year 6 topic home learning · 2020-06-12 · year 6 home learning timetable monday 15th...

Year 6 Topic Home Learning

Monday 15th June – Friday 19th June 2020

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Year 6 Home Learning TimetableMonday 15th June– Friday 19th June 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 – Research Gods

Topic –Egyptian Gods

Topic – Egyptian Gods

PSHE -Transition

Topic – Mindfulness

Monday – Topic –Egyptian Gods Research

Monday 15th June

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L.O: To research the significance of Egyptian Gods

Have a look at the gods on the next slide. Do you recognise any of them?

Do you remember the names of any Egyptian gods??

Do you remember the role of any of the Egyptian gods?

What will I know by the end of the topic?

Why were Gods and Goddesses so important to Ancient Egyptians?

The Ancient Egyptians believed in many different gods and goddesses. Each one had their own role to play in maintaining peace and harmony across the land. The Ancient Egyptians believed that it was important to recognise and worship these gods and goddesses so that life continued smoothly.

This is the section of the Knowledge Organiser that we will be focusing on this

week.

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How did people worship the gods and goddesses?

The ancient Egyptians thought that it was very important to please the gods and goddesses. For that reason, worshipping the deities was

a large part of life in ancient Egypt.

Some gods and goddesses were worshipped by the pharaoh and priests in large temples. These were the 'official' gods and goddesses

of the state, like Amun, Horus and Bastet.

Other gods and goddesses were worshipped by ordinary people in their homes. These were the gods and goddesses like Bes and Tawaret

who protected people from the dangers of daily life, like scorpion bites, crocodile attacks and childbirth.


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L.O: To research the significance of Egyptian GodsThere were more than 2000 gods in ancient Egypt. Most took human form but some had the heads of animals. Here is a selection of the more important gods that the Egyptians would

have worshipped.

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L.O: To research the significance of Egyptian GodsCan you match the name and role of each God with the correct image?

NAME: RaGOD OF: the sun

NAME: AmunGOD OF: creator of

all things

NAME: ThothGOD OF: knowledge

and writing

NAME: HorusGOD OF: the skyNAME: Ma’at

GOD OF: truth and justice

Answers given on the next few

slides

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NAME: IsisGOD OF: protecting

the needy

NAME: OsirisGOD OF: the dead

and the underworld.

NAME: SekhmetGOD OF: war

NAME: AnubisGOD OF: the dead and the

process of embalming

NAME: HathorGOD OF: love, music

and dance

Can you match the name and role of each God with the correct image?


the needy

Answers given on the next few

slides

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NAME: RaGOD OF: the sun

NAME: AmunGOD OF: creator of

all things

NAME: ThothGOD OF: knowledge

and writing

NAME: HorusGOD OF: the sky NAME: Ma’at

GOD OF: truth and justice

Answers

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the needy

NAME: OsirisGOD OF: the dead

and the underworld.

NAME: SekhmetGOD OF: war

NAME: AnubisGOD OF: the dead and the

process of embalming

NAME: HathorGOD OF: love, music

and dance

Answers

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NAME: Ra

GOD OF: the sun

Ra was the most important god to all the Egyptians. Ra was the god of the Sun and the lord of the gods.

The Egyptians also believed that Ra travelled through the underworld at night, where he appeared as a man with the head of a falcon!

Above his head sits a sun disc with a sacred cobra twisted round it. It is said that Ra sailed the heavens in a boat called ‘Barque of Millions of Years’. At the end of every day, many thought Ra died as he sailed through the night in the Underworld, leaving the moon to light the night sky until he was born again at dawn.

Can you spot any links from the description of the god to

their appearance?

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NAME: Anubis

GOD OF: the dead and the process of embalming

Anubis was the god of embalming, the mummification ritual. It is believed he made the first mummy, Osiris.

