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Primary …. Weekly Home Learning Grid for School Closures W/B …..Below are lots of links to resources and activities, some of which you can download from Twinkl. Twinkl is available to parents for home learning purposes for free by using this code: UKTWINKLHELPS

Reading-L.I: To use strategies while and after reading to develop and demonstrate understanding of a text.

On your class TEAMS page, click the ‘files’ tab. Then go into the Iron Man folder and go to the Chapter 4 file. Read Chapter 4 (NOT BEYOND Chapter 4, as future tasks may rely on you NOT reading ahead). After you have read the chapter, use the task map to guide your study of the chapter. Complete as many of the tasks as you can. After you have finished a task you can check the ‘Possible Answers’ in the Iron Man Chapter 4 folder in TEAMS.

Writing-L.I: To complete a piece of writing with the features of a procedure.

Look at the procedure example – ‘How to put together an Iron Man’ – Mind map planner and full procedure.

Assess it, using the Procedure Features document you looked at last week.

Now, using the Iron Man Chapter 2, try to write a procedure for ‘Setting a trap for an Iron Man’.

Remember to check the Procedure Features document to make sure you are including everything you need to.

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Spelling-L.I: To know and apply spelling rules for suffixes. To know meanings of different suffixes.You can change the meaning of a root word by adding letters before or after it. The letters you add on are called affixes. There are two kinds of affixes: prefixes and suffixes.

A root word is the basic word from which other words are formed – enjoyment.

This week’s list is based on more prefixes.

Identify what the root word is.

Can you work out or find out the meaning of each prefix?

Can you remember the rules that apply to adding prefixes?

Go through the spelling activities on TEAMS for each word.

For further practice, use the spelling activities on the P6 class page (About Us section of the school website). Remember to think about the spelling rules that apply when carrying out the activities. Can you think of more words that fit each pattern? How many new words can you make by adding suffixes or even more prefixes to the list words? Did you have to change the list word in order to add something? Spelling Words descend irregular impossible misunderstood inattentiveprogression mistake destructive promotion previewprecaution irrational immature inexpensive defrost Spelling Rules The spelling of the rest of the word does not change when you add a prefix to it. This is true even when the last letter of the prefix and the first letter of the word are the same.There are exceptions to this rule.

Suffix meanings:De – away, down, removingIl, Im, In, Ir – notMis - wrongPre - before, in frontPro - supporting, onwards

Talking and Listening-L.I- I am learning to deliver a clear and logical presentation using

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appropriate vocabulary, gesture, tone and facial expression to engage the audience.The story game

Play this game with one or more people. Select several objects from around your house, anything you like. It could be a torch, a key, a sock, a pen, a teddy...anything. Make sure that you have a good selection. You are going to be using them in a story.

The first person may choose to pick up the key... then begins the story, “I was just settling down to a good read in bed when I heard something fall through the letterbox. That’s odd, I thought. Ten o’clock at night? It can’t be the postman. I went out to look, and there on the mat was this large, old key...”

Once the first person has included their item and stops speaking, the next player can select a new object and continue the story. They must include their object into the next part. It’s not a contest, so you can help each other if you wish. See how far you can go before your story comes to an end.

Numeracy and Maths-

**************************************Check your maths set’s section on the school website for this week’s tasks.

**************************************

Keep up your mental maths practise.You can try the assessment on TEAMS that is at the correct level for you. We will provide the answers for

you next Monday.

Modern Languages-L.I: M - To say where you and other people live. - To make plural pronouns.

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F - To read and understand directions. To write directions.

French – Try to complete the reading task provided.

Then try to create your own written version.

Mandarin - Pronouns - To change a pronoun for a single person – I, he , she, you, it - to more than one

person – We, they, you – in Mandarin you add – men (pronounced min). So:

I - 我 – Wǒ - becomes: We -我们 – Wǒmen (W-oa – min)

He - 他 – Tā – becomes: They - 他们 – Tāmen (Ta – min) For more than one male or males and

females.

She - 她 – Tā – becomes: They -她们 - Tāmen (Ta – min) For more than one female.

