Little Heath Primary School
Welcome to Year 6
We will continue with the topic based approach to our learning, until the end of the year and for the next few weeks we will be linking our literacy writing, geography and art together around the topic of ‘Extreme Weather’ (maths and reading comprehension will continue to be separate and will be under the daily timetable as before). This topic will link to (and cover) some aspects of our previous project on ‘Climate’, and each week I would like you to add to your project.
Start this week by viewing the following slides on climate and extreme temperatures around the world:
Extreme Earth Geography Slide 1
As before with our previous topics, you can present your project how you wish, typing or writing by hand (remember, that is the ‘English’ part of the work so it needs to be completed as such) and including pictures, drawings and maps. You may choose to produce/include posters, non-chronological reports (you will know how to do this by now), PowerPoint/Prezi presentations, 3d models, newspaper reports (about heatwaves, droughts, tsunamis etc) just to give a few examples. You could even write a diary entry from the perspective of someone who lives in a country with extreme weather or those who are experiencing unexpected extreme weather conditions as a one-off event.
As well as the slides above and the link to Espresso below, you will have to do lots of your own research using others sites (just be careful to check the validity of the information that you might find), in order to complete your project to a good standard!
You may want to include information/headings about the following (you can pick and choose which ones, if any, to use):
Where is the hottest inhabited place on Earth?
Where is the coldest inhabited place on Earth?
Where was the highest temperature ever recorded and what was it?
Where was the lowest temperature ever recorded and what was it?
Why is Antarctica uninhabited?
How thick on average are the ice sheets that cover Antarctica?
Where is the wettest place on Earth and how much rain does it get a year?
What is the definition of a desert?
What happened in the Atacama Desert in Chile in 1971?
How fast can avalanches move?
What happened in Peru in 1970?
How many tornadoes on average does the USA get a year?
Where in the world gets 6 months of constant darkness and why?
What is the climate in tropical rainforests like?
How often does it rain in a tropical rainforest?
Why are the Arctic and Antarctic deserts?
Remember, when writing about any of the above, you need to try to put things into your own words –don’t just copy and paste the answers that you find from an online search.
Some additional useful information can be found on Espresso (search ‘extreme weather’):
https://www.discoveryeducation.co.uk/login/eha/?service=espresso
Username: student15818
Password: littleheath01
I am including a PowerPoint of artwork related to the weather for you to use as inspiration to produce something similar of your own: Weather PPT
I have also left up the art work from last week in case you didn’t manage to produce the end product. Please send me any pictures of your finished work (and let me know if you are happy for me to share them on our class blog). Please see the following PowerPoint to support you with this: Rewilding art and the two pictures that Mrs Zegallo put together:
Monday
English:
KS2 CGP Non-Fiction Pages 20-21
Maths:
Complete Day 1 practice (Mental strategies to multiply):
Complete the set tasks on Mathletics before using ‘live’ Mathletics/Sumdog.
Tuesday
English:
KS2 CGP Non-Fiction Page 26-27
Maths:
Complete Day 2 practice (Mental strategies to divide):
Complete the set tasks on Mathletics before using ‘live’ Mathletics/Sumdog.
Wednesday
English:
KS2 CGP Non-Fiction Page 28
Maths:
Complete Day 3 practice (Translations, rotations and reflections):
Complete the set tasks on Mathletics before using ‘live’ Mathletics/Sumdog.
Thursday
English:
KS2 CGP Non-Fiction Page 29
Maths:
Complete Day 4 practice (Exploring ratios 1):
Complete the set tasks on Mathletics before using ‘live’ Mathletics/Sumdog.
Friday
English:
KS2 CGP Non-Fiction - Make up some of your own Fact retrieval and inference questions based on the text.
Maths:
Complete Day 5 practice (Exploring ratios 1):
This is a great link to our work that we did before lockdown on ‘The Vitruvian Man’
Complete the set tasks on Mathletics before using ‘live’ Mathletics/Sumdog.
Science:
I have included the STEM activities from last week as these still have links to extreme weather:
https://www.stem.org.uk/resources/collection/385889/practical-action-climate-change
For the above STEM activities, you will need to follow the links to choose the activities that you wish to complete –I didn’t want to limit to how many/few you do!
Music/Singing Assemblies
Please see below message from our music teacher, Mrs Lawrence:
Hello everyone,
I hope you’re all well and happy.
