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Year 6 Home Learning
Week beginning 13th July 2020 PE
https://www.youtube.com/user/thebody
coach1
Maths https://resources.whiterosemaths.com/reso
urces/year-6/ Week 10
English Wider Curriculum
PSHE/ Reflection
Mon
Daily Mile Joe Wicks
Introducing ratio symbol.
https://www.bbc.co.uk/bitesize/articles/zbngrj6 Active and Passive
Geography
Valuing Achievements
Tues
Daily Mile Joe Wicks
Calculating ratio https://www.bbc.co.uk/bitesize/articles/z27vtrd Adverts and brochures
History Ancient Egyptian’s Belief
Valuing achievements
Weds
Daily Mile Joe Wicks
Using scale factors. https://www.bbc.co.uk/bitesize/articles/zwc2kty Comprehension
Art Thank you/ goodbye cards for teachers.
Valuing Achievements
Thurs
Daily Mile Joe Wicks
Ratio and proportion problems.
https://www.bbc.co.uk/bitesize/articles/zr8cf82 Understanding Texts
Science Selective breeding
Valuing achievements
Fri Daily Mile Joe Wicks
https://www.bbc.co.uk/bitesize/articles/zkywr2p Weekly challenges.
Nelson Mandela Comp
MFL/RE/PSHE Alan Turing
Valuing achievements
Remember: Send your Year 6 goodbye message to
Send a 5 second video clip, or a picture of you holding your goodbye message.
Mr Power shows you what to do – go to tiny.cc/year6message
Monday
Maths
Introducing the ratio symbol.
English
https://www.bbc.co.uk/bitesize/articles/zbngrj6
Active and passive
Activity 2
Activity 3
Geography
PSHE
Valuing Achievements.
Tuesday
Maths
Calculating ratio
English
https://www.bbc.co.uk/bitesize/articles/z27vtrd
Adverts and brochures
What's the difference between adverts and brochures?
Adverts encourage you to buy things. They use memorable words and short descriptions. They can be seen on
TV, heard on the radio and printed on posters or within different texts.
Brochures use longer descriptions and include detailed information about products and services you can buy.
The key features of an advert
Have a look at these features to think about when writing an advert:
Name - share the name of the item you are advertising.
Statement - what is your product and what does it do?
Persuasive language - use positive language that will appeal to the customer. For example, healthy, life
changing, exclusive, look no further, one of a kind.
Catchy slogan - a phrase that represents the product and makes people remember it - using alliteration, humour
or rhyming can help. For example, because you’re the best.
Hyperbole - exaggerate all the positive points about the product. For example, the world’s greatest!
Rhetorical questions - ask the viewer questions that may not have obvious answers to make them think they
need the product. For example, have you ever needed…
Customer review - have a customer give a positive review on the product. For example, It’s the best I’ve ever
tasted! (Jack, 15, from Lincoln).
Special offer - try to entice the customer even more with a special offer. For example, buy one, get one free.
Reference point - show someone that customers will respect supporting your product. For example, a famous
footballer using a certain brand of boots.
Register: It’s all about how you say it!
Register is how you use language differently in different situations. It changes the way people understand what
you say or write. Choice of register is also important when creating an advert or a brochure.
There are lots of types of register, including formal or informal.
For example: choosing the right tone for a situation.
Formal - My dear Sir, could you make the ride a little faster please?
Informal - Faster please, mate!
Impolite - You there, little man. Faster now! Get on with it!
Register can also change the vocabulary and/or the style of your speech/writing.
For example, a doctor might say:
Professional - Hello Madam, you’ve been in the wars, haven’t you? Don’t worry you’re in good hands now.
Unprofessional - Alright! You look like a right mess! The quacks at the hospital need a look at you!
History
Ancient Egypt
Egyptian Beliefs
Challenge 1: Definitions
Try to find the definitions of Key Words for today’s learning. You can use
https://www.oxfordlearnersdictionaries.com/ and also look for clues in the learning.
