Year 6 work for 2 weeks beginning 29th June 2020 Day 1 – Literacy
Quiet Heroine
This story takes place in a forested region of the eastern USA. Lyddie, the eldest daughter, is preparing breakfast one morning.
Lyddie looked up from the pot of oatmeal she was stirring over the fire, and there in the doorway was a massive black head, the nose up and smelling, the tiny eyes bright with hungry anticipation.
“Don’t nobody yell,” she said softly. “Just back up slow and quiet to the ladder and climb up to the loft. Charlie, you get Agnes, and Mama, you take Rachel.” She heard her mother whimper. “Shhh,” she continued, her voice absolutely even. “It’s all right as long as nobody gets upset. Just take it nice and gentle. I’m watching him all the way, and I’ll yank the ladder up after me.”
They obeyed her, even Mama, though Lyddie could hear her sucking in her breath. Behind Lyddie’s back, the ladder creaked, as two by two, first Charles and Agnes, then Mama and Rachel, climbed up into the loft. Lyddie glared straight into the bear’s eyes, daring him to step forward into the cabin. Then when the ladder was silent and she could hear the slight rustling above her as the family settled themselves on the straw mattresses, she backed up to the ladder and, never taking her eyes off the bear, inched her way up to the loft. At the top she almost fell backward on to the platform. Charles dragged her on to the mattress beside her mother.
The racket released the bear from the charm Lyddie seemed to have placed on him He banged the door aside and rushed in toward the ladder, but Charles snatched it. The bottom rungs swung out, hitting the beast on the nose. The blow startled him momentarily, giving Lyddie a chance to help Charles haul the ladder up on to the platform and out of reach. The old bear roared in frustration and waved at the empty air with his huge paws, then reared up on his hind legs. He was so tall that his nose nearly touches the edge of the loft. The little girls cried out. Their mother screamed, “Oh my!” “Hush, Lyddie commanded. “You’ll just make him madder.” The cries were swallowed up in anxious gasps of breath. Charles’s arms went round the little ones, and Lyddie put a firm grip on her mother’s shoulder. It was trembling, so Lyddie relaxed her fingers and began to stroke. “It’s all right,” she murmured. “He can’t reach us.”
1. Circle the correct option to complete each sentence below.
(a) The first person to notice the bear was
1 mark
(b) Lyddie told the rest of the family to climb
1 mark
(c) Immediately, everyone
1 mark
(d) The bear was startled by a sudden noise and reared up, but they were all safely out of its reach because the ladder had
1 mark (e) Mother and the little sisters were terrified. Lyddie and Charles
1 mark
2. Lyddie had her back to the family.
(a) Why?
______
______1 mark
(b) How did she know when the others had reached safety?
______
______1 mark
3. Why is the ladder important in the story?
Give two reasons.
1. ______
2. ______2 marks
4. The racket released the bear from the charm ...
How was the atmosphere in the home different before and after this moment?
______
______
______2 marks
5. Charles and his mother reacted to the danger differently from Lyddie.
Describe their reactions.
Charles ______
______1 mark
Mother ______
______1 mark
6. In what ways did Lyddie show herself to be a good leader?
Explain fully, using the text to help you.
3 marks Day 1 – Arithmetic Q1.
= 5,776 − 855
Q2.
3,050,020 = 3,000,000 + + 20
Q3. 56.38 + 24.7 =
Q4. 270 ÷ 3 =
Q5.
− 10 = 298
Q6.
= 6,000 + 90
Q7. 62 + 10 =
Q8. 7,064 − 502 =
Q9.
Q10.
Q11. 36% of 450 =
Q12. 39 + 673 =
Q13.
Q14.
Q15.
Q16.
Q17.
Q18. 35% of 320 =
Q19. 51% of 900 =
Q20.
Day 1 – Problem solving
Cherries Come in Twos
Susie had a large bowl of cherries.
They were all in pairs.
Susie took out a pair, she ate one cherry and put the other one back. She took out another pair and did the same again. Then she helped herself to one of the single cherries in the bowl.
Susie continued helping herself to the cherries in this way (pair, pair, single - pair, pair, single - ...)
After she had done this lots of times, there were just 14 single cherries left.
How many cherries had there been in the bowl to start with?
Day 1 afternoon – Welcome to Year 6
Can you write an instruction manual for the children who are coming into Year 6? What rules do they need to know about? What is different to Year 5? Do you have any advice for them about preparing for SATs? What do they need to know about getting ready for secondary school? Can you present your information in a leaflet? Fold a sheet of A4 paper. Try to make it eye-catching and informative.
Day 2 – Literacy The Sand Horse
Once there was an artist who lived in St Ives. He lived with his wife and baby in a house by the sea.
Sometimes the artist worked in his studio, but on fine days in summer he went to the beach and made animals in the sand. He could make dogs and cats and seals and dolphins, but mostly he made horses, because horses, he said, were the most beautiful animals of all.
One morning the artist woke to a brisk blue day with a choppy sea and white crests on the waves.
“Look! White horses!” said his wife. When the sea is rough and the waves have white tops people call them white horses. The artist saw them: far out in the bay, plunging and galloping, tossing spray from their manes.
“Today I shall make a horse,” he said. He went to the beach, put his hat down on the sand, and started work.
First he fetched water from the sea. He splashed some onto the dry sand. He patted and moulded the sand.
The horse began to appear: muscles and hooves, raised head and rippling mane.
