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Central Idea: When Their Basic Needs are Met, Animals and Humans Thrive
Central Idea: When Their Basic Needs are Met, Animals and Humans Thrive
Lines of inquiry:
An inquiry into what animals and humans basic needs are.
An inquiry into how the basic needs can be met.
An inquiry into ways in which lifestyle choices are influenced by meeting the basic needs.
Areas of learning within the inquiry cycle:
Science: Animals including humans
PSHE: Friendship
History: Life of a significant individual - Florence Nightingale
DT: Healthy living, making sandwiches
PE: Dance - moving like animals
Writing Outcomes: Fact file about a rabbit, instructions on how to make a sandwich and a narrative about Handa.
Reading: Year 2 read a variety of books (see below) to support the inquiry cycle.
Here are some snapshots of our learning!
DT - Making a sandwich
PE - Dancing like an animal.
Art - Practising our tearing skills for collaging.
Science -Sorting products into healthy and unhealthy foods
Petaholics Workshop
Petaholics visited our school to talk about reptiles and their basic needs. This was a great opportunity for the children to stroke and hold snakes, a bearded dragon and many more.
The action from the learning cycle has been:
For children to understand their own basic needs.
How to care for others, including animals.
Building positive relationships.
Areas of learning taught outside of the inquiry cycle:
Maths: Place value
Phonics: Unit 7 target sounds le/il/al/aw/au/oar/tch/dge/x/kn/wr/-mb/
Geography: Locational knowledge
Art: Collage
RE: Who is Muslim and what do they believe in?
Art: Year 2 have learnt about Jon Keller, an artist from America. The children have been learning how to collage through tearing and scrunching different types of papers to create a piece of artwork. They have practised their cutting skills to create collage animals and applied this to a final autumnal collage piece of a tree.
Geography: The children have been exploring their map skills this term by starting with exploring the countries and capital cities of the Uk and moving further out to name and label the continents and oceans of the world. The children then applied these skills in their inquiry to find out where Florence Nightingale was born and grew up.
In Maths, the children have been focusing on place value and adding/subtracting within 100. We have been discussing the definition of different mathematical vocabulary to help the children understand what the question means. We have also been identifying how many tens and ones within two digit numbers using different mathematical resources and how to write these numbers in words. Now they have been building on this knowledge to add and subtract different numbers.
RE: In Module 1, the children have started to explore Islam and discussed what it means to be a Muslim and follow this religion. They have been learning about the Qur'an, their religious scripture and the Synagogue, their place of worship. The children have discussed the importance of these parts for a Muslim and how they are used.
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