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 | Summer 2021 | |||
| Summer 1 | Summer 2 | |||
| RE
Year of St. Joseph |
Easter to Pentecost
Recall the events of Holy Week. Understand how the disciples felt after the resurrection. Know and retell the story of Pentecost. Know that the Holy Spirit helps us to live differently. Recognise what a Pentecost person is like. Recognise that people act in a particular way because of their faith. Understand how the word of God was spread throughout the world. Understand what it means to be a Pentecost Person. |
Mark’s Gospel: Discipleship Discipleship; The Gospel of Mark Recall information about the Gospel of Mark Say what it means to be a disciple. Retell Mark’s account of the calling of the disciples: Simon, Andrew, James John. (Mark 1:16-20 Understand the context of the calling story in Mark’s Gospel. Explain what it means to be a follower of Jesus. Understand why people follow Jesus. Describe what it means to be a follower of Jesus.
|
||
| Maths
|
|
Double and Halve One and Two-digit Numbers and Amounts of Money
Times Tables – 2s, 5s and 10s. Patterns and Strategy (counting in 3s) Multiplication – Multiples and Repeated Addition Multiplication – Number of Groups, Group Size and Product Multiplication Problem Solving Division – Sharing and Grouping Division – Sharing and Grouping Problems including Remainders |
||
| English
|
Writing: Poetry, Narrative and Recount,
SPAG: Verbs, Nouns, Adjectives, Expanded noun phrases, contractions, suffixes, conjunctions. Reading: Inference |
|||
|
Science
|
Materials
Identify and compare the suitability of a variety of everyday materials, including wood, metal, plastic, glass, brick, rock, paper and cardboard for particular uses. Find out how the shapes of solid objects made from some materials can be changed by squashing, bending, twisting and stretching. Use simple measurements to gather data. Gather and record data to help in answering questions. Perform simple tests |
Plants
Observe and describe how seeds and bulbs grow into mature plants. Find out and describe how plants need water, light and a suitable temperature to grow and stay healthy. Recognise that questions can be answered in a range of ways. Perform a simple test. Gather and record date to help in answering a question. Use their observations and ideas to suggest answers to questions. |
||
|
Computing |
Programming – Robot Algorithms
Develop an understanding of instructions in sequences and the use of logical reasoning to predict outcomes. Use given commands in different orders to investigate how the order affects the outcome. Learn about design in programming. Develop artwork and test it for use in a program. Design algorithms and then test those algorithms as programs and debug them. Childnet Film Competition – Internet Safety video messages
|
|||
| Geography
|
Why does it matter where my food comes from?
Recognise that all the food we eat comes from either plants or animals and that a farm is an area of land and buildings where those plants and animals are produced. Identify, describe reasons for the main features of a dairy farm. Understand how milk is used as a raw material in a wide range of dairy products. Identify, describe the main geographical features of the physical landscape of Devon. Compare and contrast these with some of the human features of its towns and cities. Explain why the weather in Devon makes it a good place for dairy farming. Compare and contrast the average annual weather conditions in Devon with those of the United Kingdom as a whole. Identify the top 10 most popular fruits in the United Kingdom and understand why half of these are imported. Identify and describe the main stages in the harvesting, packaging and export of bananas from Costa Rica to the United Kingdom. Explain why Costa Rica is a good location for farmers to grow bananas and how exported bananas reach the United Kingdom. Identify and categorise fruit and vegetables sold at a high street greengrocer, their cost and whether they are locally produced, UK grown or imported. |
|||
| Art | Sculpture
Use a combination of shapes. |
|||
| Design and Technology
|
Textiles
Design a functional, appealing product for a chosen user and purpose. Generate, develop, and communicate ideas. Use a range of textiles, tools and equipment to perform practical tasks. Explore and evaluate existing textile products and their own ideas and products. Understand how 3-D textile products are made, using joining, templates and finishing to create two identical shapes. |
|||
| Music
|
Pulse, beat, rhythmic and patterns
To be able to beat the pulse of a piece of music. Choose and maintain an appropriate pulse Identify the difference between pulse and rhythm. To be able to play the pulse on a percussion instrument. Develop the ability to internalise a steady pulse (e.g. “sing” short extracts “in your head”) Know that Pitch means “high and low” Identify high and low sounds when listening to a piece of recorded music Use simple changes in pitch to convey a simple story or image. |
|||
| P.E. | Outdoor Games
Cricket and Rounders Battling and Fielding
Tennis The ‘ready’ position Hitting a ball and keeping a rally going Understanding the flight of the ball. Understanding where to stand and where to move on the court. Reacting to the ball direction and positioning ready for the shot. Keeping a rally going. |
|||
| P.S.H.E. | Wellbeing
The Five Ways to Wellbeing Connect, Learn, Be Active, Notice and Give Meeting their new teachers Learning about their new classroom. RSE That God is love: Father, Son and Holy Spirit That being made in His image means being called to be loved and to love others. Know what a community is, and that God calls us to live in community with one another. Know that they belong to different communities, such as home, school, parish, the wider local community, nation and global communities. Understand that we have a duty of care for others and for the world we live in. (Charity and recycling) Know what harms and what improves the world in which we live. |
|||
Summer Parent Information 2021
Please see the Google Classwork page for the slideshow of the Year 2 Summer Term 2021 meeting
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 |
Year 2 Blog
