Year 2

What have we been learning? (Spring 1 Week 2)

English – Can we use our imagination to retell stories?

The focus in English has been on the text ‘The Journey’ by Aaron Becker, which is a beautifully illustrated book but without any words at all. The children have been immersed in the text and are forced to use their imagination to create a storyline, using clues from the pictures. They have created ‘Story Mountains’ to split the story into sections to help retelling (the ‘build-up’, ‘problem’ and the ‘resolution’).

At home you can: talk to your child about how feelings can affect our bodies. This will help them to use ‘body responses’ in their writing. For example, ‘she was so excited that her heart was pounding in her chest’.

Reading - ‘Christopher Columbus’

This week the children have been looking at the skill of information retrieval from a text, using an age-appropriate text about Christopher Columbus.

Maths - Multiplication and Division

Our focus this week has been both Multiplication and Division of numbers that are multiples of 2s, 5s and 10s. This is our strategy at helping the children to understand the ‘Times Tables’ of 2s, 5s and 10s. The children have used their knowledge to help solve practical and word problems. They have looked at the INVERSE of these calculations. For example, ‘2 x 5 = 10’ is the INVERSE of ‘5 x 2 =10’.

Home Learning ideas for this week

Spellings

If you could help to consolidate the spellings that we will be looking at next week, that would be great. They are words that use the ‘-ing’, ‘-ed’ ‘er’, -est’ and ‘y’ suffixes to words ending in ‘-e’ with a consonant before them. These words are:

 ‘hiking’, ‘hiker’, ‘nicer’, ‘nicest’, ‘shiny’, ‘shining’, ‘being’, ‘scary’, ‘scaring’

Reading

Reading books for the children will continue to come home as usual. If you are able to look at these with your child, that would be very, very helpful, and help them to talk about the story, as well as decoding of the text.  We would be grateful if you could check at home for any school reading books and return them to the class teacher.

 

Curriculum Map

 

Meet the teachers

 

Year Group Workshop

Thank you to the parents who were able to attend our Year Group Workshop. Below you will find the information presented in that workshop along with some resources that were requested.  We hope you find these helpful!
--------------------------------------  Previous weeks  --------------------------------------

What have we been learning? (Autumn 2 Week 6)

English – Can we use all of our English skills to write creatively?

This week we have been inspired by the story that is told in a Christmas advert entitled ‘Man On The Moon’, where a girl peers through a telescope and sees an old man living on the Moon. This has enabled the children to use their skills in retelling and sequencing, as well as using conjunctions (‘and’, ‘because’) and noun phrases (using adjectives in a list). Next week, we will be able to retell the whole story in our own writing, as there are no words with the story.

 At home you can:  talk to your child about using adjectives to describe things in the world around us. For example, ‘I am peering up at the luminous, silver moon and the shiny stars’.

Reading- ‘Fish Out Of Water’

This week the children have continued to be immersed in a text for shared reading, called ‘Fish Out Of Water’. We have been using it to help the children understand how stories can be linked back to other stories that they have previously read.

Maths- Can we calculate how much change we would have when buying different items?

The children have continued to learn about money, and specifically how to calculate change and work out the ‘difference’. We have used lots of different strategies to work this out, including ‘jumping on’ on an empty Number Line.

Home Learning ideas for this week

Spellings

If you could help to consolidate ALL of the spellings that we have been looking at this half-term, it would be very helpful. Also, helping your child to spell the ‘High Frequency Words’ that the class teachers gave out at parents evening would be very beneficial for the children’s writing and spelling.

Maths

Discuss with your child how to work out ‘change’ in everyday real-life situations.

What have we been learning? (Autumn 2 Week 5)

English – Can we create new characters in a narrative?

Our core text for the past two weeks has been ‘Traction Man’ by Mini Grey. The children have been learning the skills of noun phrases (using adjectives in a list, with commas to describe characters) and interesting time adverbials for narratives (‘in the morning’, ‘later that day’, ‘meanwhile’). They are aiming to write a letter from Traction Man to Father Christmas, where Traction Man tells him about a new adventure/mission that he has been on. This is all being written in the Past Progressive tense! For example, ‘In the morning, I was searching for the lost Lego people when I was attacked by the stinky, terrifying Toilet Roll.’

At home you can: talk to your child about the creation of new Villains that could be used in their Traction Man character writing.  

Reading- ‘Fish Out Of Water’

This week the children have been immersed in a text for shared reading, called ‘Fish Out Of Water’. We have been using it to help the children understand how stories can be linked back to other stories that they have previously read.

