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Learning and caring together

Wednesday 3rd March 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: 984 8275 1086
Passcode: fRG64P

SPaG: No SPaG Today!

As I want you to focus all of your time into your writing session today and because this will be your only day on this, there will be no SPaG today. All of your focus and attention needs to be put into your non-chronological report.

LC: To write a non-chronological report

In the last lesson you produced a string of notes to write a non-chronological report based around an endangered species of your choice. Today, you are going to use those notes to write a non-chronological report of your own telling me all about your creature and the the plight they face.

I have left the model text underneath to guide you and show what is included. The text mark that you did on Monday will guide you further with regards the features that your report should include.

This is what I need to see included:

  1. An ‘Introduction’ telling me what this report will be about and why you are writing it. Basically, because this creature needs protection. (this does not need a sub-heading)
  2. A ‘Species Overview’ with sub-heading, telling the reader all about the creature you have chosen considering what they look like, the kind of things that they do and their breeding rituals which may have an impact on their endangerment.
  3. ‘Habitat’ (which needs a sub-heading) what they live in, where in the world that they live and any differences in this throughout the year.
  4. ‘Endangerment’.(which needs a sub-heading) Why is your creature endangered? What has happened to their population? What is causing that? How does this impact their future?
  5. ‘Conclusion’. (which doesn’t need a sub-heading) What do we need to do to save this creature?

Please use the model text underneath to guide you and even use its wording if it helps but adapt for your creature.This is a one day writing activity so please send me through your finished report today. Make it great!

The Waved Albatross

The waved albatross, also known as the Galapagos albatross, is a remarkable and beautiful bird that lives primarily on the Galapagos Islands. It takes its name from the wave-like patterns that form within the feathers on the wings of the adult birds. However, partly due to: long-line fishing, tourism and disease, the waved albatross finds its population in danger to the levels that it now requires protected status.

Species Overview

Growing huge in stature, the waved albatross is the largest bird in Galapagos with a wingspan of up to two and a half metres! Can you imagine that? Both sexes have: a white head with a creamy, yellow crown and neck while the body is mainly chestnut brown with a white breast and underwing. They have a dull, yellow bill, which appears too long for their small heads, and bluish feet. Because albatrosses are exceptional gliders, they can spend a vast portion of their lives above the open ocean.

One of their most interesting behaviours is their courtship dance, which includes: bill circling, bill clacking, head nodding, a waddle and a cow-like moo. The courtship ritual is most complex: the ritual is especially drawn out for new breeding pairs and pairs which had an unsuccessful breeding season.

Couples stay together for life and each breeding season a single egg is laid by the female on bare ground. The couple take it in turns to incubate the egg for up to two months until it hatches. Several weeks after hatching – which may seem very young – chicks will be left in ‘nursery’ groups, allowing the parents to go off and feed. On their return, the parents will regurgitate a pre-digested oily liquid for the chicks to feed on. Around five and half months after hatching, chicks will be developed enough to start flying and once fully fledged the birds will spend up to six years out at sea before returning to find a partner.


Where to see them: The main breeding grounds are on Espanola Island, which is part of the Galapagos. However, out of the breeding season, they can be found throughout the region and mainly in the south.

When to see them: The only time they are not on land is January to March. Eggs are laid from April to June and incubated for two months. The offspring will eventually leave the colony by January the following year and spend the next six years out at sea and will be greeted by a prospective partner on their return.


There is estimated to be between 50,000 and 70,000 individuals with approximately 12,000 breeding pairs. It is believed there is a tiny population breeding on Isla de la Plata off the coast of Ecuador but with numbers maybe fewer than 20 breeding pairs.

Sadly, the greatest threat comes from man and mainly from fishing activities. Long-line fishing boats lay out hundreds of miles of baited hooks which attract birds and once they try to eat the bait they get hooked and drown after being dragged under. While long-lining is banned within the Galapagos Marine Reserve, once the birds leave this area they have no protection. If the albatross were to remain in the Galapagos their lives would be safer, however this is not possible due to the flight patterns. Other threats include water pollution, oil slicks and chemicals. Intentional harvesting, for human consumption and feathers, has seen a dramatic increase in recent years.

To conclude, because the current demise in the number of albatross has caused such great concern, the population has been deemed highly vulnerable and on the verge of catastrophic collapse. Due to this, in 2007, the waved albatross was understood to be risking extinction and was up listed to critically endangered. Since only a maximum of one egg is raised each year by a pair, the species is exceptionally vulnerable and struggles to uplift its population status. This wonderful bird demands our protection. This can only be achieved by people’s awareness.


Here are the spellings for this week:

Mr Emmerson’s Spelling Group: necessary, nuisance, draft, draught, father, farther, guessed, guest, heard, herd, led, lead, morning, mourning, advise, advice, device, devise, licence, license, practice, practise, prophesy, prophecy.

Mrs Oakley’s Spelling Group: occasion, occasionally, forgotten, forbidden, moisten, straighten, underwritten, heartbroken, handwritten, spokeswoman strengthen, enlighten, misspoken, ibuprofen.

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

Spelling Activity:

Day 3: Choose an activity from your spelling pack to practise your spellings today.

All of these spellings are on Spelling Shed under either Spring Week 8 Mrs Oakley or Spring Week 8 Mr Emmerson


A Tasty Blast from the Past

Hi everyone, Brian here! If you haven’t stumbled across my blog before, welcome! Sharing all my favourite recipes with you lovely bakers is one of my greatest passions, second only to my passion for baking.

