06.07.20 Timetable for Home Learning Session 4 Making the ...€¦ · indifferent to me. I wipe my...

06.07.20 Timetable for Home Learning – Year 6

Monday Tuesday Wednesday Thursday Friday

English:

To create poetic devices.

English:

To read and respond to a poem.

English:

To write a poetic verse.

English:

To use juxtaposition in a poem.

English:

To perform a poem.

Maths:

To calculate area and

perimeter.

Maths:

To calculate the area of

triangles.

Maths:

Times Table Rockstars challenge

Maths:

To find the area of

parallelograms.

Maths:

To calculate volume.

Reading: Shards of glass

Using inference to explore a

character.

Reading: Shards of glass

Using inference to explore a

character.

Reading:

Read a book on Bug Club.

Reading:

To make comparisons within a

text.

Reading:

To make comparisons within a

text.

Science

Explore your inherited

characteristics.

To know that not all

characteristics are

inherited.

To understand the idea

of selected breeding in

animals.

Wellbeing

Participate in mindful listening

Showing gratefulness towards

others

Identifying things that ‘WOW’ us.

Remember to check on the

Well-being section on our

website!

Creative / Topic

Learn all about Great Britain

and the United Kingdom.

Practise identifying

countries and flags in

Spanish!

PE Towel fold challenge:

https://www.youtube.com/wa

tch?v=Mnh9YMRzRJA&feature

=youtu.be

Online Learning:

Log into Bug Club and take the quiz

Play Timestables Rockstars – can you beat your time? Check your Rockslam!

Log into accelerated reader to take a quiz!

https://ukhosted9.renlearn.co.uk/6699438/

To check if a book is on accelerated reader, go to https://www.arbookfind.co.uk/

Transition

Complete pages 10-13 in your transition booklet.

Session 4 – Making the Change?

Online Learning:

Log into linguascope to practice Spanish! Username:parsloes Password:hola

Log into satstestonline.co.uk

White Rose Maths: https://whiterosemaths.com/homelearning/year-6/

Remember to email your work to: year6work@parsloes.bardaglea.org.uk

W/c: 6.7.20 (1 copy per child)

Shards of Glass – Part 1 (Monday 6th July + Tuesday 7th July)

People are like glass. They look pretty strong, but really, they're fragile, easy to break.

The hot sun beats down on my neck and back. My battered straw hat makes my head

itch, and my dress is far too small, exposing my wrists and lower legs to the burning rays. The

burlap sack containing my few possessions slumps beside me on the dusty platform.

Glass can be broken by physical force, by dropping or throwing it, whether by accident

or with the intent to harm. Glass can also be broken by invisible pressures, building and

building until it finally cracks. It seems a mystery as to why it breaks so suddenly- glass is

transparent, but it can hide any amount of stress.

I look down at my ticket. I don't recognise the town name printed on it, but that is

indifferent to me. I wipe my brow and pull my socks up even further in a desperate attempt

to protect my skin. There is no shade here, or any people. Everything is covered in a layer of

brown dust- apparently including the very air I'm breathing. It's as though this platform has

been abandoned to the point where even the moisture has forgotten it. But that's okay. I know

how it feels.

Shards of Glass – Part 2 (Monday 6th July + Tuesday 7th July)

Like glass, when people are broken, they become spiky and hard to touch. They can

accidentally hurt others, and then the others don't want to come back.

I trace an aimless pattern in the dirt with my scuffed sandal toe. The clock on the

station sign has stopped, so I don't know how long the train will take to get here. It could be a

few minutes, a few hours or even the rest of the day. I sigh. The tracks look rusty, as though

the train hasn't been used in a long while, and a few shrivelled plants lie in the gravel, having

given up long ago.

Glass takes time to be repaired. You have to work out where all the little pieces go

before you can even begin. When you go to glue it back together, some of them don't fit

because the glue needed is so thick and strong. Tiny shards are lost- tiny pieces of a person's

personality. Once you've glued the glass back together, it is easier to break again. Every time

you repair it, the shape changes, eventually beyond recognition. It's almost beautiful, in a sad

kind of way.

I hear a scraping noise and see a cloud of dust coming over the horizon. The old,

weathered train stops in front of me, and I walk up to it. On the way, I pick up a broken bottle

from the floor. Maybe if I mend it, then somebody, somewhere will be mending too. I step

onto the train and watch as the dirty platform disappears behind me. I'm moving on, looking

for something to replace my lost shards, and harden the glue between the repairs I've had to

make for myself.

