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6St James the Great Catholic Primary School

Year 6

Home Learning Grid Week beginning Monday 20th April

Monday Tuesday Wednesday Thursday Friday English The Mysteries of Harris Burdick by Chris Van Allsburg

LI To use

expanded noun

phrases to

describe a

mysterious

setting

Look carefully

at the picture

below.

What objects

can you see?

What seems

strange to you?

What stands out

to you?

How many

different

expanded noun

phrases can you

create to

describe what

you can see in

the picture?

Remember that

there are lots of

different ways

of creating

expanded noun

phrases, eg

adjective,

adjective noun;

noun phrase

with a

prepositional

phrase; noun of

noun.

Try to think of 8

different noun

phrases, using

all three

different types

of noun phrase.

Remember to

use figurative

language as

well!

LI To describe a

mysterious

setting

Look again at the

picture.

What do you

think you would

see if you were

there?

What would you

hear?

How would you

feel?

Write your own

description (at

least three

paragraphs) of

the setting in the

picture. Use some

of your noun

phrases from

yesterday.

LI To plan for

story openings

in a range of

different

contexts

If I were going to

use this picture to

write the opening

of a story, I

would pick out

some of the

following:

Someone coming

down the stairs,

mysterious

sounds,

abandoned

objects.

If I wrote about

these, I would

probably be

writing a mystery

story.

Find 5-8 key

elements in the

picture that you

would pick out if

you were writing

the opening to a

mystery story.

Then, choose two

other genres and

write down 5-8

elements of the

picture that you

would pick out if

you were writing

a story in these

two genres.

Two other genres

that I have

thought of are

fairy tales and

adventures. You

can use those or

think of your own

if you would

prefer.

LI To write a

story opening in

three different

genres.

Use your planning

to write story

openings (1-2

paragraphs) in

each of the three

genres that you

planned for

yesterday.

LI To edit and

redraft our

story openings

Read over all

three of your

story openings.

Proofread them

to check that

you have

punctuated them

accurately.

Have you used

some more

sophisticated

punctuation

(semi-colon,

colon, dash,

brackets)?

How could you

create an

opportunity to

use at least two

of them in your

openings?

Then, re-read

them (or, even

better, ask

someone else to

read them).

How effectively

do you think

you’ve shown

the differences

between the

genres in your

opening?

How could you

make these

differences

clearer?

Find two or

three passages to

redraft so that

the differences

between your

genres are

clearer.

Here are some

of my examples:

A solitary ice

skate without a

partner.

An unnaturally

small door to

another

dimension.

A forgotten

carpet of

questions. Reading The Raven by Edgar Allan Poe

LI To sequence

the main events

in a part of a

poem

Read the first

three stanzas of

this poem (up to

“This is it and

nothing more”.

Then, rewrite

the main events

below in the

correct order.

LI To identify

the meanings of

unfamiliar

words and

phrases using

context and

other strategies.

Re-read the

passage that you

read yesterday.

Answer the

questions below

and explain how

you worked out

which answer

was correct.

LI To work out

the meanings of

unfamiliar

words and

phrases using

context and

other strategies.

Re-read the

passage that you

read yesterday.

Then, answer the

questions below.

LI To practise

working out the

meanings of

unfamiliar words

and phrases

using context and

other strategies.

Read the next

three stanzas,

from Presently to

“’Tis the wind and

nothing more”

Then, answer the

questions below.

LI To use our

knowledge of

vocabulary in

context to

demonstrate

understanding

of a passage

from a poem.

Use what you

have learned

about the

vocabulary in

this poem to

write the story

of the first six

stanzas in your

own words.

Maths Puzzles involving all four operations LI To use

inverse

operations to

solve number

puzzles

Have a look at

the example

pyramid below.

How would you

work out which

numbers go in

the empty

blocks?

Once you have

solved the

example

pyramid, use a

similar strategy

to solve the

other three

pyramids. Be

careful! Make

LI To use

inverse

operations to

find missing

numbers in

calculations

How do you use

inverse

operations to find

missing numbers

in calculations if

you have been

given the answer

to the

calculation?