The beach filled up with people. They stopped and admired the sand horse. They threw money, and the coins chinked in the artist’s hat.
The horse grew. He was a galloping horse, galloping forever on his side. All day the artist worked on his horse, shaping the muscles of his legs and neck, twisting each curl of his mane.
He worked until the sun set and the beach grew cold. Families began leaving. They folded their deck-chairs and shook sand from their clothes. The artist scooped up the coins in his hat and went home.
The sand horse woke up.
He was alive, but he could not move. He opened his one eye, but all he saw was clouds. He listened with his one ear. He heard seagulls. He heard the boom and hiss of the sea. And faintly, in the crash of waves, he heard neighing.
A seagull landed on his back, and walked about, jabbing the air with his sharp beak. “Seagull,” said the sand horse, “what’s that neighing I hear?” “That’s the white horses,” said the seagull, “out in the bay.” “What are they doing?” “They are prancing and frisking and flicking their tails.” “Where are they going?” “Everywhere!” said the seagull. “I want to go with them!” cried the sand horse.
“You!” The seagull wheeled up in the air, laughing, and all his friends joined in. He swooped down again and said, “You! You are only a sand horse. You can’t go with them.”
The sand horse tried to move. He was a galloping horse, but he was fixed in the sand. He could not go with them.
The sky darkened. The seagulls flew away. The boom of the sea was louder.
Much closer now, the sand horse heard the white horses neighing. “Come with us!” they called. The sea crashed on the shore, flinging spray over the sand horse. “Come with us!” The sea crashed again, and the sand horse was soaked with spray. “Come with us!” called the white horses. A wave broke and flooded the sand horse, drenching his head and mane. “I’m coming!” he called. “Wait for me!”
Another wave broke, and the sea ran foaming all around the outline of the sand horse, filling every space. The sea sucked and pulled. It was pulling him down the beach. “I’m coming! I’m coming!” he cried.
A huge wave rolled up the beach. It reared, curled over, and smashed down upon the sand horse, washing away his mane, his head, his legs, and his body. It went hissing back down to the sea, dragging the sand horse with it.
The sand horse felt waves buoying him up. Amongst the waves white horses were prancing. He neighed and tossed his mane.
His hooves struck spray from the sea. “I can move!” he cried, “I can gallop!”
He frisked and galloped. He swished his white tail.
All around him the white horses plunged and jumped the waves.
They galloped away, and the sand horse went with them.
Next morning, when the artist came down to the beach, people looked at the smooth sand and said, “It’s a shame. All that work washed away.”
But the artist smiled. He knew where his sand horse had gone.
1. Circle the correct option to complete each sentence below.
(a) This story is about an artist who lived
1 mark
(b) One day he went down to the beach and started to make a horse out of sand. He worked until
1 mark
(c) The artist went home and the sand horse
1 mark
(d) The sand horse could not
1 mark
(e) The sand horse could hear neighing. He found out that it was the white horses
1 mark
(f) The sand horse wanted
1 mark
2. His wish came true. The next morning the people said that it was a shame that the horse had gone, but the artist just
1 mark
3. Which animals did the artist make?
Tick one.
cats
whales
horses
seals
rabbits
fish
1 mark
4. The artist woke on a brisk blue day.
What do these words tell you about the weather on that day?
______1 mark
5. Why did the artist decide to make a horse that day?
______
______1 mark
6. Why did people give the artist money?
______1 mark
7. Why did the sand horse want to go with the white horses?
______1 mark
8. In the text words like prancing, plunging and galloping are used to describe the waves.
What does this tell you about them?
______
______2 marks
9. How did the sand horse finally get into the sea?
______1 mark
10. Put the following events in the order that they happen in the story. The first one has been done for you.
The sand horse wakes up and hears neighing.
The artist returns to the beach and the sand horse has gone.
The tide comes in and the sand horse joins the white horses.
The artist makes a sand horse.
The seagull tells the sand horse about the white horses.
2 marks 11. At the end of the story, in what ways was the sand horse like the white horses?
______
______1 mark
12. Explain why the artist smiled when he saw that his sand horse had gone.
______
______2 marks
13. It's a shame.
In this sentence, the word shame is closest in meaning to:
Tick one.
well-known
embarrassed
pity
small
1 mark
Day 2 – Arithmetic Q1.
Q2.
Q3.
Q4.
Q5. 7 − 2.25 =
Q6.
602 − = 594
Q7. 20% of 3,000 =
Q8. 33 =
Q9. 60 ÷ (30 − 24) =
Q10. 25.34 × 10 =
Q11.
= 87 − 65
Q12. 180 ÷ 3 =
Q13. 5.87 + 3.123 =
Q14.
= 8,275 + 82
Q15. 9 × 41 =
Q16.
Q17. 30 × 40 =
Q18. 581 ÷ 7 =
Q19. 92 − 36 ÷ 9 =
Q20. 50 + (36 ÷ 6) =
Day 2 – Problem solving Transformations Tables Can you complete these grids?
Afternoon 2 – Design a theme park Can you design a new theme park?
How is your theme park different to theme parks that already exist? Do you have attractions that will appeal to people of different ages? Draw the layout of your theme park first, and then you can draw more detailed pictures of some of your favourite rides and attractions. Don’t forget that people will need food while they are there, and toilet facilities.
