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Welcome to Yewdale Primary School

Dahl Class (Yr 2)


Mrs Wise

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Welcome to Year 2's web page and we hope you enjoy looking at some of the exciting things we have done together this year! 



Please make a note of the following:

PE: Our allocated PE slots are now on a Monday afternoon and a Wednesday morning, however, occasionally routines may change so I recommend leaving your PE kit in school all week. 

Homework: Homework will be given out each Friday to be returned by the following Thursday. In year 2 weekly homework will consist of: daily reading (10 minutes), spellings, mental maths, one piece of English homework and one piece of Maths homework (usually to consolidate the previous weeks learning). Homework relating to our Topic may also be given to replace either Maths or English work. Spellings and Maths Facts will be tested each Friday morning. To adhere to the homework policy, homework must be completed on a Thursday dinner time if it is not handed in by Thursday morning (the homework policy is on our web site). Also, please can your child bring their current reading book and homework diary to school every day - this will help me to identify which children need to move up our class 'Reading Beanstalk' and who deserves a reward on a Friday afternoon for reading 4 or more times during the week.


We are amazing learners!

We are amazing learners! 1
Spring Term 2 is going to be a busy time as we change topics and move on from studying the key historical event of 'The Great Fire of London' and head off to explore the world's rainforests. The Curriculum Overview for this terms topic is attached.

Meet the Rainforest Animals...

On Monday we will be finding out about many of the unusual and amazing creatures that live in the rainforest as Guy Tansley brings the rainforest to us! Guy will share his expertise with us and we can't wait to find out all about his trips to the rainforest and the animals that live there by actually meeting them!     

The Great Fire of Yewdale!

As an entry point to our Great Fire of London topic, the children met Samuel Pepys's maid, Jane Edwards, who happened to have with her his diary from 1666 which was full of facts, statistics and information about the great fire. We had to decode Samuel Pepys's diary as it was written in code (he worked for the government and he was in charge of the Navy and he wanted to keep the information in his diary top secret)! 


Code Cracking

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Code Cracking 7
Code Cracking 8

We also discussed fire safety tips, evacuation routes and procedures, and what to do if we came across a house fire. Finally, we enjoyed watching the short film Francis the Firefly which helped us to understand how just one single tiny spark can cause such a great fire! 

Here are some of the questions we came up with as part of our topic entry point about the Great Fire of London. We answered them in a quiz as our exit point at the end of the topic

Q: Why didn't anyone phone 999?   A: Because there wasn't any phones!        

Q: Why didn't the fire brigade come? A: Because there wasn't a fire brigade as such

Q: What caused the fire?  A: A spark from  an oven that wasn't extinguished

Q: Who was to blame? A: Thomas Farriner, the King's baker

Q: Where did the fire start? A: The the bakery on Pudding Lane

Q: How was the fire able to spread so far? A: Because the houses were close together and the strong wind fanned the flames and the houses were made out of wood which was very dry from a long, hot summer.

Q: How was the fire extinguished? A: By making fire breaks and pulling down houses with fire hooks and blowing houses up using gunpowder.

Q: Why did the fire last for more than four days? A: Because it spread faster that it was able to be controlled 

Q: What was different about this fire to make it such a disaster? A: The weather played a big part in causing such a huge fire, Also, the fire was played down in the first 24 hours and was not considered to be dangerous

Q: How much of London was destroyed? A: 80% of London was burnt to the ground.

Q: How many people died? A: 6 people died. Q: Were homeless? A: Over 100 thousand people were homeless.

Q: How many houses and which other buildings were burnt to the ground? A: 13,200 houses were destroyed and 87 churches including St Paul's Cathedral.

Q: How can we find out about the fire? How do we know about the fire? A: From eye witness accounts such as Samuel Pepy's diary.

Q: How was news spread about the fire? A: By warning bells (town crier and church bells)Q: What changes were made after the fire? A: Bricks were used to build houses instead of wood, fire insurance was introduced, a fire hydrant system for access to water. 

London's burning, London's burning,

Fetch the engine, fetch the engine,

Fire! Fire! Fire! Fire!

Pour on water, pour on water.  


In music we have been singing the song London's Burning in a round. At first we found it quite tricky to sing at a different time to another group but we used resilience and we cracked it. We are now so good that we can sing a round in four different groups! Practise has made us perfect!