Our song this week (for everyone) will be ‘The Place Where The Lost Things Go’ from the film ‘Mary Poppins Returns’. Here is a version with lyrics: https://www.youtube.com/watch?v=HKc0jVW6AaU If you find it a little low at the start, you can speak the words, rather than singing them. Here is a version without the singing: https://www.youtube.com/watch?v=lpLTjJDCsJg
This is a very gentle and dreamy song and has quite a different sort of mood to most of the songs we have sung together. In the film, Mary Poppins, who is nanny to three children, sings this song to remind them that their mother, who has died, is still with them. I, personally, really like this song because it reminds me of my Dad, who has a illness which makes his memories fade away. When I first heard this song, it reminded me that memories are never gone really, even if they are a little harder to reach some days.
For the older ones, if you would like to do an extra activity, I would also like you to also choose a song that means something to you.
First, I would like you to listen to it carefully and see if you can answer the following questions:
- What instruments can you hear? Do the instruments change in different sections of the song?
- What is the mood or feeling of the song? Is it happy / sad / angry / romantic / dreamy / hopeful / determined, etc.? Does the mood change during the song?
- Can you think or at least one way that the writer, singer and musicians (or producer) achieves this mood? For example, if it is sad, the music may be slow and quiet and could have one solo instrument , such as a violin. If the music is angry, it may be loud, with a fast and aggressive beat. If the music is happy, it may be upbeat with a catchy rhythm.
- What is it about the song that makes it special for you?
Then, perhaps you could learn your song and sing/perform it? When you’re ready, you could film yourself performing it and then watch the film and think of at least one thing you think you did really well and one thing you could do to make it even better.
For the younger ones, you could make up some movements to a song of your choice. It could be our song for this week or it could be a different song. Think about whether the music is fast or slow, loud or quiet. Can you move in a way that fits with the music? You could either decide on different moves to fit different parts of the song or just improvise (that means make it up as you go along!). There is a big word for the movements we put to a song or piece of music. The word is ‘choreography’. Do you think you can remember that word?
I hope you continue to have fun and enjoy yourself this week.
Best wishes,
Mrs Lawrence
Here are the previous attached letters about our singing assemblies and ideas:
Please click on the links below for previous work:
Week 7, week commencing 18th May
Little Heath Primary School
Welcome to Year 6
We will continue with the topic based approach to our learning, until the end of the year and for the next few weeks we will be linking our literacy writing, geography and art together around the topic of ‘Extreme Weather’ (maths and reading comprehension will continue to be separate and will be under the daily timetable as before). This topic will link to (and cover) some aspects of our previous project on ‘Climate’, and each week I would like you to add to your project.
Start this week by viewing the following slides on climate and extreme temperatures around the world:
Extreme Earth Geography Slide 1
As before with our previous topics, you can present your project how you wish, typing or writing by hand (remember, that is the ‘English’ part of the work so it needs to be completed as such) and including pictures, drawings and maps. You may choose to produce/include posters, non-chronological reports (you will know how to do this by now), PowerPoint/Prezi presentations, 3d models, newspaper reports (about heatwaves, droughts, tsunamis etc) just to give a few examples. You could even write a diary entry from the perspective of someone who lives in a country with extreme weather or those who are experiencing unexpected extreme weather conditions as a one-off event.
As well as the slides above and the link to Espresso below, you will have to do lots of your own research using others sites (just be careful to check the validity of the information that you might find), in order to complete your project to a good standard!
You may want to include information/headings about the following (you can pick and choose which ones, if any, to use):
Where is the hottest inhabited place on Earth?
Where is the coldest inhabited place on Earth?
Where was the highest temperature ever recorded and what was it?
Where was the lowest temperature ever recorded and what was it?
Why is Antarctica uninhabited?
How thick on average are the ice sheets that cover Antarctica?
Where is the wettest place on Earth and how much rain does it get a year?
What is the definition of a desert?
What happened in the Atacama Desert in Chile in 1971?
How fast can avalanches move?
What happened in Peru in 1970?
How many tornadoes on average does the USA get a year?
Where in the world gets 6 months of constant darkness and why?
What is the climate in tropical rainforests like?
How often does it rain in a tropical rainforest?
Why are the Arctic and Antarctic deserts?
Remember, when writing about any of the above, you need to try to put things into your own words –don’t just copy and paste the answers that you find from an online search.