Anubis was the guide of the dead, he helped them pass on to the next life. It was said that Anubis would wait for you in the Hall of the Dead to weigh your heart. If your heart was lighter than Ma’at’s feather, you would live forever. If it was heavier, your heart would be eaten by the demon, Ammit. Anubis had the head of a jackal.

It was thought that jackals watched over the dead as they were seen in cemeteries a lot.Egyptian priests would wear a mask of Anubis during mummification ceremonies.


their appearance?

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NAME: Osiris

GOD OF: the dead and the underworld.

Osiris was also a god of death, resurrection and fertility. The Egyptians believed that he gave them the gift of their most important crop, barley.

Osiris was the husband of Isis and the father of Horus. He was murdered by his jealous brother Seth and became the lord of the Underworld.

He was well-known for his green coloured skin, the symbol of rebirth and regeneration. He also had white clothing which was a sign of mummification. He also had a tall white, conical headdress called the Atef crown. He was very closely linked to the Pharaohs of Egypt and carried the flail and the crook which were the symbols of power and kingship.


their appearance?

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NAME: Sekhmet

GODDESS OF: war

Sekhmet means ‘the powerful one’!

She is sometimes called the daughter of the sun god Ra.

She is celebrated at the end of battles.Can you spot any links from the description of the god to

their appearance?

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L.O: To research the significance of Egyptian GodsNAME: Horus

GOD OF: the sky

Protector and ruler of Egypt. All living pharaohs were considered a ‘living Horus’.

It was believed that Horus was the son of Isis and Osiris.

Horus became a ruler of the living after losing an eye in a battle and having it restored. The eye then became a symbol of protection.

Horus has the head of a hawk which makes him look similar to Ra, but Horus has a crown made to look like the two parts of Egypt, the red and the white to show that he ruled all of the land. Horus was the god of the sky and it was believed that the pharaohs were a living version of Horus making them god-like.


their appearance?

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NAME: Isis

GODDESS OF: protecting the needy.

Isis is the wife of Osiris. Each pharaoh of the time was considered a ‘living Horus’ so she was very important as their wife.

She is also the mother of Horus and has him sitting on her lap.

Isis is the queen of the goddesses. Sometimes she is shown to have a throne on her head and other times she has a sun disc, similar to Hathor.

The ancient Egyptians built lots and lots of temples to honour her. She was mostly related to protection, healing, motherhood, children and nature.


their appearance?

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NAME: Thoth

GOD OF: writing and knowledge

It was believed that Thoth gave the Egyptians the gift of hieroglyphs.

Thoth was the god of wisdom, writing, time and the Moon. The ancient Egyptians believed that Thoth created hieroglyphics and kept a record of all knowledge. He has the head of an ibis bird, a long-beaked bird commonly found in Egypt. Thoth could also appear as a baboon.

He did many jobs in Egyptian mythology including maintaining the universe, settling of arguments among the other Egyptian gods, and he judged those who would die.


their appearance?

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NAME: Set

GOD OF: chaos, the desert and storms.

Set is the son of Geb and Nut. He is the father of the jackal-headed god Anubis.

Set represented everything that threatened peace in ancient Egypt, such as war, disease and destruction.

Set is seen as a strong and dangerous god but not completely evil. He is a friend to the dead, helping them rise to heaven on his ladder.

The Egyptians saw Seth as the god of darkness, chaos and the desert. He became very unpopular and was an enemy to quite a few gods. He represented drought and as lord of the desert and drought, he was the enemy to everything that gave life. The Egyptians also saw him as a storm and war god. The Egyptians often related him with the colour red.


their appearance?

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NAME: Hathor

GOD OF: love, music and dance

In ancient Egyptian religion and mythology, Hathor was the goddess of love, fertility, beauty, music, and laughter and fun.

Besides being really important she was very complicated too. She is one of the oldest known gods of Egypt. She was very nice and nurturing, looking after people all the time. As she had this kindness in her, people often linked her to Isis, the mother goddess, but Hathor was also all about destruction.