Monday 6th July 2020

Monday 6th July 2020

06.07.20

transparent

shriveled

fragile

indifferentBurlap sack

L.O. TO USE INFERENCE TO EXPLORE A

CHARACTERS MOTIVESPeople are like glass. They look pretty strong, but really they're fragile, easy to break.

The hot sun beats down on my neck and back. My battered straw hat makes my head itch, and my dress is far too small, exposing my wrists and lower legs to the burning rays. The burlap sack containing my few possessions slumps beside me on the dusty platform.

Glass can be broken by physical force, by dropping or throwing it, whether by accident or with the intent to harm. Glass can also be broken by invisible pressures, building and building until it finally cracks. It seems a mystery as to why it breaks so suddenly- glass is transparent, but it can hide any amount of stress.

I look down at my ticket. I don't recognise the town name printed on it, but that is indifferent to me. I wipe my brow and pull my socks up even further in a desperate attempt to protect my skin. There is no shade here, or any people. Everything is covered in a layer of brown dust- apparently including the very air I'm breathing. It's as though this platform has been abandoned to the point where even the moisture has forgotten it. But that's okay. I know how it feels.

Monday 6th July 2020

06.07.20

1. ‘people are like glass…fragile and easy to break’ Can you find 3 examples where our character, like glass, is

turning ‘fragile’?

2. ‘this platform has been abandoned to

the point where the moisture has

forgotten it. But that’s ok….I know how that feels ’ What does this mean for our character? Can you find evidence to

suggest this?

3. ‘I look down at my ticket. I don't

recognise the town name printed on it,

but that is indifferent to me.’ Why could the character be feeling ‘indifferent’?

Draw/Write/Discuss what we know about the

character already…

L.O. TO USE INFERENCE TO EXPLORE A

CHARACTERS MOTIVESIn the text, our character is constantly referring her life and personality to glass –being fragile, invisible pressures yet strong and sturdy on the outside.

Knowing yourself knowing your personality, could you draw/write an object that you could compare you and your personality to…

e.g. A plastic bag – flying with the wind, feeling free. No stress, no worries.

The fact it’s durable and hardwearing - means I can withstand difficult times that could test me.

Getting caught on trees – meaning overcoming obstacles in life that could stop me in my tracks, but know I could ‘float off’ again and move forward with life.

This can be in the form of a picture, poem or short written piece.

Monday 6th July 2020

06.07.20

Tuesday 7th July 2020

Tuesday 7th July 2020

07.07.20

scuffed

Beyond

recognition

weathered

shards

aimless

L.O. TO USE INFERENCE TO EXPLORE A

CHARACTERS MOTIVES

Tuesday 7th July 2020

07.07.20

1. ‘Like glass, when people are broken, they

become spiky and hard to touch. They can

accidentally hurt others, and then the others

don't want to come back ’ what could this mean for our character?

2. How can we tell that she is waiting for what

seems like forever at the station?

3. How does the author’s description in paragraph 3 help describe the character’s personality?

4. ‘I'm moving on, looking for something to

replace my lost shards, and harden the glue

between the repairs I've had to make for

myself’ – using inference, explain what the

characters means here.

L.O. TO USE INFERENCE TO EXPLORE A

CHARACTERS MOTIVES

What ’shards of glass’ or ‘jigsaw pieces’ make up you? Your personality? What pieces do you need to make yourself feel complete? E.g.

Tuesday 7th July 2020

07.07.20

friends

family

travel

Wednesday 8th July 2020

Bug Club

Write a sequel/book

review/comic strip/write from

the viewpoint of another

character from the book you’ve read.

Thursday 9th July 2020

L.O. TO MAKE COMPARISONS WITHIN A TEXTThursday 9th July 2020

09.07.20

1. The character described her best

friend to having been a ‘ray of sunshine’. Can you find 3 ways she did this?

2. By the end of this part, is she still

described as a ‘ray of sunshine’ why do you think her attitudes

have changed towards her best

friend?

3. This text so far tells us about the

trials of friendship, where does it

seem the friendship started to

break down? Have you ever

experienced a broken promise

from a friend?

