Welcome to Queen Elizabeth 2 Class
Welcome all Year 6 parents and pupils.
Class Teacher: Miss Blackford
Teaching assistants: Mrs Brown and Mrs Verma
We hope you love them as much as we do!
As the school year comes to an end, we hope you will look back on your time at Howard with fond memories. Please do keep in touch with us! We want to hear all about your new secondary schools. Don’t forget, when the time is right, we will have our Leavers’ Disco to look forward to. We know that each of you will thrive at your new school and be successful later on in life. Keep smiling and we will see you soon!
Miss Blackford and Miss Handley
Please complete any unfinished tasks that have been set over the past few months. Do send us pictures on Class Dojo! We would love to hear from as many of you as possible before the summer holidays!
The Big Fat Quiz of the Year –
How well do you really know Howard Primary School? Let’s put your knowledge to the test with this fun and exciting quiz!
Extension: Can you create your own Howard quiz?
Spaghetti and marshmallow challenge –
Do you know about the Spaghetti Tower Marshmallow Challenge? Set up a Spaghetti Marshmallow Challenge with young children to explore the design process: thinking, doing, prototyping, and iteration: a great STEAM challenge.
If you have any marshmallows left over from the Microwave Marshmallow Experiment, this is the project for you!
This is one of those legendary team-building challenges, but due to social distancing, our children will be completing it independently.
It encourages the design mindset and supports basic engineering principles.
The basic idea is that a team is given a handful of supplies to work with — spaghetti, tape, and string — and given 18 minutes to build the tallest possible tower that can SUPPORT a marshmallow.
Good luck! Send us your pictures on Dojo!
Emoji quizzes –
Please keep checking Class Dojo for the most up to date information on our leavers arrangements.
20th July – Zoom Party (3pm-3:40pm). All school bubbles will be dismissed around 2:30pm on this day.
21st July – Last day of school for children
This week, our focus is going to be on writing ‘A guide to Year 6’. In preparation for next year, we would like our lovely Year 6s to create a poster or leaflet detailing what you think the Year 5s should know as they move to their new year group.
Day 1 – L.O. I can plan an information text.
What do you think are the key pieces of information that the Year 5s should know as they enter QE2 and Tower Class? What would you like to have been told before you came in to Year 6? Top tips and useful information?
Use the template below to record your notes.
Days 2 + 3 – L.O. I can write an information text.
On lined paper, create a first draft. Edit and correct so that it meets the Year 6 writing expectations.
Day 4 – L.O. I can publish an information text.
Design and create your final piece. Make it eye-catching and informative and appealing to your target audience (the Year 5s).
This week we will create a piece of artwork for entry into the Spirited Arts competition based on the planning we have done over the last two weeks and the theme “inspiring”.
Artwork should be accompanied by a short written commentary of no more than 400 words written on one side of A4. There are prompts available in the document attached, together with further details of the competition.
If you are entering the competition from home we would love to see photographs of your work. This can be posted on Class Dojo or e-mailed to Mrs Fallon on email@example.com
Answers to last week’s maths:
Lesson 3 – What is a population pyramid?
In this lesson we will be exploring a new type of graph called a population pyramid. These special graphs help us to see what the breakdown of a population is in terms of gender and age.
Click here to watch the lesson.
Lesson 4 – What challenges can a growing population present?
In this lesson we will explore how rapidly growing populations in certain areas can present challenges, especially around infrastructure and resources.
Watch this lesson here.
Transition to secondary school
Click here for resources to help our lovely Year 6s feel more settled about the transition. PowerPoint and accompanying video help you explore with your child the challenges that can arise with the transition from primary to secondary school, and help pupils identify strategies for managing the change.
Click here for your latest copy of First News.
Answers to last week’s maths:
Keeping up with the news – Check Newsround daily to find out what’s happening in the world!
Week 2 – We are continuing our news writing project with The Guardian (News Wise) this week.
Each team must now find the key facts and interesting details about their chosen happy news story. See our planning a news story lesson for tips and planning templates to help with research.