According to one myth, the sun god Ra, in his old age, decided to punish humans for disobeying him. He sent Hathor out to sort it out. She killed so many people that Ra decided this wasn’t a good choice after all.


their appearance?

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Your Task:

Using the information we have been through and any extra research, we would like you to create either a Popplet or hand drawn mind map to present your research.

You might want to delve a little deeper with one particular god or if you prefer, you can research a few.

Within your research you might like to consider the following points.

• Why Ancient Egyptians worship gods• General information about gods – how many etc.• Special features of each god• The importance of their appearance and

physical features• What role do they play in the life of Ancient

Egyptians• Key words


Your research will be used to create

an information booklet about

Egyptian Gods over the next two days.

Tuesday and Wednesday –Topic – Ancient Egyptian

Gods ScrapbookTuesday 16th and Wednesday 17th June

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L.O: To understand the significance of Egyptian Gods

What was the most interesting fact you found out about your chosen god or gods yesterday?

In your opinion, which god do you think is the most important?

In your opinion, which god do you think is the most interesting?

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Using your research from yesterday, we would like you to create an information booklet about one god of your choice or a few different gods, if you prefer.


We would like your booklet to have a feel of a ‘scrapbook’ with lots of different sections.

We will give you some ideas which you must use, some which are optional, and of course, you can always add some ideas of your own!

You will have two days to complete this booklet so we would like it be of a really high standard!

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We would like your scrapbook to contain lots of different sections to keep it interesting! Each page of your scrapbook could present your research in a different way.

Essential Contents These are the sections you must include!

• A detailed introduction to Egyptian gods

• A persuasive text about who you think the best god is

• Draw and label your god

And at least 2 ideas from the optional contents.

Optional Contents These are ideas you might want to include OR

you can swap them for ideas of your own

• Top Trumps cards for different gods

• Create a cartoon strip with a made-up story between the gods• Write a diary entry from the

point of view of a god• A day in the life of a god

Ancient Egyptian God Scrapbook

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Introduction Page

L.O: To understand the significance of Egyptian GodsThis is my example of an introduction. I’m sure you can do better, but it might give you an idea of the

type of information you could include.

Pleasing the gods and goddesses was incredibly important in the lives of Ancient Egyptians. For that reason, worshipping the deities (gods) was a large part of life in ancient Egypt.

Keeping life in balance, Ancient Egyptians believed in more than 2,000 deities. They had gods for everything, from dangers to chores, and each had different responsibilities.

Some gods and goddesses were worshipped by the pharaoh and priests in large temples. These were the 'official' gods and goddesses of the state, like Amun, Horus and Bastet. Other gods and goddesses were worshipped by ordinary people in their homes. These were the gods and goddesses like Bes and Tawaret who protected people from the dangers of daily life, like scorpion bites, crocodile attacks and childbirth.

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As part of your scrapbook, we would like you to write a persuasive text about Ancient Egyptian Gods.

The first thing you need to think about is a question to argue your point of view. You could use the following question:

Which Ancient Egyptian God is the most important?

However, you might think of a different question to argue.


Persuasive Text Page

Over the next few slides, there

is some information to help you write

your persuasive speech.

You might choose to write your text from your own point of view or from the point of

view of an Ancient Egyptian.

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Persuasive Text – What is it?


A persuasive text is a text which argues a point of view, to convince the reader to agree with the author.

For the modelled example we have written, our point of view is based on the question ‘Which Ancient Egyptian

God is the most important?’

Horus is the most important Ancient Egyptian God

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Persuasive Text - Structure

Introduction: Introduce your point of view. Include an opening statement and a list of arguments.

Main section: State your point of view and reasons for each argument. Include one argument in each paragraph.

Support your argument with two reasons.

Conclusion: Summarise your arguments and repeat your point of view.

A persuasive text is organised into paragraphs to make it easier to read.

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Persuasive Text - Features

Present tense. For example• Children spend too much time doing homework.• Dogs are the greatest pets for kids.• Fidget spinners are a popular toy.

