Year 2
Click Here for Maths Resources
Blended learning timetable
Year: 2
Week beginning: 7/12/20
|
|
Monday |
Tuesday |
Wednesday |
Thursday |
Friday |
|
Reading/phonics |
Predict: Text on Google Classroom.
Polly and the Pirates – Tony Bradman pp. 12-13.
Key Vocab: Shiver me timbers, nursemaid, plank, dinghy, adrift.
|
Predict: Text on Google Classroom.
Polly and the Pirates – Tony Bradman. pp. 14-17.
Key Vocab: Grim, rig, gurgled, spluttered, swamped.
|
Explain: Text on Google Classroom.
Polly and the Pirates – Tony Bradman. pp. 18-21.
Key Vocab: Peered, horizon, inland.
|
Explain: Text on Google Classroom.
Polly and the Pirates – Tony Bradman. pp. 22 -23.
Key Vocab: Sorely, sighing, boarders, starboard bow.
|
Mixed Skills
Text on Google Classroom.
SATS reading paper 1 – Twinkl
Third text in paper - Spinosaurs
|
|
Writing |
Cold Task:
To write an explanation text using the correct features.
What is an explanation text? What are the features? (Mind map)
Explain to children they need to write an explanation text based on the life cycle of a butterfly. Recap lifecycle of a butterfly. Children to watch short video on the life cycle of a butterfly and independently write an explanation text on this process.
https://www.youtube.com/watch?v=O1S8WzwLPlM
|
Explanation Text:
To understand the key features of an explanation text.
To identify some features of an explanation text.
Explain to children that they have to explore the texts and see what features of an explanation text they can find.
Children to write the features they find on sugar paper.
|
Explanation Text:
To identify and understand the features of an explanation text.
Recap the features of an explanation text that the children have examined yesterday. Create a mind-map to recall all the different features. Model to the children which colours to use for each feature.
Children to identify what the explanation text is about and identify the features - using different colours to colour in different features and label.
|
Explanation Text:
To plan and edit an explanation text.
1. To use time connectives. 2. To write explanation text in chronological order. 3. To write key information. Explain to the children that we are going to design our very own toy robot and we need to create an explanation text about how their toy robot works.
As a whole class discuss what kind of things their toy robot could do.
Show the template to the class. Show children planning sheet and model.
|
Spelling Lesson – List 11 - Words ending in ’-il.’
Show the children the spelling list and ask if they can see a common feature of each word? (Ending in ‘il’)
Ask the children to create the spelling list by looking at the PowerPoint slide and adding ‘il’ to each starting sound. Get them to write the full words on to their whiteboards and compare with a partner.
Get the children to match up the words from their spelling lists with the correct definition. They can work in pairs or alone. You can get them to write the definitions on whiteboards or alternatively print out the slide and let them match by drawing lines.
. |
|
Maths |
End of Unit Check (3)
These questions assess children’s understanding of partitioning numbers in different ways and how this supports different mental calculations. The questions also assess children’s understanding of the links between addition and subtraction and how to move between the operations.
|
Counting money – coins
In this lesson, children will learn the value of a range of coins and explore ways to find the total of different amounts.
Children can identify a coin, know its value, and represent this with a pictorial representation or with apparatus. Children can use a counting on strategy to find the total value of a group of coins.
|
Counting money – notes
In this lesson, children will learn the value of notes and find total amounts of them.
Children can represent the value of notes using coins. Children can confidently find totals of notes, £2 and £1 coins (not yet breaking into pounds and pence).
Some children may need to strengthen their counting skills. Practise counting in £2s then £20s and see if children can make the link between them. Also, practise counting in £1s and £10s; £5 and £50s. The pound sign (£) is newly introduced in this lesson. Children may find it diffcult to scribe. Practise scribing the pound sign (£) with children when there is time over the week (tracing is a good idea).
|
Counting money – coins and notes
In this lesson, children will count different amounts of money and record their answers in pounds and pence (separately).
Children can separate pounds and pence; calculating the pounds first and then the pence. Children can spot their mistakes in calculations and explain their solutions. To strengthen understanding, continue reinforcing counting skills (2s, 5s, 10s, 20s, 50s |
Showing equal amounts of money 1.
In this lesson, children will select the right combination of coins and notes for a given amount. Children will also find how much money is left over.
Children can accurately find the coins needed for a given amount (pounds and pence) through calculating number sentences and completing part-whole models. Children can use mental methods and their knowledge of counting on in 2s, 5s and 10s.
|
|
|
White Rose Maths videos to support learning: https://whiterosemaths.com/homelearning/ |
||||
|
Topic/other activities |
Geography:
To use basic geographical vocabulary to refer to key human and physical features. To locate some of the world’s main seas.
To use key words to explain human and physical features.
To explain the difference between seas and oceans. Using the match-up cards, children match the key words to the definition in pairs. Ask children to sort the key words into those which refer to ‘human’ features and those which refer to features of ‘physical’ geography.
Children to use Google Earth to locate the five main oceans. Explain how to locate these masses of water, Ask: What is an ocean? What is the difference between a sea and an ocean? Can you name any of the world’s major oceans? How is an ocean or sea shown on a map? Look at the world map on the Lesson ppt. of a completed ‘good model’ map of the world with the five main oceans correctly labelled and located. Also, show some of the major seas that some children may have located. Ask: How are seas and oceans different? What might seas and oceans in different parts of the world be like? (Encourage children to think about sea temperature, marine/plant life). Look at the map of the world’s major seas and begin to look at the smaller areas of water.
Children to complete the major seas of the world sheet.
|
Science:
To find out how the shapes of solid objects made from some materials can be changed by squashing, bending, twisting and stretching by changing the shape of objects.
Children think about how the shape of objects made from some materials can be changed, using the questions on ppt as prompts. Talk through the questions and share examples of changing the shape of objects, for example squashing a cardboard box. Squashing, bending, twisting and stretching - go through the different ways in which materials can be manipulated. Encourage children to do each action with their hands. Are children able to demonstrate each of the actions? Explain how to try and change the shape of the objects on the tables and record what you find on the activity sheets. (You may want to demonstrate the plastic bottle yourself as there may be sharp edges if the bottle splits.)
Children take part in the activities on the tables and record their findings on the Changing Shape Activity Sheet.
|
History:
Use historical models to make judgements about significance and describe the impact of a significant historical individual.
Recap with children the previous learning about sea explorers. Ask children: Was Grace Darling a sea explorer? Was Captain Cook a sea explorer? Why did he want to explore the oceans and find new land? Explain that we will be learning about another explorer from the 15th century.Share ppt on Christopher Columbus.
Ask: How was Columbus similar to Captain Cook? How was his voyage different? Compare how they treated the native people on the islands they discovered?
Discuss the impact of Columbus as a significant historical individual.
Children to complete a storyboard on Christopher Columbus.
|
PSHE:
PSHE: To listen to other people and contribute my own ideas about rewards and consequences. To help my class to be a safe and fair place.
