remember that we are able to provide paper copies of all documentation, as well as books and stationary; simply drop us an email or give the school a call and we can arrange this for you.

 

Thank you for your continued support; stay safe, stay in touch and remember we are here.

Subject

Activity

Intended Learning Outcome

Maths

This week we would like you to focus on statistics, and Line Charts in particular:

 

  1. Undertake some research and find out for the town or city of your choice:
  • The temperature every hour in one day
  • The percentage chance that it will rain for every hour in one day.

You can find this out by typing into google, BBC Weather the name of your town or city

Now create a Line Chart for the data you have collected using the Steps to Success below to help you.

  • x-axis each hour, equally spaced
  • y-axis temperature or % chance of rain
  • choose a sensible scale that you can fit all of your data into
  • make a cross for each hour
  • join the crosses with a ruler to make your line chart

 

Use your Line Chart to give the temperature / chance of rain for:

  • half past each hour
  • quarter past each hour
  • quarter to each hour

 

  1. Write five questions for each Line Chart. Remember the questions should be able to be solved by drawing perpendicular / parallel lines from the axes to the line, from the line to the axes.

 

  1. Choose three different places and create a line chart to compare all three places, choose a different colour for each place. Write five questions that can answered using this Line Chart.

 

Challenge:

  • Bar Charts, Pie Charts and Pictograms and bar represent discrete data
  • Line Charts represent continuous data
  • Find out what the difference between discrete and continuous data is– can you find examples in real life of discrete and continuous data and where bar charts, pictograms, pie charts and line charts have been used?

 

To understand how to construct and interpret Line Charts

 

Maths

Websites/ games and interactive videos 

Year 6 section of Video Resource Centre – Statistics (Line Charts)

 

https://www.twinkl.co.uk/resource/t2-m-2153-year-6-interpret-and-construct-pie-charts-and-line-graphs-maths-mastery-activities-powerpoint

 

https://www.twinkl.co.uk/resource/t2-m-235-sunflower-line-graph-worksheet

 

https://www.twinkl.co.uk/resource/ks2-summer-themed-holiday-temperatures-line-graph-worksheet-t2-m-254769

 

https://www.twinkl.co.uk/resource/t2-m-490-birthdays-bar-line-chart-maths-challenge-cards

 

https://www.twinkl.co.uk/resource/year-6-diving-into-mastery-read-and-interpret-line-graphs-teaching-pack-t-m-32085

 

English /

Topic

For this week’s work, we are going to gather factual information and vocabulary that will help us to write a historical narrative next week. Keep a log of all the vocabulary that you collect over the week so that you have your own resource bank of useful words and phrases. Work through the PowerPoint for each activity.

Activity 1: Complete some research about the Aztecs, using the information sheets attached. Make notes about what the canoes were like, what the markets were like and what sort of things they sold. What were the pyramids like? What were they used for? These are the things that any explorers would have seen if they visited the Aztec civilisation.

Activity 2: Find out who Moctezuma, Cortes and the conquistadors were and why there was a conflict. Read the PowerPoint to find out who these people were and what happened when Cortes arrived at Tenochtitlan. Add to your notes from Activity 1. Watch the video and add more notes again. You can pause the video as you add to your notes.

https://www.bbc.co.uk/bitesize/clips/zrrc87h

 

Activity 3: Reading Comprehension

 

Activity 4: Read the example historical narrative. It tells the story of Cortes’ arrival at Tenochtitlan. Find effective descriptive vocabulary and words/phrases associated with the historical information of the Aztecs. Also, look for examples of formal language. Add this vocabulary to your notes

 

Activity 5: Use your senses to describe the setting of the first appearance of the city of Tenochtitlan in the middle of Lake Texcoco from a distance. Then use your senses to describe the bustling markets and canoes from close quarters.

To learn about how the Aztec civilisation ended.

 

To understand the features of narrative writing and explore vocabulary

Science / P4C

When new offspring of animals are born, they are not identical to their parents. They are not clones. They will have inherited genetic information from both parents. Therefore, the new offspring may have some traits from one parent and other traits from the other parent or may exhibit features that neither parent showed.

We know that adaptations occur over time through the natural selection of beneficial traits. For many thousands of years, humans have learnt to breed plants and animals so that specific traits can be inherited. This is called selective breeding.

Look at the examples of selective breeding that takes place for the benefit of humans. (See attachments below)

 

https://www.bbc.co.uk/teach/class-clips-video/science-ks1-ks2-what-is-selective-breeding/z6cs382

 

What do you think? Should selective breeding be allowed? Is It a good thing or a bad thing? Is it right for humans to interfere with the natural process of selection? Discuss with someone in your family.

 

To understand that offspring are not identical to their parents

RE

What can you remember about our study of Buddhism from the Autumn term? Do you remember the Four Noble Truths?

 

Watch one or both of these clips as a reminder:

https://www.twinkl.co.uk/resource/t2-re-541-the-four-noble-truths-powerpoint

OR

https://www.youtube.com/watch?v=wErFGNxbw3M – you tube video

 

 To recap  Buddhists believe that:

-Life is filled with suffering

-Suffering is caused by people’s wants

-Suffering can be ended if people stop wanting things, like more pleasure or power

-To stop wanting things, people must follow 8 basic laws, called the Eightfold Path

 

1) Think about the Noble Truths. What do you understand by them?

It refers to ‘people’s wants’ meaning i.e. desire.

2)  Look up the word ‘desire’ in a dictionary – what is the definition?

3) What do you think the relationship between desire and suffering is?

4) Do you think desiring something can lead to suffering and if so, why?

You may worry about breaking/losing something, a new, better version may replace it and you may become dissatisfied with what you have, you may badly desire something you know you can never have what someone else desires for you might not be what you want etc.

5) Can you name a source of suffering?

- For example, people wanting or desiring land or power can cause war and this is a type of suffering.

- Wanting/desiring the latest iPhone could be a cause of suffering because you might nag and nag your parents to get it for you, thus causing them suffering and yourself when they get cross with you!

- Wanting/desiring to get the highest score on a PlayStation game can lead to suffering because you could put so much pressure on yourself to achieve this aim that you end up being unhappy if you are unable to do it!

 

Remember to...

Watch the clips and think about the Four Noble Truths before considering what leads to suffering

Complete a fact sheet or information poster about the 4 noble truths.

Explain what ‘desire’ is

Explain what connects desire and suffering

Write a couple of examples of desires and how they lead to suffering.

To understand the relationship between desire and suffering.

 

 

History

This history lesson is all about artefacts.

  1. What is an artefact? Look up a definition in a dictionary.
  2. Why are artefacts useful items for us today?

 

You are going to investigate some Aztec artefact pictures for this lesson!

  1. Look at the attachment History artefacts within the additional documents section and answer these questions:
  • What do you think this artefact is?  I think this is an Aztec artefact of…
  • What do you think it is made from?  I think it is made from
  • What do you think it is called?  I think the name of my artefact is…
  • What could this have been used for?  This artefact might have been used for…
  • Who might have used it?  I think it might have been used by…
  • What can we tell from this artefact?  From this artefact, we can tell that the Aztecs…
  • Is there a modern day equivalent of this artefact?  A modern day equivalent of this artefact might be…

 

Remember to...

  • Choose two of the artefact pictures (or more if you would like to!)
  • Answer all of the above questions with your opinion
  • Say what this shows about the Aztecs
  • Discuss the modern day equivalent to this artefact

 

**THE ANSWERS WILL BE REVEALED IN NEXT WEEK’S HOME LEARNING!**

To learn to use artefacts as historical sources.

 

PSHE

What is stress?

Stress is your body’s reaction to things that challenge you. Stress can make you feel very worried and give you that tight feeling in your tummy when you cannot stop thinking about something but sometimes stress can be good for us too. It can challenge us to reach our goals and keep you motivated. Sometimes triggers for stress can be very small or very big.

 

What sort of things can make you feel stressed or over worried or under pressure? E.g. arguing with a friend, taking a test, going somewhere new for the first time etc.  Make a list.

 

Life is one big rollercoaster and we all have ups and downs with our feelings. It is perfectly normal to feel life’s stresses from time to time but it is important to recognise when we have these feelings and have a bank of strategies for how to deal with them.

 

Here are some examples of things you could do:

  • Take a deep breath and count to ten
  • Go for a walk
  • Kick a ball around
  • Listen to music
  • Talk to someone
  • Get some sleep

Can you think of other things someone could do to relieve stress?

 

  1. Design a poster or a Bingo board of ideas for activities to combat stress and turn negative thoughts into more positive thoughts. Make it really colourful!
  2. Look at the negative thoughts worksheet. Can you turn the negative thoughts into more positive thoughts?

 

Learn to recognise when I feel stressed and the triggers that cause this

                                                      Home Learning Activities - 8th June 2020

 

We hope that you have had a good week. It has been great seeing more of Year 6 in school this week. As you are aware, at the moment, we are welcoming each Team back for two days a week, with the exception of our Key Worker families who have access everyday. Whilst at home, we have updated learning activities linked to those undertaken in school for you to complete. If you have any questions, we are now back up and running with our emails, Miss Foster will be monitoring the year 6 emails while the year 6 team are teaching in class. We would also love to hear how you are getting on so do please get in touch with us with your updates  year6@hoblettsjm.herts.sch.uk. Our blogs are being updated every day and the additional documents section on this page contains support material that we will be using in school, replacing our videos.

 

We would like to thank you in advance for continuing to support your child with these tasks and in so doing maximise the impact they have on their learning.

 

Each and every day we would like you to:

 

  • Undertake an activity to support your physical and emotional health
  • Read (independently, shared or paired). Enjoy a book, ebook or audio book
  • Rock! (Times table rock stars)  - set yourself a challenge within your family
  • Undertake a maths activity – this could be practical too, for example through cooking
  • Undertake an English activity
  • Undertake a curriculum activity.

 

Each and every day remember that your physical and emotional wellbeing is your priority. If you only do one thing from the above do the first. Take each day as it comes, stay in touch and remember we are here.