Harmony
_____________________________________________________________________________
Sacred________________________________________________________________________________
Sickle_________________________________________________________________________________
Linen_________________________________________________________________________________
Embalming ____________________________________________________________________________
Ritual_________________________________________________________________________________
Jackal_________________________________________________________________________________
Ibis __________________________________________________________________________________
What did the ancient Egyptians believe in?
https://www.bbc.co.uk/bitesize/articles/zdq3gwx
Ancient Egyptian gods
The ancient Egyptians had many gods. Gods created the universe and maintained order, but they were also
involved in everyday life.
Egyptians believed that a long time ago, only chaos existed. Out of chaos a hill emerged (called the Benben).
The first god, Atum, was sitting on the hill.
Atum, realising he was alone, created two children called Shu and Tefnut. His children left to create the world.
Shu and Tefnut were away for a long time so Atum sent his eye to look for them.
Shu and Tefnut returned with Atum's eye and he was so grateful the eye started crying. The tears dropped to the
earth on the hill and from them the first humans were created!
Cartouches
The word ‘hieroglyph’ means sacred (or special) carving. There are over 700 hieroglyphs.
They can be written from the top to the bottom of the page, or across the page just as we write.
The Egyptians wrote the names of their kings or queens inside an oval shape called a cartouche, to show that
they were special.
Challenge 2: Egyptian God names
Now write your name using the hieroglyphics:
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
Challenge 3: Comprehension
Questions
1. How do you think the author selected these ten gods from a list of 2000?
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
2. What does the author mean by the word ‘mummification’?
_______________________________________________________________________________________
_______________________________________________________________________________________
3. Find a word in section nine that means the same as a religious act.
_______________________________________________________________________________________
_______________________________________________________________________________________
4. If you could choose the head of a bird for yourself, which bird would you choose and why?
______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
5. What do you think the Egyptians meant by a ‘heavy heart’?
_______________________________________________________________________________________
_______________________________________________________________________________________
6. Why do you think the Egyptians had so many gods?
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
7. Why is it important to know about ancient Egyptian gods?
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
8. How does the layout of this text help you to understand the information better?
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
Challenge 4: Design a Death Mask
PSHE
See Monday’s lesson.
Wednesday
Maths
Using scale factor
English
https://www.bbc.co.uk/bitesize/articles/zr8cf82
Understanding Texts
There are lots of ways to find information from a text. Two of the best methods are skimming and scanning.
Skimming
Skimming is letting your eyes and mind ‘skim’ over the text to get a quick but very general idea of it. You can’t
read the text closely when skimming it, but instead you aim to pick out key words and sentences to get the
general feel and meaning of the text.
A topic or introduction sentence is often the first in a paragraph. You should always read it fully even when
skimming as this will give you a summary of that paragraph’s subject.
Scanning
Scanning is the method of looking for key words or phrases to find out specific information. It is most useful for
answering questions about a text.
Unfamiliar vocabulary
It’s important to understand unfamiliar words so that you can interpret the overall meaning of a sentence.
Misunderstanding a tricky word can prevent you from understanding the meaning of a text.
Inference
Some texts (especially stories) give clues which help you to work out (or infer) what’s really happening.
For example:
Custard pies were stolen. The housekeeper looked nervous and her apron had a yellow stain.
From this we can infer that the housekeeper stole the pies. Inference helps you to make decisions based on the
information presented to you.
Nelson Mandela was a famous leader. A man who went from being a prisoner to a President and became an
inspiration to people all over the world!
Mandela was born in 1918 in South Africa.
Most South Africans were black but some were white, Asian or mixed race.
White people were in charge of the government and set up an unfair system of laws called Apartheid.
Apartheid meant that white and black people led separate lives.
They couldn't marry or even eat together and the lives of white people were much better.
Black people couldn't change things because they weren’t allowed to vote.
