Home Learning in Year 6

During these times of uncertainty, we are trying to ensure that ALL children can access ALL lessons every day as is the requirement. This means that we will be putting all content up on the blog so that, if children are at home due to the virus because they have to isolate, they can still access the learning.

On the right-hand side of the Year 6 blog, you will see Home Learning categories. From Monday 12th October, all home learning will be found from 8:00am in these categories on a day-to-day basis. If your child is self-isolating, therefore, please get them to check the categories each morning.

English, Maths and Reading will be uploaded daily, whilst there will be one or two topic subjects each day.

If you have any queries, please let your class teacher know.

Kind regards

The Year 6 Team

Home learning – science

Heavers Farm - Year 6 Blog

If you are working from home due to Covid-19 restrictions, have a look at these slides which contain a short video link. Then have a go at the activity (drawing a labelled circuit diagram showing current and resistance).

View original post

PSHE-Home Learning

Monday 30th November 2020

LI: To extend my thinking through discussion

So that I can develop my understanding of ‘consent’


  • Good speaking and listening skills
  • Good concentration
  • Questions relating to topic
  • Confidence to contribute to discussion
  • Share ideas that are important 
  • Show respect at all times 

Introduction to lesson 

You will have a discussion around one of our school rules “keeping hands and feet to ourselves” and thinking about risky and negative relationships including bullying. 

Children to have a discussion with a parent/carer at home


Explain what is meant by ‘consent’, and what this means within healthy relationships. The definition of consent is the permission given for something. 

Consent is defined as an agreement made by someone with the freedom and ability to decide something. Under the law, it is the person seeking consent who is responsible for ensuring that these conditions are met. 

Consent has to be given freely and no one can be made to consent to something. It’s not consent if someone does something because they feel they have to. 

Consent is a word that means to agree to something, to allow something to happen, or to give your permission for something.  And if someone doesn’t have consent that means they don’t agree, they don’t want something to happen or they don’t give their permission.

Consent applies to all of us in lots of different ways.  You probably need a parent’s consent to stay out late, you might need a friend’s consent to borrow something of theirs and you definitely need consent to touch someone.

Explain that every action has consequences – an effect on something or someone. Consequences can either be positive or negative, and can have a lasting impact on people’s lives. Physical closeness without consent can have extremely damaging consequences for both people involved. 

Remind children that one of our school rules are

‘Keep your hands and feet to yourself’.

Description of activity

Discussion about ‘consent’. Use the following question to probe discussion:

What does it mean to give consent?

How do you ask for consent?

How do you know if you have consent?

What is the importance of consent?

When should you ask for consent?

Home learning-You can record answers on paper first and then have a discussion with your adult at home.


Is there ever a time were consent is not needed?

Key words

  • low self-esteem 
  • fear 
  • hurt 
  • embarrassment
  • problems trusting future friendships
  • problems forming new friendships

Maths home learning – Monday 30-11-20

LI: To use algebra

So that I can calculate missing angles

Watch the video from Oak Academy and follow it through step-by-step.

Try the exercises as you go through the video, then on paper try the independent task at the end and send it in by e-mailing an image of your learning including all your working out to Year6@selsdonprimary.org.uk

Monday – English

L.I. To compose an exposition

Today, you are going to write the beginning of your story. There are several ways to start a story to ‘grab the reader’s attention’. For example:

‘Action’ – i.e., using a dramatic exclamation (Help!) or dramatic event ‘Dialogue’ – i.e., a warning given by one character to another ‘Description’ – i.e., describing some strange behaviour of one of the characters ‘Question’-  i.e., ask the reader a question

Look at the beginning of this story. It has been started using three of the four techniques above. Which way would you prefer to start your story?

What are things that we want at the beginning of our story? For example-we need to draw the reader into the story quickly, begin to build up the main character and setting, use an early hook to catch the reader’s interest. Many openings will combine several of these aspects. Read the following – Mac’s Short Adventure and then look at the annotated version. Think about how the characters are introduced and how the author portrays character, e.g. through what they say and do, viewed through the eyes of an onlooker.  This is what we expect your writing to look like!

Activity: Choose one of the openings that you thought was effective and write one or two paragraphs to start the story off. You should establish the characters and must also remember to give an idea of the setting and get the story moving as the examples showed.

Extension: Children to edit and evaluate their work against the checklist.

Use these sentence starters to get your story going!