Autumn 2- Street Detectives
This project develops children’s knowledge of key landmarks, services and the community, how these have changed over the years and what they, as the younger generation, can do for their local area.
What do Y2 already know? What do Y2 want to learn?
Design and Technology
LI: To design and create a sign to improve the local area.
The children made suggestions about how the local area could be improved. We looked at photographic examples before drafting our ideas. Examples included ‘No ball games’, ‘Keep off the grass’ and ‘Clean up after your dog’. The children were eager to think of new ways to improve the surrounding area. By the end of the lesson, the children had drafted a copy of the sign they wanted to make and were able to discuss how it would improve the local area.
Year 2 enjoyed a trip to town. We crossed the road with the lollipop lady, travelled on the bus, called at the bakery and the park and we ended with a special treat. The children were fantastic at joining in and using their imagination. They are showing a lot of enthusiasm and eagerness with joining in and are continuing to develop their drama skills when using Freeze Frames.
LI: To improve the local area.
The children described different ways they could improve the local area. They said
"picking up litter, so it isn't messy." (Millie)
"Planting new flowers so it is nice and colourful"
We decided to litter pick around the local school grounds. This gave the children the opportunity to improve their surroundings and make it a better and safer place. By the end of the session, the children showed more awareness regarding how to improve the local area and how we can contribute to helping keep places clean.
History: Remembrance Day
The children in Year Two shared their knowledge of Remembrance Day. The children shared their thoughts on the Poppies animation and what it represented.
"This shows you how the animals felt during the war, and what they heard. It isn't just people we remember we remember animals too" (Poppy)
The children also spoke about what the soldiers sacrificed and how they fought for our country to make it a better place in the future for us. Thhe children used fantastic vocabulary such as respect and sacarifice. The children were encouraged to learn the 'In Flanders Field' poem and we spoke about the significance of the poem as well as Acrostic Poems and perspective art work.
By the end of the sessions, the children were able to confidently speak about why we support Remembrance Day and why it is important we remember them who fought for us. Alongside this, the children were able to talk about perspective art and use different materials in order to create the illusion of objects close and far and recreate a field in the distance.
"I have drawn the poppies with oil crayons bigger at the bottom of my page and smaller in the distance so it looks like they are far away in the field". (Heidi)
LQ: How do germs spread?
The children were encouraged to think about how easily germs can spread through direct and indirect contact.
We listed items and objects down that we touch each day such as pencils, chairs, fruit and books.
The children examined a partner's hands. They looked really closely between their fingers, on their palms and around and under their nails.
“I can’t really see anything, they look clean” (Harrison)
“ I can’t see anything, but germs will be there”. (Heidi)
Children then worked in groups and one child from each group had the palms of their hands covered in coloured glitter. The children then took part in activities or games 10 minutes. When the time was up, the children examined everyone's hands, faces, clothes and the area they worked in, including any objects they touched. They realised that the glitter was everywhere!
By the end of the session children were able to discuss that Germs can easily spread directly and indirectly from person to person and that we can wash our hands to help reduce the spread of germs.
”if we wash our hands, we might get some germs but not as many” (Eden)
The children also followed a video on how to wash their hands thoroughly and were able to recall the steps.
LQ: How do you check your calculations?
The children were using their bar models to find out the inverse operations and to check their calculations. In order to remember the rule of inverse the children learnt a song. By the end of the session, the children were beginning to have a better understanding of the rules regarding inverse and how to explain how they checked their calculations. We are continuing to work on this.
The children were encouraged to recall the story of Little Red Riding Hood. They had to think of different items to take to granny’s and how we could make her feel better. We then thought of different ways we could position ourselves to be a flower or a greenery in a woodland. The children showed showed great imagination when joining in with the session.
Outdoor Learning Day- Science
LQ: How do you sort natural and man- made materials? How do you use suitable materials to make a den? :
The children sorted a selection of building materials into natural and man-made. They discussed their properties and why they would be suitable for certain features. The children then used the materials to create a den. The children worked together to decide which materials would be useful and purposeful. It was great to see fantastic team work and communication from all the children.
LQ: Who works in our community?
The children thought about who works in the local community and the wider community. They were encouraged to make read the clues to guess the different professions. They were encouraged to think about what these people do and why their work is so important. By the end of the lesson the children were able to identify who works in our community and the wider community and their importance.
Design and Technology
LQ: How do you select a range of materials to create a model house?
The children looked at their photos from their walk around the local community of the different types of houses they came across. They had a go at designing a house they had seen on their walk and were encouraged to use the photographs to stimulate ideas. The children were provided with a range of small boxes to ensure that the models are roughly the same scale. They thought about the features of the houses and were encouraged to work with their partner to maniuplate materials and construct them. By the end of the session, the children were able to discuss how they made their model, the features and how they worked as a team.
LQ: How do you use an Ipad to create and organise a pic collage?
The children were encouraged to use Ipads on a walk around the local community to The children had the opportunity to create a pic collage with adult support to successfully organise and print a photograph to use in their topic learning. The children showed a good understanding of using the Ipads and with support were able to create and print using Pic Collage.
Geography and History
1) LQ: How do you identify features in the local community? (Geography)
2) LQ: How has the local community developed from the past? (History)
1)The children went for a walk in the local community to collect data about human features such as libraries, housing, car parks, bridges, schools and churches. They were encouraged to identify and record their features on a simple table and consider why certain features are more or less common. The children were able to discuss why certain features may not be as common in small villages and could speak about the different types of houses within the community.
2) The children went for a walk in the local community. The children were encouraged to be detectives and look for clues about the past and present about changes that have taken place in the area over the years. The children used Ipads to take photos of the village and videos. They were able to talk about what happened in the past in the village from various human features they identified such as mining.
LQ: Who is your special person and why?
The children were encouraged to talk about families, and what makes a family. We identified different types of families with the focus on support, care, love and helping. We looked at various stories with positive and less positive experiences within a family role and how certain problems can be over come. The children were encouraged to select a person who is special to them and who looks after them. This could be a family member or someone else. The children were asked to think about what that person does to look after them. By the end of the session the children could identify that we all need to be loved, supported and kept safe and that families will usually do this but there may be other people who also provide this in our lives.