Home Learning Tasks - Week Three (starting Monday 15th June)
The home learning tasks for this week are below. Some of the tasks require you to leave the school website to access the resource. Where this occurs, we have provided an alternative activity which appears on this page. If you are able to complete either task, choose the one you prefer. You are of course allowed to do both.
This page contains:
Thank you to all those children who have already posted on the school blog. If possible, please share/post at least one example of your work to the school blog (one of your key grown-ups was sent your password), each week. We would love to see your hard work and creativity. You could post: home learning tasks, any activities that you have chosen to complete yourself (e.g. art projects, baking, creative writing, lessons from BBC Bitesize etc), together tasks, 30 day challenges or any other assignments set on the school blog.
For those children who are not aware BBC bitesize are producing daily lessons. To access these lessons click on the following link
Home Learning Tasks
Please log in to Spelling Shed and complete the set word lists. Your spelling list can be accessed on Spelling Shed through your home page. Click on ‘Challenge Words’.
If you do not have access to Spelling Shed complete a Look, Cover, Write, Check activity. The words for this week are set out below.
Reading for pleasure: Choose a book. Read the book. Share the story. Post a review on the school blog.
We have attached a few different PDF versions of a classic stories, so if you are running out of books to read, you could always read one of these.
Have a look at some questions you can ask for any book that you read.
Audible have opened up their stories for children, free of charge for the length of the closure. Visit their site on the link below.
3. Writing – Weekly Focus (Instruction Text)
Your task this week is to create a recipe of your choice: this could be made up or real. You may take inspiration from some of the recipes below from the book Beast Feast by Emma Yarlett.
Your purpose is to inform and your audience depends on your recipe. If it is a lovely home-made cake, it may be for your parents or grandparents to follow. If it is more like the recipes from Beast Feast, then your audience would be monsters and beasts who like yucky ingredients.
You must include the name of your food or drink, the ingredients and the actual step-by-step instructions.
Please see the PDF example for how to make Slimy Worm and Hot Ice-Cream Smoothies. Pay attention to the structure (how the text is organised and laid out), language (vocabulary and grammar) and punctuation.
Remember to refer to the information provided here as you create your instruction text and look at the daily schedule to support you in the process of creating a fantastic end product. We would love to read your finished recipe, so please post it to the blog so we can take a look.
Features of an instruction text
Imperative verbs (bossy verbs)
Bullet points and/or numbers
Ingredients or resources required
Monday: Choose your dish: is it real or made up? Think about how it will look, taste and smell. Draw a picture of how it will look once it has been made. Try to include 5 ingredients or more.
Tuesday: Use your notes from yesterday to plan your instruction text. Make sure you include all this information:
What is your heading and sub-headings?
What ingredients will you need? Egg? Tomatoes? Slimy worms?
What appliances will you need? Cooker? Mixer? Pots and Pans? Cauldron?
What is each step?
Are there any dangers that the reader should be aware of? Sharp knives? Poisonous ingredients?
What images will you include? The ingredients? The end product? The appliances?
Wednesday: Start creating your instruction text. Write your title, ingredients and appliances section. Begin your step-by-step instructions. Make sure you include imperative (bossy) verbs. See the attachment for support with imperative verbs.
Thursday: Finish your instruction text. Did you include a warnings section?
Friday: Check, edit and improve your instruction text. Try to find at least 3 improvements you can make. Have you included a drawing?
Check, Edit and Improve
Read through your work checking for:
Repeated words and word choice
Punctuation (errors and is there a good range?)
Does it make sense? Is there clarity?
Is there good cohesion?
Have I kept the audience and purpose in mind consistently throughout the text?
Paragraphs: Do they start at the right place? (new time, new location, or new idea)
White Rose Maths - Weekly focus: Algebra and Conversion
In Year 6, we have been following a scheme of work produced by White Rose Maths. They have now created a series of lesson which children can complete at home as part of their home learning.
Just follow these five easy steps…
There are four lessons each week
There is a video with a teacher giving you instructions and then an activity to download. You can download all the activities for this week below.
This week, Year 6 will be asked to complete the series of lessons:
Summer Term – Week 8 (w/c 15th June)
Lesson 1 - Solve two-step Problems
Lesson 2 - Find pairs of values
Lesson 3 - Convert metric measures
Lesson 4 - Miles and kilometres
Lesson 5 - Friday maths challenge (BBC Bitesize)
Attached below are the worksheets which accompany each lesson. We have also included the answers so that pupils can self assess their work.
