Cromer Bubble’s Monday Blog, 23rd November, 2020
Posted on Monday, November 23rd, 2020
Good Morning Cromer Bubble,
I hope you all had a great weekend, even if we are still in lockdown.
Another busy week ahead, let’s get started!
Last week I gave you a sample time table if you are at home isolating, here it is again:
If you are at home, it can be really useful to set yourself up a time table. You can use or adapt this one:
8.45 – 9.00 – mental maths practise (times tables or mental addition/subtraction) Remember, you can use Tackling Tables on practise your tables online.
9 – 10 – Maths
Break – snack
10.15 – 11.15 – English
11.15 – 11.45 – Reading Comprehension/Handwriting/Spelling Practise
11.45 – 12.00 – Reading
PM – Select a subject – Topic, Science, PE, computing
Please click here: for a downloaded copy:Work-for-week-beg-23rd-Nov
This has all the maths, English and reading work for this week.
To get a copy of this, please click here: Work-for-week-beg-23rd-Nov When you download the document all the links to websites should work! If there are any problems, please email me M.Nordloh@gf.kwestacademy.com
Mathematics: I have all the Power Maths PowerPoints, if you would like them please email me (M.Nordloh@gf.kwestacademy.com) and I can send them to you. I cannot put them on the website for copyright reasons. Please note that these PowerPoints have the answers on them!
Both Year 5 and Year 6, please remember that you can login to ‘Tackling Tables’ to practise your times tables.
Also, Education City, if you go to homework there is a folder where you can take assessments and then you can do the revision work in your folder.
Adverbs of frequency and possibility
Converting nouns or verbs into adjectives using the suffix -ful
These words will be tested on Friday, 27th November, 2020.
Part 2 of last week’s lesson. This week you will actually be putting images on your webpage.
Last week you looked at the terms ‘fair use’ and ‘copyright’. This week you use copyright-free images and will find appropriate images to use in your work.
In this lesson, you will be learning how we can see different colours. At the end of the lesson there will be a chance to try creating your own rainbow by refracting light! You will need a piece of paper and a pencil for this lesson. If you would like to try making your own rainbow then you will also need a transparent glass of water or an old CD. You can still take part in the lesson if you do not have these items.
Look at maps A and B. British Empire maps A and B
What do they show? (The development of British Empire over time, from the 17th century up to the 19th century.)
In the empire Britain would have gained control of other countries through trade and settlement and then they would have overall control.
Which countries did Britain control by the 19th century?
Some of these countries have English as the national language because of the historic links to migration from the UK to other parts of the world. In India, they speak Hindi or Urdu but English is spoken by most educated people. What other things might we have taken with us to change these other countries?
Dr. Jessica Truman, an archaeologist, has recently made a wonderful discovery at a London excavation site in Hackney. She found an old wooden chest and she believes the information inside holds information about some colonial people and why they may have migrated to Britain.
Read the label – It is an address for Karthika Singh, Calcutta, India dated 1909. What do we learn about the owner from that.
Now look inside at the objects that belonged to Karthika. Find out as much information as possible about who she was and why she migrated to England from India.
Her Story: Karthika is from Calcutta. Her brother was Adesh Singh who went to Britain as a lascar (sailor on a steam ship) and then worked for an English officer before he died, then street musician. He married an English maid as not many Indian women in Britain at that time. Karthika worked on a tea plantation but came to England to work as a maid.
What was good about England that made people want to come?
(The promise of the empire – powerful images in newspapers and adverts. Possibly desire for adventure on steam ships. Jobs.)
What was difficult in India that made people want to come?
(Life was hard in India. Work was hard too. British encouraged them to go.)
Not all migrants from the colonies did so badly. Read about Sake Dean Mohamad at this link:
Summing up basic: List any ways that we changed the lives of Indian people? List ways that they changed our lives.
Summing up advancing: How different were the lives of British and Indian migrants?
Summing up deep: Were all Indian migrants treated poorly by the British? Were all British people a higher status to the Indian migrants? Have you seen enough evidence to know?
What are they? What is their purpose? How are they suited to their design?
Watch youtube about gargoyles. Use ‘gargoyle’ design sheet as a prompt to design own gargoyle -Gargoyles
If there is anything else you need, please do not hesitate to email me M.Nordloh@gf.kwestacademy.com