Play the ‘Belonging game’. Make enough cards for each child to have one, make 3 or 4 with each number from 1-5, then one of each number 6,7 and 8. Children must not talk, but must walk around and find others in their groups. When they find a fellow number (i.e. all the number 1s make a group)they must act very pleased to see them and continue walking as if a group. When all members are found, children sit down in their number groups back in the circle. If someone with a different number tries to join, act as if they are not welcome. Children with numbers 6,7 and 8 will be left out. Ask each group to welcome someone who is left out into their group. What might they say to them? Ask: How does it feel to belong? How does it feel to be left out? How does it feel to be rejected? What can we say to invite people in? Calm Me: Everyone, is sitting on chairs. Teacher to use calm me script. Open my mind: Sing ‘Playground Blues.’ Ask children to think about a time when they felt lonely in the playground and what happened. Ask to think about what they might/could do to help if they saw someone who is looking sad in the playground. Tell Me Show Me: Use scenario cards from piece 3. Divide children into groups and have one scenario for each group. Children to freeze frame their scenario. (Choose one child to act as a witness). Say - this person just happens to see what is going on. Ask children to observe facial expressions etc. Allow each group to share freeze frame. Ask What is happening in the scene? What could the person who is being bullied/hurt do about the situation? What Is the person watching thinking? What could this bystander do? Ask children to return to tables, giving each a paper person. Ask the children to think of four things they could do if they see bullying or if it is happening to them and to write ideas in the centre of the person.
|
PE:
Complete various workouts.
Joe Wicks Cosmic Yoga Brain gym Go Noodle Just Dance
Find a suitable one on YouTube. |
---------------------------------------------------------
Blended learning timetable
Year: 2
Week beginning: 30/11/20
This week in school it is assessment week, in class we will be recapping what we have previously learnt.
|
|
Monday |
Tuesday |
Wednesday |
Thursday |
Friday |
|
Reading/phonics |
Reading for Pleasure. |
Reading for Pleasure. |
Reading for Pleasure. |
Reading for Pleasure. |
Reading for Pleasure. |
|
Writing |
Use the English National Oak Academy Lessons this week -https://classroom.thenational.academy/schedule-by-year/year-2 |
||||
|
Maths |
Use White Rose Maths this week and recap any lessons you found a bit difficult. |
||||
|
|
White Rose Maths videos to support learning: https://whiterosemaths.com/homelearning/ |
||||
|
Topic/other activities |
Science: Exploring Materials.
|
History: Famous Explorers
|
Geography: Exploring the 7 continents.
https://www.bbc.co.uk/bitesize/articles/zw7gsk7
|
Geography: Exploring Oceans
|
PE:
Complete various workouts.
Joe Wicks Cosmic Yoga Brain gym Go Noodle Just Dance
Find a suitable one on YouTube. |
------------------------------------------------------------
Blended learning timetable
Year: 2
Week beginning: 23/11/20
|
|
Monday |
Tuesday |
Wednesday |
Thursday |
Friday |
|
Reading/phonics |
Vocabulary: Text on Google Classroom.
Polly and the Pirates – Tony Bradman pp. 1- 7.
Key Vocab: Blustery, scowling/scowled, flapped and snapped, deck, surrounded, scurviest, buccaneers. |
Vocabulary Text on Google Classroom.
Polly and the Pirates – Tony Bradman. pp. 7-9
Key Vocab: Mutiny, growled, muttered, grumbled, cutlasses, bilge, skippers, page-boy, outfit, dared, complain.
|
Sequence: Text on Google Classroom.
Polly and the Pirates – Tony Bradman. pp. 7-9.
Key Vocab: (recap chn to identify meaning) Blustery, scowling/scowled, flapped and snapped, deck, surrounded, scurviest, buccaneers. Mutiny, growled, muttered, grumbled, cutlasses, bilge, skippers, page-boy, outfit, dared, complain. |
Sequence: Text on Google Classroom.
Polly and the Pirates – Tony Bradman. pp. 10 -11. Key Vocab: Horrors, wailing, bundle, beamed, blasted.
|
Mixed Skills
Text on Google Classroom.
|
|
Writing |
To research information for a non-chronological report and to make notes.
To use a relevant source to gain information. I can make notes.
Explain to children that we will be making our very own non-chronological report about Pirates. Mind map - Model to children how to make notes using mind map.
|
To research information for a non-chronological report and to make notes.
I can use a relevant source to gain information.
I can make notes. |
To plan and edit a non-chronological report.
To convert my notes into full sentences.
To include a main body, pictures and fun facts.
To include an introduction and final paragraph. |
To write a non-chronological report using the correct features.
Recap features of a non-chronological report. Show children different non-chronological reports. Discuss different layouts.
Children to check that notes have been converted into full sentences.
To include a main body, pictures and fun facts.
To include an introduction and final paragraph. |
Spelling lesson – list 10 The /l/ or /ul/ sound spelled ‘-el’ at the end of words.
Can the children think of any words ending in ‘el’? Share the words created and discuss any errors or misconceptions. |
|
Maths |
End of Unit Check (3)
These questions assess children’s understanding of partitioning numbers in different ways and how this supports different mental calculations. The questions also assess children’s understanding of the links between addition and subtraction and how to move between the operations.
|
Counting money – coins
In this lesson, children will learn the value of a range of coins and explore ways to find the total of different amounts.
Children can identify a coin, know its value, and represent this with a pictorial representation or with apparatus. Children can use a counting on strategy to find the total value of a group of coins.
|
Counting money – notes
In this lesson, children will learn the value of notes and find total amounts of them.
Children can represent the value of notes using coins. Children can confidently find totals of notes, £2 and £1 coins (not yet breaking into pounds and pence).
Some children may need to strengthen their counting skills. Practise counting in £2s then £20s and see if children can make the link between them. Also, practise counting in £1s and £10s; £5 and £50s. The pound sign (£) is newly introduced in this lesson. Children may find it diffcult to scribe. Practise scribing the pound sign (£) with children when there is time over the week (tracing is a good idea).
|
Counting money – coins and notes
In this lesson, children will count different amounts of money and record their answers in pounds and pence (separately).
Children can separate pounds and pence; calculating the pounds first and then the pence. Children can spot their mistakes in calculations and explain their solutions. To strengthen understanding, continue reinforcing counting skills (2s, 5s, 10s, 20s, 50s |
Showing equal amounts of money 1.
In this lesson, children will select the right combination of coins and notes for a given amount. Children will also find how much money is left over.
Children can accurately find the coins needed for a given amount (pounds and pence) through calculating number sentences and completing part-whole models. Children can use mental methods and their knowledge of counting on in 2s, 5s and 10s.
|
|
|
White Rose Maths videos to support learning: https://whiterosemaths.com/homelearning/ |
||||
|
Topic/other activities |
Geography:
To name, locate and explain the significance of a place.
To locate some RNLI stations on a map of the UK.
To say why the RNLI stations are significant.
Use information gathered from the RNLI website to locate the UK’s RNLI stations. Identify these locations on maps, which cities they are closest to and in which countries of the UK they are based. Where is their nearest station? Where are the most RNLI stations located and why?
Why are the RNLI stations so significant to the communities that live near them? Are the RNLI stations human or physical features of the area?
