Welcome to Camelot
We are year 2
Our teachers are
Mrs Rothery and Miss Wilson
Our teaching assistant is
If children are not in school due to having to self isolate, we are using Google Classrooms for the children to access the learning that is taking place in school . The children are familiar with the layout as we access some of the lessons in school. Everyone has an email login and password to access their home learning activities.
When the children complete an activity they need to mark it as done and upload a picture of the completed work.
Further details about Google Classrooms and how to access the remote/blended learning can be found on the remote/blended learning page. (Link below)
What are knowledge organisers?
A knowledge organiser is a set of key facts or information that pupils need to know and be able to recall in order to master a unit or topic. Typically, an organiser fits onto one page of A4, which helps children to visualise the layout of the page, which in turn helps them to memorise the information better.
How will a knowledge organiser help my child?
Knowledge organisers will be made available at the start of each unit to help them remember what they are learning and to help them to see the bigger learning journey in their subjects. Instead of forgetting previous learning, children will continually revisit and retrieve prior learning from their memories.
How will a knowledge organiser help me to help my child?
Many parents/carers ask us how they can help to support their children at home.
The knowledge organisers have all the key information and subject vocabulary you will need to will help you do this easily.
Below are the knowledge organisers for each term.
If you have any questions about the content of the knowledge organisers we will be happy to help.
Science and D&T Week
In science and D&T week, we investigated what type of bird feeder and bird food, birds would be most attracted to.
The history of bird feeding dates back to 1845, when Henry David Thoreau fed birds at Walden Pond in America.
We researched different styles of milk carton bird feeders and designed and made our own.
Between the two Year 2 classes, we made two extra natural looking bird feeders, and two brightly coloured ones to use in our investigation.
We thought about how to make the investigation fair, and agreed we needed to add the same amount of food to each bird feeder and hang them in the same place. We put 40gms of raisins into one of each type of bird feeder and 40gms of bird seed into the other two.
We will observe what happens over time and record observations and data.
Spring Term 2021
In literacy we have been reading 'The Lonely Beast' by Chris Judge.
We looked at the front cover and asked questions and made predictions about the story.
We wrote words to describe different aspects of 'The Beast' and then developed our vocabulary by thinking of synonyms for each of our words.
We up leveled sentences by adding adverbs and adjectives.
These sentences were then used to write diary entries in the role of 'The Beast'
In one part of the story, 'The Beast' walks through a garden of jelly fish. We looked at Michael Rosen's poem, 'Jelly fish' and wrote our own jelly fish poems, which we rehearsed and performed.
In Science we have been learning about habitats.
We went outside to investigate micro-habitats.
The question we were investigating was...
'Do all mini-beasts live in the same kind of micro-habitat?'
Being very careful, we looked in and under different things to see what might be living there.
Everybody had a turn to look closely, take photographs and record the conditions of each micro-habitat.
Look at the photographs we took to see what we found.
In D&T, we asked ourselves...
'How can we build a strong and secure bridge?'
We tested the span of a bridge using blocks and cardboard to see what happens to the bridge when we change the length of the span.
The children then independently started building their secure bridges, inspired by a bridge of their choice using simple materials.
We evaluated each others bridges, giving constructive feed back as to how the designs could be improved. Then we evaluated our own bridges and thought about what went well, what we had to adapt and what we would do differently next time.
We then decided to test our bridges to see which design was the strongest. So that this part of the evaluation was fair, we used the same amount of bricks to test the bridges.
When some of the bridges collapsed, the children could say why, and what they could do to make it stronger next time.
Autumn Term 2020