Home Learning Packs
Year 1 and Year 2 Curriculum Letter
Are Polar Bears and Penguins friends?
The topic began with the children listening to the Narrative “Lost and Found” which is a story about a penguin who turns up at a little boy’s house. The children have used actions to re-enact the story and will be innovating the story by changing one part. Our English then links with the Geography by writing a set of instructions on how to prepare for exploring in the Arctic. The topic will end with another narrative where the children will write a Story “Spring’s Child” which will be based on the story of “Winter’s Child.”
The children will be continuing to develop their speed and accuracy in mental maths, for addition, subtraction, as well as times tables. They will be improving their fluency and reasoning skills across all four operations. Year 2 will be deepening their knowledge and understanding of statistics, looking at tally charts, pictograms and bar charts. Later in the term Year 1 and 2 will be problem solving through division (Year 1 – sharing) and further developing their knowledge of time.
Learning Journey Knowledge and Skills
The topic will start by looking at the North and South Pole, then finding out about the Arctic/Antarctic. We will focus on Map work using Royal Geographical Association resources.
- map of classroom
- routes around the school inside
- routes around school grounds – find the penguin
Temperature logging – compare North Pole & Winchester’s climate.
The children will become scientists, by doing a test to find out how polar bears stay warm. We will be
gathering data (for Harestock) and recording and comparing the temperatures in England and the Arctic. We will also be researching where penguins live, using google earth to look at the environment.
The children will research why the Arctic is melting faster than the Antarctic.
The children will be focusing on aspects of singing, playing, improvising composing and listening within the unit ‘Cold as Ice’. They will be learning to sing with clearly articulated words and keep to a steady rhythm.
In art the children will be focusing on colour and create a group collage. Then create a weaving inspired by the colours and shapes of the arctic.
The children will be learning to control a programmable robot in a linear simulation scenario using forwards, backwards, turn and go commands.
How you can help at home
Please continue to practise spellings regularly on Spellodrome. Take time to enjoy books, by listening to them read to you and sharing stories together to build up the children’s repertoire. The children are making good progress with their times tables, so please help them by practising. We find that ‘little but often’ is usually the best approach. Above all, take time to have a conversation with your child and discuss what they are learning about at school.
Useful information and dates
Half-Term Monday 17th February
Take Home task Tuesday 31st March (sharing miniature world in a box – more details to follow)
Progression in calculation guidance
To see how calculation methods are taught please click the link below.
Times Tables Challenge.
The Challenge works on a series of 28 levels, each to be tested in a 3 minute weekly written test. The levels become increasingly difficult in terms of both the number of different tables covered and the speed at which you must work! The levels are shown in the table below.
You will need achieve full marks twice before you move to the next level.
|Level||Times tables tested||No. Qs||Operation|
|13||All tables to 12×12||60||x|
|14||All tables to 12×12||60||x ÷|
|15||All tables to 12×12||70||x ÷ square √|
|16||All tables to 12×12||75||x ÷ square √|
|17||All tables to 12×12 and 20x||75||x ÷ square √|
|18||All tables to 12×12 and 20x, 15x||75||x ÷ square √|
|19||Tables to 10×10, using multiples of 0.1, 1 and 10||50||x|
|20||Tables to 10×10, using multiples of 0.1, 1 and 10 in multiplication||50||x ÷ square √|
|21||Tables to 12×12, using multiples of 0.1, 1 and 10 in multiplication||50||x ÷ square √|
|22||All tables to 12×12 and 20x using multiples of 0.1, 1 and 10 in multiplication||50||x ÷ square √|
|23||All tables to 12×12, 20x, 15x using multiples of 0.1, 1 and 10 in multiplication||75||x ÷ square √|
|24||Tables to 10×10, using multiples of 0.1, 1 and 10 in division||50||÷|
|25||Tables to 10×10, using multiples of 0.1, 1 and 10 in multiplication and division||60||x ÷|
|26||All tables to 12×12, 20x, 15x using multiples of 0.1, 1 and 10 in multiplication and division||50||x ÷|
|27||All tables to 12×12, 20x, 15x using multiples of 0.1, 1 and 10 in multiplication and division||60||x ÷|
|28||All tables to 12×12, 20x, 15x using multiples of 0.1, 1 and 10 in multiplication and division||70||x ÷|