You - 你 – Nǐ – becomes: You (more than one) - 你们 – Nǐmen (knee – min)

It - – 它 Tā – becomes: They -它们 - Tāmen (Ta – min)

Where do you live? - 你住在哪里 - Nǐ zhù zài nǎlǐ (Knee – jew – z-eye – na – lee)

(Just replace Nǐ with other pronouns to ask about other people.

I live in Edinburgh, Scotland.

我住在苏格兰爱丁堡 Wǒ zhù zài sūgélán àidīngbǎo –

Woa – jew – z-eye – soo-gi (as in girl)-lan – eye – ding – b-ou (as in ouch!)

He lives in London, U.K.

他住在英国伦敦 Tā zhù zài yīngguó lúndūn –

Ta – jew – z-eye – ying - g-w-O – loon - doon

She lives in Paris, France.

她住在法国巴黎 Tā zhù zài fàguó bālí.

Ta – jew – z-eye – fa – g-w-O – ba - leeHealth and Wellbeing-L.I- I am learning skills and strategies which will help support me and

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others in challenging times.R U OK?...continued

Last week, we focused on being more aware of each other and the signs that tell us that someone is not feeling okay.

Finally, this week, we’d like you to consider the strategies that you think we could use to help the person to feel better and less alone with the problem. Think about what you might say to them, what you could do. Remember, you probably won’t be able to make the problem go away but there’s still lots you can do to support. Doing this, helps us all to support each other much better. Many of you will use some of these strategies already but it can still be useful to take time to consider them and to get some more ideas from the discussion with your trusted adult.

You can use a MIND MAP to organise your ideas with words, descriptions or pictures.

Social Studies- L.I I can discuss why people and events from a particular time in the past were important, placing them within a historical sequence and can consider the advantages and disadvantages of different

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forms of transport, discussing impact on the environment.

The Union Canal

A large number of British canals were constructed during the Victorian era and the Industrial Revolution.

The Union canal, which sits alongside our school stretches from the iconic Falkirk wheel to the heart of Scotland’s capital city, Edinburgh.

This week, you are going to find out more about its history.

Using the websites below, find out:

When the Union canal was built and for what reasons? Who designed it? How the canal boats moved along the canal What stopped in the year 1848 and why? Any other key facts

https://unioncanalunlocked.org.uk/history.php

https://www.fountainbridgeci.org.uk/node/29

See what other interesting information you can find out from the Points of Interest section.

https://unioncanalunlocked.org.uk/places.php

Complete a mind map on the information you have found.

Expressive Art (Drama/Music/Art)-L.I. - I am learning to create images which show developing skill in using the visual elements (line, colour, shape, texture...)POP ART

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https://unioncanalunlocked.org.uk/places.php

https://www.fountainbridgeci.org.uk/node/29

https://unioncanalunlocked.org.uk/history.php


This type of art burst on to the scene in Britain and America during the 1950s and 1960s. Pop art is a style of art based on simple, bold images of everyday items. Pop artists created pictures of packaging, photos of celebrities, comic strips and animals.

Watch the video below:

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

Andy Warhol was famous for using brands such as Coca-cola, Brillo and Campbell’s soup. He liked the idea of taking ordinary things and turning them into art.

This week, we’d like you to choose one item from your kitchen cupboards, still in its original packaging and turn it into Pop Art in a similar way to Warhol. It could be a tin of custard, box of cereal, chocolate bar... anything that appeals to you. Remember to keep it simple and bold, using bright colours. A contrasting background colour also works well.

Would love to see some if you have time to share 😊

RME/Science/Technology- L.I to identify different bird species Please follow the following link below and look at Activity 3 – Spring into Twitching.

https://www.dundeesciencecentre.org.uk/spring-week (this is the Dundee Science Centre website – Home Learning section)

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https://www.dundeesciencecentre.org.uk/spring-week

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


Go for a walk or sit in your garden, if you see any birds use the resources on this page to help you identify the birds you spot. If you have a garden or some outdoor space you could also try making the bird bath.

