21/22 Class Newsletters
20 Sep 2021
Welcome New Giants!
12 Sep 2021



Home-School Work (w.c. 1.6.20)

29 May 2020

Hello Giants!

I hope you all had a wonderful half term holiday and enjoyed a week in the sunshine. Can't wait to hear all about what you've been up to with your families! 'Back to school' this week for our final half term of Year 2. Even though we're not all together, we're going to have lots of fun and learning and I think you'll really enjoy our new topics and activities. I'm missing you all lots so I can't wait to see your lovely work :)

Have a great week!

Love Miss Daniel x


Literacy: The Lorax
Our next story is one of my favourites - The Lorax by Dr Seuss! It's a little shorter than our last few stories but gives us the chance to look at nonsense words, compare authors and look at the powerful imagery that Dr Seuss uses to make us think about a very important message...

Please start by listening to the whole story here (or read together if you have your own copy).

1. Learning Objective: To predict what a word means
Like Roald Dahl, Dr Seuss loves to use 'nonsense words' - that's words that he's made up! Read the information page below to revise some ways we can guess what a word might mean (remember we did this for The Magic Box), then have a go at completing the 'Lorax Dictionary' to write and draw your own definitions for the words in the story...

Working Out Nonsense Words!       
Lorax Dictionary (if unable to print, just copy the word into your book and write/draw the definition beside it)

2. Learning Objective: To create an image of a character in my head
One thing that's really cool about this story is the character of 'The Onceler' - another nonsense word! Dr Seuss talks about him a lot, but we never actually see what he looks like, except for tiny clues in a few of the pictures. This means we can create our own picture of him in our heads and it's subjective that means everyone has their own different idea of him. If you've seen the film, that's one person's idea of what he is like, but yours might be different! Please complete both tasks:

Task 1Listen to the story again and focus on The Onceler - pick out anything that you KNOW about him (things that Dr Seuss says, things you see in the pictures) and then start working out what you THINK about him (what the rest of him might look like, what kind of person is he). I have picked out some clues for you to help (below). Write your ideas in a table in your book using bullet points, with one column labelled 'What I Know' and the other labelled 'What I Think'. 

The Onceler Clues

Task 2Draw a really detailed picture of what you think the Onceler looks like! You may want to draw it on this Writing Frame ready to go with your writing for the next Learning Objective.

3. Learning Objective: To create my own imagery in a character description
Now you have an idea of what The Onceler looks like, have a go at writing a REALLY detailed description of your version of him. You may want to consider what he looks like, what he wears, how he acts, what he speaks like and what he does. Your aim is to help your reader get a exact picture of YOUR Onceler in their head, so you need to describe every little part of him to make sure they get it perfect. Use as many desciption tools as you can - there's a list in case you've forgotten them!

Description Tools     
Writing Frame (if you don't want to write in your book!)


4. Extra Learning Tasks (optional)
- Test your character description on a friend or family member. Read it to them and ask them to draw your Onceler. Compare it to your picture to see how close they got!
- Make your own model of The Onceler using objects from your house. 


Maths – Division
If you would like any additional input or activities for these Maths sessions, the content on the BBC Bitesize home learning website now matches up perfectly with the White Rose learning objectives (Monday on Bitesize is Lesson 1, Tuesday is Lesson 2, etc). 

1. Learning Objective: To solve problems linked to the ten times table        (old learning)
Video (Lesson 1)    Worksheet      Answers

Key Learning/Tips
- Remind that both sides of  '=' must always be the same :)
- For multiple step problems, start by working out what you have enough information for and go from there.

2. Learning Objective: To divide by sharing           (old learning in some new contexts)
Video (Lesson 2)      Worksheet      Answers

Key Learning/Tips
- Think of the divide symbol as meaning "shared between".
- If you don't have cubes or counters, use any object you have lots of, e.g. pasta pieces!
- Q3: Share larger numbers by sharing out the ones then the tens (draw Diene instead of dots).
- Q3: 'Exchanges' means you need to think of other ways to divide, e.g. for 40 ÷ 5, you can't share the 4 tens into 5 groups without breaking them up. Instead, you could take each ten individually and split it into 5 groups (2 in each group) and just repeat for the other 3 tens.

3. Learning Objective: To divide by grouping     (old learning)
Video (Lesson 3)    Worksheet    Answers

Key Learning/Tips
- This time, think of the divide symbol as meaning "shared into groups of"
- This is a useful method when you have a picture of the objects you are sharing - all you have to do is draw circles round the groups!

4. Learning Objective: To solve problems linked to odd and even numbers    (old learning)
Video (Lesson 4)      Worksheet      Answers

Key Learning/Tips
- Remember our quick way to spot even numbers: they end in 2, 4, 6, 8 or 0! If they don't, they're odd :)
- Remember this has to be at the END of a number, it doesn't count if it's at the start of the number, e.g. 47 isn't even.
- Notice on the 'odd' numbers, there's an 'odd' counter on each ten frame, one that doesn't have a pair! (For Q2 you can just draw the counters in your books in pairs of 2, to show that odd numbers have an 'odd one')
- Q5: Remember, if you have a spare ten when you're sharing you can split it up into two 5s!


