Addition And Subtraction In Year 2
In Year 2, we have been learning to add and subtract numbers in different ways.
In the first lesson of the week, we had fun learning about Four way sums, also called turn around sums, that can be made up of numbers. Four way sums mean that there are two addition sums and two subtraction sums that can be worked out.
For example:
2 + 9 = 11
9 + 2 = 11
11- 2 = 9
11 – 9 = 2
To help the students work out their sums we learnt the number facts that the answer to an addition sum is always the highest number and the first number in a subtraction sum is always the highest number.
Then we learnt about bonds of 20 or numbers that can be added or subtracted to make 20. We also calculated the answers to Four way or turn around sums with these numbers in our workbooks.
In lesson 3, we looked at how to add and subtract 10’s and how knowing bonds below 10 helps us work out sums of 10. For example, if we know 2 + 5 = 7 it is easy to work out that 20 + 50 = 70.
Lesson 4 was also very fun. The students learnt how to use a number line to add and subtract 3 or more numbers. We learnt that the answers stays the same when we add the same numbers in a different order. For example 4 + 3 + 2 = 9 and 2 + 4 + 3 = 9
During the last lesson of the week, we did a revision activity. Each student was given 3 cards. They wrote 5 sums of 20 on the first card, 5 sums of 10 on the second card and 3 train sums on the last card. We strung the cards onto some wool and tied it at the end so that the cards stayed on. Some students wanted to put the cards up like bunting in their room and some of the students wore their new sum necklace.
The students have really enjoyed learning about addition and subtraction of numbers in fun ways and have certainly learnt a lot during these lessons.
Bronwen Nuthall
Year 2 Teacher
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Faces In Art
In the Jelly Fish class, we have been learning about different parts of the face as well as the function of each of these parts.
Our little students had an amazing time creating different pieces of art to represent their own faces. Some of this art was product focused with the aim being that students create a face with all the right parts in all the right places, an introduction to portraiture.
Other art activities were focused on the process of making art rather than the end result, giving our students the opportunity to select their own materials and create their own artwork which is inspired by an image or object that has been provided. The purpose of this is to provide students with the opportunity to channel their creativity, plan, problem-solve and express themselves without restriction of resources or space.
Activities included drawing a picture of their own face which was inspired by a photograph of themselves, making a face from shapes and newspaper cut-outs and ice painting with primary colours so that we could use sight to observe what happens when these colours mix. Students were captivated by the formation of secondary colours each time the primary colours mixed, this proved to be a great introduction to science within art.
The main purpose of creating Art in the Foundation Phase is not to achieve perfection in a final product, but rather to encourage creativity and self-expression, develop fine motor skills through the manipulation of different materials, and to cultivate a love and appreciation of art.
Candice van der Vyver
Jelly Fish Class Teacher
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Fine Motor Club
It has been a pleasure to host the Fine Motor Club in the Junior Primary this term. A group of keen Year 1 to Year 3’s have been putting effort into strengthening the muscles in their fingers, hands, wrists and shoulders. We always warm up by doing hand and finger “gym”; exercises, strengthening and conditioning. This helps to “wake up” the muscles the children will be needing for our session. These are also useful, fun actions that they can implement in their daily routine, and they can practise doing these before completing tasks like homework or handwriting lessons.
During the course of our first lessons, we have used common items, which they can easily find at home or in their class, to complete 3D shape construction, building and weaving. These processes allow for creativity, whilst subconsciously still strengthening their fine motor skills. Simple items such as playdough, prestick, pasta, matches, pipe cleaners, blocks and toothpicks can all be used in a variety of ways to stimulate your child’s development.
Examples of some fun activities include:
- Making 3D shapes, such as a pyramid or a cube, using toothpicks and Prestick or matches and playdough
- Wrapping pipe cleaners around straws, forks, chopsticks, etc. to create curls
- Threading macaroni/looped cereal onto spaghetti or pipe cleaners
- Place sequins/buttons/small items onto the sticky side of Cellotape (try to make a repeating pattern)
- Balance playing cards/dominoes and build stacks or A-frames
- Pick-up sticks (make your own by painting or colouring in Skewer sticks)
- Make your own playdough/salt dough and build letters and numbers to make spelling and maths practise more interactive
- Instead of using your fingers to pick something up, use a pair or tweezers, a peg or kitchen tongs
- Shadow puppets
- Window tracing
- “Ceiling” art – paste or tape a page under a table/chair (correct length for your child’s arm length), lay down on the floor and draw or write on the page (wonderful for shoulder muscle development!)
- Using a ruler to draw lines or measure
- Using a dropper, teaspoon or syringe to do art/mix colours/explore with consistencies of materials (such as oil and water).
Make these activities into timed races and compete as a family – your loadshedding entertainment is now sorted!
Kim Hahn
Year 1 Teacher
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FOUNDATION STAGE AND JUNIOR PRIMARY FUN SPORTS DAY 2022
We recently hosted our annual Fun Sports Day, where all the Foundation Stage and Junior Primary students were dressed in their class and house colours, disguising the field as a moving rainbow.
It was also an exceptionally important day for Nursery, as it was the first time our students partook in such an event, and it definitely showed. Some of our students jumped over the mini hurdles, instead of under them and some even skipped the obstacle course completely – all for a chance to tackle their tutu-wearing teacher waiting at the end.
When it came to the races, we had a few tears, a few walkers, and even a few crawlers. I could have sworn that we practised the week before, but that’s no biggy – because they did eventually get to the finish line, and I suppose it’s all we could ask for.
We ended the day off with much-deserved ice cream and said our goodbyes to the students, thinking the day was over, and that they would not remember the few short hours we spent in the sun. However, on Monday, I was greeted with big smiles and lots of burning questions about that special day. “Did you see my daddy, teacher?”, “When can we go to the big field again, I want to practice for mommy?”, “Why were you and Teacher Lissa wearing tutus?”, “Where were your school shorts teacher?”