Day 3 – Literacy The Flames Come Closer
A baby impala is born on the African plains. A thunderstorm starts a fire some miles off. The smoke and flames are too far off to worry the impala doe, its mother … for the moment.
The new-born baby was struggling to stand, helped by his mother who nudged him with her soft muzzle. The baby rose, fell, rose again.
After ten minutes he was standing and trying to take his first feed. In that time the peace of the morning was going.
To the north there was a widening belt of smoke, in which the crimson of flames flickered. The bone dry grass was burning in a wall of fire which seemed to create its own wind. At more than a walking pace the wind blew the fire southwards.
Out of the grass, insects rose in their thousands and, within minutes, birds were congregating as if called to a free feast. They kept just ahead of the thickening smoke, gulping down the dazed insects as they fled before the fire.
The animals began to move south. The baboons were the first to take the alarm. With the old dog baboons barking furiously and nipping at the hindquarters of the stragglers, the families moved out of harm’s way, the babies clinging underneath their mothers, whimpering.
Zebra, impala, wildebeest, a pride of lions and two cheetahs, all headed away from the approaching flames. There was a vague smell of burning covering the whole landscape, even when the fire was still two miles away. Only those unable to run stayed to wait for the terror which would not stop until it came to bare ground, and there was nothing else to burn.
The impala doe was nervous, and when a family of wild dogs ran by without even giving her a second glance, it seemed to make her even more determined to move. She got her baby to feed and, when he had taken all he could and wanted to lie down and rest, she butted him gently to his feet again.
He tottered a dozen yards, then gave an excited little jump, only to topple and lie panting. His mother butted him gently again, encouraging him to stand. She ran a few yards away and her son bleated in terror. She came back and stood close, making coaxing sounds, and he struggled again to his feet. His mother turned and walked away, calling to him.
Bleating feebly, as if trying to tell his mother he was doing his very best, the new-born impala began to run. His spindly legs looked far too thin and shaky to support even a body as delicate as his. Yet he ran at least three yards before slipping into a wart hog hole.
For a moment the impala stared with widening eyes at the spot where her baby had been a moment before, then she bounded back. He was there, staring up with big brown eyes, and it was a minute or more before he tried to get out. He was still too young to be afraid.
The smell of burning was greater now. The impala doe knew the danger. At other times it had been easy enough to escape the approaching flames. She could leap thirty feet at a time ... but her baby could not even walk now.
It took several minutes to get him out of the hole, and then he stood on three legs. He had injured a back leg. It was not serious, but it meant he would have to walk slowly, with a limp.
There were no other animals about now. They were all moving south, just a little more quickly than the fire. They were in no real danger.
The impala mother and son moved at only half the speed of the advancing fire. Very soon she could hear the warning crackle as the flames ate up the dead grass, and even consumed shrubs and small trees.
They found themselves at a dried-up river bed. The baby impala, so tired now that his legs were trembling, rolled down the steep bank and lay too exhausted to get to his feet. Now there was thick smoke billowing overhead, and the crackling roar of the fire was terrifyingly loud.
The impala doe, eyes bulging with fear, leaped across the dry stream bed, and hesitated as if not quite sure whether to leap up the steep bank, and so go on to safety. The fawn watched her, and his anxious cries were drowned by the roar and crackle of the fire.
His mother came back to him in one beautiful bound. Above her, smoke and burning grass swept over the edge of the bank, forming a curtain which shut out the sky. The impala doe suddenly lay down, partly covering her baby.
The fire leaped across the dry river bed. It flared up on the other side. There were a few moments when the air was almost too hot to breathe, then the flames had gone; only smoke and ash remained. A welcome breath of air swept softly down the dried river bed, and the smoke swirled and eddied, then began to lift upwards. For the impala and her baby, the danger had passed.
1. Look at the paragraph beginning ‘To the north…’.
Tick the correct option to complete the sentence below.
The flames move quickly because of
Tick one.
the animals.
the sun.
the wind.
the smoke.
1 mark
2. Look at page 2.
Underline two words in the paragraph below which describe the impala doe’s feelings:
The impala doe was nervous, and when a family of wild dogs ran by without even giving her a second glance, it seemed to make her even more determined to move. She got her baby to feed and, when he had taken all he could and wanted to lie down and rest, she butted him gently to his feet again. 1 mark
3. Here are some of the main events from the story.
Number them 1 to 5 to show the sequence of events.
The first one has been done for you.
Impala doe lies down covering the baby impala. Impala doe encourages baby impala to stand. Baby impala rolls down bank of dried-up river bed. Animals begin to flee from the approaching fire.
Baby impala falls down wart hog hole.
2 marks
4. Look at page 3.
Circle the correct option to complete the sentence below.
The impala doe is in particular danger because
1 mark
5. Only those unable to run stayed to wait for the terror...
(a) What is the terror?
______1 mark
(b) Why do you think the writer used the word terror?
______
______
______1 mark
6. He was still too young to be afraid (page 3).
Explain what this means and why it is important to the story.
______
______
______2 marks
7. The impala doe hesitated as if not quite sure whether to leap up the steep bank... (page 4)
Explain fully what this shows about the impala doe’s actions and feelings at this point in the story.
3 marks
8. His mother came back to him in one beautiful bound (page 4).
Why has the word beautiful been used to describe the impala doe’s action?
______
______2 marks
9. Look at the last paragraph.
Find and copy a phrase which tells you that the impala doe and her baby were safe.
______1 mark
10. Look at the first three paragraphs starting from
Out of the grass...
