Welcome to term 2. Below is an overview of learning and development. Please do not hesitate to speak to me if you have any further questions.
Children will continue to develop their ability to add and subtract numbers mentally, using practical equipment and informal written methods, such as blank number lines, for support. They will work on their understanding of subtraction as the inverse of addition and use this knowledge to solve missing number sentences. Children will explore multiplication and learn to represent this as repeated addition and arrays. Similarly, they will explore division and represent this as sharing and repeated subtraction. Children will use practical and informal written methods and related vocabulary to support multiplication and division. They will then use their skills in calculating to solve problems involving all four operations. Children will also learn to visualise common 2-D shapes and 3-D solids, identifying shapes from pictures of them in different positions. They will sort, make and describe shapes, referring to their mathematical properties. There will continue to be a daily focus at the start of each lesson on the understanding of mathematical vocabulary and applying this knowledge to solve word problems. Children will also continue to count in various steps on a daily basis, along with practising quick recall of number facts, such as number bonds and doubles.
Our text for the start of the term is ‘The Jolly Postman’ by Janet and Allan Ahlberg. As always, children will begin by reading and exploring the story structure and different features such as the setting, characters and letter construction, in order to begin to build their own tool-kit of ideas for writing. They will focus on story-telling and role-play, to develop and extend their range of language and language patterns prior to writing. When children are in a position of expertise to write, planning will involve using a writing frame to support ideas. Children will say out loud what they are going to write about, building what they want to say, sentence by sentence before recording their ideas. They will then work on re-reading their written work, checking it for errors in, for example, grammar and spelling, followed by evaluating their writing with the teacher and other peers. Guided reading will continue to take place daily, as will discreet work on spelling and grammar.
Materials – We are continuing with our study of materials this term as the children work in groups to carry out simple tests in answer to various key questions, such as: Which material is best for keeping teddy dry in the thunderstorm? Which material is best for letting light through? They will record their results in simple tables and provide explanations for them. Children will continue to have the opportunity to work on their scientific skills through raising questions, identifying and planning tests, grouping and sorting, and measuring, recording and concluding.
Our whole-school theme this term is: What was it like to live during World War Two. The children have already raised some questions at the end of last term and here are some of them: Why did children carry a box? Why did they have to go away? Where did they go? What did they have to eat? When did they come back to their families? What happened to their parents? Children will engage in collaborative study to find out the answers to their questions. Their learning will be enriched with a role-play area (Anderson shelter) and an interactive display. We would also like to visit the Heritage museum in Canterbury to take part in WW11 workshops; you will receive a letter detailing the trip and costings shortly!
PE will take place each week on Tuesday. As I am sure you are aware, PE kits need to be labelled, long hair tied back and all earrings removed for PE sessions. Thank you.
Children will continue to study aspects Christianity this term, with a specific focus on Christian saints, such as St. Thomas of Canterbury and Mother Teresa. As we move nearer to Christmas, children will discuss, think and reflect on this festival using the following questions as a stimulus: What do Christians remember at Christmas? What is the good news of Christmas? Have you ever received some good news? How did it make you feel and why? They will demonstrate their learning through, for example, role-play, drawings, posters, short written pieces and making a Christmas card depicting the idea of “good News” at Christmas.
Every Monday, children will be given a list of spelling words to practise in class each morning. These will form a mix between high and medium frequency words, and words that reinforce various spelling patterns. On Friday the children will bring their spellings home for you to test them. They will bring them back to show the class teacher on Monday.
Homework will be set and given to children each Friday for them to complete over the week-end. This homework will enable children to practise skills already taught in class. Children should bring their completed task back to school on Monday morning so that we can mark the work together at the start of the maths lesson.
A piece of written work will also be set each Friday for completion over the week-end. This work will either re-enforce children’s learning of grammar or it will link to the text or genre that your child is studying.
Children in Year 2 should be reading for a minimum of 15 minutes, at least four nights per week. Any additional reading they do on their own is wonderful! If your child is a confident, fluent reader, he or she will still need to read aloud to help develop expression and use punctuation correctly. Your child will benefit from talking about the book - forming opinions, summarising, guessing what might happen next. Please help take an active role in your child's reading experience by reading with him or her regularly. Each child should have a named book bag in which to keep their reading book and reading record. This book bag should be brought into school every day.
Here are some suggestions that you may find helpful during reading sessions: • Who is(are) the main character(s)? What is the main idea?
• What is the problem? How was it solved? Describe the setting using evidence from the text. Where does the story take place?
• Did you think the story had a good ending? If not, how could you have changed the ending?
• Are there any words you didn't understand? How can you find out their meaning?
• Ask your child why certain characters are feeling like they are (happy, sad, angry, jealous, etc.), and ask if they know any other words that mean the same (very important for developing vocabulary)!
• Did they like the story? Why or why not?
Thank you for your continued support.