Home Learning Christ Church – Year 6 Week Beginning 25th January

Monday Tuesday Wednesday Thursday Friday

Maths

Follow the lesson called ‘Compare and Order (denominator)’

https://whiterosemaths.com/homelearning/year-6/week-9-number-fractions/

Follow up activity below

Follow the lesson called ‘Compare and Order (numerator’)

https://whiterosemaths.com/homelearning/year-6/week-9-number-fractions/

Follow up activity below

Follow the lesson called ‘Add and Subtract Fractions 1’

https://whiterosemaths.com/homelearning/year-6/week-9-number-

fractions/ Follow up activity below

Follow the lesson called ‘Add and Subtract Fractions Activity)’

https://whiterosemaths.com/homelearning/year-6/week-10-number-fractions/ Integrated Activity(no worksheet)

Follow the lesson called ‘Add and Subtract Fractions (2’)

https://whiterosemaths.com/homelearning/year-6/week-9-number-fractions/

Follow up activity below

X

table

s

Remember:

2x, 5x, 10x – Bronze 3x, 4x, 8x – Silver 6x, 7x, 9x, 11x, 12x – Gold https://www.timestables.co.uk/ https://ttrockstars.com/

English

Access the lesson live on zoom following the invitation which has been sent to you or the recording on dojo. Follow up activity and supporting resources below L.O. To understand the purpose and nature of a biography We will be discussing what a biography is and who the audience of readers normally are. We will be doing research into the subject of our biography, Marcus Rashford, and writing interview questions for him.

Access the lesson live on zoom following the invitation which has been sent to you or the recording on dojo. Follow up activity and supporting resources below SPAG lesson

Access the lesson live on zoom following the invitation which has been sent to you or the recording on dojo. Follow up activity and supporting resources below L.O. To interpret source material In this lesson, we will be answering comprehension questions on Marcus Rashford’s letter to the government about allowing free school meals to be available during the holidays.

Access the lesson live on zoom following the invitation which has been sent to you or the recording on dojo. Follow up activity and supporting resources below L.O. To identify the features of a biography The children will be discussing the chronology of a biography and ordering paragraphs of a biography into time order. We will then be picking out features of a biography.

Access the lesson live on zoom following the invitation which has been sent to you or the recording on dojo. Follow up activity and supporting resources below L.O. To revise adverbials and relative clauses Today, we will be reminding ourselves on what adverbials and relative clauses are specifically in the context of a biography. We will be locating them within texts, changing sentences to include them and writing our own.

Other Subjects

RE The Parable of the Sower This is the parable that inspires our schools’ Christian Vision. Read our vision and watch the video https://www.youtube.com/watch?v=Ayl4dEsXU0g Read Jesus’ explanation and answer the questions below. Think about what you think that it means to flourish and live a full life?

Science LO: to design and create a living thing, considering the natural changes to an

environment and how a living thing might adapt.

Living things depend upon their habitats to give them everything they need, including

food, water, air and a space to live and grow. Human beings are able to make big changes

to their habitat to make it suitable for them to live in.

Habitats change for many different reasons. Some of these changes are natural. What

kind of natural events could cause changes to habitats?

Please find the presentation your teacher has uploaded on dojo, explaining the man-

made and natural changes that can happen to a habitat.

Task:

Select one of the habitats from the document below. You can choose either: ocean,

desert, rainforest, mountain, polar, urban or grassland.

You are going to design and create a living thing. This creature must be able to survive all

of the natural changes that may happen in a particular habitat, for example: tides,

seasons, droughts or pollution. You must choose one of the ecosystems from the

resources below. You will need to label the features that will help this creature survive,

for example a pocket to store food when their food source is scarce. You may adapt a

living thing that you already know of but MUST clearly state what changes you have

made and why. Please use recycled materials.

Spanish Watch the video on the school website and do write about your weekend, making sure you use frequency adverbs!

Geography

L LO: to research a biome.

You will research a biome of your choice,

gathering research to produce a report. The

aim of your research is to know enough

about your biome that you could survive

there as an indigenous inhabitant

(someone who belongs to a country, not

someone who has emigrated). Focus your

research on the geographical features

(landscape, climate, plants and animals) of

your biome.