Mandela thought Apartheid was wrong.
He joined a group who wanted to end it.
At first he tried to persuade the government with peaceful protests.
When this didn't work, he used violence.
He blew up things like electricity pylons and buildings. But he didn't want to hurt people so did this at night.
In 1962, Mandela went to jail for almost 30 years.
There were protests against Apartheid and calls for his release around the world.
In 1990, Nelson Mandela was set free.
"Today the majority of South Africans, black and white, recognise that Apartheid has no future."
The South African government listened and they got rid of Apartheid!
When he left prison he was not angry, instead he worked to bring peace and friendship between white and black
people.
In 1994 he became the first black President of South Africa. He worked hard to bring all South Africans of all
skin colours together.
Nelson Mandela died in 2013, aged 95.
Over his long life, he changed a nation and helped people all around the world understand that everyone should
be treated the same.
Key facts
In South Africa white people had more rights than black people. Mandela believed that everybody should be
treated the same.
He fought for change, but he was put into prison for 27 years.
When he left prison, Nelson Mandela wasn’t angry. He wanted peace. In 1994, aged 77, Nelson Mandela
became the first black President of South Africa.
Did you know?
When he was born, Nelson Mandela was called Rolihlahla. His name means ‘to pull a branch off a tree’.
His teacher gave him the nickname "Nelson" on his first day at school.
He was in three different prisons for 27 years in total. The most famous one is Robben Island, where he spent
18 years.
Using your scanning, inference and decoding skills, read the text within this article. Then, answer the
questions!
1. How many years was Nelson Mandela in prison?
2. What job did he do at 77?
3. What was the name he was born with?
4. How many prisons was he in?
5. What was Nelson Mandela fighting for?
6.
Top tips Remember to read each question carefully.
Circle, underline or highlight the very important word within the question and see if you can find the
same word (or one similar) within the text.
Super challenge Can you write five questions about the text?
Art
Making Thank you cards.
https://www.bing.com/images/search?view=detailV2&ccid=PomEeA9d&id=F747E61B078AA63607C72E107150CCA8628
165A7&thid=OIP.PomEeA9dY3pbR3b0qGU-
9QHaI8&mediaurl=http%3A%2F%2Fcdn3.craftsy.com%2Fa%2Fgeneral%2Fwp-
content%2Fuploads%2F2014%2F12%2FThanks-for-Everything-
500.jpg&exph=604&expw=500&q=Thank+You+Card+Ideas+to+Make&simid=608052684706941103&ck=1DCB6F102860
E0E4600BD264C832CBF1&selectedindex=3&ajaxhist=0&vt=0&eim=1&sim=11
PSHE
See Monday’s lesson.
Thursday
Maths
Ratio and Proportion problems.
English
https://www.bbc.co.uk/bitesize/articles/zwc2kty
Comprehension
The Extraordinary Life of Katherine Johnson
This book is the biography of Katherine Johnson who grew up to be one of the most important people in the
history of space travel, in an era of racial prejudice. As a child, Katherine loved maths but at that time schools
were segregated where she lived. As an African American, she had to complete her education a long way from
her home.
The first extract describes Katherine's work with NASA, the American Space Agency.
The second extract recounts Neil Armstrong, Buzz Aldrin and Michael Collins’ first steps on the Moon and how
Katherine Johnson was working through the complicated maths.
Activity 1
Extract 1
1955 was a big year - for Katherine and the rest of the world. But at the time she didn’t know that it was going
to change her life forever. On 29 July 1955 the USA told the world that it was going to launch artificial
satellites into space to orbit the Earth. This was massive news!
Only four days later the USSR announced that it too was going to launch satellites into space in the near future.
Relations between the two countries grew more than a little tense. This started what is called the Space Race,
which properly kicked off two years later. On 4 October 1957 the USSR launched Sputnik, the first satellite to
orbit the Earth. It orbited the Earth for three weeks until its batteries eventually ran out, but it kept going for
another two months before tumbling down into Earth’s atmosphere. It burst into flames, crashing down to Earth
as a fireball close to where it was first launched.