L.O. TO MAKE COMPARISONS ACROSS TEXTS

Your task is to create a comparison chart with the text ‘Shards of Glass’ and ‘Moving On’. Think about the characters themselves, the underlying themes, settings, motives

and emotions and fill in the chart below:

Aspect Shards of Glass Moving On

Character’s appearance

Character’s Personality

Underlying theme

Setting

Apparent emotions

Thursday 9th July 2020

09.07.20

Friday10th July 2020

L.O. TO MAKE COMPARISONS WITHIN A TEXTFriday 10th July 2020

10.07.20

1. Compared to the start of this text,

until now, do you agree with the

character when she says ‘things were never the same again’?

2. Why does Lucy think ‘our time was over’ with her best friend?

3. Compare Lucy’s story with your personal experience of

friendhsips. Self reflect on a time

you knew a friend but lost touch,

made new friends, fallen out with

friends.

Moving On – Part 1 (Thursday 9th July and Friday 10th July)

I can see her from my window. In her bedroom titivating herself and getting ready to go out.

She was my best friend. But not anymore.

I can't help but think back to how different things used to be between us, just a few

years ago. I remember the first day I met her, when she burst in to my world like a ray of

sunshine exclaiming "We will be best friends forever!" A promise she failed to keep.

At first, we did everything together - went shopping, ate in restaurants, went for drives

in the car, and every year she insisted I went on holiday with her and her family. Always to a

beach. I never told her but I hated the way the sand never seemed to wash out of my hair.

She introduced me to my first ever boyfriend. He was called Ken and was the love of

my life. He was so handsome and well dressed and she always said we belonged together.

That was until... That year we went to Menorca - another beach holiday - but the first time

Ken and I had been away as a couple. We all had a great time! But two days before we came

home, I stayed at the hotel while the rest of them went on a boat trip. They were gone for

ages, but I enjoyed the peace and quiet. When she came back I could tell she had been crying.

She hugged me close and sobbed. There had been an accident on the boat and my Ken was

lost forever - presumed drowned.

Moving On – Part 2 (Thursday 9th July and Friday 10th July)

When we got back home things were never the same again. I was just numb, but she

cried a river. She sobbed when she saw his car in the driveway, when she opened the

wardrobe and saw his clothes, and when she stepped on his surfboard - his pride and joy -

and broke it. I just smiled at her and hoped in my eyes she could see I forgave her. She tried

at the start to make everything better, taking me out, buying me new clothes and even

introducing me to a new man.

I don't know exactly when we started to drift apart. Her visits dwindled and I saw her

less and less. She has a new friend now, called Sarah, who is beginning to take my place. I met

Sarah once briefly, and she laughed at me. I looked at my best friend and could see how

embarrassed she was with me. I knew then our time was over.

She is still fixing her hair, music blaring through the open window. Suddenly her

bedroom door opens. "Turn that music down Lucy!" her mum yells, "Have you decided what

things you are giving to the charity shop yet? I'm going now!" She looked over - directly at

me. "Yeah mum, I think the doll’s house and Barbie can go." And my world went black as the

plastic bag was placed over my home.

Poetry 6.7.20

L.O. To learn simple poetic devices Monday 6th July

Task: List places for your poem Monday 6th July

Task: List nouns for your poem Monday 6th July

Task: List abstract nouns for your poem Monday 6th July

Monday 6th July

Task: To list alliteration combinations Monday 6th July

Task: Share ideas with class or family / friends Monday 6th July

Task: To judge poetic ideas and give reasons Monday 6th July

L.O. To create a list poem Tuesday 7th July

https://soundcloud.com/talkforwriting/city/s-UmP7BEbB2cG

Start by reading the poem out loud a few times. You can also

listen to a reading of the poem here:

L.O. To read and respond to a poem Tuesday 7th July

L.O. To read and respond to a poem Tuesday 7th July

L.O. To read and respond to a poem Tuesday 7th July

L.O. To learn more poetic devices Wednesday 8th July

L.O. To learn more poetic devices Wednesday 8th July

L.O. To write a poetic verse Wednesday 8th July

L.O. To write verses with juxtaposition Thursday 9th July

L.O. To write verses with juxtaposition Thursday 9th JulyMany proverbs in English include examples of juxtaposition, as the contrasts between concepts can provide a lesson.