Lesson 2 – Identifying the key features and language used
Read the articles below and identify the structural and grammatical features for newspaper reports. Once finished, up level your plan with useful vocabulary you may use.
Lesson 3 + 4 – Write and edit your news report
Using the Year 6 expectations, and your planning sheet, write your newspaper article draft. Once complete, think about how you would like the final draft to be (what pictures you will need). Sketch the layout and then put your final piece together.
What impact are humans likely to have on life in the future?
In today’s lesson, we will learn about some of the impacts that humans have on life on this planet. We will look at pollution, global warming, hunting and deforestation. We will learn what happened to the dodo bird and about some amazing organisations that are working hard to ensure that other species do not become extinct.
Why does population change?
In this lesson, we will examine how population has changed over time, how birth rates and death rates affect populaton, and how the population of the UK has changed.
Did you know that it was the NHS’ birthday on 5th July? To celebrate this occasion our History lessons this week will focus on the creation of the NHS and how it helped to rebuild Britain.
We will continue to plan a piece of art work linked to the theme “inspiring” for entry into the Spirited Arts competition.
This week children should do an initial pencil sketch of their idea. They should annotate their work showing what colours and materials they will use in their final piece.
Please complete the activity sheets about the dangers of alcohol and the effects that it can have on the human body.
This week, we have teamed up with The Guardian and Newswise’s new project from promoting the teaching of news in schools. It is called The Happy News Project. It has a focus on wellbeing with uplifting stories, and developing teamwork, speaking and listening and news writing and reading skills.
Organise your pupils into editorial news teams and set them the challenge of researching and reporting a happy news story to share with others.
Working in teams: organise pupils into teams so they have the opportunity to work together to research and produce their final report. Use the suggested roles below to give pupils additional responsibilities:
- Desk Editor: acts as team leader and makes the final decisions, including which story to report.
- Reporter: researches key witnesses for the story and/or conducts interviews.
- Subeditor: proofreads the report, checking for grammar, spelling and punctuation errors – as well as checking the facts! Subeditors also write the headline.
- Picture Editor: selects the most interesting and appropriate pictures to use in the report. They can also write the captions.
Create a real audience: decide who your audience is and how your pupils can share their happy news stories with them. Could it feature on the school website or newsletter? Could you create a printed version to share with families? Remember, it’s all about spreading happy news to others!
Begin the project with a focus on wellbeing – see our PSHE
lesson on managing feelings to explore how news can affect emotions and different
strategies for managing wellbeing – of course, focusing on happy news is one of
Try out the different roles in a newsroom in our lesson on
how news is produced. Pupils can have a go at different roles from reporter to
subeditor, and practise the skills needed ahead of producing their own reports.
Explore how journalists choose which news stories to report
in our newsworthy news lesson, preparing pupils for selecting their own news
Day 4 – Find a story:
Allow time for pupils to research possible happy news stories to
report, remembering what makes a newsworthy story. Once teams have decided on
one, hold a news conference where they share their chosen story with the rest of the
newsroom, justifying how it will help to spread joy and why it is newsworthy for
This week’s learning:
Last week’s answers:
What impact have humans had on plants and animals?
In this lesson, we will look at how humans have changed over time and use the theory of evolution to explain these changes. Learning how to make and use tools, shelter, fire and language has enabled humans to spread all over the world. We will start to look at the impact that humans have had on some species of plants and animals.
Read last week’s copy of First News. Once complete, tell us on Dojo what your favourite article was and why…
Where are all the people?
In this lesson, we will be starting a new topic all about population! We will consider how many people there are on the planet, how this has changed, and where populations are distributed.
This week, we will be exploring the dangers of smoking. Have a look at the PowerPoint and complete the activities.
Please follow Mrs Glenn’s lesson plan on ‘The Fauves’.
The National Association of Teachers of RE are running their annual Spirited Arts Competition. Full details of the competition can be found at the link below.
Over the next three weeks children in year 6 will plan a piece of artwork around the theme “inspiring”.
