End of Year 6

Hi,

Unfortunately, with the current situation continuing, my post from a month ago still remains in place.

We have been looking at how we arrange some form of event to celebrate your time at St Mary’s. It is a sad and unfortunate situation with Year 6, but we are having to follow the Government’s guidelines.  We did assume, as the PM had stated, that the school would have a wider opening before the end of term, unfortunately this has not been able to go ahead.

I agree that the transition to Secondary from Primary is hugely important, the signing of T shirts, assemblies, trips etc. is remembered for a long time. I have spoken to both Miss Leech and Mrs Wills about the ‘reuniting’ of pupils and they had decided at the beginning of lockdown, that as many as possible of the Y6 traditions, including a trip, possible picnics, photographs, would go ahead when it is safe to do so. Rest assured that we will do our very best to ensure you has something to look forward to as soon as we are able to arrange it.

We look forward to seeing you all again as soon as possible.

Have a great summer,

Mr Chiverton, Mrs Wills, Mrs Unsworth & Ms Crow

Thomas Adams Induction

We have received this information from Thomas Adams

Dear Parents, the Thomas Adams Year 7 Induction Day is confirmed for Wednesday 2nd September. Full and final details will be communicated with you during mid-August. Thank you for your patience and we look forward to meeting your child! In the meantime, please keep an eye on the school website at www.thomasadams.net. Best wishes, Mr Winter (Transition Coordinator, Thomas Adams School).

Yr 3 Home Learning W/C July 13th

Hi,

I hope you are all well and are looking forward to the summer holidays. It all seems a little strange for those of us who haven’t been at school for a while.

I hope you enjoyed the class Zoom meeting. Unfortunately, I have a number of meetings this week, so won’t be able to hold one this week. Hopefully, you will now be meeting up again with your friends before too long.

This is also the last home learning pack. Don’t forget, that if you find some of the work a little tricky or too easy, then you can always have a go at the work on another class page that is more appropriate for you.

Remember, if you have any comments on the work, want to send anything to me or just share work with your classmates then feel free to email me at

c.chiverton@shawburystmarys.co.uk

I hope you have enjoyed the work over the last few weeks. Have a good summer, and I look forward to seeing you all in September.

PE

I see that Joe Wicks  is only putting out video content a couple of times a week. That’s not a problem, as you can revisit any of the older sessions on his webpage.

Reading

Hopefully, you have had a chance to access Cornerstones. There is so much good material on there if you have run out of books. Pick the one that is most appropriate for your reading level.

Spellings

I hope you managed to practise your spellings from last week. See if you can work through the spellings below. At the end of the week see if someone in the family can test you on them.

This week we will be looking at statutory spellings from the Year 3.

  1. heart
  2. natural
  3. potatoes
  4. strength
  5. actual
  6. century
  7. exercise
  8. height
  9. naughty
  10. pressure

Maths

I hope you have been enjoying the White Rose Maths. Don’t forget, if you get stuck on any of it, BBC Bitesize is a good place to find help.

Some of the pages this week are too large to post as an attachment.

Video link

Lesson 1 – Compare capacity

Lesson 2 – Add and subtract capacity

Lesson 3

Lesson 4

Year 3 Tables Tests

See if you can beat your time and score from previous weeks

The answers for the White Rose maths are too large to upload so are shown as screen grabs at the bottom of this page.

Literacy

BBC Bitesize continues to have some useful activities that are usually linked to punctuation and grammar. However, I like to take the opportunity to write creatively and use my imagination. I would therefore like you to write a story around the following image.

The Mysterious Door

Question time!

What will emerge from the tiny door?

How will the boy react to seeing it emerge?

‘The Borrowers’ is a book by Mary Norton about little people called ‘Borrowers’ who borrow things from people’s houses. What do you think the difference is between borrowing and stealing? Have you ever borrowed something, but then forgotten to give it back? Is that stealing?

If we borrow every single book from a library, is that borrowing? Is it still a library?

If I ask you if I can steal your pencil case and you say yes, is that stealing?

Sentence challenge!

Can you use relative clauses to add extra information to a sentence using who, which, where, when, whose or that?

E.g. He could see the mysterious door at the bottom of the garden, which had troubled him for so long.

The young boy, who had been sitting there all morning, was delighted when the door began to open.

The tiny creature, whose eyes were the size of peas, emerged from the stone door.

The door, which___________, creaked slowly open.

Story starter!

On a quiet day, you can sometimes hear them. Every now and then, there’s be a tapping or a scraping or a rustling from behind the door. Occasionally (if you’re patient enough to sit for the whole day and watch), movement can be glimpsed through the dark windows. Once, just once, the faint sound of whispering in hushed tones was heard.

The boy had spent his entire summer holidays wishing for something to emerge from the mysterious door. He had spent yet another sunny morning hiding in the tall grass at the bottom of his garden just staring at the door, hoping to catch a glimpse of something or someone extraordinary.

The moment he had been waiting for had finally arrived…The door began to slowly creak open…

Topic

I hope got a chance to make some Maya head dresses.

This week we will:-

Discover the modern culture and struggles of the Maya people; learn about a modern Maya school and research modern Maya celebrations.

You will:

  • Understand that the Maya people are still in existence in modern culture and that Maya children go to school in some areas.
  • Organise and host a Maya celebration.