Some additional useful information can be found on Espresso (search ‘extreme weather’):
https://www.discoveryeducation.co.uk/login/eha/?service=espresso
Username: student15818
Password: littleheath01
I am including a PowerPoint of artwork related to the weather for you to use as inspiration to produce something similar of your own: Weather PPT
I have also left up the art work from last week in case you didn’t manage to produce the end product. Please send me any pictures of your finished work (and let me know if you are happy for me to share them on our class blog). Please see the following PowerPoint to support you with this: Rewilding art and the two pictures that Mrs Zegallo put together:
Monday
English:
KS2 CGP Non-Fiction Pages 20-21
Maths:
Complete Day 1 practice (Mental strategies to multiply):
Complete the set tasks on Mathletics before using ‘live’ Mathletics/Sumdog.
Tuesday
English:
KS2 CGP Non-Fiction Page 26-27
Maths:
Complete Day 2 practice (Mental strategies to divide):
Complete the set tasks on Mathletics before using ‘live’ Mathletics/Sumdog.
Wednesday
English:
KS2 CGP Non-Fiction Page 28
Maths:
Complete Day 3 practice (Translations, rotations and reflections):
Complete the set tasks on Mathletics before using ‘live’ Mathletics/Sumdog.
Thursday
English:
KS2 CGP Non-Fiction Page 29
Maths:
Complete Day 4 practice (Exploring ratios 1):
Complete the set tasks on Mathletics before using ‘live’ Mathletics/Sumdog.
Friday
English:
KS2 CGP Non-Fiction - Make up some of your own Fact retrieval and inference questions based on the text.
Maths:
Complete Day 5 practice (Exploring ratios 1):
This is a great link to our work that we did before lockdown on ‘The Vitruvian Man’
Complete the set tasks on Mathletics before using ‘live’ Mathletics/Sumdog.
Science:
I have included the STEM activities from last week as these still have links to extreme weather:
https://www.stem.org.uk/resources/collection/385889/practical-action-climate-change
For the above STEM activities, you will need to follow the links to choose the activities that you wish to complete –I didn’t want to limit to how many/few you do!
Music/Singing Assemblies
Please see below message from our music teacher, Mrs Lawrence:
Hello everyone,
I hope you’re all well and happy.
Our song this week (for everyone) will be ‘The Place Where The Lost Things Go’ from the film ‘Mary Poppins Returns’. Here is a version with lyrics: https://www.youtube.com/watch?v=HKc0jVW6AaU If you find it a little low at the start, you can speak the words, rather than singing them. Here is a version without the singing: https://www.youtube.com/watch?v=lpLTjJDCsJg
This is a very gentle and dreamy song and has quite a different sort of mood to most of the songs we have sung together. In the film, Mary Poppins, who is nanny to three children, sings this song to remind them that their mother, who has died, is still with them. I, personally, really like this song because it reminds me of my Dad, who has a illness which makes his memories fade away. When I first heard this song, it reminded me that memories are never gone really, even if they are a little harder to reach some days.
For the older ones, if you would like to do an extra activity, I would also like you to also choose a song that means something to you.
First, I would like you to listen to it carefully and see if you can answer the following questions:
- What instruments can you hear? Do the instruments change in different sections of the song?
- What is the mood or feeling of the song? Is it happy / sad / angry / romantic / dreamy / hopeful / determined, etc.? Does the mood change during the song?
- Can you think or at least one way that the writer, singer and musicians (or producer) achieves this mood? For example, if it is sad, the music may be slow and quiet and could have one solo instrument , such as a violin. If the music is angry, it may be loud, with a fast and aggressive beat. If the music is happy, it may be upbeat with a catchy rhythm.
- What is it about the song that makes it special for you?
Then, perhaps you could learn your song and sing/perform it? When you’re ready, you could film yourself performing it and then watch the film and think of at least one thing you think you did really well and one thing you could do to make it even better.
For the younger ones, you could make up some movements to a song of your choice. It could be our song for this week or it could be a different song. Think about whether the music is fast or slow, loud or quiet. Can you move in a way that fits with the music? You could either decide on different moves to fit different parts of the song or just improvise (that means make it up as you go along!). There is a big word for the movements we put to a song or piece of music. The word is ‘choreography’. Do you think you can remember that word?
I hope you continue to have fun and enjoy yourself this week.