5. Extra Learning Tasks (optional)
- Have a go at some of these Division With Food Problems. Decide when it's best to use grouping (if you already have a picture) or to use sharing (if you don't have a picture to work with).

- Play the Coconut Odd Or Even game. I bet you can challenge yourself with numbers to 1000!

- Use Hit The Button to see how quickly you can remember Division facts!

- Solve a set of questions from our Fluency list (choose Red, Amber, Green or GO - or more if you want!)

Fluency 1.6.20 (2 new slides)         Parents' Guide to Methods  


Science: Making Links
In Science this half term, we'll be looking at topics we've studied over the year (Materials, Living Things and their Habitats, Animals, Plants) and considering the links between them and the links to real-life issues going on in the world at the moment. The aim is for the children to see how our Science learning has been relevant to their own day-to-day life and things they see on the news!

Learning Objective: To understand how living things have given us ideas
Things in nature are very clever! They do their jobs really well without needing any help or producing lots of waste. Because of this, we copy lots of ideas from nature to help us design and make things for our lives! This is called biomimicry - which makes sense because the word 'mimic' means 'copy'.

Watch the video 'Plagarising Nature' as an introduction to Biomimicry. Then choose a task to complete:

a) Create a poster with the title 'Nature Thought Of This First!' and fill it with as many things as you can think of that have borrowed ideas from animals or plants. Make sure you tell us where the idea came from, either with a sentence or a picture.

b) Cut out these Matching Cards and see if you can match the man-made object to the natural thing that gave them the idea.Talk to your grown-ups and research to figure out how they link!

c) Go on a Biomimicry Hunt and see if you can find anything else in your house/garden/area that have borrowed ideas from nature (you may need a little adult help). Present them however you like!


Theme (Geography): Local Area/Mapping

Learning Objective: To know how symbols are used in a key
With a little help from an adult, find where you live on Google Maps and explore the area around it, zooming in to see closer. Have a look at the kind of symbols that are used to show different things on a map, e.g. schools, cafes, shops, roads. Notice how the same symbol is used every time these places appear on the map, so the person reading it always knows how to spot them. Explore the same area on different types of map using the links below, or you may have physical maps in your house! Talk to your adult: What kind of symbols are used? Are the symbols always similar on different types of map? Why do you think they've chosen them? e.g. Why is a church represented by a cross, or a shop by a bag?

Ordnance Survey Maps   -  Zoom in to get more and more detail.
National Geographic Map Maker   -   Use the 'Base Map' and 'Layers' options at the side to see different maps.
Side By Side Map Viewer   -   A little trickier to use but has a cool selection of historical maps to compare side by side with today!

When you're done exploring, use your ideas to design your own key for your local area. Choose at least 10 things to put on your key (e.g. shop, restaurant, farm, road, church) and design a symbol that you think represents them best - you could use ideas from the maps you've looked at, or design your own. Remember to keep the symbols nice and simple as you would have to draw them lots of times if you did a map!

Optional Extra Activities: 
- Design a key for a different type of area, maybe another part of the UK (e.g. a city or a seaside town) or location in another country. Use it as a basis to discuss similarities and differences between your local area and the other place, e.g. Which symbols would be the same and which would be different? Which wouldn't you need? Which extra ones did you need to design?


Learning Objective: To use biomimicry to create a simple design    (complete Science first to help with this) 
Think about a living thing that does its job really well. It could be one you found out about in Science, or you could think of a brand new one. Here are some examples you could choose if you're stuck:

- Tree trunks are really strong and good at keeping things up.
- Stickyweed is really good at sticking to things.
- A polar bear's claws are really sharp so they can cut through things.
- A chameleon's skin can change colour which is really good for camouflaging!

Now, 'borrow' this idea from the living thing and use it to design a product that could help humans to do a similar job. It can be anything you like, for example: camouflage clothing for the army based on chameleon skin*, or 'blu-tac' made from stickyweed to hang up your posters. Draw and label a picture of your product, making sure you tell us what it's for, and what you've used to make it and why. Don't worry about too much about the logistics of how it would be made, just be creative!

* If children are using part of an animal as their idea, it could lead to a nice discussion with them about whether they think it's okay to use animal products (e.g. fur). They can be encouraged to say they'd "borrow the idea from" the animal rather than actually using it.


Complete this BBC Bitesize lesson as an introduction to programming and algorithms. This is when you create a sequence of instructions that a computer has to follow! Complete one of the activities on the page.

BBC Bitesize - How Games Work

Complete 2 activities from any of the following resource areas:

Youth Sport Trust - PE games and activities

Go Noodle Good Energy - Fun videos to exercise and dance along with

PE Planning: PE at Home - Lots of fun PE activities to do at home

Joe Wicks YouTube - A new 'PE With Joe' session added every day!

Harrogate School Sports Partnership - Lots of resources for home mindfulness and keeping active


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