The STEM challenge this week – Intriguing IceWatch the clip in link below. There are some very interesting results from freezing different liquids. If you would like to try freezing some different liquids please make sure you ask for permission to use the freezer. Using a plastic container, fill it with your chosen liquid and make sure (if it does not have a lid) it is wedged into the freezer so it will not spill. Leave it overnight and look at the results. If you can, post a photo on teams.https://www.stem.org.uk/resources/elibrary/resource/33254/intriguing-ice

A Message from my TeacherDear primary 6,Hope you are all well and have been continuing to enjoy the amazing weather we have been getting. It

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https://www.stem.org.uk/resources/elibrary/resource/33254/intriguing-ice


certainly has been making lockdown easier. We hope you have been able to do some of your class work outside. 😊

It’s June!! We can’t believe it and only 4 weeks now until the summer holidays. This month, teachers will be going into schools to get them ready for your return in August. At the moment, there will need to be some changes in classrooms to allow for more social distancing, but we will be doing our best to make sure it is still a good experience for you all. The important thing is that we are moving forward and out of lockdown.

In the meantime, have a good week, everyone. As always, do what you can from the grid, there is no pressure to do everything and remember to get in touch if you need more support.Take care, Ms Hart and Mr Sweet 😊 [email protected]

[email protected]

Send photos of your work and successes to [email protected] to be loaded onto our school website and post work onto your class Team/Nursery, P1 Learning Journal

Daily tasks:

Read for at least 15 minutes

Practice your times tables

Take some daily exercise- Check out Joe Wicks Body Coach for kids at https://www.youtube.com/watch?v=d3LPrhI0v-w

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The Space-Being and the Iron Man

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https://www.youtube.com/watch?v=d3LPrhI0v-w

mailto:[email protected]




One day there came strange news. Everybody was talking about it. Round

eyes, bushy mouths, frightened voices – everybody was talking about it.

One of the stars of the night sky had begun to change. This star had always

been a very tiny star, of no importance at all. It had shone up there for billions and

trillions and sillions of years in the Constellation of Orion, that great shape of the

giant hunter that strides across space on autumn and winter nights. In all its time this

tiny star had never changed in any way.

Now, suddenly, it began to get bigger.

Astronomers, peering through their telescopes, noticed it first. They watched it

with worried frowns.

That tiny star was definitely getting bigger. And not just bigger. But bigger

and Bigger and BIGger. Each night it was BIGGER.

Bigger than the Dog-star, the large, coloured twinkler at the heel of the Hunter

Orion.

Bigger than Jupiter, the great blazing planet.

Everybody could see it clearly, night after night, as it grew and Grew and

GREW. They stared up with frightened faces.

Till at last it hung there in the sky over the world, blazing down, the size of the

moon, a deep, gloomy red. And now there could be only one explanation. That star

was getting bigger because it was getting nearer. And nearer and NEARer and

NEARER.

It was rushing towards the world.

Faster than a bullet.

Faster than any rocket.

Faster even than a meteorite.

And if it hit the world at that speed, why, the whole world would simply be

blasted to bits in the twinkling of an eye. It would be like an Express train hitting a

bowl of goldfish.

No wonder the people stared up with frightened faces. No wonder the

astronomers watched it through their telescopes with worried frowns.

But all of a sudden – a strange thing!

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The star seemed to have stopped.

There it hung, a deep and gloomy red, just the size of the moon. It got no

smaller. It got no bigger. It wasn’t coming any nearer. But it wasn’t going away

either.

Now everybody tried to explain why and how this was. What had happened?

What was happening? What was going to happen?

And now it was that the next strange thing occurred – the astronomers noticed

it first.

In the middle of the giant star, a tiny black speck appeared. On the second

night this speck was seen to be wriggling, and much bigger. On the third night, you

could see it without a telescope. A struggling black speck in the center of that giant,

red, gloomy star.

On the fifth night, the astronomers saw that it seemed to be either a bat, or a

black angel, or a flying lizard – a dreadful silhouette, flying out of the center of that

giant star, strait towards the earth. What was coming out of the giant star?

Each night, when the astronomers returned to their telescopes to peer up, this

black flying horror was bigger. With slow, gigantic wingbeats, with long, slow

writhings of its body, it was coming down through space, outlined black against its

red star.

Within a few more nights, its shape had completely blotted out the red star.

The nameless, immense bat-angel was flying down at the earth, like a great black

swan. It was definitely coming straight at the earth.