How does the sense of fear build up as the fire approaches?
Give three points
1. ______
______
2. ______
______
3. ______
______3 marks
Day 3 - Arithmetic
Q1.
− 100 = 1,059
Q2.
Q3. 4,912 − 824 =
Q4. 167 × 4 =
Q5. 8 × 33 =
Q6.
= 4,500 + 600
Q7. 2.7 + 3.014 =
Q8. 345 − 60 =
Q9.
Q10. 707 + 1,818 =
Q11. 40 + 1,000 =
Q12. 28% of 650 =
Q13.
Q14.
Q15.
Q16.
Q17. 99% of 200 =
Q18.
Q19. 3.9 × 30 =
Q20.
Day 3 – Problem solving Red Balloons, Blue Balloons Katie and Will have some balloons, some are red and some are blue.
First, Katie blew up a red one. After her first puff her balloon had a circumference of 24 cm.
Her second puff added 12 as much again to that.
Her third puff increased it by 13.
Her fourth puff increased it by 14 and her fifth puff by 15.
Her sixth puff increased it by 16 and at the beginning of her seventh puff it went
Next, Will blew up a blue balloon. After his first puff his balloon had a circumference of 14 cm.
And, just like Katie's, his second puff added 12 as much again to that and his third puff increased it by 13.
His fourth puff increased it by 14 and so on.
His balloon burst at exactly the same size as Katie's at the beginning of a puff.
How many puffs had Will done before his balloon burst?
Afternoon 3 – Animal Antics Remember when you were looking at how animals are adapted to their environment? Today you are going to invent an animal. First you need to decide where your animal is going to live e.g. at the Arctic, in a desert, under the sea. Then you need to decide how your animal is going to be adapted to suit its environment. An animal living somewhere cold would need ways of keeping warm. Does your animal need camouflage to protect it from predators?
If you have forgotten the work you did with Mr Davies, go onto the internet and find out how polar bears are adapted to live in cold climates, and how camels can cope in the hot and sandy desert. Remember that your animal is not real, and so you can adapt it any way you want. Draw a labelled diagram of your animal, showing the features it has which are well suited to its environment.
Day 4 – Literacy Art in Nature
Look at this photograph of a sculpture made by an artist called Andy Goldsworthy.
He has made the shape out of leaves from a horsechestnut tree. He has used thorns to hold them together. The sculpture is in the woods where it was made.
Andy Goldsworthy: Inspired by nature
All of Andy Goldsworthy’s sculptures are like this, made out of the things he finds in nature and nothing else. He only uses fallen or dying materials and never takes them away from where he finds them.
He builds towers or arches with flat stones. He weaves with branches. He makes patterns out of sticks and plant stalks.
He doesn’t carry a bag of tools and he doesn’t buy his materials. Instead, he goes empty-handed to a suitable place and works with nature. He often starts work hours before daylight.
Instead of using glue, he uses the early morning dew or frost. Instead of using nails or pins, he uses thorns.
Have you ever made a daisy chain or floated leaves down a stream? Well that is the kind of way Andy Goldsworthy works. He is an artist with the curiosity of a child and a deep understanding of nature.
Artists like Andy Goldsworthy are called ‘environmental sculptors’. This means they make sculptures without causing any damage to nature or the environment. It is a different way of working from most artists.
Some more examples of Andy Andy Goldsworthy Goldsworthy’s work
Dead but still standing Made with plant stalks from the previous year.
Some facts ♦ He was born in Cheshire in 1956 but grew up near Leeds ♦ He went to Bradford and Lancaster Art Colleges. Late evening calm ♦ He has lived in Scotland for the Made from poppy petals held with past 11 years. water to a horsechestnut leaf. ♦ He is married with four children ♦ His only hobby is fishing
Balanced Slates
Try it yourself
Anyone can have a go at being an environmental sculptor. All that you need is a place which has lots of interesting plants, trees, earth or rocks. A visit to a park, wood, forest, rocky place, the beach or even the school playground, will provide all of the materials.
Here are some suggestions of things to make and do, using nature’s materials. • Try weaving long grasses into something. • Use thorns to attach twigs, plant stalks and leaves into patterns on the ground or along a tree trunk. • Arrange loose, large pieces of wood or branches in an interesting and unusual way. • Float leaves, twigs or dying flower petals on pools, streams or puddles. You might like to keep a record of your sculpture. Take a photograph or do a simple drawing of the sculpture and write a description of it. Think about: – how it is arranged; – what material the sculpture is made from; – how the sculpture fits with its environment; – a title for it. 1. Tick the correct option to complete the sentence below.
Andy Goldsworthy's work comes from
Tick one. cities.
nature.
books.
museums.
1 mark
2. (a) What does Andy Goldsworthy do with the dew, frost and thorns?
______
______1 mark
(b) Why is it important that he uses the dew, frost and thorns instead of other materials?
______
______
______2 marks
3. He is as artist with the curiosity of a child...
Give the meaning of the the word curiosity in this sentence.
______1 mark
4. Why does the article ask the reader:
Have you ever made a daisy chain or floated leaves down a stream?
______
______2 marks
5. (a) Which section gives you information about Andy Goldsworthy’s life, rather than his work?
Tick one. Try it Yourself
Examples of Children's Work
Some Facts
Some More Examples of Andy Goldsworthy’s Work
1 mark
(b) Explain why the article gives this information about his life.
