A founder member of the Atlas Federation

Tuesday 9th February 2021

Good Morning All!

 8:40 - 10:00 10:00 - 10:15 10:20 - 11:20 11:20 - 12:00 12:00 - 12:45 12:50 - 1:10 1:10 - 2:20 2:20 - 2:45 Maths Google Classroom Meeting at 8:40 - 8:55 Break English Google Classroom Meeting at 10:20 - 10:35 PSHE Lunch Mr Oakley Reads Blitzed Google Classroom Meeting at 12:50 - 1:05 History Reading for Pleasure

Our timetable for the day is above which will show you when each lesson will be. We will stick to these video times for the forseeable which should help you plan your day around this.

We will continue with the 3 video lessons a day, there will be 15 minutes of input and then the rest of the time will be your own to go and do the activities.

We will be marking this work and using it as proof of attendance for each day.

Feel free to watch newsround each day to keep in touch with what is going on in the world.

https://www.bbc.co.uk/newsround/news/watch_newsround

Maths

Today we will be focusing on area - we will look at calculating the area of rectangles and compound shapes. A compound shape is a shape that is made up of multiple shapes.

So to calculate the area of a rectangle, you multiply the Height by the Width. See below:

When you have compound shapes, they are normally made up of 2 or more rectangles. By splitting the shape into 2, you can calculate the area of each rectangle and then add them together.
Complete the worksheet below (it is also set on TeacherMade via Google Classroom)

English

Mrs Brant will be leading us through some writing in our Google Classroom Meeting. Again, make sure you are logged in and ready to write by 10:20am as we will again only have 15 minutes of live video. You will need your plain exercise book ready with something to write with.

Good morning Year 6! You spotted lots of features that are needed within a letter of complaint – well done!

Today we are going to need to plan our letter, complaining about the fact that the photocopier printed a black hole, the events that occurred in the clip and what action we expect to be taken next.

• Why are you writing the letter?
• How is the photocopier malfunctioning? What happened because of this? How could it have damaged your business?
• What do you expect to happen next? What will you do if action is not taken?

TASK – Today’s task is to be completed on Google Classroom. Under the topic ‘English’, you should see a task entitled, ‘Letter of Complaint Planning Frame’. By answering the questions and filling in the boxes, you will be ready for our writing tomorrow.

PSHE

Hey there Year 6! Back onto our PSHE topic that we started looking at on Monday – how reliable is online content? Casting our minds back, you may remember that we discussed what sources were reliable and which sources were not as others can edit them. What sources of information might you use for a school project?

On Monday, you were asked to sort different sources into a table. I don’t believe that there are any clear right or wrong answers, as class discussion proved that we could argue over some of these and make a different decision over them. Here is how I would have sorted them:

Trust

Maps – but even Google Maps can lead us near to a place, but not to the exact location!

Videos – it is harder to fake video footage than a still image, but some videos can be a hoax.

Facts – from an official website (this would need to be checked).

News – again, from an official website (this would also need to be checked).

Websites – If they are official and from a source you recognise, like BBC or Britannica.

You can probably already see from these, there are no clear answers to this task – trust requires us to do extra checks!

Can’t Trust

Images – refer to our lesson two weeks ago.

Links – these might take you away from a reliable source, and you would need to make a new decision once you’ve clicked on them.

Comments/Hashtags/Blogs – these can be written by anyone and usually contains opinions rather than facts.

Search engines – they will display any pages to do with what you have searched, not necessarily accurate results.

Quizzes – this all depends on who has created it! You are relying on the person being an expert on the topic and to get the answers right themselves.

As you can see, all of the above sources should be approached with caution – you will need to evaluate every page you look at online and decide on its trustworthiness!

Checking everything we look at online can feel exhausting, but there are hints and tips to help us. There are different ways we can check how reliable an online source of

information is. One way is to only visit sites that are official or really well known for being impartial (not biased). Another might be to look for the original source (where the information/news was first written). You might also want to look for the same fact in a range of different places.

TASK – Today we will be working in our blue books, please write today’s date if you haven’t done so already. Write PSHE in the margin and the title is ‘Evaluating Online Sources of Information’.

Take a look at links below and the Youtube clip underneath this text, watch the video clips.

https://www.bbc.co.uk/bitesize/clips/zw8mtfr

I want you to imagine that a younger relative has sent you the following DM (direct message) on a chat app. How would you reply? What should they do differently whilst online? Write your reply into your blue books – remember that you can be informal and chatty!

‘Hey! How are you? I’m not having a great day L Handed my history project on Monday, got it back today and the teacher slated it. She said I got all my facts wrong, I’ve included too many opinions and she thinks I made half of it up. But I didn’t, I did my research online and everything! I’m so frustrated, spent ages reading stuff online to put the project together! She wants me to do it again, fuming! Has this ever happened to you? What should I do?

The Adventures of Kara, Winston and the SMART Crew - Chapter 2 - RELIABLE

Chapter 2 of The Adventures of Kara, Winston and the SMART Crew - a cartoon from Childnet to help illustrate the 5 internet safety SMART rules.

Log back into Google Classroom for a live reading of our class reader "Blitzed" by Robert Swindells. See what happens next with George and his adventure!

Make sure you are logged in by 12:50pm to ensure you don't miss any of the story!

History

Having now looked at one of the ways people at home could help (rationing), today we will look at two more key initiatives in helping Britain win the war!

To help bolster food supplies, the government released a scheme called Dig for Victory. This scheme encouraged people to turn any garden or land they had into an area for growing vegetables and food; this also included school fields!

What does 'Dig for Victory' mean?

The British Ministry for Agriculture started using this slogan in World War Two. During the war, food was hard to get a hold of, so rationing had to be introduced. To make sure that everyone would have enough to eat, they started a 'Dig For Victory' poster campaign. This encouraged people to grow their own food at home, in gardens or allotments. This would mean people could still eat fresh food and hopefully make sure everyone could eat. Leaflets were handed out with instructions on how to grow carrots, parsnips, swedes, and turnips.

The other initiative that was brought in was Make Do and Mend. This initiative was brought in because of the rationing that had started on clothes. The campaign encouraged people to repair clothes, reuse them and even to turn old items (such as curtains) into clothes!

Clothes Rationing in Britain: Make Do and Mend | Archive Film Favourites

From June 1941 until 1949 during the Second World War, buying new clothes was rationed in Britain.

Using the information on here and any other information you can research, create a poster explaining to people in Britain what they can do to help in the war effort. You may want to title your poster: How can you do your part to win the war?

Make sure you explain what the 2 campaigns above are and what people can do to help.