Year 2

Kestrel, Kingfisher and Kookaburra

Value of the Month

Thoughtfulness

Here is a picture of my office taken last week. It’s legitimate, I’m afraid and not staged in any way. I know – rubbish on the floor, unwashed cups on the desk, papers strewn everywhere.

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WHAT IS MY CHILD LEARNING?

CURRICULUM PLAN

Autumn Term Curriculum 2023

YEAR TWO CURRICULUM PLAN

Week beginning:

Monday 4th September

TAD day

Tuesday 5th September TAD

Wednesday 6th

Children return to school

In English, we begin the year with a book called ‘Can I build another me?’

This will help the children to celebrate the individuals they are and create a piece of instructional writing.

Maths:

We begin our maths journey with Place Value. This will involve the reading, understanding and writing of numbers to 1000, to recognise tens and ones using place value charts and the ability to flexibly partition numbers to 100 .

In Science this half term we will be exploring The use of everyday materials.

Children will learn to identify and compare the suitability of a variety of everyday materials, including wood, metal, plastic, glass, brick, rock, paper and cardboard for particular uses.

Children will find out how the shapes of solid objects can be changed by squashing, bending, twisting and stretching.

Monday 11th September

Tuesday 12th

Year 2 Class meetings at 3:00pm

In Maths the children continue their learning linked to Place Value.

In Science we continue experimenting with the use of various materials and their properties.

In History, we delve into a historical enquiry about how the Victorians lived. This will include education, learning the school life of Victorian pupils and differences that existed between the pupils. Children will partake in their very own ‘Victorian School Day,’ and the unit of work will end with an exciting school trip to the Ragged Museum School, to fully immerse the children into Victorian education!

Dates, including more information about this trip will be sent in a few weeks.

In English, the children will learn how to write diary entries based on their learning about the Victorians in History.

Monday 18th September

In English, we begin reading a new text which we will focus on for two weeks.

Pattan’s Pumpkin is a traditional flood story from India with vibrant, exciting illustrations. Children will learn the repetitive refrains within the text and how to write both simple and compound sentences for effect.

In Maths we begin to learn about addition and subtraction. This will include addition and subtraction with 2-digit numbers, both across a 10 and not across a 10. Children will learn how to compare numbers and unpick word problems linked to these two operations.

In Science, we will continue our unit about Everyday Materials and create some exciting display work about our experiments.

Monday 25th September

In English we continue our reading of Pattan’s Pumpkin. The children will learn how to retell the story in an exciting and innovative way.

In Maths we continue to learn about addition and subtraction.

In Science we continue to learn about the use of Everyday Materials.

Monday 2nd October

Thursday 5th October IARG Coffee Morning 9am.

In English we move onto the exhilarating story of Rama and Sita, entitled: Rama and the Demon King. Children will retell the story using both drama and visuals. The story helps to tell the story of Diwali and explores a wide range of themes and morals.

In Maths we continue to learn about the steps required to add and subtract 2 digit numbers and to understand how to approach word problems.

In RWE we learn about ‘Why are some stories special? The story of Rama and Sita will help the children to learn about the customs and traditions linked to the celebration of Diwali. We will also learn about the faith that celebrates this festival.

This unit of work will end in a spectacular Bollywood performance that all parents will be invited to watch!

This will take place on Monday 16th October at 3:00pm – details of this event will be sent home in due time.

Monday 9th October

In English we continue with our core text of Rama and the Demon King.

In Maths we move on to learning about Shape. This will include the learning of 2D and 3D shapes, the properties that each one displays, lines of symmetry and making repetitive patterns.

In Science, we continue our learning about Everyday Materials.

In Art we begin learning about the artist: Jean Michel-Basquiat. We use his work to help us with our drawing skills, encouraging the children to think about background, foreground, shape and colour. Children will learn about the meaning behind some of his work and the iconic shapes and styles that exist in the artist’s work.

Monday 16th October

Bollywood Performance Monday 16th October at 3:00pm

In English, we will be celebrating all things poetry! We will be writing our own acrostic poems based on the seasons.

In Maths we continue our learning about shape and consolidate our learning about place value and addition and subtraction.

In Science we complete our unit of work about Everyday Materials.

In Art we continue our learning about Jean Michel-Basquiat and continue to develop our drawing skills.

Wider Curriculum

In Music the children will be focusing on: Staff notation, Instrumentation, Composition and Body percussion.

In PE lessons with the class teacher this half term, we will be learning Dance. Children will learn to perform simple movements, develop agility, balance and coordination and show an awareness of the qualities of dance. We will conclude this unit of work with our Bollywood performance!