 

Subject

Activity

Intended Learning Outcome

Maths

This week we would like you to focus on statistics:

 

Collect some data from people at home (you could ask other friends and family to send you the information too):

  • Number of letters in your name
  • Shoes sizes
  • Heights
  • Hand span
  • Number of press ups in a minute
  • Time taken to:
  • do 10 star jumps
  • run 50 metres
  • write 50 words

 

Now turn the data you have collected into:

  • a pictogram
  • a bar chart

 

Remember to:

  • choose a symbol that is linked to the data (e.g. hands for hands pan) for your pictogram
  • write a key for your pictogram, showing what is each symbol is worth
  • use one set a data at a time – do not try to combine them!
  • be careful when choosing your scale to make sure you can represent all of the numbers in your data set

 

Now think of 5 questions you can answer using your pictogram and bar chart. Explain how you used your pictogram or bar chart to answer this question.

 

Challenge:

  • Create a pie chart of your data

Remember to:

  • calculate the size of the angle for each person in your data set (360 ÷ number of people in your data set)
  • choose a number of people that is a factor of 360! (e.g. 2,3,4,9,18,12,)

 

What questions can you answer using your pie chart?

What percentage is represented in each section?

What fraction is represented in each section?

To learn how to construct and interpret pictograms and bar charts

 

Maths

Websites/ games and interactive videos 

https://www.twinkl.co.uk/resource/t2-m-1389-new-scaled-pictograms-powerpoint

 

https://www.twinkl.co.uk/resource/t2-m-1532-making-pictograms-templates

 

https://www.twinkl.co.uk/resource/t2-m-1478-ks2-interpreting-pictograms-activity-sheet

 

https://www.twinkl.co.uk/resource/t2-m-1388-new-interpreting-bar-charts-activity-sheets

 

https://www.twinkl.co.uk/resource/t2-m-222-tally-and-graph-worksheet-template

 

https://www.twinkl.co.uk/resource/t-he-420-blank-pie-chart-templates

 

https://www.twinkl.co.uk/resource/t2-m-2470-ks2-pie-chart-differentiated-activity-sheets

 

 

English

This week’s home learning is grammar focussed.  You will find all of the explanatory PowerPoints and worksheets as attachments in the additional documents section. You need only complete one worksheet per lesson unless you want to complete more!  Simply choose the sheet you think best suits you.

Lesson 1: Adverbials and Fronted Adverbials

  • Look through the PowerPoint about adverbials.
  • Have a go at one (or more) of the sheets - choose the one you think you can best complete accurately.
  • Look at the Fronted Adverbials worksheet and then complete a worksheet you would like to have a go at.

Lesson 2: Relative Clauses & Embedded clauses

  • Look through the PowerPoint, which gives you more information about how these clauses work in sentences – it moves on from last week’s home learning task on relative clauses.
  • Complete the tasks on the worksheets – or write them out into your book.
  • Can you tell the difference between an embedded clause and one which isn’t embedded?

Lesson 3 Noun Phrases

Lesson 4 Verb Tenses – Present and Past Progressive

  • Watch the video clip about these tenses:

https://www.twinkl.co.uk/go/resource/t-l-53268-spag-tastic-sporting-stars-what-are-present-progressive-and-past-progressive-tenses-video-2

  • Have a go at the quiz now!

https://www.twinkl.co.uk/resource/t2-e-532-identifying-whether-a-sentence-is-in-the-present-progressive-or-past-progressive

  • Now have a go at the activity!

Lesson 5 Up Levelling Sentences

  • Look at the PowerPoint and complete the activities on it as you do so.  You could write your improved sentences in your book or just jot them down somewhere.

 

Science

We are returning briefly to the work on Evolution and Inheritance that we were looking at before the lock down began.

 

Discuss… What if… we could bring woolly mammoths back? What might be the consequences of this? Would they be able to survive? How might this impact other animals or habitats? Would it be a good thing or a bad thing to bring the woolly mammoth back? What if we could bring back dinosaurs? Should we? Discuss these ideas with someone in your family.

 

Task 1: Look at the pictures of the forelimbs of 4 mammals on page 2 of the attachment in the additional documents section. There is no need to answer any of the questions on the attachment, just look at the picture. Think about what the similarities and differences are between these animals. Why do you think they have all evolved to become slightly different?

 

Task 2: Look at the sheet (in the additional documents section) for the evolution of the horse. What does the fossil evidence show us about how the horse has changed over millions of years? Why do you think the horse evolved over time?

https://www.stem.org.uk/resources/elibrary/resource/35546/evolution-horse

 

Task 3: What can scientists learn from looking at fossils? What are the problems with using fossils? Watch the short video below and read the second link before recording your findings.

https://www.bbc.co.uk/bitesize/topics/z9bbkqt/articles/z22g7p3

https://sciencing.com/can-learn-studying-fossils-21955.html

 

Task 4: If humans could evolve further, what feature of the human body would you like to see changed? What would be useful to us as a species? Draw or share your ideas.

 

To learn how fossils provide evidence for the theory of evolution

History

Watch these clips:

https://www.youtube.com/watch?v=RnkpP8lvrI0

http://www.mexicolore.co.uk/aztecs/kids/were-there-rich-and-poor-in-aztec-times

 

While watching these clips, think about and maybe take notes on:

What life was like for:

an Aztec boy?                                                              

an Aztec girl?

a rich Aztec child?

a poor Aztec child?

 

Now undertake your own research into the above recording your findings as creatively as you can.

Remember to...

  • Choose an image of an Aztec child or use both (attached at the bottom of home learning – ‘Aztec’)
  • Make notes on what life would have been like for either a boy or a girl
  • Include what life was like for rich Aztec children and poor Aztec children
  • Compare your school life with the life of an Aztec child. How is it different? Are there any similarities?

 

Challenge – What is the main difference between rich and poor Aztec children?

To learn what like was like for Aztec children

RE

In RE we are thinking about the value of friendship.

  • Have you ever had a friendship which you really cherished

and valued?

  • Why did you highly regard this friendship?
  • What do you consider are the most important elements of friendship?
  • Do you think most people consider friendship to be

 important?

  • If you wanted to encourage peace and friendship in the

world, would you start by changing yourself or other

people? How might you do it?

 

Look at the picture of the Buddhist Prayer Flags & Wheels which are used in many Buddhist countries (on attachment ‘RE’)

Watch the BBC Class Clip: http://www.bbc.co.uk/education/clips/zk67sbk which features Buddhist Prayer Flags and Wheels and explains what they are.

Buddhists believe that these things have a positive effect on themselves and wider society. Many of the prayer flags and wheels are powered by wind or water which links to the Buddhist idea that prayer and water/nature are connected.

Buddhists believe that with the wheel turning or the flag waving in the wind their good mantras and words are spread out across the world and that the prayer is therefore sent out continually.

For Buddhists the use of prayer flags or wheels is one way to prevent suffering and promote goodness and good thoughts.

 

Do you know what the word ‘mantra’ means?

A mantra is a sequence of words or syllables that are chanted, usually repetitively, as part of Buddhist practice. An example of a mantra is om mani padme hum, which is associated with Tibetan Buddhism and means that in dependence on the practice of a path which is an indivisible union of method and wisdom, you can transform your impure body, speech, and mind into the pure exalted body, speech, and mind of a Buddha.

The function of a mantra is understood differently by the several schools of Buddhism, but at its most basic level, the chanting of a mantra is thought to evoke enlightenment. Sometimes mantras are used as a form of meditation.

Listen to the Buddhist mantra here

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

Activities

  • Look at the image of a Buddhist mantra and prayer flags on the attachment.
  • Can you make your own Buddhist prayer flag? (You could use 5 different colours of paper or colour white paper in 5 different colours).
  • Can you think of your own mantra or prayer for your own Buddhist Prayer Flag?  You could think about the impact of your transition to secondary school or lockdown etc.

 

To learn how Buddhists overcome evil and promote goodness.

 

PSHE

How many emotion words can you think of? List them. Are they positive emotions or negative emotions? We ALL feel a range of different emotions from one day to the next.

When have you felt really happy, excited or proud? When have you felt sad, worried, angry or confused? What do you do to make yourself feel better when you are having a bad day?

What do you think “mental health” means? It is a phrase which refers to our mental health. We have looked at how we can keep our bodies healthy but we also need to look after our mental health too for our overall wellbeing.

Watch the video below by clicking on the link:

ttps://www.bbc.co.uk/newsround/39383026

Complete the Emotional Well template or draw a deep well.

Draw lines across the well at different levels. For example, when the well is full of water (i.e. the line is at the top of the well), write the emotions that you feel at this point inside the well and, on the outside of the well, how you helped yourself get to this point.

If you draw a line further down the well (e.g. half way down), this shows that you might not be feeling so good, your well isn’t so full, so to write the emotions you experience at that level. Write around the well some ideas of how to help yourself feel better.

If you draw a line further down the well (e.g. near the bottom

of the well), this shows that you might not be feeling very good at all, your well is nearly empty, so to write the emotions you experience at that level. Write around the well some ideas of how to help yourself feel better. Who can help you to feel better?

 

Learn what it means to be emotionally well

We are keen to ensure we continue our support of your child’s well being and would ask that together each day families take advantage of the opportunity to engage in activities listed below in order to maintain positive physical and mental health.

 

In school we have enjoyed working out with Joe Wicks at 9am every morning. If this is a little too early for you, the half hour workout can be downloaded throughout the day.

 

In addition to this, and to last week’s suggestions, please find below a few more links to support physical health.

 

Premier League Stars https://plprimarystars.com/

 

Mindfulness – find on line resources and activities at https://www.smilingmind.com.au/

 

Cosmic Yogahttps://www.youtube.com/user/CosmicKidsYoga

 

BBC Supermovers - https://www.bbc.co.uk/teach/supermovers

 

GO Noodle  - https://www.gonoodle.com/

 

At home physical activity booklet  - https://physedreview.weebly.com/-at-home-resources.html

 

Weekly ‘Chance to Shine’ Challenges are also available via Mrs Short’s blog on our website.

Reading

 

We hope that you are continuing to enjoy reading at home and that you have found the Oxford Owls reading resource helpful 

 

In addition:

  • please find an attachment to our team page that lists a number of books from ‘Reading Well, to support emotional wellbeing
  • audio stories from and read by David Walliams are now available to listen to through his website www.worldofdavidwalliams.com and will be available for free for 30 days.