Is your biome faced with issues such as

globalisation, industrialisation and climate

change? Useful websites:

https://www.ducksters.com/science/ecosys

tems/world_biomes.php

http://www.blueplanetbiomes.org/world_bi

omes.htm

https://ucmp.berkeley.edu/exhibits/biomes/

index.php

Monday Maths:

Tuesday Maths:

Wednesday

Friday Maths

LO: To simplify fractions recap

Simplify:

a.) 6

9 b.)

6

18

c.) 10

18 d.)

10

15

e.) 15

50 f.)

21

28

g.) 24

64 h.)

18

27

Problem Solving

By simplifying them, order these fractions from

largest to

smallest.

4

5

9

10

15

20

Draw these fractions to find out which are

equivalent:

b.) a.) 6

7 b.)

18

21 c.)

3

4

Apply to new situations:

L.O. Equivalent fractions recap

Turn these into equivalent fractions:

𝑎.5

15 =

30 b.

3

12 =

9

c. 1

3 =

18 d.

5

6 =

20

Find the Lowest Common Multiple of these

numbers:

a. 3 and 12 = 12 Example:

Multiples of 3: 3 , 6 , 9 , 12

Multiples of 12: 12 , 24

b. 5 and 15 c. 4 and 6 d. 7 and 9

Make the denominator the same for these

fractions (make sure to do the same to the

numerator!):

e.g. 5

6 and

3

5

25

30 and

18

30

a. 4

21 and

6

7

21 and

21

b. 1

3 and

5

18

c. 5

7 and

2

4

d. 1

3 and

6

8

LO: To compare and order fractions

Which fraction is larger?:

1

6 or

2

3

5

12 or

3

4

Which fraction is smaller?

6

8 or

5

6

4

10 or

12

25

Order these in ascending order:

5

6

3

12

2

3

5

7

14

21

1

3

Order these fractions in descending order:

1

2

5

8

3

6

4

5

3

4

6

10

L.O. Equivalency in reasoning context

Q1.

Look at the diagrams.

Complete the fractions.

Q3.

Join pairs of equivalent fractions. What fraction of these tiles are circled?

One is done for you.

Draw one line to join two fractions which

have the same value.

Circle the two fractions that have the same value.

Complete these fractions to make each equivalent to

Two of the fractions below are equivalent.

Circle them.

Write the two missing values to make these equivalent fractions correct.

These diagrams show three equivalent fractions.

Write the missing values.

Equivalency used to shade shapes

1.) Tick (✔) the two shapes that have three-quarters shaded.

2.) Shade more rectangles so that exactly half of the shape is shaded.

3.) Shade one third of this shape.

1 mark

4.) Shade one quarter of this shape.

5.) Shade of this shape.

6.) This diagram shows four regular hexagons.

Shade in one third of the diagram.

7.) These diagrams are all made of squares.

Look at each diagram.

Put a tick (✔) if exactly of it is shaded. Put a cross (✘) if it is not.

8.) This diagram shows a shaded rectangle surrounded by squares.

What fraction of the diagram is shaded?

9.) Shade of this shape.

10.) Each diagram below is divided into equal sections.

Shade three-quarters of each diagram.

11.) Here are three shapes made from regular hexagons.

Write the fraction of each shape that is shaded.

12.) Tick (✔) each shape that is exactly shaded.

13.) Each of these diagrams is divided into equal parts.

Some of the parts are shaded.

Write the letters of all the diagrams that have exactly shaded

Which of the diagrams has exactly shaded?

14.) Here are some shapes made of squares.

A fraction of each shape is shaded.

Match each shape to its equivalent fraction.

One has been done for you.

Tick two shapes that have shaded.

LO: To add and subtract fractions where both

of the denominators must be changed

Adding fractions

a.3

8 +

1

5 b.

1

3 +

3

7

c. 2

6 +

3

9 d.

5

12 +

1

2

Subtracting fractions

a. 3

4 -

1

3 b.

4

6 -

3

10

c. 10

13 -

1

4 d.

5

8 -

2

9

Mixed problems

a. 9

11 +

2

4 b.

4

7 -

2

8

c. 5

9 -

1

4 d.

5

7 +

3

10

e. 2

6 +

3

20 f.

