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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: [email protected]
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!