Before you start, collect together the items you have made in previous sessions. You will be preparing and hosting a Maya celebration.  Before we do this, it is important that we learn about the modern Maya so we can tell your guests facts and stories of their struggles. Search for ‘modern Maya’ on the internet and spend some time researching using the questions from the presentation on Modern Maya research questions.

Be prepared to share your research with your guests.

Try playing music, make and serve the Maya food and drink and draw glyphs and Maya images. You could make flour tortillas.

Place the woven place mats on the tables and  wear your head dresses. When the guests are ready, invite them to sit down and try the tortillas and hot chocolate.  Play the video clip of the mystic music of the Maya when appropriate.

Weblinks

Modern Maya struggling to cope in the modern world from bbc.co.uk
The Maya today from historymuseum.ca
Maya artists and textile workers talking about their craft and how Fairtrade has helped them from mayanhands.org
Information about the Maya, including 3d reconstructions of the different Maya temples and pyramids from maya-3d.com
Modern Maya from maya.nmai.si.edu
Mystic music of the Maya – YouTube clip

Science

This week, you will:

  • Understand that the function of a fruit is to produce and disperse seeds.
  • Know the different ways that seeds can be dispersed.
  • Investigate wind dispersal by setting up a fair test to compare the flight of different paper spinners.

Activities

  1. Sort a variety of fruits according to observable features.
  2. List the different ways seeds are dispersed.
  3. Investigate wind dispersal by setting up fair tests to determine the best type of paper spinner.
  4. Record and report back on results.
  5. Use results to generate further questions and possible enquiries.

Fruits are simply amazing aren’t they? What questions about fruits from last session did you come up with? Hopefully some of these will relate to the huge variation between fruits, e.g. shape, texture, number of seeds, arrangement of seeds.

 

Although all fruits are different, there is something the same about them. What is it that they all have in common? Yes! They all have seeds. Why do plants make seeds? Yes, to make new plants (reproduce). Watch the film clip on seed dispersal. Let’s make a list of all the different ways we saw seeds being dispersed – wind (light seeds that spin, drift or glide), water (seeds that float), explosion (seeds that are flicked out from pods), animals (who will carry hooked or hairy seeds in their fur or eat fruits and carry the seeds away).

See if you can collect some seeds before trying this out.

If you have any wind dispersed seeds, e.g. sycamore, thistle down or dandelion clocks, pause at the first slide and ask chn to help by dropping these from an upstretched hand. Discuss the way they fall to the ground. Try and make a paper-copter at the same time using the instructions.

Investigation – exploring/pattern seeking/fair testing
Investigate other types of dispersal e.g. burrs and wind dispersal. Conduct a wind dispersal investigation.

Vocabulary
Fruit, seed, parent plant, dispersal, germination, investigate, fair test, record, results

Weblinks
A short clip that shows some of the ways seeds are dispersed from www.bbc.co.uk

Art

Art ties in nicely with your topic and science work.

Computing

If you can, take a  look at Scratch

Explore some of the tasks to familiarise yourself with how to use the programming software.

Remember, if you want to send any of your work through to Miss Taylor or me, we would really like to see it.

Keep smiling,

Mr Chiverton:)

Maths answers

Lesson 1

Lesson 2

Lesson 3

Lesson 4

Year 5 Home Learning W/C 13th July

Hi,

I hope you are all well and are looking forward to the summer holidays. It all seems a little strange for those of us who haven’t been at school for a while.

I hope you enjoyed the class Zoom meeting. Unfortunately, I have a number of meetings this week, so won’t be able to hold one this week. Hopefully, you will now be meeting up again with your friends before too long.

This is also the last home learning pack. Don’t forget, that if you find some of the work a little tricky or too easy, then you can always have a go at the work on another class page that is more appropriate for you.

Remember, if you have any comments on the work, want to send anything to me or just share work with your classmates then feel free to email me at

c.chiverton@shawburystmarys.co.uk

I hope you have enjoyed the work over the last few weeks. Have a good summer, and I look forward to seeing you all in September.

PE

I see that Joe Wicks  is only putting out video content a couple of times a week. That’s not a problem, as you can revisit any of the older sessions on his webpage.

Reading

Hopefully, you have had a chance to access Cornerstones. There is so much good material on there if you have run out of books. Pick the one that is most appropriate for your reading level.

Spellings

I hope you managed to practise your spellings from last week. See if you can work through the spellings below. At the end of the week see if someone in the family can test you on them.

This week we will be looking at statutory spellings from the Year 5.

  1. sufficient
  2. opportunity
  3. disastrous
  4. awkward
  5. interfere
  6. signature
  7. government
  8. foreign
  9. appreciate
  10. temperature

Maths

I hope you have been enjoying the White Rose Maths. Don’t forget, if you get stuck on any of it, BBC Bitesize is a good place to find help.

Some of the pages this week are too large to post as an attachment.

Video link

Lesson 1 – Metric units

Lesson 2 – Imperial units

Lesson 3 – Converting units of time

Lesson 4 – Timetables

Times Tables

Literacy

BBC Bitesize continues to have some useful activities that are usually linked to punctuation and grammar. However, I like to take the opportunity to write creatively and use my imagination. I would therefore like you to write a story around the following image.

Question time!

What colour is water?

Is the water in the sea different to the water in rivers and lakes?

Is this water different to the water we have in our homes?

What happens to water when it goes down the drain?

