Year 2

Kestrel, Kingfisher and Kookaburra

Letters to parents

Consent form for school trips and other off-site activities

Value of the Month

Loyalty

When thinking of this value I’m reminded of footballers, who having scored a goal, run to their supporters kissing the badge on their shirt.

Read more.

WHAT IS MY CHILD LEARNING?

CURRICULUM PLAN

Summer Term Curriculum 2023

YEAR TWO CURRICULUM PLAN

Week beginning:

Monday 17th April – TAD day.

Tuesday 18th April

Campaign week – This will be an exciting, off-timetable week, during which pupils will be learning more about the impact that single-use plastic has on our environment. We will be thinking about ‘Plastic Activism’ and learning about the impact of plastics in our oceans. The children will be producing work to showcase our learning.

In Maths this week, we will be continuing our learning about fractions. We will consolidate our learning about how to find a half, quarter and a third, before learning about unit fractions, non-unit fractions and equivalent fractions.

Monday 24th April

In English this week, we will use a beautiful non- fiction text entitled ‘The Book of Bees’, to teach the children about explanation texts and persuasive writing. This will be over two weeks. The book makes cross-curricular links with science and the school’s green agenda. Children will be exploring the environment around them through lots of everyday outdoor learning, participate in some delicious honey tasting and plant some bee-friendly flowers!

In Maths this week, we continue with fractions, specifically learning about how to recognise and find three-quarters and counting in fractions up to a whole.

In Science this half term, we will be studying living things and their habitats. This week we will revisit and remember our previous learning around this and explore microhabitats within our local environment.

In RE we are learning and thinking about the importance of Jesus in the Christian faith. The unit explores stories within the bible and the meaning and messages behind them. Children will compare this to other faiths we have learned about and the messages that most faiths commonly share.

(Monday 1st May- Bank Holiday)

Tuesday 2nd May

In English, children will continue with the ‘The book of bees.’ This week the children will be learning about the purpose of persuasive writing and writing techniques that we identify as persuasive.

In Maths this week, we will move onto a new unit about Time. Children will begin by learning about o’clock and half past, quarter past and quarter to and to tell the time past the hour.

In Science this week, we will be exploring habitats that exist in our nature trail and think about the requirements that are needed in order to survive in such a habitat.

In History our unit explores the question ‘How has transport changed over time?’ For the next two weeks, children will learn the role that horses had in transport in the past, how bicycles, trains and cars have changed over time and finally how international travel has changed. Children will develop an awareness of the past and present and recount historic details within transport.

(King’s Coronation Monday 8th May)

Tuesday 9th May

Special Event:

Friday 12th May – London Transport Museum!

In English this week, children will be learning about poetry, specifically Quatrain poetry. Children will look at examples of this, create their own and recite their poems to their peers in class.

In Maths this week we will continue learning about Time, including how to tell the time to the hour and to 5 minutes. We complete the unit by learning about minutes in an hour and hours in a day. We will learn to unpick word problems about time and identify misconceptions.

In Science, we will be learning how to gather and record data, and question why animals and plants need to camouflage themselves.

In History this week we continue our learning about Transport. To celebrate the end of our learning and to immerse ourselves into this unit of work, we have organised an exciting visit to the London Transport Museum! Details of this trip will be provided in a letter.

Monday 15th May

In English this week, children will be reading a new book entitled ‘The water protectors.’ The book makes links with our Campaign week at the beginning of the term and encourages the children to think of other ways to safeguard the oceans and the habitats within it. Children will build upon previous writing techniques and write powerful, persuasive letters about their environmental pleas.

In Maths this week we will be taking the time to consolidate previous learning and address misconceptions within the curriculum. We will consolidate units including place value, column addition and subtraction, word problems involving multiplication and division and most recently fractions and time.

In Science children will be creating tally charts from their observations of minibeasts outdoors.

In DT this week, we will be learning about different mechanisms, specifically wheels and axles. From their learning, the children will design and create their own product for purpose. This will be a pull along vehicle.

Monday 22nd May

In English this week we will continue our learning linked to our book The water protectors.

In Maths this week we will continue with our consolidation of previous units.

In Science, children will be outdoors making quadrats to classify and observe minibeasts. Children will also be observing their behaviours within a specific microhabitat.

In DT this week, we will finish creating our product of a moving vehicle and observe how successful they are in moving around the classroom. Children will evaluate their product and consider what they could do to improve it and what challenges they encountered.

Wider Curriculum

In our predestination reader groups, the children will continue to read specific texts which are suited to their reading fluency and comprehension. Throughout these sessions, all children are reminded about what makes a good reader and a good reading partner. We encourage the children to reflect and pose questions about the text and how to decode challenging vocabulary. Within each session, teachers model and explore the reading skills of prediction, inference, questioning, clarifying, summarising and evaluating. We will explore non-fiction texts, too.

In Music this term children, will listen and learn how to identify instruments, rhythm and pitch relating to the four seasons. Children will learn to follow dot and staff notations and to experiment with these elements within their own performances.

In PE lessons with the class teacher, the children will be learning about orienteering. We will learn to use a basic map and key compass points, make a simple map, problem solve within a team and take part in orienteering games. With PE staff, the children will develop their racket and ball control skills in tennis, as well as learning the different strokes.

In Computing, we will be learning about Making Music.

In PSHE, we will be learning about Cyber safety, Fire Safety and The Art of Failure.