When it rains, it pours. In this case, there is a contrast of magnitude. The literal meaning is that when it rains,

one can expect a downpour. The proverbial meaning is that when one thing goes right many things will go right, or, conversely, when one thing goes wrong everyone goes wrong.Better late than never. While being late is a negative thing, the possibility of something never happening or

someone never arriving is much worse. Therefore, this juxtaposition puts things into perspective.Beggars can’t be choosers. To beg and to choose are opposite functions, and this proverb implies that in fact

one cannot be both desperate and have any choice in the decision or result.Making a mountain out of a molehill. Once again, this is a juxtaposition of magnitude. A molehill is almost

invisible compared to a mountain. This proverb warns not to magnify a problem that is, in fact, not such a big deal.You can’t teach an old dog new tricks. In this contrast between old and new, the proverb indicates that once

someone has gotten either literally too old or metaphorically too stuck in a way of thinking there is no way to change that person’s mind or manners.

L.O. To write a repetitive poem Thursday 9th July

L.O. To perform a poem Friday 10th July

We would love to receive any of your performances if you would like to email them to us

Year 5 & 6 spelling game (play as single player)

• https://www.spellzone.com/word_lists/games-10609.htm

Year 6 SpellingsThese are your 10 new spellings for this week

Spellings

expectant

hesitant

hesitancy

decent

decency

frequent

frequency

confident

confidence

assistance

Write your spellings

correctly. Do not forget to

put them in a sentence. Use

a dictionary if you are unsure

of the meaning of the word.

Try creating a word search to learn your

spellings!

Play games on https://spellingframe.co.uk/spelling-rule/34/39-Words-ending-in–ant–ance–ancy–ent–ence–ency-1-of-2 to help you!

MEASUREMENT – YEAR 6

MONDAY 6TH JULY 2020

ARITHMETIC:

Monday 6th July 202006.07.20

1. 87 + 22 + 46 =

2. 476 + 19 − 371 =

3. 6/7 – 2/7 =

4. 36 ÷? = 35. 92 × 5 =

6. 9,999 + 4 =

7. 8/9 + 8/9 =

8. 7 × 5 × 6 =

9. 108 ÷ 9 =

10. 9 − 3.45 =

11. 5/11 + 7/11

12. 98,307 − 27,69013. 10% of 90 =

14. 24 X 83

See how many

you can answer in 5 minutes!Good luck

ANSWERS:

Monday 6th July 202006.07.20

1. 87 + 22 + 46 =

2. 476 + 19 − 371 =

3. 6/7 – 2/7 =

4. 36 ÷? = 35. 92 × 5 =

6. 9,999 + 4 =

7. 8/9 + 8/9 =

8. 7 × 5 × 6 =

9. 108 ÷ 9 =

10. 9 − 3.45 =

11. 5/11 + 7/11 =

12. 98,307 − 27,690 = 13. 10% of 90 =

14. 24 X 83 =

155

124

4/7

12

460

10,003

1 7/9

12

210

5.55

12/11

70, 617

9

1992

LESSON 1 – L.O. TO CALCULATE AREA AND PERIMETER

Watch the

demonstrations and

pause to answer the

fluency questions

Scroll to Week 9 – Lesson 1 – (approx. 15mins)

Monday 6th July 202006.07.20

L.O. TO CALCULATE AREA AND PERIMETER

Monday 6th July 202006.07.20

PROBLEM SOLVING

FLUENCY

MEASUREMENT – YEAR 6

TUESDAY 7TH JULY 2020

ARITHMETIC:

Tuesday 7th July 202007.07.20

1. 826 = 800 + ? + 6

2. 602 - ? = 594

3. 123 × 2 =

4. 56 ÷ 8 =

5. 24 × 3 =

6. ? = 6000 + 90

7. 7 − 2.25 =

8. 9 × 41 =

9. 5 × 4 × 10 =

10. 180 ÷ 3 =

See how many

you can answer

in 3 minutes!

Good luck

ANSWERS:

Tuesday 7th July 202007.07.20

1. 826 = 800 + ? + 6

2. 602 - ? = 594

3. 123 × 2 =

4. 56 ÷ 8 =

5. 24 × 3 =

6. ? = 6000 + 90

7. 7 − 2.25 =

8. 9 × 41 =

9. 5 × 4 × 10 =

10. 180 ÷ 3 =

See how many

you can answer

in 3 minutes!