In Computing we will complete the unit entitled ‘IT is all around us.’ Children will learn to develop their understanding of what information technology (IT) is and will begin to identify examples. They will discuss where they have seen IT in school and beyond, in settings such as shops, hospitals, and libraries. Children will further investigate how IT improves our world and the importance of using IT responsibly

In PSHE, we will cover the following weekly units. Forest Survival, Happiness and It’s Okay Not to be Okay.

Half Term

Monday 30th October

Thursday 2nd November- outdoor classroom day

In English we will be learning about another traditional tale. The story ‘After the Fall,’ revises the original nursery rhyme, yet highlights emotions, hopes and dreams from the protagonist’s point of view. Children will learn to retell the story through innovative techniques and emotive language.

In Maths we revisit our unit on Place Value. Children will learn to count in multiples of 2, 5, 10 and 3 and learn to compare numbers and objects.

In Science we begin a new unit of work, entitled: Animals including humans. Children will learn to notice that animals, including humans, have offspring which grow into adults, find out about and describe the basic needs of animals, including humans, for survival and finally, children will learn to describe the importance for humans of exercise, eating the right amounts of different types of food, and hygiene.

In Geography, our big question is: Why is London our capital city and which are the other cities of the UK?

Monday 6th November

In English we continue reading and writing based on the text ‘After the Fall.’

In Maths we continue learning about Place Value

In Science we continue with our unit of work; Animals including humans.

In Geography we continue with our unit about Why London is our capital city?

Monday 13th November

School trip to Ragged Museum. Dates and times to be confirmed

In English we begin reading a beautiful book entitled: ‘Coming to England.’ The story is about Floella Benjamin’s personal journey to England and is a beautifully illustrated text that the children will learn to recount.

In Maths we revisit addition and subtraction where we now learn to solve mixed addition and subtraction problems, as well as solving missing number problems.

In Science, we continue with Animals including Humans.

Monday 20th November

Wednesday 22nd and Thursday 23rd November- Parents evening

In English the children continue with the text ‘Coming to England.’

In Maths we continue with solving various word problems linked to addition and subtraction. This will involve multi-step word problems.

In Science, we will continue our half term unit Animals including Humans.

In DT the children will learn about Mechanisms, mostly involving sliders and levers. Children will be asked to create a product based on this skill.

Children will commence designing and creating their Christmas Craft in order to sell at the Winter Fair.

Monday 27th November

In English the children will create a piece of instructional writing based on the product they made in their DT lesson.

In Maths we continue with addition and subtraction.

In Science, we continue with Animals including Humans

In DT the children will continue with Mechanisms: sliders and levers.

Monday 4th December

Synagogue Trip linking to learning about Hanukkah – dates and times to be confirmed.

In English we begin reading ‘We sang across the sea.’ This story, similarly to Coming to England,’ illustrates and describes the voyage of the Empire Windrush.

In Maths this week we revisit our learning about shapes.

In Science we continue with our half term unit: Animals including Humans.

In RWE, we begin with our big learning question: Where do we belong? Children will explore where they feel safe and comforted, and where they feel a part of something. Within this unit, we will also learn about Hanukkah, which commences on Thursday 7^th December.

Monday 11th December

Year 2 winter shows to be performed this week.

In English we continue with our reading and writing based on ‘We sang across the sea.’

In Maths we continue with our revision and learning about Shapes.

In Science we continue with Animals including Humans.

Monday 18th December

Wednesday 20th- Christmas Lunch

Thursday 21st- Class party

School finishes at 1:30.

In English we complete the term with some festive poetry!

In Maths, we will consolidate our learning from the term and take part in lots of fun maths games.

In Science, we will finalise our learning about Animals including humans.

Wider Curriculum

In Music the children will be focusing on: Singing, Vocal technique, Characterisation, Movement and

Listening & evaluating. This will all link to our year 2 winter production.

In PE this term, with the class teacher, the children will be focusing on Team Games. Children will learn to master ball control, explain basic tactics and rules from the games, play in modified competitive games and successfully work together in team games.

In Computing our unit will be Digital Photography. Children will learn to recognise that different devices can be used to capture photographs and will gain experience capturing, editing, and improving photos. Finally, children will use their knowledge to recognise that images they see may not be real.

In PSHE we will be completing the following units: Feeling sad, Dealing with Loss and Personal Goal Setting.

In PE lessons with the class teacher, children will be learning about Team Games; focusing on skills within Rugby and Football. Children will learn to identify basic tactics for attacking and defending and increase their accuracy of passing and scoring.

In Music, children will develop their singing skills, including Vocal Technique, Characterisation, movement and listening and evaluating.

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 will 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 to 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.