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UPDATED NEW RESOURCES: Easter holiday ideas for families are now available in the home learning section under 'Coronavirus Information'.

Other curriculum areas

Hi Year 6,


I hope you're all doing OK and keeping positive as well as busy! We are missing you all and thinking of you lots. 


Shared below are some learning opportunities based around subjects other than English and Maths. Throughout this next week, you can choose from the range of activities and complete it in your home learning book handed out to you or on paper/your own notebook if you have not received. There is certainly no expectation to complete it all or any part of it in particular. It will just be great to see what you have done upon your return to school. NEW WORK HAS BEEN ADDED FOR THIS WEEK: French, PSHCE, Computing and Art.

Remember to keep positive and keep smiling. Take care and look after one another. 


Mrs Alburg




It has been so wonderful to hear how so many of you are enjoying these history lessons! We would just like to share with you an online resource that has been recommended to us by one of our parents. The Western Approaches Museum in Liverpool has been streaming live lessons to link with WW2. Last week's lesson was a tour of a secret bunker. Tomorrow's lesson (1st April) focuses on rations and wartime food.


Our History topic for this term will be World War Two. On this page you will find lots of resources to help with your learning, such as: video clips, worksheets, presentations as well as craft activities. Our topics include evacuation, the Blitz, rationing, songs, news reports, speeches and eye-witness accounts. All of these topics will help you to learn about the experience of World War Two from a child’s perspective. Please do not worry if you can't complete all the activities. We have added lots for those who are able to, but completely understand this may not be possible for everyone. 

Listen to Prime Minister Neville Chamberlain as he declares war on (Nazi-)Germany on 3. September, 1939.

The Blitz


Blitz is short for the German word 'Blitzkrieg' which stands for Lightning War in English. On September 7th, 1940, the German air force had a change of strategy. Instead of bombing the British Air Force, they turned their attention to London. Nearly 2,000 people were killed or wounded on the first night of the Blitz bombing. Some of the cities that were most heavily bombed during the Blitz were London, Manchester, Sheffield, Hull and Glasgow. The resources below will help you learn about the safety measures people had to take in order to stay alive during the Blitz. There is also and Anderson Shelter writing activity for you to complete. Can you answer these questions in your writing?


• What was the Anderson Shelter like?

• Where was the Anderson Shelter?

• What could you smell, hear and see?

• Who was in there with you?

• What food did you eat?

• How did you feel?

Your Anderson Shelter This Winter (1940)

Children in World War Two


Nearly two million children were evacuated from their homes at the start of the Second World War. During this time, children had to have gas mask lessons and through evacuation, had to live with strangers in completely new parts of the country. You will find below some information about the evacuation process. You will then complete a task to write an evacuee letter from the countryside. 





The resource below provides an opportunity for you to develop your arts and crafts skills by making your own gas mask. 

Picture 1 A Gas Mask Box - Ben Year 6

More World War Two activities will be uploaded in due course.


Big Project – Week 1

As part of your Evolution and Inheritance topic, you studied the work of Charles Darwin.  Over the last century, other scientists have built on Darwin’s findings and studied animal evolution and behaviour in more detail. Using books and the internet to help you, research one of the most famous British scientists from history, Jane Goodall, and create a poster, PowerPoint Presentation or comic strip detailing her work and achievements. This should take you between 40 and 60 minutes.  Feel free to complete your task in a few sittings!

Here are some links to help you get started:



Other Learning 

While you are at home, there are plenty of ways to carry on your learning.

Reviewing your Y6 topic of Classification:

We know that Carl Linnaeus developed a system for classification in the 18th century.  Modern scientists (taxonomists) now use one universal system when classifying organisms.

  • How would you classify the people/pets in your home?

    • Would they all be in the same Kingdom?

    • At which level of classification do you start to see differences?

    • Do you need to add an additional level after Species to separate everyone further?
      Show you findings by drawing a labelled diagram.


Extending your Y6 topic of Adaptation:

  • Review the SeaLife slides on adaptation (separate document)

  • With a sea creature of your choice, research its adaptive traits and draw an annotated diagram of its success.

  • Adaptation ‘beak’ game:
    If you have four wooden clothes pegs at home, you can try this experiment:

    • With the help of an adult¸ use sandpaper or a suitable carving tool to change the shape of 3 pegs so that you have four different ‘beaks’.

    • Predict which beak will be best at picking up your food source (use a plate of raisins or cereal to represent small insects which would feature in your bird’s diet).

    • Time your ‘bird’ (the person handling the beaks) for 20 seconds, seeing how many ‘insects’ they can pick up from the plate and transfer to another plate.

