Walliams Class Year 6

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A message from us to you...

In light of the current situation, I have included lots of work you can do at home. 

There are some daily Maths tasks for Mental Arithmetic and Reasoning, Grammar and Maths revision web links, Practice papers for Reading, Maths and Grammar, Walk-through videos to that explain the questions for SATs and Spelling revision too.

Please complete a Maths and English task daily. There is enough to keep you going over the Easter holidays as well. 

Keep safe

 

Mrs Davison

Playground Questionnaire - Please email your answers to me

Chapter 31

LO: To be able to use art to visualise a setting after reading.

Re read from .. Moonlight came through the arched window to ...Skellig bent forward again. He chewed. Discuss the scene. What can the you see in the mind's eye? Share the images you see with a family member. Now visualise the scene and draw a picture to represent your visualisation using charcoals on white paper or chalk on black paper (you can use any medium you have at home - pencils, paint) Think about how to create the silhouette of Skellig against the moonlit arched window.

 

Chapters 25-30

LO: To be able to participate in discussion about a text that is read to you and draw inferences, justifying these with evidence from the text.

After listening to chapters 25-30 on the Video Resource Centre note down any patterns you have noticed so far in the novel. Are there any patterns or connections that you have noticed in this story? Are there any ideas or themes that you have noticed? The range of themes that recur through the story might include:
Birds, Angels, Sickness and death, Ageing, Dreams

Record these categories as headings on your paper. Under each heading I would like you to note the parts of the text referred to, or record a quote from the text (you may want to listen to each chapter again and make notes as you listen).

 

Chapter 29

LO: To be able to write a recount based on a fictional first person experience

Listen to chapter 29. 

Discuss the argument between Michael and Mina. Did they mean what they said to each other? Can you think of a time that they had an argument with a friend? Did you say things you didn’t mean? Why? How did the argument make you feel? Complete the task sheet for chapter 29 (see above)

You are now going to be writing an email from one of the characters to the other discussing the argument and why they feel like they do (see blank e mail template above). Discuss language and conventions that we might use in an e mail to a friend. Decide whether you wish to be Michael or Mina and compose an email in role to the other character. 

 

Chapters 23 and 24

After listening to chapters 23 and 24 on the Video Resource Centre page, I would like you to think about the way David Almond reveals more about Skellig. Discuss your changing view of Skellig. Remember the pictures you drew of Skellig in your English books -  how might your picture of Skellig changed? Think about what we now know about Skellig and what Michael and Mina know. How do Michael and Mina feel about what they have seen?

 

Look at the last sentence of Chapter 24 ‘ Making sure the world’s still really there’. Discuss this phrase. What does Michael mean by this sentence?

I would like you to write your personal response to this chapter – You may wish to include a description of Skellig, what you think he is, what Michael meant by this comment about the world still really being there and the reasons for Skellig crying. Please share your writing by emailing it to me so I can put some examples on our class page.

 

 

Term 5 - English, Art, History, R.E and Science

 

For Term 5 our topic is Graffiti - Art or vandalism?

 

I would like you to research Graffiti Art using the Powerpoint I have provided below.

You can also use the internet and any books you may have. I would like you to make some notes on the following questions:

 

1. LQ: What do you know about Graffiti? Do you have any questions you would like to know?

2. LQ: Where does the word 'Graffiti' originate from?

3. LQ: What have you learnt?

4. LQ: What are your views on Graffiti - is is Art or vandalism? Please justify your reasons with evidence.

 

You can present this in any way you wish - Make notes, create a booklet, create a Powerpoint or create a poster.

 

Week 2

English - L.O: To create conditional sentences.

S.C: I can use conditional verbs to create varied conditional sentences.

I can express personal opinions giving clear reasons to support them. 

 

Graffiti art is now considered to be an interesting, valid and innovative art form.

If people had been prevented from painting on walls, then we would have no graffiti art.

This is a conditional sentence. It is a sentence of the form: ‘If… then ….’ Conditional sentences frequently use conditional verbs like ‘would and ‘could’.

I would like you to create your own conditional sentences!

Use two sentences:

E.g.:

 

  • Young people create better and more thoughtful graffiti.
  • People are given plenty of places to create wall-art.

And combine them using a conditional…

 

If there were plenty of places to create wall-art, young people would create better and more thoughtful graffiti.

 

Choose from these sentences:

 

  • People should paint on the walls of their own houses.
  • Kids want to paint on walls.
  • Painting on walls is an expression of youth culture.
  • Specified places must be allocated for graffiti.
  • People like the thrill of painting where they shouldn’t.
  • Graffiti brings colour and interest to the city landscape.
  • Graffiti artists should be made to clean up the mess they leave behind.
  • Artists need opportunities to display their work in galleries, away from walls.
  • Painting gives some young people an interest to stay out of real trouble.
  • Graffiti is illegal and painters should be punished severely.

