Year 2
A very warm welcome from Miss Emily Davey
Welcome to Year 2! The children are now the oldest in the ‘Infants’ and this year they will develop their leadership skills and learn to be role models for the younger children in our school. They will continue to learn through exploration and discovery, taking more ownership of their learning and depth of challenge.
I look forward to working with parents to help the children to achieve their full potential in all areas.
Year 2 Meet the Teacher 2020-2021
Curriculum Overview 2020-2021
| Subject | Autumn 2020 | |
| Autumn 1 | Autumn 2 | |
| RE
Year of the Word |
Beginning Understand the Sacraments of Initiation. Describe the main rites and symbols of Baptism and Confirmation. Know the main aspects of the Eucharistic Celebration and prayers used at the Eucharist. Examine celebrations of the Jewish faith. |
From Advent to Christmas Understand and describe some of the practices of advent Know and retell the Christmas story according to Mark’s gospel. Explain Christmas traditions around the world. Understand Lectio Divina prayer
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| Maths
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Place Value – Making Tens and Some More
Place Value and Regrouping Two-Digit Numbers Counting On and Back in Ones and Tens from any Number Representing, Ordering and Comparing Numbers to 100 and Quantities for Measures Estimation and Magnitude Add and Subtract Numbers Mentally Using 1- and 2-Digit Numbers |
Finding Part or Whole Unknown
Money – Making Combinations and Finding Change Comparison (difference, more, less, fewer) Measures – Estimation and Measure Using Different Scales |
| English
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Writing: Poetry, Narrative and Recount, Traditional Stories
Non-Chronological report: ‘Take one Book’ SPAG: Verbs, Nouns, Adjectives, Expanded noun phrases, contractions, suffixes, conjunctions. Reading: Comprehension |
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Science |
Animals Including Humans
Name animals and offspring Understand the stages of growth Know the Life Cycles of some animals |
Living Things & Their Habitats
Explore differences between living, dead and things that never lived. Identify habitats and animal suitability Examine the needs of animals and plants
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Computing |
Getting Creative
Build understanding of digital texts. Use varied devices and software with increased precision to create digital content. Revisit differences between input and output and hardware and software. Develop understanding of networks related to computers at home and school, logging on to their areas. Build understanding of algorithms using unplugged approaches. Develop eSafety practice. |
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History
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Communication
Develop an understanding of the chronology of how communication has changed over the past 100 years. Examine items of communication from previous eras, such as old letters, telegrams, old telephones and old computers Understand how methods of communication have changed and how we communicate with each other now. |
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| Geography
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Geographical skills and Fieldwork
Use simple compass directions and locational and directional language to describe the location of features and routes on a map. Use plan perspectives to recognise landmarks and basic human and physical features. Devise a simple map & construct basic symbols in a key. Use simple fieldwork and observational skills to study the geography of their school and its ground |
| Art | Painting
Mix a range of colours (e.g. secondary). Mix colours to represent objects. Begin to explore the relationship between colour and moods / feelings – red – angry -fire, blue calm – seaside Work in different consistencies. Colour matching, replicating patterns and textures around them. Use the brush to create a wide range of marks that are being used in their work. Work in different ways and on a variety of different coloured, shaped paper. Use appropriate subject specific language.