We are now learning another song which has different parts rather that rounds and we are practising singing the two different parts simultaneously. We can also sign the words as we sing them and some of us are rehearsing parts on tuned instruments to accompany our singing about the Great Fire of London.       Image result for great fire of london song 


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In Design Technology, we have been working hard building our tudor houses. Rome wasn't built in a day but these certainly were - well almost! Now that the basic structure is in place, we need to add detail and some design features (such as an overhanging jetty, dormer windows, leaded glass, beams and a pitched, thatched roof). 

Building Pudding Lane...

Our Finished Street

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Our Finished Street 2
Our Finished Street 3
Our Finished Street 4
In Geography, we have produced street maps of London in 1666. We labelled the key streets and buildings and then plotted the fire spread (from Sunday 2nd September to Wednesday 5th September). We used our maps to support our diary writing as we reported on the fire spread through the eyes of Samuel Pepys.   
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We sequenced the events of the great fire and set the time from Samuel Pepys's diary entries.

This weeks Learning Gem goes to...

This weeks Learning Gem goes to... 1
This weeks Learning Gem goes to... 2
This weeks Learning Gem goes to... 3
This weeks Learning Gem goes to... 4
This weeks Learning Gem goes to... 5
This weeks Learning Gem goes to... 6
This weeks Learning Gem goes to... 7
This weeks Learning Gem goes to... 8

    ...Ashley Hilton - Amethyst for Communication


Well done Ashley for a huge improvement in your writing. You are thinking very hard about your sentence structure and making sure that it makes complete sense.  

This weeks spellings to learn...

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 Our 'Recommended Reads' so far...

Books we recommend for you to read...

Books we recommend for you to read... 1 Harriet loves, 'The Far Away Tree' by Enid Blyton.
Books we recommend for you to read... 2 Ryan suggests, 'The Day the Crayons Quit', lol :)
Books we recommend for you to read... 3 Chloe read Shumba's Big Adventure to the class.
Books we recommend for you to read... 4 The Christmas Visitor was Ashley's chosen text.
Books we recommend for you to read... 5 Rory loved sharing The Emperor's New Clothes.
Books we recommend for you to read... 6 We enjoyed joining in with the repetitive language
Books we recommend for you to read... 7 Chloe loves the way Dr Seuss's books always rhyme!
Books we recommend for you to read... 8 Emily assures us her elf is not a naughty one!
Books we recommend for you to read... 9 The World According to Humphrey was Kali's choice
Books we recommend for you to read... 10 Max read The Brave Beast to us very bravely!
Books we recommend for you to read... 11 Penny couldn't put The Christmasausaurus down!
Books we recommend for you to read... 12 Zophia read The Secret Garden to us, Shhhhhh!
Books we recommend for you to read... 13 We giggled at Gangster Granny, thank you Marcey!
Books we recommend for you to read... 14 The troll in Esmae's book didn't scare us really!
Books we recommend for you to read... 15 Paige introduced us to Alice and a white rabbit!
Books we recommend for you to read... 16 We craved chocolate when Riley mentioned Wonka Bar

This week's 'recommend a read' is going to be chosen by...


****  Paige  ****


We can't wait to hear all about you chosen text. Please bring your book in and share it with us!


This week we will be writing diary extracts in the first person as Samuel Pepys. We will order the events of his day (Sunday 2nd September 1666) and use the features of diary writing to produce a detailed recount of The Great Fire of London. 

Spring Term Grammar Objectives (non-fiction writing):

2.3.b.2 Learn how to use: sentences with different forms: statement, question, exclamation, command.

2.3.a.2 Learn how to use: subordination (using when, if, that, or because) and co-ordination (using or, and, or but).

2.3.a.1 Learn how to use: expanded noun phrases to describe and specify: e.g. the blue butterfly.

2.3.b.3 Learn how to use: the present and past tenses correctly and consistently including the progressive form.

2.3.c.1 Use of capital letters, full stops, question marks and exclamation marks to demarcate sentences Commas to separate items in a list Apostrophes to mark where letters are missing in spelling and to mark singular possession in nouns (e.g. the girl’s name).

