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 –
Summer 1:
The “At a Glance” overview, which was previously updated on the website each half term, is now provided as an attached newsletter document for ease of access.
| Week 1 | /ai/ a-e ai ay a eigh ea ey aigh /ee/ y ea ee e ie ey e-e /igh/ igh i-e i y ie /oa/ ow o o-e oa oe ou | people eye
whole |
| Week 2 | oo/ /yoo/ oo u u-e ew ue ou ui /air/ air are ear ere /ur/ er ur ir or ear /ow/ ou ow | through improve move prove shoe two who beautiful their parents |
| Week 3 | or/ or a aw au ore oor al oar our augh aur /zh/ si su /ch/ ch tch ture* /sh/ sh ti ch ssi ci si | thought sure |
| Week 4 | j/ j g ge dge /s/ s ss c ce se st sc /u/ ou /e/ ea /i/ y /o/ a /u/ o o-e /oo/ u oul schwa: er a or ar our re | once again any many friend busy pretty because laugh** |
| Week 5 | ie /ee/ /igh/ y /ee/ /igh/ /i/ ea /ee/ /e/ /ai/ a /a/ /ai/ /or/ | friend |
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 |
Spring:
| Week | Focus | Example Words |
| Week 1 | The or sound spelt a before l and ll. | almost, already, chalk, small, stalk, talk, altogether, Red Words: above, after, again |
| Week 2 | Soft c . | Circus, city, concert, excellent, exercise, fancy, notice, pencil, Red Words: any, anyone, are |
| Week 3 | Adding the suffix –y (1) | Dotty, muddy, spotty, runny, sunny, yummy, foggy, funny Red Words: ask, bath, beautiful |
| Week 4 | 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 |
| Week 5 | Adding the suffix –y (2) | Breezy, crazy, curvy, greasy, simply, spiky, wheezy, Red Words: behind, both, bought |
| Week 6 | Adding the suffix –ly | Bravely, foolishly, happily, loudly, nearly, softly, warmly Red Words: break, brother, buy |
| Week 7 | Half term | |
| Week 1 | The n sound spelt kn and gn. | Gnash, gnaw, gnome, knead, knee, knock, knit, Red Words: caught, child, children |
| Week 2 | The igh sound spelt y. | Butterfly, horrify, July, multiply, my, nearby, reply, Red Words: Christmas, class, climb |
| Week 3 | Adding the suffix –ing (1) | Beginning, clapping, dropping, gripping, nodding, shopping, tripping Red Words: clothes, cold, come |
| Week 4 | 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 |
| Week 5 | Adding the suffix –ing (2) | Baking, cracking, phoning, racing, shading, tickling, writing, Red Words: does, door, down |
| Week 6 | Half term |
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, |
Spring:
| Week | Focus | Example Words |
| 12th Jan | Adding the suffix –ed (1) | Dropped, hugged, chipped, clapped, stepped, flipped, spotted, Red Words: fast, Father, find |
| 19th Jan | Adding the suffix –ed (2) (swapping y for i). | Carried, fried, hurried, married, multiplied, tried, replied
Red Words: gold, grass, great |
| 26th Jan | Adding the suffix –ed (3) (dropping e to add –ed, and revision of doubling final consonant and swapping y for i). |
Battled, cycled, denied, liked, ruled, phoned, striped, Red Words: half, has, here |
| 2nd Feb | The u sound spelt o, and the or sound spelt ar after w. | brother, other, nothing, Monday, swarm, reward, warm Red Words: hold, hour, house |
| 9th Feb | Possessive apostrophes. | Practice Red words from this half term so far. |
| 16th Feb | The r sound spelt wr | wrong, wrestle, wrist, wrap, write |
| 23rd Feb | The r sound spelt wr | wreck, wrinkle, wriggle, wren |
| 2nd March | Adding the suffixes -er or -est (1) | faster, slowest, louder, largest, braver
|
| 9th March | Special Focus 1 (Red words) and Special Focus 2 (Homophones) | 1: many, some, should, come, any, would
2: there/their, nose/knows, for/four |
| 16th March | Adding the suffixes -er or -est (2) | happier, silliest, funnier, finest, wiser, nicest, slimier, trickiest |