______
______1 mark
Look at the information Try it Yourself to help you answer these questions.
6. Float leaves, twigs or dying flower petals on pools, streams or puddles.
Why does the article suggest that the flower petals should be dying?
______
______2 marks
7. (a) How does the article suggest you could keep a record of any sculptures you might make?
Give three ways.
1. ______
2. ______
3. ______1 mark (b) Why might you want to keep some sort of record of your sculpture?
______
______1 mark
8. After reading this article, would you like to have a go at being an environmental sculptor yourself?
yes no
Explain your answer as fully as you can, using the text to help you.
______
______
______2 marks
Day 4 – Arithmetic
Q1. 6 − 5.738 =
Q2.
Q3.
Q4.
Q5. 0.5 × 28 =
Q6. 10 − 5.4 =
Q7. 20% of 1,200 =
Q8.
Q9. 0.1 ÷ 100 =
Q10.
Q11. 32 + 10 =
Q12. 122,456 − 11,999 =
Q13. 3.005 + 6.12 =
Q14. 125.48 − 72.3 =
Q15. 15.98 + 26.314 =
Q16. 486 ÷ 3 =
Q17. 96 ÷ 4 =
Q18. 100 × 412 =
Q19. 71 × 8 =
Q20. 879 × 3 =
Day 4 – Problem Solving Alphabet Blocks A group of children painted letters of the alphabet on some cube bricks. They did it in a special way. They painted A on one brick, B on two bricks, C on three bricks, and so on.
How many bricks had they painted by the time they had done the Cs?
How many bricks had they painted by the time they had done the Ds?
How many bricks had they painted by the time they had done the Es? And the Fs?
And the Gs?
And the Hs?
And the Is?
And the Js?
...
...?
Can you see why these totals are called triangle numbers?
Afternoon 4 – Question Challenge
Can you think of 5 questions which have the answer?: 1. Friendship 2. Centimetre 3. Fish 4. Zoo 5. Brown 6. Vegetables 7. Bicycle 8. Summer 9. Orange juice 10. Blue
Try to make your questions as interesting as you can. Remember to punctuate them properly.
Day 5 – Literacy
LEAVING HOME
Throughout history, there have been times when children have had to be separated for a while from their families.
In her novel, A Candle in the Dark, Adèle Geras writes about two children who had to leave their home in Germany, just before the Second World War. They travelled from Berlin, through Holland to England.
This is a map of their journey.
The journey of Clara and Maxi
LEAVING HOME
9th – 13th December 1938
From A Candle in the Dark by Adèle Geras
‘Clara…Clara are you asleep? May I come in?’
‘I’m not asleep,’ Clara said. ‘It’s difficult. I keep thinking about tomorrow.’
Lotte sat down at the foot of her daughter’s bed. Clara could see how tired she looked, even though the only light in the room came from the corridor.
‘It’s about tomorrow that I want to talk to you, Clara.’ Lotte sighed. ‘I wish your father were here. I wish he could see you and Maxi before you go.’
‘You understand,’ Lotte said, ‘why we are sending you to England, you and Maxi?’ ‘Yes, Mama, of course I do.’ ‘When your father comes home, he and I will make every effort to come to England as soon as possible. We will only be separated for a few months…maybe only a few weeks. I want you to remember that when you feel sad or homesick. We will think of you every minute, and we would love you to be happy. It would make everything much easier for us if we knew you and Maxi were…all right.’
Clara said: ‘Of course, we will be fine. I know how lucky we are. I even know how to speak a little English, and we know where we are going. Very few children are so fortunate. And you’ve prepared envelopes and I will write and tell you how lovely it is in England.’
‘Good girl. You are my good, brave girl, and you will look after Maxi who doesn’t really know what is happening…Try hard, very hard not to cry.’ Lotte kissed her daughter and left the room. Clara heard her sighing as she closed the door, and knew that she was not supposed to. Her mother pretended so hard to be cheerful all the time for her sake, and for Maxi’s. Clara felt tears sliding out of the corners of her eyes in spite of all her bright words.
‘I’m not crying,’ she whispered aloud. ‘I’m not.’ She sat up in bed and rubbed her face with a corner of the quilt. This time tomorrow, she thought, we will be on the train.
‘Tell me about the train!’ Maxi asked on the way to the station. ‘I want to go on the train. Is it a big train? Will it go fast?’ Maxi was excited. Clara was relieved that his chatter kept Mama busy. If she was answering all his questions, she wouldn’t have time to think about saying good-bye.
‘Look at the children, Mama!’ Maxi cried when he saw the crowds on the platform. ‘Are they coming on the train too?’
‘Yes, darling,’ said Mama. ‘They are all going to England. That man over there, and that lady…they will be on the train as well, in case you need help. They are from the committee that looks after refugees.’
There was a cardboard label around the neck of each child. Some were already wailing, clinging to their mothers’ coats. Clara saw that parents were crying too, their mouths open, their eyes red. She glanced at her own mother. Lotte stood quietly, smartly dressed in her best coat with the velvet collar and her red hat with the black veil. This is how she wants me to think of her, Clara realised. Looking beautiful, looking happy. It was hard to see Lotte’s eyes properly in the dim light of the station, and under the veil. Were they glittery with tears?
‘Are you all right, Mama?’ Clara asked.
‘I’m glad that you and Maxi have this chance to be away from here.’ Policemen in black began to shout; children and parents surged toward the train.
