Kestrel, Kingfisher and Kookaburra
WHAT IS MY CHILD LEARNING?
Autumn Term 2018
|Topics: ‘Jai Ho! A journey through India’, ‘The Eye of the Tiger’
This term, the children will begin their studies of the continent of Asia. Our first ten weeks will be spent learning about the country India, its culture and its wildlife before moving on to our next Asian country, Russia, in the latter part of the second half term.
English: The majority of our English work is based on our key books: Elephant Dance, Rama and the Demon King, The Tiger Child, The Tiger who lost his Stripes.
Speaking and listening: The children will participate in discussions, presentations, performances, role plays and debates. The children will be performing in a class production at the end of term.
Reading and comprehension: The children will read, listen to and discuss a wide range of fiction, non-fiction and reference books. In guided reading sessions, the children are given the opportunity to read and discuss a text in a small group. Your child will read with a member of staff at least once a week.
Writing: The children will be immersed in writing and will be planning and writing a mixture of fiction and non-fiction pieces, including: an information text about Asia, descriptive writing about India, narratives based on the story of Rama and the Demon King .
Spellings: The children will continue to learn how to use phonics for spelling. They will also begin to learn different spelling rules. There will be a weekly list of spellings for the children to practise and learn at home.
Handwriting: The children will continue to learn how to use continuous cursive script. The children are always expected to produce work to a high standard of presentation.
Maths: We will continue to follow the inspire maths scheme, which has proved very successful across the school in our last academic year.
Our objectives for maths are to:
· read, understand and write numbers to 1000.
· use the column methods for addition and subtraction, for problems within 1000.
· use the bar model as a tool for solving addition and subtraction based word problems.
· multiply numbers by 2, 3, 4, 5 and 10.
· use the bar model as a tool for solving multiplication and division based word problems.
· accurately measure distances in cm and m.
Science: Our science focus is on animals. Over the course of two science weeks, the children will learn about simple food chains and habitats and then about the basic needs of animals and their offspring.
History: The children will learn about the importance of key historical figures. We will look at figures of interest from India and Russia.
Geography: The children will focus on physical geography, learning about the key geographical features of India.
Computing: The children will spend the majority of their first term completing several ‘unplugged’ activities, such as learning how to write really clear, concise instructions as well as programming some ‘bee-bots’ this will stand the children in excellent stead when they go on to start writing algorithms in the Spring Term.
MFL (French): The children will be learning how to discuss their favourite sports and games. They will be taught by Mademoiselle Roberts, a familiar face for most!
Art / Design Technology: Our DT project is to design and create a healthy Indian takeaway at our special Indian Celebration. In art, the children will continue to develop a range of techniques in using colour, pattern, texture, line, shape and form. Linked to our continent and topic areas, we will be painting Indian Mandalas as well as designing, drawing and painting our own Jaipur Indian elephants.
Music: The children will explore the different elements of music: Rhythm, Pitch, Melody, Dynamics, Timbre and Tempo by listening to, commenting on and composing different pieces of music.
PE: With our specialist PE teachers, the children will learn the rules of and play rugby and football. The children will develop their balance and coordination through lessons in gymnastics. In lessons with their class teacher, the children will create and perform different Indian dances and work to develop their throwing and catching skills.
PHSE/Citizenship: The children will be developing their moral character and resilience through the value of empathy. This is part of a whole-school approach linked to Educaid. The first three habits we will be developing are the empathetic skills of; emotional literacy, moral identity and perspective taking.
RE: The children will learn about the different religions of India, with a focus on Hinduism, Sikhism and the festival of Diwali.
Special events/ enrichment opportunities: our learning in the first half term will lead up to our main event: The Indian Celebration. Your children will be creating delicious Indian food, learning and performing an Indian dance and taking part in a Diva lamp ceremony.
Our last special event of the term will be a class production which parents and carers will be invited to.
We will send out further details about all of these events closer to the time.
