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Learning and caring together

Tuesday 26th January 2021

Story Time
Please try to follow the timetable as closely as you possibly can.

Please could I encourage all parents and children to ask if you would like your reading books changed as this can be easily arranged. Also, would it be possible to please send photos of your children’s reading records on a Monday or Friday to show evidence that you/your child has read 3 times that week. We want you to get credit for your achievements!


Invite to Join Year 6 English Drop-in Zoom Meeting (09:30)


Meeting ID: 999 2881 6013
Passcode: aQuF3N

Video input to English lesson:

NO VIDEO REQUIRED FOR TODAY (Please read the guidance carefully)

SPaG: A successful writer will know when to move to a new paragraph. In non-fiction, the rules are that you should start a new paragraph following the INTRODUCTION, for each NEW TOPIC (FOCUS ISSUE) then to CONCLUDE (Remember sub-headings may trigger a new TOPIC (FOCUS ISSUE).

  • Following the INTRODUCTION start a new paragraph.
  • To discuss a NEW TOPIC (FOCUS ISSUE). Is there a sub-heading?
  • To CONCLUDE the piece of writing.

Please look at the paragraph below and rewrite using the correct paragraphing:

Dragons eat different things. Chinese dragons are not people eaters: they are usually fish eaters, as they are water animals. Alternatively, because they are regarded as gods, they are said to eat only heavenly food such as the Peaches of Immortality from the Celestial Garden. Western dragons, on the other hand, eat horses, sheep, cows, and other wild game and livestock. Their favourite food is, of course, people, especially young girls, whom they appear to find particularly tasty (in the legends, anyway). It’s extremely difficult to fight Western dragons. They are heavily armoured in scales and they have very few vulnerable areas. Some dragons in mythology have their heart on the right side of their bodies, not the left side like humans, or they have two hearts in different place. No-one ever fights Chinese dragons – they are too highly respected and loved to be thought of as an enemy.

LC: To write a letter to a child in 2030:

This week we are trying something different and joining the children of 2020 in a letter writing activity linked to a book by P.G.Bell called ‘The Train to Impossible Places’ . The purpose of the project is to write a letter to a child in 2030, telling them how 2020 was for you, considering the COVID-19 pandemic and its impact.

What was 2020 like for you? What was different? Did you learn new things?

One day the letter you write might help children in the future learn about how coronavirus impacted children today, just like letters from important historical moments many years ago (such as World War I and World War II) tell us what life was like then.

A selection of the letters will be chosen by The Postal Museum to be included in an exhibition, both online and hopefully in real life too!

So this is what I would like you to do today:

Today I would like you create a Mood Board or an Emotions Diary tracking how you felt each month during 2020. You may have to think hard about this and consider what you were doing during that month. When did the COVID-19 Pandemic first effect you? When did the schools close? How did that effect your life? How did it feel? What about when the schools reopened? What about when life returned to semi-normality for a while?

What you have used within your ‘Thinking about 2020 (circles) activity and what you place into this mood board will help to guide your letter and make the process easier and of course better. So please carefully consider what you put in here and how the year 2020 developed for you.

Please be aware, this is all about how you felt during these periods. Your feelings, experiences and emotions.


Here are the spellings for this week:

Mr Emmerson’s Spelling Group: morning, mourning, past, passed, precede, proceed, principal, principle, profit, prophet, develop, dictionary, disastrous, embarrass, environment, equip, equipped, equipment, especially, excellent
(There are a number of homophones in these spellings so please ensure that you use the correct definition for the correct spelling)

Mrs Oakley’s Spelling Group: morning, mourning, past, passed, precede, proceed, principal, principle, profit, prophet, develop, dictionary, disastrous, embarrass, environment, equip, equipped, equipment, especially, excellent

Focus on the spellings from your group and complete the following activities:

Spelling Activity:

Spelling Activity

Look, Cover, Write, Check: test yourself following the look, cover, write, check order and see how well you are doing.

Apply your spellings into sentences. Try to consider a different sentence type every time to test how well you know them. Try to include a couple of different sentence openers to stretch yourself further.

All of these spellings are on Spelling Shed under either Spring Week 4 Mrs Oakley or Spring Week 4 Mr Emmerson


Olympic Torch Relay, Day 52

In the seventy days before the start of London 2012 Olympics, the Olympic torch made an 8,000 mile journey around the British Isles. 8,000 people were lucky enough to carry the torch for part of this journey. In this article, Matt King, one of the torchbearers, tells his story.

I’ll be carrying the Olympic torch through Dunstable early on Monday morning, before eight o’clock, so hopefully the weather will have improved. I’m massively looking forward to it, of course.

I could never have foreseen how my life was going to pan out. Eight years ago I was playing rugby league for the London Broncos colt side. We travelled to Halifax one weekend, stayed overnight, and on Sunday I was paralysed from the neck down, making a tackle. As I lay on the ground, I knew straight away what had happened to me and, for a boy of 17, it was devastating.

