Art has had an amazing start to Term 2, with eager and talented students across KS1! Students have been exploring warm and cool colours, practising their cutting skills, and discovering their own artistic styles. The art room has been filled with cool and cute penguins created by Year 2 students, alongside warm and charming sun artworks from Year 1. Well done to everyone for such a creative and enthusiastic start to the term!

Ms. Kezban Fernandez

In 2CN, we are at the exciting beginning of our learning journey about animal growth and development. We started by sharing what we already know about animals and thinking carefully about what we are curious to learn, recording our questions to guide our learning. We then explored what a life cycle is and why it is important.

The children closely observed the life cycles of a variety of animals, comparing them and discussing the similarities and differences. Through this, they developed an appreciation for how each animal’s life cycle is unique and perfectly suited to its needs.

A real highlight of our learning was observing the second stage in the life cycle of a hen live in the classroom, as we watched little chicks up close. This hands-on experience sparked excitement, careful observation, and lots of thoughtful questions, making the learning truly memorable. 

We look forward to deepening our understanding as we continue to explore how animals grow, change, and develop over time.

In Maths, Year 2 students dived into the 5 and 10 times tables, and it was wonderful to see their confidence and curiosity grow throughout the lesson. The children didn’t just practise recalling facts; they explored the relationships between the two times tables and made some impressive mathematical connections along the way.

The children first applied their thinking to larger groups, confidently explaining that 4 lots of 5 is the same as 2 lots of 10. They demonstrated this clearly using Numicon, carefully arranging the pieces to show how two tens perfectly match four fives. This hands-on approach supported their understanding and helped them see that the same total can be represented in different but connected ways.

Building on this, the children then began to spot key patterns. They noticed that there are twice as many 5s as 10s in related multiplication facts, which led to a deeper understanding that the 10 times table is double the 5 times table. For example, they recognised that if 5 × 3 equals 15, then doubling this gives 10 × 3 equals 30.

These “aha” moments showed real depth in their thinking.

Ms. Cynthia