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Home Learning Week 5 Learning Activities

Year 6 Summer 1 – Week 2 : Tuesday 5th May 2020 (week 5)


Welcome back to our official summer term – summer 1, week 3.

The weather has been very changeable but we hope that you have managed to get out and about in your gardens and surrounding areas. 

We have put some new learning activities our class page for this week; any resources that you may need will be on an additional tab so look for any power points or attachments on there.  In addition to the 10-minute tests, tables and spellings (please let us know your scores), there will be new maths, history, art, science and PSHE.  In addition, please continue with the final part of your Shakespeare research and the longer term projects.

We would love to hear from you via our email address – keep us updated on your learning, feel free to ask questions and advice and please send us photographs of what you’ve been doing…we can’t wait to hear from you!


Making a ‘Thinking of You’ card: We received a lovely e-mail this week, telling us that one of you made some ‘Thinking of You’ cards for family members.  If you know someone who is on their own, this card will certainly brighten up their day so we would like you to make one for someone.  You could always make more if you would like as everyone would love to receive one, even if they are not on their own!



Spelling These are the spellings we would like you to learn this week.

Spelling pattern: silent letters (Can you identify the silent letter?)  Please learn these and ask a grown-up to test you:


calm;               autumn;          climb;              guest;              half;                 guilt;   

knee;               gnome;            whistle;           solemn.



Orange words: Special Focus 7.  Please learn these and ask a grown-up to test you:

language;       privilege;         restaurant;     secretary;       stomach;

yacht;              soldier;            physical.




This week we will be flowing the BBC Bitesize learning from Year 6:

Tuesday: To investigate settings descriptions and context.

Please follow the links for the bbc bitesize learning for Year 6 English. The lessons are added daily.

Wednesday: To use personification effectively in a setting description

Please follow the links for the bbc bitesize learning for Year 6 English. The lessons are added daily.

Thursday: To use relative clauses to add detail to a setting description.  

Please follow the links for the bbc bitesize learning for Year 6 English. The lessons are added daily.

Friday: VE Day Celebrations

Monday: GPS 10-minute test – Summer term: work out 3 – the answers are in the back so please go through them with a parent or older sibling.


Further clarification or consolidation on some grammar terms can be found here:


Reading Comprehension (You can do this on any day)

VE Day Reading Comprehension. Find this in the resources section.

Please choose 1* 2* or 3*


Reading Try to aim for 30 mins per day.

If you would like to ask your children questions, the following question areas will help:

  • Give / explain the meaning of words in context;
  • retrieve and record information / identify key details from fiction and non-fiction;
  • summarise main ideas from more than one paragraph;
  • make inferences from the text / explain and justify inferences with evidence from the text;
  • predict what might happen from details stated and implied;
  • identify / explain how information / narrative content is related and contributes to meaning as a whole;
  • identify / explain how meaning is enhanced through choice of words and phrases;
  • make comparisons within the text.


As mentioned on our long term plan, we were going to read these children’s thrillers in class so feel free to read one, two or all of them.

I recently read ‘The Graveyard Book’ by Neil Gaiman.  A very intriguing book based on the premise of ‘The Jungle Book’.  Maybe have a read?  We have a copy of this book in our classroom now as we bought it from Waterstones recently.  For those of you not in school, it will be there when we return : )

‘Room 13’ by Robert Swindells.  Email us to tell us what you think about the ending of this book.  Would you have ended it differently if you were an author? How?

Slightly more challenging: ‘Skellig’ by David Almond

This book is about a figure who is found in a garage of a house.  Is he human?  Interspersed with bits of poetry, this is a different kind of read.  What do they think Skellig is?  This is one of the Y6 recommended texts.

Even more challenging: ‘Mortlock’ by Jon Mayhew.

This award-winning book is a gothic novel set in Victorian England.  It is creepy and fabulous but has some complex ideas.  Quite a tricky read!


THE LIFE AND TIMES OF WILLIAM SHAKESPEARE – A BIOGRAPHY.  Over the next few weeks, you will be researching Shakespeare’s life. Who was he?  When was he?  Where was he?  Why are we learning about him now? 

For this week and next, I would like you research his later life and his impact on the world. 

Week 3 (this week):

  • Where did he live out his later life?
  • How and when did he die?
  • Where was he buried?
  • What is his legacy: his impact on the world, language?

REMEMBER – search the internet safely – search using ‘ks2’ or ‘for kids’.  Here are some links that you may find useful:



We will be continuing with our learning from White Rose Learning.  Please follow this link where you will find video clips that will help to explain the small steps in learning and activity sheets for your child to complete.  The questions on the sheet vary so please leave out any of the more challenging questions and come back to them at the end.  You don’t need to print the activity sheets; you can just write the answers on a piece of paper.

