Fox Cub Class

Class teacher’s welcome

Welcome to the Fox Cub class page!

I am delighted to welcome you and your children  to Fox Cub Class for another exciting year of learning and discovery! It is a real joy to be teaching the children for a second year, and I am looking forward to helping them continue to flourish both academically and personally.
This year, we will be going on a wonderful learning journey together, exploring new ideas, deepening our knowledge, and developing key skills. A big focus will be on encouraging independence in learning, so that each child feels confident in taking on challenges and celebrating their achievements.
Equally important, we will be working on building strong friendships, supporting one another, and making sure that our classroom is a happy, safe, and fun place to learn. Through teamwork, creativity, and curiosity, I know the children will continue to grow into confident and resilient learners.
Alongside this, we will be thinking about how we can serve our community in small but meaningful ways—through everyday acts of kindness, helping others, and showing respect and care both in and outside of school.
I am so excited to see all the progress the children will make this year and to share in their successes, both big and small. Together, we will make this a year full of learning, laughter, and lasting memories.

Mrs Fox

Curriculum news

At a glance –

Autumn 2

    • Maths: Addition and subtraction / shape
    • English: The Cave Explorer (fiction and nonfiction)
    • Science:  Animals including humans – nutrition, skeletons and muscles
    • History:  What were the key changes in Britain from the Stone Age to the Iron Age?
    • Computing: (Stop-frame) Animation
    • PSHE: Valuing Differences
    • Music: Singing Techniques
    • Art: Drawing skills –
    • Self-portraits / faces
    • Colour and oil pastel / soft pastel

Autumn 1

      • Maths: Number and Place Value, Addition and Subtraction
      • English: The Red Prince (fiction), How to Wash a Woolly Mammoth (instructional)
      • Science: Weather and Seasons
      • Geography: Locate hot /cold areas of the world in relation to the Equator and the North and South Poles Look at weather across the world Use world maps
      • History: Stone Age to Iron Age
      • RE: What is it like to follow God?
      • Computing: Connecting Computers
      • PSHE: Me and My Relationships
      • Music: Shape Rhythms
      • DT: Shell Structures (kite-making)
    • Spellings and PhonicsAt All Saints’ Primary School, we follow Little Wandle Phonics which then transfers into the Read, Write Inc. spelling scheme in Key Stage 2. You can find an overview of your child’s spellings below.

      Year 2s will be focusing on the following during their sessions this half term:

    •  

      Autumn 2:

      Week 1 What do I need to know to think about spelling? How do I use the Complete the code chart to help me to spell? Homophones and near-homophones
      Week 2 Why do I double letters at the end of words? Why do I double letters in some longer words ending in -er? Adding -ing, -ed, -er, -est and -y to words of one syllable ending in a single consonant letter after a single vowel letter
      Week 3 Why do some words end in ‘k’ or ‘ck’? Why do some words end in ‘ch’ or ‘tch’?
      Week 4 When do I add the suffix -es/-s to words? Why do I double the final letter in some words when I add the suffix -ing? Adding -ing, -ed, -er, -est and -y to words of one syllable ending in a single consonant letter after a single vowel letter
      Week 5 Why do I swap the ‘y’ for an ‘i’ when I add the suffix -ed? Why do I drop the ‘e’ when I add the suffix -ing? Adding -ed, -ing, -er and -est to a root word ending in -y with a consonant before it Adding the endings -ing, -ed, -er, -est and -y to words ending in -e with a consonant before it

       

       

      Year 3s:

      Week Focus Example Words
      8 Sep The or sound spelt a before l and ll. almost, already, chalk, small, stalk, talk, altogether, Red Words: above, after, again
      15 Sep Soft c . Circus, city, concert, excellent, exercise, fancy, notice, pencil, Red Words: any, anyone, are
      22 Sep Adding the suffix –y (1) Dotty, muddy, spotty, runny, sunny, yummy, foggy, funny Red Words: ask, bath, beautiful
      29 Sep Special focus 1: Red words. Common exception

      Special Focus 2: Homophones.

