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STOCKBRIDGE VILLAGE PRIMARY SCHOOL

Special Valuable People ...Successful, Visionary and Proud

Year 2 Crew

Teacher: Mrs Ashe
Learning Coaches: Miss Evans

Support teacher: Miss Croaker

 

 

 

 

A very warm welcome to our class page. Here you will find lots of useful information about our learning as well as being able to download files to help with your learning at home.

 

For photographs of our work and class news, please visit our SeeSaw page using the SeeSaw App or by visiting https://app.seesaw.me

  

If you need help accessing SeeSaw or need another invite, please speak to Mrs Ashe. 

 

Autumn 2020 Expeditionary Project 

 

Once In A Lifetime

Essential Question 'How can we take the ‘once in a lifetime’ experience
of Covid-19, as our SVP starting point for making the world a better place?' 

 

Overview 

The recent events of the COVID-19 pandemic, having to learn from home and then return to school and adjust to new ways of keeping safe are a once in a lifetime event.

 

Our first project looks at this unique moment in history as we look to understand our world, the importance of hygiene and history of our NHS. We will do this through a dynamic curriculum including art, design, history and science.

 

We will be reading a beautiful book called Here We Are, written by Oliver Jeffers. This book will engage children in thinking about belonging, building a sense of community and enable them to reflect on the positivity of change - especially through extraordinary circumstances.

A knowledge organiser for this project can be downloaded below. A copy will also be sent home. The ideas is for children to use this like a poster. Everything on the knowledge organiser will be covered in our lessons and the organiser should act as a reminder and help children to remember what they have learnt. 

 

Learning Overview 

Below is an overview of our project plan. These 'loops' of learning are specifically and carefully planned to guide the children through our project and work towards our final outcome. 

Reading 

 

Home Reading

All children will bring home a home reading book. Due to COVID-19 measures, children will only be able to swap books on their set day. It is important that you read with your child at least three times per week but preferably more. We strive to foster a love of reading in your child and you can support us by talking to them about their book and motivating them by listening to them read aloud.  

 

Maths 

 

We follow a mastery maths programme and use the White Rose Planning resources. Children are supported in a variety of approaches to their maths work to ensure sound mathematical understanding. The approaches used are as follows: 

Concrete – children should have the opportunity to use concrete objects and manipulatives to help them understand what they are doing.

Pictorial – alongside concrete objects, children should use pictorial representations. These representations can then be used to help reason and solve problems.

Abstract – both concrete and pictorial representations should support children's understanding of abstract methods

 

An overview of the maths blocks can be viewed below. 

 

PE 

 

PE will take place on Tuesday afternoons. Your child can come to school in their PE kits on this day. 

Spelling

Your child will be given their weekly spelling list every Monday and a test will take place on the following Monday.

 

As well as ensuring your child learns their list, you can support their spelling understanding using Spelling Frame. Log-in cards have been given out to every child. Please access the website here:  https://spellingframe.co.uk

 

 

Expeditionary Project Narrative 

 

Our Wonderful World 

 

In Autumn and Spring 2020/21, the Year 2 Crew project is 

‘Our Wonderful World’

 

We had to answer the essential question:

 

EQ: ’Where does the land end and the sea begin?’ 

 

The Learning Targets for this project are: 

 

  • I can name the countries that make up the UK
  • I can identify features within my local area
  • I can explain what a hemisphere is
  • I know how many oceans there are and can name them
  • I can name each continent and some of the countries within it
  • I can define and identify what a human and physical feature is 
  • I can give reasons why some animals and plants survive in each continent
  • I can explain what climate is by using examples around the world 
  • I can compare our climate and geographical features with another city

 

 

Case Study 1:

We will begin the project by looking at local area maps and recognising the physical and human features within our local area. We will then identify the countries that make up the UK. We will use globes, recognising how it represents Earth and observe what we can see. We will look at aerial photographs of areas around the world, including physical and human landmarks. The children will see the value in aerial photographs as well as understand that the word ‘aerial’ can be defined as meaning 'from the sky’. 