 

Times Tables Rockstars

 

We hope that you are enjoying rocking at home! We will provide weekly updates of our top rockers each Friday. 

 

Please do let us know if you need any help accessing your account via our year group email

Link Family Services

 

Please find an updated list of activities from Link Family Services detailing activity ideas for you as a family

 

 

 

Home Learning Week Commencing June 1st 2020

 

Subject

Activity

Intended Learning Outcome

Maths

This week we would like you to focus on proportion and the recipe box strategy that we have used in class. Show your working out for each question and clearly show what you have multiplied or divided the quantities by:

1) Think about this recipe that makes 12 cup-cakes:

200g flour, 200g sugar, 200g margarine,

3 eggs

How much flour, sugar, margarine, eggs would you need to make:

  1. 24 cakes
  2. 6 cakes
  3. 18 cakes
  4. 30 cakes
  5. 10 cakes

2) It costs £2.50 to buy 20 sweets. How much it will cost to buy:

  1. 40 sweets
  2. 10 sweets
  3. 60 sweets
  4. 50 sweets
  5. 100 sweets

3) A recipe to make 16 biscuits is:

300g flour, 150g brown sugar, 150g caster sugar, 1 teaspoon vanilla essence, 2 eggs

How many biscuits can I make if I have:

  1. 300g brown sugar
  2. 3 eggs
  3. 4 teaspoons of vanilla essence
  4. 75g caster sugar
  5. 5 eggs

4) At the cheese counter in the supermarket, it costs £7.50 for 1kg of cheddar cheese and £3.60 for 1kg of cottage cheese.

  1. How much does 200g of cheddar cost?
  2. How much 750g of cottage cheese cost?
  3. How much cheddar cheese can I buy for 75p?
  4. How much cottage cheese can I buy for £1.80?
  5. If I have £10 to spend on cheese, what could I buy (get as close to £10 as you can).

5) Find a favourite recipe at home

  1. What proportion questions can you think of using your recipe?
  2. Find out how much your recipe costs to make?

 

Challenge Questions:

  1. Every 100g of brown bread contains 6g of fibre. A loaf of bread weighs 800g and has 20 equal slices. How much fibre is there in one slice?
  2. A 5p coin has a diameter of 1.8cm. If I make a straight line of 5p coins worth £10, how long is the line? Give your answer in cm and metres.

To understand how to answer proportion questions, including recipes, measures and money

Maths

Websites/ games and interactive videos 

https://www.twinkl.co.uk/resource/t2-m-213-ratio-and-proportion-worksheet-2

 

https://www.twinkl.co.uk/resource/t2-m-214-recipes-ratios-and-proportions-worksheets

 

https://www.twinkl.co.uk/resource/t2-m-102-ratio-and-proportion-powerpoint

 

https://www.twinkl.co.uk/resource/t2-m-17595-sats-survival-y6-ratio-and-proportion-revision-guide

 

English

This week’s home learning is grammar focussed.  You will find all of the explanatory powerpoints and worksheets as attachments at the bottom of the home learning.

Lesson 1: Word Classes

  • Look at the explanatory powerpoint which will remind you about word classes.
  • Print out the worksheets (remember you can print 2 pages per page to save on paper!) and cut out the words then sort them into the headings given.
  • OR if you don’t want to print, simply copy the word class headings from the worksheet and then copy the words and write them under the headings in your book!

Lesson 2: Coordinating and subordinating conjunctions

  • Look at the powerpoint (attached below – Lesson 2) which will remind you about the different types of conjunctions.
  • Print out the worksheets which you feel are the right level for you (* = easier ** = bit harder  ***= even harder), and complete them.
  • OR copy the sentences into your book adding the correct conjunction.

Lesson 3: Inverted commas

  • Look at the powerpoint (Lesson 3) explaining the use of inverted commas.
  • Print out the worksheets and complete them!

Lesson 4: Hyphens

  • Look at the hyphen guide (attachment Lesson 4) and read through
  • Print one or more of the Lesson 4 activities and have a go!

Lesson 5: Modal verbs

  • Look through the explanatory powerpoint (attachment Lesson 5).
  • Print one or more of the activities and have a go!

To understand grammar

 

Science

Over the first half term, you should have found out LOTS of information about the human body and the circulatory systems within it. What can you remember about muscles, the blood circulatory system, the digestive system and staying healthy?

 

Test yourself on each of these quick quizzes:

 

https://kidshealth.org/en/kids/csquiz.html  Blood circulation

https://kidshealth.org/en/kids/msquiz.html  Muscles

 

https://kidshealth.org/en/kids/msquiz.html Digestion

 

https://www.educationquizzes.com/ks2/personal-social-and-health-education/healthy-food-and-exercise/   Healthy living

 

Test your memory! Complete as much information on the human body as you can about the Human Body.

 

Which major organs and other parts of the body are involved with blood circulation? Why do we have blood? How many different roles does blood have? Where does the digestive system start? Which parts of the body are involved with digestion? What is the route that food takes through our body? How many different types of muscles are there in our body? Could you label where some of the different types of muscle are found? Can you name some major muscles in the body? Which is the biggest muscle?

 

Challenge: Create your own multiple choice quiz about the things we have learnt about muscles, the blood circulatory system and the digestive system. Aim for about 4 questions per section.

To learn about the human circulatory system

RE

Look at the headlines from news articles about environmental issues (attached).  What might each headline and each story be about?

 

1. Could you make a poster?

- Choose one of the headlines/stories and think what it might be about.

- Who do you think might be responsible for this disaster?

- What might the solution be?

 

2. Revise the Genesis Creation story.  https://www.twinkl.co.uk/resource/t2-re-237-new-christian-creation-story-powerpoint  (Also attached  below).

Focus on the part where God gives Adam and Eve responsibility for caring for the environment (dominion). 

- Think what responsibility God meant humans to have over the natural world in the story.

- What does this mean in today’s world?

- Discuss where successive generations of humans might have gone wrong. 

- Can you suggest solutions that you could do to help the World’s environmental issues?

To learn what Christians believe about the relationship between humans, their environment and other living creatures.

History

The Aztecs communicated in a similar way to the ancient Egyptians, not with words, but using pictures (see attachment).

 

The Ancient Egyptians used to write using hieroglyphs which are small pictures used to represent words or events. The Aztecs used a similar system called glyphs which were sometimes joined together to make sentences.

 

1. Read the Aztec glyphs history (attached).

Can you answer the questions at the end of the information?

 

2. Cut out the glyphs, or draw your own.

  • Arrange them to represent a sentence (see attachment of glyphs following on from information).
  • Write a glyph sentence for a member of your family to translate.

 

Challenge!

Can you create your own modern day glyph representing a computer game, or mobile phone, or football or McDonalds, or any of your own ideas?

To learn about how the Aztecs communicated

PSHE

Choose one scenario from the list below and come up with a 3-point plan about what you would do if you were in that emergency:

  • You are on a bus and an elderly lady falls down the stairs while the bus is moving.
  • Your mum is in the garden mowing the lawn and accidentally cuts through a cable, electrocuting herself. She is lying on the grass unconscious.
  • Your teacher is cooking with the class and burns his hand on the oven door.
  • You are playing with a friend in the park then your friend trips and falls and is bleeding heavily from from his wrist.

The first point of any emergency situation is to assess risk to yourself. NEVER put yourself in danger. Only help someone if it is safe for you to do so.

 

Watch the short NHS video, by clicking on the link below, and read the information that accompanies the video.

 

https://www.nhs.uk/conditions/first-aid/recovery-position/

 

Draw a storyboard to show/explain each step of putting someone into the recovery position. (Perhaps you could practice this with a willing member of your family!)

 

Watch the following videos showing what to do if someone is not breathing properly or their heart has stopped. A tricky subject in these days of social distancing but useful to watch anyway!

https://www.youtube.com/watch?v=Opfuyz0aHWA

https://www.youtube.com/watch?v=0aV9NS0ogiM

Learn to be able to put into practice basic emergency aid procedures (e.g. the recovery

position) and know how to get help in emergency situations

Home Learning Activities 18th May

 

Subject

Activity

Intended Learning Outcome

Maths

This week we would like you to focus on ratio:

 

An example of ratio is:

In a fruit salad, there are 2 bananas for every 3 apples.

This can be written as:

2 Bananas : 3 Apples

2B: 3A

2:3

Then write as a bar model:

B

B

A

A

A

 

If there are 10 bananas in the fruit salad, how many apples are there?

Label the bar model:

2 B boxes = 10 so 1 B box = 5

Each A box also equals 5

There are 3 A boxes, which means there are 15 apples in total (3x5).

 

Use this method to answer these questions:

 

In a Year 6 class, there are 3 boys for every 4 girls.

Write the ratio in words, letters and as a bar model.

  1. If there are 20 girls, how many boys are there?
  2. If there are 15 boys, how many girls are there?
  3. If there are 21 children in total, how many boys? How many girls?
  4. What other questions could you write for this ratio?

In a recipe, there are 2 spoonfuls of flour for every 3 spoonful’s of sugar.

Write the ratio in words, letters and as a bar model.

  1. If I use 4 spoonfuls of flour, how many spoonfuls of sugar should I use?
  2. If I use 12 spoonfuls of sugar, how many spoonfuls of flour should I use?
  3. If I have used 25 spoonfuls of flour and sugar in total, how many spoonfuls of flour have I used? How many spoonfuls of sugar have I used?
  4. What other questions could you write for this ratio?

 

Write your own questions for these ratios:

  1. In a chest of drawers, there are 4 blue items of clothing for every 5 red items of clothing
  2. In a kitchen cupboard, there are 3 jars for every 5 tins of food
  3. On a radio show, there are 2 old songs for every 7 new songs
  4. In a fruit bowl, there is 3 strawberries for every 4 grapes and 2 apples

 

Challenge:

Use a bar model to solve this:

In a zoo, the adult polar bear weighs three times more than the baby elephant. Together they weigh 700 kilograms. How much does the polar bear weigh?