Spring Term Spelling Focus:

2.1.b.3 Add suffixes to spell longer words, including -ment, -ness, -ful, -less, -ly

<KPI uses the suffixes -er, -est in adjectives and -ly to turn adjectives into adverbs>

2.1.b.1 Spell by: learning the possessive apostrophe (singular): e.g. the girl’s book.

2.1.a.3 Spell by: learning to spell common exception words.

2.1.a.1 Spell by: segmenting spoken words into phonemes and representing these by graphemes, spelling many correctly.

2.1.a.2 Spell by: learning new ways of spelling phonemes for which one or more spellings are already known, and learn some words with each spelling, including a few common homophones.


Over this half term, we will be working hard on mastering measures and geometry. We will begin with mass, time and money, then move on to properties of shape. This weeks objectives will be taught through the context of our topic as we sequence the events of the Great Fire of London and look at timescales and intervals of time linked to key events and decisions made at the time.  

2.1.2 Know the number of minutes in an hour and the number of hours in a day

2.2.1 Tell and write the time to five minutes, including quarter past/to the hour and draw the hands on a clock face to show these times

2.2.2 Record the time on an analogue clock in words

2.1.1 Compare and sequence intervals of time.

Maths Facts:

Don't forget to keep practising counting forwards and backwards in multiples of 2,3,5 and 10

and working on times tables facts for the 0,1,2,3,5,10 times tables. Learn times table facts in and out of sequence and see how fast you can answer questions correctly.


3 x 5 = ?           4 x 10 = ?           ? x 3 = 18           ? x 5 = 85           4 x 20 = ?             ? x 50 = 250


0, 2, 4, 6, 8, 10, 12, 14, 16, 18, 20, 22, 24.................24, 22, 20, 18, 16, 14, 12, 10, 8, 6, 4, 2, 0       

0, 5, 10, 15, 20, 25, 30, 35, 40, 45, 50, 55, 60.......60, 55, 50, 45, 40, 35, 30, 25, 20, 15, 10, 5, 0

0, 10, 20, 30, 40, 50, 60, 70, 80. 90, 100.................100, 90, 80, 70, 60, 50, 40, 30, 20, 10, 0        

0, 3, 6, 9, 12, 15, 18, 21, 24, 27, 30, 33, 36..............36, 33, 30, 27, 24, 21, 18, 15, 12, 9, 6, 3, 0

Maths facts challenge cards will be coming home with your child this term for them to practise facts and work towards achieving Bronze, Silver and Gold awards;



Instant recall of number bonds to 10 and 20 and associated subtraction facts;

Instant recall of 2, 5, 10 times table facts in and out of sequence and associated division facts;

Instant knowledge of doubles to 20 and halves; 



Instant recall of bonds to 10, 20 and 100; 

Instant recall of 2, 3, 5, 10 times table facts inand out of sequence and associated division facts (four fact families) and makes links to multiples of 10 (eg. 2 x 3 = 6 so 20 x 3 = 60 or 60 divided by 2 = 30);

Instant knowledge of near doubles by adjusting;



Instant recall of 2, 3, 4, 5, 10 times table facts and associated division facts in and out of seguence (four fact families) and makes links to multiples (eg. 2 x 3 = 6 so 2 x 6 must be double 2 x 3!) 

Common multiples found easily from known times table facts.

multiples of two digit numbers are found easily by partitioning and using known times table facts and multiples of facts (eg, 3 x 24 = 3 x 20 and 3 x 4 = 60 + 12 = 73)  

What did we get up to during the Autumn Term?Find out below...                  Fall leaves fall clip art autumn clipart

Our Nativity, Prickly Hay, was a huge success. There's nothing quite like a good hoedown to celebrate the birth of Baby Jesus. Well done Dahl Class for the amazing acting and thank you to Key Stage 1 and Nursery for the brilliant singing and added cuteness!

Our Nativity, Prickly Hay, was a huge success. There's nothing quite like a good hoedown to celebrate the birth of Baby Jesus. Well done Dahl Class for the amazing acting and thank you to Key Stage 1 and Nursery for the brilliant singing and added cuteness!   1

We enjoyed our school Christmas dinner, thank you to the kitchen staff for all their hard work from Dahl Class. We had lots of empty plates and very full tummies!

Our Christingle Service was lovely. We all made our own christingles first with help from visitors from the local church. We lit them and sang together in the hall.