I realized that it may have been a few short moments for us but for our students, as little as they are, they engrained every detail in their heads. They were able to participate in a big kid activity, and they were so proud! So, even though the obstacle course and the races didn’t go quite as planned, they still remembered everyone who showed up to support them, and they laughed about how silly their teachers looked.
So, I think if we can take anything away from that day, is that it was the first of many happy sports days for our students and that it is not the activities that make them memorable – it is the people that cheer on the side lines.
Thank you to everyone who came and cheered for our little ones – they remembered you.
Jo-Anne Dickason
Foundation Stage Teacher
(Photo Credit: Brendan Atti – BIS Year 10 Student)
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Having Fun With Shadows
The Year 2 classes have been learning about light and dark during their Science lessons. They have looked at different light sources and can identify those which are man-made and those which occur naturally.
We had some fun during our last Science lesson, using shadows to make funny creatures on the whiteboard, using the light from the projector to create shadows. My class decided that this was the best Science lesson. There was much laughter as their classmates tried to guess what the creature made by their friends were.
Kim Coetzer
Year 2 Teacher
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Marvellous Materials
We have been learning about marvellous materials in our Science lessons in Year 1. Exploring, investigating and identifying different materials is all part of the fun and we have been very busy this week.
We used the school Ipads to identify and take pictures both inside and outside of the classroom of 4 different types of materials, “glass, plastic, wood and metal.” The students then edited and labelled each picture they took and presented it back to their friends in class.
We were very impressed by the discoveries the Year 1s made and how well they recorded their findings.
The students thoroughly enjoyed these interactive activities!
Charlotte Cronje
Year 1 Teacher
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Investigating Capacity
The most effective way for students to learn new concepts is by taking part in practical investigations. This makes their learning more meaningful.
This week, the Year 1 students have learnt that capacity means how much something can hold. Our classes had great fun investigating this concept and conducted various experiments.
Fortunately, the weather was kind to us and the students could go outside and use the water troughs to do practical activities. They had to find out how many cups of water could fill a pot, beaker, vase etc. In groups they had to predict which container could hold the most water and then find a way to prove their answer. This required them to communicate their ideas and reasoning with their peers.
In class we learnt that capacity is not only about how much liquid a container can hold, we filled cups with bottle tops and corks. First making an estimate and then checking, by counting the number of bottle tops and corks the cups contained.
An important part of investigation is being able to accurately record your findings. The Year 1 students did a wonderful job of recording their findings after conducting all the capacity experiments. Well done Year 1!
Ann Cordner
Year 1 teacher
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Arts And Crafts Club Key Stage 1
Every second week KS1 meet for our after school Arts & Crafts club run by myself and Ms Hierse. We introduced this club at the beginning of this year and it seems to have taken off wonderfully.
The students look so forward to being able to come and have the opportunity to fully express their artistic and creative talents. One of our biggest aims is to utilize as many recycled materials as possible. It is a passion of ours to witness the beautiful creations that are created from simple previously used items.
We hope to see the Arts & Crafts Club grow more and more throughout the year!
Siobhan Hendry
Year 2 Teacher
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Leading By Example – Teacher Support System
“Teaching kids to count is fine, but teaching them what counts is best.” – Bob Talbert
As teachers, we all strive towards one goal; for all our students to succeed. The KS1 and Foundation Phase teachers believe whole heartedly in a teacher support system where all teachers are encouraged, motivated and cared for each day by one another in order to be at our best for our students.
We, as teachers, feel that this support system is very important as its allows us to communicate our feelings, rely on each other, share our specific skills and strategies and build confidence in one another to stay ahead of the game in a rapidly-changing world.
We would like this support system to mirror how the students should want to care for each other as many students do not feel comfortable expressing their feelings to adults. A care buddy is the one friend you can speak to about anything that is going on in your life, whether it be positive or negative.
With the continuous support from all the teachers, the teachers have decided to follow a different system where their care buddy stays anonymous for the year. This care buddy is there to leave you notes of encouragement, recognition, to motivate you for a busy time ahead or a little treat to brighten up their day.
We would like to encourage students to follow this system and show kindness and support to their friends without reason because if they can make at least one friend smile in a day, it will create a ripple effect.
“Everyone who remembers his own education, remembers teachers, not techniques. The teacher is the heart of the educational system.” – Sidney Hook
Erin Hierse
Year 1 Teacher
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To Write Or Not To Write…
With today’s technology, where even the youngest of young are accustomed to typing on laptops, tablets or iPads, the question is often raised: Just why do children need to learn handwriting skills at school. They probably won’t need these skills in whatever field they find themselves in. However, proven studies have shown that it is extremely beneficial for young children to learn how to grip a pencil or colouring crayon, or learn the correct formation of a letter.
“There is this assumption that we live in the computer age, and we don’t need handwriting anymore. That’s wrong,” says Virginia Berninger, PhD, a professor of educational psychology at the University of Washington.
A few facts to consider:
- Children who learn to write correctly, read more fluently.
- Handwriting requires concentration.
- It trains the brain circuits responsible for motor coordination, vision, and memory to work together.
- Visual-motor skills, such as hand-eye coordination, are associated with academic achievement. Scientists have found that developing fine motor skills in early childhood can predict not only writing success, but also better performance in reading and mathematics in elementary school.
Left-handed children more likely to write untidily? Myth or fact? Unfortunately for the 10% of the world’s population who are left-handed, their handwriting does tend to be untidier than those writing with their right hand. However, if a child is taught to tilt their paper or book a different way, neat handwriting is very achievable!
Kim Coetzer
Year 2 Teacher
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