Welcome to term 3. This term and next term are very important in terms of our children making accelerated progress towards end of year National Curriculum statements and the National year 2 tests that take place in May 2016. Below is an overview of learning and development. Please do not hesitate to speak to me if you have any further questions.
We will begin by finishing our focus on multiplication and division, solving problems involving these two operations. Children will apply what they have learned last term, using a combination of known facts, mental methods, repeated addition and subtraction and practical apparatus to solve a variety of word problems. We will then move swiftly onto shape and children will 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. Work on fractions will follow on from shape where children will recognise, find, name and write fractions of a length, shape, set of objects or quantity. They will write fractions and learn to recognise a simple equivalence. 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, multiplication facts and doubles.
Children in Learning Stage B will continue to work within a non-fiction context, continuing to explore recount texts. Following their recount of a real experience (visit to Canterbury Heritage Centre) they will write within a fairy tale context, as an eye-witness in the woods on the day that ‘Mr Wolf’ visited Little ‘Red Riding Hood’. Children will continue to develop their skills in writing descriptively, building on their ability to select adventurous and specific vocabulary to interest the reader. They will also be encouraged to apply the skills that they learn during spelling and grammar sessions which take place on a daily basis. We will then move on to non-chronological writing. Key aims will be to further develop and improve structure in writing and children’s use and range of conjunctions, generalising words and sentence openers to link ideas and events. Children will continue to use ‘language through colour’ planning frames to organise writing into events which are sequenced logically. They will continue to develop reading skills through daily sessions of guided reading with me.
Animals including humans. Our main focus for this unit at this time of year will be on the importance for humans of exercise, eating the right amounts of different types of food, and hygiene. We will begin by looking at human stages of development. Children will develop the range of scientific vocabulary that they use to explain and communicate their ideas. They will work scientifically to develop skills in observing, asking questions and thinking about ways to answer them, collecting and recording data and beginning to provide simple explanations for what they have found out.
Our theme this term focuses on a famous person, Pocohontas. Through a variety of secondary sources, children will investigate questions such as: Why should we remember Pocahontas? Who was Pocahontas and what do we know about her already? Where did she live? Who was her father? What was her home like? What was life like for Pocohontas as a young girl? There will also be opportunities for children to develop their skills in art and design.
PE will take place each week on Tuesday. The area of focus will be dance this term. 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 learn more about the church community and baptism. As organised last year, I am hoping that the Reverend Andrew Bawtree will be able to visit the children to enable them to learn more about why the church is a special place for him and to learn about the items in a church that make it special.
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?