How parents can be involved in home learning
Y2 is a year where children can make huge progress with their learning. So that your child can make as much progress as possible, it is imperative that you continue to read with your child on a daily basis and support them as they complete their weekly homework and learn their spellings. In addition, please practise number-bonds of numbers to 20 as well as multiplication tables as much as possible. It is the expectation that children leave Y2 knowing their 2x, 3x, 4x, 5x and 10x tables.
English Key Skills
Speaking and Listening
I can speak clearly and confidently using a range of vocabulary and appropriate intonation.
I can listen carefully, remembering important points.
I can listen to and follow several instructions.
I can ask a range of questions using question stems.
I can listen to the views of others.
I can contribute to a group discussion and be cooperative
I can act out/present parts of traditional tales as well as my own stories.
I can participate in discussions, presentations, performance and role play.
I can read independently and accurately all key words from R-Y2.
I can read non-fiction books, stories and poems (reciting some) accurately, taking note of punctuation.
I can use a range of strategies for decoding unknown words.
I can identify syllables, common prefixes and suffixes and regular verb endings.
I can self-correct when reading.
I can read with understanding and talk about themes, events, characters and feelings in books.
I can predict, infer and ask questions about a text (reciprocal reading)
I can answer questions about a text both orally and written.
I can give reasons for events in a book.
I can explain why I like or dislike a book.
I can explain the purpose of alphabetical order, layout, diagrams, captions, hyperlinks and bullet points in non-fiction texts.
I can use a dictionary to locate specific words.
I can use an index and a glossary to find information.
I can read independently and in silence for 20-30 minutes from a range of texts, familiar and unfamiliar.
I can write an A4 page of meaningful sentences in a particular genre.
I can use full stops, capital letters, exclamation marks and question marks.
I can use commas for lists and description (e.g. He had a long, hairy beard, two gigantic eyes and a bulbous nose)
I can use apostrophes for contraction and possession (I’ll, we’ll, can’t…).
I can use a range of connectives to join two sentences (coordination) (e.g. and, but, so, or, because)
I am beginning to include complex sentences in some of my writing (subordination) (e.g. who, which, what, while, when, where, because, then, so that, if, to, until)
I can start my sentences with different openers (e.g. connectives, adverbs…).
I can write simple texts such as lists, stories, instructions, poems, simple reports and explanations.
I can compose my sentences orally before I begin to write them.
I can use some adventurous vocabulary (e.g. 2A sentences – The boys peeped inside the dark, dank cave. Adverbs – Tom ran quickly down the hill.)
I can use past and present tense accurately.
I can use speech marks to mark direct speech.
I know and use some common prefixes and suffixes including those that create an antonym (opposite) such as ‘un’ and ‘dis’.
I know the term synonym and can locate and use synonyms in my writing.
I am beginning to group sentences with a similar theme together, ready to form paragraphs.
I recognise and am beginning to use high frequency homophones correctly (e.g. to, too, two, there, their, they’re…)
I can use my skills to write across the curriculum.
I can hold a pencil correctly, sit up correctly and steady my work.
I can use and form all letters and numbers correctly.
I can keep handwriting on the line.
I can show consistency in size of letters.
I can begin to join my handwriting.
I can recognise, read and spell all key words for Reception, year 1 and year 2.
I can read and spell all phonic sounds and blends. (Set 2 and 3 sound)
I can use spelling rules to correctly spell words containing the suffixes: –es, -ed, -ing, -er, -est
I can spell words with contractions (e.g. I’ll, we’ll, can’t…)
I can add suffixes including –ment, -ness, -ful, -less, -ly and understand how suffixes can change a root word.
I can write from memory sentences dictated to me by my teacher containing spellings and punctuation learnt.
Consolidate: finger spaces, letter, word, sentence, full stops, capital letter, question mark, exclamation mark, speech bubble, bullet points, singular/plural, adjective, verb, connective, alliteration, simile –‘as/’like’
Introduce: apostrophe (contractions and singular possession, commas for description, speech marks, suffix, verb/adverb, statement, question, exclamation, command (bossy verbs), tense, adjective, noun, noun phrases.
Maths Key Skills
Number and Counting
- I can count, order and compare numbers to 1000.
- I have strategies for counting in ones, tens and hundreds.