If you are finding

this tricky, start

with simpler

numbers and

think about

which operation

you used to solve

the puzzle, eg

LI To use

inverse

operations to

reason about

missing number

puzzles

Look at this

example:

I start with a

number. I

multiply it by 7. I

add 5. I end with

the number 54.

What number did

I start with?

To solve this, I

will start with the

end number and

work backwards

using the inverse

operations.

LI To use all four

operations to

solve problems in

real-life contexts

Look at this

example:

A pack of

coloured card has

175 sheets. 18

children each take

eight sheets.

How many sheets

of coloured card

are left in the

packet?

18 x 8 = 144.

This is the number

of sheets that have

been taken by the

children.

LI To reason

using known

facts

Bob knows that

32 x 18 = 576

He thinks that

3.2 x 1.8 = 57.6

Do you agree

with him? Can

you explain

why/why not?

Do at least the

first three

activities below.

If you want

more of a

challenge once

you have

completed those,

do the fourth

activity too. If

https://www.poetryfoundation.org/poems/48860/the-raven




sure you know

which

operation/operat

ions you need to

use before you

start trying to

solve the

pyramid.

…… x 4 = 24

35 ÷…… = 5

……- 12 = 72

58 - ….. = 48

How did you

solve these

puzzles?

Now choose

below the

appropriate level

of challenge. Do

either one star

and two star or

two star and three

star.

54 – 5 = 49

49 ÷7 = 7

The number the

person started

with was 7.

I can check this

by working

through the riddle

again using 7 as

my starting

number.

7 x 7 = 49

49 + 5 = 54

So I was right!

Choose one star,

two star or three

star below.

So, I know that

144 + … = 175

175 – 144 = 31

I have used the

inverse operation

to work out that

there will be 31

sheets of coloured

card left in the

packet.

Use your

understanding of

all four operations

to solve the

problems below.

If you are finding

the problems

tricky, remember

to underline key

information and

try drawing a

diagram to

represent the

problem.

you cannot print

in out, you will

need to copy the

grid onto a piece

of paper and

shade in the

squares that you

have used.

Key vocabulary

Inverse, calculation, puzzle, interpret, missing, known facts, place value

RE Witnesses LI To recognise the key elements of

Pentecost.

Look at the paintings below which depict what

happened when the Holy Spirit appeared to the

Apostles.

What do they have in common with each other?

What differences can you identify between

them?

Make a table of similarities and differences

between the two paintings. Find at least five

similarities and five differences.

Then, write down three things that you have

learned about this event from the paintings.

LI To explain the meaning and purpose of a

complex scripture passage.

Read Luke 24: 44-49

Which sentence or phrase in the passage do

you think is the most important?

Why do you think that?

Imagine that you are an apostle who witnessed

the appearance of the Holy Spirit. Complete the

following sentences in as many different ways

as you can.

Now I know…

Now I understand…

Now I believe…

Now I will…

If you’re feeling creative, it might be nice to

make paper dolls. You can find instructions

here. In the video, they used half a piece of

paper, but you should use a whole piece so that

you have enough space to write all of your

ideas. Write the sentence opener in the head

and then you can write the ends of your

sentences in the body. Have a look below to see

my example.

https://www.biblegateway.com/passage/?search=Luke+24%3A44-49&version=NIV

https://www.youtube.com/watch?v=kZo68K6vWZ4

Key vocabulary

Transformation, apostle, Holy Spirit

Key vocabulary

Holy Spirit, transformation, apostle, mission

Science The effects of diet, drugs and alcohol on the body LI To understand the impact of diet on the

body

Watch this video.

What makes some foods healthy and some foods

unhealthy?

Look at the images below of different foods.

Which are healthy and which are unhealthy?

For each food, decide whether it is healthy or

unhealthy and explain why.

LI To evaluate the health benefits of

different meal options.

Look at the three different daily menus below.

How would you order them from healthiest to

least healthy?

Write a letter to the child with the least healthy

menu, explaining to them why what they’re

eating is unhealthy and how they could make

their diet healthier.

