Year 2
Kestrel, Kingfisher and Kookaburra
WHAT IS MY CHILD LEARNING?
CURRICULUM PLAN
Spring Term Curriculum 2020
Topics: Russia and China This term, the children will continue their studies of the continent Asia. Our first half term will be spent learning about Russia. In the second half term we will be learning about China. |
English: The majority of our English work is based on our key books: The Secret of Black Rock, Baba Yaga, Angry Arthur and The Firebird Speaking and listening: The children will participate in discussions, presentations, performances, role plays and debates. The children will be performing in their class assemblies in the first half of term. Reading and comprehension: The children will read, listen to and discuss a wide range of fiction, non-fiction and reference books. In guided reading sessions, the children are given the opportunity to read and discuss a text in a small group. Your child will usually read with a member of staff at least once a week. Writing: The children will be immersed in writing and will be planning and writing a mixture of fiction and non-fiction pieces, including: descriptive writing about Baba Yaga, narratives based on the stories of Baba Yaga, the Firebird as well as report writing. We will also learn about calligraphs and write our own poetry based on Chinese animal signs. Spellings: The children will continue to learn how to use phonics for spelling. They will also begin to learn different spelling rules. There will be a weekly list of spellings that match the spelling rule taught each week for the children to practise and learn at home. Handwriting: The children will continue learning how to use continuous cursive script. The children are always expected to produce work to a high standard of presentation. |
Maths: We will continue to follow the inspire maths scheme. Our objectives for maths are to:
· consolidate the use of the bar model to answer word problems · accurately measure distances in cm and m. · accurately measure the mass of objects in g and kg. · solve addition and subtraction based problems that involve different measures. · learn strategies for quick mental addition and subtraction. · count up, add together two amounts and calculate change for different amounts of money. · understand what fractions are and what different fractions look like. · compare the sizes of different fractions. · add and subtract pairs of like fractions. · change pence to pounds and pounds to pence and write it correctly. · compare amounts of money and solve 2 step word problems about money using all four operations. · read and write the time using hours and minutes. · use and understand the terms am, pm, 12 noon and midnight. · recognise that the time taken between two given times can be measured in hours and minutes. |
Science: the children will learn about how to categorise between alive, dead and non-living and learn about food chains. |
History/Geography History: The children will learn about the importance of key historical figures. We will look at figures of interest from Russia and China. Geography: The children will focus on physical geography, learning about the key geographical features of Russia and China. The children will learn how to compare and contrast geographical features, develop their ability to read a map and explore significant landmarks. Green – we will be learning about climate change and its effect on different areas of the planet. |
Computing: The children will be developing their programming skills, learning about simple algorithms and creating a simple maze game on the programme Scratch. |
MFL (French): For French in the second half term the children will be learning to speak about how they are feeling. |
Art: We will be continuing to explore geometric patterns in art and drawing on inspiration from famous artists to create our own pieces. DT: preparing fruit and vegetables as well as making Chinese food. |
Music: The children will be learning how to read notes on a stave. They will continue learning about rhythm and will be playing simple rhythmic patterns on percussion instruments. |
PE: With our class teachers, the children will learn dance. They will use stimuli as the starting point for creating dance phrases and short dances. The children will explore actions in response to stimuli such as stories, poems, events, rhythms, music, props etc. The second half of the Spring term will focus on bat and ball games. With our specialist PE teachers, the children will continue to develop their gymnastics skills, performing a range of actions with coordination and control as well as making up gymnastic sequences. |
PHSE/Citizenship: continuing to explore philosophical ideas and Empathy. In team assemblies and the classroom the children will discuss their physical wellbeing, relationships and economic wellbeing in PSHE. |
RE: we will continue to discuss and understand why some places are special to different religions. We will be exploring why Jesus is important. |
Special events/ enrichment opportunities: We will continue to build on our work around Empathy and emotional literacy. Our focus in January and February will be Moral Imagination and Managing Strong Emotions/Mastering Self-Regulation. We plan to hold a special Chinese dance workshop. |
How parents can be involved in home learning Y2 is a year where children can make huge progress with their learning. So that your child can make as much progress as possible, it is imperative that you continue to read with your child on a daily basis and support them to learn their spellings. In addition, please practise number-bonds of numbers to 20 as well as multiplication tables as much as possible. It is the expectation that children leave Y2 knowing their 2x, 3x, 4x, 5x and 10x tables. |
English Key Skills
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
- I can count, order and compare numbers to 1000.
- I have strategies for counting in ones, tens and hundreds.
- I identify the place and value of each digit of corresponding numbers and can compare them.
Addition and Subtraction
- I can do simple addition and subtraction within 1000.
- I can add by re-grouping.
- I can subtract by re-grouping.
- I can use models and model drawings to find parts of a whole and find the whole from two or more parts. I can use these to solve simple word problems.
- I can use models and model drawings to show when one or more sets are taken away. I can use this to solve simple word problems.
- I can use number bonds in mental addition and subtraction.
Multiplication
- Multiplication is conceptualised as multiplying a fixed number of objects by a certain number of times. The fixed number of objects refers to the number of objects in a group. The number of groups refers to the number of times it is multiplied.
- I can multiply by 2, 3, 4 5, and 10.
Division
- Division is conceptualised as sharing or dividing a set of items into equal groups so that each group has the same number of items.
- Division is conceptualised as the inverse of division.
Measures
- I can measure using cm and m and compare length using these.
- I can measure using g and kg and compare masses.
- I can apply addition and subtraction concepts and techniques to solve length and mass problems.
- I can apply multiplication and division concepts and techniques to solve length and mass problems.
Money
- I can change pence to pounds and pounds to pence and write it correctly.
- I can compare amounts of money and solve 2 step word problems about money using all four operations.
Time
- I can read and write the time using hours and minutes.
- I can use and understand the terms am, pm, 12 noon and midnight.
- I recognise that the time taken between two given times can be measured in hours and minutes.
Fractions
- I understand that fractions make up equal parts of a whole.
- I can compare and order simple fractions.
- I can quantify add and subtract like fractions.
- I can solve word problems involving fractions.
Volume
- I know that the capacity of a container is the amount of space it can hold.
- I know the volume of a container is the amount of space it contains.
- The litre (ℓ) is a unit of measurement for volume.
- I can add and subtract the volume in litres like whole numbers.
- I can multiply and divide the volume in litres like whole numbers.
Statistics
- I can compare and interpret graphs or pictograms and solve problems related to them.
- I can make picture graphs using different symbols or scales.
Shape
- I can identify semi-circles and quarter circles.
- I can visualise shapes as 3d shapes.
Additional Activities
- Count in steps of 2, 3, and 5 from 0, and in tens from any number, forward and backward
- Identify, represent and estimate numbers using different representations, including the number line
- Compare and order numbers from 0 up to 100; use <, > and = signs
- 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
- Recall and use multiplication and division facts for the 2, 5 and 10 multiplication tables, including recognising odd and even numbers
- Show that multiplication of two numbers can be done in any order (commutative) and division of one number by another cannot
- Recognise, find, name and write fractions , , and of a length, shape, set of objects or quantity
- Write simple fractions for example, of 6 = 3 and recognise the equivalence of and
- 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 =
- Find different combinations of coins that equal the same amounts of money
- 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
- 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
- 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)
- Interpret and construct simple pictograms, tally charts, block diagrams and simple tables.