Logical connectives There are used in persuasive writing to make the arguments flow. For example• Because• However• This shows• Therefore.

Time connectives These are used to begin the main body paragraphs. For example• Firstly• Secondly• finally.

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Give a reasonable argument to get the reader interested and on your side.

Interest the reader by using interesting, strong and emotive words.

Simple sentences help the reader to understand your arguments.

Persuasive writing is about informing the reader about a subject and convincing them to agree with you. Choose a topic you believe in.

When writing a persuasive text, always use facts. It gives evidence and proof to your arguments.

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Using strong, clear, emotive language helps the reader to agree with you.

Below, are some helpful phrases that are used in persuasive writing.

It is outrageous that…

I strongly believe…

It is disgraceful that…

It is concerning that…

How could we possibly…


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Persuasive Text Modelled example - Introduction

This is my example of an introduction. I’m sure you

can do better, but it might give you an idea of the type of information

you could include.

Horus is the most important Ancient Egyptian God

Important to everyone, the gods and goddesses of Ancient Egypt are those who decide the fates of mortals. Our lives. Our deaths. We (the Ancient Egyptians), who believe that the Gods need protecting, spend our lives treating the Gods with the utmost respect in the hope that we will be rewarded. This reward is simple; an afterlife worth dying for. Now, I know that every God plays their part: the sun, the sky, the dead. But one God stands out. One God deserves the wondrous honour of being crowned 'The Ultimate God', 'The Most Powerful God', 'The Protector and Ruler of Egypt.' Horus.



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Persuasive Text Modelled example – Main BodyFirst point



you could include.



Ruler of Earth and all life, Horus is my amazing choice of the most important of all Ancient Egyptian Gods. He has many splendid characteristics: a charming way of life; a discrimination of evil as well as a history of success. As a result of the proposals Horus has made, you will find yourself in a far more bearable place in life – after all, he is the ‘One Far Above’. Reassuringly, his designation as ruler of Earth and life - a title given to him after he defeated Seth – shows us that he is caring to all the people of Egypt. Winning many important accolades, we know he can protect this fine country after his battle and win against his catastrophic uncle, Seth, this shows us he will risk his life for us all.

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Persuasive Text Modelled example – Main BodySecond point



you could include.



In addition to what has been previously declared, Horus has proved he is capable of being strong by fighting for what is right. Many pharaohs have been indebted to Horus, as he works tirelessly as their protector and guide. From decisions regarding crops through to important considerations of war, he is a guiding thought for all those already in power. Surely we will all agree that he is now worthy of that power himself? Were he to take the throne of the Gods, he would be a powerful, strong and ultimately fair ruler. After the tragic death of his father, Osiris, at the hands of Seth, Horus recognised the danger of the approaching evil and fought valiantly against all opposition. Trustworthy, his understanding of good and evil will be beneficial to the great land of Egypt.

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Persuasive Text Modelled example – Main BodyThird point



you could include.



As an additional feature, his hawk-like abilities will allow him to be a strong ruler – a ruler who can oversee the entre expanse of Egypt. Taking flight through impressive vista above our wonderful country, his soaring ability lets him see every individual throughout the land. Any potential issues will be dealt with swiftly; any dangers will be wiped out effectively. Having the head of a hawk leads to many potential benefits and abilities that will assist with ruling the country: incredible, far-reaching eyesight; efficient, effective, reflexes and a wise yet ruthless mind. Were this land to be ruled by Horus, life would improve exponentially.

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Persuasive Text Modelled example - Conclusion



you could include.

To conclude, Horus is important to everyone. He deserves to be treated with the utmost respect in the hope that he will reward us in the afterlife. To me, only one God stands out. One God deserves the wondrous honour of being crowned 'The Ultimate God', 'The Most Powerful God', 'The Protector and Ruler of Egypt.' Horus.



Remember to make links back to your introduction within

your concluding paragraph!

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Essential Contents These are the sections you must include!