Key vocabulary

Healthy, unhealthy, carbohydrate, fat, protein,

vitamins, nutrition, saturated, unsaturated,

processed, cholesterol.

Key vocabulary

Healthy, unhealthy, carbohydrate, fat, protein,

vitamins, nutrition, saturated, unsaturated,

processed, cholesterol.

History The Maya

LI To place key events on a timeline

Look at the key events in Maya history and sequence them in chronological order. Then, add the

key events in British and World history to your timeline in the appropriate places.

If you’re feeling creative, you could create an illustrated timeline.

Key vocabulary

Civilisation, chronological, decade, century, millenium, Maya, BC, AD, era.

PSHE Rights and responsibilities

LI To identify my rights as a child

Read the documents below – The Universal Declaration of Human Rights and the United Nations

Convention on the Rights of the Child. They are documents agreed to by almost all countries in

the United Nations outlining the rights that every human has and that every child has.

Once you have read both documents, choose five rights from the Rights of the Child document

that you think are the most important. Explain why you think they are the most important.

Key vocabulary

United Nations, rights, human rights, declaration, protect.

ART Van Gogh Line Drawings LI To be able to draw different types of line drawings accurately

Use a pencil and a piece of paper to recreate the line patterns below as closely and accurately as

you can

Key vocabulary

Line, horizontal, vertical, diagonal, dotted, continuous, dash, cross-hatch

Computin

g E-Safety

LI To recognise the features of reliable and unreliable websites

Anyone can make a website, and, as a result, you cannot always be sure that the information on

the website is reliable. It is important to understand the common features of a reliable website in

order to avoid being tricked and in order to be able to assess for yourself whether a website is

reliable or not.

https://www.youtube.com/watch?v=8aWqZd9RScQ

Look at the list of features below. Use those features to design and create a poster explaining to

another child how to check whether the website they are using contains reliable or unreliable

information.

Key vocabulary

Reliable, unreliable, source, information, domain, design PE Use the Joe Wicks PE videos on Youtube. He uploads a new video each day. Remember that it is

really important to stay active, even if you can’t go out that much.

English

Reading

Monday

The poet hears the curtains rustling.

The poet tries to read a book to distract himself from his grief over the loss of Lenore.

The poet is awake in the middle of the night.

The poet speaks to himself to calm himself down

The poet realises that someone – or something – wants to come into his room.

The poet is about to fall asleep when he hears a tapping noise at the door.

Tuesday

1) Which is closest in meaning to the word rapping in the first stanza?

a. Singing a song without a tune

b. Knocking softly

c. Scratching

d. Shouting

2) Which is closest in meaning to the word distinctly in the second stanza?

a. Angrily

b. Suddenly

c. Sadly

d. Clearly

3) Which is closest in meaning to to still in the third stanza?

a. To stop

b. To keep

c. To remove

d. To calm down

4) Which is closest in meaning to entreating in the fourth stanza?

a. Asking for

b. Demanding

c. Backing away from

d. Giving someone a gift

5) Which is closest in meaning to surcease in the second stanza?

a. A type of book

b. A piece of furniture

c. An end

d. A comfort

Wednesday

1) Explain in your own words the meaning of the phrase Once upon a midnight dreary

2) Explain in your own words the meaning of the phrase While I nodded, nearly napping

3) Explain in your own words the meaning of the phrase Eagerly I wished the morrow

4) Explain in your own words the meaning of the phrase This is it and nothing more

Thursday

1) Find the word in the first line of the fourth stanza that is closest in meaning to beg.

2) Explain in your own words the meaning of the phrase I scarce was sure I heard you

3) Explain in your own words the meaning of the phrase gave no token

4) Find a phrase in the sixth stanza which means “what is at that place”

5) Explain in your own words the meaning of the phrase all my soul within me burning

Maths

Monday

Example pyramid

Pyramid 1

Pyramid 2

Pyramid 3

Tuesday

One star

Two star

Three star

Wednesday

One star

1) I start with a number. I multiply it by 8. I add 6. I end with the number 86. Which number did

I start with?

