Year 6 Home Learning
Hi! We have added the resources we have put together as learning packs for you to access from home if you wish. Don't forget you can email us if there is anything we can help you with. Don't hesitate to get in touch! Email us at: firstname.lastname@example.org
Spring 2 - Lockdown
Week 2 (Week Beginning 1st March)
English - Features of non-fiction
Maths - Number bonds to 1
Maths - Multiply and divide by 10, 100 and 1,000
Maths - Multiply decimals
Maths - Dividing decimals
Week 1 (Week Beginning 22nd Feb)
English - Retrieve information from a non-fiction text
Geography - Tropics of Cancer and Capricorn
Science - Fossils
Art - Pointillism
English - Reading of the Text
Videos from previous packs:
If you would like to watch any of the videos from previous packs, please find all video's on our Year 6 YouTube Channel below.
The text in the cyber hacking article is unclear . Please click on the link below to read the text.
The resources below include English, Maths, Science, RE, home learning topic, webs, well-being and topic-related activities linked to our enquiry, 'How did WW2 change the world?' for Autumn 1.
'Grab and Go' Packs
2 Week Home Learning Pack
The resources below include English, Maths, Science, RE, home learning topic, webs, well-being and topic-related activities linked to our enquiry, 'How does conflict around the world impact us today?' for Autumn 2.
'Grab and Go' Pack
2 Week Home Learning Pack
You will need to read the first 11 chapters of our text Boy 87 to complete the work. We have sent part of the text home but you can access the text using the following link and download to kindle if you wish.
Years 3/4 and 5/6 spellings need to be learnt before SATS examinations which commence on Monday 10th May 2021
As well as the spellings above, your children need to learn certain spelling patterns. See pages 59-63, 66-70 of the English National Curriculum document
All rules need to be learned and understood, with example words spelt correctly: cious or tious endings (you use ‘tious’ if the word can end in ‘tion’ e.g. ambitious – ambition vicious – no ‘tion’ related word). e.g. vicious, precious, delicious, conscious, malicious, ambitious, cautious, infectious, nutritious, etc. cial or tial endings (you usually use cial after a vowel e.g. official and tial after a consonant e.g. essential - but there are exceptions). e.g. official, special, artificial, social, facial, partial, confidential, essential, torrential – exceptions include palatial and initial; financial and commercial (but finance and commerce end in ‘ce’ so you keep the ‘c’). ant/ancy/ance endings and ent/ency/ence endings (mostly these words just need to be learnt, but there are some clues.
For example, if there is an ‘ation’ related word, use the ‘a’ option – e.g. observant is with an ‘a’ because of observation). e.g. observant, tolerant, hesitant, substance, reluctant, innocent, decent, frequent, consistent, etc.
ible and able endings (‘able’ is used for words with a real root word, e.g. believable and ‘ible’ is used for words with no real root word, e.g. horrible - there is no such word as ‘horr’). e.g. believable, adorable, applicable, changeable, noticeable, incredible, horrible, legible, invincible - forcible is an exception. Doubling or not doubling the ‘r’ in words with ‘fer’ in them (this comes down to stressing or not stressing the syllable. ‘Prefer’ becomes ‘preferring’ because you stress the ‘fer’ - You do not double it when it is not stressed here, like in ‘referee’). e.g. transferred, preferring, referred, inferred, referee, inference, transference, etc.
Use of the hyphen (a hyphen must be used to avoid two vowels which make separate sounds coming together, e.g. re-entry, co-own). e.g. co-ordinate, co-operate, re-enter, co-own, etc. ie or ei (you use ‘i before e except after c’ most of the time, e.g. ‘believe’ but there are important exceptions e.g. ‘ceiling, deceive’). e.g. the exceptions to ‘i before e except after c’ include ceiling, deceive, receive, perceive, conceive, etc. Words using the letter string ough (an easy one – just learn ‘thorough, nought, thought, although, plough’ etc!) e.g. thorough, nought, bought, although, plough, dough, brought, fought, etc.
Words with silent letters (focus on words like ‘island, knelt, wrestle, thistle, doubt, solemn, lamb’ etc) e.g. island, knelt, wrestle, thistle, doubt, solemn, lamb, knight, knowledge, knife, subtle, wreath, etc. Homophones (this is a very important rule. Many of our words sound the same or similar but are different, e.g. ‘advice/advise, practice/practise, device/devise, license/licence, heard/herd, morning/mourning, draw/drawer’ - you need to learn as many as possible!)
These appear VERY often in the tests, and you must learn them well enough to know the difference when you hear them in a sentence, e.g. you must know which to write down if you hear, “I put my pencil case in the drawer,” or “I used my pencil case to draw a picture.” there/their/they’re led/lead which/witch here/hear whole/hole draw/drawer prayer/pray/prey scent/cent/sent your/you’re compliment/complement seller/cellar aloud/allowed bury/berry desert/dessert license/licence morning/mourning piece/peace seen/scene thrown/throne threw/through stationary/stationery whose/who’s steel/steal profit/prophet There are lots more of these! Please try to look out for and learn them!