In the spotlight today is a retro Lemon Meringue Pie recipe that I regularly made with my beloved Grandma Sue, during pleasant summers when I was young. Sadly, it’s rarely on the menu in contemporary restaurants, but at least we can still make it at home.

The pie is a bit more laborious than a lot of other recipes (and creates quite a bit of washing up if you’re anything like me), but it’s well worth it. A crisp, sweet pastry case, filled with tart lemon curd and topped with a billowing pillow of toasted marshmallow meringue – you won’t be disappointed.

If you’re strapped for time, there’s the (less satisfying) option of baking some components of the pie beforehand and then throwing it together on the day. One way of doing this is to bake the pastry and leave it overnight. Some people claim this method prevents the base of the pie becoming soggy, but I personally don’t find that it makes much difference. Alternatively, you can make everything but the meringue, and then add that at a later time.

However, if you really have the baking bug (and the time!), you should definitely give the all-in-one method a whirl. This method ensures that you can hole up in your kitchen for a few hours and truly lose yourself in the baking experience. There’s also the added bonus of having a magnificent, delicious reward at the end , without all the inconvenient waiting.

Ready for the ingredients? Let’s go!


  1. What is Brian’s main passion? (1 mark)
  2. What does the word laborious mean in the third paragraph? (1 mark)

exotic unusual difficult unpopular

3. Find and copy two groups of words from the third paragraph which show that Brian believes people will be happy with the results of the recipe. (1 mark)



4. Circle one word that best describes the type of baker Brian is:

lazy messy cautious

Use the text to give a reason for your answer. (1 mark)

5. Brian says that you can bake the pastry and leave it overnight. According to some people, how does this technique affect the pie? (1 mark)

6. Do you think Brian has a preferred method for making the pie? Explain your answer using evidence from the text. (3 marks)


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


Meeting ID: 939 5764 0048
Passcode: jXZ5dW

Video Input to the maths lesson:

Maths Meeting:

Maths: LC: Multiply 2-digits by 2-digits

Today we move onto looking at multiplying 2-digits by 2-digits. This is not new news to you and it is something that you should be comfortable with. Please watch the video closely, ensure you understand what is being modelled and make sure your understanding is clear and that you are confident with what you need to do.

With regards to multiplying 2-digits by 2-digits, we will be looking at completing multiplication problems, reasoning, filling in missing numbers, identifying mistakes, word problems and calculating area.

Challenge questions:

Year 6 History

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


Meeting ID: 948 9225 8738
Passcode: RKg90s

LC: To use geographical terminology to describe the location of a range of places across the Americas

Please use the video above to guide you during this lesson

Story time

The Lamagaia Nest by Jasbinder Bilan

I grasp Nanijee’s hand tight as we scramble together over loose stones and winding steep paths. We’re heading through the snow-capped Himalaya, to a special place that Nanijee has been promising to show me, a place where the wide-winged lamagaia’s nest.

The sky, like a never-ending blue ribbon, stretches ahead of us, leading us higher, further until my legs ache. We rest by a cold stream bubbling between two hefty boulders and scoop iced water with our cupped palms.

“Is it much further?” I flop onto the grassy slope and spot a bird of prey spiralling close to the jagged snowy peaks above us.

“No, Asha dear, not far now.” Nanijee unknots a white cotton bundle and hands me a round pastry sprinkled with tiny nibs of ajwain. “Eat this as we go, it will help.”

I munch the crisp pastry as we follow the high-pitched cries of the circling lamagaias, climbing until we reach a wide plateau where tufts of wild grasses whisper among the midnight-blue poppies.

“Shush,” says Nanijee, resting a finger on her lips. “We must stay quiet if we want to see them.”

I trail behind her, treading softly, the hot flame of hope firing in my chest. Nanijee leads me to a flat ledge and we crouch low, peering over the dizzying side at the dots of grey houses below and the shimmering dancing lake.

I clutch Nanijee’s hand tighter and follow her gaze where I almost can’t look for the snap of excitement pulling at my insides.


Staying as still as I can, my eyes find the nook, tucked close to the sheer rock, where a nest of sticks and straw hold the treasure we’ve been searching for.

Two soft fluffy chicks, their white feathers like the softest cotton wool, snuggle together. Coal-black eyes stare into the distance, ravenous for food.

Nanijee flicks me a smile. “I told you we’d find them.”

A whoosh of air and bronze wings arrive in a whirlwind below us and nudge into the nook; the lamagaias have come to feed their babies. Gripping the rock with sharp silver claws, they drop chunks of fresh meat into the chicks’ gaping beaks.

We shuffle closer together, watching the lamagaias feed, admiring the majestic birds with their smooth feathered wings, rippling dark over golden.

“They’re beautiful,” I whisper. “Thank you for bringing me all this way to see them.”

“I’ve always loved lamagaias,” says Nanijee. “I don’t know why…Maybe they remind me of when I was a girl like you and used to look after our goats. I’d see the lamagaias swooping and circling, putting on such a show.”

Nanijee squeezes my hand and we move away from the drop, watch the birds of prey spread their immense wings with a shudder and leave their chicks to go hunting again.

She threads an arm around my shoulder . “Imagine if we could fly like that!”

“I love you, Nanijee.”

“I will always stay with you, Asha.”

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