Can you continue the story verbally? You could tell it from the perspective of the boy or the fish!

Focus on describing the boy’s feelings, and what he can see. The boy might come across some other creatures as they travel out to sea. What creatures might they be?

Sentence challenge!

A relative clause is a type of subordinate clause. It usually adds more detail about the noun in the main clause.

Relative clauses turn simple sentences into complex sentences.

For example, this is a simple sentence:

The boy held on to the fish’s tail.

It can be turned into a complex sentence by adding a relative clause:

The boy, who was having amazing fun, held on to the fish’s tail.

The main clause could stand alone as a simple sentence, but the relative or subordinate clause cannot.

Can you use relative clauses to add extra information to a sentence using who, which, where, when, whose or that?

Story starter!

It was the most exciting ride ever! Even better the highest, fastest rollercoaster!

The boy held on to the fish’s tail with both hands as it rocketed through the water. Its scales felt slimy and slippery, yet his grip remained strong.

The warm water whipped against his cheeks as they raced along; the sand from the seabed tickling his toes. Where was the fish taking him? He couldn’t wait to find out!

Good luck

Science

I hope you enjoyed researching some famous naturalists. This week, I’d like you to do something slightly different. Can you select an animal of your choice and carry out as much research as possible about it. Try and find out about their habitat, what their diet consists of, any factors that might be affecting these, reproduction, predators and anything else you think is relevant. When selecting an animal, ensure that it’s one that you can research easily. I’ll leave it up to you to decide how you present this information.

Topic

This week, I’d like you to explore sources about police crime prevention in order to make a poster to help prevent wrong-doing or accidents in school.

You will:

  • Explore sources about police crime prevention.
  • Make a poster or a presentation inspired by a historical theme.

The police don’t just find criminals after they have committed a crime, they also try to make sure that crimes aren’t committed in the first place. The way they do this is by trying to let people know how they can keep themselves safe from criminals. In the past they often made posters to do this, and, more recently, TV adverts too.

Have a look at examples of crime prevention posters and how they have used pictures, text and colour to get their point across.

I’d like you to to make a poster (and/or a video/presentation – it’s your choice what the end result is) to try to get the rest of the school to avoid accidents or bad behaviour. Think about accidents or bad behaviour that sometimes happens in school. Don’t forget that bad behaviour in school isn’t a crime, and the police enforce the laws made by government.

Choose one issue that you want to make a poster (or video/presentation) about and then  make a poster to give people advice on how to avoid accidents or bad behaviour.

Art

Art ties in nicely with your topic work.

Computing

If you can, take a  look at Scratch

Explore some of the tasks to familiarise yourself with how to use the programming software.

Remember, if you want to send any of your work through to Mrs Duncan or me, we would really like to see it.

Keep smiling,

Mr Chiverton

Maths answers

Lesson 1

Lesson 2

Lesson 3

Lesson 4

Yr 4 Home Learning W/C July 13th

Hi,

I hope you are all well and are looking forward to the summer holidays. It all seems a little strange for those of us who haven’t been at school for a while.

I hope you enjoyed the class Zoom meeting. Unfortunately, I have a number of meetings this week, so last week’s was the last one. Hopefully, you will now be starting to meet up again with your friends.

This is also the last home learning pack. Don’t forget, that if you find some of the work a little tricky or too easy, then you can always have a go at the work on another class page that is more appropriate for you.

Remember, if you have any comments on the work, want to send anything to me or just share work with your classmates then feel free to email me at

c.chiverton@shawburystmarys.co.uk

I hope you have enjoyed the work over the last few weeks. Have a good summer, and I look forward to seeing you all in September.

PE

I see that Joe Wicks  is only putting out video content a couple of times a week. That’s not a problem, as you can revisit any of the older sessions on his webpage.

Reading

Hopefully, you have had a chance to access Cornerstones. There is so much good material on there if you have run out of books. Pick the one that is most appropriate for your reading level.

Spellings

I hope you managed to practise your spellings from last week. See if you can work through the spellings below. At the end of the week see if someone in the family can test you on them.

This week we will be looking at statutory spellings from the Year 3.

  1. separate
  2. position
  3. material
  4. grammar
  5. difficult
  6. different
  7. knowledge
  8. decide
  9. weight
  10. describe

Maths

I hope you have been enjoying the White Rose Maths. Don’t forget, if you get stuck on any of it, BBC Bitesize is a good place to find help.

Some of the pages this week are too large to post as an attachment.

Video link

Lesson 1 – Compare capacity

Lesson 2 – Add and subtract capacity

Lesson 3

Lesson 4

Times tables

The times tables sheets are for 3 weeks. See if you can complete more or faster than last week.

The answers for the White Rose maths are too large to upload so are shown as screen grabs at the bottom of this page.

Literacy

BBC Bitesize continues to have some useful activities that are usually linked to punctuation and grammar. However, some of you might like the chance to do some story writing, so this week I’d like you to write a story linked to a picture.

The Miniature castle

Question time!

How long has the castle been in the woods?

Who lives there?

Why is the castle so much smaller than the forest?

Why would the inhabitants choose to live here?

Is it better to be the biggest or the smallest?

Sentence challenge!

Choose the appropriate punctuation for the following sentences.

! ? .

Wow This is the most exciting day ever

Have you ever seen anything like this before

I looked through the tiny windows

Can you now use all of this punctuation in your writing today?