 

Tangerine Dream Ratio – attached at bottom of website

    •  

To understand ratio and how to answer questions involving ratio

 

 

 

Maths

Websites/ games and interactive videos 

Year 6 section of Video Resource Centre – Ratio

 

https://www.tes.com/teaching-resource/complete-ratio-lessons-sharing-amounts-bar-modelling-method-11065751

 

https://www.bbc.co.uk/bitesize/topics/zsq7hyc

 

 

English

This week is a focus on grammar.

 

For each activity, read the PowerPoints (in the attachments below) and complete the short written tasks as you work through each PowerPoint. You can record your work either in your workbooks or on paper.

 

Activity 1: Modal verbs

Activity 2: Relative clauses

Activity 3: Active and passive voice

Activity 4: Subjects and objects

Activity 5: Subjunctive form

 

To revise and use some of the rules of grammar

Science /

PSHE

This week, think about all the things you have learnt over the last few weeks in science and PSHE about the human body and how we can stay healthy. Complete the following activities:

 

1.Watch the short video clip:

https://www.bbc.co.uk/bitesize/clips/z26w2hv

 List all the ways that we can stay healthy.

 

2. Write down everything that you ate yesterday. Check the Eatwell plate on the following link. https://www.nhs.uk/live-well/eat-well/the-eatwell-guide/

Did you eat from the full range of the plate?

 

3. Make a list of all the physical activities you have done in the last week. Assess your own level of activity. Use the following website to see how much activity you should be doing and the types of activities you should be doing.

https://www.nhs.uk/live-well/exercise/physical-activity-guidelines-children-and-young-people/

 

4. Make your own PowerPoint, presentation, poster or information leaflet, which encourages either children or adults to live a healthier lifestyle.

Try to include:

  • A title
  • Some pictures to illustrate your points
  • Things children should do to stay healthy (e.g. eat a balance diet, exercise regularly, sleep well, avoid certain drugs etc.)
  • Include factual scientific information about the benefits of keeping healthy (e.g. benefits to our heart and the circulatory system, effects on our wellbeing)

 

Understand how to stay healthy

History

Can you find out about everyday life during the Aztec times?

Your task this week is to research the Aztecs in more detail.  Some areas you could look into are:

  • Family life
  • Homes
  • Clothing
  • Food
  • School
  • Marriage
  • Sports

You can choose as many, or as few, of the above areas to research and can use the following website to find out as much as you can!

http://www.ducksters.com/history/aztec_empire/daily_life.php

Now present/record your information; be as creative as you can!

To learn about Aztec daily life

 

We are keen to ensure we continue our support of your child’s wellbeing and would ask that together each day families take advantage of the opportunity to engage in activities listed below in order to maintain positive physical and mental health.

 

In school, we have enjoyed working out with Joe Wicks at 9am every morning. If this is a little too early for you, the half hour workout can be downloaded throughout the day.

 

In addition to this, and to last week’s suggestions, please find below a few more links to support physical health.

 

Premier League Stars https://plprimarystars.com/

 

Mindfulness – find on line resources and activities at https://www.smilingmind.com.au/

 

Cosmic Yogahttps://www.youtube.com/user/CosmicKidsYoga

 

BBC Supermovers - https://www.bbc.co.uk/teach/supermovers

 

GO Noodle  - https://www.gonoodle.com/

 

At home physical activity booklet  - https://physedreview.weebly.com/-at-home-resources.html

 

Weekly ‘Chance to Shine’ Challenges are also available via Mrs Short’s blog on our website.

Reading

 

We hope that you are continuing to enjoy reading at home and that you have found the Oxford Owls reading resource helpful 

 

In addition:

  • please find an attachment to our team page that lists a number of books from ‘Reading Well, to support emotional wellbeing
  • audio stories from and read by David Walliams are now available to listen to through his website www.worldofdavidwalliams.com and will be available for free for 30 days.

 

Times Tables Rockstars

 

We hope that you are enjoying rocking at home! We will provide weekly updates of our top rockers each Friday. 

 

Please do let us know if you need any help accessing your account via our year group email

Link Family Services

 

Please find an updated list of activities from Link Family Services detailing activity ideas for you as a family

 

Home Learning Update May 11th 2020

 

Subject

Activity

Intended Learning Outcome

Maths

This week we would like you to focus on time, we would like you to:

Think about all the units of time that we use (seconds, minutes, hours, days, weeks, months, years, etc.)

Create a poster to show how to convert between these units, e.g. 1 minute = 60 seconds, 1 hour = 60 minutes, 1 day = 24 hours, 1 week = 7 days, days in each month of the year, etc.)

Can you find any other measures of time for time durations that are less one second and more than one year? Add these to your time unit’s poster and write what they are equal to.

Can you remember the difference between 12 hour and 24 hour times?

Can you find times at home or on the TV that are 12 hour clock and 24 hour clock? Record the times and where you have found them.

Convert the times you have found between 12 and 24 hour times you (8.12am = 08:12, 8.12pm = 20:12)

Remember that we use timelines to solve time problems! Have a look at this week’s Maths video if you need a reminder! Have a go at using a timeline to solve these:

I start watching a film at 3.23pm and lasts for 1 hour and 49 minutes - what time does the film finish?

I catch a bus at 8.03am and get off the bus at 9.57am - how long am I on the bus?

I go for a walk for 1 hour and 13 minutes and get back at 2.05pm - what time did I set off?

Have a go at writing your own time problems and of course, solving them with a timeline!

  1.    Can you find a train or bus timetable at home or online? (Links below to websites) How is it organised? Is it 12 hour or 24 hour clock? How can you work out the earliest bus if you want to get somewhere by 11am or the earliest bus if you arrive at the bus stop at 10am.

 

Challenge:

Use what you have found in task 1 to find out how many seconds there are in:

1 hour

1 day

1 week

1 month (choose one)

1 year

 

To understand units of time and how to convert between commonly used units of time

 

To understand how to calculate with hours, minutes and seconds

 

To understand the difference between 12 hour clock and 24 hour clock and how to convert the times

 

To understand how to use timetables, for example for public transport and be able to calculate time durations using a timetable

 

 

Maths

Websites/ games and interactive videos 

Time Word Problems:

https://www.tes.com/teaching-resource/time-word-problems-year-5-year6-calculation-of-journey-times-start-and-arrival-times-11785188

 

https://www.twinkl.co.uk/resource/t2-m-1596-ks2-reasoning-test-practice-measurement-time

 

Bus Timetable Website:

https://www.arrivabus.co.uk/beds-and-bucks/services/1---newton-leys-and-bletchley-to-newport-pagnell/?direction=outbound

 

Train Timetable Website:

https://www.sleeper.scot/timetables/

 

 

 

English

Can you write a diary entry or an information poster based on The Battle of Britain?

Following on from last week’s VE day English activities from the RAF Museum Hendon, we are going to continue using The Spitfire Fund story written by Tom Palmer, following the serialised adventures of Yusra, Lily and Danny as they travel back in time to that significant turning point in British History. All chapters are now available on the RAF Museum website, with accompanying activities: https://www.rafmuseum.org.uk/london/schools/resources.aspx

 

You could:

Activity 1: WRITE A DIARY ENTRY. Can you imagine what it would be like to be a child during World War Two? You could put yourselves in their shoes and write about your experiences.

Diary entry steps to success

Remember to…

include the time that the entry was written

write in the first person

use the past tense

tell events in chronological order (the order in which they happened)

 

Activity 2: WRITE A FACT SHEET OF POSTER. You could explain what you have learnt about the Spitfire Fund, The Battle of Britain or VE Day. You could use the attached documents or use the RAF Museum website: https://www.rafmuseum.org.uk/london/schools/resources.aspx

When you are writing, you could follow these steps:

•           Step 1: Planning – use a story mountain or a cartoon strip to plan your story or diary entry

•           Step 2: Drafting – think about the steps to success and your senses

•           Step 3: Editing - check your grammar and spellings. You could always ask someone at home to read it for you. 

•           Step 4: Writing –When you have finished editing, you could write your text up in your neatest, joined writing

 

Remember to send them to us, we would love to read your work:

year6@hoblettsjm.herts.sch.uk

To know how to write a diary entry.

 

OR

 

To know how to research and compile an information poster about the Battle of Britain

Science

Many of you have already completed some research about the circulatory system and have learnt about blood vessels (arteries, veins and capillaries) that carry blood around the body but this week, focus specifically on the heart – one of the most important organs in our body.

 

Watch the video below about the structure of the heart and how it works within the human circulatory system to keep us alive:

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

 

Have a go at labelling the parts of the heart, using the following interactive website:

https://www.sciencelearn.org.nz/labelling_interactives/1-label-the-heart 

 

Listen to the sound of a heart beat:

https://www.youtube.com/watch?v=gJpT_wHZeF8

 

1. Use the Heart worksheet to label parts of the heart and explain what makes the sound of a heart beat.

2. Use the information to complete the missing parts of the text.

(You do not need to print this sheet. You could just write the information into your workbooks and draw your own diagram of the heart)

3. Research some interesting facts about the human heart

4. Research some fascinating facts about the hearts of other animals.

 

https://www.healthline.com/health/fun-facts-about-the-heart#1

 

https://www.morrisanimalfoundation.org/article/be-my-valentine-interesting-facts-about-animal-hearts

 

https://www.livescience.com/49795-strange-animal-hearts.html

 

To know the main parts of the human circulatory system

PSHE

People who choose to drink alcohol often fall into one of 3 groups. People who:

1:  Drink responsibly

2. Drink anti-socially

3. Misuse alcohol

What do you think each of these mean?

Why do you think some people choose to drink in this way?

 

Watch the following videos:

https://www.bbc.co.uk/bitesize/clips/zxdw6sg

https://www.bbc.co.uk/bitesize/clips/zxhpb9q

https://www.bbc.co.uk/bitesize/clips/z6pngk7

https://www.bbc.co.uk/teach/class-clips-video/pshe-ks2-living-with-alcoholism/z6d2hbk

Complete a mind map of the reasons why some people choose to drink alcohol and how drinking alcohol can affect them.

 

Learn when alcohol is being used responsibly, anti-socially or being misused

History

Can you make a fact file about the where the Aztecs settled?

The Aztecs were a nomadic tribe (roaming about from place to place) for 200 years before they finally settled.

Read, ‘The Place of the Prickly Pear Cactus’ (the legend of how the Aztecs came to settle in Lake Texcoco) and think about the questions (both attached – entitled The Place of the Prickly Pear Cactus). Use the answers to add to your fact file.