(A significant place is a location that is important to a community or society. Places can also be significant because of religious or historic events that may have happened in the past near the location.
Children to plot some RNLI stations on the map of the UK. Children to write why these stations are important to the communities that are located near them.
|
Computing:
To plan and enter a sequence of instructions using a robot, specifying distance and angle of turn.
Use a floor robot to navigate around a large scale map drawn on the school playground. Can they prevent their ship from crashing and wrecking on the rocks? Note: Where their ship-wrecks, revise their programming to debug. This can be extended to navigate around rockier coastlines and other obstacles such as the pirates’ swamp and smugglers’ caves. Practical resources
Large scale map
|
History:
Use historical models to make judgements about significance and describe the impact of a significant historical individual.
To chronologically order the key events of Grace Darling’s life on a timeline.
To present historical information in a fact-file.
Share ppt on Grace Darling.
Act out a scene from the life of Grace Darling showing one of their dramatic adventures on the seas and their historical impact. Use a simple script and make use of props, costumes or music to enhance the atmosphere. Take pictures.
Watch video clips about Grace darling from RNLI website.
Ask: Who was Grace Darling? What was Grace Darling's everyday life like in a lighthouse? How did Grace Darling become famous? Why do we remember Grace Darling? What can we learn from Grace Darling's example?05:44 https://rnli.org/youth-education/education-resources/lower-primary/topic-pack
https://www.bbc.co.uk/teach/class-clips-video/true-stories-grace-darling/z4y7pg8
Chn to use flipgrid : Do you think Grace Darling was brave? Why?
|
Art and Design:
To design and create a lighthouse. Find out about lighthouses, looking at examples from Grace Darling’s time and modern lighthouses of today. Make a lighthouse to steer ships away from rocky cliffs and dangerous coves. Experiment with either simple circuits to make the lighthouse lamp light up, or use a artificial tealight. Note: Encourage the children to make a lighthouse, drawing labelled designs and choosing from a selection of construction materials. Show their models to others and explain how they work.
|
PE:
Complete various workouts.
Joe Wicks Cosmic Yoga Brain gym Go Noodle Just Dance
Find a suitable one on YouTube. |
-------------------------------------------------------------------
Blended learning timetable
Year: 2
Week beginning: 16/11/20
|
|
Monday |
Tuesday |
Wednesday |
Thursday |
Friday |
|
Reading/phonics |
Retrieve: Text on Google Classroom for Groups. POETRY |
Retrieve: Text on Google Classroom for Groups. POETRY |
Sequence: Text on Google Classroom for Groups. POETRY |
Sequence: Text on Google Classroom for Groups. POETRY |
Mixed Skills Text on Google Classroom for Groups. POETRY |
|
Writing |
COLD WRITE
To create a non-chronological report about your favourite animal. |
I am learning to identify the features of a non-chronological report. Show a range of features. What is a non-chronological report? What do they tell us? Where are they displayed? Look at a non-chronological report and identify key features. |
I am learning to identify the features of a non-chronological report. Recap key features. What features can we find? Create a key for features found. Chn to independently highlight the features of a non-chronological report creating a key. |
I am learning to research information for non-chronological and make notes. Explain to chn that we will be making our very own non-chronological report about an explorer of our choice that we have been learning about in history lessons. Mind map explores. – 4 max. What do we know already about these explorers? How can we find out more information about these explorers? Mind map ideas. Model to chn how to keep notes using mind map. Chn to use a Chromebook and other various media - information sheets and topic working wall to find information about their explorers. |
Practice new spelling pattern and do a spelling test of previously learnt words.
Extension can you use these new spellings in a sentence.
|
|
Maths |
End of Unit Check (3) |
Counting money – coins |
Counting money – notes |
Counting money – coins and notes |
Showing equal amounts of money 1. |
|
|
White Rose Maths videos to support learning: https://whiterosemaths.com/homelearning/ |
||||
|
Topic/other activities |
Geography:
To draw or read a range of simple maps that use symbols and a key.
What is a map? Why do people use maps? What things does a map usually show? What is a physical feature? What is a human feature? How does a map show these features?
A map is a picture or drawing of an area of land or sea that can show human and physical features. Maps use symbols and a key. A key is the information needed to read a map and a symbol is a picture or icon used to show a geographical feature
Look at real and imaginary treasure maps to identify a range of human and geographical features. Make an imaginary treasure map, adding lots of exciting features and giving them pirate-themed names. Include a compass for describing locations and create a simple key. Chn draw their own treasure maps including main features.
Challenge: To create a key and write where the best place to hide treasure and explain their answer.
|
Science:
Explain children will be carrying out an experiment to see which materials float or sink. Provide children with a plastic ball, wooden block, lump of plasticine, metal spoon, feather, marbles, plastic blocks. Challenge: Ask children to think about which objects float/sink and why. Does the shape/surface area of the object affect if it floats or sinks? Explain that objects with more mass and more dense than water, will sink. Objects less dense than water will float.
Explore which shapes float by moulding and reshaping a lump of plasticine. First test whether the lump floats, then squash, squeeze and bend the plasticine, moulding it into a variety of shapes such as sausage, flat and cup-shaped, testing and recording at each stage how well the new shape can float. |
PSHE : To understand that bullying is sometimes about difference.
In groups 3 or 4, ask children to look at scenario cards and act them out. Ask children which of these scenes do they think is bullying. Help the children or remind them of the key features of bullying:
It doesn’t just happen once. It goes on over time and happens again and again. It is deliberate: hurting someone on purpose, not accidentally. It is unfair: the person doing the bullying is stronger and more powerful (they might be older, bigger, or there may be more of them, and even if they are enjoying it, the person they are bullying is not. Ask: Why do you think the bullying is happening in each scenario. Use f/c to record ideas. Make point that sometimes people get bullied because they are different to the bully eg younger, wear glasses, shorter, etc. Remind chn that bullying isn’t fair or kind and if it happens children need an adult they can trust.
Show chn a tree and ask chn to write words on a post it to describe how a person being bullied might feel. I think someone being bullied feels…. Talk partners: What should they do to help a child that is being bullied. |
History: To present historical information in a simple non-chronological report, independent writing, chart, structural model, fact file, quiz, story or biography.
Discuss pirates of the past and the Golden Age of Piracy. Use a range of information books and the web to find out more about famous pirates. Brainstorm their understanding of what a pirate is and learn about the pirate code, clothing and punishment. Make a fact file about a pirate’s life. Children to create a fact-file about a real pirate’s life (including information about the pirate code, clothing, punishment etc). Children to include facts about real pirates of the 17th century.Practical resources
|
PE:
Complete various workouts.
Joe Wicks Cosmic Yoga Brain gym Go Noodle Just Dance
Find a suitable one on YouTube. |
-----------------------------------------------------------------------
Blended learning timetable
Year: 2
Week beginning: 09/11/20
|
|
Monday |
Tuesday |
Wednesday |
Thursday |
Friday |
|
Reading/phonics |
Predict: Text on Google Classroom for Groups. POETRY |
Predict: Text on Google Classroom for Groups. POETRY |
Explain: Text on Google Classroom for Groups. POETRY |
Explain: Text on Google Classroom for Groups. POETRY |
Mixed Skills Text on Google Classroom for Groups. POETRY |
|
Writing |
To identify the features of an acrostic poem.
