Year 2

Kestrel, Kingfisher and Kookaburra

Value of the Month

Enthusiasm

Are you a radiator or a drain? Do you give off energy,  positivity and warmth or do you (excuse me for being blunt) suck the energy from others? Whatever the task, no matter how big or small, it will always turn out better if you put your whole heart into it!

WHAT IS MY CHILD LEARNING?

CURRICULUM PLAN

Summer Term Curriculum 2022
YEAR 2 TERM: Summer

Topics: ‘The Victorians’ and ‘There is a buzz in the air.’

This term, the children will continue to develop their love of reading through various text types.  In the second half term, we will be learning about bees and the role they play in our environment. This is linked to our previous learning about how we can make a difference in and around our community and to our environment.

English: The majority of our English work is based on our key books: Urashima Taro, The Tiger who lost his stripes, The Magic Paintbrush and The Book of Bees

Speaking and listening: The children will participate in discussions, presentations, performances, role plays and debates.

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 this term, firstly focusing on their setting descriptions and then followed by their own creative innovations of stories that they can recite confidently.

Spellings: The children will continue to learn different spelling rules. This term, we will be revising many of the spelling rules and learning fun strategies to help us to remember them in our independent and creative writing activities.

Handwriting: The children will continue producing work to a high standard. We will be encouraging the children to build their stamina for writing and learning many ways to improve our fine motor and posture to help us with this.

Maths: We will continue to follow the White Rose scheme of work.

Our objectives for maths are to:

●        To tell the time to a quarter of an hour.

●        Use concrete manipulatives to represent equal and unequal groups.

●        To recognise and find one half and one quarter of an amount.

We will also spend time revisiting areas of maths covered in the first two terms

History:

This term the children will be learning all about the Victorians. This includes learning about Queen Victoria and who she is (including the exciting Jubilee celebration) exploring similarities and differences of children in the Victorian era and today, as well as inventions, schools and games.

Art: This half term we will be focusing on the British sculptor Anthony Gormley. We will be learning how to use various techniques, such as rolling and cutting to manipulate clay, as well as learning  how to add texture to clay to create a specific effect.
Music: The children will continue to learn how to read staff notation (rhythm and pitch) and use this understanding to perform and compose their own pieces using instruments. In addition, the children will learn to perform and compose rhythms and melodies on tuned and un-tuned percussion.
PE: With our specialist PE teachers, the children will learn to develop their skills in a variety of ball and net games such as Tennis, Cricket and Rounders. In lessons with their class teacher, the children will learn a variety of team games such as netball, football and basketball. We will also be learning some orienteering skills, which will end with an exciting orienteering event.
PSHE/Citizenship:  We will be focusing on a range of topics in PSHE this term including; Happiness, (emotional regulation), The art of failure, and Protecting our planet (which links to our Bee topic, too). Later on in term 2, we will be learning about differences between boys and girls and naming body parts in our RSE lessons.
RE: This term the children will be learning about how different religions practice their beliefs, and how this shapes their lives. We will be looking at both Christianity and Islam to help us understand their values and commitments.
Computing: We will be introducing the children to programming and understanding how to create algorithms. We will be learning how to programme animations using Scratch.

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 as they complete their weekly homework and learn their spellings. In addition, please encourage your child with their maths fluency. This includes learning their number bonds to 20, their 2, 5, and 10 times tables, simple adding and subtraction strategies, as well as the halving and doubling of numbers. As we move forward in helping the children with their independent writing, any free, creative writing at home will be greatly beneficial. This can be in the form of a diary, poems they want to write, short stories and even songs! Developing that motivation will aid their stamina, too.

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.

World Book Day

Miss Kemal

Year Team Leader

Ms Gardiner

Class Teacher

Ms Hughes

Class Teacher

Ms Palmer

Teaching Assistant

Mrs Arslan

Teaching Assistant

Mrs Barac

Teaching Assistant