Half Term

Monday 5th June

In English this week, we will be reading, sharing and learning about stories from other cultures. We will also be exploring the humorous language that accompanies these stories and learn the use of hyperbole and exclamation marks.

In Maths this week we will be starting statistics. This will cover tally charts, tables, block diagrams and pictograms.

In Geography, we will start learning and thinking about the question ‘What goes on at an airport and a train station?’ Children will learn how to use maps to locate train stations and airports, learn the jobs associated with trains and planes and learn about the impact that travel has on air pollution.

In Science this week we begin our unit entitled ‘Animals including humans.’ Children will revisit and remember previous learning, and build upon it by observing and recording the life cycle of animals.

Monday 12th June

14th June – The Hobbit show at Coldfall

In English we continue with reading and learning about stories from other cultures.

In Maths we continue our learning about statistics.

In Science, we continue our investigation with observing animals over time and locating eggs of minibeasts outdoors.

In Geography, we continue learning about what goes on at an airport and a train station. Children will learn to explain the advantages and disadvantages of living in a city, or a village and locate a number of cities on a map.

Monday 19th June

In English this week, we use a beautiful book entitled ‘What did the tree see?’ to help teach the children how to use the past, present and future tenses in our writing. The book makes cross-curricular links with our learning about transport, both in History and Geography and with Science, where we have previously learned about the life cycle of plants and trees.

In Maths this week we will be learning about position and direction. This will involve the children learning the language of position, describing movement and turns and learning shape patterns.

In Science, we will be learning about human development and investigating how we physically change as we grow.

In RE, we will be learning about Sikhism and celebrating stories within this faith. We will explore how Sikhs view the world, what they believe and the values that underpin their faith. Children will make links with other religions and discuss similarities and differences.

Monday 26th June

Friday 30th June- TAD day

In English this week, children will continue their tenses work with regards to the book, ‘what did the tree see?’

In Maths we begin our consolidation of the main 4 calculations in maths. We also take the time to consolidate other units of work, where we feel the children need more time in order to prepare them for year 3. Challenging word problems will also be revisited to help support the children in understanding the language used.

In Science, we will learn and describe the basic needs of animals, including humans, for survival. Children will conduct surveys of minibeasts to discover the needs of these animals and how their habitats provide for them.

In RE, we will be learning about Buddhism. Children will learn about the importance and value of the religion and how this is celebrated amongst adults and children alike. Children will reflect on all the faiths they have learned about this year and will be encouraged to question the world around them, in order to develop a sense of wonder and belonging.

Monday 3rd July

In English this week we will be reading a book entitled ‘Grandad’s Camper.’ The children will create some descriptive pieces of work about journeys and reflect upon the journeys we take in our own lives, and the people that are most important to us.

In Maths we continue with our consolidation work.

In Science, we will consider what foods make a healthy diet and the importance of exercise. Children will investigate what happens to our bodies when we exercise and record their findings.

In Art, we begin learning and creating our own 3D sculptures, inspired by the artist Anthony Gormley. Children will use a combination of lines and shapes in their clay work, they will learn to use techniques such as rolling, cutting, carving and moulding to manipulate their clay and will learn to add texture for a desired outcome.

Monday 10th July

Thursday 13th July- Exhibition Evening

In English this week we continue our work relating to Grandad’s Camper, culminating in a little parade about celebrating our differences and how wonderfully unique and special we all are!

In Maths we continue with our consolidation tasks.

In Science, we learn the importance of human hygiene and record data relating to this using tally charts.

In Art, we continue working on our 3D sculptures and begin to reflect on how we want to present them to an audience.

Monday 17th July

Friday 21st July- End of school year – collection at 1.30p.m.

In English this week we learn about Calligrams. Children will learn to make their own calligrams in order to recite to their peers and buddies.

In Maths, we continue consolidating our learning by doing lots of practical activities linked to the units we have covered this year, specifically with mass and capacity.

In Science, we will be consolidating what we have learned about animals including humans this term and in our previous learning about living things and their habitats.

Wider Curriculum

In our predestination reader groups, the children will continue to read specific texts which are suited to their reading fluency and comprehension. Throughout these sessions, all children are reminded about what makes a good reader and a good reading partner. We encourage the children to reflect and pose questions about the text and how to decode challenging vocabulary. Within each session, teachers model and explore the reading skills of prediction, inference, questioning, clarifying, summarising and evaluating. We will explore non-fiction texts, too.

In Music this term children will listen and learn how to identify instruments, rhythm and pitch relating to the Ocean. Children will learn to follow dot and staff notations and to experiment with these elements within their own performances.

In PE lessons with the class teacher, the children will play team games to prepare for sports day and look at Hockey. With PE staff, the children will learn crickets and rounders, looking at the skills of striking and fielding.

In Computing, we will be looking at an Introduction to Quizzes.

In PSHE, we will be covering the units: Personal Goal setting, Protecting our planet and Adapting to change.

Supporting Learning at Home

Please make sure that you spend time reading with your child at home, we recommend 15 minutes of your child reading aloud each night. As well as listening to your child read, we recommend reading aloud to your child as a regular story time session to help them to hear the importance of intonation and fluency. Please help your child to practise their weekly spellings using Spelling Shed and help them practise their number bonds and/or times tables using TT Rock Star. Homework is set on Fridays on Google Classroom. You may wish to use this overview to see what your child is learning each week so that you can discuss this learning with your child at home.

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.