Year 2’s fabulous fire engines…

This term, the children have been working incredibly hard to design and make their own fire engines as part of our design and technology lessons. We decided to make fire engines to link with our Great Fire of London history topic driver for this term. To create these fantastic end products, the children first evaluated a range of existing first engines to gather a list of features which fire engines need to make them a useable product. Then, they practiced creating the individual parts of a fire engine whilst considering which material would be the most appropriate. Following this, the children created a design board and planned their initial and final designs by drawing what they wanted their final product to look like. They added annotations to identify the materials which they wanted to use such as tissue paper, straws and pipe cleaners. To ensure that their fire engines were as professional and realistic as possible, they explored how to create a mechanism for their wheels using axels and dowelling. Take a look at some of their fabulous end products! The children are looking forward to bringing them home very soon! 


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Reasoning Ralf…

In our maths lessons, Year 2 have been using Ralf’s steps to help them to answer one-step word problems. The children worked hard to remember to read the question carefully before circling the numbers and underlining the key words. The children realised that ‘total’, ‘altogether’ and ‘more’ all means that they need to add together. Because the numbers in the questions were both 2-digit numbers, the children used the formal column method to find their answers. Charlie even remembered to create a hundred column when the tens total more than 90! Take a look at his excellent work below… 

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Supporting others…

In our RE lessons, year 2 have been learning about the Christian festival ‘Harvest’. Part of this has included learning about how Christians celebrate this special event. The children have found out that often celebrations take place in churches where prayers are shared and hymns are sung. Following this, we explored the reasons why many Christians choose to celebrate this festival and discovered it was to thank God for a safe harvest. We spent time reflecting on why this is important and part of this reflection included discussing how many Christians donate to those who are less fortunate during this festival. Therefore, we decided that we would like to support our local community so we asked our parents/carers for some support to offer donations of food. We decided these would go to Ashfield House. The children and I were amazed by how much food was donated! The grand total was just over 200 items! We decided to decorate our harvest baskets to celebrate this achievement. All of year 2 and I would like to say a massive THANK YOU to all of the parents/carers who donated…

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Material hunters…

In their science lessons, year 2 have been busy taking part in a material hunt around school! To help them to correctly identify the materials in their outdoor environment, the children first learnt to identify and name a range of common materials such as wood, metal, plastic, glass, rock, paper, cardboard and brick. Then, they used this knowledge to identify objects and the materials they were made from, at their desk and in the classroom, before applying this to the outdoors. At the end of the lesson, Fraizer used his observation skills and realised that he found more objects made from cardboard and paper indoors than there were outdoors. In our future lessons, we will make sure that we explore Fraizer’s comments further by discovering the properties that these materials have and how they link to their uses! 

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World Book Day…

Year 2 would like to say a massive thank you to all their parents/carers who helped them to find out more about their lifestyle as home to enable them to calculate their Carbon Footprint! The children had lots of fun taking part in the online quiz before using this information to research ways to reduce their Carbon Footprint. We hope you found your child’s information poster they brought home useful! Since taking part in these activities, I have been really impressed with the children continuing to reflect on ways they can reduce their Carbon Footprint in school, for example by turning off the lights when we leave the classroom or cloakroom. Furthermore, I loved how the children linked this to our recent geography work this week on how a school in rural Kenya is different. They recognised that this school would have a lower Carbon Footprint than ours because it didn’t have access to electricity! 


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Putting ourselves in Katie’s shoes…

This term, we have been reading books by the author James Mayhew. In these narratives, Katie finds herself travelling into different pictures to experience what life is like inside them. We explored Katie’s reaction when she travels to a peaceful field filled with poppies. Unfortunately, Katie was unaware there was a bull lurking in the shadows! The class used the drama technique of freeze frames to put themselves in her shoes. I was really impressed by all the children’s energy and enthusiasm during the session. They all used their facial expressions and body language to clearly demonstrate her emotions! 

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Working collaboratively…

During indoor PE, Year 2 have been taking inspiration from the language that they have heard in stories to create a range of shapes and balances. The language they chose were twist, bend and stretch. They have been working collaboratively with a partner to try to remember and repeat these shapes and balances in an order to create a short partner sequence. They realised they needed to work collaboratively so that they moved in time together. A strategy that these children devised was to silently count before beginning their next movement. When watching each other perform, the children were conscious of the importance of controlling their bodies like a real gymnast would. Take a look at some still images of their work…

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CUPS

Everyone in Year 2 has been working incredibly hard when editing their own writing using the acronym CUPS. They have all made massive improvements in correcting and preventing errors in their own writing. By using her CUPS prompt and checking spectacles, Ivy has been able to edit her writing independently. She has followed our steps perfectly and I am really impressed with her wonderful narrative about a boy’s adventure into outer space.  

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