Bramley Church of England Primary · 2021. 1. 15. · Bramley Church of England Primary 4 Section...

Bramley Church of England Primary

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Home Learning Grid – Year 6 – Week

Engl

ish

Monday Task 1: Tuesday Task 1: Wednesday Task 1: Thursday Task 1: Friday Task 1:

T4R – The Boy at the Back of the Classroom – Chapter 2

Grammar – Formal writing & balanced discussion features

Balanced discussion - planning

Balanced discussion – introduction & ‘for’ paragraph

Balanced discussion – ‘against’ paragraph & conclusion

Mat

hs


Long multiplication

Multiplying decimals

Short division with remainders

Long division

Finding factors

Top

ic


History – Immigration to the UK throughout history

PE - Yoga

RE - Sawm

Science - Light

Computing - Scratch

Ad

dit

ion

al T

asks

Reading Timestables Spelling

Reading every day please- a mixture of fiction and non-fiction. You can also access readtheory.org and keep building your knowledge points!

Log on to TT Rock Stars and play 15 minutes a week

Play the Gallery and Soundcheck regularly.

Practise these words: accommodate, achieve, aggressive, appreciate, category, committee, communicate, conscience, correspond, criticise, desperate, disastrous, equip, equipped, equipment, familiar, foreign, develop, government, guarantee, harass, necessary, neighbour, nuisance, occupy, opportunity, profession, pronunciation, queue, recognise, secretary, signature, sincerely, sufficient, soldier, system, vehicle, thorough

Log on to spelling shed and play 15 minutes a week


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Monday Task 1: T4R – The Boy at the Back of the Class – Chapter 2

1. Watch the taught video on Seesaw to hear Chapter 2 and an explanation of your task.

2. Complete the questions as directed. 3. Upload to Seesaw

The Boy with the Lion Eyes


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Monday Task 2: Long Multiplication 1. Watch the video for this lesson on Seesaw. Complete the activities as directed. 2. Upload your work to Seesaw.

Starter activity: Log into TTRS and play 3 rounds. Complete the table with your score each time – times tables will be very important today!

Round 1 Round 2 Round 3

Section 1, fluency:

Section 2, missing digit:


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Section 3, problem solve:

Zac is collecting football stickers. There are 18 stickers on a page. His sticker book has 32 pages. He already has 165 stickers stuck in his book. How many more does he need? Section 4: Reasoning

Explain my mistake – I am trying to work out 5032 x 23. I get the answer 115,734. Without working out the question, how do you know that I am wrong? Section 5, Challenge:


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Monday Task 3: History - Immigration – why, throughout history, have people come to the UK?

1. There are many events throughout history which have led people to the United Kingdom. Looking at the 2011 breakdown of ethnic groups in Basingstoke, you can see that our locality is made up of a rich history of immigration.

2. First, have a look at the different events in time and try and order them chronologically.

3. Then, label the blank map with an arrow from where the people who have come to the UK originally came from (example provided).

4. Upload your map onto Seesaw. Can you order these events chronologically? You have covered some of these topics in school in previous years, so use that to help you! Check the school website for answers when complete.

William the Conqueror invaded England from Normandy

Irish people escaped the Irish Potato Famine

Vikings invaded Britain from Norway and Denmark

African and Caribbean people came across from the slave trade

Workers from Commonwealth countries (India and Pakistan) migrate to the UK

EU enlarged and eastern European migrants come

Invaded by tribes from Northern Europe (Anglo-Saxons)

Invaded by Romans from Italy

Celt people lived here

Syrian refugees come to escape war

Now, you’re going to use the map to show where these events took place and create a clear picture of the history of immigration to the UK. See my example below. If you have a world map/atlas at home, use that to locate the countries. If not, you can use google maps to locate.


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Key:


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Tuesday Task 1: Balanced discussion

1. Watch the Seesaw lesson. Complete the tasks as directed. 2. Upload your work to Seesaw.

Starter: Daily 5 Grammar

Section 1:

Should children be allowed to eat chocolate for breakfast?