The video clip below explains a little more about this theme. The video is long but you only need to watch the part from 12:04 to 21:12 to see examples of work connected with this theme.
Think about a person, place or quotation you would like to focus on. It can be linked to a religion but it doesn’t need to be. The attached PowerPoint may give you some ideas.
Use the planning grid to plan out your artwork.
If you are still working from home, please do make sure that you are sending us your work on Class Dojo. We love hearing from you so please stay in contact regularly.
This week, our English is going to be based on our Geography topic of The Lake District. We are going to be creating a travel guide for those wishing to visit.
Day 1 – L.O. I can identify WMG travel guide.
Read examples and identify common features. Create a mind map of WMG travel guide. Split the features into structural and grammatical.
Day 2 – L.O. I can research and plan a travel guide using condensed notes.
Think back to our Whitby travel guides. What sections did we think your reader wanted to know more about? Use the template to structure your notes into more of a plan. Fill in the key vocabulary section, once completed. Think about impressive and persuasive vocabulary.
Day 3 – L.O. I can write and edit my travel guide.
Use the plan, and our key features, to write your travel guide. Remember to use the Year 6 expectations.
Day 4 – L.O. I can publish my travel guide.
In neat, create an effective and eye- catching final draft of your travel guide. You may want to do this in poster or leaflet form.
Day 5 – L.O. I can independently write a travel guide.
Using the key features that we have learnt about this week, we would like for you to choose your dream destination and create a travel guide. It could be a place that you have previously visited, or somewhere that you have always wanted to visit. Remember to use the Year 6 expectations throughout your writing.
This week, we shall be revisiting modal verbs and looking at persuasive language to help us when we our writing our travel guides to the Lake District.
This week, we would like for you to create a case study about the Lake District. Watch the documentary below and make notes using the sheet beneath the video.
Answers from last week:
This week, we would like for you to have a focus on how and why we use complementary colours. Please have a look at the colour theory below and then create your own monster artwork (as shown below) based on the complementary colours. Remember to sketch it out first! You can use colouring pencils, paints, crayons, chalk or felt tips to create your work. We would love them to be sent to us on Class Dojo! (Why don’t you include your Dojo monster as one of the 4?)
Complementary colours sit across from each other on the colour wheel.
These are often referred to as opposite colours and even contrasting colours. Don’t be confused by the three different names, they all mean the same thing.
When complementary colours are placed next to each other, a very strong contrast is created. The colours appear more vivid and brighter. Some people say these colours clash when used next to each other and create very visually stimulating artwork. The complementary colours are:
- Green and red
- Orange and blue
- Yellow and purple
- Yellow-green and red-purple
- Yellow-orange and blue-purple
- Red-orange and blue-green
In Van Gogh’s Self portrait (1889), the blue of his shirt matches the background colour.
The blue complements the bright orange of the beard and hair and the greenish colour of Van Gogh’s face.
The painting palette and brushes are similar colours to the artist’s skin. There are patches of orange, green and pink paint on the palette. These make a visual link between the artist and his work that stands out against his surroundings.
Which organisms lived during each era of time?
In this lesson, we will learn what the fossil record has taught us about the history of organisms that have existed on our planet. We will learn what a geologist is and what they can tell us about the organisms that have lived during each geological era of time. For this lesson you will need a piece of paper, a pencil and a ruler.
LO: To investigate and interpret the past.
Success Criteria: I can make deductions about artefacts from the Benin Kingdom
Key Question: What can we learn about Benin society from images and artefacts that have survived?
Run through key vocabulary, then show children image on slide 3, which they first saw in the last lesson. Give each child an image.
Task 1: Play Fastest Finger First – pupils take it in turns in their pairs to find something in the picture that they think tells us a fact about 11th century Benin.