Maths- Can we make different amounts with money?

This week the children have started to learn about money, and specifically pence and pounds. They have explored how to make different amounts/total using both coins and notes.

Home Learning ideas for this week

Spellings

If you could help to consolidate the spellings that we will be looking at next week, that would be great. They are words that use part of the list of ‘Common Exception Words’, which do not follow specific spelling or phonics rules. These words are:

 ‘find’, ‘mind’, ‘behind’, ‘old’, ‘cold’, ‘gold’, ‘hold’, ‘told’, ‘every’, ‘everybody’

Maths

Discuss with your child how to use money in everyday situations, making sure that they get any opportunity to handle money in real-life.

What have we been learning? (Autumn 2 Week 3)

English – Can we write Instructions?

The focus in English this week has been finishing our learning about instructions. We have explored different sets of instructions and assessed what the main features of good instructions are (e.g., clear layout, use of bossy verbs, use of adverbs to match bossy verbs, commands and orders given in sequence and numbered). This has culminated in the children writing instructions for a character in our core book, called ‘Supertato’. The children had to give the Supertato character instructions on how he could capture the Evil Pea character!

At home you can: talk to your child about the use of instructions in everyday life. Also, how many bossy (‘Imperative’) verbs can you all think of? Examples would be ‘grab’, ‘dive’, ‘jump’, ‘put’.

Reading- ‘The Storm Whale’

This week the children have been immersed in a text for shared reading, called ‘The Storm Whale’. We have been using it to understand how authors and books can ‘infer’ information without directly stating it.

Home Learning ideas for this week

Spellings

If you could help to consolidate the spellings that we will be looking at next week, that would be great. They are words that use the ‘igh’ sound at the end of words, but where the ‘igh’ sound is spelt with the ‘y’ grapheme. These words are:

 ‘cry’, ‘fly’, ‘reply’, ‘sly’, ‘shy’, ‘sky’, ‘terrify’, ‘dry’, ‘try’, ‘multiply’.

Reading

Reading books for the children will continue to come home, but this week we have tried to complete reading 1-to-1 with all children. If you are able to look at these with your child, that would be very, very helpful, and help them to talk about the story, as well as decoding of the text.

What have we been learning this week? (Autumn 2 Week 1)

Geography and R.E – The Fiveways trip!

The main event of the first week back was our trip around the ‘Fiveways’ area. This was linked to our Geography learning of the differences between physical and human geography features in the local area. The children created their own maps to show the route of their walk. We discussed the differences between physical and human geography features, and recorded all of this on our walk.

In R.E we focused on why Christians go to church and what is meant by prayer and worship. We visited St. Matthias church on our trip around the local area, where the children learnt about the features of a church, as well as gaining an understanding of what Christians do at churches.

At home you can: talk to your child about the use of maps, and help them to create a ‘birds eye’ view map of a familiar route that they take. Perhaps, a map to show the route from home to school?

Computing – Programming

This week saw the children finish the Computing module of using the language of Scratch to program and code. The children were able to share any programs that they had made for home-learning, using their logins at https://scratch.mit.edu

Home Learning ideas for this week

Spellings

If you could help to consolidate the spellings that we will be looking at next week, they are words that use the /l/ sound spelt with an ‘-el’ at the end of words:

 ‘camel’, ‘tunnel’, ‘squirrel’, ‘travel’, ‘towel’, ‘tinsel’, ‘bagel’, ‘hazel’, ‘vowel’, ‘jewel’.

Reading

Reading books for the children will continue to come home, but this week we have tried to complete reading 1-to-1 with all children. If you are able to look at these with your child, that would be very, very helpful, and help them to talk about the story as well as decoding of the text.

What have we been learning? (Autumn 1 Week 8)

English – The Dragon in Hollingbury Park!

English this week has involved the children being News Reporters, reporting on the news that a Dragon is in Hollingbury Park. It culminated in them presenting their News Reports on camera! The writing involved covered the skills of using powerful verbs, adverbs, adjectives and the Present Progressive tense (e.g. ‘the dragon is rapidly descending’).

At home you can: talk to your child about descriptive language, ‘adjectives’ and the use of adverbs within any stories that they are reading or listening to.

History and ‘Piers, Promenades and Pioneers’ 

We have discussed all of the things that we have learnt as part of our ‘Piers, Promenades and Pioneers’ autumn topic, adding to our own Mind-Maps. This culminated in the children being creative and presenting the things that they have learnt to the rest of their class, in any medium they preferred (posters, songs, raps!).

