Year 2 - Autumn 1
Walk to School
Learning Values: Harmonious and Independent Learner
S.M.S.C: UNICEF Article 29 (Goals of Education) Education must develop every child’s personality, talents and abilities to the full extent.
Develop ability to discuss views and opinions with peers.
Developing a love of reading, fluency and comprehension through daily RWI phonics sessions, sharing whole class texts, group guided reading and individual reading.
All Year 1 common exception words – consolidate: today, said, were, was, your, they, here, there, were, friend, schoolhouse.
Year 2 common exception words – find, kind, mind, behind, path, bath, class, grass, pass, told, hold, gold, old.
Stories about Journeys
Including Dear Teacher, The Rain Door and Sinclair Wonder bear.
Writing postcards, letters, and stories.
Writing simple and compound sentences using the conjunctions: ‘and, because’. Learning how to use punctuation correctly, including capital letters, full stops.
Using expanded noun phrases to describe and specify, i.e. adjectives to describe nouns.
Letter Formation and Handwriting
Form letters correctly by learning the two basic letter joins – ‘the arm’ and ‘the washing-line’ and begin to use cursive writing.
- Can you find three words to describe a character or setting?
Extended Writing Topics
- Letter writing based on Dear Teacher
- Scientific themed adventure story based on Sinclair Wonder Bear
- Diary entry based on The Rain Door
- Recognise, count, read, write, compare and order num- bers to 50/ 100.
- Identify the place value of each digit in a 2 digit number.
- Compare and order numbers 0-100 using the <, > and = signs.
- Recall and use addition and subtraction facts to 20 fluently (including number bonds).
- 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.
- I can count in 10s from any number forwards and backwards.
- I can order and arrange combinations of mathematical objects in patterns and sequences.
- I can compare and order measurements and record the results using < , > and = signs.
- I can choose and use the appropriate unit to estimate length and height (cm/m).
- What do these numbers have in common?
- Which number is greater/smaller? How do you know?
- What do these symbols mean?
- Can addition and subtraction be done in any order?
- Can you prove this?
Pupils will be exploring the physical properties of a range of materials through scientific investigations. They will find out how the properties of different materials can change when a force is applied. Pupils will also work on describing the properties of materials using scientific vocabulary. Finally, pupils will identify and compare the suitability of a variety of everyday materials for particular uses.
- What objects do you know that are made of plastic?
- Can you think of a material that would be suitable for a raincoat?
- What happened when we twisted each material?
- What conclusions can you draw from this investigation?
- Why do you think we need maps?
- What does the term physical feature mean?
- Can you think of another place that is similar?
- Can you compare and contrast two local spaces?
- Which map is more useful and why?
- How can we improve our floor patterns?
- What happens when we swing our elbows whilst skipping?
- How many different balances can you make?
- How should we behave when we win/lose a game?
Pupils will use a range of materials including pens, pencils, pastels and charcoals. We will also explore the techniques of blending and smudging in order to create areas of shadow and highlight.
Finally, pupils will describe differences and similarities between the works of well known artists. They will also describe their own artwork and its similarities and differences to such artists.
- What happened to the line as you moved your hand?
- How did you create a wavy / faint / soft line?
- Find three words to describe this piece of artwork.
- How does this piece make you feel? Why?
- Can you think of another piece of artwork that is similar?
- Can you compare and contrast your artwork with your partners?
- Which piece do you think is better and why?
- Do we all agree this?
- What is your opinion about the character in this story? Were they aware of computer safety rules?
- What if there was no email?
- What new ways of communication may be available to use in the future?
- How can you demonstrate your understanding of e-safety?
- Compare and contrast different methods of communication. Is one better than the other?
- How would you add an attachment?
- What must you check before opening an email?
- Discriminating between high/low sounds and create simple melodic patterns and shapes.
- Can I sing a song at different pitches and speeds?
- Can I notate and read from a simple dot grid?
- Can I compose a simple piece combining high and low voices?
- BBC Ten Pieces ‘In the Hall of the Mountain King’.
Pupils will then focus on the first P.S.H.E. topic of this year which is “It’s our world”. In this topic they will explore similarities and differences between themselves and their peers. Pupils will then explore what a community is and what it means to belong to different types of communities.
Finally, they will briefly explore some aspects of energy saving and how this can be achieved within our school community.
- What is a right/responsibility?
- What responsibilities do we have at school?
- What rights do we have? Why do we have these? Explain why this is a right?
- Do you know another situation where we might have the same responsibilities?
- Can you describe why children nee these rights?
- What if we didn’t have this charter of rights?
- Do all children have the same rights and responsibilities? Should they?
- Greetings, introducing oneself to others and asking others what their name is.
- How are you? Introduction to simple feelings, I am happy/ sad.
- Introduction to numbers.
- Phonics – a brief introduction to phonics in Spanish.
- We will not be studying History for the first half term.
- We will not be studying DT for the first half term.
- We will not be studying R.E. for the first half term.