- I identify the place and value of each digit of corresponding numbers and can compare them.
Addition and Subtraction
- I can do simple addition and subtraction within 1000.
- I can add by re-grouping.
- I can subtract by re-grouping.
- I can use models and model drawings to find parts of a whole and find the whole from two or more parts. I can use these to solve simple word problems.
- I can use models and model drawings to show when one or more sets are taken away. I can use this to solve simple word problems.
- I can use number bonds in mental addition and subtraction.
- Multiplication is conceptualised as multiplying a fixed number of objects by a certain number of times. The fixed number of objects refers to the number of objects in a group. The number of groups refers to the number of times it is multiplied.
- I can multiply by 2, 3, 4 5, and 10.
- Division is conceptualised as sharing or dividing a set of items into equal groups so that each group has the same number of items.
- Division is conceptualised as the inverse of division.
- I can measure using cm and m and compare length using these.
- I can measure using g and kg and compare masses.
- I can apply addition and subtraction concepts and techniques to solve length and mass problems.
- I can apply multiplication and division concepts and techniques to solve length and mass problems.
- I can change pence to pounds and pounds to pence and write it correctly.
- I can compare amounts of money and solve 2 step word problems about money using all four operations.
- I can read and write the time using hours and minutes.
- I can use and understand the terms am, pm, 12 noon and midnight.
- I recognise that the time taken between two given times can be measured in hours and minutes.
- I understand that fractions make up equal parts of a whole.
- I can compare and order simple fractions.
- I can quantify add and subtract like fractions.
- I can solve word problems involving fractions.
- I know that the capacity of a container is the amount of space it can hold.
- I know the volume of a container is the amount of space it contains.
- The litre (ℓ) is a unit of measurement for volume.
- I can add and subtract the volume in litres like whole numbers.
- I can multiply and divide the volume in litres like whole numbers.
- I can compare and interpret graphs or pictograms and solve problems related to them.
- I can make picture graphs using different symbols or scales.
- I can identify semi-circles and quarter circles.
- I can visualise shapes as 3d shapes.
- Count in steps of 2, 3, and 5 from 0, and in tens from any number, forward and backward
- Identify, represent and estimate numbers using different representations, including the number line
- Compare and order numbers from 0 up to 100; use <, > and = signs
- Show that addition of two numbers can be done in any order (commutative) and subtraction of one number from another cannot
- Recognise and use the inverse relationship between addition and subtraction and use this to check calculations and solve missing number problems
- Recall and use multiplication and division facts for the 2, 5 and 10 multiplication tables, including recognising odd and even numbers
- Show that multiplication of two numbers can be done in any order (commutative) and division of one number by another cannot
- Recognise, find, name and write fractions , , and of a length, shape, set of objects or quantity
- Write simple fractions for example, of 6 = 3 and recognise the equivalence of and
- Choose and use appropriate standard units to estimate and measure length/height in any direction (m/cm); mass (kg/g); temperature (°C); capacity (litres/ml) to the nearest appropriate unit, using rulers, scales, thermometers and measuring vessels
- Compare and order lengths, mass, volume/capacity and record the results using >, < and =
- Find different combinations of coins that equal the same amounts of money
- Compare and sequence intervals of time
- 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
- Know the number of minutes in an hour and the number of hours in a day
- Identify and describe the properties of 2-D shapes, including the number of sides and line symmetry in a vertical line
- Identify and describe the properties of 3-D shapes, including the number of edges, vertices and faces
- Identify 2-D shapes on the surface of 3-D shapes, (for example, a circle on a cylinder and a triangle on a pyramid)
- Compare and sort common 2-D and 3-D shapes and everyday objects
- Use mathematical vocabulary to describe position, direction and movement, including movement in a straight line and distinguishing between rotation as a turn and in terms of right angles for quarter, half and three-quarter turns (clockwise and anti-clockwise)
- Interpret and construct simple pictograms, tally charts, block diagrams and simple tables.
Here are the Kookaburras enjoying the 90th Birthday Celebrations on Friday 28th September
Year Team Leader
Graduate Teaching Assistant