home learning year 2

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LEARNING

YEAR 2

The Year 1 and 2 team would like to send our thanks for your support

with your child’s home learning at this time. We would love to hear

from you and welcome your photos to share the work that you have

completed throughout the week – this can be daily or weekly. If you

have any queries you can contact us via email and we will respond

during working hours, as quickly as possible.

The email addresses are listed below:

Year 1 – [email protected]

Year 2 – [email protected]

We will endeavour to set work that does not need to be printed so

that you can do it on the screen or on separate pieces of paper – any

issues with this, please let us know.

The work packs each week will follow the curriculum that we will be

following in school so that your child will not miss out on any

education during this strange time. We have included lots of

different aspects of the curriculum, including Topic and RE. Joe Wicks

is also starting his PE sessions again on Mondays, Wednesdays and

Fridays if you fancy a bit of challenge – parents can join in as well!

We hope that you manage to have some structure to the day and

you can follow the timetable that we follow in school. We start the

day with Literacy, followed by Maths after a playtime. Afternoon

sessions are made up of the foundation subjects.

It would also be great to see some photos of the exciting things that

you get up to outside of the curriculum, such as going for a family

walk or playing some games together.

Stay safe and we look forward to hearing from you.

KS1 Team

mailto:[email protected]


Monday

01.02.21

Literacy

This week in literacy you are going to write instructions for making a frog book mark and you are going to make the book mark yourself. Ask your child what they think a book mark is for? Have a look around your house for some instructions (recipe books, board games, lego) and talk about why we use instructions. Watch this clip about instructions:- https://www.bbc.co.uk/bitesize/topics/zmrt2v4/articles/zmqytrd With your child first of all make the book mark so they know how to make it and then this will help your child to write the instructions. Follow the instructions below to assist your child (tell them what they are doing however do not share them with your child). When you have made your book mark think of a title that you could use and write it ready for the instructions to be added throughout the week.

https://www.bbc.co.uk/bitesize/topics/zmrt2v4/articles/zmqytrd

Practise the spellings that were sent home on Marvellous Me.

Lexia Reading 15/20 minutes daily - logins have been sent home via Marvellous Me. https://www.lexiacore5.com

(If Teacher email is required to first register it is [email protected])

Daily phonics sessions from Ruth Miskin are available to watch at: https://www.youtube.com/watch?v=H9rGoXkmeyU

Phonics games are also available on https://www.phonicsplay.co.uk/ for free access with username: jan21 and password: home

They have some good games to help with blending and learning to read tricky words.

Curriculum activities

History – Ask the children if they have heard of a famous person called Florence Nightingale. What do you think she is famous for?

Watch the clip on BBC Bite size: https://www.bbc.co.uk/bitesize/topics/zns9nrd/articles/znsct39 After watching the clip, either: Draw a picture of Florence Nightingale and tell your adult what you have learnt about her or Write some facts that you have learnt about her.

https://www.lexiacore5.com/


https://www.youtube.com/watch?v=H9rGoXkmeyU

https://www.phonicsplay.co.uk/

https://www.bbc.co.uk/bitesize/topics/zns9nrd/articles/znsct39

Maths

5 a day set 1 or set 2 – please choose the

most appropriate or do both.

1. 25 + 2 =

2. 15 – 3 =

3. 5 x 10 =

4. 3, 6, 9, __ , __ , __

5. 20, 19, 18, ____, ____, ____

1. 52 + 25 =

2. 110 – 20 =

3. 9 x 5 =

4. 20 ÷ 5 =

5. 1 of 16 =

4

This week, we are focusing on fractions. We start to look at fractions by looking at something being part of a whole – an example is outlined below: If Europe is a whole then Italy is a part of Europe. The whole is Europe and you can pick any country to outline that it is one part of the whole. Repeat the sentence by changing the country. Look at this scenarios outlined below:

Fill in the blanks: If………….….is the whole, then…….….. is the part of the whole. For example, you can say ‘If the group of swans are the whole, then the white swans are part of the whole.’ Fill in the blanks: If………….….is the whole, then…….….. is the part of the whole. For example, you can cay ‘If the kittens are the whole, then the ginger kittens are part of the whole.’ Task – look around your house for part/whole relationships and either write them down or share them with a member of the household, e.g. If the front room is the whole, then the tv is part of the whole. If the kitchen is the whole, then the fridge is part of the whole. Ensure children use the correct part/whole relationship vocabulary - A whole can be divided into many parts. Many parts can make one whole. This will show the children that fractions mean a part of the whole and that the whole can be anything, e.g. a cake, group of people or toys. Colour or identify the parts of a whole shown below:

Mathletics can be accessed – the logins have been sent home via Marvellous Me.