Play the clip: http://www.bbc.co.uk/education/clips/zt6tsbk

Write 3 facts you have learnt and add them to your  fact file

Find Mexico in an atlas or use the map on the attached Aztec resource sheet

Play the following: http://www.bbc.co.uk/education/clips/zxmxpv4

It explains that the Spanish built Mexico City during the time of the ancient Aztec Empire. Today there is nothing much left of Lake Texcoco. 

Label Lake Texcoco and Tenochtitlan (the Aztec capital city) on the map (attached Aztec resource sheet). Add it to your fact file.

This island in the lake was what the Aztecs built their Empire on before Mexico City was built over it.   

Think of any positive/negative points of settling here and add them to your fact file!

To research and compile a fact file about where the Aztecs lived

 

To learn about the home of the Aztecs and its advantages and disadvantages

 

We are keen to ensure we continue our support of your child’s wellbeing and would ask that together each day families take advantage of the opportunity to engage in activities listed below in order to maintain positive physical and mental health.

 

In school, we have enjoyed working out with Joe Wicks at 9am every morning. If this is a little too early for you, the half hour workout can be downloaded throughout the day.

 

In addition to this, and to last week’s suggestions, please find below a few more links to support physical health.

 

Premier League Stars https://plprimarystars.com/

 

Mindfulness – find on line resources and activities at https://www.smilingmind.com.au/

 

Cosmic Yogahttps://www.youtube.com/user/CosmicKidsYoga

 

BBC Supermovers - https://www.bbc.co.uk/teach/supermovers

 

GO Noodle  - https://www.gonoodle.com/

 

At home physical activity booklet  - https://physedreview.weebly.com/-at-home-resources.html

 

Weekly ‘Chance to Shine’ Challenges are also available via Mrs Short’s blog on our website.

Reading

 

We hope that you are continuing to enjoy reading at home and that you have found the Oxford Owls reading resource helpful 

 

In addition:

please find an attachment to our team page that lists a number of books from ‘Reading Well, to support emotional wellbeing

audio stories from and read by David Walliams are now available to listen to through his website www.worldofdavidwalliams.com and will be available for free for 30 days.

 

Times Tables Rockstars

 

We hope that you are enjoying rocking at home! We will provide weekly updates of our top rockers each Friday. 

 

Please do let us know if you need any help accessing your account via our year group email

Link Family Services/DSPL8

 

Please find information related to support available to families in our latest newsletter.

 

 

 

Home Learning Activity Update 4th May

 

 

Please find below activities for this week, which we hope you will enjoy completing.  We are keen to hear how you are getting on so do please email us with your updates via our year group email year6@hoblettsjm.herts.sch.uk. Please also get in touch if you have any questions about any of the activities, if you are unsure of anything we are here to help. If you would like a paper copy of these activities, a maths, English or art book please do let us know and we can organise them for you.

 

Each and every day it would be great if you could:

 

Undertake an activity to support your physical and emotional health. At school we start our day with PE with Joe; you too could try it too.

Read (independently, shared or paired). Enjoy a book, ebook or audio book.

Rock! (Times table rock stars)  - set yourself a challenge within your family. Mrs Boulder is still updating the Rockstars League Table each week and you can see where you are in this week’s newsletter.

Undertake a maths activity – this could be practical too, for example through cooking (you may like to try this week’s recipe in our newsletter)

Undertake an English activity

Undertake a curriculum activity.

 

As you start each day, remember that your physical and emotional wellbeing is your priority. If you only do one thing from the above do the first. Take each day as it comes, stay in touch and remember we are here.

 

Subject

Activity

Intended Learning Outcome

Maths

This week we would like you to focus on money, we would like you to:

Think about all the coins that we have and use in the UK - can you list them?

How many ways are there of making £1 with 4 coins, 5 coins, 6 coins, 7 coins?

How many ways are there of making £2 with 4 coins, 5 coins, 6 coins, 7 coins?

For what amounts can the coins be equal?

How many ways are there of making £1 or £2 with all different coins?

When talking about money, what does change mean? Write your own word where:

You have to work out the change, e.g. buy a sandwich for £1.99 and pay with a £5 note, how much change do I get?

You have to work out the price of the item when you know the change, e.g. I buy a book with a £10 note and get £3.85 change, how much did the book cost?

Imagine you are given £100 to plan a party for your class - how would you spend it? Write a party plan with costings to show how you spend the money, remember to include:

food

drinks

decorations

entertainment

party bags

Find out about currencies in other countries - how many different currencies can you find? Could you make a world map of different currencies?

Investigate exchange rates! This is how much £1 is worth in other countries. Exchange rates change every day so choose one day and find out what £1 is worth in:

Euro zone

USA

Australia

India

Anywhere else you can find!

CHALLENGE: Can you create an exchange rate graph? Choose one currency and find out what £1, £10, £100 is worth. Have £ as x-axis and your chosen currency as y-axis. See below for a link to an example.

To understand and use money:

to know coins and notes used in UK

To understand ‘change’ and how to solve problems using the concept of ‘change’.

to understand that other countries have different currencies

to understand that the value of £1 in other countries is different and changes

begin to explore the idea of using a line chart to complete conversions between currencies

 

Maths

Websites/ games and interactive videos 

https://www.bbc.co.uk/bitesize/topics/z8yv4wx

 

https://www.tes.com/teaching-resource/ks2-maths-money-calculations-11884074

 

https://www.topmarks.co.uk/maths-games/7-11-years/money

 

https://www.twinkl.co.uk/resource/t4-m-181-exchange-rates-activity-sheet

 

English

 

The RAF Museum have some lovely activities to celebrate VE day on Friday 8th May. Tom Palmer has written ‘The Spitfire Fund’ which is a short story commemorating the 80th anniversary of The Battle of Britain. You can follow the serialised adventures of Yusra, Lily and Danny as they travel back in time to that significant turning point in British History. Chapter 1 and 2 are available and further chapters will be released on the FAF Museum website:  https://www.rafmuseum.org.uk/london/schools/resources.aspx on alternate weekdays up until 7th May.

 

Activity 1: READING COMPREHENSION. Read ‘The Spitfire Fund’ and complete the reading comprehension. (see attached documents)

 

Activity 2: WRITE A SHORT STORY. In Tom Palmer’s story, the children find themselves going back in time from today to 1940 and the Battle of Britain thanks to a Spitfire Fund pin badge. (see attached document) What do you think you would experience if you went back to the Battle of Britain? Try to think of one thing for each of your five senses. Do you think two or three of those experiences might be a good way of starting a story set during the Battle of Britain? Authors often begin stories through the senses of their characters. Have a go at writing a story or the opening of a story.

 

Story steps to success

Remember to…

write a beginning, middle and end

include the senses to set the opening scene

include some action

use inverted commas (speech marks) to show conversation between characters

use short, snappy sentences for effect

add a cliff-hanger question

 

Remember to send them to us, we would love to read your work: year6@hoblettsjm.herts.sch.uk

To learn about important events in history

English

Reading Skills

Click on the following link to take you to the Royal Air Force Museum school resources. This reading activity is also mentioned above and is linked to our writing this week!

 

Click on Chapter 1 to begin reading the time-travelling story about 3 children’s amazing adventures as they are transported back in time to the Battle of Britain.

 

Once you have read chapter 1, have a go at answering the questions by clicking on Chapter one activities.

 

https://www.rafmuseum.org.uk/london/schools/resources.aspx

 

Science

In our PSHE lessons in the Spring Term, we sorted different types of drugs into the following 4 categories: Restricted, Unrestricted, Prescription, Illegal.

 

Your task is to complete some research into the effect of some of these drugs.

 

1. Draw a table with 4 sections

Restricted

 

Unrestricted

Prescription

 

Illegal

2. Research at least 3 different types of drugs for each section. Find out what effect the drug has on the body (desired and undesired)

 

e.g. Paracetamol (Prescription)

       This is a pain killer which reduces the body’s response to pain, which helps us to feel better when unwell. Some of the side effects include rashes, low blood pressure, liver and kidney damage (when taken in higher doses than recommended). In extreme cases, liver damage, caused by an overdose, can be fatal.

 

Useful websites:

https://www.bbc.co.uk/bitesize/topics/zrffr82/articles/zg982nb

 

http://news.bbc.co.uk/cbbcnews/hi/find_out/guides/uk/drugs/newsid_1609000/1609624.stm

 

http://www.cyh.com/HealthTopics/HealthTopicDetailsKids.aspx?p=335&np=289&id=1559

 

See also Powerpoint and Word document attachments below for information

 

Learn about different types of drugs and their effects on the body

RE

Can you understand how humans exercise responsibility for the environment?

 

Look at the support sheet of famous quotes. (Attached at the bottom ‘RE Quotes 2020’).

 

Can you think of or find any of your own quotes from or sayings of pupils, parents, famous people and/or religious people?  They could be about life, death, relationships and the natural world.

 

List examples of things people do because of a belief they hold.  Relate this to yourself – ‘I strongly believe…so I do/do not’.

For example,

‘I strongly believe that animals should be respected so I do not buy products tested on animals’.

Or

 ‘I strongly believe that we should help our World so I try not to buy plastic bottles but instead use a reusable one.’

Steps to success – Remember to…

Think of a personal belief

Say how you try to act because of this belief

To know how humans try to help the environment in which they live, and the wider world.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

History/ART/DT

Can you use your design to create an Aztec piece of jewellery?

Following on from designing your Aztec jewellery last week, can you now create a piece of Aztec jewellery?

 

You could make it out of paper, card, beads, wire, clay or salt dough (click link for easy salt dough recipe). https://www.learning4kids.net/wp-content/uploads/2012/12/Salt-Dough-Recipe.pdf

 

Jewellery Ideas:

https://www.mexicolore.co.uk/aztecs/kids/aztec-jewellery

 

Here are some images to give you some more ideas.

https://www.google.com/search?q=aztec+jewelry+ideas&safe=strict&rlz=1C1GCEB_enGB883GB883&source=lnms&tbm=isch&sa=X&ved=2ahUKEwjnr4-SsfnoAhVdQEEAHX-1ApwQ_AUoAXoECA8QAw&biw=1366&bih=608

It could be a necklace, pendant, ring, bracelet or anything you would like to design!