Story starter!

Hidden behind the maze of branches stood a miniscule, enchanted castle. It was so easy to miss among the towering trees. Only the truly lucky noticed the tiny turrets; only the truly brave dared to look inside…

I tip-toed slowly through the forest, leaves and twigs crunching beneath my feet as I edged closer and closer. I could make out the tiny details, seeing tiny faces appear at the windows. My heart pounded in my chest…

Can you continue the story of the miniature castle? You could continue it in the first person, or change it to the third person. Think about how you would feel as you approached the castle, and what might be inside.

Topic

I hope you enjoyed the work on mummies last week. This week, I’d like you to look at The Sphinx at Giza and understand the importance of The Sphinx to the Ancient Egyptians and make a model of The Sphinx.

You will:

  • Describe the shape of The Sphinx at Giza.
  • Understand the importance of The Sphinx to the Ancient Egyptians.
  • Make a model of The Sphinx.

Look at the website for a number of pictures of The Sphinx at Giza . It was built/carved about 4,500 years ago and is still the largest stone statue in the world! It is 20m high – try marking 20m out in the garden to demo its height. It has the body of a lion and the head of a pharaoh – it is believed that it may have been built by Khafre – the son of Khufu, who built the Great Pyramid or by Khufu himself. The Sphinx lines up exactly with Khafre’s tomb. Why would a pharaoh want a massive lion figure outside his tomb? Historians believe that it acted as a guardian to the tomb. Later sphinxes were usually in pairs (and smaller) but this is the earliest version of a sphinx that archaeologists have found. The Sphinx was carved from limestone, from the bedrock (rock that was exposed on the surface perhaps by quarrying stone for the construction of the Pyramids at Giza), & would never have survived this long if it were not for the fact that it was buried in sand for much of its life. (Sand dunes are constantly on the move – being blown by winds.) The paws were made separately from large blocks of limestone. The head is out of proportion with the rest of the body (it is too small) & so some Egyptologists have suggested that it was re-carved from an earlier shape to look like the Pharaoh (& therefore is a lot older than thought). The Sphinx originally had a beard, part of which can now be seen in the British Museum.

It is believed that King Thutmosis IV cleared the sand covering the body (but not the head) 1,000 years after it was built, but that the sand soon covered the enormous structure again, leaving just the head exposed again. The legend says that a young prince named Thutmosis fell asleep near the head of the Sphinx. He had a dream where he was told that if he restored the Sphinx he would become Pharaoh of Egypt. Thutmose restored the Sphinx (& it is thought built a wall around it to try to protect it from the sand dunes) & later became Pharaoh of Egypt. It was successfully cleared again in 1925 (after many attempts) and has been kept clear to this day.  

Some people believe that the Ancient Egyptian name for a sphinx means ‘the living image of Atum’. Atum was the creator god & the setting Sun, so The Sphinx may have been built to honour the Sun god Re/Ra. On a stele between the paws (1000 years later than the sphinx itself) is an inscription which names The Sphinx as ‘Kheperi – Re – Atum’. These are the 3 names given to the Sun by the Ancient Egyptians: in the morning, at noon & in the evening.

Try creating your own sphinxes using clay/salt dough. Create the body of a lion and put your own face on, as if you were a pharaoh! You should include the cobra (uraeus), elongated paws and the headdress too. Leave the figures to dry/harden. Traces of the original red paint that covered The Sphinx can be seen around one ear. You could paint the head & body red & the headdress yellow with blue stripes. If you were designing a guardian sphinx would you use the body of a lion or another creature, e.g. perhaps a crocodile or a snake (both of which were also animals known by the Ancient Egyptians). Which would be the best guardian & why? Good luck.

Weblinks

Science

Building on from last week, I’d like you to

  • Create and use a classification key to name a variety of living things in the wider environment.

Activities

  1. Write a branching database for a variety of living things from the wider world.
  2. Test your classification key by playing ‘Guess Who?’
  3. Demonstrate an understanding of your learning by explaining it to others.

Investigation – researching and analysing secondary sources, classifying and identifying
Write a branching database for a variety of living things in the wider environment.

Vocabulary
Question, classify, group, teach

  • Create and use a classification key to name a variety of living things in the wider environment.

Try writing a branching database that will identify all the living things from the image above. Look to use scientific language: habitat, invertebrate, mammal. You should draw the living thing at the end of the corresponding branch.

Also, try writing a dichotomous classification key for the leaf ID PDF.

When you’ve finished your independent task,  play ‘Guess Who?’ with a partner. Both of you need to have a set of living things cards each.

Without your partner seeing, draw one card – that is who you are. You then lay all of your cards (including the one selected) in front of you face-up. Your playing partner begins by asking a yes/no question to their opponent to try to work out which living thing they are. Depending on the answer, you turn the eliminated cards facedown. You take it in turns to question each other until one of you is certain and is able to say which living thing your partner is.

Art

Art ties in nicely with your topic work.

Computing

If you can, take a  look at Scratch

Explore some of the tasks to familiarise yourself with how to use the programming software.

Remember, if you want to send any of your work through to Mr Weaver or me, we would really like to see it.