Next, the Russians set their sights on sending a human into space, and the man for the job was called Yuri
Gagarin. Before he could take on this huge once-in-a-lifetime mission, he had to train for years. Meanwhile, the
American government wasn’t too happy that the Russians had aced the Sputnik mission, and so they kept trying
to prove that they were bigger, better and stronger than the USSR. However, America had some catching up to
do, and fast. While governments fought and experts paced up and down wondering what to do next, Katherine
was working away at the maths needed to get people to and from space. Not long after the launch of Sputnik,
Katherine published a document that made it clear that America was ready to have a go at space travel. To
make it even clearer, NACA became NASA on 29 July 1958. Now the National Aeronautics and Space
Administration, it became a space agency with a mission to send people into Earth’s orbit and beyond. In 1969 history was made when the first humans stepped on the moon. Back on earth, one woman was running
the numbers that ensured they got there and back in one piece. That woman was Katherine Johnson. Published
by Puffin Books.
Key questions.
Can you work out what her job was?
Who or what is NASA?
1. Return to the beginning of Extract 1 and summarise what is happening in the text.
2. Try to write eight different phrases or clauses to summarise the plot.
You can choose where in the extract to pause and write a summary.
Challenge yourself by using a maximum of six words for each phrase or clause.
You can take the phrases or clauses directly from the extract or you can write them in your own words.
Here is an example to start you off:
Wow! 1955! Wow!
Activity 2
Extract 2
Katherine soon met a man named John Glenn, who was to make his journey to space in a rocket called
Friendship 7. By this point Katherine had already proved that she was a master of numbers, so John knew he
could trust her completely. While he trained, Katherine worked hard calculating how to get him into space and
back home again.
As he was to become the first American to orbit the Earth and Katherine was to become the woman who would
get him there, they both had very important work to do.
1962 came and Friendship 7 was ready and waiting to be fired into Earth’s orbit. The mission was huge, and
more than a little nerve-racking for everyone involved. NASA had lots of different experts watching John during
his mission to make sure that he was safe.
Back on Earth, Katherine was running the show. There was a lot of pressure on them both! But John trusted
Katherine, believing in her amazing ability to move numbers around in her brain. Before boarding the rocket,
he said: ‘Get the girl, check the numbers. If the numbers are good, then I’m ready to go.’
Katherine’s calculations got the rest of the Mercury Seven into space too, but she wasn’t finished yet.
The success of John Glenn’s mission was a huge victory for the USA. The space race with the USSR was
heating up. Ambitions now soared much higher than the Earth’s orbit, and Katherine started work on a project
that would be the highlight of her career at NASA – Apollo 11, the moon landing of 1969.
Katherine had been researching the maths it would take to get people to the moon, and with every breakthrough
she made, the idea became more of a reality. Finally, in 1969, the time came. Apollo 11 was the mission that
carried Neil Armstrong, Buzz Aldrin and Michael Collins to space, and on to the moon.
The astronauts were launched in a rocket called Saturn V from the Kennedy Space Center in Florida on 16 July
1969. And by ten o’clock in the morning the three men were circling around the Earth. At a time when most
Americans were having breakfast, three humans were on their way to the moon for the first time! Key questions:
Who was John Glenn?
What did Katherine achieve?
What moment of history is described here?
Read Extract 2 again.
In the extract, the writer, Devika Jina, tells us:
‘At a time when most Americans were having breakfast, three humans were on their way to the moon for the
first time.’
Write a short paragraph to explain why you think the writer states this.
Think about the following:
Consider why the writer would make this comparison. What is the impact of this comparison on the reader?
Activity 3
Read or watch both extracts again.
Your challenge is to write a magazine article about Katherine Johnson.