Good luck

20

8

246

7

72

6090

4.75

369

200

60

LESSON 2 – L.O. TO CALCULATE AREA OF TRIANGLES

Watch the

demonstrations and

pause to answer the

fluency questions

Scroll to Week 9 – Lesson 2 – (approx. 15mins)

Tuesday 7th July 202007.07.20

L.O. TO CALCULATE AREA OF TRIANGLES

Tuesday 7th July 202007.07.20

PROBLEM SOLVINGFLUENCY

MEASUREMENT – YEAR 6

WEDNESDAY 8TH JULY 2020

MEASUREMENT – YEAR 6

THURSDAY 9TH JULY 2020

ARITHMETIC:

Thursday 9th July 202009.07.20

Q11. 5.87 + 3.123 =

Q12. 25.34 × 10 =

Q13. 91 ÷ 7 =

Q14. 1,210 ÷ 11 =Q15. 2 ½ - ¾ =

Q16. 1 3/7 – 4/7 =

Q17. 5/7 + 3/21 =

Q18. 0.9 ÷ 100 =

Q19. 3.005 + 6.12 =Q20. 836 X 27 =

See how many

you can answer in 5 minutes!Good luck

ANSWERS:

Thursday 9th July 202009.07.20

Q11. 5.87 + 3.123 =

Q12. 25.34 × 10 =

Q13. 91 ÷ 7 =

Q14. 1,210 ÷ 11 =Q15. 2 ½ - ¾ =

Q16. 1 3/7 – 4/7 =

Q17. 5/7 + 3/21 =

Q18. 0.9 ÷ 100 =

Q19. 3.005 + 6.12 =Q20. 836 X 27 =

See how many

you can answer in 3 minutes!Good luck

1 3/4

18/21

0.009

9.125

22,572

6/7

110

13

253.4

8.993

LESSON 3 – L.O. TO CALCULATE AREA OF PARALLELOGRAMS

Watch the

demonstrations and

pause to answer the

fluency questions

Scroll to Week 9 – Lesson 3 – (approx. 15mins)

Thursday 9th July 202009.07.20

L.O. TO CALCULATE AREA OF PARALLELOGRAMSPROBLEM SOLVINGFLUENCY

Thursday 9th July 202009.07.20

MEASUREMENT – YEAR 6

FRIDAY 10TH JULY 2020

ARITHMETIC:

Friday 10th July 202010.07.20

Q1. 8 × 33 =

Q2. 9 − 1.9 =

Q3. 120 ÷ 12 =

Q4. 167 × 4 =

Q5. 56.38 + 24.7 =

Q6. 30 × 40 =

Q7. 5,400 ÷ 9 =

Q8. 122,456 − 11,999 =

Q9. 581 ÷ 7 =

Q10. 15.98 + 26.314 =

See how many

you can answer

in 5 minutes!

Good luck

ANSWERS:

Friday 10th July 202010.07.20

Q1. 8 × 33 =

Q2. 9 − 1.9 =

Q3. 120 ÷ 12 =

Q4. 167 × 4 =

Q5. 56.38 + 24.7 =

Q6. 30 × 40 =

Q7. 5,400 ÷ 9 =

Q8. 122,456 − 11,999 =

Q9. 581 ÷ 7 =

Q10. 15.98 + 26.314 =

See how many

you can answer

in 5 minutes!

Good luck

264

7.1

10

668

81.08

1200

600

110,457

83

42.294

LESSON 4 – L.O. TO CALCULATE VOLUME OF CUBOIDS

Watch the

demonstrations and

pause to answer the

fluency questions

Scroll to Week 9 – Lesson 4 – (approx. 15mins)

Friday 10th July 202010.07.20

L.O. TO CALCULATE VOLUME OF CUBOIDSPROBLEM SOLVINGFLUENCY

Friday 10th July 202010.07.20

EXT:

What is the Human Geography of the UK?

DO NOW

Name as many different cities as you can think of in the United Kingdom.

Lesson 1

Lesson 1- To describe the location of the United Kingdom.

Lesson 2- To explain the differences between the British Isle, Great Britain and United Kingdom.

Lesson 3- To create a map of some of the major cities of the United Kingdom.

Describe the location

Lesson 1- To describe the location of the United Kingdom.

TASK: Using the two maps

describe the location of the UK.

CHECKLIST

ContinentCompass PointOceans/Seas

Nearby Countries

WHAT A GOOD ONE LOOKS LIKE (WAGOLL)

The United kingdom is located in the North West of Euorpe. It is a island and is North East of France. It has Iceland to the North West, Norway to the North East and Netherlands and Belguim to the East. It has France to the South.