 

Art - LO: To design your own graffiti image, using line, colour and tone

Design own piece of graffiti. This can be a message, a ‘tag’ or an image. You will need to make it good: something that can be considered an art form.

 

Week 4 English - LO: To take part in an active discussion

I would like you to discuss the design with your family. Consider where in your local environment you would want to place your graffiti. Where will it look best? Does it have a message, or is it simply an aesthetic (pleasant to look at) image?

Take part in an active discussion. You must all consider where it would be best placed and how the design may need adapting to suit a particular place better. Make notes about your decisions. Don't forget to give your reasoning.

 

Week 4 - English

L.O: To draft a formal persuasive letter.

I would like you to prepare your own persuasive letter to the council to ask them to allow you to do your graffiti design and to position it in your chosen location. You shall also be asking for the money to make this possible – e.g. money for the paints and materials, etc. 

This letter will take some preparation. It must be extremely persuasive.

Which features are going to be particularly important in your letters? 

(i) They must be reasonable and give evidence. (ii) They must get away from the impression that this is just your own opinion, etc. 

First you should list the points that you want to make in favour of your graffiti being created.

How will it add to the local environment?

Your arguments against will be fierce and in your letter you will need to show that you have thought of concerns that other people may have by giving counter arguments. Remember the features of a persuasive argument: give evidence, be rational using reasoned language, use of formal language, etc

 

L.O: To write a formal persuasive letter.

This letter should not be informal and chatty, but formal and business-like. What rhetorical devices can help them persuade the council? Look back at our list of rhetorical devices (see below for resource) to help you. Will you include any conditional sentences? E.g. If this town continues to ignore youth culture, then it will only have itself to blame if dissatisfaction results in anti-social behaviour.

Now write your letter to the council. You will need to have your notes from your plan of the points you want to make in support of your proposal, as well as the counter-arguments against any points that could be made in objection. You will need to consider which rhetorical devices to use,  (see resource below) and also, how to include a persuasive and relevant conditional sentence.

 

Week 5 - English

L.O: To identify features of balanced argument

Hopefully you should have had lots of discussion with your family about your views on graffiti.

 Was it a good discussion? If not, why not? What were good points about it? What were not so good points? You are now going to write a ‘balanced argument’

What does the word ‘balanced’ suggest? Here are some features of a balanced argument:

(i) summarise both sides of the argument; (ii) provide points on both sides; (iii) clarify the strengths and weaknesses of different positions; (iv) signals personal opinions clearly; (v) provides reliable evidence on both sides; (vi) draws reasonable conclusions based on the arguments and evidence presented. Discuss these features with your family. Were some present in our debate/discussion? Was it a ‘balanced’ argument?

I would like you to read through the example 'Balanced argument' (see above) and look carefully at the features that are highlighted.

LO: To prepare, plan and write a balanced argument

I would like you to prepare a balanced argument for and against graffiti. You will need to decide your own way of framing the issue (i.e. the equivalent of the ‘motion’ in the debate.) You will then decide on the terms and range of the argument. E.g. do they want to argue about the whole topic of graffiti or just a part of it? Do they wish to focus in on the issue of punishing people for their graffiti?  These are questions that you will need to discuss. Make a list of the points for and against, remembering that whatever your personal opinions you are trying to produce a balanced argument on the issue rather than expressing a personal opinion.

Each piece of evidence should be followed by the counter-argument, maintaining the balance.

You can now start writing your balanced argument. You will need to have a definitive list of the points you want to make on both sides of the argument before you start writing. Then you will need to consider how to begin their argument. You should look back at the short balanced argument (see resources above) for examples of formal language and good ways of phrasing things.

Now complete your written balanced arguments giving careful consideration to your conclusion. This must arise naturally from the arguments and should not just represent your own opinion. Finally, you must give the whole thing a title and then decide how to publish it. You can either word-process it or write it out in ‘best’. Make sure you edit your work carefully and take a pride in publishing it.

I look forward to seeing your finished balanced arguments - don't forget to email them to me.

 

 

 

 

Examples of Term 5 Graffiti project - Well done Amelia, Oliver, Oscar and Louie

Summer Term 5 - Maths - White Rose - There are walk through videos for every lesson. Please watch them and complete the lessons on a daily basis.

https://whiterosemaths.com/homelearning/year-6/

 

Week 5 - w/c 18th May 2020

Lesson 1 - LO: To be able to multiply and divide by 10, 100 and 1000

Lesson 2 - LO: To be able to multiply decimals by integers

Lesson 3 - LO: To be able to divide decimals by integers

Lesson 4 - LO: To be able to convert decimals to fractions

Lesson 5 - BBC Bitesize Maths challenge

 

If you can't access the worksheets, BBC Bitesize Daily lessons cover the same Learning Objective.

 

 

 

 

Term 5 - R.E - Buddhism

 

Our R.E topic for this term is Buddhism. I would like you to use the link below for BBC Bitesize and research as much as you can about Buddhism. You will find the following questions on the web page, including a video to watch:

LQ:What is Buddhism? Watch the video

LQ: What do Buddhists believe?