Think about the following:
Choose who the audience of your article will be as this will determine the tone of the article. Is it for younger
children, your peers or for a scientific magazine for university students?
Remember a magazine article is different to a newspaper report. You need to think about the purpose of the
article - are you explaining or informing?
Choose a heading for your article - you might want to use alliteration or a play on language. Be creative - you
want your audience to know what your article is about from the heading.
Top tip!
Think about what information you want in your article and plan each paragraph carefully.
What will you include in your introduction and conclusion?
Science
https://www.bbc.co.uk/teach/class-clips-video/what-is-selective-breeding/z6cs382
Science: HUMAN INTERVENTION
These are changes that occur because of humans interfering with nature.
There are two main form of human intervention:
- Selective breeding
- Genetic Engineering
What is selective breeding?
Selective breeding produces new varieties of an existing species, not new species.
Process of Selective Breeding:
1. Decide which characteristic is important e.g. amount of milk produced.
2. Find parents who show this characteristic.
3. From their offspring, choose the ones who share this characteristic and only let them reproduce.
4. Repeat the process continuously.
So why is selective breeding done?
- Selective breeding is done intentionally (on purpose).
- It is done to pass on selected genetic traits
- It is done to produce desirable traits in both plants and animals
- Examples: breeders select dogs with certain colors, horses that are fast, cows that produce lots of milk.
Cross Breeding
Cross breeding is a process through which two parents from the same species are bred in order to combine
particular characteristics from each parent.
The process is very similar to the selective breeding process, except the offspring must have the selected
characteristics from both parents.
+ =
Poodle Labrador Labradoodle
+ =
In some cases the selective and cross breeding processes will have taken place over long periods of time so we
are looking at the original parent and the current offspring as a result of this process.
Challenge 1: Selective breeding
Use the Cards (on a following page) to match the parent with the offspring that has been selectively bred. The
first one has been done for you.
Now research and add three more.
Parent Offspring
Wild Mustard Plant Broccoli
Challenge 2: Cross breeding
Use the Cards (on a following page) to match the parents with the offspring that has been cross bred. The first
one has been done for you.
Now research and add three more.
Parent Offspring
Poodle and Labrador Labradoodle
Pictures for challenge 1 and 2
Challenge 3: Selective and Cross Breeding
A
The Balwen mountain
sheep is able to live in
cold, harsh conditions.
B
The Bluefaced
Leicester sheep
produces good quality
wool.
C
The Polled Dorset
sheep produces good
quality meat.
D
The Friesian Milk
sheep produces a lot of
milk.
1. Each of these sheep has been produced by selective breeding. For each sheep write down one characteristic
that has been selected
Farmers often want to breed two different breeds of sheep together. This is called cross-breeding. The
offspring produced by this method should have characteristics from both parent sheep
2. Which of the sheep above might a farmer use to breed sheep with good meat and good wool?
3. Which of the sheep might a farmer use to produce sheep with good wool that can survive in the Welsh
mountains?
A sheep farmer has a flock of Wensleydale sheep. To win a prize at
the local farming show, he wants to have sheep with very long wool.
Some time ago, he took the ewes (female sheep) and rams with the
longest wool and allowed them to breed. He allowed the new lambs
to grow and then kept the ones with the longest wool and allowed
them to breed. The others were sold at market. It took him eight
years to produce sheep with wool long enough for him to win a prize.
4. What is a male sheep called?
5. Why is this farmer’s method an example of selective breeding?
6. Suggest why it took him so long to win a prize.
7. Think about the weather conditions where you live. Write down a list of characteristics that a sheep should
have if it were to be farmed in your area.
8. What other characteristics would you like your sheep to have and why?
PSHE
See Monday’s lesson.
Friday
Maths
Weekly challenges.
https://www.bbc.co.uk/bitesize/articles/zkywr2p
English
MFL/RE/PSHE
Alan Turing
PSHE
See Monday’s lesson.
