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.
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!
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:
Why didn't anyone phone 999?
Why didn't the fire brigade come?
What caused the fire?
Who was to blame?
Where did the fire start?
How was the fire able to spread so far?
How was the fire extinguished?
Why did the fire last for more than four days?
Why was different about this fire to make it such a disaster?
How much of London was destroyed?
How many people died? Were homeless?
How many houses and which other buildings were burnt to the ground?
How much did the damage cost?
How can we find out about the fire? How do we know about the fire>
How was news spread about the fire?
What changes were made after the fire?
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.
...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.
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!
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.
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)
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).