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Mildmay Junior School

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Year 6

YEAR 6 SUGGESTED TIMETABLE

Please find below a more structured suggested outline for what your child could be doing at home for their distance learning in year 6.

Please note: We very much hope to be back before the Summer term ends. We encourage pupils to please keep all of the work they have completed together, this will be acknowledged and we will be sharing this on (hopefully) our return to school. We really do value the work parents are putting in to their child(ren)’s education and will of course celebrate the work completed if possible.

 

Suggested Time:

Monday

Tuesday

Wednesday

Thursday

Friday

10-15 mins:

Spellings- take 5 words from the y3-6 statutory word list and ask your child to practise spelling them using Look, Cover, Write, Check.

 

There is a spelling area on Sats Companion website.

Practise spelling the 5 words.

Write out the definitions.

 

Practise spelling the 5 words.

Write each word in to a sentence – using the word in the correct context.

Practise spelling the 5 words.

Pupils to write out each word in bubble – then write down synonyms for this word around it in one colour and possibly some antonyms in another colour.

Spelling test day!

 

Parent to test and mark the test.

 

Pupils to practise/keep a note of any that are proving tricky to add to their 5 words for the next week.

15 mins:

Reading:

Please complete one comprehension activity from the SATS revision books issued

 

There is a good reading comprehension area on the Sats Companion website. 

Reading:

Read your book out loud/quietly. Keep a log of your reading – can you make notes to then create a book review when you complete the book?

Reading:

Please complete one comprehension activity from the SATS revision books issued

Reading:

A parent could find a news-related article for you to read. Can you then write a summary of this in your revision books?

Reading:

Read your book out loud/quietly. Keep a log of your reading – if we return to school, reading charts will still be ticked off!

45 mins:

Writing:

Research project work – details below.

This is enough to keep your child going until 24th April. A new research project will be set after this. There is also ‘Pobble’ (see links on website), pupils have used the images/website in school to produce independent short-burst writes. If they want to, they can do this if they complete their research project before the 24th April.

 

45 mins:

Maths:

Complete a MyMaths activity

 

3 activities will now be set on a weekly basis.

Maths:

Log on to the White Rose website (link on the Mildmay website) and complete one/or two of the lessons on here. Keep a note of your work/scores.

Maths:

Complete a MyMaths activity

Maths:

Log on to the White Rose website (link on the Mildmay website) and complete one/or two of the lessons on here. Keep a note of your work/scores.

 

Can you try to the next year group’s lesson? 

Maths:

Complete a MyMaths activity

15mins:

Grammar:

Complete a page from your SPAG revision books.

Grammar:

Ask a parent to mark the writing /research you have done so far for your research project. Can you go back and edit your SPAG?

Grammar:

Log on to SATS companion and complete one of the quizzes based on an area you perhaps don’t feel so confident with. Keep a note of your score in your red revision book.

Grammar:

Complete a page from your revision books.

Grammar:

Complete a page from your revision books.

Please also take a look at the link to ‘Purple Water Melon’ under the ‘Learning and Support’ section of our website. This has lots of other activities for you to complete with your child.

Plus, we are constantly updating the website to offer more links to useful resources. We are aware that some do not have access to printers etc. and so we have tried to keep this as universally friendly and manageable as possible. We thank you for your understanding and support in these unprecedented times.

 

UPDATE: Please note that although the Government have decided to cancel the SATs in May – teachers will still need to assess pupils’ attainment to inform their High Schools (where streaming is highly likely to take place). Therefore, the following work is still appropriate and relevant for our year 6 pupils. In fact, the following work and the packs we will be sending home, provide an effective range of the KS2 curriculum in order to prepare pupils for what will be expected of them at High School.

 

Year 6 – Distance Learning Guidance -  Mildmay Junior School

 

  1. We have provided each pupil with a ‘SATs Buster’ pack for: Reading, SPAG and Maths. Please use these as a starting point for your child. Working through – note down any areas/terminology your child feels they need to revise/re-cap. [These are hard copies so if your child is already in isolation: these can be collected from school or you could ask another parent to collect and drop off/post through letter box]. Pupils have all been issued with a red revision exercise book.

[Please utilise the spelling practice pages: remember to use the year 3-6 statutory word list (see below) to revise and satscompanion.co.uk is good for practising spelling rules]

  1. Use www.mymaths.co.uk  and www.satscompanion.co.uk  to address/work on any needed areas. Pupils have all been issued with their log-ins. They have been shown how to access tutorials/lessons/assessments/quizzes/games. There is a very useful KS2 SATs Booster area on mymaths.co.uk.
  2. If you wish, you can access/print past SATS papers at www.satspapers.org.uk (please be aware that we have completed the 2016/17/18 papers already as part of their mocks).
  3. Please encourage your child to read an appropriately pitched book for pleasure – the benefits of reading are immense. It will ensure pupils are exposed to a wide range of vocabulary, help them to understand how/where punctuation should be used accurately, keep their mind stimulated, etc. Reading a range of genres, including poems, will also help the children be prepared for SATs.
  4. MyMaths homework will continue to be set on a weekly basis (every Thursday) as this will be remotely accessed and set by teachers. We will expect pupils to complete their weekly homework please.

 

 

 

 

 

 

RESEARCH PROJECT:  

Must be hand-written please (using joined-up handwriting if possible!)

For some pre-teaching ahead of the summer term, we would like each pupil to complete a research project based on either EARTHQUAKES or VOLCANOES. Minimum word limit: 1000 words (at least 2 sides of A4 writing). Pupils to ensure they are focusing on all objectives below (apart from black/dark blue as these are for fiction/narrative texts)  

 

 

Non-chronological report – RESEARCH PROJECT

PART 1: on one side of A4/A3 (or more) to be based on ‘What is a volcano/earthquake?’

PART 2: on the other side… ‘Natural disaster Case Study: Volcanic eruption / Earthquake’

NB: Pupils could choose to make up booklets/present this how they would like but it must be hand-written and please ensure they stick to the minimum word limit.

 

PART 1:

Intro – what is a volcano (earthquake)?/ how are they formed?/ where do they form/occur and why?/ science/geography behind them – lots of detail and explanation needed here for the reader’s understanding.

Sub-headings

Bullet points

Interesting facts/did you know boxes?

Labelled diagrams with captions to explain what the diagram shows

Links to climate change?

 

PART 2:

Case study/ natural disasters: Google search: volcano/earthquake case study KS2 examples: 2010 Haiti earthquake, volcanic eruption in Iceland (2010), other case studies are out there – please choose one.

Intro the how/where/when/why of the eruption/earthquake.

What impact did this have on the human/physical geography of the area?

 

 

 

 

 

Physical Geography

 

Human Geography

Natural features of the Earth

“Man-made” the effect and behaviour of humans on the physical world

  • Beaches/coasts
  • Rivers/oceans/lakes
  • Climate/weather
  • Vegetation – fields/woodland/forest/plants?
  • Mountains

 

  • Population – dense (lots of people in an area) or sparse (few people in an area)
  • Settlements – rural/urban Towns/cities/villages – building types
  • Transport
  • Industry – factories/farming
  • Infrastructure – travel links/ roads/canals/ports

Quotes from eye-witnesses?

Do people still live in these areas? If so, why?

Again, this can include sub-headings, bullet points, diagrams, photos, fact boxes etc.

 

 

RESEARCH PROJECT DUE: As we are unaware of official timeframes for school closures – we are setting a due date of Friday 24th April as this gives pupils plenty of time to work on this. THIS WILL ALSO BE PART OF HOMEWORK UNTIL THEN.

 

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