year 6 topic home learning - knaphill.surrey.sch.uk · fashionable people wore cloaks made from...

Year 6 Topic Home Learning

Monday 11th May – Friday 15th May 2020

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Year 6 Home Learning TimetableMonday 11th May – Friday 15th May 2020Please see a suggested timetable of the activities that we have outlined for our Year 6 children. Please feel free to amend the timetable to suit you.

Miss Fini, Mrs Harmston and Miss Wilson

Monday Tuesday Wednesday Thursday Friday

Times Tables Rock Stars – Complete some challenges with a times table of your choice.

Reading – Read 15 minutes of your book and record in your Homework Diary.

Times TablesRock Stars –Complete some challenges with a times table of your choice.

Reading – Read 15 minutes of your book and record in your Homework Diary.

Times Tables Rock Stars – Complete some challenges with a times table of your choice.

English English English English English

Maths Maths Maths Maths Maths

Topic – EgyptianFashion

Topic – Science – Mind Map

Topic – RE -Buddhism

Topic – PSHE –Value of Money

Topic – PE

Monday - Topic -Egyptian Fashion

Monday 11th May

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L.O: To research, design and understand Egyptian fashion.

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What type of garments do you

think Ancient Egyptians wore? Do you think

different types of Egyptians wore

different things? Why?


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What do you notice?

What colours can you see?

Are there any similarities or differences?


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Why do you think Egyptians wore

jewellery?

Do you think just Pharaohs wore

jewellery?


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Let’s learn some more about Ancient

Egyptian fashion...

Read the information on the

next few slides carefully.

You can make notes or draw a mind map of interesting facts,

if you want to.


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In the hot, dry climate of ancient Egypt people did not need to wear many clothes. In fact, most children went naked until they were in their teens. Most Egyptians wore simple clothes but then added a lot of jewellery to make themselves look good.

From the earliest times, flax provided linen for clothes for everyone in ancient Egypt. The earliest picture of a loom is on a pottery bowl dated to around 3000 BC and flax was used for thousands of years after this.

Until the time of the New Kingdom, all the Egyptians wore the same basic clothes. Most of the clothes were made from light-coloured linen. Women wore long dresses down to their ankles, with shoulder straps.

The "New Kingdom" was a period of time during the history of Ancient Egypt. It lasted from around 1520

BC to 1075 BC. The New Kingdom was the golden age of the civilization of

Ancient Egypt. It was a time of wealth, prosperity, and power.The Eighteenth, Nineteenth, and

Twentieth Egyptian Dynasties ruled during the New Kingdom. They

included some of the most famous and powerful of all the Egyptian pharaohs such as Ramses II and

Tutankhamun.

Flax is a type of seed.


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Noblewomen’s dresses were made of the best cloth with beads sewn

onto it.

Men wore either a tunic or kilt-like skirts, a piece of linen wrapped around the waist and tied in a decorative knot. Their clothes were sometimes decorated with pleats or

folds.

Wealthy people’s clothes were made

from fine linen, while ordinary people used a

thicker, coarser cloth.

Labourers and servants

wore loincloths.

These light clothes made sure that the people of

Egypt kept cool in the hot weather.


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In The New Kingdom, styles changed.

Fashionable people wore cloaks made from very thin pleated linen.

Some men wore a double kilt (one long and one short).

Women’s tunics were decorated with ornaments and fringes.

There are still only vague ideas about how the Egyptians got pleats into their clothes - perhaps it involved a board with a grooved surface that damp garments would be pressed into. Probably the number of pleats is exaggerated in many statues.

The Egyptians learned the art of dyeing their clothes in coloured patterns from the Middle East, but the technique was never widespread.


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Ancient Egyptian Footwear.

Rich people, courtiers, kings and queens wore padded leather ones,

made by stitching strips of ox leather together

with papyrus twine.

Footwear was a luxury item and most ordinary people walked around

barefoot.

Colourful pictures of sandals were even

painted onto the feet of some mummies!

Sandals were made from papyrus, grass and

other reeds.


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All Egyptians liked to wear jewellery and both men and women wore necklaces,

bracelets and earrings.

You can see the glint of gold everywhere in Egyptian jewellery - mines between the Nile and the Red Sea coast yielded large

quantities of this precious metal.

The gold could be beaten into shape or cast in moulds. Goldsmiths also made

patterns using a method called granulation, in which tiny granules of gold were attached to an object by soldering.

Egyptian jewellers had access to many semi-precious stones from the deserts - the orange red carnelian, the green feldspar, and the mauve amethyst. They also imported stones. From the mines in the Sinai Peninsula came the light blue turquoise and trade routes from Afghanistan

brought the rich blue lapis lazuli to Egypt.