Computing – Programming

The Computing module for the Autumn term is a focus on programming and an introduction to coding, using the child-friendly coding language of ‘Scratch’. See https://scratch.mit.edu for examples of programmes; all made by children across the world. The children will now have their own individual Scratch logins. Ask your class teacher if not.  

Home Learning ideas

Spellings

If you could help to consolidate the spellings that we will be looking at after half term:

 ‘door’, ‘floor’, ‘again’, ‘wild’, ‘children’, ‘climb’, ‘parents’, ‘most’, ‘only’, ‘both’.

Reading

Reading books for the children are coming home, so if you are able to look at these with your child, that would be very, very helpful, and help them to talk about the story, as well as decoding of the text.

What have we been learning? (Autumn 1 Week 7)

English – The Dragon on the playground!

English this week has involved using the poem ‘There’s a Dragon on the playground’ as the impetus. We have used it to inspire the children to write about the fact that we found footprints and CCTV footage of dragons all over schools in Brighton and Hove! The children have covered the skills of identifying verbs within a text, using ‘Powerful’ verbs in the Past tense and writing in the Present Progressive tense (e.g. ‘the dragon is descending’).

At home you can: talk to your child about descriptive language, ‘adjectives’. Maybe you could make a list of adjectives that you discuss, or read, and bring it in to share with your class teacher.

History and ‘Piers, Promenades and Pioneers’ –

As part of our ‘Piers, Promenades and Pioneers’ autumn topic, we spent an afternoon looking at the different jobs that children had to do in the Victorian era. This was quite an eye-opener for most of them!

Computing – Programming

The Computing module for the Autumn term is a focus on programming and an introduction to coding, using the child-friendly coding language of ‘Scratch’. See https://scratch.mit.edu for examples of programmes; all made by children across the world. The children will now have their own individual Scratch logins. Ask your class teacher if not.  

Home Learning ideas for this week

Spellings

If you could help to consolidate the spellings that we will be looking at next week:

 ‘door’, ‘floor’, ‘again’, ‘wild’, ‘children’, ‘climb’, ‘parents’, ‘most’, ‘only’, ‘both’.

Reading

Reading books for the children are coming home, so if you are able to look at these with your child, that would be very, very helpful, and help them to talk about the story, as well as decoding of the text.

What have we been learning? (Autumn 1 Week 6)

English – Recounting our visit to Preston Manor

We have spent the week learning how to write a ‘recount’ of our visit to Preston Manor last week. We have used lots of ‘Time Adverbials’ (‘first’, ‘next’, ‘then’, ‘finally’) to make sure we can sequence the real-life event in chronological order. We have also done a lot of learning about the 'Past Tense', and the use of the ‘-ed’ suffix (and irregular past tense verbs like ‘made’).

At home you can: talk to your child about descriptive language, ‘adjectives’. Maybe you could make a list of adjectives that you discuss, or read, and bring it in to share with your class teacher.

History and ‘Piers, Promenades and Pioneers’ –

As part of our ‘Piers, Promenades and Pioneers’ Autumn topic, we spent an afternoon acting out being in a Victorian school. We had to write out the Victorian school rules on slates and do lots of Arithmetic chants to our teacher!

Computing – Programming

The Computing module for the Autumn term is a focus on programming and an introduction to coding, using the child-friendly coding language of ‘Scratch’. See https://scratch.mit.edu for examples of programmes; all made by children across the world. There will be more information to follow on this.

Home Learning ideas for this week

Spellings

If you could help to consolidate the spellings that we will be looking at next week::

 ‘gem’, ‘giant’, ‘magic’, ‘giraffe’, ‘energy’, ‘jacket’, ‘jar’, ‘jog’, ‘join’, ‘adjust’.

Reading

Reading books for the children are coming home, so if you are able to look at these with your child, that would be very, very helpful, and help them to talk about the story, as well as decoding of the text.

What have we been learning? (Autumn 1 Week 4)

English – Where The Wild Things Are!

We continued with our focus on ‘Where The Wild Things Are’, and the children used lots of different ‘Time Adverbials’ to sequence the story (‘Once Upon A Time’, ‘First’, ‘Next’, ‘Finally’). They also thought of their own ‘Fantasy Land’, basing it on ‘Where The Wild Things Are’. Next week, they will sequence and write their own stories based on their own Fantasy Land.