Look at various acrostic poems. Chn in talk partners to identify what key features they can see, feedback. Explain why these features are used in acrostic poems. – used to give reader the theme of poem.
Chn to choose an acrostic poem and stick in book. Chn to identify the theme of the poem by looking at the letters of each line.
e.g I think this poem is about because |
To plan an acrostic poem.
Capture the children’s imagination by watching film footage of sea rescues, then let them write a list of alliterative phrases. Where needed, children could be given word cards to match up.
https://rnli.org/magazine/magazine-featured-list/2020/january/2019-rescue-compilation
Chn to think about and collect words that are associated with sea rescues write on their w/b.
Brainstorm these together to create a word wall or word bank that would be useful in a rescue poem.
Use alliteration to make these words more effective and powerful.
|
To write an acrostic poem.
Model writing an acrostic poem about a sea rescue.
Chn to independently write an acrostic poem about a sea rescue. Using the class word bank
|
To write a poem independently(Hot Task) Recap features of a poem. Recap different poems covered. Explain to chn that their poem needs to be about Bolt/Seacole. Chn to choose a poem style.
Chn to independently write a poem of their choice in their book based on inspirational person. Ext: Chn to write a poem in a different style.
|
Practice new spelling pattern and do a spelling test of previously learnt words.
Extension can you use these new spellings in a sentence. |
|
Maths |
Subtracting a 2-digit number from another 2-digit number (3) |
Subtracting a 2-digit number from another 2-digit number (4) |
Adding three 1-digit numbers |
Solving word problems – the bar model 1 |
Solving word problems – the bar model 2
End of unit check |
|
|
White Rose Maths videos to support learning: https://whiterosemaths.com/homelearning/ |
||||
|
Topic/other activities |
Geography: To locate the equator and the North and South Poles on a world map or globe.
Share the story of Captain Cook, and his journey as a famous sea explorer. Ask chn to locate the countries he visited, by planning his journey on a map. Locate Hawaii, Australia, New Zealand, Tahiti and the province of Newfoundland on a world map or globe. Help Captain Cook to plan his journey by colouring in these places on a world map. Provide him with a simple key too. The equator is an imaginary line that divides the world into the Northern and Southern Hemispheres. The North Pole is the most northern point on Earth. The South Pole is the most southern point on Earth.
Note: Captain Cook also needs to know where other important geographical features are, including the Antarctic Circle, the equator and the Northern and Southern Hemispheres.
Children to complete the worksheets on identifying the equator, tropics, hemispheres and poles on a map.
|
History: To sequence significant information in chronological order.
Make a timeline to show and sequence chronologically famous sea explorers including Marco Polo, Christopher Columbus, Sir Frances Drake, Sir Walter Raleigh, Henry Hudson, Captain Cook and modern-day sea explorers such as Ellen MacArthur. Note: Provide children with pictures, dates or information cards to sequence. Discuss the pictures of each explorer, talking about the countries they discovered and finding these on a world map. Think about the differences in their ships and dress, reflecting on what these tell us about the times in which they lived or live. Chn cut and stick famous explorers on a timeline.
Challenge: To write the similarities and differences between them.
|
Science: To perform a range of simple tests, making simple predictions for what might happen and suggesting ways to answer their questions.
Chn to discuss which materials might float or sink (based upon previous weeks investigation). Chn to explore how much cargo a toy boat or raft can carry before it sinks. Choose a piece of cargo to load on a toy boat. How many of each unit can be loaded on the boat before it sinks? Children to load cm cubes onto three lengths of boat made with tin foil. (5cm, 10cm, 15cm, 20cm and 25cm in length, but same width 10cm) Children to predict which boat will hold the greatest load before sinking. Use standard weights or non-standard measures, making predictions and recording their findings in simple tables and charts. Note: Non-standard cargo could include Lego bricks, coins, stones and marbles.
Chn to perform a simple test, on which boat will carry the greatest load.
Children to make a prediction (a guess at what might happen in the investigation) and record their findings in a table.
|
History: To use historical models to make judgements about significance and describe the impact of a significant historical individual.
Discuss: What is an explorer? What might a sea explorer do? How is a sea explorer different from a pirate? Explain that chn will be learning about a significant sea explorer called Captain James Cook. Share info ppt.
Revisit timeline and show which year he was born, compared to other famous sea explorers identified on the timeline.
Work in pairs to find out where he sailed, explored and discovered and present their findings to others in a simple fact-file.why he is a significant explorer.
Chn use the chromebooks to research Captain James Cook.
Brainstorm as a whole class, facts that have been discovered.
https://www.ducksters.com/biography/explorers/
In books chn record their findings on a template.
|
PE:
Complete various workouts.
Joe Wicks Cosmic Yoga Brain gym Go Noodle Just Dance
Find a suitable one on YouTube. |
------------------------------------------
Blended learning timetable
Year: 2
Week beginning: 02/11/20
|
|
Monday |
Tuesday |
Wednesday |
Thursday |
Friday |
|
Reading/phonics |
Vocabulary
Yo Ho Ho poem – Twinkl
Dictionary skills. What word rhymes with hairy? Which two adjectives describe the treasure chest? What does the phrase ‘hair that was as bright like a carrot’ tell you about the boys’ hair? Find and copy a word which means frightening. What does ‘boarded’ mean? What does the phrase ‘Never using the sea for a dip!’ tell you about the pirates?
|
Vocabulary
I saw a ship a sailing – Twinkl –
Find and copy the rhyming words. What does the word ‘laden’ mean? What does the word ‘thee’ mean? What adjective is used to describe the items on the ship? Which word rhymes with pack? Find two nouns that tell us what can be found on the ship? Why does the author say put on your gear? Why might you feel a shock? Why does the author tell you not to pet the shark? Why does the author say there is ‘motion in the ocean all around’? |
Inference
Sea creatures by Meish Goldish
Why does the author say put on your gear? Why might you feel a shock? Why does the author tell you not to pet the shark? Why does the author say there is ‘motion in the ocean all around’? |
Inference
The good ship ‘wreck’ – Twinkl
Why do you think the pirates found ‘life on the sea too good to be true’? Why do you think Dec Hand never found his treasure again? Why do you think Ruth Less had a sword made out of cardboard? Why do you think the author describes the ship as a ‘good ship ‘wreck’’? |
Mixed skills
Firework Night by Enid Blyton
Find a word that means fear? Can you find one word that is onomatopoeic (a word that represents a sound)? Find two adjectives that are used to describe the guns. Why might they die of fright? From whose perspective do you think the poem is told? Why? What do you think ‘My tail is down and ears are flat’ means? Why does the dog want to lick the mistresses’ hand? How does this poem make you feel? |
|
Writing |
To identify the features of a repeated pattern poem.
Starter: Onomatopoeia. Show children ppt, and complete sheet. Recap features of a poem. Ask: What have we learnt about poems? What are the features of a poem?
