In Zebras class, Mr Lord is our teacher and he is brilliantly supported by Mrs Harrison.
We are a happy class who love to learn together. In the classroom, we are all encouraged to be brave and unafraid of getting things wrong as we recognise the power of learning through our mistakes and the importance of being resilient learners.
As a class, we have created our classroom rules which means that we have a supportive, caring, and inclusive learning environment. These are:
- Be kind to everyone
- Always listen to each other
- Try your best and never give up
We love having a voice in our school and Alex and Georgina are our School Council representatives. They take all of our ideas to regular meetings with Senior Leadership. We also contribute to school life by having class representatives on the sports council and eco team.
What we do in Zebras Class
Throughout the year, we work hard on our early writing and mathematics skills so by the end of Year 2, we are fully equipped to move up to Key Stage Two.
In English, we cover a range of texts which includes fiction, non-fiction and poetry. In the summer term, we are writing our own versions of the ‘Three Little Pigs’ and learning about fantasy stories where we will be writing our own quest adventures! We follow a mastery curriculum for Maths and our lessons follow a six-part structure, including a Talk Task. We use ‘Star Words’ in every lesson and enjoy putting actions to these to help us remember and understand important Maths vocabulary.
Taking care of ourselves, both physically and mentally, plays a huge role in our day-to-day lives. In the summer term, we focus will be on Athletics where we will be learning running, jumping and throwing techniques and working together as we team.
Some of the extra-curricular activities that we enjoy include a trip to London Wetlands Centre in the summer term.
This links to our Science topic – living things and their habitats and will include pond dipping!
We cannot wait to continue our journeys as the eldest children in Key Stage 1.