Buddhism in pictures - scroll across - Buddhist Monks, Statues of the Buddha, The Tripitaka, Meditation and A Buddhist temple

LQ: What is the Buddhist holy book?

LQ: Where do Buddhists worship?

 

I would then like you to take the quiz at the end web page - How much do you know about the religion of Buddhism?

 

 

Watch the video clips on BBC Bitesize, look at the Powerpoint then complete the task.

Science - Light - Oscar's home learning

Science - Light - Oscar's home learning 1

Coronavirus explained to children - illustrated by Gruffalo illustrator Axel Scheffler

Meet the Titanosaur

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KS2 English GPS/SPaG SATS 2017 | Paper 1 Questions | Complete Walkthrough

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KS2 Maths SATS 2019 | Paper 1 Arithmetic | Complete Walkthrough (Year 6)

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KS2 Maths SATS 2019 | Paper 2 Reasoning | Complete Walkthrough (Year 6)

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Other activities to do at home

Other activities to do at home 1

Year 6 R.E - Salvation - We visited St Mary's church to learn about 'The Stations of the Cross' by Father Dane.

Mrs Padmore brings the ducklings to visit Year 6

KS2 Valentines Disco

Year 6 Christian Unity Service 2020

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Year 6 classes from several schools in Swanley, came together at St Peter's church in Hextable for a Christian Unity Service. The children participated in some readings, sang hymns together and enjoyed some interactive activities.

Year 6 Christian Unity Service - St Peter's church, Hextable

Epiphany is celebrated 12 days after Christmas on 6th January and is the time when Christians remember the Wise Men (also sometimes called the Three Kings) who visited Jesus.

Epiphany is celebrated 12 days after Christmas on 6th January and is the time when Christians remember the Wise Men (also sometimes called the Three Kings) who visited Jesus. 1 Each class was given ‘La Galette des Rois’, which had been cut up in enough pieces for each child. Everyone chose a piece of the cake asking the questions – ‘Qui sera la reine? or ‘Qui sera la roi? The child, who had ‘La feve’, was given a crown to wear and was the King/Queeen for the day.

Stone-age painting

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Author visit from Grant Strong - Year 6 workshop - Take a look below at the book trailer

Running Deep by G.B.Strong

To find out more visit www.elfbooksltd.com

R.E - Was Jesus the Messiah? Jesus' triumphant entry into Jerusalem - Scene 1

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Matthew 21: 1-3As Jesus and his followers were coming closer to Jerusalem, they stopped at Bethphage at the hill called the Mount of Olives. From there Jesus sent two of his followers and said to them, “Go to the town you can see there. When you enter it, you will quickly find a donkey tied there with its colt. Untie them and bring them to me. If anyone asks you why you are taking the donkeys, say that the Master needs them, and he will send them at once.”

Was Jesus the Messiah? Jesus' triumphant entry into Jerusalem - Scene 2

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Matthew 21: 4-5
This was to bring about what the prophet had said: “Tell the people of Jerusalem, ‘Your king is coming to you. He is gentle and riding on a donkey, on the colt of a donkey.’”

Was Jesus the Messiah? Jesus' triumphant entry into Jerusalem - Scene 3

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Matthew 21: 6-7
The followers went and did what Jesus told them to do. They brought the donkey and the colt to Jesus and laid their coats on them, and Jesus sat on them.

Was Jesus the Messiah? Jesus' triumphant entry into Jerusalem - Scene 4

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Matthew 21: 8-9
Many people spread their coats on the road. Others cut branches from the trees and spread them on the road. The people were walking ahead of Jesus and behind him, shouting,“Praise to the Son of David! God bless the One who comes in the name of the Lord! Praise to God in heaven!”

Was Jesus the Messiah? Jesus' triumphant entry into Jerusalem - Scene 5

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Matthew 21: 10-11
When Jesus entered Jerusalem, all the city was filled with excitement. The people asked, “Who is this man?” The crowd said, “This man is Jesus, the prophet from the town of Nazareth in Galilee.”

Was Jesus the Messiah? Jesus' triumphant entry into Jerusalem - Scene 6

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Art - Creating Ancient Greek tiles designs with clay

Musical composition video

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Musical composition video

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Musical composition video

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Musical composition video

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Musical composition video

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Musical composition videos

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Mrs Szram, our music teacher, gave each group the same instruments: piano, cow bells, bongo drums, xylophone and a rain stick. The group improvised to create a musical composition.

Musical compositions

Ancient Greek Day 2019 

Year 6 took part in an Ancient Greek day with Portals of the Past as a hook into this term's topic on Ancient Greece. They made their own Chitons to dress up in and participated in a variety of activities - Strategy games, Olympic events, Fact-finding, Democracy and Drama.

World Book Day 2019 - Visit from author Valerie Bloom

ECHO Charity Day - Well done for raising £250