# Year 2

### Kestrel, Kingfisher and Kookaburra

**Ms Sharma**

Year Team Leader - Kestrel Class

**Ms Brook Smith**

Kingfisher Class Teacher

**Ms Bains**

Kookaburra Class Teacher

**Ms Fiawoo **

Teaching Assistant

**Ms Middleton**

Teaching Assistant

**Ms Ascanio**

Teaching Assistant

**Ms Bachayeva**

Teaching Assistant

**Mr Hussein**

Teaching Assistant

**Mr Kucaj**

Teaching Assistant

**WHAT IS MY CHILD LEARNING?**

## Summer Term Curriculum 2024

## English Key Skills

__Speaking and Listening__

I can speak clearly and confidently using a range of vocabulary and appropriate intonation.

I can listen carefully, remembering important points.

I can listen to and follow several instructions.

I can ask a range of questions using question stems.

I can listen to the views of others.

I can contribute to a group discussion and be cooperative

I can act out/present parts of traditional tales as well as my own stories.

I can participate in discussions, presentations, performance and role play.

__Reading (word/comprehension)__

I can read independently and accurately all key words from R-Y2.

I can read non-fiction books, stories and poems (reciting some) accurately, taking note of punctuation.

I can use a range of strategies for decoding unknown words.

I can identify syllables, common prefixes and suffixes and regular verb endings.

I can self-correct when reading.

I can read with understanding and talk about themes, events, characters and feelings in books.

I can predict, infer and ask questions about a text (reciprocal reading)

I can answer questions about a text both orally and written.

I can give reasons for events in a book.

I can explain why I like or dislike a book.

I can explain the purpose of alphabetical order, layout, diagrams, captions, hyperlinks and bullet points in non-fiction texts.

I can use a dictionary to locate specific words.

I can use an index and a glossary to find information.

I can read independently and in silence for 20-30 minutes from a range of texts, familiar and unfamiliar.

__Writing (composition/grammar)__

I can write an A4 page of meaningful sentences in a particular genre.

I can use full stops, capital letters, exclamation marks and question marks.

I can use commas for lists and description (*e.g. He had a long, hairy beard, two gigantic eyes and a bulbous nose)*

I can use apostrophes for contraction and possession *(I’ll, we’ll, can’t…).*

I can use a range of connectives to join two sentences (coordination) *(e.g. and, but, so, or, because)*

I am beginning to include complex sentences in some of my writing (subordination) *(e.g. who, which, what, while, when, where, because, then, so that, if, to, until)*

I can start my sentences with different openers (e.g*. connectives, adverbs*…).

I can write simple texts such as lists, stories, instructions, poems, simple reports and explanations.

I can compose my sentences orally before I begin to write them.

I can use some adventurous vocabulary (*e.g. 2A sentences – The boys peeped inside the dark, dank cave. Adverbs – Tom ran quickly down the hill.)*

I can use past and present tense accurately.

I can use speech marks to mark direct speech.

I know and use some common prefixes and suffixes including those that create an antonym (*opposite*) such as ‘un’ and ‘dis’.

I know the term synonym and can locate and use synonyms in my writing.

I am beginning to group sentences with a similar theme together, ready to form paragraphs.

I recognise and am beginning to use high frequency homophones correctly (*e.g. to, too, two, there, their, they’re…)*

I can use my skills to write across the curriculum.

__Handwriting__

I can hold a pencil correctly, sit up correctly and steady my work.

I can use and form all letters and numbers correctly.

I can keep handwriting on the line.

I can show consistency in size of letters.

I can begin to join my handwriting.

__Phonics/Spelling__

I can recognise, read and spell all key words for Reception, year 1 and year 2.

I can read and spell all phonic sounds and blends. (Set 2 and 3 sound)

I can use spelling rules to correctly spell words containing the suffixes*: –es, -ed, -ing, -er, -est*

I can spell words with contractions *(e.g. I’ll, we’ll, can’t…)*

I can add suffixes including *–ment, -ness, -ful, -less, -ly* and understand how suffixes can change a root word.

I can write from memory sentences dictated to me by my teacher containing spellings and punctuation learnt.