Wealthy people wore jewellery made of gold and precious stones.

Less wealthy people’s jewellery was made from copper and

beads.


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Girls usually wore their hair in pigtails.

Boys mostly had shaved heads, sometimes with a pleated lock on one side. This long ‘s’ shaped curl

was called “the side-lock of youth”. Children wore this style until they

were around 12 years old when they were considered to be adults.

Many men shaved their heads too and both men and women often

wore wigs.

Wealthy people wore wigs made from human hair or sheep’s wool which was then stuck into

place with beeswax. The wigs were kept in special boxes on stands at home. Wigs were

often long and elaborate and needed a lot of attention. Egyptians cared for their wigs using

a comb made with wood and ivory.


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Pharaohs always wore a crown or headdress.

No one was allowed to see their hair.

At important events they wore a false beard as a

symbol of being King.


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* Queen Nefertiti statue

The Egyptians were lovers of beauty and fashion. Many of their personal names are based

on the word “nefer”, meaning beautiful. For example, Nefret, Nefertiti, and Nefertari.

The goddess associated with adornment/decorating was Hathor the Golden,

who is seen as the ideal of beauty in love poetry of the time.

Rich men and women spent a lot of time on their looks. They bathed every day and rubbed

scented oils on their skin.


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“Put myrrh on your head and dress up in beautiful clothes,” says

one Egyptian song.

In Egypt both men and women wore eye make up.

A special black eye make up, called kohl, was made from ground-up raw metals mixed with oil. The

Egyptians believed it had magical healing powers and could restore

bad eyesight and heal eye infections.

Egyptians also used face rouge for the cheeks and lipstick made from ochre (a red earth), face powder, paint for fingernails and hair dyes.

Many objects, like mirrors and cosmetic holders, have survived to

show how important personal appearance was to the Egyptians.


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Your Task

We would like you to have a go at designing your own outfit (or outfits) for an Ancient Egyptian.

You can use the template or draw the body from scratch.

You could design an outfit for a male or female, a rich or poor Egyptian or all of the above!

Try and use the information you learnt to help you

design your outfit.You should try and make it as ‘authentically Egyptian’ as you can but you might like to include some more modern ideas to make it

unique.

For example, how about a Nike tick on a Pharaoh’s

headdress? Or a polka-dot loin cloth for a servant?

Tuesday – Science –Mind Map

Tuesday 12th May

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L.O: To use my prior knowledge to explore what I already know about animals including humans.

I can discuss my existing knowledge surrounding animals including humans.

I can generate and ask questions about animals including humans.

I can include a new fact that I learnt from my own research.

In this lesson, you’ll be doing your new Science mind map!We’ve done plenty of these in Year 6 so you know how

they work

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What do you already know about animals

including humans? Do you know how the human body

works?

Do you think it is the same for

animals?If you’re not sure,

there are some videos later that you can watch to help!


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How do you think these images could be related to

our new Science topic?


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Do you know what these words mean and how they

might link to our new topic?


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What would you like to find out about animals

including humans?

The Circulatory System

The Digestive System

A Healthy LifestyleThe impact of drugs and alcohol on the

bodyHow water and nutrients are transported around

the body.

Heart

Blood

Veins and arteries


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Existing knowledge

Questions about what you’d like to find out.

A fact you researched yourself.

Include at least 4 facts about animals including humans. You can talk about the human body, how it works and the effect a healthy lifestyle has.

Try to include at least 2 questions about what you’d like to find out about animals including humans, the human body, how it works and how to have a healthy lifestyle.

If you’re struggling to think of facts or questions, you could look up the meaning of the words in the key vocabulary list or watch the videos we’ve linked.

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https://www.bbc.co.uk/bitesize/topics/z27kng8

A few videos about the digestive system.

A few videos about the circulatory system.

https://www.bbc.co.uk/bitesize/topics/zwdr6yc

https://www.bbc.co.uk/bitesize/topics/zrffr82

A few videos about a healthy lifestyle.


https://www.bbc.co.uk/bitesize/topics/z27kng8

https://www.bbc.co.uk/bitesize/topics/zwdr6yc



Wednesday – RE-The Story of Buddha

Wednesday 13th May

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L.O: To explore the story of how Prince Siddhartha became the Buddha.

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What do you already know about Buddhism?

Jot down any ideas you have.

Who foundedBuddhism?

What does it mean to ‘found’ something?

Look it up in a dictionary if you’re not sure.


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Buddhism began in India about 2,500 years ago. It is the fourth-

largest religion in the world.

A Buddhist is someone who follows the teachings of a man called

Siddhartha Gautama (or SiddatthaGotama), who became known as

the Buddha.