It took several days to cover the distance.

Then, for one awful night, its wings seemed to be filling most of the sky. The

moon peered fearfully from low on the skyline and all the people of earth stayed up,

gazing in fear at the huge black movement of wings that filled the night.

Next morning it landed – on Australia.

Barrrump!

The shock of its landing rolled round the earth like an earthquake, spilling

teacups in London, jolting pictures off walls in California, cracking statues off their

pedestals in Russia.

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The thing had actually landed – and it was a terrific dragon.

Terribly black, terribly scaly, terribly knobbly, terribly horned, terribly hairy,

terribly clawed, terribly fanged, with vast indescribably terrible eyes, each one as big

as Switzerland. There it sat, covering the whole of Australia, its tail trailing away over

Tasmania into the sea, its foreclaws on the headlands of the Gulf of Carpentaria.

Luckily, the mountains and hills propped its belly up clear of the valleys, and the

Australians could still move about in the pitch darkness, under this new sky, this low

queer covering, of scales. They crowded towards the light that came in along its sides.

Of course, whoever had been on a mountain-top when the dragon landed had been

squashed flat. Nothing could be done about them. And there the horror sat, glaring out

over the countries of the world.

What had it come for? What was going to happen to the world now this

monstrosity had arrived?

Everybody waited. The newspapers spoke about nothing else. Aircraft flew

near this space-bat-angel-dragon, taking photographs. It lay over Australia higher than

any mountains, higher than the Hindu Kush in Asia, and its head alone was the size of

Italy.

For a whole day, while the people of the earth trembled and wept and prayed

to God to save them, the space-bat-angel-dragon lay resting its chin sunk in the Indian

Ocean, the sea coming not quite up to its bottom lip.

But the next morning, early, its giant voice came rumbling round the world.

The space-bat-angel-dragon was speaking. It wanted to be fed. And what it wanted to

eat was – living things. People, animals, forests, it didn’t care which, so long as the

food was alive. But it had better be fed quickly, otherwise it would roll out its tongue

longer than the Trans-Siberian railway, and lick huge swathes of life off the surface of

the earth – cities, forests, farmlands, whatever there was. It would leave the world

looking like a charred pebble – unless it were fed and fed quickly.

Its voice shook and rumbled around the earth for a whole hour as it delivered

its message. Finally, it ended, and lay waiting.

The peoples of the world got together. If they fed it, how could they ever

satisfy it? It would never be full, and every new day it would be as hungry as ever.

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How can you feed a beast the size of Australia? Australia is a vast land, all the

countries of Europe will fit easily into Australia. The monster’s stomach alone must

be the size of Germany.

No, they wouldn’t feed it. The people of the world decided they would not

feed this space-bat-angel-dragon or whatever it was – they would fight it. They would

declare war on it, and all get together to blast it off the face of the earth. And so it was

that all the peoples of earth declared war on the monster, and sent out their armed

forces in a grand combined operation.

What a terrific attack!

Rockets, projectiles of all sorts, missiles and bombs, shells and flame-throwers

– everything was tried. The smoke of the explosions drifted out over the Pacific like a

black, crawling continent. The noise of the battle shook the world almost as much as

the landing of the dragon had done, and for much longer.

Then the noise died down and the smoke cleared. And the peoples of the

world cried in dismay. The dragon was actually smiling. Smiling! Aircraft flying

daringly near photographed the vast face smiling, and the picture was in all the

papers.

It was smiling as if it had been well tickled.

Now the peoples of the world were worried. They were all great fighters. All

spent their spare money on preparing for wars, always making bigger and better

weapons, and now they had all tried their utmost to blast this thing off the earth, and

what was the result?

The dragon merely smiled, and not a scratch could be seen anywhere on its

body.

Human weapons had no effect on it.

But that wasn’t surprising. This creature had come from the depths of space,

out of the heart of a star. Nobody knew what it was made of. Perhaps it could not be

destroyed by any means whatsoever.

And now the space-bat-angel-dragon spoke again.

It gave the peoples of the world one week in which to prepare its first meal.

They could prepare what they liked, said the dragon. But if the meal was not ready in

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a week, then he would start on the cities and towns.