    • The same person should handle the beaks in your first round of testing in order to ensure a fair test.  You can swap ‘birds’ to repeat your test and compare results.

    • Which beak was best? You can change the ‘diet’ of the birds and test hypotheses about which beaks are best suited to different diets and hunting styles (see diagram below).

    • Please photograph or document your experiment so that you can share your findings with your class when you return to school (and you can even pop your evidence into your science book)!


Some bonus activities on Charles Darwin if you’d like to learn more:

Click ‘enter a student code’ and use 42801.

Physical Education


It is important that all of us remain active and healthy during this time. It is recommended that Primary school children will be active for 1 hour every day, even when you are at home. Joe Wicks (The Bodycoach) is performing an online PE lesson at 9:00 every morning during the week that can account for 30 minutes of this physical activity.  

Tune in to his channel to join in with the session.


On top of this, you will need to do another 30 minutes throughout the day. This can be your choice of activity that will keep you physically fit and is enjoyable. Throughout the week, it would be good if your activities involved a range of the following fundamental movement skills:










These activities could be things like creating an obstacle course that tests a range of skills. Skipping or running in the garden, walking the dog or throwing and catching games with siblings. You can be as creative as you wish with his 30 minutes, but please ensure you keep yourself active.



Remember to warm up first, so sing our counting warm-ups with a focus on pitch and keeping the pulse.


Pitch = high and low notes

Pulse = the heart beat of the music


Song 1 ‘There’s a power in the music’ by Lin Marsh


Sing along to the song by going on to YouTube and typing in ‘There’s a power in the music’ lyric video, Sing Up Day 2020.


Get your family members to join you in singing, teach them how to sing the words rhythmically and remember to smile!




If you have access to an iPad there are apps you can use to keep your keyboard learning going, such as ‘SimplyPiano’ and ‘PianoMaestro’.  ‘Musicnotes’ is an app where you can download all the music you have been learning in class should you have access to a keyboard or piano.  If you are preparing for an exam, the ABRSM     ‘Practice Partner’ app is very useful to help you prepare your pieces. 




Go to the website CBBC Ten Pieces. Click on ‘Short ride in a Fast Machine’ by John Adams and listen to the piece of music and read the short extract on the website about John Adams and his music.  Which orchestral instruments can you hear in the music? 



Can you answer the following questions?  Check your answers after completing the quiz.


  1. What nationality is John Adams?
  2. How often is this piece of music performed around the world each day?
  3. What is the style of music known as?
  4. Which other famous composer writes music in this style?
  5. Can you name another piece of music that John Adams has written?
  6. Which instrument is played throughout the piece of music that keeps the steady beat?



We have been studying Macbeth and are still quite early on in the play. Macbeth, a general , wins an important battle. On his way home he meets 3 mysterious figures who predict he will become Thane ( lord) of Cawdor and later ,King. They disappear. Immediately a human messenger enters and tells Macbeth he has been awarded the title and property of the Thane  of Cawdor by the king. The old Cawdor was a traitor and has been executed . Macbeth is astounded at the prediction coming true and starts to wonder if and how he might become king. He sends a letter to his wife sharing  the news as well as telling her that King Duncan is coming to visit them and continues his journey.


Choose one or more activity 


She tells the audience in a soliloquy ( a speech) about how she is feeling , what her hopes are and how she could become queen.? 

Write your own version of the speech using your own words to convey her thoughts.


Imagine she is telling her best friend ( whoever that might be - you choose!) how she will persuade Macbeth make sure he does become king. Is there a lawful way he could do it? Could she do something to make the prediction come true? Write the scene. What does the friend say?


Lady Macbeth send her husband a message in reply. What does she say? Perhaps she enclosed some instructions on things he should do or items he needs to bring home. You can update it and make it a text or email !


When Macbeth arrives home and the husband and wife are united it becomes clear Lady Macbeth is more committed to gaining the crown by underhand means than Macbeth. She wants him to murder the king. What do you think Macbeth's objections are and how does Lady Macbeth persuade him to do what she wants ? Write the conversation in your own words.


Shakespeare sets the actual murder off stage . Lady Macbeth is shown pacing up and down in a room of the castle where everyone else is sleeping. Macbeth enters with Duncan's blood on his hands. They are both on edge and easily startled. Can you think of a different way of staging the scene that is just as dramatic? You could write the whole scene, write a plan of events  in bullet points , draw  a story board  or annotated ( with written notes) picture of how the scene might look. 