2) I start with a number. I multiply it by 6. I add 9. I end with the number 57. What number did I

start with?

3) I start with a number. I multiply it by 9. I subtract 8. I end with the number 100. What number

did I start with?

4) I start with a number. I divide it by 6. I subtract 4. I end with the number 7. What number did

I start with?

5) I start with a number. I divide it by 5. I subtract 10. I end with the number 20. What number

did I start with?

6) I start with a number. I divide it by 4. I add 15. I end with the number 45. What number did I

start with?

7) I start with a number. I divide it by 11. I add 18. I end with the number 25. What number did I

start with?

8) I start with a number. I subtract 20. I multiply it by 10. I end with the number 300. What

number did I start with?

9) I start with a number. I subtract 35. I multiply it by 3. I end with the number 135. What

number did I start with?

10) I start with a number. I add 45. I divide it by 10. I end with the number 13. What number did I

start with?

Two star

1) I start with a number. I multiply it by 7. I add 5. I multiply it by 5. I end with the number 200.

What number did I start with?

2) I start with a number. I multiply it by 8. I add 4. I multiply it by 7. I end with the number 420.


3) I start with a number. I multiply it by 6. I add 9. I multiply it by 10. I end with the number

690. What number did I start with?

4) I start with a number. I multiply it by 9. I subtract 6. I divide it by 6. I end with the number


5) I start with a number. I divide it by 6. I add 5. I multiply it by 9. I end with the number 90.




7) I start with a number. I divide it by 4. I subtract 10. I multiply it by 8. I end with the number




9) I start with a number. I subtract 20. I multiply it by 4. I divide it by 10. I end with the number


10) I start with a number. I subtract 30. I multiply it by 3. I divide it by 2. I end with the number


Three star

1) I start with a number. I multiply it by 7. I add 5. I multiply it by 5. I subtract 6. I end with the

number 369. What number did I start with?

2) I start with a number. I multiply it by 8. I add 4. I multiply it by 5. I subtract 9. I end with the


3) I start with a number. I multiply it by 6. I add 9. I multiply it by 10. I subtract 15. I end with

the number 495. What number did I start with?

4) I start with a number. I multiply it by 9. I subtract 6. I divide it by 5. I add 25. I end with the


5) I start with a number. I divide it by 3. I add 5. I multiply it by 9. I subtract 32. I end with the


6) I start with a number. I divide it by 5. I add 10. I multiply it by 5. I subtract 15. I end with the


7) I start with a number. I divide it by 2. I subtract 10. I multiply it by 8. I add 51. I end with the


8) I start with a number. I divide it by 10. I add 28. I multiply it by 4. I subtract 10. I end with


9) I start with a number. I subtract 20. I multiply it by 4. I divide it by 10. I add 120. I end with


10) I start with a number. I subtract 30. I multiply it by 3. I divide it by 6. I add 150. I end with


Thursday

1) Stefan bakes cupcakes and sells them in bags. He uses this formula to work out how much to

charge for one bag of cupcakes:

Cost = number of cupcakes x 32p + 17p for the bag.

How much will a bag of 24 cupcakes cost?

2) Stefan uses the formula to calculate how much to charge Emily for some cupcakes. He

charges her £4.97. How many cupcakes does she buy?

3) Large boxes of doughnuts cost £5.50 each. Small boxes of doughnuts cost £2.80 each. Five

children together buy one large box and two small boxes of doughnuts. They share the cost

equally. How much does each child pay?

4) At the weekend, Sophie read 3/5 of a book. On Monday, she read the other 50 pages to finish

the book. How many pages are there in Sophie’s book?

5) The mass of a 2p coin is 8.5g. The mass of a 1p coin is half of a 2p coin. What is the mass of

three 2p coins and 5 1p coins altogether?

6) A bag of five tangerines costs £1.20. A bag of four lemons costs £2.40. How much more does

one lemon cost than one tangerine?