Best wishes,
Mrs Lawrence
Here are the previous attached letters about our singing assemblies and ideas:
Please click on the links below for previous work:
Week 7, week commencing 18th May
Little Heath Primary School
Welcome to Year 6
We will continue with the topic based approach to our learning, until the end of the year and for the next few weeks we will be linking our literacy writing, geography and art together around the topic of ‘Extreme Weather’ (maths and reading comprehension will continue to be separate and will be under the daily timetable as before). This topic will link to (and cover) some aspects of our previous project on ‘Climate’, and each week I would like you to add to your project.
Start this week by viewing the following slides on climate and extreme temperatures around the world:
Extreme Earth Geography Slide 1
As before with our previous topics, you can present your project how you wish, typing or writing by hand (remember, that is the ‘English’ part of the work so it needs to be completed as such) and including pictures, drawings and maps. You may choose to produce/include posters, non-chronological reports (you will know how to do this by now), PowerPoint/Prezi presentations, 3d models, newspaper reports (about heatwaves, droughts, tsunamis etc) just to give a few examples. You could even write a diary entry from the perspective of someone who lives in a country with extreme weather or those who are experiencing unexpected extreme weather conditions as a one-off event.
As well as the slides above and the link to Espresso below, you will have to do lots of your own research using others sites (just be careful to check the validity of the information that you might find), in order to complete your project to a good standard!
You may want to include information/headings about the following (you can pick and choose which ones, if any, to use):
Where is the hottest inhabited place on Earth?
Where is the coldest inhabited place on Earth?
Where was the highest temperature ever recorded and what was it?
Where was the lowest temperature ever recorded and what was it?
Why is Antarctica uninhabited?
How thick on average are the ice sheets that cover Antarctica?
Where is the wettest place on Earth and how much rain does it get a year?
What is the definition of a desert?
What happened in the Atacama Desert in Chile in 1971?
How fast can avalanches move?
What happened in Peru in 1970?
How many tornadoes on average does the USA get a year?
Where in the world gets 6 months of constant darkness and why?
What is the climate in tropical rainforests like?
How often does it rain in a tropical rainforest?
Why are the Arctic and Antarctic deserts?
Remember, when writing about any of the above, you need to try to put things into your own words –don’t just copy and paste the answers that you find from an online search.
Some additional useful information can be found on Espresso (search ‘extreme weather’):
https://www.discoveryeducation.co.uk/login/eha/?service=espresso
Username: student15818
Password: littleheath01
I am including a PowerPoint of artwork related to the weather for you to use as inspiration to produce something similar of your own: Weather PPT
I have also left up the art work from last week in case you didn’t manage to produce the end product. Please send me any pictures of your finished work (and let me know if you are happy for me to share them on our class blog). Please see the following PowerPoint to support you with this: Rewilding art and the two pictures that Mrs Zegallo put together:
Monday
English:
KS2 CGP Non-Fiction Pages 20-21
Maths:
Complete Day 1 practice (Mental strategies to multiply):
Complete the set tasks on Mathletics before using ‘live’ Mathletics/Sumdog.
Tuesday
English:
KS2 CGP Non-Fiction Page 26-27
Maths:
Complete Day 2 practice (Mental strategies to divide):
Complete the set tasks on Mathletics before using ‘live’ Mathletics/Sumdog.
Wednesday
English:
KS2 CGP Non-Fiction Page 28
Maths:
Complete Day 3 practice (Translations, rotations and reflections):
Complete the set tasks on Mathletics before using ‘live’ Mathletics/Sumdog.
Thursday
English:
KS2 CGP Non-Fiction Page 29
Maths:
Complete Day 4 practice (Exploring ratios 1):
Complete the set tasks on Mathletics before using ‘live’ Mathletics/Sumdog.
Friday
English:
KS2 CGP Non-Fiction - Make up some of your own Fact retrieval and inference questions based on the text.
Maths:
Complete Day 5 practice (Exploring ratios 1):
This is a great link to our work that we did before lockdown on ‘The Vitruvian Man’
Complete the set tasks on Mathletics before using ‘live’ Mathletics/Sumdog.
Science:
I have included the STEM activities from last week as these still have links to extreme weather:
https://www.stem.org.uk/resources/collection/385889/practical-action-climate-change
For the above STEM activities, you will need to follow the links to choose the activities that you wish to complete –I didn’t want to limit to how many/few you do!
Music/Singing Assemblies
Please see below message from our music teacher, Mrs Lawrence:
Hello everyone,
I hope you’re all well and happy.