• A detailed introduction to Egyptian gods• Draw and label your god

• A persuasive text about who you think the best god is

And at least 2 ideas from the optional contents.

Optional Contents These are ideas you might want to include OR you can

swap them for ideas of your own

• Top Trumps cards for different gods• Create a cartoon strip with a made-up

story between the gods• Write a diary entry from the point of

view of a god• A day in the life of a god

Ancient Egyptian God Scrapbook

To make your booklet, use A4 paper. Use two sheets of paper (or more depending how many pages you want!) and fold them together to make a booklet.

You could even make a beautifully decorative front cover.

Thursday – Topic –Transition

Thursday 18th June

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Moving to secondary school is a big step and can seem a bit scary. You could be worried about leaving our school that you know really well.

You might find that there are more buildings and that everything seems bigger than Knaphill School but you'll find your way round in no time.

Whether you're going to walk there or get the bus or train, getting to your new school can seem tricky at first but within a few weeks it will be second nature!

Have a look at the questions on the next slide.

You might just want to think about the answers in your head or jot some notes down.

L.O: To consider the changes next year will bring

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What will you miss about

KnaphillSchool?

What are you looking forward to learning next

year?

What are you most looking forward to next year?

What worries do you have about

moving to secondary

school?

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Worries

It is really natural to be worried about things we don’t know. You probably have lots of questions and concerns about next year – but guess what? Most of

you are probably all thinking and feeling the same things!

Jot down some ideas of things you are worried about. Over the next few weeks, we will be thinking these questions.


On the next slide are the most common answers we usually get. How many of them are the same as

yours?

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Getting lost

The journey to

school

Having to be independent

Lots of homework/

longer school day

Making friends/being separated

from friends

Different teacher for all subjects Bullying

Being the youngest

Getting detention

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Changes

What is going to be different or new about secondary school?


• The journey

• New subjects

• Making new friends

• School start and finish times

• Having lessons in different classrooms

• How lunch works

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Similarities

What is going to be the same about secondary school?

• Assembly

• School clubs

• Registration

• Getting homework

• Wearing a uniform

• Some subjects

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L.O: To consider the changes next year will bringJourney

What journey are you going to take to get to secondary school? Are you going to be travelling to school on your own for the first time?

Bus

Where is the bus stop? How

much will it cost?

Walk

Bike

Car

Are you walking on your own? Do you know

the way?

Top Tip: Do a trial-run of your journey (with an adult) during the summer holidays.

Do you have a helmet and

padlock? Where is the bike rack?

Who is driving you? Where

will you park?

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L.O: To consider the changes next year will bringWhat can you do to help make friends at secondary school?

• Travel to school with someone

• Join in group work

• Smile

• Invite someone to sit with you at lunch

• Join a school club

• Every day

• Lunch

• Maths lesson

• English lesson

• PE lesson

What will you need for…

Do you know what things you will need for secondary school?

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L.O: To consider the changes next year will bringHelp!

There will be lots of people to help you at secondary school.

Think about who might be able to help you in the following scenarios

…you forget your lunch money?

...you get lost?

…you can’t do your homework?

…you get bullied?

…you get ill at school?

What should you

do if…

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L.O: To consider the changes next year will bringHelp!

There will be lots of people to help you at secondary school.Think about who might be able to help you in the following scenarios

…you forget your lunch money?

...you get lost?

…you can’t do your homework?

…you get bullied?

…you get ill at school?

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Do you remember what it was like when you started Knaphill Junior

School?

Do you remember how long it took to feel settled and at home

here?

Your feelings about starting secondary school will probably be very similar, but before you know

it, you will be settled into your new routine, have made lots of new friends, met lots of lovely

teachers and probably know your way around the school building

with your eyes closed! You will be a fully-fledged Year 7 pupil!

Today we would like you to write a letter to your future Year 7 Self!You can keep your letter safe in an envelope and open it up one year from now.