 

 

Case Study 2:

Next we will look at the makeup of our globe and used satellite images. We will recognise that there are areas of land and sea. This will help us to define the word ‘continent’, understanding that this is a mass of land. We will look at the seven continents using our globe, maps and satellite images, observing their shape and colour. After, we will explore why some continents are coloured green, some are white, others were sandy and some a mixture. 

 

 

Case Study 3

Having identified the different continents, we will look at which countries were within them. We will use the children’s experience of travelling as a stimulus for discussions. We will learn how to use atlases to locate continents, including the oceans which separate them, and then identify countries named within continents. We will then discuss how our island is part of Europe. We will look at other continents which are not one land mass and discuss why islands might be grouped or joined to a near landmass to form a continent. 

 

Case Study 4

The children will discuss and define the term ‘hemisphere’, recognising that our spherical earth can be split into two hemispheres - the northern hemisphere and southern hemisphere. We will familiarise ourselves with north and south, learning the correct orientation of the globe. Using a Venn diagram, we will recognise that the continents are located in the northern and southern hemispheres and that some stretch across both. 

 

 

Case Study 5

Looking at the satellite images using our project board, we will discuss further the different colours on the continents. This will prompt us to think about why that is the case. Why are some continents covered in snow and others are sandy? Will the children notice that snow appears at the very top and bottom of our globe and sandy coloured continents are across the middle, between the two hemispheres? Is there a pattern? We will look at key landmarks in some countries/continents of the world, we will use this as a stimulus for our DT project where we will design and make a world famous landmark. 

 

Case Study 6

The children will spend time, using books, atlases and the National Geographic website and resources researching each continent and explore why the continents have different temperatures and types of weather. Why are some hot, some very cold, some rainy, some a mixture and others steady? Following this we will began to explore the term ‘climate’. We will explore that ‘climate’ is the weather but over a long period of time and that it would take several years to discover the climate of an area. We will look at the climate zones, acknowledging that they are like bands across our globe. As the bands run horizontally, this means that some continents have several climate zones, explaining why they could be green, rainy and humid in one area but dry and sandy in another. The children will reflect on our own climate and we will explore the term ‘temperate’. We will explore that the climate zones have names: temperate, polar and topical.

 

Case Study 7

In case study 7, the children will began to make sense of why certain animals and plants survive in different climate zones. The children will study a selection of animals and plants, observing their features and needs. We will plot pictures of different animals and plants across the world. Once the animals are on the map the children will be questioned to see any similarities. To look at this in more detail, we will think about the different conditions in our own country and how our plants and animals are suited to them. The children will recognise that if we moved animals and plants to different climates, it would be unlikely that they would survive. 

 

Case Study 8

In the final stages of our project we will think about what different places around the world would feel like. The children will use their knowledge to think what they would take to a topical location, a polar location or a temperate location. The children will compare our climate, animals and plants with those in Johannesburg, where we have a link with a primary school. Mrs Borill will visit our class to talk about her time in Johannesburg when she visited Sedibeng Primary School in 2019 and we will use our knowledge of our own country, climate, animals and plants to write an information text. 

 

Link to Global goals (14 and 15):

The children will recognise the diverse world they live in, thinking about how climates, animals and plants can vary across continents. It will enable them to see the challenges different citizens face when living in extreme climates. 

 

 

 

The Presentation of Learning:

The children will create an information leaflet titled ‘Introducing Liverpool’. The leaflet will look at our global position, the climate we live in and the animals and plants we are familiar with. We will ask questions about the differences found in South Africa and send our leaflets to our partner school, Sedibeng Primary School in Johannesburg. 

 

 

English across the curriculum: Anchor text: 

Our main anchor text will be A River by Mark Martin 

 

This book explores a rivers journey from the city to the sea through the imagination of a young girl. Looking outside her apartment window. Where will it take her? From factories to farmlands, freeways to forest, each new landscape is explored… 

Summer Term:

Expeditionary Project Narrative

 

‘Where is home?’

 

In Summer 2020, the Year 2 Crew will be ‘Where is Home?’

