At Foxfield Primary School, we ensure that learning is planned for all in a cross-curricular way. This ensures that children are able to make links within their learning. Lessons challenge all pupils through a variety of activities, providing opportunities for feedback from adults and peers. Through the high expectations of everyone at Foxfield we aspire to achieve the highest quality outcomes.
During the Spring 1, the learning in year 2 will be based around the global themes of ‘Human Rights’ and ‘Social Justice and Equity’. The focus of the term is Child Labour around the World. Over the course of the term the children will be learning what fairness means in terms of human rights and how this affects people locally, nationally and globally. Through learning the meaning of social justice and equity, the children will reflect on their rights in class and school and how basic human rights are denied to many people across the globe. Furthermore, we will be reflecting on the need to respect the rights of others and how this relates to the Foxfield school values and character skills. The project outcome for the learning journey will be raising awareness of child labour and children’s rights. Year 2 will be designing, making and distributing leaflets in the local community to inform them of the importance of human rights and how this is being denied to many.
In Maths, this half term Year 2 will be focusing on multiplication and division. We will also be looking at statistics through tally charts and pictograms. We will continue to review our learning of place value, addition and subtraction.
In English, this half term Year 2 will be reading our core text ‘Yasmin’s Hammer’. We will be exploring a town in Bangladesh and what life is like there. The main character in our story is unable to go to school due to supporting her family financially so is affected by child labour, which is our focus for this half term. Throughout the story, Yasmin dreams of going to school and, in the end, her parents find a way to make this possible. In groups, we will be discussing this decision and having a debate using the question ‘should Yasmin go to school?’ Through discussing the impact of child labour, the children will have many opportunities to compare Yasmin’s experiences to their own and reflect on her thoughts and feelings. They will be incorporating their historical and geographical knowledge to support them with justifying their opinions and evaluating the gender stereotypes that are present around the world. We will build up to writing our writing outcome of a diary entry where we will be describing a day in the life of Yasmin. We will be describing her emotions while working to support her family and her excitement at the possibility to attend a school.
In Science, we will be learning all about’ Animals including Humans’. What are the basic needs of animals for survival? What are the life cycles of some living things? Why is exercise, a balanced diet and hygiene important for humans? These are all questions we will explore in this exciting topic to improve our understanding of our bodies. In addition we will be focussing on our working scientifically skills and be carrying out an investigation linked to observing changes over time.
In geography, the children will develop their key knowledge linked to the similarities and differences between the UK and India. They will explore ‘The School Under the Bridge’ in India and compare and contrast this to Foxfield. The children will have the opportunity to identify key features of a locality using a map and use geographical evidence to make a prediction. As part of the learning journey, the children will extend their knowledge of human and physical features to label diagrams and photographs.
In history, the children will be identifying some ways that people from the past have impacted upon their lives. The children will develop their key knowledge linked to child labour in our local history, such as during the Victorian era. They will learn about Dr Barnardo and the ragged school and the impact this has had on children over the years. They will consider what life would have been like for the children living without basic human rights throughout history. The children will use historical sources to explore different time periods and identify why we celebrate the lives of significant people and events.
In art, the children will be developing their skills linked to exploring different materials to create a piece of art. They will explore the art of Andy Goldsworthy, who uses items from outside to create art. As part of the art learning journey the children will be collecting and using a range of textiles to experiment with, including tea bags, twigs and sand. The children will work towards an art outcome of a landscape portrait of an Indian Village with multiple layers of different textiles.
In RE, Year 2 are learning about the religion of Hinduism. We will be looking at the importance of family and festivals and the features of a Puja. We will use RE artefacts to explore the essential features in a place of worship and compare this to other religions we have studied.
In PE, the children are learning about multi skills, such as ball control, throwing, catching, bouncing and showing an awareness of space. We will be applying these skills to many different sports, including tennis, volleyball and netball. We will also have the opportunity to choreograph and take part in dances, which we will be performing to our peers.
In RSE, the children will be learning about health and wellbeing. They will be learning about gender differences, identifying and naming body parts and describing how people change over time.
To support our RE learning this half term, we will be visiting a Hindu temple. Whilst there, we will be identifying the key features and significance they have to Hindus. We will be comparing this experience to other religions and places of worship we have learnt about.
We welcome parental involvement in the life of our school. If you are able to visit the school or help in any way, please contact your childs’ class teacher.