Our song this week (for everyone) will be ‘The Place Where The Lost Things Go’ from the film ‘Mary Poppins Returns’. Here is a version with lyrics: https://www.youtube.com/watch?v=HKc0jVW6AaU If you find it a little low at the start, you can speak the words, rather than singing them. Here is a version without the singing: https://www.youtube.com/watch?v=lpLTjJDCsJg
This is a very gentle and dreamy song and has quite a different sort of mood to most of the songs we have sung together. In the film, Mary Poppins, who is nanny to three children, sings this song to remind them that their mother, who has died, is still with them. I, personally, really like this song because it reminds me of my Dad, who has a illness which makes his memories fade away. When I first heard this song, it reminded me that memories are never gone really, even if they are a little harder to reach some days.
For the older ones, if you would like to do an extra activity, I would also like you to also choose a song that means something to you.
First, I would like you to listen to it carefully and see if you can answer the following questions:
- What instruments can you hear? Do the instruments change in different sections of the song?
- What is the mood or feeling of the song? Is it happy / sad / angry / romantic / dreamy / hopeful / determined, etc.? Does the mood change during the song?
- Can you think or at least one way that the writer, singer and musicians (or producer) achieves this mood? For example, if it is sad, the music may be slow and quiet and could have one solo instrument , such as a violin. If the music is angry, it may be loud, with a fast and aggressive beat. If the music is happy, it may be upbeat with a catchy rhythm.
- What is it about the song that makes it special for you?
Then, perhaps you could learn your song and sing/perform it? When you’re ready, you could film yourself performing it and then watch the film and think of at least one thing you think you did really well and one thing you could do to make it even better.
For the younger ones, you could make up some movements to a song of your choice. It could be our song for this week or it could be a different song. Think about whether the music is fast or slow, loud or quiet. Can you move in a way that fits with the music? You could either decide on different moves to fit different parts of the song or just improvise (that means make it up as you go along!). There is a big word for the movements we put to a song or piece of music. The word is ‘choreography’. Do you think you can remember that word?
I hope you continue to have fun and enjoy yourself this week.
Best wishes,
Mrs Lawrence
Here are the previous attached letters about our singing assemblies and ideas:
Please click on the links below for previous work:
Week 7, week commencing 18th May
Little Heath Primary School
Welcome to Year 6
We will continue with the topic based approach to our learning, until the end of the year and for the next few weeks we will be linking our literacy writing, geography and art together around the topic of ‘Extreme Weather’ (maths and reading comprehension will continue to be separate and will be under the daily timetable as before). This topic will link to (and cover) some aspects of our previous project on ‘Climate’, and each week I would like you to add to your project.
Start this week by viewing the following slides on climate and extreme temperatures around the world:
Extreme Earth Geography Slide 1
As before with our previous topics, you can present your project how you wish, typing or writing by hand (remember, that is the ‘English’ part of the work so it needs to be completed as such) and including pictures, drawings and maps. You may choose to produce/include posters, non-chronological reports (you will know how to do this by now), PowerPoint/Prezi presentations, 3d models, newspaper reports (about heatwaves, droughts, tsunamis etc) just to give a few examples. You could even write a diary entry from the perspective of someone who lives in a country with extreme weather or those who are experiencing unexpected extreme weather conditions as a one-off event.
As well as the slides above and the link to Espresso below, you will have to do lots of your own research using others sites (just be careful to check the validity of the information that you might find), in order to complete your project to a good standard!
You may want to include information/headings about the following (you can pick and choose which ones, if any, to use):
Where is the hottest inhabited place on Earth?
Where is the coldest inhabited place on Earth?
Where was the highest temperature ever recorded and what was it?
Where was the lowest temperature ever recorded and what was it?
Why is Antarctica uninhabited?
How thick on average are the ice sheets that cover Antarctica?
Where is the wettest place on Earth and how much rain does it get a year?
What is the definition of a desert?
What happened in the Atacama Desert in Chile in 1971?
How fast can avalanches move?
What happened in Peru in 1970?
How many tornadoes on average does the USA get a year?
Where in the world gets 6 months of constant darkness and why?
What is the climate in tropical rainforests like?
How often does it rain in a tropical rainforest?
Why are the Arctic and Antarctic deserts?
Remember, when writing about any of the above, you need to try to put things into your own words –don’t just copy and paste the answers that you find from an online search.