Breakfast is known as the most important meal of the day; it gives you energy and fuel and therefore powers you for the morning. A decent breakfast should allow you to wake up properly and allow you to function fully in the morning. In supermarkets these days, there are many different options for breakfast. Cereal, toast, yogurts, fruit- all of these items are popular choices for children to start the day with. Having said this, there are some children

Find and underline as many examples as you can of:

Formal tone

Specific conjunctions/abverbials

Modal verbs (could/should/ etc.)

Semi-colons and colons


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who would choose a less conventional start to their day- a bar of chocolate. There are arguments for and against the eating of chocolate for breakfast and this balanced argument will examine the opinions for both sides. Some people would say that the notion of eating chocolate for breakfast is ludicrous. One of the main reasons for this is due to how unhealthy it is. Chocolate, although it is delicious, is full of artificial sugars, colours and preservatives. As well as this, chocolate is high in saturated fats too- a food group of which the intake should be limited. If children are eating this high calorie, sugar-filled treat to start their day, they are not filling their bodies with the good nutrients they require. To add to this, dentists would also agree that beginning the day with such a sugary delight can cause tooth decay. This could lead to multiple trips to the dentist and money having to be spent from the NHS budget- money which could be spent elsewhere. People of this opinion would also argue that starting the day with a high sugar snack means that children might struggle to concentrate at school. Sugar and E numbers (chemicals added to some food to make them taste better) can cause hyperactivity and therefore concentration becomes harder to sustain. Being able to focus and work hard at school- particularly in the mornings when most children are studying maths and English- is vital. Chocolate for breakfast could hinder this all-important focus and have a knock-on effect on children’s educations. On the other hand, there are some people who would claim that chocolate for breakfast is not a bad thing at all; in fact, they could argue that there are actually benefits to it. Enjoyed globally, chocolate is a treat which many people love: its creamy, smooth and silky nature means that it is very popular. Many young people struggle to get out of the bed in the morning and so the thought of a delicious chocolate bar could be enough to tempt them from their beds and therefore get to school on time. To add to this argument, just because children are having a less than healthy breakfast, does not mean that they will not get the nutrients they need later on in the day. Lunch, dinner and other healthy snacks could provide the vitamins and minerals they require and so a chocolate bar for breakfast would not damage their health. As long as children are still having healthy foods throughout the rest of the day, where is the harm in chocolate for breakfast? Further to this, most people would admit that they enjoy a sweet treat at some point in the day. It could be argued that there is no difference between having that sweet treat first thing on the morning and later on in the afternoon. Having considered both sides of the argument, there are several reasons as to why children should and should not be allowed to eat chocolate for breakfast. Having said this, the potential negative impact on children’s health, teeth and education could be seen to significantly outweigh the benefits of simply having something tasty to start the day. So, should children be allowed to eat chocolate for breakfast? It would seem wise to answer the question with no- children should not be allowed to eat chocolate for breakfast. Section 2: Balanced arguments use certain phrases to adopt a formal tone. Organise these conjunctions/adverbials to show whether you would use them to agree or disagree with a statement: On the other hand Because Hence

Consequently Due to Since

Therefore Although However

Despite this As a result


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Tuesday Task 2: Multiplying decimals Starter: Section 1, fluency:


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Section 2, fill in the table:


Plant pots cost £2.65 each. I buy 6 of them. I pay with a £20 note. How much change do I receive?

Three identical bricks have the same mass as two concrete blocks. Each brick has a mass of 1.72kg. What is the mass of one concrete block?


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Section 4, challenge:

Crime Mystery! A crime was committed in the village of Midsomer at 7 pm. There are 6

suspects; we need your help to find who did it! Use the information below to see if the suspects could have committed the crime at 7pm.

Julia Dunnit – Lives 0.09 x 100 miles away. She owns an electric buggy that travels at a maximum speed of 0.003 x 1000 miles per hour and a neighbour saw her entering her home at 9.30 p.m.

Mr Killjoy – Neighbours describe him as odd. He claims to have been at home all night but a neighbour saw him leave his house at 6 pm and return 9.5 x 6 minutes later looking tired.

Finley Death – Lives in the town of Midsomer and has a short temper. He works the night shift and arrived at work at 7.50 pm. As he was setting off to work, he got into his car and slammed the door angrily. Finley’s journey to work takes a minimum of 2.5 x 24 minutes to get there.