Alternatively try this puzzle...
Hunters and Rabbits
The goal of this puzzle is to place hunters (H) and rabbits (R) in the grid so that no rabbit is in the line of fire of any hunter. Hunters can shoot forward, backward, vertically, horizontally and diagonally. For the purpose of this puzzle, it is quite alright for a hunter to be in the line of sight of another hunter.
The grid is 5 squares by 5 squares.
In example A 4 hunters a placed in such a way that no square is safe for a rabbit.
Try these first to warm up for the main challenge:
a) 4 Hunters and 4 Rabbits
b) 5 Hunters and 2 Rabbits
c) 5 Hunters and 3 Rabbits
If you completed this, what extension challenge could we try next?
BlendSpace contains many different tasks. This is your opportunity to choose one of the tasks that that you would like to work on.
Alternatively, you might want to solve What Do You Need?
Can you sort out the four clues that help and the four clues that do not help in finding the number I am thinking of?
Four of the clues below are true but do nothing to help in finding the number.
Four of the clues are necessary for finding it.
Here are eight clues to use:
What is the number?
If you would like to print this off, the pdf is attached.
Answers to last week's BlendSpace challenge Factor-multiple Chains
These answers have been provided by three children.
The solution to Factor Multiple Chains is to find the smallest chain of the factors and multiples is 2, 4, 8, 16 and then the biggest is 5, 25, 50,100.
Question 1: 2, 4, 8,16 We started from the smallest number and kept on multiplying by 2.
Question 2: 12, 24, 48, 96 We experimented with different combinations until we found the correct chain.
Question 3: You times a number by 4 and if it's above 100 the it can't be possible (that's the answer to the question) this is true but leaves out many others.
Question 4: 2-100 they're the smallest and the highest possible number as 2 times 50 = 100
Question 5: 2, 24, 48, 96 Yet again we experimented with the different chains until we found the correct chain.
What are the smallest blue numbers that will make a complete chain? 2, 4, 8, 16.
What are the largest blue numbers that will make a complete chain? 12, 24, 48, 96.
What numbers cannot appear in any chain? Any odd numbers after 12 can’t appear in the chain because you can’t divide an odd number by 2 but 3, 5, 7, 9, 11 are allowed, but only to start the chain.I think you may be able to find others as well!
What is the biggest difference possible between two adjacent blue numbers? 48.
What is the largest and the smallest possible range of a complete chain? (The range is the difference between the largest and smallest values.)Biggest: 12, 24, 48, 96. Smallest: 2, 4, 8, 16.
6. SATs Companion
Log into SATs Companion using your student login details and work through a rotation of Reading, Spelling, Grammar and Maths throughout the week.
Alternatively, try these sentence skills challenges:
Sentence from the book Millions.
If our Anthony was telling this story, he’d start with the money.
Expand the sentence:
If we changed:
Answers to last week's SATs Companion Alternative Task
Home Sweet Home - Answer guidance
1) What is the subject of the poem?
The poem is comparing a home before and after a World War II bombing.
2) List words related to destruction:
3) What is the mood of the poem? Give evidence to prove your point:
The poem has two moods – one mood reflects on how the house was before it was destroyed – a warm, happy home ‘lit warm with fire’; the second mood contrasts – giving a sense of death and destruction – a very unhappy mood ‘ wracked with tears’.
4) How do you know that a death has occurred?
‘Now a graveyard; implies that someone was buried under the rubble in the air raid / killed in the bombing.
5) Give an example of personification.
Words from the poem that personify the building: dead / crippled
6) Why did the author use this?
The author is using personification to show that the house was once a living, breathing, happy place – but now it is dead and crippled – all of that life has gone from the house after the bombing. The author wants to show that the house was once alive with people, but now it is dead – the people gone.
7. TT Rockstars
Login to TT Rockstars and see if you can improve your time. Don't forget to take part in the battle for your class.
Alternatively, create a maths poster based on a times-tables you are trying to improve on, and make sure you include all the times-tables facts you can, including inverses (for example 9 x 12 = 108 and 108 divided by 9 = 12).
Children need regular breaks and exercise. If you have a safe outdoor space please ensure you get some fresh air and exercise. If you do not have an outdoor space try P.E with Joe.