 

We will have to answer the essential question:

 

How Important is a Home?

 

The Learning Targets for this project are:

 

  • I can explain which habitats are best suited to which animals
  • I can demonstrate what a lifecycle is using examples
  • I can define what a mini beast is and give examples
  • I can define and give examples of what a microhabitat is
  • I can explain why pollinators are important
  • I can increase biodiversity by designing a bug house
  • I can identify a range of wildflowers by using a key

 

Case Study 1:

We will start this project by discussing the question ‘What is a home?’ and think of a variety of examples of where we can live such as houses, bungalows, tents and caravans. We will then focus in more detail on homes not made by humans such as a: nest, shell, burrow, lair, den, dray, web, anthill, sett, cocoon, and hive. Further to this, we will explore homes we build but do not live in such as: aquariums, coops, hutches and stables.

 

Case Study 2:

Next we will look at animal habitats. This follows on from work in our previous project, however in this project we focus specifically on mini beasts and microhabitats. Children will look at a range of microhabitats, idejnfitiying the specific qualities, characteristics and attributes of each. They will then need to define what a microhabitat is, giving examples from their findings. Children should conclude that a microhabitat is a habitat which is small and which differs in character from some surrounding more extensive habitat. Examples could be; under logs, in long grass and in cracks or holes.

 

Case Study 3:

Having identified some microhabitats, children will begin to discover which mini beasts inhabit them. First they will identify minibeasts and discuss the question ‘What is a minibeast?’ Children will discover that Minibeasts are invertebrates – they are creatures without backbones. Examples they might consider are spiders, beetles, snails, worms, centipedes or any of the 25,000 different types of invertebrate living in the UK - 20,000 of which are types of insect. At the end of this element of the project children will be familiar with minibeasts and which habitats they inhabit.

 

Case Study 4:

Children will then look at the life cycle of butterflies and plants in the form of action research as they will have caterpillars in class and be propagating plants. Children will gain a good understanding and deep knowledge of the processes, reinforced heavily by direct involvement, first-hand observations and experiences.

 

Case Study 5:

Combining their knowledge from the previous elements of the projects, children will now what it takes to make a home for animals living in our local area as well as what food and conditions they require. Using this knowledge children will create a bug house to be placed in a suitable location to attract their chosen minibeast.

 

Case Study 6:

Children will consider the questions ‘What are pollinators?’ and ‘Are bees important?’. Focusing on bees, children will look at what job they do and how important that is. Having studied bees, children should be able to answer the questions posed, concluding that pollinators transport pollen which allows plants produce nuts and fruits that are essential components of a healthy diet - linking to our previous project.

 

Case Study 7:

Having discovered the importance of pollinators, children will look at how they can improve their local environment to cater for them. They will look to identify a range of local wildflowers and then sow some more in the currently bare areas around the school site. Whilst this won’t be quite be the end-point, it will be a small-scale legacy activity with a positive impact to local wildlife. This will pave the way for the final legacy outcome and endpoint of the project, detailed below.

 

The Presentation of Learning: Legacy outcome:

The children will create a living roof to go on top of the school bike shed. This large area is completely bare and covered in polycarbonate. However it hold the potential to become a living roof, providing several square meters of pollinator friendly plants and increasing our contortion to biodiversity.

 

 

English across the curriculum: Anchor text:

Our main anchor texts will be Meerkat Mail and The Flower. Meerkat Mail focuses on Sunny the meerkat. He lives with his enormous family in the Kalahari desert. They are all very close . . . so close, in fact, that one day Sunny decides he's had enough and packs his bags. We follow him on his journey to see if he can find a new home. The Flower is heavily linked to our legacy outcome. In the story Brigg discovers a book in the library labelled Do Not Read  and he cannot resist taking it home. In it, he comes upon pictures of bright, vibrant objects called flowers. He cannot find flowers anywhere in the city, but stumbles instead on a packet of seeds. This sets off a chain of events which bring about unexpected results, continuing to grow and bloom even after we have turned the last page.

 

Spring Term Knowledge Organiser & Project Map (downloads)

Maths Curriculum

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