Summer 2017 Curriculum Letter
I hope you had a nice and relaxing Easter break and managed to eat lots of chocolate. This summer term, our new topic will be ‘Jungles and Rainforests’ where we will be looking at animals, environments, climate and many other jungle and rainforest related areas. I have already told Class 2 how much I am looking forward to this topic and I hope they also like the sound of it. The below information will help explain this term’s learning in more detail.
‘Doppy Dino’ will continue going home with a child for the weekend and join in with any activities they may do. So that the rest of the class can find out about Doppy’s adventures, please support your child in writing a few sentences about her time with your family in the ‘Doppy’s Adventures’ book. I must stress that a few sentences and a few pictures is absolutely fine! I am not expecting reams of writing however any writing should be done in pencil. It can be tricky to read writing in pen and it is beneficial for your child to write at home in the same way they do at school. Doppy selects children randomly so please let me know if there is a particularly tricky weekend and Doppy can easily go home with someone else. Alternatively, it is also possible to request Doppy for a particular weekend if you are doing something special. Thank you to those of you that have already had Doppy to stay, it is always really nice to share weekends as a class.
There is a new topic menu that lists a range of activities for your child to choose from and complete. As well as a paper copy in your child’s homework book, this list is also available on STARZ. Please let your child decide which activities they like the look of and support them in completing at least one per half term. Please encourage your child to use this list for their topic homework as it is these pieces of work we share in class, rather than extra bits they have done at home. I would like to take this opportunity to remind all parents that the topic homework is designed to encourage creativity and engagement in the current topic and the homework is not intended or expected to be time consuming or at all stressful. For this reason, the list is slightly shorter than previous term’s topic menus and I hope includes activities than can mostly be completed by your child independently. Topic homework can also be shown in Celebration Assemblies on Friday afternoons.
Weekly spellings will continue to be given out on Wednesdays and should be learnt in time for the following Wednesday. Occasionally, spellings will be replaced with challenges and spelling activities that encourage your child to use the word in multiple contexts. This is because spellings are often learnt and written correctly in a spelling test, but not always transferred into writing. Providing challenges and activities will try to address this issue. There will now also be weekly English or Maths homework. This will be given on a Wednesday and should be returned for the following Wednesday like the spellings. Homework books should be put in the homework tray each Wednesday but can otherwise be kept at home. However, if topic homework is done in the homework book, then it may be brought in for show and tell. Please make sure your child is completing homework in pencil.
Your child should come to school with their reading book and reading record book every day and is also expected to practise reading at home with an adult or older child for 10 minutes every day. This is truly essential for their progression and it is important to make sure your child understands the story. Try to challenge them by asking questions about the characters, their favourite part or what they think might happen next. This also applies to those children who are ‘free readers’. It is also important that reading records are brought in for ‘free readers’ as these are used in Guided Reading sessions. Please note that your child cannot move up or down a book colour unless it has been approved by me or Julie (class TA). Whilst your child may appear to be reading fluently within a colour, reading assessments can indicate further comprehension work is needed. Without daily reading, it is likely that your child will find learning in all areas tricky.
PE will continue with Mr Herd and will be on Wednesday and Thursday. Please ensure that your child has a named PE kit in school at all times and that long hair is tied back and earrings removed. Earrings should not be worn during P.E. at school unless they are newly pierced.
This term, Year 2s will also have their SATS. The children have all worked extremely hard since September and although the SATS are not without their challenges, I will do my best to make it an enjoyable and nice time for them. The KS1 SATS will take place in the last two weeks of the first half term (wc. 15.5.17 and 22.5.17).
Communication, Language and English
Phonics, handwriting, spelling and grammar. Year 2s will work on ‘No Nonsense Spellings’ during Phonics lessons to ensure they are covering the appropriate word types as well as doing some Phase 5 sound work. Y1s will continue with blending and segmenting and daily sound work in preparation for the Y1 Phonics Screening.
Guided Reading-sharing and discussing texts to help your child relate to and understand the books they are reading. These texts will link to the text type we are learning about in English to further support your child’s understanding.
Writing exciting and imaginative texts using full stops, capital letters, adjectives and connectives. Year 2s will now begin to work more on joined up handwriting and using adverbs and expanded noun phrases. We will also be looking at sentence types (statements, questions, commands and exclamations).