Anti Bullying Week:

In circle time, we discussed what a 'bully' is. What do they look like? How do they behave? We decided that a bully can look like anyone, even like you and me, and it is actually wrong to label anyone as a 'bully' as there is no such thing! It is the behaviour of people that is sometimes bullying and not the person themselves. People sometimes behave in ways that are unkind and it is these behaviours that are hurtful and harmful. If we eliminate these cruel and upsetting behaviours, and concentrate on our responsibility and accountability to treat others as we would like to be treated ourselves, we can celebrate friendship, uniqueness, difference, confidence and happiness. 

Our True Colours Anti-Bullying video/song.

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Circle Time Discussion 

On the 11th hour of the 11th day of the 11th month of 1918, an armistice, or truce was declared between the two sides fighting in the First World War. We also call armistice day Remembrance Day because it is the day World War One ended. A two-minute silence is held at 11am to remember all the people who have died in wars. We wear a poppy next to our hearts as a symbol of remembrance, to remember all the men and women killed and injured in the wars. We looked very smart in assembly and we were respectful, sympathetic and very mature. We listened carefully to the Key Stage 2 children's presentations and we reflected on the incredible sadness caused by the events of the Great War and other conflicts around the world. 

Watercolour Artwork

When painting Flanders Fields, we concentrated hard on perspective. We drew the horizon and used different shades of green to make the foreground bright (yellowy green) and the background dull (bluey green). We then finger painted poppies of different sizes to achieve a sense of perspective (larger poppies in the foreround, smaller poppies in the distance and tiny poppies on the horizon). We think our watercolour paintings are simple and effective and we also think they are very beautiful and thought provoking. We hope you agree.  

Remembrance Day

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For you kind donations for 'Children in Need' :)

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'Footprints from the Past' Our Autumn Topic:

We brainstormed how to find out about the past and the children discussed using computers and the internet, looking in books, pictures, photographs, maps, visiting the library, museums, talking to older people and looking at objects from the past. Just after we'd mentioned artefacts... a dinosaur dig and excavation site happened to appear in the classroom after lunch break! We carefully unearthed the fossils that pieced together to make a complete skeleton of a dinosaur but what species was it? It's  head looked fierce with pointy teeth like a T-Rex, it's tail was long like a Brachiosaurus and it's claws were sharp and pointy like a Velociraptor (but it smelled of biscuits! How strange!surprise

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Mary Anning came to visit our class this week and we asked her lost of questions. What a roller-coaster of a life she had. Did you know her father fell off a cliff in Dorset and died when they were fossil hunting together? She was only 11 years old at the time. Also, when she was a baby, a lady who was holding her, was struck by lightning! However, she did have some good luck too, she told us all about the day she found a giant ichthyosaurus fossil on the beach and how fossil hunting took over her life and she became known as the 'mother of paleontology'. She used to sell the shells and fossils she found on the beach - she was very poor but very clever. She taught herself to read and write and she studied the anatomy of creatures. Her discoveries altered scientist's beliefs and ideas about evolution, how old the world was, and prehistoric life on Earth. Mary Anning is the 'she' in the following tongue twister:


"She sells sea shells by the sea shore,

The shells she sells are sea shore shells."

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Did you know some ichthyosaurs were bigger than a bus?!

Look what I have just read in this week's FirstNews newspaper...

Look what I have just read in this week's FirstNews newspaper... 1

We will be writing about Mary Anning's life and considering how she effected history.

Key Objectives:

To describe some of the key events in historical person's life;

To recount the life of someone famous from Britain that lived in the past, explaining key events chronologically.  

In Music,

we were veloci'rap'tors and have written a class dinosaur rap! Yo innit!

To be able to do this, we first had to explore the difference between beat and rhythm. 

We know that 'the beat stays the same, but the rhythm changes with the words'.

Here's our uptown funky rap! and a link to the instrumental backing track.


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We are also appraising and using Saint Saens 'Carnival of the Animals' to learn all about different musical elements. One of his pieces is called 'fossils' and we will be using this composition to help us to develop the following skills:

  • To listen to, review and evaluate music, including works of great composers;
  • To explore pitch, dynamics, structure and timbre.