Buddhists do not believe in a God who created the world and everything in it.

Siddhartha Gautama, who became known as the Buddha, grew up in a Hindu family.

The word ‘Buddha’ means the ‘enlightened one’ or ‘the one who

knows’.

Meditation is a very important part of Buddhism. Through meditation,

Buddhists believe they can calm and clear the mind, making it peaceful.

Buddhists believe in a constant cycle of life and death, and that

people will be reborn after they die unless they reach Enlightenment

and reach nirvana.

Key Facts about Buddhism and Siddhartha

Over the next few slides, we are going to look at the story of how Prince Siddhartha became the Buddha.

http://www.theschoolrun.com/homework-help/hinduism

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Siddhartha Gautama was born into a royal family in Nepal and for many years lived within the palace walls away from the sufferings of life such as old age, illness and death.

Never having seen these things, he didn’t know what they were.

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Eventually he married, had children and decided it was time to go outside the palace to see what was on the other side.

He witnessed an old man, a sick man and the corpse of a dead man. He was very worried by what he saw and learned that sickness, age and death comes to everyone, even if you are a wealthy person.

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Next Siddhartha saw a holy man dressed in rags with only a begging bowl in his hand.

Despite owning nothing but the bowl, he looked so calm and at peace. Siddhartha pondered how a man with nothing could be so content.

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These four sights were a turning point for Siddhartha.

He wanted to know if there was more to life than sickness, old age and death so he decided to leave his riches behind and go and find out for himself.

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Dressed as a monk, he went to meditate under a Bodhi tree and promised himself that he wouldn’t rise again until he found the truth. As he sat, he thought carefully about the past, present, future and the four sights he saw when he left the palace. After some time, he realised there was a way for people to end their pain and sadness. Within this moment, he became wise and enlightened.

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He began to teach people about what he had realised and people began to call him Buddha or ‘teacher’.

He taught them to lead good lives by being truthful, respecting others and doing good deeds.

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Your Task

We’d like you to create a drama to retell the story of Siddhartha.

Write a play script which would retell the story.

You should add your own dialogue and stage directions to make it easy for your ‘actors’ to know what to do!

This is a chance for you to practise all the skills you learnt about script

writing in English on Monday!Let’s recap some of the main

features first.

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Features of a Play Script

A cast list A narrator/main story teller

Speakers names on the left

Written dialogue without inverted

commas

Have more than one scene

Written stage directions in brackets

Used standard and non-standard

English

Used punctuation effectively

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Features of a Play Script

Written stage directions in brackets

Speakers names on the left, followed

by a colon (:)Written dialogue without inverted

commas

Used punctuation effectively

Have a look at the way this example script is set out and use that to help you retell the story of Siddhartha.

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We would love to hear your retelling of the

Buddhism story!You can send us a recording of your

script or take a photo of your written work or scan it and email it

to us on our Year Group email address.

[email protected]

Miss Fini, Mrs Harmston and Miss Wilson


Your Task

You could record your script as a radio drama and send it to us! Or, send us the written

version of your script.

Thursday – PSHE –What’s It Worth?

Thursday 14th May

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Today we want you to think about:

The benefits of saving money The different ways money can be

saved (and the pros and cons of each way)

The value of items and why they’re priced that way

L.O: To consider the value of money and how to manage it.

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If you had five pounds, what would you spend it

on?


Think about your answers carefully.

You can write down your ideas if you like.

If you had ten pounds, what would you spend it

on?

If you had twenty pounds, what would you spend it

on?

If you had fifty pounds, what would you spend it

on?

If you had a hundred pounds, what would you

spend it on?

If you had a thousand pounds, what would you

spend it on?

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The more money you had, the more you were able to

buy!

If you saved five (or ten) pounds a week how long would it have taken you to save up

for the item you said?

Is it worth saving up for things sometimes?

Do you think it is easy or hard to save money?Why? Why not?

Why are items valued at different prices?

Now, think carefully about these questions.

You can note down your thoughts/answers if you want to.

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Now, think carefully about these questions.

You can note down your thoughts/answers if you want to.

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Here are some reasons why things might be more or less expensive

than others...

How complex it is to produce it.

How many people are involved in producing it - and how much they

are paid.

How much machinery and equipment is

involved in producing it.

The building where it’s made, including

heating, lighting etc.

The materials it’s made of.

How popular it is.

How rare it is.

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Have you ever saved any money?

Was it for something in particular or just

or the future?

How many different ways of saving money can you think of?

What are the pros and cons of each way?

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These are some of the ways we can save money and the pros and cons of each.

Which do you think is best?

