Year 2 - Spring 1

Mathletics
myUSO

Curriculum

Science Curriculum

Spellings

Homework Year 2

Learning Values

Walk to School

Phonics

Learning Values

Learning Values: Perseverance & Harmonious

Learning Values

S.M.S.C: Working harmoniously. Showing perseverance when completing tasks.

English

Speaking and Listening
Develop ability to discuss views and opinions with peers.
To give instructions using language associated with position and direction

Reading
Developing a love of reading, fluency and comprehension through daily RWI phonics sessions, sharing whole class texts, comprehension lessons, group guided reading and individual reading.

Stories
Charlotte’s Web

Non Fiction
Books about the Great Fire of London

Writing

  1. Writing stories, retelling stories and identifying features of non- fiction texts with increasing skill and complexity
  2. Learning how to use punctuation correctly, including capital letters, full stops, question or exclamation marks
  3. Learning how to use sentences with different forms: statement, question, exclamation, command.
  4. Continuing to use expanded noun phrases to describe and specify, e.g. adjectives to describe nouns.
  5. Using conjunctions (but, and, because) to join simple sentences. Can spell many common exception words.
  6. Write effectively and coherently for different purposes.
  7. Write simple and coherent narratives about personal experiences and those of others.

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 writ- ing.

Key Questions:

  • What are the features of a non-fiction text?
  • Can you create an exciting 2A sentence?
  • What type of sentence uses an exclamation?
  • What type of sentence is this?
  • Explain what a BAB sentence includes?
Maths

Multiplication and Division
– Recognise multiplication facts for the 2 & 5 multiplication tables and begin to write the corresponding multiplication fact for a given situation.
– Recognise and use the division (÷) and equals (=) signs correctly Begin to understand the relationship between multiplication and division, applying their knowledge of the 2 & 5 multiplication tables to division.
– Apply their knowledge of multiplication and division to solve simple problems accurately.

Addition & Subtraction
– 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
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
– recognise and use symbols for pounds (£) and pence (p); combine amounts to make a particular value

Measurement
– Choose and use appropriate standard units to estimate and measure length/height in any direction (m/cm); the results using >, < and =

Shape
– Compare and sort common 2-D and 3-D shapes and everyday objects. Identify and describe the properties of 2-D and 3D shapes, including the number of sides, and line symmetry in a vertical line.

Money
— The pupil can use different coins to make the same amount.

Key Questions:
– How many ways can you make 50p?
– Can multiplication and division be done in any order?
– What is the inverse of addition?
– What measurement would you use for ……?
– What method is the most efficient?

Science

Complete Plants & Animals topic from previous term.

Focus on descriptions of animal groups – Amphibian / Mammals / Reptiles / Birds & Fish.

Health & Exercise

  • Keeping healthy in rela on to food, drink, exercise & hygiene?
  • How are boys and girls different?
  • What are different parts of our body?
  • What are the basic human needs?
P.E.

This term the children will be developing coordination skills in their PE lessons.

Through a mixture of paired activities and whole class games, they will be learning ‘ball skills’, which are fundamental to many ‘ball games’ the children will take part in later in the term and further up the school.

Key questions:
– What will help you keep control of the ball?
– How many di erent ways can you move a ball around your body?
– How can you tell if someone is performing the skills well?

Art

Picture this:
– Looking at a range of ar sts for inspiration and as a star ng point for exploring different paint techniques.
– Developing our painting and blending techniques.
– How can we use primary colours to make other colours? Why is this more effective?
– How can we make this darker / lighter?
– Why is it important to look a er our equipment?

Computing

This term pupils will be exploring the computer topic ‘We are detectives’.

Pupils will learn to research a given topic safely, effectively and efficiently. They will follow a structured approach and make use of mind-mapping techniques in order to organise their research. Finally they will share their ndings with other pupils through a short multimedia presentation.

Key questions:
– Can you add questions to a mind map?
– Where would you nd the information that you need on this website?
– Can you name some ways that we can all stay safe when using the internet?

Music

Curriculum: here

  • Using symbols and learning about percussion instruments.
  • Recognise different ways that sounds are made and changed.
  • Can I name and use a variety of instruments in the music room?
P.H.S.E
  • To understand what charity is and explain why people donate to charity.
  • To fundraise money for a charity.
  • To explain the difference between wants and needs.
  • To explore online safety.
  • Article 27
  • You have the right to food, clothing, a safe place to live and to have your basic needs met. You should not be disadvantaged so that you can’t do many of the things other kids can do.
Spanish

In Spanish this term children will be revising numbers, colours and greetings. Children will also begin to learn the members of the family

History

The Great Fire of London.
How did the Great Fire of London bring about changes?

– Exploring how and why the fire started.
– What London looked like before and after the fire.
– Imagining what it would have been like to live in London at this time.
– How do we know about the fire?
– Why did the fire start?
– Why do you think the fire spread so quickly?
– Why was the River Thames so important?

Design Technology

We will not be studying DT for the first half term.

Religious Education
  • Chinese New Year
  • Eid
  • New starts
  • How do people across the world celebrate the new year in different ways?
Geography

Will not be taught this half term.

Mrs Hayre-Milne

Miss Page

Miss Jones

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