Report Writing in Year 2
This week in Geography and English, Year 2 have been learning all about Kenya and its capital city, Nairobi. The children discovered that Kenya is a country in Africa and that many people there speak English and Swahili. They also learned that Nairobi is a large, busy city with over 4 million people living there!
The children were fascinated to find out that Nairobi National Park is one of the only national parks located so close to a capital city. They enjoyed learning about the amazing wildlife found in Kenya, including lions, giraffes, zebras, rhinos and elephants. We also explored Kenyan foods, weather, schools, and homes, comparing them to life in the UK.
Today, the children used all of their Geography knowledge to write fantastic non-fiction reports about Kenya or Nairobi. They worked hard to include headings, facts, descriptive vocabulary and neat presentation in their writing.
We were incredibly proud of the children’s enthusiasm, creativity, and excellent use of facts throughout their reports. Well done, Year 2!
Exploring Africa and Discovering Non-Fiction Texts
This week in English, Year 2 have been enjoying reading Africa, Amazing Africa as part of our learning about Kenya. Today, the children explored the differences between fiction and non-fiction texts.
We discussed some of the key features of non-fiction books, including:
- headings and subheadings
- photographs and captions
- contents pages
- labels and diagrams
- facts and information
We also talked about features often found in fiction books, such as:
- characters
- story settings
- imaginative events
- speech and illustrations
The children looked carefully through a range of books and worked brilliantly to identify whether they were fiction or non-fiction by spotting these different features. They especially enjoyed becoming “text detectives” and explaining their reasoning.
How you can help at home:
- Share both storybooks and information books together.
- Ask your child whether the book is fiction or non-fiction and why.
Feelings First- Grateful
In our session about feelings first, today’s focus feeling was -grateful. We explored different scenarios to understand what grateful looks like in everyday life and discussed related words such as contented, happy, and appreciative. We thought about the kinds of things that might make us feel grateful and how this feeling connects to being peaceful, which is our Christian value this half term.
After a quiet moment of reflecting and connecting, we each wrote a list of five things we are grateful for. We also talked about how, when we are feeling a little down, using positive self-talk and thinking about what we are grateful for can be really helpful and give us a boost of happiness.
Ava -‘ I am grateful for school because some children don’t get to go to school and learn. I love learning!’
C-‘ I am grateful for my new black bike and helmet.’
Thomas-‘ I am grateful because I went to mission out at the weekend.’
Ada-‘ I am grateful for all my family.’
Living and Learning
This week in our Living and Learning topic, the children took part in the NSPCC assembly, which focused on the importance of speaking out and staying safe. They discussed what it means to use their voice when something worries them and learned that children have the right to be heard. We also explored different scenarios to help the children recognise when they might need support and who they can talk to. The children learned that Buddy is represented as a speech bubble, reminding us all that children have the right to speak out.
Here is a link for you to watch this with your child at home NSPCC Buddy
RE- Which books and stories are important?
This term in RE, we are focusing on why books and stories are important to us. We began by discussing special books we might have at home, such as photo albums, drawing books, notepads, and diaries, and what they mean to us personally. Many children recognised that having a special book is important, even though everyone’s book may be different. We talked about how each one carries its own value and deserves respect. The children then brought in their special books from home and created drawings of them. As a class, we shared and discussed why these books are meaningful, helping us understand the importance of stories and personal memories in our lives.
A New Geography Adventure
Year 2 have launched into our exciting new topic: Geography Explorers. So far, we’ve been discovering the 7 continents and 5 oceans of the world. The children worked brilliantly together using atlases to label their own world maps, just like real explorers!
We also learned about globes and how they help us see the world as it really is.
How you can help at home:
- Look at a world map or globe together and try to spot the continents
- Ask your child to name as many oceans as they can remember
- Use an atlas or online map to find countries or places of interest
Finding Peace in Year 2
This week in Year 2, we enjoyed a calm and thoughtful RE lesson as we explored the question: What do many Christians believe is the good news that Jesus brings about peace?
We listened to words from the Bible, including John 14:27: “Peace I leave with you; my peace I give you.” We discussed what “peace” means and how it can feel inside us, even when things around us are busy or challenging.
The children shared some beautiful ideas about what makes them feel peaceful.
Alfie “I feel peaceful when I’m in bed and it’s quiet.”
Luna “When I have a cuddle with my friend, I feel calm.”
Lyla “Playing outside makes me feel peaceful.”
The class then drew their own pictures inside heart shapes to show what peace looks like to them.
It was a lovely opportunity to reflect and connect, and the children spoke so thoughtfully about their feelings and ideas.
Using Tools Safely Forest School
This half-term, Year 2 have been thoroughly enjoying their Forest School sessions. The children have been exploring the woodland environment and using a range of tools to create their very own mini-habitats for woodland creatures.
Working in small groups, the children carefully designed and built shelters using natural materials such as sticks, leaves and bark. They thought about which animals might use their habitats, including hedgehogs, insects, spiders, beetles and even small birds.
A key focus of our sessions has been learning how to use tools safely and responsibly. The children were introduced to tools such as hand saws and learned how to handle them with care. They practised important safety rules, including keeping a safe distance from others, using tools with control, and always listening carefully to instructions.
Feelings First- disappointed
This week in our feelings first session, we focused on the feeling of disappointed. We explored what disappointed might look like in ourselves and discussed how it can be connected to other emotions such as anger, sadness, feeling let down, and surprise. The children shared their own experiences of times when they had felt disappointed and reflected on what they did to help turn those moments into something more positive.
We then discussed ways to regulate this feeling so it does not become overwhelming or ignored. As a group, we agreed that using positive self-talk can be a helpful strategy, reminding ourselves that it is ok to feel disappointed for a short time and that the feeling will pass. We also recognised that experiencing disappointment can show that we care and are passionate about something, which is a positive and important part of our emotional development.
Introduction to Multiplication
In Maths this week, the children have been introduced to multiplication.
We began by recognising even and uneven groups, helping the children notice when objects could be shared into equal groups. The children then explored making equal groups using practical resources such as counters and cubes.
We continued by exploring multiplication as equal groups. The children used practical resources such as counters and cubes to make groups and count how many there were altogether. For example, they made 2 groups of 5, 3 groups of 4, and discussed what these look like.
You could support your child at home by asking them to spot equal groups in everyday situations, such as pairs of socks, groups of fruit, or rows of chairs.