| 23rd March | Adding the suffixes -er or -est (3) | bigger, slimmest, hotter, saddest, wetter, fittest, maddest |
| 30th March | Half-term | |
| 6th April | ||
| Week 1 | The ee sound spelt ey | key, donkey, chimney, turkey, trolley, money, honey, jockey |
| Week 2 | Adding the suffix -ness (1) | Kindness, sadness, illness, weakness, darkness, foolishness |
| Week 3 | Adding the suffix -ness (2) | dizziness, silliness, cheekiness, madness |
| Week 4 | Words ending in -le | rattle, simple, middle, triangle, giggle, bubble, handle, battle, little, table |
| Week 5 | Special Focus 3 (Words ending -il and words where s makes the zh sound ) and Special Focus 4 (Homophones) | 3: fossil, council, evil, peril, nostril; measure, treasure, usual, television
4: seen/scene, wait/weight, hole/whole, sighed/side, new/knew |
| Week 6 | Words ending in -el | camel, tunnel, towel, travel, jewel, label, angel, cancel, level |
| Week 7 | Words ending in -al | magical, plural, vocal, tropical, animal, capital, medical, signal, festival |
| Half term | ||
| Week 1 | Adding the suffix -ful | joyful, cheerful, thankful, wonderful, hopeful, painful, colourful, thoughtful |
| Week 2 | Special focus 5 (ir sound spelt or after w) | 5: worm, world, work, worth, worst, password, workshop |
| Week 3 | Adding the suffix -less | |
| Week 4 | Special Focus 6
Special Focus 7 |
Contractions and apostrophes
Possessive apostrophes |
| Week 5 | Adding the suffix -ment | |
| Week 6 | Words ending in -tion | |
| Week 7 | Adding the suffix -es | |
Home Learning Projects – Summer Term
English
- Create a character sketch for someone in your favourite book using detailed descriptive vocabulary.
- Write your own mini fact file about a food item and describe its journey from farm to fork.
- Keep a weekly reading journal noting favourite parts, new vocabulary and questions.
Science – Plants
- Plant a seed (sunflower, bean, cress) and keep a growth diary with drawings or photos.
- Create a labelled diagram showing the parts of a flowering plant and their functions.
- Make a poster explaining different ways seeds travel (wind, water, animals).
Geography – Food & Farming
- Look at food labels at home and map where your food comes from.
- Create a simple model or drawing of a farm showing different types of farming.
- Research one item that travels to Yorkshire from Europe and present your findings in a fun way.
Art – 3D Floral Sculptures
- Make your own 3D flower using recycled materials (cardboard, foil, tissue paper).
- Use natural objects from a walk (sticks, leaves, stones) to create a nature sculpture.
- Sketch different flowers from observation and experiment with shading.
DT – Cooking & Nutrition
- Help prepare a balanced meal and design your own “healthy plate.”
- Grow herbs or salad leaves on a windowsill and track their growth.
- Create a simple recipe card for a favourite healthy snack.
PSHE – Being My Best
- Create a “Growth Mindset Wall” at home with positive words and affirmations.
- Make a “bounce‑back plan”: What helps you when things are tricky?
- Set a small challenge for the week and track progress.
Be Creative! You can make a scrapbook, a giant poster, a PowerPoint slideshow or even a video diary. Add drawings, photos, maps, charts, and anything else to make your project exciting and colourful.
Please bring your home project during the week beginning the 11th May . The suggested projects are just ideas. You are welcome to create anything you like based on what we’ve learned this term.
Dates for the diary
PE days: Tuesday and Wednesday
Links to support learning
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)
Spelling Lists