Keep smiling,

Mr Chiverton:)

Maths answers

Lesson 1

Lesson 2

Lesson 3

Lesson 4

Yr 6 Home Learning W/C July 13th

Hi,

I hope you are all well and are looking forward to the summer holidays. It all seems a little strange for those of us who haven’t been at school for a while especially as this is the last home learning pack. I’m hoping that we will all be able to meet up before too long to celebrate and commemorate your time at St Mary’s. As soon as something can be safely arranged we will let you know.

I hope you enjoyed the class Zoom meeting. Unfortunately, I have a number of meetings this week, so won’t be able to hold one this week. Hopefully, you will now be meeting up again with your friends before too long.

This is also the last home learning pack. Don’t forget, that if you find some of the work a little tricky or too easy, then you can always have a go at the work on another class page that is more appropriate for you.

Remember, if you have any comments on the work, want to send anything to me or just share work with your classmates then feel free to email me at

c.chiverton@shawburystmarys.co.uk

I hope you have enjoyed the work over the last few weeks. Have a good summer, and I look forward to seeing you again soon.

PE

I see that Joe Wicks  is only putting out video content a couple of times a week. That’s not a problem, as you can revisit any of the older sessions on his webpage.

Reading

Hopefully, you have had a chance to access Cornerstones. There is so much good material on there if you have run out of books. Pick the one that is most appropriate for your reading level.

Spellings

I hope you managed to practise your spellings from last week. See if you can work through the spellings below. At the end of the week see if someone in the family can test you on them.

This week we will be looking at common words from the Year 6.

  1. amateur
  2. convenience
  3. neighbour
  4. temperature
  5. committee
  6. accommodation
  7. definite
  8. dictionary
  9. government
  10. embarrass

Maths

I hope you have been enjoying the White Rose Maths. Don’t forget, if you get stuck on any of it, BBC Bitesize is a good place to find help.

Video link

Lesson 1 – Draw nets of 3D shapes

Lesson 2 – Circles

Lesson 3 – Read and interpret pie charts 2020

Lesson 4 – The mean

A little different for times tables this week. Just remember to count the zeros carefully.

Times tables

Literacy

BBC Bitesize continues to have some useful activities that are usually linked to punctuation and grammar. However, some of you might like the chance to do some story writing, so this week I’d like you to write a story linked to a picture.

A Dangerous Pet

Question time!

Why has the Queen given her children a dragon?

Do you think it’s a wise decision?

What do you think the children will try and train their dragon to do?

Can you think of any strategies that the children might use to train their dragon?

Where do the children live?

Can you think of a good name for their kingdom?

Why do you think the children will need ‘all the help they can get’ when they come to rule?

Can you think of names for the children?

What is the boy feeding the dragon?

What do you think the girl is carrying?

Sentence challenge!

Can you make a list of adjectives to describe the dragon?

Can you make a list of verbs to say what the dragon is doing?

Can you make a list of adverbs to describe how the dragon is eating?

Can you now write a sentence using a verb, an adverb and at least one adjectives?

Story starter!

The Queen had known that the gift she presented to her children on their 5th birthday was dangerous. She was prepared to take the risk of letting them own a pet dragon, however. One day, the twins would rule the kingdom together, and they would need all the help they could get. No-one could deny that a dragon was a powerful ally!

Before that day, though, the children had much work to do. They had to train their dragon!

Science – A healthy body: Drugs and alcohol

Before you start this week’s work you will need to have a talk with an adult in the family so they know what you are looking at and can discuss it with you.

I would like you to:

  • Identify how drugs impact on the way the human body functions.
  • Understand that certain drugs can be used for positive effect in the form of medicine.
  • Create an aesthetic photo montage that shares a message.
  • Understand the negative physical, social and emotional impact of drug misuse.

Activities

  1. Identify the effects of drugs on the human body.
  2. Create a print advert that explores the impact of drugs and alcohol on the human body.

First, explore the truths and myths about the effects of drugs and alcohol.

Discuss the answers with an adult and recognise that drugs are substances that cause chemical reactions in the body.

Match the definitions to the drug types: stimulants, hallucinogens, analgesics and depressants and look at the long term effects of each.

Remember that drugs are not just illegal substances, but some are also legal, e.g. alcohol, cigarettes, caffeine, and medical drugs used to relieve disease and illnesses (note that these are tested thoroughly before being used). Although medicinal drugs can have a positive impact on the body they need to be taken in the correct dose (overdosing can result in addiction or very negative effects), not in combination with other medicines unless directed to do so. People take recreational drugs, such as tobacco and alcohol, because they like the effects they have on their bodies, but they are addictive and about 114,000 people die every year as a result of smoking-related illnesses and that smoking during pregnancy is very dangerous (reduces the amount of O2 available to growing baby). The alcohol in drinks is ethanol, which is a depressant. Small amounts help people relax, but greater amounts lead to a loss of self-control. Alcohol can also damage the liver and brain and may cause weight gain. Of these two, smoking is the drug that has the most direct impact on the heart, but if you gain weight (alcohol) you are putting stress on your heart. ‘Play’ PSHE Drugs quiz  and discuss the answers. Discuss with an adult the fact that there is a lot of pressure from peers (chn of their own age), and older teenagers to try smoking, alcohol and other drugs and it is sometimes difficult to say no. Watch the videos and share the drugs booklet (you will need to discuss this with an adult). Today you will be continuing your healthy bodies advertising campaign to create an artistic advert highlighting the dangers of drugs (including alcohol, cigarettes and medicine abuse) on the body.

