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 Tuesday morning and a Friday afternoon, however, occasionally routines may change so I recommend leaving your PE kit in school all week. We have Carlisle United coaches leading our PE session this Summer term!
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.
Summer Term 2 is going to be a busy time as we think about our transition to Year 3. We will meet our new teacher soon on 'moving up day' but we still have lots to do! We will continue to study the Ancient Egyptians this term and also look at modern Egypt. If only our class budget could fund a field trip to Africa!
I wonder which group's tomato will lose the most weight?
Do larger tomatoes lose more weight than smaller tomatoes?
Where does the liquid go?
What is osmosis???
QUESTIONS QUESTIONS QUESTIONS!
Even after our SATs tests, we are still working hard and are amazing at adding, subtracting, multiplying and dividing. This week we are dividing by grouping and sharing to compare division equations with fractions of quantities.
What do you think??? Is 24 divided by 4 greater or less that or equal to 2/4 of 16?
What did we get up to during the Spring Term?
Find out below
Meet the Rainforest Animals...
We had a visit from Guy Tansley who brought with him many of the unusual and amazing creatures that live in the rainforest. We got to hold and touch snakes and tarantulas and other animals and creatures! Guy shared his expertise with us and we loved looking at the videos and photos of his trips to the rainforest.
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)!
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.
...Charlotte - Sapphire for Responsibility
Well done Charlotte for always trying hard and never giving up even when you find something difficult. What a super attitude! i'm so happy that you love maths now! :)
Our 'Recommended Reads' so far...
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!
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.
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.
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.
For you kind donations for 'Children in Need' :)
'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!)
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."
We will be writing about Mary Anning's life and considering how she effected history.
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.
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.
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:
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!
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!
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.
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!
From studying fossils, paleontologists even know what period of the Mesozoic era different dinosaurs belonged to (Triassic, Jurassic, Cretaceous).