Task 2: Now ask your child to come up with their top 5 deductions from this artist’s illustration. You may like to use the animations on the slide to draw attention to the most significant. The sort of things you might expect them to say might include:
1 Oba’s palace
2 One of the Oba’s important officials
3 A sun-shade for important people
4 The Oba
5 Leopards. These show that the Oba was powerful and strong
6 Rattle stick
8 Villagers watching the procession
Input and Development
Next, ask the question, How did the artist know what to draw? Ask the pupils to think about the sorts of evidence an historian covering this period might use. As a gentle way into this demanding, but important question, ask pupils to consider the wealth of evidence available to historians in the future who might want to study Nigerian society of today. This will get them talking freely. Now return to the original question.
Task 3: Listed on Sources for the Artist sheet are 10 possible sources. Which do they think would have been available to historians studying the 11th century Benin? Ask your child to complete the list but ask the more able to consider which would have been most useful. Rank them 1-5 the most useful being 5. Discuss their ideas using slide 3 to help. Now tie the your child’s thinking on evidence to a more physical image. How did the artist know about each of the features numbered on slide 3?
Slide 5 and 6 helpfully shows some examples: a photograph of a figure blowing a horn; a bronze plaque of an Oba; a model of a leopard. Slide 7 shows a Dutch engraving from the 17th century. Can your child see the ways in which the modern artist has used its detail?
Task 4: Now it is time to play Call my Bluff, the history version. Show your child four mystery objects singly on slides 9, 10, 11, and 12 and then as a composite slide 13. Ask your child to come up with a possible plausible identification and explanation of use for the object that you have chosen. This presents a wonderful opportunity to develop pupils’ persuasive sentences. Pupils will benefit from you having modelled this. Three objects they are given are sufficiently similar to things they might have seen in the world around them today to enable them to make an educated guess.
Image 4 is designed to be more obscure, offering greater challenge to the more able. Ask your child to write their explanation on a sticky note, and collect these in. Discretely, add the REAL explanation to the pile for each object.
For each image, read out all the suggested explanations, including the correct one. You can then use slides 16-20 to give an explanation of each item (horn, altar bell, armlet and rattle staff).
Notes on each object are included in the lesson folder for further information.
Task 5: Ask your child to draw a museum exhibit showcasing these four objects, writing a quality caption underneath, using the stem phrase. This object is… It comes from (place and time). You can see the detail such as…It tells us that…
NB: Sketching the objects may seem like a redundant task when you could print out the images, but it’s actually an excellent activity during object work since it requires the children to look much more closely at each artefact, observing the details which are going to give them the clues they need to make deductions.
Which object do you think is the most interesting?
Which object tells you the most about the Benin Empire?
Friendships – establishing and maintaining
Using the sheet below, list was qualities you look for when making friends. Then narrow it down to what your most important qualities are:
Please read the scenario and then answer the question cards:
Did you know that the 22nd June is known as Windrush Day? Find out more here.
What is the Windrush Generation? Check out this newsround link to find out more.
Task: Create a poster and/or leaflet about the information you have learnt about the Windrush Generation from the links above.
Welcome to Virtual Sports Week
As this week is Virtual Sports Week, we have decided to theme our learning (where possible) around sports. For links to the activities (and video tutorials), please click here (https://www.howard.croydon.sch.uk/classrooms/virtual-sports-week-2020/) .
We have put together videos of Mr Sinclair showing how to do each activity, and there is a pdf document also explaining the activities and different scores to aim to get etc. which are on the Virtual Sports Week blog page.
There are 10 activities, children are to chose 5 activities out of the 10 activities and put these into the tracker (or they can create their own tracker) which is attached (pdf and word).
For each activity, the children have 60 seconds to complete as many reps of the activity as they can. The aim of the week is to beat their personal best, so we would like to see an improvement on their tracking sheet throughout the week. The PDF documents that explain the activities have Bronze, Silver and Gold targets for them to get. So there is also a section on the tracking sheet for them to tick if they achieve the Bronze, Silver and Gold. The tracking sheet also includes extra daily challenges for them to complete – they can chose which one they want to do each day – on Thursday there is an opportunity to dress up as their favourite character whilst practising.
