Year 2
Welcome to Year 2:
Tawny Owls and Barn Owls
Miss Saunders, Mrs Harrison and Miss Annand welcome you all back to year 2. We trust you had a peaceful winter break. Happy New Year!
Welcome
Thank you for your continued support through the start of this academic year. The children have settled in to year 2 brilliantly. This information will help you support your child at home with the organization of their week and their learning at home.
Key Times
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Homework |
Homework will be set every half term. Your child will be asked to work on a number of projects, designed to enrich the learning taking place in school. This approach to homework has been designed to enable you and your child to work together in a creative way and to develop a love of learning. Please see the homework document for Autumn. Please return your homework by Friday 8th February. |
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PE |
In year 2, the PE days are Wednesday for both classes. Please ensure that your child has their PE kit on these days. |
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Trips |
This half term we will be visiting |
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Inspire Workshops |
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Key Times |
The school gates open at 8:30 in the morning. The main door will open at 8.45. In KS1, children will be dismissed at the end of the day at 3:20. |
Homework
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Read it |
Research it |
Make it |
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This half term we will be reading the book: ‘The Lonely Beast’ by Chris Judge. Your task is to research and read other books that include beasts and monsters. You could write a book review about your favourite one. The local library is a great place to sit and enjoy a story. Design a way of presenting your favourite things about that book – it could be in a book review or as a mind-map. What was your favourite part? Who would you recommend it to? What happened in the story? Who was your favourite character? |
Our topic focus is: People from the Past. These include historical figures such as Florence Nightingale, Christopher Columbus and Pablo Picasso.
Your task is to research some information on either 1, 2 or all 3 of the above historical figures and write an information piece detailing and sharing key pieces of historical information. For example, on Florence you could find out:
Why did Florence Nightingale want to become a nurse? Where did she train to be a nurse? What hospital did she travel to during the Crimean War? Can you present the information that would be interesting for the reader? How could you make it exciting and engaging? |
This element of the homework is directly linked to the design it task above. Your make it task is to now carefully use your 2D design of The Santa Maria and bring this to life and create your own 3D model of Christopher Columbus’s maiden voyage ship!
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Practise it |
Write it |
Design it |
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Spend some time practicing the skills we are learning in school: * Practise adding number bonds to 10, 20, 50 and 100. * Continue practising your new spellings each week. * Read to an adult every evening and record this too. * Practise skip counting forwards and backwards in 2s, 5s and 10s and from any given multiple also. * Practise counting to and across 100 in 1s, 2s, 5s and 10s – forwards and backwards and from any number. * Use all of the centre pages of your reading record diary to help you learn all of your phonics sounds. |
Your write it task is directly linked to your research task above.
Your task is to write in detail about one of the key figures that you have researched
Present your writing neatly and in a fun way. Could you use different font or style of writing? Could you write in different colours to make is more exciting? |
In IPC we will be learning more about Christopher Columbus, his voyages, what he did and his life achievements.
Christopher Columbus undertook four incredible voyages during his lifetime on various fleets of ships.
Your design it task is to design the main boat he used during his first flagship voyage on the evening of 03rd August 1492. The Santa Maria was the name of ship captained by Columbus himself during his initial |
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A note to parents, Over the course of this half term please work with your child to complete the above. Each of the activities has been designed to support, enhance and enrich an aspect of the curriculum. We are looking forward to seeing the results of your work together. |
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Think carefully about how you want your model to look, which resources/materials you are going to use, how you will replicate the ship and the designs and details you will include as possible.
voyage.
What are we learning?
In literacy we will begin by reading the Power of Reading text “The Leopards Drum”
by:
The children will be learning to write: narrative stories, instructional writing and non-chronological reports.
Text work:
* to reinforce and apply their word-level skills through shared and guided reading;
* to use phonological, contextual, grammatical and graphic knowledge to work out, predict and check the meanings of unfamiliar words and to make sense of what they read;
* to be aware of the difference between spoken and written language through comparing oral recounts with text; make use of formal story elements in re-telling;
* to understand time and sequential relationships in stories, i.e. what happened when;
* to discuss familiar story themes and link to own experiences, e.g. illness, getting lost, going away;
* through shared and guided writing to apply phonological, graphic knowledge and sight
* vocabulary to spell words accurately;
* to use language of time (see sentence level work)
* to structure a sequence of events, e.g. 'when I had finished ...', 'suddenly ...','after that ...'.
Sentence work:
* to use awareness of grammar to decipher new or unfamiliar words, e.g. to predict from the text, to read on, leave a gap and re-read;
* to find examples, in fiction and non-fiction, of words and phrases that link sentences, e.g. after, meanwhile, during, before, then, next, after a while;
* to recognise and take account of commas and exclamation marks in reading aloud with appropriate expression;
* to re-read own writing for sense and punctuation.
In maths, we will be focusing on place value, and the four operations: addition, subtraction, multiplication and division. We focus on these for a term so that children have a good foundation of number skills before moving on to other areas of mathematics.
Children will be taught to:
- Read and write numbers to at least 100 in numerals and words.
- Count in steps of 2, 3, and 5 from 0, and in 10s from any number, forward and backward.
- Recognise the place value of each digit in a two-digit number (tens, ones).
- Compare and order numbers from 0 up to 100; use <, > and = signs.
- use place value and number facts to solve problems.
Our topic learning will be based around the question ‘Who am I?’ – we will be talking about which parts of the world we all come from, our families, our friends and our likes/dislikes – all the things that make us who we are!
How can I help at home?
One of the key ways every parent can help is to ensure that your child is at school every day and on time. Other than this, the main way you can help is by ensuring that your child reads every day, for at least 20 minutes – this can be with you, or on their own, but it is the most effective way of ensuring that your child progresses and learns outside of school. Children also have a Mathletics login – please encourage them to use this frequently, as it will really help with their quick recall of mathematical facts.
If you have any questions, please talk to Miss Saunders or Miss Harrison, or you can arrange a meeting at the office.
Thanks,
Miss Saunders and Miss Harrison