8

9 -

1

5

LO: To add and subtract fractions where one

denominator is factor of the other

Adding fractions

a.3

8 +

2

16 b.

1

3 +

3

9

c. 3

5 +

3

15 d.

22

45 +

4

9

Subtracting fractions

a. 3

4 -

3

10 b.

4

5 -

7

10

c. 3

4 -

1

6 d.

5

6 -

2

3

Mixed problems

a. 3

4 +

7

8 b.

3

10 -

1

20

c. 3

4 -

3

8 d.

5

7 +

3

21

e. 2

5 +

3

20 f.

8

16 -

1

4

Answers

Lesson 1 Resources

L.O. To understand the purpose and nature of a biography

SC: I can understand what a biography is

I can create a mind map on the subject of a biography

I can compose questions for the subject

Video links:

https://www.bbc.co.uk/newsround/53047235

https://www.youtube.com/watch?v=Ip3DvrfHTWw

Lesson 2 Resources

L.O. To interpret source material

SC: I can answer retrieval questions

I can answer retrieval questions

15.06.20 To all MPs in Parliament On a week that would have opened UEFA EURO ’20, I wanted to reflect back to May 27th 2016, when I stood in middle of the Stadium of Light in Sunderland having just broken the record for the youngest player to score in his first Senior International match. I watched the crowds waving their flags and fist pumping the three lions on their shirts and I was over whelmed with pride not only for myself, but for all of those who had helped my reach this moment and achieve my dream of playing for the England national team. Understand: without the kindness and generosity of the community I had around me, there wouldn’t be the Marcus Rashford you see today: a 22-year old Black man lucky enough to make a career playing a game I love. My story to get here is all too familiar for families in England: my mum worked full-time, earning minimum wage to sure we always had a good evening meal on the table. But it was not enough. The system was not built for families like mine to succeed, regardless of how hard my mum worked. As a family, we relied on breakfast clubs, free school meals, and the kind actions of neighbours and coaches. Food banks and soup kitchens were not alien to us: I recall very clearly our visits to Northern Moor to collect our Christmas dinners every year. It’s only now that I really understand the enormous sacrifice my mum sacrifice my mum made in sending me away to live in digs aged 11, a decision that no mother would ever make lightly. This summer should have been filled with pride once more, parent and children waving their flags, but in reality, Wembley Stadium could be filled more than twice with children who have had to skip meals during lockdown due to their families not being able to access food (200,000 children according to Food Found estimates) As their stomachs grumble, I wonder if those 200,000 children will ever be proud enough of their country to pull on the England national team shirt one day and sing the national anthem from the stands. Ten years ago, I would have been one of those children, and you would never have heard my voice and seen my determination to become part of the solution. Excerpt 2 The man you see in front of you is a product of love and care. I have friends from middle class backgrounds you have never experienced a small percentage of the love I have gotten from my mum: a single parent who would sacrifice everything she had for our happiness. These are the kind of parents we are talking about. Parents who work every hour of the day for minimum wage, most of them working in hospitality, a sector which has been locked down for months. During this pandemic, people are existing on a knife’s edge: one missed bill is having a spiral effect, the anxiety and stress of knowing that poverty is the main driver of children ending up in care, a system that is designed to fail low income families. Do you know how much courage is takes for a grown man to say, “I can’t cope’ or “I can’t support my family”? Men, women, caregivers are calling out for our help and we aren’t listening. As a Black man from a low income family, I could have been just another statistic. Instead, due to the selfless actions of my mum, my family, my neighbours and my coaches, the only stats I’m associated with are goals, appearances and caps. I would be doing myself, my family and my community an injustice if I didn’t stand here today and with my voice and my platform and ask you for help. This is England in 2020 and this is an issue that needs urgent assistance. Please, whilst the eyes of the nation are upon you, make this U-turn and make protecting the lives of some of our most vulnerable a priority. Marcus Rashford Questions