Some additional useful information can be found on Espresso (search ‘extreme weather’):
https://www.discoveryeducation.co.uk/login/eha/?service=espresso
Username: student15818
Password: littleheath01
I am including a PowerPoint of artwork related to the weather for you to use as inspiration to produce something similar of your own: Weather PPT
I have also left up the art work from last week in case you didn’t manage to produce the end product. Please send me any pictures of your finished work (and let me know if you are happy for me to share them on our class blog). Please see the following PowerPoint to support you with this: Rewilding art and the two pictures that Mrs Zegallo put together:
Monday
English:
KS2 CGP Non-Fiction Pages 20-21
Maths:
Complete Day 1 practice (Mental strategies to multiply):
Complete the set tasks on Mathletics before using ‘live’ Mathletics/Sumdog.
Tuesday
English:
KS2 CGP Non-Fiction Page 26-27
Maths:
Complete Day 2 practice (Mental strategies to divide):
Complete the set tasks on Mathletics before using ‘live’ Mathletics/Sumdog.
Wednesday
English:
KS2 CGP Non-Fiction Page 28
Maths:
Complete Day 3 practice (Translations, rotations and reflections):
Complete the set tasks on Mathletics before using ‘live’ Mathletics/Sumdog.
Thursday
English:
KS2 CGP Non-Fiction Page 29
Maths:
Complete Day 4 practice (Exploring ratios 1):
Complete the set tasks on Mathletics before using ‘live’ Mathletics/Sumdog.
Friday
English:
KS2 CGP Non-Fiction - Make up some of your own Fact retrieval and inference questions based on the text.
Maths:
Complete Day 5 practice (Exploring ratios 1):
This is a great link to our work that we did before lockdown on ‘The Vitruvian Man’
Complete the set tasks on Mathletics before using ‘live’ Mathletics/Sumdog.
Science:
I have included the STEM activities from last week as these still have links to extreme weather:
https://www.stem.org.uk/resources/collection/385889/practical-action-climate-change
For the above STEM activities, you will need to follow the links to choose the activities that you wish to complete –I didn’t want to limit to how many/few you do!
Music/Singing Assemblies
Please see below message from our music teacher, Mrs Lawrence:
Hello everyone,
I hope you’re all well and happy.
Our song this week (for everyone) will be ‘The Place Where The Lost Things Go’ from the film ‘Mary Poppins Returns’. Here is a version with lyrics: https://www.youtube.com/watch?v=HKc0jVW6AaU If you find it a little low at the start, you can speak the words, rather than singing them. Here is a version without the singing: https://www.youtube.com/watch?v=lpLTjJDCsJg
This is a very gentle and dreamy song and has quite a different sort of mood to most of the songs we have sung together. In the film, Mary Poppins, who is nanny to three children, sings this song to remind them that their mother, who has died, is still with them. I, personally, really like this song because it reminds me of my Dad, who has a illness which makes his memories fade away. When I first heard this song, it reminded me that memories are never gone really, even if they are a little harder to reach some days.
For the older ones, if you would like to do an extra activity, I would also like you to also choose a song that means something to you.
First, I would like you to listen to it carefully and see if you can answer the following questions:
- What instruments can you hear? Do the instruments change in different sections of the song?
- What is the mood or feeling of the song? Is it happy / sad / angry / romantic / dreamy / hopeful / determined, etc.? Does the mood change during the song?
- Can you think or at least one way that the writer, singer and musicians (or producer) achieves this mood? For example, if it is sad, the music may be slow and quiet and could have one solo instrument , such as a violin. If the music is angry, it may be loud, with a fast and aggressive beat. If the music is happy, it may be upbeat with a catchy rhythm.
- What is it about the song that makes it special for you?
Then, perhaps you could learn your song and sing/perform it? When you’re ready, you could film yourself performing it and then watch the film and think of at least one thing you think you did really well and one thing you could do to make it even better.
For the younger ones, you could make up some movements to a song of your choice. It could be our song for this week or it could be a different song. Think about whether the music is fast or slow, loud or quiet. Can you move in a way that fits with the music? You could either decide on different moves to fit different parts of the song or just improvise (that means make it up as you go along!). There is a big word for the movements we put to a song or piece of music. The word is ‘choreography’. Do you think you can remember that word?
I hope you continue to have fun and enjoy yourself this week.
Best wishes,
Mrs Lawrence
Here are the previous attached letters about our singing assemblies and ideas:
Please click on the links below for previous work:
Week 7, week commencing 18th May