• Tell your future self your worries for the upcoming changes

• Ask yourself some questions that you can answer next year

• Set yourself some goals to achieve in the next 365 days

• You might want to remind your future self of the things (and people) that are important to you now.

Things to include in your letter

Friday – Well-being Friday 19th June

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Over the next two slides, you’ll see 60 different activities that you can do to help improve your wellbeing.

You can do them in the order it says on the grid and work your way through, or you can pick and choose the activities that interest you!

Try a range of the activities but, if you find an activity that you really enjoy, you can always do that one again!

Day 1 Leave three happy notes for someone else to find in your house.

Day 2 Make a card for someone’s birthday/celebration coming up

Day 3Call a relative or friend who is far away and have a chat with them.

Day 4Write down five things you are grateful for.

Day 5Research three jobs / career paths that interest you.

Day 6Download a mindfulness App (CALM) on your phone.

Day 7Visit a virtual museum! Go online and explore the collections online.

Day 8Get in contact with a local care home and arrange to send a letter to one of the residents.

Day 9Go on YouTube and try..

Day 10Look at the last 20 photos on your phone and think about how they make you feel.

Day 11Say something positive to everyone in your household today.

Day 12Do something helpful for a friend or family member today.

Day 13Do a chore in the house without being asked to do it.

Day 14Send a positive text to ten of your friends.

Day 15Listen to your favourite song and dance around the room.

Day 16Stay off social media for >3 hours straight and keep yourself occupied.

Day 17Take a selfie and note down 5 things you like.

Day 18Play a game that you haven’t played in a while.

Day 19Think about two role models in your life. Why do they inspire you?

Day 20Create a postcard for somewhere you have previously visited

Day 21Play a card game or board game you haven’t played in a while

Day 22Sit down in a silent room and focus on your breathing for 5 minutes.

Day 23Email one of your teachers to say thank you for something

Day 24Write down 5 things you are thankful for in your life.

Day 25Write a blog about something you enjoy doing.

Day 26Search on YouTube a “Tedx talks by kids”

Day 27Watch a film with a family member and make sure you turn your phones off.

Day 28Make sure you get >8 hours sleep tonight. Note how you feel the next day.

Day 29Draw a picture of what you see in your garden or out of your window.

Day 30Make breakfast for another family member

Day 31 Find three inspirational quotes and write them down

Day 32 Create a digital photo collage using 5 images

Day 33Write a letter or send a card (Email or E-Card) to an elderly relative

Day 34Leave three happy notes for someone else to find in your house.

Day 35Make a list of 10 things you want to do

Day 36Go on YouTube and try…

Day 37Create a gratitude list of everything you are thankful for

Day 38Do something nice for a sibling or parent/carer.

Day 39Create your own Playing card with your favourite number and suit

Day 40Find a learning podcast and try it out!

Day 41Ensure you have 5 fruit and Veg today

Day 42Do something helpful for a friend or family member today.

Day 43Write down five positive things about yourself on Post-It-Notes

Day 44Tag your friends in a pic that brings you happy memories

Day 45Visit a virtual museum! Go online and explore the collections online

Day 46Try to go to bed 1 hour earlier than usual.

Day 47Wake up early to watch the sun rise and see how beautiful it is

Day 48Find a documentary on BBC iPlayer and watch it

Day 49Do the washing up today

Day 50Look up origami and make a crane

Day 51Play an old computer game you haven’t played for ages

Day 52Use 10 French or Spanish words today

Day 53Research the minimum wage in the UK for different ages

Day 54Design a new school logo for your school

Day 55Learn some British Sign Language with Charlie

Day 56Make a playlist of your top 10 songs and send to a friend

Day 57Check in with your favourite YouTuber and see how they are doing

Day 68Build the tallest Tower you can with a single piece of A4 Paper

Day 59How many different words can you make from these letters:“CREATIVE RESOURCES”

Day 60Wear your favourite items of clothing that makes you feel great

year 6 topic home learning · 2020-06-12 · year 6 home learning timetable monday 15th...

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