Look at various repeated pattern poems. Children in talk partners to identify what key features they can see, feedback. Explain why these features are used in repeated pattern poems.
Chn to read the poem ‘At the Zoo’ and identify key features: repetition – beginning of lines, stanzas, rhyme and adjectives, |
To write a repeated pattern poem.
Starter: Similes.
Children to complete sheet ‘Smashing similes’ in pairs. Recap features of a repeated pattern poem. Model writing a repeated poem about our school. E.g. At school…
Children to independently using the key features and write a repeated pattern poem about our class.
|
To identify the features of a shape poem.
Starter: Apostrophes for possession.
Discuss what are they and how to use them correctly. Children to complete sheet. Read sentence and identify correct use of the apostrophes.
Look at various shape poems. Children identify what key features they can see, feedback. Explain why these features are used in shape poems.
Children to choose a shape poem and stick in book. Children to identify the theme of the poem by looking at the shape and adjectives.
|
To write a shape poem.
Recap features of a shape poem. Model writing a shape poem about Halloween – shape witch’s hat.
Give children 3 options of a shape poem on the bonfire night theme. Children on w/b to think of adjectives to describe fireworks. Use word mat to help. Children write a shape poem about fireworks or bonfire night using one of the given shapes. |
Spelling Lesson – list 7. - The /r/ sound spelled ’wr’ at the beginning of words. Spelling test for previous weeks words.
Get children to write the word ‘wrapped’ across their mini white board. Set a 7-minute timer and see who can add as many of the spelling list words into a scrabble web as possible. You can use the example on the slide if they need some support getting started.
|
|
Maths |
End of Unit Check.
Year 2 Unit 2: Addition and Subtraction.
These questions assess the links that children can make between numbers and how they can use known facts to calculate unknowns. Children must understand the links between addition and subtraction and when each operation is needed as a result of the context that they are provided with.
Children who have mastered this unit will be able to relate each number in a calculation to what it represents within a given context. Children will be able to use a variety of manipulatives to represent addition and subtraction and use these alongside the column method. Children will also be fluent at recalling and applying their number bonds within 20 to addition and subtraction calculations. |
Adding two 2-digit numbers (1)
In this lesson, children will add together two 2-digit numbers using two different methods.
Children can mentally add two 2-digit numbers in different ways and explain the merits of different methods. Children can use concrete manipulatives and pictorial representations to show their mental calculations and make links to previous answers to help calculate new ones where appropriate.
To strengthen children’s place value understanding, provide opportunities for them to make 2-digit numbers with different resources, such as straws and Base 10 equipment. Ask children to compare what is the same and what is different.
|
Adding two 2-digit numbers (2)
In this lesson, children will build on their previous knowledge of adding two 2-digit numbers and extend to where exchange is required.
Children can mentally add two 2-digit numbers in different ways, where exchange is required, and explain the merits of different methods. Children can use concrete manipulatives and pictorial representations to show their mental calculations and make links to previous answers to help calculate new ones where appropriate.
Children should continue to work with concrete manipulatives to understand the concept of partitioning and exchanging.
|
Subtracting a 2-digit number from another 2-digit number (1)
Children can make the larger number using different resources, partitioning it into tens and ones and then removing the relevant amount according to the smaller number, resulting in the difference. Children may recognise that this process is the opposite of addition and use addition to check that their answer is correct.
To eliminate misunderstanding as a result of making the wrong number or making the larger number incorrectly, provide children with pictures of the starting number made with different resources. They can then make the number on top of the picture or cross out ones and tens on the picture.
|
Subtracting a 2-digit number from another 2-digit number (2)
In this lesson, children will subtract a 2-digit number from another 2-digit number without exchange. They will focus on understanding the concept of difference and the methods used to calculate and visually represent difference.
Children can calculate the difference between two numbers. They can use a number line to visually represent their calculation, and carefully count on or back in jumps of ten and one to find the answer.
|
|
|
White Rose Maths videos to support learning: https://whiterosemaths.com/homelearning/ |
||||
|
Topic/other activities |
Science:
To identify and compare the suitability of a variety of everyday materials, including wood, metal, plastic, glass, brick, rock, paper and cardboard for particular uses.
Introduce children to our new topic – Land Ahoy! Look at images of different boats, identifying and naming the materials from which they are made. Explore the properties of different materials, such as wood, plastic, metal, glass, brick, paper and card. Give children a tray with objects made of different materials: metal spoon, wooden ruler, pencil, plastic ball, glass, cardboard etc. Ask children to identify objects and what material they are made from. Ask children to think about their properties and why they are suitable for their purpose. Discuss why children think objects are made out of particular materials, for example why are window-panes made out of glass? Move on to look at the rulers, using the prompt questions to discuss materials and their uses. A material's physical properties make it suitable for particular purposes, such as glass for windows and brick for building walls. Many materials are used for more than one purpose, such as metal for cutlery and cars.
Children to complete the worksheets on comparing the suitability of everyday materials.
Children read the mini- brief for an object, suggest which material would be suitable for the job and explain why. Encourage children to eliminate materials which wouldn’t be suitable to help them reach their decision.
|
Science:
To identify and compare the suitability of everyday materials.
Recap previous lesson on different materials and their uses. Recap images of different boats and what they might be made of. Explain that children will be investigating different materials (paper, tin foil, cardboard, acetate paper) to find out which one is the most suitable to make a boat. Discuss the properties of the different materials using scientific vocabulary (weak, soft, light, heavy, waterproof, flexible, stiff). Ask children: What will make a good boat material? Does it need to be waterproof? Will it float or sink? Children to make boats from the different materials. Test them out on water and if necessary, adapt them until they have found their best built boat. Children to make predictions about each material and record their observations.
|
PSHE: Celebrating Difference.
To understand that sometimes people make assumptions about boys and girls. (stereotypes) To understand some ways in which boys and girls are different and accept that this is ok
Ask children (ppt.) what are girls and boys like? Gauge initial response about whether we can tell what someone is like depending on whether they are a girl or boy. Ask children to discuss and sort statements according to whether a girl or boy has said it. (Discuss that it might not always be easy to decide where the statement should go). Ask: Was it easy to decide whether the boy or the girl had said each statement? Did everyone in the group agree? How did they decide? Was it based on what they liked and whether they are a boy or a girl? Explain to children what a stereotype is: when we think we know something about someone based on the way they look, the way they speak, where they come from or their gender. It is easy to think that everyone from a certain place, or everyone of a certain gender, is the same and likes the same things but this simply isn’t true. Ask children to talk to partners about things they both enjoy.
Children to write sentences about what they have in common with their partner. Use (picture word mat) for ideas. Children to write sentences about why they are special.
|
Geography:
To name and locate the seas surrounding the UK, and the seas and oceans on a world map or globe.
Sc1: I can label the five main oceans on a world map.
Sc2: I can label the seas that surround the UK.