I was in Stoke Mandeville hospital for nine months (the torch will visit Stoke Mandeville, birthplace of the Paralympic Games in 1948, shortly after I’ve done my leg of the relay) and found myself at a crossroads. I could either give up, or try to rebuild my life. So I went back to school and finished my A-levels, then went to the University of Hertfordshire, where I got a first-class degree in law. Now I work for a city law firm, where I have a training contract, working with clients with spinal and brain injuries. They are quite complicated cases and I can have empathy with them.

This has been a surreal month for me. A few weeks ago a very official-looking letter dropped through my door box. It looked serious and I thought it may be about my tax. It was from the prime minister’s office, telling me that I had been given an OBE. It came out of the blue and is a tremendous honour, when I told my mum, she cried. The honour was, I suppose, for my charity work for people with spinal injuries. But I’ve not consciously looked for recognition. I’ve just tried in the last eight years since that fateful day to live life as normal as possible.

I know I won’t be the last person to be paralysed in a sporting accident. It was a freak incident, and no one’s fault – I don’t hold any grudges. I knew rugby had its risks, but you just think that an accident is going to happen to someone else. I still follow rugby league and rugby union, though; in fact I got my RFU coaching badges after the accident and went back to my old union club in Biggleswade to coach the youngsters. They were great, but I found it tough as it emphasised what I couldn’t do anymore.

Today will be great, though: a once-in-a-lifetime opportunity and recognition for my family, friends and all those strangers who have helped me after those dark times in 2004.

Questions: (If a questions gives you 2 marks it is either looking for 2 different points or 1 point with the the use of an explanation, with reference to the text, to prove your point)

  1. How did Matt rebuild his life after his accident? (1 mark)
  2. Why is Matt able to have empathy with his clients? (1 mark)
  3. Why do you think Matt describes the month as ‘surreal’? (2 marks)
  4. What does Matt mean by ‘that fateful day’? Why do you think he describes it that way? (2 marks)
  5. How did Matt feel about coaching rugby? Why? (2 marks)
  6. Matt say he felt devastated after his accident. Do you think he still feels this way? Explain your answer. (2 marks)

Join Year 6 Maths Drop-in Zoom Meeting (11:30)


Meeting ID: 984 8243 0346
Passcode: Kx4NGj

Video Input to the maths lesson:

Maths Meeting: Please follow the maths meeting on the slides at the beginning of the video.

Maths: LC: Algebra: To find a rule – one step

Today we begin to look at Algebra and this will be our focus for the next few days. We start our journey into algebra by looking at finding a rule – one step. The video will DEFINITELY help to guide you and explain further so please watch it carefully and return to it as many times as is needed.

Challenge questions:


Join Year 6 Afternoon Drop-in Zoom Meeting (2:00)


Meeting ID: 965 7061 0837
Passcode: EKX5kf

For PE today, what I would like you to do is join in with a Joe Wicks PE lesson on You Tube. He delivered a live lesson yesterday (Monday 25th January) and it would be a great idea to consider that one because it is new and fresh.

At a time like this when we are enduring a Lockdown, ensuring that you get the correct amount of exercise is of great importance and this is a way you can ensure you are getting what you need and within your own home. 

Obviously, there is no need for you to send me any evidence from this lesson but please do it for yourself and for your health and well-being.

Make sure you follow the order of the lesson and that you warm and cool down, as guided, so you don’t hurt yourself in any way. But of course, most of all enjoy your afternoon of energy.

Over the last couple of weeks, a number of you chose to go for a walk incorporating your daily exercise with your PE lesson. I think that this is a great idea as fresh air is of value especially when we spend so much of our time trapped in doors these days.

Story time

An extract from ‘The Knife of Never Letting Go by Patrick Ness

“But there’s always hope,” Ben says. “You always have to hope.”

We both look at him and there must be a word for how we’re doing it but I don’t know what it is. We’re looking at him as if he’s speaking a foreign language, like he just said he was moving to one of the moons, like he’s telling us it’s all just been a bad dream and there’s candy for everybody.

“There ain’t a whole lotta hope out here, Ben,” I say. He shakes his head. “What do you think’s been driving you on? What d’you think got you this far?”

“Fear,” Viola says.

“Desperayshun,” I say.

“No,” he says, taking us both in. “No, no, no. You’ve come farther than most people on this planet will do in there lifetimes. You’ve overcome obstacles and dangers and things that should’ve killed you. You’ve outrun an army and a madman and a deadly illness and seen things most people will never see. How do you think you could have possibly come this far if you didn’t have hope?”

Viola and I exchange a glance.

“I see what yer trying to say, Ben -” I start.

“Hope,” he says, squeezing my arm on the word. “It’s hope. I’m looking into yer eyes right now and I’m telling you that there’s hope for you, hope for you both.” He looks up at Viola and back at me. “There’s hope waiting for you at the end of this road.”

Daily Work Feedback – Year 6
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