From this week the White Rose Maths Home Learning and the BBC bitesize are linked and following the same lessons.


Tuesday: Simplify Fractions

or use the bbc bitesize activities:


9 x tables: please learn these – multiplication facts and division facts.  You should also be able to apply them to place value questions i.e. 9 x 7 = 63;

9 x 8000 = 72000; 0.9 x 3 = 2.7 etc.


Wednesday: Compare and Order Fractions

or use the bbc bitesize activities:


Classroom Secret Kids: Please complete the games below:


Thursday: Addition and subtraction

or use the bbc bitesize activities:


Classroom Secret Kids: Please complete the games below:


SumDog: We haven’t added any new activities here as a number of you have not completed last week’s activities.  Please could you have a go at these and any others that you may have missed.  If you are one of the children who have completed them all then you can have a small, well-deserved break!


Friday: VE day Celebrations!


Monday 11th May:   Mixed Addition and Subtraction

or use the bbc bitesize activities:


Maths 10-minute test – Summer term: work out 3.  The answers are in the back so please go through them with a parent or older sibling. Please do not just leave gaps if you don’t understand – use your revision guides or ask a parent for help.

Classroom Secret Kids: Please complete the games below: 

Remember, to find out the fraction of an amount, you need to divide the amount by the denominator and times it by the numerator. 


There is a document in the resources section which offers help with this using the first question from Classroom Secrets as an example.


PurpleMash: Complete the VE Day quiz! This is in your 2dos.


VE Day Activities

There is a folder of VE day resources in resources section. Please read the PowerPoint and choose an activity to do! You can do more than one activity!

Why don’t you plan a little tea party to have at home!


History – Ancient Greece

Ancient Greece – a study of Greek life and achievements and their influence on the western world.

The Ancient Greek Legacy:

Children to research ONE of the following aspects of Ancient Greek life and their achievements and what their influence on the western world was. Choose ONE of the areas below to research.

  • Medicine
  • Farming and agriculture
  • Citizenship (Justice: crime and punishment)
  • Democracy
  • The Alphabet
  • The Olympics
  • Scientific, mathematical or philosophical teachers.


You can present your information in the format of your choice, i.e. however you would like.



The Greek amphora:

Please see the Ancient Greek Art sheet in the resources section. 

Practise drawing geometric designs and then have a go at designing your own Greek Amphora – remember that the geometric designs go around the amphora, not top to bottom. 



Tuesday 5th May:  Use the BBC Bitesize and have a look at their lesson on Tuesday about Trade and Economy.



Living things and their habitats: in this complete unit of biological science, you will learn:

  • describe how living things are classified into broad groups according to common observable characteristics and based on similarities and differences, including micro-organisms, plants and animals
  • give reasons for classifying plants and animals based on specific characteristics


Week 2:

You have had a go at sorting your animals onto groups.  We can tell that from the e-mails we received, you did this brilliantly but you sorted your animals differently. 

How would this work in the real world?  In science, all living things are classified (sorted) in the same way using the Linnaean System.  This is named after a famous scientist who was called Carl Linnaeus.  Follow these links to find out about him.

The first one is a vlog style film about Carl Linnaeus:

The second one is more of a documentary style:


Next look at the power point for more information and an activity for you to complete.  It is the resources section of week 5.


Next, look at this for how to classify a red squirrel:


The important thing to learn is that there is a world-wide, scientific way of classifying living things in our world and how they use this to name them.



Music: A new topic will be included at a later date.


PSHE: Identity, Society and Democracy - Human Rights

Lesson 3: Pupils learn about homelessness – this is very relevant at the moment during lock down as some people are faced with losing their jobs and their homes.


  • can explain what make a place where someone lives a ‘home’
  • to be able to appreciate the difficulties of being homeless or living in temporary accommodation

know about organisations and initiatives (including charities) that work with the homeless or people living in temporary accommodation.

  1. We would like you to generate a list of about 20 items that relate to ‘home’.  Try and use a diagram called a ‘zone of relevance’ diagram to decide what is most important in making a home - ‘essential’ items in the middle circle, ‘important’ in the next circle and ‘not important’ outside the circle.
  2. Watch a short video clip about Shandor and his son Billy:
  3. What do you think are some of the difficulties of homelessness relating to, for example: health, education, social (friends / family), work / career / aspirations? Record your ideas on a mind map – discuss with family members.
  4. What does home mean to you?  Can you put this is a thought bubble?


RE: A new topic will be included at a later date.


PE: Joe Wicks will also be doing a daily PE lesson for all children daily at 9.00am on Youtube.

Try to remember any yoga stretches that we did and how to practise your mindfulness when stretching.