Stan Brute – Has a car that can travel 9.25 x 8 miles per hour. At 8 pm he was captured on camera at a petrol station covering something in the boot of his car. The petrol station was located 100 x 0.729 miles away from the scene of the crime.

Mavis Madness – Was seen watching Coronation Street in her home at 7.30 pm. She lives 20 miles away but has a car that can travel a maximum speed of 0.02 x 1000 miles per hour.

Bob Vicious – Lives 0.25 x 8 miles away. At 7.30 pm he was seen acting suspiciously in ASDA. When security looked at CCTV footage, they noted that he entered the store 11.25 x 4 minutes earlier.


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Tuesday Task 3: Yoga

1. Complete the yoga routine below, remember you should move slowly between the different moves and hold them for as long as you can. Deep breaths will help you to control your muscles.

2. Design your own 9 step yoga routine for someone else to complete – use the one below as an example and be sure to draw pictures of what the poses should look like. Don’t worry about the names if you don’t know them!


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My routine:


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Wednesday Task 1: Balanced discussion – organising points to be included in your balanced argument Starter:

Section 1: Organise these different opinions into for or against allowing refugees into the UK

Exciting new opportunities for

education and work.

The journeys can be incredibly dangerous

Opportunity to start again

Puts pressure on schools or hospitals

Lots of charities that can support refugees,

asylum seekers or migrants.

Refugees and asylum seekers may face

negativity or racism

Host countries may speak a different

language

There is no war in the UK

They may need to leave their families

behind


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Section 2: Plan your balanced argument 1: For refugees coming to the UK

Point 1:

Point 2:

Point 3:

2: Against refugees coming to the UK

Point 1:

Point 2:

Point 3:


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Wednesday Task 2: Short division with remainders

1. Watch the Seesaw lesson and complete the tasks as instructed. 2. Upload your work to Seesaw

Starter: How quickly can you complete these questions? Time yourself! Time: ________________

Section 1: Interpret these remainders as decimals


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Section 2: Interpret these remainders as a fraction

Section 3: Problem solve with remainders

A shop has a piece of ribbon that is 25m long. They need to divide the ribbon into 8 equal pieces. How long will each piece of ribbon be? (Express remainder as a decimal) 3 classes share out 226 cookies between them. How many cookies does each class get? (Express remainder as a fraction) Challenge:

8 9 5


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Wednesday Task 3: RE – Sawm 1. Watch this video to learn all about Ramadan.

https://www.youtube.com/watch?v=qFU9Cb0D6lo&list=PLcvEcrsF_9zIOMts7w1FRLb1pVFYaEo20&ab_channel=BBCTeach Search: Ramadan and Eid-Ul-Fitr – My life, My religion: Islam (Video by BBC Teach)

2. Read the text about Ramadan. 3. Use the information you have learned to create a Ramadan acrostic poem, detailing what

happens during Ramadan.

https://www.youtube.com/watch?v=qFU9Cb0D6lo&list=PLcvEcrsF_9zIOMts7w1FRLb1pVFYaEo20&ab_channel=BBCTeachhttps://www.youtube.com/watch?v=qFU9Cb0D6lo&list=PLcvEcrsF_9zIOMts7w1FRLb1pVFYaEo20&ab_channel=BBCTeach


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Complete your Ramadan acrostic poem:

R

A

M

A

D

A

N

I have started one off to

show you what we

expect to see.

R – Rumbling stomachs

as we participate in the

sawm

A – After the sun goes

down it is time for iftar,

we can finally feast until

dawn

Could you try and include

the proper terms that

you have read in the text,

e.g., Fajr, iftar, Maghrib

etc?


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Thursday Task 1: Balanced discussion

1. Watch the Seesaw lesson and complete your tasks, as directed. 2. Upload your first 2 paragraphs when complete.

What to include in your introductory paragraph: -Topic sentence to introduce the statement you will be discussing - Semi-colon for additional detail - Introduction to both sides of the argument - Formal language

What to include in your ‘for’ paragraph: - Formal introduction to for argument - Point 1 - Point 2 - Point 3 - Modal verbs chosen to reflect possibility ‘could/might’ - Formal sentence starters - Additional information using parenthesis


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Thursday Task 2: Long Division Starter:

Section 1, scaffolded on video:

Section 2, independent:

The case of the Missing Bramley Fish!