Investigate the effects of drugs (incl: alcohol and tobacco) on the body, using the recommended reliable websites. This is to help inform the content of your advertising campaign. Drugs advert: Create an advertising campaign in the form of a photomontage to raise awareness of the impact that drugs have on the body. Your messages can be anything from the general negative effects on the body, to how to take medicines safely, to highlighting the impact of specific types of drugs. The message is entirely up to you but it must be a message that incorporates the ‘science’ of drugs in the form of a slogan (e.g. “just one couldn’t hurt… drugs can kill”).

Vocabulary
Drugs, lifestyle, addiction, disease, medicine, alcohol, cigarettes, stimulant, depressant, analgesic, hallucinogen

Weblinks
The effects of drinking alcohol from www.bbc.co.uk
Teenage pressures: alcohol & cigarettes from www.bbc.co.uk
Drugs booklet, Hertfordshire Grid for Learning from www.thegrid.org.uk
Online quiz reinforcing ideas about medicines, legal and illegal drugs from www.educationquizzes.com

Topic

This week I’d like you to put together a ‘Mountain Exhibition’ about mountain ranges, their formation, famous mountain expeditions and the protection of mountain biodiversity.

You will:

  • present information you have learnt using a variety of medium for an audience
  • Self-assess the impact of your exhibition and work you have produced and evaluate their impact on an audience

As this is the final session I’d like you to present your ‘Mountain Exhibition’ to your family.

Remember all the work we have created so far: mountain models, world map, freeze-frame drama and photographs, ecotourism posters, endangered animal ppt.

To create your exhibition we need to show examples of all of these and create an exhibition room.  This may be by creating information boards or display tables with models or posters on.

Think about which item you would like to present. For models – all mountain types must be displayed; a selection of PowerPoints that represent all animals researched; Mountain Models – a selection or even all could be displayed.

Before you present your display, remember that you will need to present your information in a professional manner and be available to answer any questions your audience may have.

Art

Art ties in nicely with your science and topic work.

Computing

If you can, take a  look at Scratch

Explore some of the tasks to familiarise yourself with how to use the programming software.

Remember, if you want to send any of your work through to  me, I would really like to see it.

Keep smiling,

Mr Chiverton

Maths answers

Lesson 1 Answers – Draw nets of 3D shapes

Lesson 2 Answers – Circles

Lesson 3 Answers – Read and interpret pie charts 2020

Lesson 4 Answers – The mean

Year 6 Hoodies

Hi,

I understand that some of you have been asking about the Year 6 hoodies. Although they are not compulsory, in the past few years every child has ordered one. In order to sort these we need to size everyone up. We anticipate that we can get this done in the first week back in September and can place the order immediately. In the past the delivery times are quite quick, so I would hope you could have them before you might need to consider buying a school jumper. Prices will be confirmed in September.

Mr Chiverton

Year 4 Home Learning W/C July 6th

Hi,

I hope you are all well and are looking forward to some relaxation in the social distancing rules.

I hope you enjoyed the class Zoom meeting. I have arranged another one for this week.

Don’t forget, that if you find some of the work a little tricky or too easy, then you can always have a go at the work on another class page that is more appropriate for you.

Remember, if you have any comments on the work, want to send anything to me or just share work with your classmates then feel free to email me at

c.chiverton@shawburystmarys.co.uk

There is now a new way of accessing Twinkl materials. If I have included any you will need to type in a pin number in order to gain access to any materials that have been posted. I will post the number if required.

PE

I see that Joe Wicks  is only putting out video content a couple of times a week. That’s not a problem, as you can revisit any of the older sessions on his webpage.

Reading

Hopefully, you have had a chance to access Cornerstones. There is so much good material on there if you have run out of books. Pick the one that is most appropriate for your reading level.

Spellings

I hope you managed to practise your spellings from last week. See if you can work through the spellings below. At the end of the week see if someone in the family can test you on them.

This week we will be looking at commonly misspelt words from the Year 4.

  1. straight
  2. possession
  3. mention
  4. guide
  5. eight
  6. calendar
  7. special
  8. medicine
  9. guard
  10. earth

Maths

I hope you have been enjoying the White Rose Maths. Don’t forget, if you get stuck on any of it, BBC Bitesize is a good place to find help.

Video link

Lesson 1 – Identify angles

Lesson 2 – Compare and order angles

Lesson 3 – Triangles

Lesson 4 – Quadrilaterals

Times tables

The times tables sheets are for 3 weeks. Just complete the first one.

The answers for the White Rose maths are too large to upload so are shown as screen grabs at the bottom of this page.

Literacy

BBC Bitesize continues to have some useful activities that are usually linked to punctuation and grammar. However, some of you might like the chance to do some story writing. There are so many ways you could take your writing that I wouldn’t like to restrict you by saying you have to do it in a particular way. Back to talk4writing this week.

Topic

How did you get on with your research on the pharaohs? This week, I’d like you to describe early burials in Ancient Egypt. Explain why mummification was developed to preserve bodies for the afterlife; describe the mummification process; make a model of a mummy; understand the importance of The Book of the Dead.

You will:

  • Describe early burials in Ancient Egypt.
  • Explain why mummification developed to preserve bodies for the afterlife.
  • Describe the mummification process.
  • Make a model of a mummy.
  • Understand the importance of The Book of the Dead.