Tuesday

02.01.21

Literacy

Explain to your child that there is some instructions to make the frog book mark but Miss Dean is asking you to make some more detailed instructions to make a frog book mark as she knows you can. Today, we are going to write the things that you will need to make your book mark. You need to include bullet points for your list. See below for an example.

• Book mark template

• Glue

• Scissors

• Coloured felt tips Next, you need to write the first 2 instructions for your book mark. Watch this clip to help remind you about numbered steps. https://www.bbc.co.uk/bitesize/topics/zmrt2v4/articles/zpbmdp3 Your sentences need to be short and sharp. Each numbered step needs to include a time adverbial at the beginning of the sentence such as first, second, next and then etc. If you are unsure on what a time adverbial is have a look at the time adverbial song it is really good and will help you. https://www.bing.com/videos/search?q=time+adverbial+song+ks1&docid=608001545357885807&mid=5AE34A9FB593FD1D29E85AE34A9FB593FD1D29E8&view=detail&FORM=VIRE You also have to include an imperative verb in your instructions. See below for a reminder.

Try and add adverbs of manner to your instructions such as quickly, slowly etc. Remember these are adverbs that end in – ly. Example to assist:-

1. First, carefully and slowly cut round the green frog template.

https://www.bbc.co.uk/bitesize/topics/zmrt2v4/articles/zpbmdp3

https://www.bing.com/videos/search?q=time+adverbial+song+ks1&docid=608001545357885807&mid=5AE34A9FB593FD1D29E85AE34A9FB593FD1D29E8&view=detail&FORM=VIRE










History – We are going to find out why Florence Nightingale is remembered and how she helped. We are going to look at the changes that Florence Nightingale made to the hospitals during the Crimean War. Read the information (or ask an adult to read it to you).





Complete the task below and discuss your answers with your adult. You could cut and stick the statements into the correct place on the table or circle (or say) before or after for each statement to show what you think.

Maths

6. 35 + 3 =

7. 25 – 5 =

8. 3 x 10 =

9. 15, 16, 17, __ , __ , __

10. 25, 26, 27, ____, ____, ____

6. 45 + 33 =

7. 150 – 10 =

8. 11 x 5 =

9. 30 ÷ 5 =

10. 1 of 24 =

4

Continue to reinforce the part/whole relationship while looking at fractions. Today, we are going to introduce fraction notation. Pose the problem below: One day Peter and I got 4 cakes. Peter said, “I want to share them with you so I get 3.” Is it fair? Can you divide them equally? Feedback ideas and share strategies for working it out. Ensure that children link their learning to division from last week and sharing equally. Change the problem to: The second day Peter and I have got 2 cakes. Can you divide them equally? How has the problem and solution changed? The third day Peter and I have 1 cake. Can you divide it equally?

Draw a line down the middle to show that it would be half. We divide a whole into two equal parts. Each part is one half of the whole. This is one half.

1 Numerator

2 Denominator

Solve these problems using your knowledge of equal parts:


Wednesday

03.02.21

Literacy

Firstly, with your adult can you put the following pictures in sequence for making a jam sandwich telling your adult the instruction sentence for each picture?

Today, you are going to write the next 3 instruction steps for making your book mark. Remembering everything that you need to include such as numbered steps, imperative verbs, time adverbials and adverbs of manner.