Think about the costumes Macbeth and Lady Macbeth might wear. He is a soldier and has been on campaign for some time but is still a lord. She is a wealthy Lady with an important social position . Would you design costumes in dark colours to fit in with the mood or bright showy clothes to contrast with the horrific actions? Draw your designs.


Further Work


The play is probably the most performed of all Shakespeare's plays because it is so dramatic and exciting and adaptable to different times and settings. However there are some very dark themes  - fighting murder jealousy and mysterious evil witches . Shakespeare knows how to balance the entertainment so he put in some light relief in the form of a comedy scene. A porter or gatekeeper performs a comic scene , a bit like a modern stand-up comedian, just before King Duncan's murder is discovered.

Unfortunately the jokes just aren't funny to us. They are 450 years old now!

Your task is to create an updated light hearted scene. Choose from the following activities-


Devise a comedy routine like a stand up comic. Plan a series of jokes , rehearse a comic poem, tell a 'shaggy dog story' ( a story that goes on & on with lots of diversions but eventually gets to the end ). You can recruit another person or substitute person like a puppet ,toy or even pet ( Shakespeare has dog come on with a comic figure in one play!) & develop a joint routine. ( "what's that you said Spot? I've got a funny nose?..." etc!)


Practise a mime routine. Some of the funniest humour is physical . Imagine  a clown- type figure trying to do a task but getting it wrong, making a mistake & in trying to fix it making it worse and worse ( eg putting too much washing powder in the machine, trying to turn it off or opening the door and the whole room is full of bubbles) 


Clowns and comics spend a lot of time developing their character or style. Not all of them are loud and boisterous. What's your style? Can you make people laugh by telling lots of jokes in funny voices or can you pretend to have a have a funny walk/ be very tall or short /thin or large and try and do something difficult. If you stay in role and quietly concentrate on your imagined  task you draw the audience in and you can entertain them for ages!


Other ideas to provide a contrasting scene could be singing a funny song or reciting a comic poem ( your own or one you have learnt). Perhaps you are skilled at dancing or gymnastics can you develop a routine that will fit into your home space indoors or outside? Maybe you do magic tricks . Think of a character like a minstrel or travelling actor that could be fitted into the play so there is some justification for this person being there!


Perform your routine for everyone at home. It can be quite short. 


BBC in shorts - Macbeth  a short animated clip that outlines the play.

The Animated Tales - a 25 min animated version of the whole play using a mixture of narration and original language.

Art (WB 23.3.20)
This week I would like you to research the famous artist ‘Andy Warhol’. Find out information
about him and create a booklet using these headings to help you:
 Early Life
 Art Work
 Late life
 Fun Facts
You may present this information in any way you would like. For example a booklet, leaflet,
poster, PowerPoint or collage. Please be as creative as possible and ensure all the headings
are included. You may use any materials you have available at home e.g. paint, crayons,
pencils and pens.

Art (WB 30.3.20)

Year 6- This week we are continuing to look at Andy Warhol’s work.  One of his most famous pieces was a series of prints of a Campbells soup can. He drew each one slightly differently and there were over 30 in total!

 I would like you to look in your kitchen cupboards for an item that you can draw. You may want to use a jar of jam or a tin of Heinz baked beans or a carton of milk.

Then you need to draw your item using a pencil, four times on four pieces of paper.

Each time the main image stays the same, but you change something slightly. This might be the colour of the item or like Warhol keep the brand of the item the same but the contents changes (see image below)



Picture 1

Once you have drawn your image four times then you may use paint, pens or colouring pencils to add colour.

Have fun!

Mrs Fiske


Please see the PDF below for work set by Mrs Downie.


Year 6 song link: Quand je vais à l'école

Quand je vais a l'ecole


There is a link below to the learning slides of our final PSHCE work on relationships. Please have a look through it and respond to the questions on each of the 7 scenarios. Write your answers on paper/in a notebook ready for us to discuss when we return to school. 


There is also a link to some work on building self-esteem which I was going to share with you before the end of term. Please have a look and complete the tasks with family as much as you can. There is no expectation for you to do it all, just what suits and what is possible. 


Relationships - Final Lesson


Shared below is the Excel document you used to create your theme park maps and record your profit. 

I have also shared the explanation guidance for visitor spending, running costs and profit. 

Unfortunately, it is not possible at this stage for you to access your current work on this project to finish it, however I thought if I shared the activity with you you could start again and create another theme park if you wanted to. Again, there is no expectation for you to do this but can be an option if you wish. I also understand that you won't all have access to Excel. I will still record everyone's profit no matter how many theme parks you own and see who the winner is for each class -  making the most the money!