1. List the people that Marcus attributes his success as a footballer to? 2. More than once Marcus refers proudly to himself as a ‘Black man’. It is also clear that he sees this as a potential barrier to his success. Given the timing of this letter (just after the first lockdown), what events where occurring around the world that make his identity even more significant? 3. Marcus obviously thinks very highly of his mum. As well as working very hard to support her family, what other enormous sacrifice did she make in order to help Marcus become a footballer (paragraph 4) 4. Although Marcus speaks of feeling proud of his achievements, he is not at all arrogant. What is the antonym (opposite) of ‘arrogant’? Find and quote three examples of this (opposite) quality in the text. 5. What does Marcus mean when he says ‘As a Black man from a low income family….I could have been just another statistic’ (3rd paragraph of 2nd excerpt)

6. Marcus is attempting to persuade the government to change their policy. What examples of persuasive language can you find in the letter. Find the five quotes that you think are the most emotive or persuasive. 7. What is Marcus Rashford asking the government for help for? Why are the people involved particularly in need at the

moment?

8. What evidence do you have that Marcus Rashford enjoys being a footballer?

9. What adversity did Marcus Rashford experience growing up?

Lesson 3 Resources

L.O. To identify the features of a biography

I can order a biography in chronological order

I can find the features of a biography

Order in chronological order and give subheadings to each paragraph:

Find and annotate these features in the biography:

Feature Found examples

3rd person

Title and subheadings

Formal language

Dates

Facts (key events, achievements)

Anecdotes

Fronted adverbials

Relative clauses

Past tense

Quotes

L.O. To revise adverbials and relative clauses

SC: I can find adverbials and relative clauses

I can change sentences to include adverbials and relative clauses

I can write sentences that include adverbials and relative clauses

Find the adverbials and relative clauses in this extract from Marcus Rashford’s biography:

Surprisingly, many footballers are hugely popular among their own club’s fans, but few have the respect of rival supporters. In

2020, Marcus Rashford – a record-breaking striker for Manchester United – won admiration beyond the world of football. As a

result of his campaigning (which was against child poverty), he is a role model for millions.

During the national lockdown in 2020, Rashford helped deliver food to families, who depended on free school meals, whilst he

was recovering from a back injury. Amazingly, when the government announced the programme would not be extended over

the summer holidays, he wrote to MPs. In the letter, Rashford – who had relied on free school meals ten years earlier - urged

the government to reverse their decision. A day later, the government did this. The change helped feed 1.3 million families

(whose children needed help to avoid going hungry) and gained Rashford notoriety. Since this campaigning success, Rashford

has continued to speak out and has announced plans to encourage children to read by launching a book club. In December

2020, Marcus Rashford was the deserved winner of a special award at the BBC Sports Personality of the Year Awards. He has

become a leading figure in the fight against child hunger and poverty in Britain, forcing the government to change its policies.

Recently, he has been focusing on his football career with the hopes of setting up a foundation to help at risk communities.

Change to include adverbials:

1.) Marcus Rashford was born on 31st October, 1997.

2.) Rashford made his debut for Manchester United at the age of 8.

3.) The striker made his English debut within two years.

4.) Rashford’s childhood clearly influenced his campaigning later on.

5.) The footballer interestingly started playing football for Fletcher Moss Rangers

Change to include relative clause:

1.) Marcus was a record breaking striker for Manchester United and won admiration beyond the world of football

2.) Rashford had relied on free school meals ten years earlier and urged the government to reverse their decision

3.) Marcus Rashford was born on the 31st October 2997 and grew up in Wythenshawe in Manchester

4.) A letter was sent by Marcus Rashford to the government which outlined reasons why school meals should continue

over the summer.

Write some of your own sentences about Marcus Rashford that include relative clauses or adverbials.

Spanish

SPAG Y6: Spring Lesson 3 (Spelling)

Words to learn for test on in a fortnight (2 weeks) Green words – everyone must learn to spell these words

Blue words – most people will learn to spell these words too

Red words – some people will also learn these words

• ‘contra’ means ‘against’ or ‘opposite’

• ‘dict’ comes from the Latin words ‘dico’ (‘I say’) and ‘dictum’ (a saying)

• So ‘contradict’ literally means ‘the opposite say’ - or ‘say the opposite’ (or ‘against speak’/’speak against’)

Think about the meaning of the following words, which have this root ‘dict’ and write a sentence to show you know the

meaning of each. (Look up the meanings if necessary.)