This week, we shall be focusing on biographies. We have been lucky to welcome Donna Fraser as one of our new school governors this year, so we thought it would be an excellent idea to get to know more about this sporting icon within our school community.
Day 1 – What makes a good biography?
Go through the PDF slides and evaluate the existing biography. Mind map what you think the key features of a biography may be. Annotate the biography example on the slides below.
Day 2 – L.O. I can use condensed notes to plan a biography.
Using the research provided, write some useful, condensed notes. Don’t copy out whole passages! You may want to create a time line of Donna Fraser’s life and plot key events.
You may want to use the headings: Early life and childhood, Career, Achievements…
Day 3 – L.O. I can write a biography.
Using the key features, start to write your biography. Remember to use the Year 6 expectations.
Day 4 – L.O. – I can write and edit a biography.
Finish writing your biography and edit using the Year 6 expectations. You may even want to write it up in neat.
Day 5 – Independent biography of a sporting icon of your choice.
Choose a sporting legend and create your own biography using the Year 6 expectations. Send it to us on Class Dojo!
Revise how to use relative clauses.
Lesson 3 – What are the different animal kingdoms?
Follow Mrs Glenn’s art lesson instructions on relief work!
This week we shall be look at healthy lifestyles and what makes a balanced diet. Have a look at the powerpoint and design your own balanced meal.
Friday challenge: Have a go at making the meal that you designed.
Movement assembly – Watch here
Create a poster or a leaflet which explains the story of the Olympic Games.
Day 1 – Using the 5 senses to build descriptive vocabulary.
Imagining that you are the dancer, fill in the 5 senses sheet for what she experiences in the clip. Use a code to indicate whether it was set before (b) or after (a) she left the clock tower.
Day 1 sheet – English – Day 1
Day 2 – Use figurative language to describe a setting.
Use figurative language to compare the two scenes. Remember to use ambitious vocabulary when describing the images.
Day 2 sheet – English – Day 2
Day 3 – Planning a diary entry
Have a read of some good diary examples and mind map what makes a good diary entry.
Then, use the planning template to note down your ideas to write a diary entry as the clockwork tower dancer. Remember to use bullet points for your condensed notes. Use the word bank to list any appropriate pieces of ambitious vocabulary, including examples of figurative language.
Day 3 sheet – English – Day 3
Day 4 – Writing and editing a diary entry
Use the Year 6 expectations to help you write and up level your diary entry. Remember to include the key features of a diary.
How do fossils provide evidence for evolution?
In this lesson, we are going to learn how fossils are formed and how they provide evidence for the theory of evolution. We will learn what the fossil record is and why there are parts missing from the record.
Figurative language is when words and ideas are used to create mental images and give impressions. When we use figurative language in our poetry it gives our ideas strength and helps the reader to understand what we mean.
Choose which ability that you feel comfortable with. The one star questions are simpler and work their way up to the three star questions. Answers are included in the document.
Why are there huge protests in the US and around the rest of the world at the moment?
We have decided this week to revisit Martin Luther King’s famous ‘I have a dream’ speech. Go through the powerpoint and send us your poems on Class Dojo.
We shall be looking at The Colour Theory this week. Read the attached powerpoint and then have a go at creating your own colour wheel using red, blue and yellow paint.
LO: To build an overview of world history.
I can order and list events in African history
I can explain why it is important to study the Benin Kingdom
Key Question: Why should we study the Benin Kingdom?
Read the powerpoint and complete the tasks below:
Task 1: Cut up the events and put them in chronological order.
Task 2: Place the events in a Diamond 9 formation according to which is the most important event for Africa and its people and which is least important. Ask them to explain their choices.
For Task 3, without telling your child what they depict, what can they deduce themselves about the Benin Kingdom from these images? Talk through their ideas and share what the paintings are, using slides 6, 7 and 8.
On paper, write a Tweet to complete the statement: I think we should study Benin in our school because… This is a good exercise since it forces children to be concise and think carefully about their word choices. They will only have 280 characters, they must include their key reason and hashtags of key words.
Send us your tweets on Class Dojo!