‘Let’s get in!’ Maxi shouted. ‘Let’s find a seat. We can wave to Mama from the window.’
‘Go,’ said Lotte. She kissed Maxi, who seemed hardly to notice. He scrambled on to the train as fast as he could. Then she turned to kiss Clara.
‘Be brave,’ she said, and her voice sounded strangely thick and muffled. ‘Look after Maxi. He will be sad later, when all the excitement of being on a train wears off. Write to me.’
Clara knew she couldn’t speak, not even one word. If I open my mouth, she thought, all the tears that are squashed together in the back of my throat will spill out, like a waterfall and drown my mother. Instead, she clung to Lotte, squeezing her hard, hard around the neck. Then, unable to look at her any more, wanting only to be gone, and for the saying good-bye to be over, Clara stumbled on to the train and went to look for Maxi.
‘Here, Clara, here I am,’ he called to her as she looked into the first compartment. ‘I’m right by the window.’
Clara nodded and went to sit beside her brother, whose nose was pressed flat against the glass. Other children pushed into the remaining seats.
Lotte and the other parents had been pushed back behind a barrier. Every hand that Clara could see was waving. There were thousands and thousands of them. Crying and sobbing coming from somewhere behind her. I wish the train would start, Clara thought. I wish it would go.
‘We’re moving,’ Maxi shouted. There was a hiss of steam and the train shuddered and began to pull out of the station. Clara made sure she was smiling as she waved good-bye. Lotte smiled back as though this were a happy day. Clara watched her mother’s figure growing smaller and smaller. She could still see the red hat when Lotte’s face had become too tiny to recognise. Of course, Clara thought, that is why she wore it.
I will not cry, she thought. I will be as brave as Mama. They had been on the train for only half an hour when Maxi turned to Clara and said: ‘I like this train, but I want to go home now. Can we go home now, Clara? I want to see Mama.’
When she thought about it afterwards, it seemed to Clara that the time she and Maxi spent on the train to Holland was like a dream, or an old-fashioned flickering film at the cinema where images followed one after another before you had time to make sense of them. All night long, she was halfway between sleeping and waking. Maxi had cried and cried, and she had comforted him with tales of all the wonderful things there would be in England.
Dawn came at last. Out of the window, Clara could see that the countryside looked flatter. Soon, soon, they would be out of Germany and safe in Holland.
Eventually, the train slid into the station, puffing blue-grey clouds of steam. Every child who could reach a window was leaning out of it, and smiling and shouting. The platform was crowded; everyone in Holland, it seemed to Clara, was there to welcome them. ‘Look!’ said Maxi. ‘There’s food, and people are having drinks.’
As they climbed down from the train, the children were given chocolate and lemonade and best of all, thick slices of soft, white bread. Clara and Maxi waited for theirs. A kind lady, wearing an apron over her coat, gave Maxi an extra bar of chocolate. She smiled at Clara and spoke in German: ‘He looks the same age as my grandson…and you, will you have some more lemonade?’
Clara nodded and thanked the lady. Maxi wanted to stay with her. He clung to her skirts. In the end, the Dutch lady herself persuaded him to follow Clara out of the station. They were almost the last to make their way down to the dock. Just as they were leaving, Clara felt a hand pulling at her sleeve.
‘Miss…little Miss…’
Clara turned. An old man stood at her elbow, holding a small rag doll. Clara saw immediately how pretty the doll was, and with what love she had been made. Only the voice of the old man speaking to her in German stopped her from crying. He said: ‘She is for you. This is a small gift for you. Please take.’
Clara held the doll close. ‘Thank you,’ she said. ‘Thank you…’ and then a member of the Committee came and took her by the hand, to hurry her and Maxi towards the ship.
1. Circle the correct option to complete the sentences below.
(a) Clara was in bed when her mother, Lotte, came to
1 mark
(b) Lotte explained that Clara and Maxi were going to live in
where they would be safe. 1 mark
The following day, Lotte took Clara and Maxi to the station and said goodbye.
(c) Clara, Maxi and the other children travelled
and eventually the train stopped. 1 mark
(d) There was a kind lady who gave Maxi
and Maxi did not want to leave her. 1 mark
(e) An old man gave Clara a rag doll. Clara was pleased with this gift because
1 mark
(f) Then someone came to hurry Clara and Maxi because
1 mark 2. At the beginning of the story, how do you know that Maxi is younger than Clara?
______
______
______1 mark
3. Clara’s mother, Lotte, prepared carefully for Clara and Max leaving home.
Write down two things she did and why she did each one.
What Lotte did Why she did it
1. ______
______
______
______
______
2. ______
______
______
______
______
2 marks
4. Clara whispers, I’m not crying’. (page 2)
Why was Clara pretending not to be upset?
Give three reasons.
1. ______
______
2. ______
______
3. ______
______3 marks
5. Find and copy three of the words or phrases which show that the train and platform were crowded.
1. ______
2. ______
3. ______3 marks
6. At the station, Clara’s mother says, ‘Look after Maxi. He will be sad later.’
(a) Why was Maxi not sad at first?
______
______2 marks
(b) Why was Maxi sad later?
______
______2 marks 7. Every child who could reach a window was leaning out of it, and smiling and shouting. (page 5)
Why were the children smiling and shouting when they reached Holland?
Give two reasons.