7) The area of a rugby pitch is 5945 square metres. A football pitch measures 110m long and

78m wide. How much larger is the area of the football pitch than the area of the rugby pitch?

8) 40% of the children in a sports club play badminton. 25% of the children who play badminton

also play squash. There are 11 children in the club who play both badminton and squash. How

many children are there in the sports club altogether?

9) A shop makes 115 sandwiches. All the sandwiches are either chicken or ham. Some of the

sandwiches also have mayonnaise with the chicken or ham. 40 sandwiches have chicken with

mayonnaise. 20 sandwiches have ham without mayonnaise. 85 sandwiches have mayonnaise.

How many sandwiches have chicken without mayonnaise?

10) There are 37 children in a queue, including Harley. He says, “There are twice as many

children in front of me as there are behind me.” How many children are there in front of

Harley?

Friday

Activity 1

Activity 2

Activity 3

Activity 4

RE

Lesson 1

Lesson 2

Science

Lesson 1

Bacon

Cabbage

Sardines

Butter

Coca Cola

Lentils

Wholewheat pasta

Bananas

Biscuits

Lesson 2

Child 1

Meal Food

Breakfast Scrambled eggs, smoked salmon and asparagus

Lunch Roast chicken and salad, water

Dinner Roast beef with a big portion of mixed green vegetables

Snacks Carrot sticks, nuts, water

Child 2

Meal Food

Breakfast Crunchy Nut Cornflakes, milk, orange squash

Lunch Ham and cheese pizza, carton of juice

Dinner Sausages, chips and baked beans

Snacks Penguin biscuit, carton of juice, Pop Tart, glass of chocolate milk

Child 3

Meal Food

Breakfast Yogurt and berries, water

Lunch Chicken and vegetable wholemeal wrap, water

Dinner Homemade vegetable curry, brown rice

Snacks Boiled egg, water, piece of fruit, nuts.

History

Key events in Maya History

100 BC The first Maya pyramids are built

700 BC Maya writing is developed

1502 AD First contact made with Europeans

300 BC Maya social structure is adapted to include kings

800 BC Village farming and trade is established

Key events in World History

7500 BC to 30 AD The Ancient Egyptians

3300 BC to 1500 BC The Indus Valley

1939 to 1945 AD World War Two

1820 AD The discovery of Antarctica

15 000 to 2500 BC The Stone Age

1969 AD The Moon Landing

776 BC to 146 BC The Ancient Greeks

Key events in British History

1485 AD to 1603 AD Tudors

449 AD to 1066 AD Anglo-Saxons

793 AD to 1066 AD Vikings in Britain

1837 AD to 1901 AD The reign of Queen Victoria

43 AD to 410 AD Romans in Britain

Examples of illustrated timelines

PHSE

The Universal Declaration of Human Rights

The United Nations Convention on the Rights of the Child

Art

Computing

Website reliability list

• Is it a well-known source of reliable information, e.g. BBC, public museums, National

Geographic.

• Is there an author? – this shows that the person who has written the information is

confident enough in what they have written to include their name

• Sources of information - acknowledged and links to other sites/documents included

• Domain – some domains guarantee a certain type of organisation (e.g. .ac.uk or sch.uk is a

university, school or educational provider, while .gov.uk is a UK government site). Other

domains such as .com, .co.uk (e.g. www.theguardian.com/uk or www.bbc.co.uk ) tend to be

businesses and organisations while .org (e.g. www.childrenssociety.org.uk ) is often used by

charities. Although these business, organisation and charity sites are not unreliable, there may

be a bias to the information presented and the manner in which it is presented. URLs that use

different, less commonly acknowledged domains, may be less reliable

• Site design – often a well-designed site can indicate information may be more reliable, but

not always

• Site maintenance and standardisation - A reliable site will be looked after and kept up to

date. It will not, for example, have broken links to pages or poor spelling and grammar. The

writing style will be consistent and clear. There should also be a ’last updated’ date visible

which tells you if the information is current

http://www.theguardian.com/uk

http://www.bbc.co.uk/

http://www.childrenssociety.org.uk/

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