Watch: https://www.youtube.com/watch?v=qTgPgIc1PXg Identify seas and oceans surrounding the UK using maps and satellite imaging. Make simple sketch maps to show the UK and the location of each sea or ocean. Note: Extend the children’s learning further by using world maps and atlases to identify the world’s continents and five oceans. Children could use a labelling tool such as Skitch to label satellite images copied from Google Maps. An ocean is a large sea. There are five oceans on our planet called the Arctic, Atlantic, Indian, Pacific and Southern Oceans. Seas include the Black, Red and Caspian Seas. The United Kingdom is an island surrounded by the Atlantic Ocean, English Channel, Irish Sea and North Sea. Practical resources:
Labelling tool, such as Skitch. Children complete a map of the world and label the oceans. Extension: To include the seas that surround the UK.
|
Art and Design:
Use the properties of pencil, ink and charcoal to create different textures and tones in drawings.
Look at paintings of different scenes including boats on water. (Claude Monet ppt) Draw a boat from first-hand observation, looking carefully at shapes and form. Draw from different angles, above, sideways, from the front and, if possible, from the inside. Select from a range of drawing materials such as a pen, pencil and marker pen. Textures include rough, smooth, ridged and bumpy. Tone is the lightness or darkness of a colour. Pencils can create lines of different thicknesses and tones and can also be smudged. Ink can be used with a pen or brush to make lines and marks of varying thicknesses, and can be mixed with water and brushed on paper as a wash. Charcoal can be used to create lines of different thicknesses and tones. These can be rubbed onto paper and smudged. |
------------------------------------------------------------------------------------------------------
Blended learning timetable
Year: 2
Week beginning: 19/10/20
|
|
Monday |
Tuesday |
Wednesday |
Thursday |
Friday |
|
Reading/phonics |
Retrieve: Text on Google Classroom for Groups. FICTION
|
Retrieve: Text on Google Classroom for Groups. FICTION |
Sequence: Text on Google Classroom for Groups. FICTION |
RE – Day Buddhism
The Festival of Losar.
Good luck charms used in Buddhism and other religions- children to discuss if they believe in good luck and bad luck.
Tibetan Prayer Flags- Children to make their very own flags and write their own important messages for the world, flags to be put on display to share their important messages with world.
To explore some Tibetan Cham dancing – can you make your own Cham dance up. |
Mixed Skills Text on Google Classroom for Groups. NON -FICTION |
|
Writing |
To perform a poem.
Starter: Onomatopoeia in poetry ppt.
Children to generate onomatopoeic words. (Onomatopoeia is a word that names a sound, but also sounds like that sound. For example: boom, honk, pop, crack, cuckoo, crack, splat, tweet, zoom, sizzle, whizz, buzz, hiss, rip)
Main task: Children to choose a poem and perform it, with expression and intonation.
Children to watch Michael Rosen perform ‘Chocolate Cake.’
https://www.youtube.com/watch?v=7BxQLITdOOc
Key Questions: What can you see Michael Rosen do when he performs a poem? What makes his performance enjoyable to watch? What does he include to make his performance more interesting? (voices, gestures, expressions, tone of voice)
Watch his tips about performing poetry.
https://www.youtube.com/watch?v=RvV23xoZRkI
Children to perform a poem of their choice. |
To know that different poems have different features.
Show children various poems and got through the different features. Ask children to help you identify different features Chn to choose a poem and to highlight and identify different features. For example – repetition, alliteration, onamatapia, shape poems, rhyme, verses. |
To plan an alliterative poem.
What features of a poem can you recall?
Recap what is alliteration.
Look at various alliterative poems. Chn in talk partners to identify the key features they can see – alliteration, repetition, onomatopoeic words.
Chn to work with their partner and write alliterative phrases (using their senses) around their island picture.
|
To write an alliterative poem.
Recap features of an alliterative poem. As a class share write an alliterative poem about an island. Chn will use their senses to write an alliterative poem called “On My Island…” Encourage chn to describe what they can see, hear, smell, taste, touch. Chn to independently use the key features and poetry plan to write an alliterative poem about an island. |
|
|
Maths |
Adding a 2-digit number and a 1-digit-number (1)
|
Adding a 2-digit number and a 1-digit-number (1)
|
Adding a 2-digit number and a 1-digit-number (2)
|
Adding a 2-digit number and a 1-digit-number (2) |
Subtracting a 1-digit number from a 2-digit number (1)
|
|
|
White Rose Maths videos to support learning: https://whiterosemaths.com/homelearning/ |
||||
|
Topic/other activities |
Computing: - Who is in your online community.
Children to compare and contrast how they are connected to different people and places, in person and on the internet. |
Computing: How to STOP the meaness online. Children to understand what online meanness can look like and how it can make people feel Children to identify ways to respond to mean words online, using S-T-O-P. |
Computing: Let’s give credit
Explain to children how giving credit is a sign of respect for people's work and to learn how to give credit in their schoolwork for content they use from the internet. |
PSHE: Listen to the story ‘I’ll do it – Taking responsibilities’ - https://www.youtube.com/watch?v=YpJKWcI6CL8
Discuss what are their responsibilities and to make a list of all their responsibilities, writing them in order of importance. |
PSHE: Listen to the story – Don’t feed the Coos - https://www.youtube.com/watch?v=u1qByAGdzZI
Discuss with children what are rewards and consequences. Have you ever received a reward/consequence for anything that you have done? Have you ever had a consequence/reward at school?
|
------------------------------------------------------------------------------------------------------
Blended learning timetable
Year: 2
Week beginning: 12/10/20
|
|
Monday |
Tuesday |
Wednesday |
Thursday |
Friday |
|
Reading/phonics |
Predict: Text on Google Classroom for Groups. FICTION
|
Predict: Text on Google Classroom for Groups. FICTION |
Explain: Text on Google Classroom for Groups. FICTION |
Explain: Text on Google Classroom for Groups. NON-FICTION |
Mixed Skills Text on Google Classroom for Groups. NON -FICTION |
|
Writing |
To plan a story and create a story map.
Children to plan a story (inspired by the innovated story they have created in the previous week’s learning) and create a story map.
Children to plan the beginning, middle and end of the story (including the problem the main character faces and its resolution).
Children to add connectives, adjectives and expanded noun phrases (about characters and setting) to the story map.
|
HOT WRITE: To write a story.
Children to write a story, including new characters and setting.
Children to write a beginning, middle and ending of their story.
Children to include adjectives, expanded noun phrases and similes to describe the characters and setting for their story.
Children to re-read story and edit to check for capital letters and full-stops and use of descriptive vocabulary.
|
COLD WRITE: To write a poem.
Children to write a poem about being on a tropical island.
“On My Island…”
Children to use their senses to write what they could see, hear smell, taste or touch.
Children to include animals, scenery, food etc. |
To explore a range of poetry.
Starter: Children to generate rhyming strings (e.g. cat, bat, mat)
Main task: Children to discuss and identify what a poem is. Discuss what they know about poems previously.
Children watch video and discuss what genre it might be.
https://www.youtube.com/watch?v=p2OOYL5Rkqg&safe=active
Watch Benjamin Zephaniah ‘Clever Trevor.’
https://www.bbc.co.uk/bitesize/clips/zcftsbk
Key Questions: What kind of text did we just listen to? Was it a story, an information text, a report, a poem or a newspaper article? What special features do you notice? (It’s written in shorter sentences, it rhymes, it uses interesting vocabulary).