1. ______
______
2. ______
______2 marks
8. Maxi wanted to stay with her. He clung to her skirts. (page 6)
Why do you think Maxi wanted to stay with the Dutch lady?
3 marks
9. How do you think Clara feels?
– the night before she leaves – on the train – when she gets to Holland.
Explain fully, referring to the text in your answer.
3 marks
10. Imagine you are going to make a film with four scenes to tell the story of the passage you have read.
For each scene write down the setting, the characters and one main event.
The first one has been done for you.
3 marks
11. ...the Dutch Lady herself persuaded him to follow Clara... (page 8)
Give the meaning of the word persuaded in this sentence.
______1 mark
Day 5 – Arithmetic Q1.
= 435 − 30
Q2. 89,994 + 7,643 =
Q3. 95 ÷ 5 =
Q4. 468 − 9 =
Q5.
= 936 + 285
Q6. 987 + 100 =
Q7.
Q8.
Q9. 46 + 304 =
Q10. 15% × 1,000 =
Q11. 0.9 × 200 =
Q12.
Q13. 7% of 500 =
Q14.
Q15. 45% of 460 =
Q16.
Q17. 9 − 3.45 =
Q18.
Q19.
Q20. 418 × 46
Day 5 – Problem solving Carrying Cards These sixteen children are standing in four lines of four, one behind the other. They are each holding a card with a number on it.
Each child in blue is holding a number which is four more than the child in the same row wearing red. The children in yellow shirts each have a number which is double the number of the child in the same row wearing red. Some of the numbers that the children in red, blue or yellow shirts are holding have got rubbed off. What should the numbers be? Can you work out how the numbers that the children in green are holding have been worked out? What are the two missing numbers? If there was another row of four children standing behind the fourth row, what numbers would they be holding?
Day 6 – Literacy Writing task 1 – generating ideas One day you find a door in the corner of your room. How did you find it?
What do you do?
What does it look like?
Who uses, or used, the door?
Where does it lead?
Draw a picture of the door, adding as much detail as possible.
Day 6 – Arithmetic
Q1. 37.8 − 14.671 =
Q2. 4781 × 23
Q3. 2,345 × 1,000 =
1 mark
Q4.
Q5. 0.04 ÷ 10 =
Q6. 1.52 × 6 =
Q7.
Q8. 472 − 9 =
Q9. 20% of 1,500 =
Q10. 1,440 ÷ 12 =
Q11. 50,000 − 500 =
Q12. 42 =
Q13. 1.28 × 100 =
Q14. 630 ÷ 9 =
Q15.
Q16. 5 × 4 × 7 =
Q17.
2.5 + 0.05 =
Q18. 24 × 3 =
Q19. 48 ÷ 6 =
Q20. 1,034 + 586 =
Day 6 – Problem solving Sticky Triangles I was exploring a puzzle in which headless match sticks had to be moved to make a different number of triangles.
I made one small triangle
3 matches
I made it into 4 small triangles by adding 6 matches.
9 matches
I added another row and counted the number of small triangles and counted the matches.
I made a table of my results and continued adding rows. I found many patterns.
Have a go and see what patterns you can find. You do not have to use match sticks (or cocktail sticks) - drawing lines will do just as well.
Find a good way to record your results. See if you can predict the numbers for rows of triangles you have not drawn.
When you have done all you can with triangles, see if you get the same sort of results with squares. Then think of other shapes which might make number patterns as they grow. Afternoon 6 – Thinking skills
I am going to give you a range of scenarios. For each one, can you think of some reasons why they might be happening?
1. A mouse running towards a cat.
______
2. A person smiling and talking on the phone.
______
3. Your neighbour sweeping the roof.
______
4. The teacher coming into school with a suitcase full of jellybeans.
______
5. A man walking backwards and forwards in your living room.
______
6. Five people standing in a field waving their arms above their heads.
______
7. Your neighbour digging circular holes in his garden.
______
8. Two people crying and hugging each other.
______
9. A person running outside as soon as it starts raining.
______
10. Two people talking, then laughing hysterically.
______Day 7 – Literacy Writing task 2 –description Start by collecting some vocabulary. Write some synonyms for these words: Said Cold Walked Quiet Scared Happy Old Moved Small Dark Now look back at your ideas from yesterday. Remember that the way you describe the door should give the reader a hint about what is behind it. E.g. If it is an undiscovered room which has been undisturbed for hundreds of years, the door would be old. If it is a portal to another dimension, it should have something supernatural about it. Write the beginning of your story. Start with what is happening when you discover the door, and then write a detailed description of the door. You are trying to get the reader to be desperate to find out what is through it. If you are taking another character with you through the door, remember to describe them and make sure that their words and actions reflect their personality. Do not open the door.
Day 7 – Arithmetic
Q1.
Q2. 6.1 + 0.3 =
Q3. 979 + 100 =
Q4. 123 × 2 =
Q5.
Q6. 60 − 42 ÷ 6 =
Q7.
Q8. 0.9 ÷ 10 =
Q9.
Q10.
Q11. 6574 × 31
Q12.
Q13. 15% × 440 =
Q14. 15 × 6.1 =
Q15.
Q16. 20% of 1,800 =
Q17.
Q18. 71 × 46
Q19. 1,320 ÷ 12 =
Q20. 4 − 1.15 =
Day 7 – problem solving
Number Differences
Place the numbers from 1 to 9 in the squares below so that the difference between joined squares is odd. (You must use each of the numbers once.)
