Year 2 - Spring 1



Science Curriculum


Walk to School

Learning Values

Learning Values

Learning Values: Perseverance & Harmonious

Learning Values

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


Speaking and Listening

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


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.

Charlotte’s Web
Non Fiction Books about Spiders / Farm Animals / The Great Fire of London / Samuel Pepys


  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 writing.

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?


  • Recall multiplication facts.
  • Use the inverse operation to check answers.
  • Use estimation to check that an answer to a calculation is reasonable (e.g. Knowing that 48 +35 will be less than 100).
  • Solving 1 and 2 step word problems using the 4 operations (addition, subtraction, multiplication and division).


  • Choose and use appropriate standard units to estimate and measure length/height in any direction (m/cm); the results using >, < and =
  • Reading scales.
  • Fractions: identifying 1/2, 1/4, 2/4, 3/4 and 1/3.
  • Recognise and use symbols for pounds (£) and pence (p); combine amounts to make a particular value.
  • Read scales in divisions of 2s, 5s and 10s where all numbers on the scale are given (reading the temperature on a thermometer or measuring jug).
  • Recognise and tell the time on an analogue clock to the near- est 15 minutes.

Key questions:

  • Is a half more than a quarter?
  • How many minutes between 9am and 9:15am?

Why are humans animals too?

  • I can notice that animals including humans have offspring that grow into adults—Life cycle of a Pigs/Spider/ Goose
  • I can find out about and describe basic needs of humans and animals for survival— Links to Core Text.

Health & Exercise

  • Keeping healthy in relation to food, drink, exercise & hygiene.
  • How are boys and girls different?
  • I can describe the importance of exercise, eating the right amount of food and hygiene.
  • This term the children will be developing coordination skills in their PE lessons. Through a mixture of paired activities and whole class activities, they will be learning ‘balancing skills,’ ‘jumping & landing.’
  • We will be using assemble apparatus.

Key questions:

  • What will help you keep control of your body when you stop moving?
  • How many different ways can you balance using body parts?

Picture this:

  • Looking at a range of artists for inspiration and as a starting point for exploring different paint techniques.
  • Developing our painting and blending techniques – Fire of London Monument Charcoal pictures.
  • 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 after our equipment?

Pupils will learn to research a given topic safely, effectively and efficiently. They will learn the skills to make a Power Point about the Great Fire of London.

Key questions:

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

What’s the Score

  • Using symbols and learning about percussion instruments.
  • Recognise different ways that sounds are made and changed.
  • 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.
  • How do charities help to support this Right? What can we do to help?
  • Learn days of the week and months of the year.
  • Revise greetings, numbers to 20 and colours. 
  • Farm Animals

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

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


Will not be taught this half term.

Mrs Hayre-Milne

Miss Page

Mrs Wareing

Mrs Burns

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