To describe the location of the United Kingdom.

TASK: This is a good answer but has a few “silly” mistakes can you spot them.

PUSH YOURSELF: Is there anything else you could add to this answer?

WHAT A GOOD ONE LOOKS LIKE (WAGOLL)

The United kingdom is located in the North West of Euorpe. It is a island and is North East of France. It has Iceland to the North West, Norway to the North East and Netherlands and Belguim to the East. It has France to the South.

To describe the location of the United Kingdom.

A proper place therefore needs a capital letter.

Spelling mistake Europe

It is to the North West of France

Spelling mistake Belgium

What’s the difference?• A lot of the time people use

words such as British Isle, United Kingdom and Great Britain to mean the same thing. BUT THEY DON’T!

Lesson 2- To explain the differences between the British Isle, Great Britain and United Kingdom.

TASK: Using the images what is the difference between

British Isle, Great Britain and United Kingdom.

TASK: Using the information complete the table with the countries that you find each area.

To explain the differences between the British Isle, Great Britain and United Kingdom.

British Isle Great Britain The United Kingdom

Why is this wrong?

To explain the differences between the British Isle, Great Britain and United Kingdom.

TASK: Write a short paragraph to Starbucks to explain why this tweet is

not right!

PUSH YOURSELF: Can you explain why this tweet is incorrect in just 5 words.

How is the UK mapped?

The United Kingdom is divide into regions. These then have been divided into Counties or Boroughs.

Lesson 3- To create a map of the human geography of the United Kingdom.

See the counties in the South West in the other map

Complete the map

TASK: Correctly identify the cities and where they are on your map.

Lesson 3- To create a map of the human geography of the United Kingdom.

PUSH YOURSELF: Can you identify the region and then county of the city.

To create a map of the human geography of the United Kingdom.

EXIT TICKET

In your book write the heading Exit Ticket. Now write down one thing you have learnt from todays lesson.

Find these cities and place them on your map:

Aberdeen, Bangor, Belfast, Birmingham, Cardiff, Dover, Edinburgh, Glasgow, Kingston Upon Hull

(Hull), Leeds, Liverpool, London, Londonderry (Derry), Manchester, Newcastle Upon Tyne (Newcastle),

Norwich, Plymouth, Southampton.

Mindful ListeningMindful lesson 1

Sit down comfortably.

• Listen carefully to you surroudings for 1 minute.

• Write down what you heard.

• Now listen closer for 1 minute.

• What other noises did you hear?

• Which noises are calming?

• Which noises don’t you like?

• What other noises calm you?

Where is you mindful place?

• Sketch your mindful place. Think about how you will hear the noises

you like to hear.

Being GratefulMindful lesson 2

Play I went to the shop and bought…

• Can you remember all of the items?

If you were trapped on a desert island, what 5

items would you bring?

Think – would they work?

Draw a picture of your suitcase and label why

you chose the items.

Wow Boards!Mindful lesson 3

What things ‘Wow’ you in the world?What creations amaze you?

If you could invent something to make

somebody else's life easier, what would it be?

• Design this in your book and identify the audience and how it will

help you.

¡Bienvenidos a la clase de español!

• Señorita Stephanie

Hoy es ?

el ? de junio? julio? 2020

Objetivo: Learn 5 countries and how to describe their flags

•Describe what the weather is like today!

•Use the following slide for help with

words!

Escucha bien.

Hace calor Hace fríoHace sol Hace viento

Hace frescoHace buen tiempo

Hace mal tiempo

Llueve Hay niebla

Nieva Hay tormenta

Hoy vamos a…

• aprender 5 países (learn 5 countries)

• repasar los colores (review colours)

•describir banderas (describe flags)

Alemania

Francia

Inglaterra

España

Irlanda

¿Qué número es el país?

Inglaterra es número …

Un repaso de los colores…¿De qué color es el barquito?

(What colour is the little boat?)

Es rojo.

Es negro.

Es blanco.

Es verde.

Es naranja.

Es azul.

Es morado.

Es rosa.

Es gris.

Es marrón.

Es amarillo.

es rojo.

es negro.

es blanco.

es verde.

es naranja.

es azul.

es morado.

es rosa.

es gris.

es marrón.

es amarillo.

es roja.

es negra.

es blanca.

es verde.

es naranja.

es azul.

es morada.

es rosa.

es gris.

es marrón.

es amarilla.