The peoples of the earth, the kings, the Presidents and Ministers, the farmers

and the factory workers and the office workers began to lament. Now what would

happen to them? They would like to say the monster didn’t exist, but how could they?

There it was, covering Australia, staring out over all the countries of the world.

Now the little boy Hogarth heard all about this. Everybody in the world was

talking about it, worrying about it.

He was sure the Iron Man could do something. Compared to the space-batangel-

dragon the Iron Man wasn’t very big, of course. The Iron Man was only the size

of a tall tree. Nevertheless, Hogarth had faith in the Iron Man.

He visited the Iron Man in his scrap-yard, and talked to him about his great

monster that was threatening the earth.

“Please,” he asked, “please can’t you thin of some way of getting rid of it? If

you can’t, then it’s the end of us all.”

The Iron Man chewed thoughtfully at his favourite tidbit, a juicy, spicy old

gas-stove. He shook his head slowly.

“Please think of something,” cried Hogarth. “If this space-bat-angel-dragon

licks all life off the earth, that’ll be the end of your scrap iron – there’ll be no people

left to make it.”

The Iron Man became still. He seemed to be thinking. Suddenly his headlamps

blazed red, green, blue and white all at once. And he stood up. In a great grinding

voice, he gave his commands. Hogarth danced for joy. The Iron Man had had the

most stupendous idea. The Iron Man would go out, as the champion of the earth,

against this monster from space.

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Iron Man Chapter 4 possible answers

What language devices can you find in Chapter 4?

A simile – like an Express train hitting a bowl of goldfish

Personification – The moon peered fearfully…

Onomatopoeia – Barrrump!

More?

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Look at the first paragraph in detail.

Anything you notice about it or the way it is written?

Repetition of ‘Everybody was talking’.

Two-word adjective/noun phrases about people’s faces – ‘Round eyes, busy mouths, frightened voices’

Use of a hyphen.

What do you think the purpose of this paragraph is?

Makes the reader wonder what’s happening to encourage them to read on?

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Look at the highlighted paragraph:

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What do you notice about this paragraph?

Repetition of ‘bigger’.

Gradual capitalisation of ‘bigger’.

Why do you think the author did this?

The author did this to emphasise the remarkable size and the increase in size.

Can you see this being used anywhere else?

GREW - NEARER

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1)What did the dragon want?

The dragon wanted to eat living things.

2) How did the people of the world respond to this?

The people of the world responded by trying to kill the dragon with their weapons.

3) What do you think about this response?

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Work out the meanings of the following words:

Sillions – non-word suggesting a huge amount.

Dismay – disappointment/sadness

Speck – tiny dot

Charred - burnt

Swathes – a wide strip or area

Writhings – twisting/squirming movements

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1. Who first discovered that something strange was happening?

Astronomers were the first to discover something strange was happening.

2. What did they notice was happening?

They noticed that a star was getting bigger.

3. What other thing were they the first to notice?

They were also the first to notice something appearing in the middle of the star.

4. How did they notice these things before everyone else?

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They noticed this before everyone else because they had telescopes and because it is their job to look at the stars.

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1. What is the Iron Man’s first response to Hogarth’s request?

The Iron Man’s first response to Hogarth’s request was to shake his head/refuse.

2. Why do you think he responds ths way?

3. Why does the Iron Man reconsider?

The Iron Man reconsiders because if he doesn’t help he may lose his supply of scrap metal.

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Can you write 3 sentences to connect these 2 and complete the summary of Chpt4?

The star was rushing towards the world, then stopped.

An enormous dragon came out the giant star and landed on Australia.

It wanted fed, but could never be satisfied.

The people of the world tried to destroy the dragon but it was too strong for their weapons.

Hogarth asked the Iron Man to help and it came up with an idea of how to fight it.