Miss Rogers has lost the Bramley fish somewhere in school!

Solve her long division puzzle and find the four words which take you to the place that it is in.


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The missing Bramley fish is in the ________1 ________2 ________3 ________4.

69 Forest School 72 Playground 77 Mr Moore’s Office 79 Classroom

41 Messy 44 Empty 46 Noisy 49 Cold

26 Behind 28 Under 34 On top of 38 In front of

19 A desk 23 A plant 26 A tree 31 Her head


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Section 2: What is the mistake?

Section 3, Interpret remainders:


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If you would like to keep practising, you could complete this maze:


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Thursday Task 3: Science - Light

1. Work through the tasks below to explore ‘refraction’. This is a new concept for you, so pay close attention!

2. After you have completed the starter, please watch this video: 3. Conduct your own refraction investigation – what do you notice? 4. Describe what is happening when light refracts and draw a diagram to show your

understanding Starter, fill in the blanks from your learning about light last week:

Light travels in _________ lines. In order to see, light is projected from a _______________________________. An __________ ray hits the object and is then ______________ into our eyes. This is called the ___________ ray. Section 1, watch the video and write a definition for these words as you watch(https://www.youtube.com/watch?v=95V-QJYZ2Dw&ab_channel=EdmundScientific_) or type understanding refraction – Edmund scientific):

Word Definition in the video

Medium

Refraction

Dense (she doesn’t explain exactly what this means, but can you use your inference skills to work this out? If water is ‘denser’ than air, what might that mean?)

Words to include: Straight Incident Reflected x 2 Luminous light source

https://www.youtube.com/watch?v=95V-QJYZ2Dw&ab_channel=EdmundScientific_


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Section 2: If you’re still unsure on what refraction is, read this to help you.

Section 3: Conduct your own refraction investigation

Section 4: Either write or record yourself explaining what is happening in your investigation. If you are unsure, there is a scaffold on the next page to use to make a written response. If you are feeling confident, you can record yourself or write your own explanation about how refraction is working in your investigation. Please also draw a small diagram showing what is happening.


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Friday – Task 1 – Balanced discussion

1. Watch the Seesaw lesson and complete your tasks, as directed. 2. Upload your last 2 paragraphs when complete.

What to include in your ‘against’ paragraph: - Formal introduction to for argument - Point 1 - Point 2 - Point 3 - Modal verbs chosen to reflect possibility ‘could/might’ - Formal sentence starters - Additional information using parenthesis

What to include in your concluding paragraph: - Your opinion! - Revisit the question - Stronger modal verbs to indicate possibility ‘must/ should’


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Friday Task 2, Finding factors:

1. Watch the Seesaw video for this lesson. Complete the tasks as directed. 2. Upload your work to Seesaw. Starter: Google ‘Year 6 Maths Frame Arithmetic’ or click https://mathsframe.co.uk/en/resources/resource/486/Y6-Arithmetic-Practice and play 3 rounds of 15 questions. Record your score in the table below:

Round 1 Round 2 Round 3

Section 1 finding factors:

Section 2, finding common factors:

https://mathsframe.co.uk/en/resources/resource/486/Y6-Arithmetic-Practice


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Section 3, True or false?


Hints and tips:

Is 6 a factor of 64 and 48? Is 8 a factor of 64 and 48?

a) What are the common factors of 180 and 240?

b) Is 40 a common factor?


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Friday Task 3: Computing

1. Open this link to your project for this week: https://projects.raspberrypi.org/en/projects/dodgeball

2. Follow the instructions to create your own platform game. 3. Once you have completed it, please upload a video of your game working or screenshot of

your coding. When you open the link, you should see this:

When you’ve clicked onto ‘Character movement page’ you’ll need to open up scratch online to build your project. Once on, follow the instructions to build your game.

When complete, either upload a video of your game working, or a screenshot of your coding for us to see.

Use these arrows to navigate through the instructions and build your own game!
https://projects.raspberrypi.org/en/projects/dodgeball

Bramley Church of England Primary · 2021. 1. 15. · Bramley Church of England Primary 4 Section...

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