To know how to make a piece of Aztec jewellery.

 

 

We are keen to ensure we continue our support of your child’s well being and would ask that together each day families take advantage of the opportunity to engage in activities listed below in order to maintain positive physical and mental health.

 

In school we have enjoyed working out with Joe Wicks at 9am every morning. If this is a little too early for you, the half hour workout can be downloaded throughout the day.

 

In addition to this, and to last week’s suggestions, please find below a few more links to support physical health.

 

Premier League Stars https://plprimarystars.com/

 

Mindfulness – find on line resources and activities at https://www.smilingmind.com.au/

 

Cosmic Yoga – https://www.youtube.com/user/CosmicKidsYoga

 

BBC Supermovers - https://www.bbc.co.uk/teach/supermovers

 

GO Noodle  - https://www.gonoodle.com/

 

At home physical activity booklet  - https://physedreview.weebly.com/-at-home-resources.html

 

Weekly ‘Chance to Shine’ Challenges are also available via Mrs Short’s blog on our website.

Reading

 

We hope that you are continuing to enjoy reading at home and that you have found the Oxford Owls reading resource helpful 

In addition:

please find an attachment to our team page that lists a number of books from ‘Reading Well, to support emotional wellbeing

audio stories from and read by David Walliams are now available to listen to through his website www.worldofdavidwalliams.com and will be available for free for 30 days.

Times Tables Rockstars

 

We hope that you are enjoying rocking at home! We will provide weekly updates of our top rockers each Friday. 

Please do let us know if you need any help accessing your account via our year group email

Link Family Services

 

Please find an updated list of activities from Link Family Services detailing activity ideas for you as a family

 

Home Learning Activity Update April 27th 2020

We hope that you are all taking care and keeping safe together as a family. We are keen to hear how you are getting on so do please email us with your updates via our year group email year6@hoblettsjm.herts.sch.uk. Our blogs provide an extra opportunity for us to stay in touch with you also, do please take a look.

 

Detailed below are a range of updated activities that supplement those previously offered and can still be seen below. We would like to thank you in advance for continuing to support your child with these tasks and in so doing maximise the impact they have on their learning.

 

Each and every day we would like you to:

 

  • Undertake an activity to support your physical and emotional health
  • Read (independently, shared or paired). Enjoy a book, ebook or audio book
  • Rock! (Times table rock stars)  - set yourself a challenge within your family
  • Undertake a maths activity – this could be practical too, for example through cooking
  • Undertake an English activity
  • Undertake a curriculum activity.

 

Each and every day remember that your physical and emotional wellbeing is your priority. If you only do one thing from the above do the first. Take each day as it comes, stay in touch and remember we are here.

 

Subject

Activity

Intended Learning Outcome

Maths

This week we would like you to focus on measures, we would like you to:

  1. Think about metric units to measure length (mm, cm, m, km)

Can you find or find out about something that is:

  • 1mm / 1cm / 1m / 1km long
  • 10mm / 10cm / 10m / 10km long
  • 100mm / 100cm / 100m / 100km long
  • 1000mm / 1000cm / 1000m / 1000km long

 

  1. Repeat activity 1 with metric measures of mass (kg and g) and capacity (L and ml)

 

  1. Create your own conversion poster to convert between metric measures of length, mass and capacity. Remember that:
    • Length (1km = 1000m, 1m = 100cm, 1cm = 10mm)
    • Mass (1kg = 1000g)
    • Capacity (1L = 1000ml)

 

4. Find out about imperial units of        measure for length, mass and capacity.

  • Make a chart to show whether the units you have found are for length, mass or capacity, e.g. miles is for length, stones is for mass.
  • Show where this imperial measure is commonly used, e.g. miles is used on road signs, stones are used to say how heavy a person is.
  • Find out how to convert between metric and imperial measures, e.g how many kg is a stone, how many km is a mile?

 

5. Measure people at home in metric and imperial measures.

  • How tall are they?
  • How heavy are they?
  • How long are their feet?
  • How wide are their hands?
  • How wide is their head?
  • Order them in in each category - is the order the same for each?

To understand and use metric measures:

  • to use appropriate units when measuring
  • to be able to convert between metric measures
  • to know common imperial measures and what they are used for
  • to know approximate conversion for common imperial measures to metric measures

 

Maths

Websites/ games and interactive videos 

https://www.tes.com/teaching-resource/year-6-spring-measurement-converting-units-white-rose-style-11870287

 

https://www.tes.com/teaching-resource/free-year-6-metric-measures-spring-block-4-step-1-maths-lesson-pack-12060394

 

 

English

Can you write your own mystery story based on the following clip?

https://www.literacyshed.com/mr-hollow.html

Watch the film a couple of times and think about:   

  • What has happened prior to this picture being taken? 
  • Who are the people in the picture?
  • Where are they?
  • Why are they here?

 

You may like to write:

  • Narrative
  • Dialogue
  • News Report
  • Flashbacks/Flash forwards

Describe the setting, remembering to use figurative language to set the scene for the reader. 

The night was as dark as the farthest reaches of the ocean…

The towering trees peered at the ramshackle house cowering below them…

Introduce your character/s.  Describe what they look like. Can you use characterisation to describe them?

For example:

She was as pale as the moon.

Her heart was a hammer in her chest as she saw…

Fingers of ice trailed up her spine when…

Her eyes widened and her mouth dropped open…

Stumbling backwards towards the safety of…

To understand how to:

  • Write a narrative
  • Use figurative language to describe your setting
  • Use figurative language and characterisation to write your character description

Science

Following on from the work we did when Nuffield Health came in to visit us, look through your kitchen cupboards and fridge at home and find out how much sugar is in all the food and drink. At the age of 11 your daily requirement is 7 cubes of sugar. Each sugar cube is about 4 grams.

 

1.

Create a table to record your results

Name of food/drink

Prediction of amount of sugar per serving

Amount of sugar per serving

Number of sugar cubes

 

 

 

 

 

First predict how much sugar is in each food/drink product, then look at the label to find the answer.

 

 

2. Make a diary of everything that you eat/drink during one day and work out how much sugar you have consumed that day.

 

  1. Explain why we need sugar in our diet and what might happen if we consume too much.

 

Some useful websites:

http://www.cyh.com/HealthTopics/HealthTopicDetailsKids.aspx?p=335&np=284&id=2685

 

https://www.bbcgoodfood.com/howto/guide/children-and-sugar-how-bad-it

 

Understand the impact of sugar in our diet.

 

History/ART/DT

Can you design a piece of Aztec jewellery?

Following on from researching Aztec jewellery last week, can you now design a piece of Aztec jewellery?

https://www.mexicolore.co.uk/aztecs/kids/aztec-jewellery

 

Here are some images to give you ideas.

https://www.google.com/search?q=aztec+jewelry+ideas&safe=strict&rlz=1C1GCEB_enGB883GB883&source=lnms&tbm=isch&sa=X&ved=2ahUKEwjnr4-SsfnoAhVdQEEAHX-1ApwQ_AUoAXoECA8QAw&biw=1366&bih=608

It could be a necklace, pendant, ring, bracelet or anything you would like to design!

To know how to design a piece of Aztec jewellery.

 

RE

Can you learn what Christians believe about God?

This lesson focuses on what people of the Christian faith believe about God.

  • Christianity is something called a monotheistic religion which means a religion with only one God.
  • Christians believe in one God, but they believe that God represents a Holy Trinity and that he is made up of three things: God the Father, God the Son and God the Holy Spirit.
  • This does not mean Christians believe in three different Gods, but that they believe in one God made up of three parts. For example, a man can be a father, son and uncle: one man who has different parts and who can be different things to people.

*Watch the following clips to learn more about what Christians believe about God.

*Can you produce a poster telling us?

http://request.org.uk/life/2013/11/29/christianity-basically-the-trinity/#

http://request.org.uk/life/2013/12/04/christianity-basically-father-god/

http://request.org.uk/life/2013/12/10/christianity-basically-jesus-christ/

http://request.org.uk/life/2013/11/29/christianity-basically-the-holy-spirit/

 

Challenge:

Using the example above as inspiration can you say what 3 roles you have in your life. For example; a friend, a son, a brother.

To learn about and understand what Christians believe about God.

 

We are keen to ensure we continue our support of your child’s well being and would ask that together each day families take advantage of the opportunity to engage in activities listed below in order to maintain positive physical and mental health.

 

In school we have enjoyed working out with Joe Wicks at 9am every morning. If this is a little too early for you, the half hour workout can be downloaded throughout the day.

 

In addition to this, and to last week’s suggestions, please find below a few more links to support physical health.

 

Premier League Stars https://plprimarystars.com/

 

Mindfulness – find on line resources and activities at https://www.smilingmind.com.au/

 

Cosmic Yogahttps://www.youtube.com/user/CosmicKidsYoga

 

BBC Supermovers - https://www.bbc.co.uk/teach/supermovers

 

GO Noodle  - https://www.gonoodle.com/

 

At home physical activity booklet  - https://physedreview.weebly.com/-at-home-resources.html

 

Weekly ‘Chance to Shine’ Challenges are also available via Mrs Short’s blog on our website.

Reading

 

We hope that you are continuing to enjoy reading at home and that you have found the Oxford Owls reading resource helpful 

 

In addition:

  • please find an attachment to our team page that lists a number of books from ‘Reading Well, to support emotional wellbeing
  • audio stories from and read by David Walliams are now available to listen to through his website www.worldofdavidwalliams.com and will be available for free for 30 days.

 

Times Tables Rockstars

 

We hope that you are enjoying rocking at home! We will provide weekly updates of our top rockers each Friday. 