Can you find some other ways to do this? Explain how you do this.
Can you put the numbers in the squares so that the difference between joined squares is even? Explain your answer.
What general statements can you make about odd and even numbers?
Afternoon 7 – Reverse Challenge
Make a list for each of these:
Things that you cannot measure with a ruler. Comments that friends would not make to each other. Things that you cannot eat with a fork. Things that you cannot put in water. Things that cannot change shape. Things that you cannot do with your feet. Things that you would not find on the beach. Things that you cannot do while sitting down.
See how many you can think of for each one. Check the modal verb in each one – could not is different to would not – does it say that the action is impossible or unlikely?
Can you think of any more that you could ask your friends or family?
Day 8 – Literacy Writing task 3 – build suspense Start by drawing a quick sketch of what your character sees when they first open the door. You need to add suspense to your story, and so they would not open the door and immediately know everything about it with one glance. You are now going to continue writing your story. Your character is going to open the door, and what they see is going to gradually develop the story, so that the reader begins to realise what is happening. Once the character has stepped through the door, what do they find? Have they been transported somewhere? Is it a corridor leading somewhere? Is it a mysterious room with hidden secrets? This is the paragraph where you are building up suspense, and making the reader realise that something is going to happen.
Day 8 – Arithmetic
Q1. 52 =
Q2. 2.6 × 10 =
Q3. 0.3 × 3 =
Q4. 7,624 − 931 − 87 =
Q5.
Q6. 729 × 4 =
Q7. 12 × 5 × 4 =
Q8. 345 + 10 =
Q9. 424 − 51 =
Q10. 87 ÷ 3 =
Q11. 5,813 + 1,359 =
Q12.
Q13. 36 × 0 =
Q14.
Q15.
Q16. 2376 × 15
Q17. 120 − 15 × 5 =
Q18.
Q19. 555 + 656 =
Q20.
Day 8 – Problem solving
Magic Vs
Place each of the numbers 1 to 5 in the V shape below so that the two arms of the V have the same total.
How many different possibilities are there? What do you notice about all the solutions you find?
Can you explain what you see?
What happens if we use the numbers from 2 to 6? From 12 to 16? From 37 to 41? From 103 to 107?
What can you discover about a V that has arms of length 4 using the numbers 1−7?
Afternoon 8 – Recycling Challenge As you know we are an Eco school, and have won the green flag award. One area of the award looks at recycling.
Can you think of some uses for? : Broken rulers Empty drink bottles Carrier bags Pieces of string Plastic Straws Plastic cups
Now decide which you think is your best idea. Design a poster persuading people to recycle your chosen item in this way. Remember to make it eye-catching. Include instructions if they need to change or adapt the item. Day 9 – Literacy Writing task 4 – climax and resolution Today you are going to start by writing the climax to your story. This is the exciting part, when you want the reader to be concerned about what will happen to your character. This is a good time to use short sentences for effect. Finally, you need to resolve your story – it was not just a dream, and they did not all go home for tea. Think about how you want your story to end. Does your character come back out of the door? Does something happen to the door? Does it seem like they may have another adventure through the door? The ending is just as important as the rest of the story. If you have any time left, think of a good title for your story, and an illustration that might be used on the cover, if it was turned into a book.
Day 9 – Arithmetic
Q1.
Q2.
Q3.
Q4.
Q5. 20 − 4 × 2 =
Q6. 678 × 54
Q7.
Q8. 234,897 − 45,996 =
Q9. 95% of 240 =
Q10. 5,756 + 8,643 =
Q11.
Q12. 15.4 − 8.88 =
Q13.
Q14. 12 − 6.01 =
Q15. 7,505 ÷ 5 =
Q16. 2,195 × 3 =
Q17.
Q18. 33 − 32 =
Q19. 16.4 + 7.18 =
Q20.
Day 9 – Problem solving
Shape Times Shape
The coloured shapes stand for eleven of the numbers from 0 to 12. Each shape is a different number.
Can you work out what they are from the multiplications below?
Afternoon 9 – Design Challenge
Choose one of these products: Umbrella Car School bag Wheelbarrow Lawnmower Car seats Chopsticks Bicycle
First you need to think of any problems with your product. What disadvantages does it have? Next, you need to think how you could improve the product. Draw a labelled diagram of your improved product, showing how you have improved it from the original.
Day 10 – Literacy Writing task 5 – Editing 1. Read back over your work and check the punctuation. If you have used speech, make sure that you have punctuated it properly.
2. Choose 10 words in your story and replace them with better words.
3. Add 5 more adjectives to your story.
4. Add 5 adverbs to your story.
5. Look at your sentence starters – improve 3 of them.
6. Check that you have stayed in the same tense all the way through your story.
When you have finished improving your story, write it out in your best handwriting.
Day 10 – Arithmetic
Q1. 35% of 60 =
Q2.
Q3.
Q4. 716 ÷ 4 =
Q5. 345 + 678 − 123 =
Q6.
Q7. 507 − 10 =
Q8. 2,845 + 728 =
Q9.
Q10.
Q11. 63.6 × 7 =
Q12.
Q13.
Q14.
Q15. 23.8 ÷ 1,000 =
Q16.
Q17.
Q18. 729 × 54
2 marks Q19. 15% of 90 =
Q20. 36.4 − 27.8 =
Day 10 – Problem solving Trebling
Can you replace the letters with numbers? Is there only one solution in each case?