Year 2

Kestrel, Kingfisher and Kookaburra

Value of the Month

Trust

Our value for the month of October is trust. It seems pertinent to  think about our year 6 children who are visiting Tollesbury this month. Parents are trusting the school to keep their children safe and to look after them whilst they are away (in loco parentis – literally taking the place of a parent). This responsibility is at the heart of teaching and teachers.

WHAT IS MY CHILD LEARNING?

CURRICULUM PLAN

Autumn Term Curriculum 2021

CURRICULUM PLAN – WHAT IS MY CHILD LEARNING?

 

YEAR 2

TERM: Autumn

Topics:

Brainwave- we are going to find out more about how our brain and memory work to help us learn. This unit is all about metacognition! It will help us with all our future learning and actually make us better learners!

From A to B – In this unit we will be learning about the different types of journeys we can make, across land, sea and air. In order to do this, we will need to be geographers, historians and engineers. How we travel is constantly changing, so what does the future hold for travel and journeys?

Super humans – In this unit we will be learning about how our bones, muscles, senses and nerves all connect to make us human. As scientists, we will be investigating the ways in which these body parts interact with our brain, enabling us to see, hear, smell, taste and touch.

 

English: The majority of our English work is based on our key books: Rama and the Demon King, The Tiger Child, The Tiger who came to tea, Look Up, After the Fall

Speaking and listening: The children will participate in discussions, presentations, performances, role plays and debates. The children will be performing in a class production at the end 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 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: an information text about Asia, descriptive writing about India, narratives based on the story of Rama and the Demon King.

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 for the children to practise and learn at home.

Handwriting: The children will continue to learn how to use continuous cursive script. The children are always expected to produce work to a high standard of presentation.

Maths:

In maths we will cover the following objectives:

·         read, understand and write numbers to 1000.

·         use the column methods for addition and subtraction, for problems within 1000.

·         use the bar model as a tool for solving addition and subtraction based word problems.

·         multiply numbers by 2, 3, 4, 5 and 10.

·         use the bar model as a tool for solving multiplication and division based word problems.

·         accurately measure distances in cm and m.

Science: We will be learning about forces and how to conduct fair tests. We will also be learning about healthy lifestyles and the importance of food and exercise in keeping our bodies healthy.  We will be learning about the human bodies about how our bones, muscles, senses and nerves all connect to make us human.

History/Geography

In history we will be learning about transport over the years.

In Geography we will be learning about travelling, comparing modes of transport and reading maps.

Computing: We will be learning how to programme a vehicle to make it move.

Art / Design Technology: Our DT project is to design and create a healthy Indian takeaway at our special Indian Celebration. We will be designing and making our own vehicles. We will also be learning about Futurism art.

 

Music: Pupils will explore the topic of Rhythm including learning to read rhythmic notation. They will perform, compose and develop their own rhythmic patterns and pieces using their voices, body percussion and instruments. In the second half of the term we will learn songs for our Christmas performance of The Nutcracker.

 

PE: With our specialist PE teachers, the children will learn the rules of and play rugby and football. The children will develop their balance and coordination through lessons in gymnastics. In lessons with their class teacher, the children will create and perform different Indian dances and work to develop their throwing and catching skills.

 

PHSE/Citizenship:  We will be learning about keeping ourselves healthy. We will also be continuing with our monthly school values, this term these are: peace, trust, creativity and hard work. We will also further our social and emotional development through circle times and group discussion sessions.

RE: The children will learn about the festival of Diwali.  We will also thinking about how we celebrate our journey through life and some of the special events that we take part in at school and with our families.

Special events/ enrichment opportunities: our learning in the first half term will lead up to our main event: The Indian Celebration. Your children will be creating delicious Indian food, learning and performing an Indian dance and taking part in a Diva lamp ceremony.

Our last special event of the term will be a class production of The Nutcracker.

 

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 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
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.

Mrs Hohl

Year Team Leader

Miss Kemal

Class Teacher

Ms Gardiner

Class Teacher

Ms Hughes

Trainee Teacher

Mr Carayol

Teaching Assistant

Ms Palmer

Teaching Assistant