A variety of text types: letters, character descriptions, recounts.
Grammar revision and SAT prep for Y2.
At home you can help by;
- Practise phonics. Try using online games and encourage your child to think about the sounds away from school (phonics play has a free section). Say different words to your child in the car or at home and ask them to use their robot arms to sound it out. You could also practise flash card words. Show your child different words and ask them to sound out the word and then blend it together. These flash words can be printed for you but can also be accessed by googling Y1/Y2 High Frequency Words. Feel free to ask for support with this.
- Read/share a mixture of fiction and non-fiction texts (10 minutes every day) and help them by using reading strategies – look at pictures, spot situations in books your child might be able to relate to and encourage discussion about this, discuss titles or headings and subheadings in non-fiction. Please also remember to write in the reading log when you read with your child. This helps us know how many times a book has been read. It is really important you discuss the text as it is common for children to appear fluent in their reading and thus their decoding of words but have little understanding of a book’s content.
- Write sentences with missing capital letters, full stops and other punctuation for your child to correct. It is very helpful to encourage your child to write sentences at home and familiarise with holding a pencil properly.
- I have ‘nonsense’ word cards which are great for supporting your child (Y1) with phonics and using sounds to segment and blend words they would have never come across. Please ask if you would like some of these.
Problem Solving, Reasoning and Numeracy
- Count, read and write numbers to 20 and 100
- Patterns and shapes, estimate, weigh, measure and compare objects
- Addition and subtraction of 1, 2 and 3 digit numbers, multiplication facts for the 2, 10 and 5 times table.
- Addition and subtraction
- Multiplication and division.
- Use number lines to position numbers and to use lists and tables to sort and analyse data
- Measurement (capacity, volume, temperature)
At home you can help by;
- Practise number bonds! This is very important and can be easily done on a car journey or at home. You can use bunny ears to make it fun. E.g. you hold up 4 fingers (2 on each hand) above your head and your child holds up 6 fingers above their head. Practise number bonds to different numbers, not just 10 and 20. Your child should be secure with these at this point but as not all children progress at the same time and because number bonds are at the heart of calculation, it is always helpful to continue practising them.
- Find shapes around the home and outside-talk about which 2d shapes you can spot on 3d objects.
- Solve real life problems – how many more, one more, ten more/less etc.
- Use measuring equipment to make biscuits/cakes. Please encourage your child to look at weighing scales and reading amounts in grams. This is something we will be looking at this term in more detail but is something the children require realistic context with to truly understand.
- Practise times tables – 2, 5 and 10. Try to encourage your child to make the connection between counting in fives (5, 10, 15…) and saying 5 times table (1 x 5=5).
- ‘Beat the Teacher’. In CLIC, we have various challenges which encourage the children to try and beat my score. Recently, the children have been trying to say their times tables faster than me. You could help your child practise this at home or try and make them beat your score. The time they get isn’t particularly important but it can make it more fun.
- Writing numerals. It is very common for children to get their numbers back to front (particularly, 3, 5, 7 and 9) and any help writing these at home is great help.
- Play counting games.
- CLIC game-Mully is hiding. E.g. Mully is hiding behind the biggest multiple of 5 without going past 20. What number is he hiding behind? (15).
- Writing numerals in words, days of the week and months of the year.
- Talk about money and time whenever you get an opportunity. Encourage your child to think about what they might be doing at a particular time at school or how much change they would get if they bought something in a shop.
- Division by sharing. Ask your child to share out toys or sweets and then relate this to a division sum e.g 4 sweets shared between 2 people is 2 so 4 divided by 2 is 2. This is an area children often find tricky to grasp and although sharing is used to support their understanding, it is vital that sharing is used alongside the word divide.
We will also be:
- Looking at habitats, climates and life cycles in science.
- Finding out about the Amazon Rainforest and Amazonian Tribes.
- Creating collages and producing jungle art in the style of Henri Rousseau
- Looking at famous explorers
- Locating rainforests on the map
- Looking at internet safety and communicating safely online.
- Discovering how to research on the internet, copy and paste images and text and creating a word document.
- Composing our own piece of music.
- Listening to patterns in music.
- Conflict resolution in PSHE.
- Understanding changes, being different and people who help us in PSHE.
If there is anything that you are unsure of or have any other questions at all, please do not hesitate to come and see me or contact the school office.