 

Please do let us know if you need any help accessing your account via our year group email

Link Family Services

 

Please find an updated list of activities from Link Family Services detailing activity ideas for you as a family

 

 

 

 

 

Home Learning Activity Update April 20th 2020

 

 

Subject

Activity

Intended Learning Outcome

Maths

This week we would like you to focus on fractions, decimals and percentages, we would like you to:

  1. Create your own fraction, decimal and percentage conversion chart with a column for each.

Remember our strategies are:

  • fraction to a decimal - divide numerator by the denominator (e.g. 2/10 = 2÷10=0.2)
  • decimal to a percentage – multiply by 100 (e.g. 0.1 x 100=10%
  • percentage to a decimal – divide by 100 (e.g. 20% =20÷100=0.2)
  • percentage to a fraction – number with 100 as denominator (e.g. 20%=20/100)

 

  1. Create a poster to explain strategies for adding, subtracting, multiplying and dividing fractions.

Remember our strategies are:

  • adding and subtracting – find LCM (Lowest Common Multiple)
  • multiplying – multiply numerators and denominators
  • dividing – KCF (Keep, Change, Flip)

 

  1. Choose your favourite fraction (Mrs Boulder loves eighths!) and try and think of different ways of representing this fraction – a bar model, pizza, chocolate bar, Easter eggs, of a day, of an hour, of a minute, of amounts (kg, g, L, ml, km, m, cm, mm) etc. Create a poster to show what you have found.

Remember our strategy for finding fractions of amounts:

  • Divide by the bottom (denominator)
  • Multiply by the top (numerator)

 

  1. Create your own fraction, decimal, percentage loop card activity. One half of the card has a question, the other half has the answer to another question. There should be a matching answer to each question but mixed up on different cards. The challenge is to match questions to answers and complete the loop!

To understand the equivalence between fractions, decimals and percentages

 

To know how to calculate with fractions, decimals and percentages

Maths

Websites/ games and interactive videos 

https://www.tes.com/teaching-resource/fractions-follow-me-loop-cards-6125497

(You have to register on TES website but lots of the resources are free - these are examples of loop cards for activity 4)

 

https://www.topmarks.co.uk/maths-games/7-11-years/fractions-and-decimals

 

English

Can you write the start of your mystery story using your ideas from last week?

Carry on with Hound of the Baskervilles story from last week:

  1. Using the setting description and character description from last week, write them up together ensuring that they fit together and you use cohesion (for example adverbials, Later that day / Next morning/ A couple of days later…
  2. Edit your writing to ensure you have used conjunctions.  Look for, or add in, coordinating and subordinating conjunctions, like: because, if, when,. Although, after, before, and but so etc.
  3. Write the next part of your mystery story.  WHAT do they see?  What IS the mystery? Use dialogue, correctly punctuated!

 

Class book reading Click on the links below to find our class reading books for the Summer Term. Topaz is reading Wolf Brother and Turquoise is reading Spirit Walker. Comprehension questions will follow later.

Topaz: https://www.bookscool.com/en/search.php?query=wolf%20brother

Turquoise: https://www.bookscool.com/en/search.php?query=spirit%20walker

 

To understand how to write my setting and character descriptions into the beginning of my story

 

To know how to edit and include different conjunctions

Science

Have a go at measuring your Vital Lung Capacity.

 

https://www.biologycorner.com/worksheets/lungcapacity.html

This is a fun activity that will require you to use your scientific and maths skills.

You will need a balloon, a ruler, a graph (from the website) and lots of puff!

 

If you want to compare your results to other people in your family, you will need a balloon each!  Get someone in your family to take photos of you measuring your lung capacity and email to the year 6 email address! Record your results and send that in too.

 

 

History / Art/ DT

Can you research Aztec jewellery?

The upper class Aztecs wore a great deal of jewellery. One of the specialized professions in the Aztec world was that of jeweller. Aztec craftsmen made jewellery out of metal, stone, leather, wood, feathers, shells, and clay. They wore leg bracelets, arm bracelets, necklaces, earrings, and rings.

Look at the link below to get some ideas:

https://www.mexicolore.co.uk/aztecs/kids/aztec-jewellery

To make a poster showing  how important jewellery was to the Aztecs

 

 

 

RE

Write a kenning poem about people’s ideas about God.

 

 

kenning is the process of using a two-word phrase in the place of a one-word noun.  They describe what a person, idea or object is or does.

 

*Look at the attached poster outlining the rules for kennings*

 

Can you write a 6 line kenning about God? For example:

Life giver

People carer

World provider

Beauty observer

Gracious father

Light bringer

 

Can you challenge yourself and write a 6 line kenning about yourself?

 

To know how to write a kenning about God

 

We are keen to ensure we continue our support of your child’s well being and would ask that together each day families take advantage of the opportunity to engage in activities listed below in order to maintain positive physical and mental health.

 

In school we have enjoyed working out with Joe Wicks at 9am every morning. If this is a little too early for you, the half hour workout can be downloaded throughout the day.

 

In addition to this, and to last week’s suggestions, please find below a few more links to support physical health.

 

Premier League Stars https://plprimarystars.com/

 

Mindfulness – find on line resources and activities at https://www.smilingmind.com.au/

 

Cosmic Yogahttps://www.youtube.com/user/CosmicKidsYoga

 

BBC Supermovers - https://www.bbc.co.uk/teach/supermovers

 

GO Noodle  - https://www.gonoodle.com/

 

At home physical activity booklet  - https://physedreview.weebly.com/-at-home-resources.html

 

Weekly ‘Chance to Shine’ Challenges are also available via Mrs Short’s blog on our website.

Reading

 

We hope that you are continuing to enjoy reading at home and that you have found the Oxford Owls reading resource helpful 

 

In addition:

  • please find an attachment to our team page that lists a number of books from ‘Reading Well, to support emotional wellbeing
  • audio stories from and read by David Walliams are now available to listen to through his website www.worldofdavidwalliams.com and will be available for free for 30 days.

 

Times Tables Rockstars

 

We hope that you are enjoying rocking at home! We will provide weekly updates of our top rockers each Friday.  

 

Please do let us know if you need any help accessing your account via our year group email

Link Family Services

 

Please find an updated list of activities from Link Family Services detailing activity ideas for you as a family

 

 

 

 

Home Learning Update March 27th 2020

 

 

Subject

Activity

Intended Learning Outcome

Maths

Next week we would like you to focus on

Place Value.

We would like you to:

  • Create your place value chart up to ten millions and thousandths

 

  • Collect numbers linked to our Summer topics, The Human Body and The Aztecs, for example the number of blood cells in our body, how many bones in our bodies, how many people lived in the Aztec empire, how many days did the Aztec empire last for. Create a poster to show what you have found.

 

  • Find the 5 hottest and 5 coldest temperatures from around the world. Order them from hottest to coldest. Find the difference between the hottest and coldest places. Can you find them on a map? Create a poster to show what you have found.

 

  • Can you remember how to multiply and divide by 10, 100 and 1000? Can you write instructions to explain how to do it? Can you use your place value chart to explain why this method works?

 

  • Make a matching card game with place value questions and answers using all of your place value strategies.

Understanding the value of digits up to ten millions and decimals up to thousandths.

 

Understand negative numbers

 

Understand how to use place to multiply and divide by multiples of ten

Maths

Websites/ games and interactive videos  

https://www.topmarks.co.uk/maths-games/7-11-years/place-value

 

 

English

Mystery stories

Day 1 Read The Hound of the Baskervilles extract (please see PDF attachment below - scroll all the way down to the bottom of the class page) and answer the questions.

Day 2 Re read extract and highlight examples of good vocabulary.

Day 3 Write a description of the setting – use similes, metaphors and alliteration.

Day 4 Think of a character to introduce. Can you describe him/her? Use SHOW  not TELL, for example:

His heart was a hammer as the footsteps behind him became louder and a figure revealed itself from the gloom.

 

 

Understand the mystery genre

 

Understand how to use descriptive vocabulary.

For Curriculum try and list ideas for a couple of new subjects

Science

Continue with the activities from last week. Try to focus on only one aspect of the body at a time.

Design an investigation to answer the following question: How does exercise affect your heart rate?

How will you measure your heart rate?

What exercise will you do? For how long will you do the activity? How will you record your results? If your heart rate does change, how long does it take to return to normal? Compare your heart rate to other people in your family.

http://www.cyh.com/HealthTopics/HealthTopicDetailsKids.aspx?p=335&np=285&id=1467  Pictures to show you how to measure your heart rate.

https://sciencebob.com/category/experiments/    Some fun general activities

 

History

The following website is very useful because it is created by the people who visit us in the Summer Term to tell us more about this fascinating ancient civilisation.

https://www.mexicolore.co.uk/aztecs/

 

DT Make an Aztec mask

Use the internet to research images of Aztec masks.

https://www.shutterstock.com/search/aztec+mask 

  1. Find a piece of cardboard (could be from a cereal box).
  2. Cut to make a mask shape.
  3. Cut out small pieces of coloured paper, pages from magazines or coloured in paper.
  4. Design your mask.
  5. Decorate!
  6. Send us a picture to show us what you have done!

RE

The images we see at Easter represent events from the Easter story.

For example, a chick symbolises new life or life after death, just as Jesus was resurrected.

  • Research what the following symbols represent.

Daffodils,  bunnies,  Easter eggs, a Cross, hot-cross buns, lambs.

     

Understand how to plan an investigation.

 

Recognise the impact of exercise on our heart rate.

 

 

 

 

 

 

 

Understand more about the Aztec Civilisation

 

Understand how to design and make an Aztec inspired mask.

 

 

 

 

 

 

 

 

 

Understand the importance of symbols which represent the Easter story.

 

 

 

 

We are keen to ensure we continue our support of your child’s well being and would ask that together each day families take advantage of the opportunity to engage in activities listed below in order to maintain positive physical and mental health.

 

In school we have enjoyed working out with Joe Wicks at 9am every morning. If this is a little too early for you, the half hour workout can be downloaded throughout the day.

 

In addition to this, and to last week’s suggestions, please find below a few more links to support physical health.

 

Premier League Stars https://plprimarystars.com/

 

Mindfulness – find on line resources and activities at https://www.smilingmind.com.au/

 

Cosmic Yogahttps://www.youtube.com/user/CosmicKidsYoga

 

BBC Supermovers - https://www.bbc.co.uk/teach/supermovers

 

GO Noodle  - https://www.gonoodle.com/

 

At home physical activity booklet  - https://physedreview.weebly.com/-at-home-resources.html

 

Weekly ‘Chance to Shine’ Challenges are also available via Mrs Short’s blog on our website.