Introduce the poems to children. Discuss that we will be looking at poems in more detail, as there are many different kinds of poems.
Children to explore a range of different poems (shape, acrostic, rhyming, free verse) and discuss some of their features (rhyming, repetition, alliteration, onomatopoeia).
|
To perform a poem.
Starter: Onomatopoeia in poetry ppt.
Children to generate onomatopoeic words. (Onomatopoeia is a word that names a sound, but also sounds like that sound. For example: boom, honk, pop, crack, cuckoo, crack, splat, tweet, zoom, sizzle, whizz, buzz, hiss, rip)
Main task: Children to choose a poem and perform it, with expression and intonation.
Children to watch Michael Rosen perform ‘Chocolate Cake.’
https://www.youtube.com/watch?v=7BxQLITdOOc
Key Questions: What can you see Michael Rosen do when he performs a poem? What makes his performance enjoyable to watch? What does he include to make his performance more interesting? (voices, gestures, expressions, tone of voice)
Watch his tips about performing poetry.
https://www.youtube.com/watch?v=RvV23xoZRkI
Children to perform a poem of their choice. |
|
Maths |
End of Unit Check.
|
Adding a 2-digit number and a 1-digit-number (1)
|
Adding a 2-digit number and a 1-digit-number (2)
|
Subtracting a 1-digit number from a 2-digit number (1)
|
Subtracting a 1-digit number from a 2-digit number (2)
|
|
|
White Rose Maths videos to support learning: https://whiterosemaths.com/homelearning/ |
||||
|
Topic/other activities |
Computing: Learn that the information they share online leaves a digital footprint or "trail" and explore what information is suitable or appropriate to be shared online. Go through Slideshow – Digital Trails.
Children to complete sheet –
Draw a picture of something that is suitable to share about yourself on the internet and write one thing that is not suitable to share on the internet. Explain why. |
Science: Describe the importance of a healthy lifestyle, including exercise, a balanced diet, good quality sleep and personal hygiene.
Recap the benefits of undertaking exercise. Mind map these benefits.
Include physical activities such as running, walking, jumping, dancing.
Make a poster or leaflet promoting the benefits of exercise for school children. Include suggestions of sports that others might enjoy playing and what equipment they might need.
|
Art: Press objects into a malleable material to make textures, patterns and imprints.
Inspire children’s’ ideas with various images and garden ornaments. Roll clay balls of different sizes, then add interest by pressing objects into the clay's surface, thinking about creating patterns and textures that would be intriguing and interesting for the viewer. Once dried, select and use brightly coloured glazes to decorate. Create an indoor or outdoor installation of their decorative balls.
Practical resources:
Clay/salt dough Brightly coloured glazes Images or works of art or garden ornaments. |
Science/Computing: Children to use media equipment e.g camera, phone, tablet to create a short advert about the benefits of exercise for school aged children. |
Science: End of unit assessment. – Animals Including Humans Quiz.
Assessment on Google classroom.
|
------------------------------------------------------------------------------------------------------
Blended learning timetable
Year: 2
Week beginning: 5/10/20
|
|
Monday |
Tuesday |
Wednesday |
Thursday |
Friday |
|
Reading/phonics |
To identify the meaning of specific vocabulary within a non-fiction text .about foxes |
To identify the meaning of specific vocabulary within a non-fiction text about pirates. |
To infer information from a picture. |
To infer information from a non-fiction text about pirates. |
To answer mixed VIPERS question based on a non – fiction text about Velociraptors. |
|
Writing |
To identify the meaning of specific vocabulary within a non-fiction text.
Children to be given a list of simple sentences. The children need to add a connective and a simple clause. Children to write the beginning part of the story, using their story plan.
|
To write the middle of a story.
Show Sentences. Children to identify errors and highlight (using colours) adjectives, conjunctions and expanded noun phrases.
Children to use word banks and their plan to write the middle paragraphs of their story.
|
To write the ending of a story.
Identifying adjectives in various sentences.
Children to use word banks and their plan to write the ending paragraphs of their story.
|
To edit their work using a checklist to ensure that they have included all the relevant features. |
To write a final draft of my story.
Children use their edited version of their story to write a final draft.
|
|
Maths |
Adding and subtracting 1’s
In this lesson children will need to identify the number of tens and ones in a number, and to add and subtract an additional number of ones without exchange and notice that only the digit in the ones column changes. Children will need to verbalise the changes that occur and use known number bonds to calculate the answer, rather than counting on or back in ones. |
Finding 10 more and 10 less.
In this lesson children will need to mentally add or subtract 10 to or from a 2-digit number (staying within 100) and be able to identify that only the digit in the tens column changes during this process. Children will need to show this visually on a variety of different representations and explain what each shows. |
Adding and subtracting 10’s.
In this lesson children will need to make links to previous learning and identify that only the digit in the tens column changes when they add or subtract a multiple of 10. Children will need to recognise that the method they use and visualise is similar to the method for adding ones to a 2-digit number.
|
Adding a 2-digit number and a 1-digit number (1).
In this lesson children will need make links to previous lessons and concepts and recognise that 10 ones is the same as one ten. Children will need to understand how this is represented when writing numbers in digits and when using resources to make different numbers. |
Subtracting a 1-digit number from a 2-digit number (2).
In this lesson children will need to subtract ones from a 2-digit number, making links to previous learning and applying number bonds to bridge 10. Children will need to choose the appropriate way to partition the 1-digit number.
|
|
|
White Rose Maths videos to support learning: https://whiterosemaths.com/homelearning/ |
||||
|
Topic/other activities |
Science: To notice that animals, including humans, have offspring which grow into adults, by describing the changes to animals as they grow.
Introduce the children to a range of baby mammals, birds, amphibians and reptiles, asking the children to identify them where they can.
Children to draw an animal of their choice as a baby and as an adult, and writing a description of how the animal grows. |
Science: To notice that animals, including humans, have offspring which grow into adults, by learning about how humans grow and change.
Children to discuss some of the ways that they have changed as they have grown. Ask children to identify and name the different stages of a human timeline.
|
Science: To find out about and describe the basic needs of animals, including humans, for survival (water, food and air), by identifying the ways that different animals meet their basic needs.
Children to consider what they would need to take with them on a journey to outer space. Ask children to choose three things that they would like to take. Discuss the items the children have chosen, asking them to consider if these are things that they would like or things that they really need to survive. Explain that there are only three things that humans and all animals need to stay alive.
Children to identify what do different animals need (mammals, reptiles, amphibians, birds and fish). |
ICT: E-safety
Children to understand that being a good digital citizen means being safe and responsible online. Children to explore the amazing possibilities that come with using technology. Technology use isn't always a distraction, but there are definitely times when it's best to keep devices away. Help students learn when it's appropriate to use technology and when it's not -- and practice making family rules for device-free time at home.