The early burials of the dead found in Egypt (pre-Dynastic) were of the body buried in small pits at the edge of the desert in a curled up (called foetal – like a baby in the uterus) position on their left side, with some goods, e.g. food in bowls, for the afterlife – (Ancient Egyptian type of heaven).

The bodies were preserved naturally because of the drying effect of the sand. Gradually over the years, they began to bury the bodies in clay or wooden coffins to protect them from desert wildlife. However, they then realised that the bodies decayed because they were not in contact with the hot, dry sand, so a process of mummification was developed to preserve the bodies for the afterlife. Mummification developed over the centuries – look at the online mummy timeline, until it was quite an elaborate & long-drawn out process. Watch the process of mummification here, & look inside a mummy online. Eventually many of the internal organs which were more liable to decay were removed & put into canopic jars (session resources): Imnesty (human head) looked after the liver, Hapy (baboon) – lungs, Duamuteh (jackel) – stomach, & Qebehsenuef (falcon) – the intestines, to be buried alongside the body. Later the organs were dehydrated & replaced into the body.

The early pits are thought to have been covered with a mound of sand (roughly the shape of a pyramid) because the Egyptians believed that Life was first created on a Primeval Mound that emerged out of the waters of chaos. Then richer & more important people began to be buried in timber or brick-lined tombs with one or two ‘rooms’, & more elaborate goods were included. By the time of the first Dynasties mud-brick tombs called mastabas (looking like benches that stand outside a traditional Egyptian home today from word meaning bench in Arabic) were built for pharaohs & other high status officials.

These continued to be built for officials even after pyramids were built for pharaohs. The sides are shaped like trapeziums. Two chambers were built in the ground, one for the body & one for the ‘grave goods’ for the afterlife. A chapel for offerings was built into the side. The Ancient Egyptians believed that the dead travelled to the afterlife after passing through the underworld. To help them get through the dangerous underworld, they used spells from The Book of the Dead written on tomb walls or on rolled up papyrus scrolls placed in the tombs . Watch the short video of The Afterlife in Egypt. The ceremonies of ‘opening the mouth’ & ‘weighing the heart’ are described.

Try one of these

  • Make online jigsaws of images from The Book of the Dead. Sort the mummification process into the right order.
  • Take the online challenge to pass through the Underworld.
  • Prepare a mummy online – there are various websites available for this.
  • Make a model of a mummy using clay or Plasticine to create a ‘body’ & then wrap it in Plaster of Paris or Modroc. Once the mummy is dry it can be carefully painted.

Weblinks

Early burials leading to mummification from ancientegypt.co.uk
The afterlife explained from bbc.co.uk
Mummy timeline from ancientegypt.co.uk
Process of mummification explained from ancientegypt.co.uk
Visit the tomb of a noble from metmuseum.org
Short video clip of tomb of an architect from bbc.co.uk
Take the challenge to pass through the Underworld from ancientggypt.co.uk
Mummy making activity from childrensuniversity.manchester.ac.uk
Mummy making activity from oi-archive.uchicago.edu
Inside a mummy from akhet.co.uk

Science

Following on from last week, I would like you to

  • Notice the tiny details that will help scientists to further classify living things and to record these details in a careful drawing of insects.

Activities

  1. Understand that it is the tiny details that will help scientists further classify living things.
  2. Complete your independent drawing.
  3. Test your knowledge of the classification of living things by playing a game.

Look again at the Levon Biss photographs (see Weblink). When something very small is shown in a very large image you can see so much of the tiny details and features that you wouldn’t usually get to see. To classify living things, scientists must look further than the obvious details to identify which species they are looking at – or if indeed it is a ‘never seen before’ species. Watch the clip on the Levon Biss website again. With this sort of technology available now, so much more can be discovered about tiny species of living things. Levon takes lots of very close-up photos and pieces them back together. Take another look at  some of your drawings from the previous session. Hopefully, these are big, but not enormous! I would like you to make some enormous drawings of tiny invertebrates, to show as many details as possible.

Remember that Levon Biss took hundreds of photos of tiny areas of the insects and slotted them back together. When you are looking at something so small, it’s sometimes easier to break it up into smaller parts. This is what scientists will do when trying to classify a living thing, they will look at all the tiny details as well as the more obvious things – and that is why we can name so many different types of beetle, rather than just one. For the most noticeable things (number of legs, antennae, etc.) beetles are all the same, it’s only when you look really closely that you notice more differences.

Vocabulary
Observation, classify, detail

Weblinks
Levon Biss website from http://microsculpture.net/
Classification game from www.bbc.co.uk
Classification game from http://sciencenetlinks.com

Art

Art ties in nicely with your science work.

Computing

If you can, take a  look at Scratch

Explore some of the tasks to familiarise yourself with how to use the programming software.

Remember, if you want to send any of your work through to Mr Weaver or me, we would really like to see it.

Keep smiling,

Mr Chiverton:)

Maths answers

Lesson 1

Lesson 2

Lesson 3

Lesson 4

Year 3 Home Learning W/C July 6th

Hi,

I hope you are all well and are looking forward to some relaxation in the social distancing rules.

I hope you enjoyed the class Zoom meeting. I have organised another one for this week if Zoom allows me.

Don’t forget, that if you find some of the work a little tricky or too easy, then you can always have a go at the work on another class page that is more appropriate for you.