 

A message from Nuffield Health:

In these unprecedented times, we know it’s important for children to be able to continue to look after their health and wellbeing.  We have created a wellbeing journal filled with challenges and activities to keep children happy, healthy and active whilst at home. 

The journal is based on the four pillars of SWAP; how I eat, how I sleep, how I move, how I feel, and is aimed at children, but is a great resource for teachers and parents too and can support remote learning. 

Set your child one of the daily challenges and they can record the results in their journal. From inventing their favourite smoothie, recording the quality of their sleep, to building a home gym and expressing how they are feeling, the journal encourages children to look after their overall wellbeing. 

 

There are two versions available for download on our website, one for print and an interactive version at www.nuffieldhealth.com/kidswellbeing 

 

Reading

 

We hope that you are continuing to enjoy reading at home and that you have found the Oxford Owls reading resource helpful 

 

In addition:

  • please find an attachment to our team page that lists a number of books from ‘Reading Well, to support emotional wellbeing
  • audio stories from and read by David Walliams are now available to listen to through his website www.worldofdavidwalliams.com and will be available for free for 30 days.

 

Times Tables Rockstars

 

We hope that you are enjoying rocking at home! We will provide weekly updates of our top rockers each Friday.  

 

Please do let us know if you need any help accessing your account via our year group email

Link Family Services

 

Please find an updated list of activities from Link Family Services detailing activity ideas for you as a family

 

 

Home Learning 18th March Update

 

Subject

Activity

Intended Learning Outcome

Maths, Reading & GPS

Practise SATs papers with answers - these have been given to your child in school. If your child was not at school, they will be sent to your home address.

Maths: 1 x Reasoning Paper, 1 x Arithmetic, 1 x Mark Scheme

Reading: 1 x Reading Booklet, 1 x Answer Booklet, 1 x Mark Scheme

GPS (Grammar, Punctuation & Spelling): 1 x Question Booklet, 1 x Mark Scheme (same mark scheme booklet as Reading)

Log on to Oxford Owls https://www.oxfordowl.co.uk/ for free online reading books

Practise everything we've been learning in class!

Complete the papers and then mark them. If you lose any marks, work out why you lost the marks and have another go at the question!

Maths

BBC Bitesize KS2 Maths

https://www.bbc.co.uk/bitesize/subjects/z826n39

This website covers all topics in the KS2 Mathematics Curriculum. It has useful video clips and practise questions if you need some reminders on key facts and information.

Top Mark Maths

https://www.topmarks.co.uk/maths-games/7-11-years/

Mental Maths: Y6 Arithmetic Practise

Ordering & Sequencing: Compare Decimals, Numbers on a numbers line

Place Value: Place Value Millionaire

Addition & Subtraction: First Connect 3, Guess my Number

Times Tables: Connect 4 Factors

Multiplication & Division: Multiples & Factors, Carroll Diagram, Venn Diagram, Factor Trees

Fractions & Decimals: Fraction Matcher, Converting Fractions to Decimals, Ordering Fractions

Money: Going shopping problem solving

Shape: Symmetry Sorting, Area Builder, Perimeter Explorer, Sorting Shapes, Sorting 3D Shapes, Cubes, Cube Nets, Coordinate Geometry, Plotter the Penguin

Measures: Find the start time, Adding time word problems, Capacity Countdown, Reading Scales, On Time - Advanced, 24 Hour Time

Data Handing: Bar Charts, Mode Median Mean and Range

Problem Solving: Magic Squares, Broken Calculator

This website covers all topics in the KS2 Mathematics Curriculum. It has useful video clips and practise questions if you need some reminders on key facts and information.

 

 

 

Fun and interactive games to practise strategies you have learnt in class. Useful games (and the section you can find them in) that are particularly suitable for Year 6 are listed.

English

Watch the video clip:

https://www.literacyshed.com/sometimes-the-stars.html

Dark shadowy figures stand at a tram stop, snow falls and fog rolls across the picture. 

This is the opening scene.  Take a closer look and you will see that no faces can be seen, apart from one.  She becomes the hero of our story.

The tram finally arrives and the faceless figures are on their way.  Listen to the lyrics of the song and you will hear that 'every stop looks the same,' 'faces without names...drift away.'  The people get off the tram one by one until the girl is left alone.  

Travelling through strange landscapes populated by huge songbirds in cages, massive clocks, but the dreary weather stays a constant. It is not long until the tram reaches the end of the line.  But oh no it does not stop.  The tram goes flying off into the abyss.  When we think all is lost we see our heroine gliding through the clouds landing beside a mysterious creature, who she seems to know. 

Who is she?  An angel perhaps?

Choose one or more of the following tasks to complete in response to watching the clip.

Remember to include all of the steps to success that you include in your writing in class:

1. Describe the opening scenes.

2. Describe the journey, what the girl could see as they went along, perhaps one of the other passengers.

3. Write a newspaper report detailing what happened, maybe the driver thought everyone was off, the tram went over and they found the girl the next day amongst the wreckage.

4. Write a conversation between the girl and the person she meets at the end. 

 

 

5. Write a first person account of the accident from the girls point of view,she could be sending a message from heaven. 

Science

Our topic in Science next term is 'The Human Body'

We would like you to do some research on the human body and how it works. Choose one or two of the systems in the human body and create a poster on each of these sections or design a booklet with a section on each.

Use websites to help you:

BBC Bitesize KS2 (Scroll down to Human Body Section)

https://www.bbc.co.uk/bitesize/subjects/z2pfb9q

https://www.dkfindout.com/uk/search/human-body/

DK Findout UK includes information on: Types of cell, Body Systems, Inside the heart, Digestion, Types of blood cell, Heart and blood, Skeletal Muscles, Muscles from the back, The Skeleton, Blood vessels, The intestines, Keeping Healthy, Heartbeat, Balanced Diet, Breathing

 

We would like you to focus on our key objectives for the term:

  • Skeletons and Muscles
  • The Digestive System
  • The Circulatory System (especially the heart , the lungs and blood and the specific roles that they play)
  • How to keep your body healthy

History / Georgraphy

Our topic next term is 'The Aztecs'.

We would like you to do some research on the Aztecs and present your research as:

  • a poster
  • a booklet
  • a timeline
  • a map
  • a presentation

Here are some websites to help you with your research:

BBC Bitesize Clips:

https://www.bbc.co.uk/bitesize/clips/zxmx

pv4

https://www.bbc.co.uk/bitesize/clips/zphpyrd

https://www.bbc.co.uk/bitesize/clips/zt6tsbk

https://www.bbc.co.uk/bitesize/clips/z449wmn

https://www.bbc.co.uk/bitesize/clips/zsns34j

https://www.bbc.co.uk/bitesize/clips/zyfygk7

https://www.bbc.co.uk/bitesize/clips/zrrc87h

https://www.bbc.co.uk/programmes/b0078v16

DK Findout UK:

https://www.dkfindout.com/uk/history/aztecs/

The Schoolrun.com:

https://www.theschoolrun.com/homework-help/the-aztecs

 

We would like you to focus on the key objectives for the term:

  • Where was the Aztec Empire?
  • When did the Aztec Empire exist?
  • What did the Aztecs believe?
  • How did Aztecs live?
  • What was Aztec society like?
  • What was life like for Aztec children?
  • How did Aztecs communicate?
  • How and why did the Aztec Empire end?
  • What was the Aztec Calendar?

RE

Use the following websites to find out about the key events in the Easter story.

https://www.youtube.com/watch?v=Y3UKd6LQKng

https://www.youtube.com/watch?v=s7CCh31r5A4

https://www.topmarks.co.uk/easter/easterstory.aspx 

https://request.org.uk/festivals/holy-week-and-easter/the-easter-story-2/

https://request.org.uk/festivals/holy-week-and-easter/the-easter-story-2/

 

Focus on the 5 important parts of the Easter story.

-Riding into Jerusalem

-The last supper

-On trial before Pilate

-The Crucifixion

-Jesus appears to Mary 

 

Find out  what happened to Jesus in the Easter story

 

 

  • Retell the Easter Story. You could do this through drawing pictures in a comic strip, using plasticine to create an animation, paint each scene etc. and add a summary for each part of the story.
  • Explain why the Easter story might be important for Christians today

 

We are keen to ensure we continue our support of your child’s well being and would ask that together each day families take advantage of the opportunity to engage in activities listed below in order to maintain positive physical and mental health

 

  • Daily challenges for your child/children can be accessed via Twitter: @GetSet4PE
  • Log onto Youtube to access The Body Coach TV and participate in a range of kids workouts at home with Joe Wicks to talk you through them
  • Visit http://theimovement.com/ to access free resources, activities and videos to use at home on Imoves
  • Visit Fitter Futures to access workout & mindfulness videos .To access Fitter Future: Click Username for KS2 classes: hoblettsks2  The password for KS2 classes: hoblettsks2 (in order that all children remain able to access this resource please do not change the password)

Reading

We love reading at Hobletts Manor Junior School and encourage your children to read widely and often; to become more confident, resilient and fluent readers with a passion for books. 

 

Reading widely and often will help to increase your child's vocabulary, spark their imagination and provoke curiosity. We therefore ask that you continue to read together daily. Log on to Oxford Owls to access a range of ebooks to enjoy

Times Tables Rockstars

We as that your child/children to keep rocking every day to enhance and embed their learning of their times tables.

Geography

Your optional home learning this term is to research:

Rainforests

Your topic home learning for this term is all about rainforests. If you choose to complete it, it will be due in the week before the Easter holidays.

Your task is to find out as much as you can about rainforests! Present it any way you  please!

You could think about:

  • What rainforests are
  • The different types of rainforests
  • Where the world’s rainforests are
  • The different layers  in a rainforest
  • The plants you find in rainforests
  • The different animals found in different rainforests around the world
  • Why rainforests are so important
  • What we get from  rainforests
  • Why  rainforests are in danger and the implications for our world
  • Amazing rainforest facts!

 

You could look at the following websites to help you.

http://www.primaryhomeworkhelp.co.uk/rainforest.html

http://kids.mongabay.com/

http://www.theschoolrun.com/homework-help/rainforest-habitats

http://www.bbc.co.uk/education/clips/zfp34wx

 

 

 

 

May 4th Documents

Family Activity Ideas from Link

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