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| Design and Technology | Food: Cooking and Nutrition
Know that food has to be farmed, grown elsewhere (e.g. home) or caught. Understand how to name and sort foods into the five groups in ‘The Eat well plate.’ Begin to use techniques such as cutting, peeling and grating. Create and evaluate and suggest changes to finished product – E.g. Fruit salad, Cakes, Bread |
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| Music | Listening to and appreciating music
Identify the pulse in different pieces of music; Accompany a chant or song by clapping the pulse or rhythm and join in getting faster and slower together: Animal Rhymes Identify and name a selection of musical instruments. Song Singing Christmas Nativity |
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| P.E. | Ball handling
Throwing/Catching – chest pass, bounce pass, overhead pass Throwing at a target Develop awareness and understanding of the use of space. Simple ball games. Kicking, dribbling, passing, trapping. Develop and practise carrying and striking skills Racket grip, striking the ball with the hand and the racket/bat Striking to a target. Athletics Walk, jog and run over distance Walk/jog in a non-competitive setting for extended periods Develop an awareness of pace. Sprinting: shuttle sprints. Relays: · participate in pair relay with a beanbag developing simple technique, practise passing with the right and receiving with the left hand using the down sweep technique. Hurdling: run over evenly spaced low hurdles, identify the lead leg. |
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| P.S.H.E. | Wellbeing
Welcome Back, Appreciation, Our Natural World, Hope, Don’t Worry, One World Week – Let’s make it better- acts of kindness. Anti-bullying Week Understand what bullying is. Learn about online bullying Know how to stay safe online. |
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Religion
Year 2020 – 2021
Religious Education Learning
Year Of Hope
Mathematics
There are eight areas of study: number and place value, addition and subtraction, multiplication and division, fractions, measurement, properties of shapes, position and direction, and statistics.
Children in Year 2 need to be confident with number bonds to 10 and 20, and to recognise the position of the first 100 numbers on a hundred square. They should also be able to visualise the 100 square in their heads. Children will be encouraged to reason and articulate how they arrived at an answer or solved a problem. Mental maths should be practised daily.
English
Reading
Every child will have a Home Reading Record Book. They will be heard read at least once a week on a specified day in a guided reading group. They will take one reading book home to support their learning as well as free-choice of library books for you to share and read to them. Please remember to sign the Reading Record Book and add any comments.
Spelling
Children will be given weekly spellings to learn.
Handwriting
Children will continue to use the lead in stroke and develop their cursive writing.
Recommended Reading List
P.E.
Home Learning
Home learning consists of daily reading to an adult, reading comprehension, spelling, punctuation and grammar practice ( SPAG) and practising number skills using Mathletics.
Throughout the year all classes may be set cross-curricular learning tasks. RE learning projects will be set twice termly linking RE to other curriculum areas. Eg Easter Gardens, Bread of Life Art, Pentecost Prayer.
Spellings 2020-2021
Autumn 2
| Week 1
The /aɪ/ sound spelt – y at the end of words |
Week 2
Adding –es to nouns and verbs ending in –y |
Week 3
Adding –ed, –ing, –er and –est to a root word ending in –y with a consonant before it |
| cry
fly dry my reply July supply by why |
cries
denies fries lies replies supplies tries carries tidies worries |
flying
fried cried crying trying tried replied replying |
| Week 4
Adding –ing, –ed, –er, –est and –y to words of one syllable ending in a single consonant letter after a single vowel letter |
Week 5
The /i:/ sound spelt –ey |
Week 6
Words ending in –tion |
| humming
hummed drumming drummed drummer stopping stopped stopper sitting |
donkey
donkeys monkey monkeys chimney valley trolley key keys |
station
motion fiction national section infection emotion action education celebration |
Autumn 1
| Week 1
The /s/ sound spelt c before e, i and y |
Week 2
The /n/ sound spelt kn and (less often) gn at the beginning of words |
Week 3
The /r/ sound spelt wr at the beginning of words |
| race
face space ice slice dice price cell city fancy |
knee
know knock gnat gnaw knit gnome knot known |
write
written wrote wrong wrap wrapper wreck wrestle wrinkle wrist |
| Week 4
The /l/ or /əl/ sound spelt –le at the end of words |
Week 5
The /l/ or /əl/ sound spelt –el at the end of words |
Week 6
The /l/ or /əl/ sound spelt –al at the end of words |
| table
fable apple topple bottle little middle fiddle juggle double |
camel
tunnel squirrel travel towel trowel tinsel |
hospital
metal legal pedal animal capital |