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How to Pull Yourself Together (Iron Man)

Materials

2 gulls 2 (headlamp) eyes 2 iron hands 2 iron arms 2 iron legs 2 (maybe 1) iron ears 1 iron torso 1 iron head

Method

1. Wait patiently for a gull to spot one of your eyes and take it to its nest.2. Next, wait for the other gull to bring one of your hands.3. Tuck the eye underneath the middle finger of your hand.4. Then find your other hand.5. Hook its finger around the little finger of the hand with the eye.6. Now, find an arm and use both hands to tug it free. 7. Fasten the hand with the eye to the wrist of the arm.8. Look for the other eye.9. When you find the other eye, fit it to the blind hand.10. Find a leg and jump on top of it.11. Hop carefully over the rocks until you find your other leg and arm.12. Attach your other hand, arm and leg together as you did with the first.13. Find your torso and fit your arms and legs to it securely.14. Locate your head, fit it in place and attach your eyes.15. Attach any ears that you have found.16. Once you have completed construction, walk slowly into the sea.

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Procedural Writing

Features of the GenreMy title clearly states the procedure/task that is being instructed.

My sub-headings clearly break up my procedure into different sections.

I have included a clear list of materials/items needed to carry out the procedure.

Each step of my procedure is outlined clearly – using enough detail to describe the step.

I used command verbs at the beginning of each the instructions.

I have used adverbs when necessary.

Bullet points or numbered steps are used at the beginning of each of my steps.

My instructions are in chronological order.

I have included diagrams or images to help instruct my reader.

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Mandarin - Pronouns - To change a pronoun for a single person – I, he , she, you, it - to more than one person – We, they, you – in Mandarin you add – men (pronounced min). So:

I - 我 – Wǒ - becomes: We -我们 – Wǒmen (W-oa – min)

He - 他 – Tā – becomes: They - 他们 – Tāmen (Ta – min) For more than one male or males and females.

She - 她 – Tā – becomes: They -她们 - Tāmen (Ta – min) For more than one female.

You - 你 – Nǐ – becomes: You (more than one) - 你们 – Nǐmen (knee – min)

It - 它 – Tā – becomes: They -它们 - Tāmen (Ta – min)

Where do you live? - 你住在哪里 - Nǐ zhù zài nǎlǐ (Knee – jew – z-eye – na – lee) (Just replace Nǐ with other pronouns to ask about other people.

I live in Edinburgh, Scotland.

我住在苏格兰爱丁堡 Wǒ zhù zài sūgélán àidīngbǎo –

Woa – jew – z-eye – soo-gi (as in girl)-lan – eye – ding – b-ou (as in ouch!)

He lives in London, U.K.

他住在英国伦敦 Tā zhù zài yīngguó lúndūn – Ta – jew – z-eye – ying - g-w-O – loon - doon

She lives in Paris, France.

她住在法国巴黎 Tā zhù zài fàguó bālí. - Ta – jew – z-eye – fa – g-w-O – ba - lee

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French Directions

Remember when learning a new language, you will probably not know what every single word means so you have to use what you know to try to work out what you do not know or to take a reasonable guess at the meaning.

Read what Lola says and draw a map to show how she gets to school.

Je vais à l’école à huit heures et demie. Je traverse la rue. Tout droit, c’est la rivière. Alors, Je tourne à gauche. Après ça, il y a un parc. Je tourney à droite. Je vais tout droit. Cinq minutes plus tard, j’arrive à l’école.

Now have a go at writing how you get to school.

Je vais à l’école _____________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

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__________________________________________________________________________________________

Mandarin Conversation    Hello  Hello  How are you?  I’m fine, thank you, and you?  I’m fine, thank you.  What is your name?  My name is _______, and you?  My name is _______.  I have a (colour) (number). You have a (colour number). 

I have a (colour) (number). You have a (colour number). 

Where do you want to go?  I want to go to _____.  How are you going to get there?  I am going to get there by ________. Where do you

want to go?  I want to go to _____.  How are you going to get there?  I am going to get there by ________.  How many people are there in your family?  There are _____ people in my family, and you?  There are ______ people in my family  What do you like to do? I like to ____, and you?I like to _______.  Goodbye  Goodbye 

French Conversation    Hello  Hello  How are you?  I’m fine, thank you, and you?  I’m fine, thank you.  What is your name?  My name is _______, and you?  My name is _______.  How old are you?  I am ____ years old, and you? 

I am _____years old.  Where do you live?  I live in _____, and you?  I live in _____.  Goodbye  Goodbye.   

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