El barquito … La mariposa …What’s the feminine

colour

adjective?

¿De qué color es…?

1. 2. 3. 4.

5. 6. 7. 8.

el cisne la araña el chocolate el juguete

la vaca el cuatro el gigante la hoja

La bandera de Alemania es …

La bandera de Francia es …

La bandera de Inglaterra es …

La bandera de España es …

La bandera de Irlanda es …

¿De qué color son las banderas de estos países?(What colour are the flags of these countries?)

Write the answers on a piece of paper before checking each one.

Most have two if not three colours. Don’t forget to make them feminine because La bandera is a feminine word.

roja y blanca.

negra, roja y amarilla.

azul, blanca y roja.

roja y amarilla.

verde, blanca y naranja.

Session 4

Making the change

In Session 3, we looked at the things that we

worry about including the fear of failure.

People who want to be awesome and mature, make failure an

opportunity to learn.

We agreed that failure is a way to learn and we

should embrace it!

What is change?

In life, we go through many different changes

or ‘transitions’. Here are some examples: • Moving house

• Becoming a vegetarian

• Becoming a brother or sister

• Getting your first job

• Breaking your leg or arm

• Growing up

• Going to secondary school

One of the biggest

changes you will

ever make is the

leap from primary

school to

secondary school.

Change is an

opportunity

How can you face change and be prepared?

Talk to friends and family about

your concerns or excitement.

Learn the layout of your new

school.

Be organised and get all of your

equipment ready.

Never be afraid to ask for help.

Know the timetable of your new

school.

Know what uniform and sports

kit you need.

There are many ways we can embrace the

change of going to secondary school

• See it as an opportunity to make new friends.

• Try out new clubs and activities.

• Everyone is facing the same thing so try to

enjoy it!

• Make a great first impression with your

behaviour, organisation and presentation.

“One child, one teacher, one book, one pen can change the world.”

Malala Yousafzai

Pakistani activist for female education and the youngest Nobel Peace Prize laureate

Why is getting an education such a great thing?

This is what a teenager called Malala said when she was at secondary school:

“Malala believes that anyone – you, me, that person on

the bus who goes to the secondary down the road – can

change the world. The power of education to help you

do that is massive. It opens doors that we thought were

locked; it gives us the bricks to build the highest tower

from which we can see the beauty of the world. Or, to

put it without using metaphors, a good education can

help you get the life you want for yourself.’

• Name three things that have changed the

most since you started primary school.

• What will you miss most about your old

school?

• What are you most concerned about in

your new school?

Activity: School memories

Before you make a change, it is good to look back as well as look forward. You can see how far you have come!

You started primary school when you were just five years old – you couldn’t read or write back then!

“Throughout our lives we go through all sorts of changes, or what we call, ‘transitions’. One of the biggest transitions any of us will go

through, though, is the leap from primary to

secondary school.”

We are going to look at some of those changes.

There are many differences between primary and

secondary school. Here is what to expect:

Primary Secondary

• Smaller school

• Same class all the way through school

• A smaller range of subjects

• The same teacher or a few teachers for an entire

year

• Playtime activities to do

• It could be close to your home with friends

nearby

• Less independence

• Bigger school and you will move to different

lessons

• Different subjects

• Different types of homework

• Different structure and routine

• Different teachers for each subject

• You will have a form tutor and class

• More independent learning

• Manage your own time

• A mixture of different children from different

schools

• Different set of rules

Activity: New school

• Write down three things you are

really excited about doing in

secondary school.

• Write down three worries you have

about secondary school. Speak to

someone you trust about your

worries to help you feel better.

Life is a journey…

It is YOUR journey…

Build on who are and what you

have done in primary school.

Use it as a stepping stone to help

you achieve and enjoy a new school

and environment.

In your workbook:

What are the things that you have

already done at primary school that

you would like to build on?

Here are some top tips for making the change:

1. When you go for your first day, ask people their names.

2. Be kind – everyone is nervous, we just display it in different ways.

3. Make yourself talk to new people.

4. Ask if you are not sure.

5. Be determined to make a good impression – be polite and have the right equipment.

6. Smile! Even your teacher will be nervous on the first day back!

If you embrace the change, and use it

as an opportunity to grow, then you

will be able to do brilliant things!