In a money box (or similar at home)

Money in a money box is easily accessible. You can see and count how much you’ve got but it doesn’t earn any interest and you might be tempted to spend it just because it’s there! It’s also not safe - it could go missing.

In a savings account (e.g. bank or building society)

Money in a savings account can earn you interest. You can withdraw money when you need some. It’s safe but you can’t access it in a hurry.

In a Junior ISA (a tax-free savings account. Remains tax-free until your 18th

birthday)

Money in a Junior ISA earns interest and pays no tax but can’t be accessed until after the age of eighteen.

Interest: when you save in a savings account or an ISA you are basically lending money to the bank/building society for them to use so they give you a small amount of money (usually on an yearly basis) for doing this.

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So let’s go back to the VALUE and PRICE of items: what you think

they’re worth (and whether you’d be willing to spend some savings on

them!)

Your Task

Imagine you’re running a community event to try and raise money for a good cause. For example, a local charity or community group.I’m going to give you a list of items that you need to sell but you’ve got to decide how much each item is worth.

Think about: What condition the item is in How old it is Whether it is still a popular item with children How big it is Whether it’s in good working condition (if mechanical in some way)

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Your Task

Things to consider:

If you price the items too high, they may not sell

If you price the items too low, you might not make as much money as you could

It is possible to reduce items during a sale, but not as acceptable to put prices up!

On the next slide are all the items you could sell.All you have to do is price them up!

Once you’ve done, why not ask someone at home whether they’d be willing to buy them?

What if they only had five pounds? What if they had a hundred pounds? Would their answer change?

So let’s go back to the VALUE and PRICE of items: what you think

they’re worth (and whether you’d be willing to spend some savings on

them!)

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A thousand piece jigsaw puzzle-in good condition but with two pieces missing.

A set of 7 books about a famous boy

wizard-read only once and in good

condition.

A game of Scrabble-all the pieces are still there but the box is

rather worn and shabby.

A 500 piece puzzle-brand new and

unopened.

A CD of top chart hits-only one year old and in good condition.

A 60cm high teddy bear-mostly in good condition but the side

needs stitching up.

A set of 3 action figures from a blockbuster

movie that came out 2 years ago-in good

condition.

A phone case for an iPhone 4 with a few

scratches and chips-OK condition.

A pair of stylish sunglasses, hardly

worn-excellent condition.

A pair of designer shoes, size 4-previously worn with a couple of scuff

marks but good condition.

A video game which has been previously

used but still in excellent condition.

A paddling pool with some leaks that have been taped up with

strong tape.

A hardback book by a bestselling author

with a couple of creases in the pages.

A pair of headphones, never before used.

A silver music stand which has been used a

lot and often collapses if too much music is on it.

A rose-gold charger for an iPhone 6S,

previously used but in excellent condition.

A pair of matching photo frames, still in

their original packaging.

A pack of perfect-condition playing cards, never before used, but the 2 of Diamonds is

missing.

A pack of 30 pens (very expensive in the

shops) which have been used only twice.

A Wii remote with some threads from the strap

a little loose, but otherwise in good

condition.

A brand new film, which has only just come out, still in its original packaging.

A paint box-hardly used, in good

condition.

A box set of Roald Dahl books.

A doll with clothes for dressing it up.

A soft toy that plays a tune when squeezed.

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Would everyone want to buy the same items as each

other?Are VALUE and PRICE the

same thing?

If you have five pounds, would you buy anything on the list or

would you save it?

Friday – PE-Yoga

Friday 15th May

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PE/Yoga

1. For this activity, we would like you to complete some

exercises and work out activities to keep active!

2. We have also included some yoga activities that

you might enjoy.

3. Alternatively, you could do some activities that MrHampton taught you at

school.

4. Don’t forget to check out the YouTube channel of The

Body Coach, as he is uploading ideas for school

children every day.

PE/YogaIn this session, you can do any

exercise activities that you would like. Here are some links that you

may like to try:

https://www.youtube.com/user/thebodycoach1

https://www.youtube.com/watch?v=R-BS87NTV5I

https://www.youtube.com/user/mosetsanagape

https://www.youtube.com/watch?v=g4KCpzTkHto

The links include the Body Coach who is uploading daily workouts, a Harry Potter themed yoga, Oti Mabuse who is teaching

daily dances to children and an indoor football drills video.

PE/Yoga These next few slides will give you some examples of yoga positions

that you might like to try to some calming music or outside in

the garden.

A link to some calming music that is perfect for yoga!

https://www.youtube.com/watch?v=2RTZNLL0wss

PE/YogaThese next few slides will give you some examples of yoga positions

that you might like to try to some calming music or outside in

the garden.

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