At home you can: talk to your child about descriptive language, ‘adjectives’. Maybe you could make a list of adjectives that you discuss, or read, and bring it in to share with your class teacher.

History and ‘Piers, Promenades and Pioneers’ –

As part of our ‘Piers, Promenades and Pioneers’ Autumn topic, we looked at actual artefacts from the Victorian era, and tried to guess what they would have been used for.

Computing – Programming

The Computing module for the Autumn term is a focus on programming and an introduction to coding, using the child-friendly coding language of ‘Scratch’. See https://scratch.mit.edu for examples of programmes; all made by children across the world. There will be more information to follow on this.

Home Learning ideas for this week

Spellings

If you could help to consolidate the spellings that we will be looking at next week, that would be very beneficial. We will be looking at the use of the sound ‘s’ being spelt ‘c’, in these words:

 ‘race’, ‘ice’, ‘cell’, ‘city’, ‘fancy’, ‘face’, ‘space’, ‘bicycle’, ‘circle’, ‘spicy’.

Reading

Reading books for the children will be coming home next week, so if you are able to look at these with your child, that would be very, very helpful, and help them to talk about the story, as well as decoding of the text.

What have we been learning? (Autumn 1 Week 3)

English – Where The Wild Things Are!

This week we have launched our ‘core text’, of ‘Where The Wild Things Are’. This is a familiar story for most children, but we have used drama to enliven the story, ‘hot-seating’ techniques to ask the Max character questions about his feelings and thinking about when the children have been wild themselves!

At home you can: talk to your child about descriptive language, ‘adjectives’. Maybe you could make a list of adjectives to discuss or read, and bring it in to share with your class teacher.

History and ‘Piers, Promenades and Pioneers’ –

We launched our Autumn topic this week of ‘Piers, Promenades and Pioneers’. We introduced Queen Victoria and the concept of a ‘Timeline’. Every Year 2 classroom has a wall ‘Timeline’, and we spoke about Queen Victoria being alive over a ‘century’ ago and how this reflects with other historical events on the timeline.

Computing – Programming

The Computing module for the Autumn term is a focus on programming and an introduction to coding, using the child-friendly coding language of ‘Scratch’. See https://scratch.mit.edu for examples of programmes; all made by children across the world. There will be more information to follow on this.

Home Learning ideas for this week

Spellings

If you could help to consolidate the spellings that we have been looking at this week, that would be very beneficial. We looked at the use of the ‘silent k’ and ‘silent g’ at the beginning of words:

 ‘knot’, ‘knight’, ‘knickers’, ‘knuckle’, ‘knob’, ‘knead’, ‘kneel’, ‘knelt’

‘gnome’, ‘sign’, ‘design.

Reading

Reading books for the children will be coming home next week, so if you are able to look at these with your child, that would be very, very helpful, and help them to talk about the story as well as decoding of the text.

What have we been learning? (Autumn 1 Week 7)

English – The Dragon on the playground!

English this week has involved using the poem ‘There’s a Dragon on the playground’ as the impetus. We have used it to inspire the children to write about the fact that we found footprints and CCTV footage of dragons all over schools in Brighton and Hove! The children have covered the skills of identifying verbs within a text, using ‘Powerful’ verbs in the Past tense and writing in the Present Progressive tense (e.g. ‘the dragon is descending’).

At home you can: talk to your child about descriptive language, ‘adjectives’. Maybe you could make a list of adjectives that you discuss, or read, and bring it in to share with your class teacher.

History and ‘Piers, Promenades and Pioneers’ –

As part of our ‘Piers, Promenades and Pioneers’ autumn topic, we spent an afternoon looking at the different jobs that children had to do in the Victorian era. This was quite an eye-opener for most of the children!

Computing – Programming

The Computing module for the Autumn term is a focus on programming and an introduction to coding, using the child-friendly coding language of ‘Scratch’. See https://scratch.mit.edu for examples of programmes; all made by children across the world. The children will now have their own individual Scratch logins. Ask your class teacher if not.  

Home Learning ideas for this week

Spellings

If you could help to consolidate the spellings that we will be looking at next week:

 ‘door’, ‘floor’, ‘again’, ‘wild’, ‘children’, ‘climb’, ‘parents’, ‘most’, ‘only’, ‘both’.

Reading

Reading books for the children are coming home, so if you are able to look at these with your child, that would be very, very helpful, and help them to talk about the story, as well as decoding of the text.