      		 1: where, could, there, want, was, would, what

      2: See/sea, son/sun, blew/blue, knight/night, saw/sore
      6 Oct Adding the suffix –y (2) Breezy, crazy, curvy, greasy, simply, spiky, wheezy, Red Words: behind, both, bought
      13 Oct Adding the suffix –ly Bravely, foolishly, happily, loudly, nearly, softly, warmly Red Words: break, brother, buy
      20 Oct The n sound spelt kn and gn. Gnash, gnaw, gnome, knead, knee, knock, knit, Red Words: caught, child, children
      28 Oct – HALF TERM –
      3 Nov The igh sound spelt y. Butterfly, horrify, July, multiply, my, nearby, reply, Red Words: Christmas, class, climb
      10 Nov Adding the suffix –ing (1) Beginning, clapping, dropping, gripping, nodding, shopping, tripping Red Words: clothes, cold, come
      17Nov Special focus 3: Red words. Common exception

      Special Focus 4: Homophones.

      		 3: money, people, busy, half

      4: There/their, no/know, right/write, to/too, week/weak
      24 Nov Adding the suffix –ing (2) Baking, cracking, phoning, racing, shading, tickling, writing, Red Words: does, door, down
      1 Dec The j sound. Adjust, bridge, charge, energy, gentle, large, urgent, Red Words: even, every, everybody
      8 Dec The o sound spelt a after w and qu. Quality, quantity, squash, wallet, wander, wasp, watch, Red Words: eye, fast, father
      15 Dec Special focus 5: Contractions and apostrophes. 5: I’m, I’ll,
      3 Nov The igh sound spelt y. Butterfly, horrify, July, multiply, my, nearby, reply, Red Words: Christmas, class, climb
      10 Nov Adding the suffix –ing (1) Beginning, clapping, dropping, gripping, nodding, shopping, tripping Red Words: clothes, cold, come
      17Nov Special focus 3: Red words. Common exception 

      Special Focus 4: Homophones.

      		 3: money, people, busy, half 

      4: There/their, no/know, right/write, to/too, week/weak
      24 Nov Adding the suffix –ing (2) Baking, cracking, phoning, racing, shading, tickling, writing, Red Words: does, door, down
      1 Dec The j sound. Adjust, bridge, charge, energy, gentle, large, urgent, Red Words: even, every, everybody
      8 Dec The o sound spelt a after w and qu. Quality, quantity, squash, wallet, wander, wasp, watch, Red Words: eye, fast, father
      15 Dec Special focus 5: Contractions and apostrophes. 5: I’m, I’ll,

       

      Home Projects:

      Science & History Combined Projects

      1. Stone Age Meal vs. Modern Meal
      • Activity: Create a comparison chart or plate showing what a Stone Age person might eat vs. what we eat today.
      • Extension: Discuss which is healthier and why.
      • Learning: Nutrition, food groups, historical diet comparison.
      1. Build a Skeleton Puzzle
      • Activity: Cut out and assemble a paper skeleton. Label key bones (e.g., skull, ribs, femur).
      • Extension: Compare human bones to animal bones used in the Stone Age (e.g., for tools or jewellery).
      • Learning: Human anatomy, bone names, structure and function.
      1. Stone Age Nutrition Poster
      • Activity: Make a poster showing what nutrients Stone Age people got from their food (e.g., protein from meat, vitamins from berries).
      • Extension: Link nutrients to body parts (e.g., calcium for bones).
      • Learning: Nutrients and their functions, historical context of diet.
      1. Strong Bones Experiment (at home)
      • Activity: Soak chicken bones in vinegar for a few days to see how calcium keeps bones strong.
      • Extension: Link to why Stone Age people needed strong bones for hunting and survival.
      • Learning: Bone structure, calcium importance, simple scientific observation.
      1. Design a Healthy Iron Age Warrior
      • Activity: Draw or model an Iron Age warrior and label what foods they would need to stay strong and healthy.
      • Extension: Include muscles and bones used in battle or farming.
      • Learning: Muscles, bones, nutrition, historical lifestyle.

       

Dates for the diary

PE days: Tuesday ( Mrs Siddons) Wednesday (Mrs Fox)

 

 

 

 

 

 

 

Links to support learning

Home Learning Opportunities

Reading

Please encourage your child to read daily for a minimum of 10 minutes. At least 3 reading sessions per week should be recorded in the school Reading Record. Children should all have a school reading book (that can be changed regularly) but should be encouraged to read other material as well.

Maths

Year 2 Numbots  (login on inside front cover of Reading Record) – Children work through the different levels to help secure their calculation skills and number facts.

Year 3 Times Table Rock Stars (login on inside front cover of Reading Record) – Y3 introduces 3, 4 and 8 multiplication tables, as well as building on 2, 5 and 10 (from Y2)