__Terminology__

**Consolidate: **finger spaces, letter, word, sentence, full stops, capital letter, question mark, exclamation mark, speech bubble, bullet points, singular/plural, adjective, verb, connective, alliteration, simile –‘as/’like’

**Introduce: **apostrophe (contractions and singular possession, commas for description, speech marks, suffix, verb/adverb, statement, question, exclamation, command (bossy verbs), tense, adjective, noun, noun phrases.

## Maths Key Skills

**Number – number and place value**

Pupils should be taught to:

- count in steps of 2, 3, and 5 from 0, and in tens from any number, forward and backward;
- recognise the place value of each digit in a two-digit number (tens, ones);
- identify, represent and estimate numbers using different representations, including the number line;
- compare and order numbers from 0 up to 100; use <, > and = signs;
- read and write numbers to at least 100 in numerals and in words;
- use place value and number facts to solve problems.

**Number – addition and subtraction**

Pupils should be taught to:

- solve problems with addition and subtraction:
- using concrete objects and pictorial representations, including those involving numbers, quantities and measures;
- applying their increasing knowledge of mental and written methods.
- recall and use addition and subtraction facts to 20 fluently, and derive and use related facts up to 100;
- add and subtract numbers using concrete objects, pictorial representations, and mentally, including:

a two-digit number and ones;

a two-digit number and tens;

two two-digit numbers;

adding three one-digit numbers;

- show that addition of two numbers can be done in any order (commutative) and subtraction of one number from another cannot;
- recognise and use the inverse relationship between addition and subtraction and use this to check calculations and solve missing number problems.

**Number – multiplication and division**

Pupils should be taught to:

- recall and use multiplication and division facts for the 2, 5 and 10 multiplication tables, including recognising odd and even numbers;
- calculate mathematical statements for multiplication and division within the multiplication tables and write them using the multiplication (×), division (÷) and equals (=) signs;
- show that multiplication of two numbers can be done in any order (commutative) and division of one number by another cannot;
- solve problems involving multiplication and division, using materials, arrays, repeated addition, mental methods, and multiplication and division facts, including problems in contexts.

**Number – fractions**

- recognise, find, name and write fractions 1/3, 1/4, 2/4, and 3/4 of a length, shape, set of objects or quantity
- write simple fractions for example, 1/2 6 = 3 and recognise the equivalence of ½ and 2/4

**Measurement**

Pupils should be taught to:

- choose and use appropriate standard units to estimate and measure length/height in any direction (m/cm); mass (kg/g); temperature (°C); capacity (litres/ml) to the nearest appropriate unit, using rulers, scales, thermometers and measuring vessels;
- compare and order lengths, mass, volume/capacity and record the results using >, < and =;
- recognise and use symbols for pounds (£) and pence (p); combine amounts to make a particular value;
- find different combinations of coins that equal the same amounts of money;
- solve simple problems in a practical context involving addition and subtraction of money of the same unit, including giving change;
- compare and sequence intervals of time;
- tell and write the time to five minutes, including quarter past/to the hour and draw the
- hands on a clock face to show these times;
- know the number of minutes in an hour and the number of hours in a day.

**Geometry – properties of shapes**

Pupils should be taught to:

- identify and describe the properties of 2-D shapes, including the number of sides and line symmetry in a vertical line
- identify and describe the properties of 3-D shapes, including the number of edges, vertices and faces
- identify 2-D shapes on the surface of 3-D shapes [for example, a circle on a cylinder and a triangle on a pyramid]
- compare and sort common 2-D and 3-D shapes and everyday objects.

**Geometry – position and direction**

Pupils should be taught to:

- order and arrange combinations of mathematical objects in patterns and sequences
- use mathematical vocabulary to describe position, direction and movement, including movement in a straight line and distinguishing between rotation as a turn and in terms of right angles for quarter, half and three-quarter turns (clockwise and anti-clockwise).

**Statistics**

Pupils should be taught to:

- interpret and construct simple pictograms, tally charts, block diagrams and simple tables;
- ask and answer simple questions by counting the number of objects in each category and sorting the categories by quantity;
- ask and answer questions about totalling and comparing categorical data.