Children will be thinking about their responsibilities when online such as: Why is it important to ask for permission before going online? Why is it a good idea to set a time limit when using technology? Why shouldn't you share your username or password with other people? Why should you only talk to people you know online? There are times when it hurts other people's feelings if you are distracted and not paying attention to them. There are quiet times, like when we are going to sleep, when devices should be put away. |
ICT: E-Safety
Staying safe online is a lot like staying safe in the real world. By helping a Digital Citizen sign up for a new app, students learn about the kinds of information they should keep to themselves when they use the internet -- just as they would with a stranger in person.
Children to understand that when online they do not share any of their personal information with anyone.
|
------------------------------------------------------------------------------------------------------
Blended learning timetable
Year: 2
Week beginning: 28/09/20
|
|
Monday |
Tuesday |
Wednesday |
Thursday |
Friday |
|
Reading/phonics |
To retrieve information from images and answer questions.
|
To retrieve information from a fiction text (The Tunnel by Anthony Browne pp. 9-16) and answer questions. |
To look at images and answer questions about the sequence of events. |
To sequence the events of a story (The Tunnel) in chronological order. |
The Tunnel comprehension. To answer a range of VIPERS. |
|
Writing |
To create a new setting for a story.
Children to generate adjectives, expanded noun phrases and similes to describe settings suitable for their new characters.
Children use their senses to describe what they can see, hear, smell or touch in a jungle setting.
|
To use descriptive vocabulary to write a setting description.
Children to use adjectives, expanded noun phrases and similes to describe the setting for their story. Children to use prepositions (under, over, beneath, etc.) and their senses to describe the setting.
|
To plan a story and create a story map.
Children to plan a story (inspired by Why Anansi Has Eight Legs) and create a story map. |
To write the beginning of the story.
Children to write the beginning of their innovated story. Children to use their story map to write sentences (using adjectives and expanded noun phrases) to introduce and describe their character and his/her actions and personality. |
To complete a chrome book quiz on ‘The Tortoise and the Hare.’ |
|
Maths |
Related facts – addition and subtraction.
In this lesson, children will focus on bonds within 20, using the part-whole diagram to help them see these visually. The focus is not on addition and subtraction, but on recording known facts in different ways within addition and subtraction calculations.
Children can write down fact families from a part-whole model and identify what each number within a calculation represents.
|
Using number facts to check calculations.
In this lesson, children build on what they learned in the previous lesson to determine whether number sentences are correct or incorrect. Children understand that they can do a subtraction calculation to check addition and vice versa.
Provide children with completed fact families relevant to the questions. Children can then use these to find and check answers, rather than counting on or back in ones using their fingers.
|
Comparing number sentences.
In this lesson, children make links between numbers in sets of number sentences and compare addition and subtraction facts within 20. Provide children with a visual showing the < and > signs and the terms ‘less than’ and ‘greater than’. Encourage children to represent numbers using different coloured counters to help them see which numbers appear on both sides of the number sentences and therefore which numbers they need to compare.
|
Finding related facts.
In this lesson, children use known facts to determine other facts.
Ask children to make the numbers using concrete manipulatives alongside the abstract calculations. They should explain the parts that they have made and describe how the known fact relates to the unknown fact (for example, 2 ones + 3 ones = 5 ones so 2 tens + 3 tens = 5 tens).
|
Making number bonds to 100.
In this lesson, children make number bonds to 100 using a 100 square to help them visualise.
Give children a list of number bonds to 10 and multiples of 10 that make 100. This will encourage them to use these known facts rather than simply counting the number of squares to 100 each time.
|
|
|
White Rose Maths videos to support learning: https://whiterosemaths.com/homelearning/ |
||||
|
Topic/other activities |
D&T: Use a range of mechanisms (levers, sliders, wheels and axles) in models or products. Make a balloon-powered car to race. Use recycled household materials, such as drinks cartons or bottles, to form the chassis, drinking straws for the axles and bobbins for the wheels. Attach a balloon by pushing it through a hole in the chassis. Inflate just before the race. As the balloon deflates the air provides the power to propel it along. Practical resources: Recycled household materials Plastic or cardboard drinks containers Drinking straws Bobbins Balloons Dowels Elastic bands Sticky tape
2-wheel balloon car: https://pbskids.org/designsquad/build/2-wheel-balloon-car/ Balloon powered car: |
Science: Use simple equipment to measure and make observations. Measure how far they can throw or roll a ball in metres and centimetres. Practise using rulers, tape measures and trundle wheels accurately. Different types of ball games: https://funandgames.org/?s=ball+and+catch+games Chn to explain their findings. Note: Children could throw or roll different types of balls to compare distances travelled. Encourage children to think about their throwing or rolling technique. Can they work together to find the best technique, or modify the one they are currently using to get their ball to travel further? |
Science: Describe the importance of a healthy lifestyle, including exercise, a balanced diet, good quality sleep and personal hygiene.
Investigate how their bodies are affected by exercise, comparing how their bodies feel before and after.
10 min shake up exercises: https://www.nhs.uk/10-minute-shake-up/shake-ups#wUDozCtihAbWDgBQ.97
Take pictures of themselves doing a range of physical activities such as running, walking, jumping, dancing. Group the activities according to how strenuous the exercise was, such as high, low or moderate. |
Science: Describe the importance of a healthy lifestyle, including exercise, a balanced diet, good quality sleep and personal hygiene. Take part in a relaxation session and monitor how their breathing feels or changes. How many breaths are they taking per minute? Learn how to measure their pulse using two fingers on their wrist or neck. How many beats in fifteen seconds? Multiply this by four to work out beats per minute. Chn to record their findings. |
Finish of previous lesson and create a whole class installation using models. |
------------------------------------------------------------------------------------------------------
Blended learning timetable
Year: 2
Week beginning: 21/09/20
|
|
Monday |
Tuesday |
Wednesday |
Thursday |
Friday |
|
Reading/phonics |
To make predictions from a Fiction text. |
To make predictions from a Fiction text. |
To explain your thoughts and opinions about a text. |
To explain your thoughts and opinions about a text. |
‘The Town Mouse and Country Mouse’ comprehension. To answer a range of VIPERS. |
|
Writing |
To write a familiar story. |
To write a familiar story. (continued) |
To describe a character. |
To create a character. |
To use descriptive vocabulary to describe a new character. |
|
Maths |
To count in 2’s, 5’s and 10’s. |
Counting in 3s. |
End of unit check. |
Related facts – addition and subtraction |
Using number facts to check calculations |
|
|
White Rose Maths videos to support learning: https://whiterosemaths.com/homelearning/ |
||||
|
Topic/other activities |
Science experiment- Which material is the bounciest? |
Art: To create giant artworks using soft sponge balls dipped in paint. Explore what happens when the paint covered balls are dropped, bounced and rolled across a paper surface. |
Science: To carry out a science investigation (fair test) - plan and carry out their own science investigations using balls. |
Art: To create a class installation - Inspire children’s creative thinking by looking at images of art installations such as Michael Kalish’s portrait of Muhammad Ali using punch bags or Pinball Wizz by Pierre Diamantopoulo. Design your own ball decorate it using different materials. |
Finish of previous lesson and create a whole class installation using models. |