Year 2

Mrs K Richardson
Teacher
Mrs K Richardson
PSHE and Phonics Lead
Miss L Crossley
Teaching Assistant
Miss L Crossley

Year 2 Curriculum Project

Year 2 Project - Movers and Shakers

In the Movers and Shakers project, your child will learn five statements from Dawson's model that will help them identify people who are historically significant and use the words year, decade and century to describe dates and times. They will study the life and impact of a significant person in the locality and of 10 significant individuals from around the world. They will complete in-depth studies of significant explorers Christopher Columbus and Neil Armstrong, and significant activists Emmeline Pankhurst and Rosa Parks and think carefully about the impact of their actions. The children will also carry out an independent study of a significant person from the past and learn about people who are significant today. They will also learn how significant people are commemorated and design a memorial for a person they have studied.

Memorable Experience- Studying a local historically significant person.

Innovate Challenge- A significant individual presentation.

English- Biographies, newspaper reports, persuasive posters and speeches.

History- Significant people.

Geography- Historical landmarks and significant places.

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English

(W/B 24.1.22)

This week we will be:

  • Creating our Christopher Columbus booklets.
  • Identifying and labelling the key features of a persuasive poster.
  • Drafting and creating our own persuasive poster.

Maths

(W/B 24.1.22)

This week we will be:

  • Identifying odd and equal numbers (revision).
  • Dividing by 5 and 10.
  • Constructing simple tally charts.

Additional Information

P.E days are now on a Monday and Tuesday. Please ensure P.E kits are in school and earrings are out on these days 🙂.

 

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This week's homework is:

  • Read for 10 minutes every day.
  • Practise your 6 weekly spellings in preparation for your test on Friday.
  • Spend 20 minutes on either Maths Whizz or TT Rockstars 🙂.

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