1. predict 2. dictate/dictates/dictated 3. dictator 4. diction 5. dictionary

Prefixes 1st Attempt 2nd Attempt 3rd Attempt

1 misbehave

2 mishear

3 misjudge

4 abnormal

5 dislike

6 incapable

7 illegal

8 illegible

9 irresponsible

10 irregular

11 multicultural

12 hemisphere

13 programme (UK)

14 perimeter

15 parallel

Words of the Week

Check you know the MEANING of the words of the week.

contradict To say the opposite of what someone else has said

Eg The security camera appears to contradict Jane’s claim that she never left the

hotel.

dictator

A leader who has complete power in a country but has not been elected by the people; a

person who gives orders and behaves as if they have complete power

Eg The dictator ordered the immediate imprisonment of anyone brave enough to

contradict him.

RE: The Parable of the Sower (Matthew 13:1-23, Mark 4:1-20 and Luke 8:4-15)

Our Christian Vision

‘We take inspiration from the Parable of the Sower, teaching children to “See with their

eyes, hear with their ears and understand with their hearts”.

Our schools are united in the Christian vision to educate children for life in all its fullness,

working together so that each child may flourish with a delight in seeking wisdom and

knowledge. We are all learning to love God, one another and ourselves.’

Watch the video https://www.youtube.com/watch?v=Ayl4dEsXU0g

Jesus went on to explain the parable of the sower:

“Listen then to what the parable of the sower means: When anyone hears the message

about the kingdom and does not understand it, the evil one comes and snatches away what

was sown in their heart. This is the seed sown along the path. The seed falling on rocky

ground refers to someone who hears the word and at once receives it with joy. But since

they have no root, they last only a short time. When trouble or persecution comes because

of the word, they quickly fall away. The seed falling among the thorns refers to someone

who hears the word, but the worries of this life and the deceitfulness of wealth choke the

word, making it unfruitful. But the seed falling on good soil refers to someone who hears

the word and understands it. This is the one who produces a crop, yielding a hundred, sixty

or thirty times what was sown.” Matthew 13:18-23

Answer these questions:

1. What type of text is this?

2. Where would we find it in the Bible?

3. Why was it written/what is the context?

4. Explain in your own words what sort of people you

think the four types of soil represent?

At the end of the video the speaker says :

‘The question that this parable asks is, “What kind of life do you want to live?” Do you want

to live merely a small life, or do you want to live a life that’s multiplied a hundred times

because of the good that it produces? So, where do you fit into this parable?’

5. What do you think that it means to flourish and live a full life?

6. What kind of life do you want to live?

Ms T’s Maths Groups - Year 6 Week beginning: 25th January 2021

Task 1: - LO: Mixed Assessment Paper 4 (Mixed Numbers, Algebra, Ratio, Compound Area, Factors, etc.)

• Times table Speed Test • Work on Test 4 of attachment emailed.

Task2: - LO: Mixed Assessment Paper 5 (Coordinates, Conversion Graphs, etc) • 30 Second Challenge

• Work on Test 5 of attachment emailed.

Task3 : - LO: Mixed Assessment Paper 6 (Triangles, Timetables, etc) • Times Table Speed Test

• Work on Test 6 of attachment emailed.

• Optional Verbal Reasoning

Task 4 : - LO: Explore Fibonacci Patterns & Learn about The Golden Ratio

• Click on the following link and view the video

• https://youtu.be/9mozmHgg9Sk

• Task: Listen to some music that you like and see if you can spot the Phi Moment.

• Click on the following link and view the video

• https://youtu.be/9CiS3SU4lk0 • Task: Try to take some photographs using a Phi Grid versus the Rule of Three; alternatively,

look at some photos and see if you can see if any have been taken using the Phi Grid Method

• Click on the following link and view the video

• https://youtu.be/dREpRHgkjsg • Task: Watch this video and write what your thoughts are of this learning or write what you

learned or understood about Phi and The Golden Ratio. Please add whether you have spotted Phi in any music, photos or in nature.

Task 5: - LO: Problem Solving

• Times Table Speed Test

• Click on link and choose any one or two problems to solve.https://mathsproblemsolving.files.wordpress.com/2015/12/mathschallengey5y6.pdf Answers: https://mathsproblemsolving.files.wordpress.com/2015/12/mathschallengesolutions.pdf

Science