Computing – Explain to your child that they will be learning about computer technology by finding out what the main parts of a computer are and using a computer. (If you do not have a computer or laptop at home show them how to do this on the device you have – we will recap this when we are all back in school)





Look at this picture. Ask learners if they can identify the specified parts, including the mouse, keyboard, screen, and desktop part. Explain the function of each part: ● The screen displays what the computer is doing ● The mouse/trackpad lets you select or move objects ● The keyboard lets you type letters and numbers

Model to your child how to switch on a computer and log into it. Once logged on, show your child how to open a browser and navigate to ncce.io/drag Explain to them that they will find a series of jigsaw puzzles and need to click and drag the puzzle pieces to complete the picture. Explain that each level is slightly more challenging than the last and lets them practise the skill of dragging and dropping. Demonstrate to your child how to hold the mouse, including the location of their fingers on the buttons. Show your child how to click and drag items on the screen: whilst the mouse pointer is over a jigsaw piece, hold down the left mouse button, and then move the pointer to the desired location and finally release the left button. Note: If children are using a trackpad on a laptop, suggest to them to use two hands: one for holding down the button and another for the finger to slide across the trackpad. They do not need to complete all jigsaw puzzle levels, just do it until your child is confident using the mouse. Once the activity is complete, model the log-off/shutdown process.

Maths

11. 30 + 5 =

12. 29 – 8 =

13. 4 x 10 =

14. 22, 24, 26, __ , __ , __

11. 62 + 16 =

12. 98 – 24 =

13. 8 x 5 =

14. 50 ÷ 5 =

15. 18, 16, 14, ____, ____, ____

15. 1 of 40 =

4

Recap yesterday’s fraction work, focusing on ½. Solve this:

Tick which pictures show half: When you find half of an object or an amount, there may be more than 2 parts to the whole as shown below but they still may show one half of the total amount.

Solve these problems and explain your answer:

Thursday

04.02.21

Literacy

Complete your next instruction steps for your book mark and also write a top tip for Miss Dean who is going to be following your instructions.








RE – To recognise the Torah as a Holy book for Jews. To understand that the Torah teaches Jews how God wants them to live. Show the children a Torah.

Explain that it is the Jewish Holy text, like the Bible is the Holy book for Christians. It is treated with great care and respect and is kept high up to show how important it is. Explain that this is a special scroll containing the stories and beliefs of the Jewish faith. Give the children some paper so they can make their own ‘scroll’, list on their scroll the things that are important, things that make them ‘good people’ and how they should live their life such as ‘being caring, loving, listening’ etc. Carefully roll their scroll and tie with ribbon if you have any. How do they feel about their special scroll? Imagine if it had hundreds of special stories and ideas about how to lead a good life, like the Torah does.





Maths

16. 36 + 8 =

17. 35 – 6 =

18. 9 x 10 =

19. 31, 32, 33, __ , __ , __

20. 36, 35, 34, ____, ____, ____

16. 73+ 25 =

17. 85 – 41 =

18. 12 x 5 =

19. 55 ÷ 5 =

20. 1 of 32 =

4

Today, we will be recapping ½ and finding it using objects, if needed. Where it says to use counters, you can use any objects you have in the house, e.g. pasta or toy cars. You can also draw two circles and share the amounts out equally like last week’s division lessons.

Solve these:

I am thinking of a number. Half of my number is more than 10 but less than 15. What could my number be?


Friday

05.02.21

Literacy








PSHE – Watch the R rule video https://www.childnet.com/resources/video-lessons/the-r-rule and choose a follow on activity.

PE – Follow the link below to access many different videos related to KS1 dance. Try Winter Wonderland and any others that you would like to try. https://www.bbc.co.uk/teach/school-radio/dance-ks1-lets-move-home/zmvcpg8 Really think about controlling the movements of your body as you complete the different dance moves.

Maths

21. 37 + 10 =

22. 34 – 9 =

23. 11 x 10 =

24. 35, 36, 37, __ , __ , __

25. 39, 38, 37, ____, ____, ____

21. 59+ 31 =

22. 79 – 35 =

23. 4 x 5 =

24. 35 ÷ 5 =

25. 1 of 28 =

4

Solve this using your knowledge learnt this week:





https://www.childnet.com/resources/video-lessons/the-r-rule

https://www.bbc.co.uk/teach/school-radio/dance-ks1-lets-move-home/zmvcpg8

Try this:

Remember you can use objects in the house or circles and dots to make your 3 equal groups, if needed.


home learning year 2

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