Remember, if you have any comments on the work, want to send anything to me or just share work with your classmates then feel free to email me at

c.chiverton@shawburystmarys.co.uk

There is now a new way of accessing Twinkl materials. If I have included any you will need to type in a pin number in order to gain access to any materials that have been posted. I will post the number if required.

PE

I see that Joe Wicks  is only putting out video content a couple of times a week. That’s not a problem, as you can revisit any of the older sessions on his webpage.

Reading

Hopefully, you have had a chance to access Cornerstones. There is so much good material on there if you have run out of books. Pick the one that is most appropriate for your reading level.

Spellings

I hope you managed to practise your spellings from last week. See if you can work through the spellings below. At the end of the week see if someone in the family can test you on them.

This week we will be looking at commonly misspelt words from the Year 3.

  1. accident
  2. caught
  3. eighth
  4. heard
  5. minute
  6. possible
  7. strange
  8. accidentally
  9. centre
  10. enough

Maths

I hope you have been enjoying the White Rose Maths. Don’t forget, if you get stuck on any of it, BBC Bitesize is a good place to find help.

Video link

Lesson 1 – Measure mass (2)

Lesson 2 – Compare mass

Lesson 3 – Add and subtract mass

Lesson 4 – Measure capacity (2)

Year 3 Tables Tests

The times tables sheets are for 3 weeks. Just complete the third one.

The answers for the White Rose maths are too large to upload so are shown as screen grabs at the bottom of this page.

Literacy

BBC Bitesize continues to have some useful activities that are usually linked to punctuation and grammar. However, some of you might like the chance to do some story writing. There are so many ways you could take your writing that I wouldn’t like to restrict you by saying you have to do it in a particular way. There are a few ideas to start you off from talk4writing but then it’s up to your fantastic imagination and creativity.

Topic

I hope you enjoyed learning about the how the Maya passed down their skills.

This week we will:-

Learn about foods eaten by the Maya community; research Maya clothing, headdresses and hairstyles and make a Maya headdress.

I would like you to

  • Learn about the foods eaten in the Maya community.
  • Gain a deeper understanding of Maya clothing, headdresses and hair styles.
  • Design and make a headdress suitable for a Maya celebration.

The Maya ate very well. They hunted wild turkey, deer, ducks and even monkey. They caught fish and ate bird eggs. They even grew sweet potato, corn, chillies and squash. They used the corn to make flour and turned it into tortillas.

Have a look at the presentation on Maya head dresses.

I would like you to make Maya head gear, but before that try some Maya research questions.

Watch this video clip of a modern Maya creating several traditional hair styles with her own hair. This video clip shows a more elaborate hair style. You could try them on your hair using long ribbon or strips of material. Try to design a Maya head dress on a piece of paper. You can look on the internet and search ‘Mayan Head Dress’ in Google Images.

I look forward to seeing your end pieces

Weblinks

Detailed information about Maya food from travel.nationalgeographic.com
About Maya food for children from mayankids.com
The importance of Maya food on world cuisine from sfgate.com
Useful website for research on clothing from ancientmayalife.blogspot.co.uk
Information on Maya clothing from mexicolore.co.uk
Modern Maya hairstyles -YouTube clip
Making paper feathers from thinkcrafts.com

Science

This week, I’d like you to:

  • Explore a variety of fruits and generate questions.
  • Classify fruits according to observable similarities and differences.

Activities

  1. Explore a wide variety of fruits and ask questions about them.
  2. Use observation skills to create detailed drawings of fruits with accompanying notes.
  3. Suggest criteria for grouping fruits and classify them accordingly.

Hopefully, you made some good zigzag books last week. These beautiful zigzag books will make wonderful exhibits at a school Art Exhibition and they could teach the visitors how fruits are made from pollinated flowers. You are all becoming such experts on how plants reproduce.

Today we are going to take a closer look at a number of different plant parts. I’d like you to look at as many different plants as you can. These could be flowers, nuts, fruit, vegetables, weeds, berries and squashes. (Bananas and seedless grapes won’t work) I want you to decide which of these plant parts have seeds and also which of them are in fruits.  Which had seeds in them? Gather ideas and  think about the answers. Actually they all have seeds. Which had the largest seed? Which had the smallest? Which of these is a fruit? Actually they are all fruits. A fruit is just another name for the part of the plant that holds the seeds. It can be juicy or dry, hard or soft, heavy or light, tasty to eat or deadly poisonous. They are all fruits because they all hold seeds. Which part of the plant turns into the fruit? Yes the ovary. Remember scientists are always asking “Why?” Can you think of any questions about fruits and seeds? Maybe – Why are there so many different types of seed? Why are some good to eat and others not? Why are some massive and others tiny? Let’s think about all the different types of fruits there are.

Investigation – exploration
Investigate a wide variety of different fruits, pods, berries etc. that “package” seeds.

Vocabulary
Fruit, pod, nut, seed, berry, seed head, ovary, ovule

Art

Art ties in nicely with your topic and science work.

Computing

If you can, take a  look at Scratch

Explore some of the tasks to familiarise yourself with how to use the programming software.

Remember, if you want to send any of your work through to Miss Taylor or me, we would really like to see it.

Keep smiling,

Mr Chiverton:)

Maths answers

Lesson 1

Lesson 2

Lesson 3

Lesson 4