In Art,

we have started looking at Pop Art! We expressed out opinions about different works of Pop Art and discussed the features of the style. Bold, bright, fun, 'cartoony', 'quirky', complementary colours, dots, speech bubbles, black outline, everyday objects,  

We have begun to look at print as a means of creating our own 'pop artwork'. We noticed how lots of Pop Art uses complimentary colours and repeat prints of the same stamp so we made an outline mono-print using a subtractive transfer (it all sounds very clever doesn't it but it's very similar to how tracing paper works by colouring in the reverse side of an image and applying pressure to the front to print onto a sheet of paper underneath). Easy and effective!

We have now moved on to creating our own printing stamps to be able to repeat print. We made a  relief print by etching into rolled out plasticine but we wanted to print a dinosaur outline rather than have the outline recessed. We drew our dinosaur onto card and used string and pva glue to follow the lines to make a raised outline. We can't wait for our stamps to dry so that we can use them!!!

Design Technology

In DT we designed, made and evaluated cushions and practised the skills of measuring, cutting, painting (with fabric) and sewing (using a running stitch). Look at our fabulous creations and how proud we are! We can't wait to take them home and snuggle them!

Making our cushions...

In Science,

we have been sorting living things (including dinosaurs) into groups according to a range of criteria suggesting more than one way of grouping them). We chose one dinosaur as 'the odd one out' from a group of three and explained why. We looked closely at models, and we researched in books and found out lots of new information to help us to group and sort them. Do you know that l plant eater usually have square teeth for stripping leaves and chewing whereas carnivores have sharp teeth for ripping flesh!!!!!! Yack! We looked at features as well as characteristics and noticed different markings, head crests, spines, horns, spikes, wings, number of claws, different markings, patterns etc but we still can't agree or decide if some dinosaurs had feathers or not!  We created a classification key to identify and classify dinosaurs by asking yes/no questions.

Sorting and Classifying

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Sorting and Classifying 2

We have looked at food chains and what dinosaurs ate but how do how do we know for sure which dinosaurs were carnivores, herbivores and omnivores? That's easy... coprolites!!!!!! If what goes in must come out then coprolites (fossilised jurassic poop) is the most accurate way to classify and name animals by what they ate! 

Dinosaur Food Chains

Dinosaur Food Chains 1

Our theories about why the dinosaurs became extinct are based on our scientific understanding of what plants and animals need to survive, and simple food chains.

Our theories about why the dinosaurs became extinct are based on our scientific understanding of what plants and animals need to survive, and simple food chains. 1
Our theories about why the dinosaurs became extinct are based on our scientific understanding of what plants and animals need to survive, and simple food chains. 2
Our theories about why the dinosaurs became extinct are based on our scientific understanding of what plants and animals need to survive, and simple food chains. 3

An Invaluable Resource - 'Jurassic Poop' by Jacob Berkowitz.

An Invaluable Resource - 'Jurassic Poop' by Jacob Berkowitz. 1

From studying fossils, paleontologists even know what period of the Mesozoic era different dinosaurs belonged to (Triassic, Jurassic, Cretaceous). 

We researched the different periods of the Mesozoic Era (the Triassic, Jurassic and Cretaceous periods) and made a habitat in a box...

Some of our BFG dream jars.

Some of our BFG dream jars.  1
Some of our BFG dream jars.  2
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Some of our BFG dream jars.  9
In Elliot's Emerald Phizzwizard dream ... a skateboard-surfing caterpillar lives in Minion Land with his vegetable friends, Tom Ato and Brocc O'Leigh (who have an endless supply of all things healthy that towers up to the sky). The caterpillar helps a little boy to fight his fear of munching vegetables with the help of an amusing minion who sprays the vegetables with giggle gravy from his giggle gun. The veggies cause the little boy to tell the funniest stories and jokes and he becomes the most popular story-teller in the world. Everybody wants to be his friend and the little boy not only discovers the funny side of eating a healthy diet, but realises that friends can come in all shapes and sizes. As the caterpillar grows older, the little boy thanks him for transforming his life and helps him to build a cocoon for his own transformation. The little boy waits in anticipation for the caterpillar to emerge and when the day finally arrives, the caterpillar is transformed into the most magnificent butterfly ever seen. The little boy and the butterfly travel the world together riding clouds, spreading fun and happiness. They beam from ear to ear and cry tears of joy as they paint rainbows across the sky. Have you ever wondered why it is sunny and raining when you see a rainbow? Well now you know why!