YEAR 2 CURRICULUM PROGRAMME OF STUDY...

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h:\curriculum\curriculum 17-18\8.13 year 2 curriculum 17-18.doc

YEAR 2 CURRICULUM PROGRAMME OF STUDY INCLUSIVE OF

THE SCHEMES OF WORK

OVERVIEW

In Year 2 our Broomfield children move from gap-toothed babes to something resembling sophistication. At the end of each academic year it always pleases and amazes us how much learning can be done by the young minds of Year 2 in such a relatively short time. Overall Year 2 represents an important watershed. Basic and familiar concepts are reviewed and confirmed, leading to more formal and advanced work in preparation for the school's senior classes. The class teacher is very closely supported by the Year 2 teaching assistant.

Year 2 children continue in the academic subjects established in Year 1, but add to this the experience and fun of going to Thursday afternoon games, with football, netball, rugby and hockey in the winter and spring, and cricket and rounders in the Summer. Year 2 also run, jump and hop at their first senior Sports Day in the Summer term, while parents may wish to limber up for the mums and dads races! Friday morning assembly also takes on a new meaning for Year 2 children as they now earn House points for good work and behaviour instead of lollipops as in the more junior classes. This means the children will belong either to Mead, Palmer or Rose House, and will help their house win the race for the most House points scored in the year.

We aim to broaden and extend the children’s experiences and enjoyment beyond the curriculum by introducing them to activities which they might not otherwise choose for themselves. The Friday Activities plan covers the following activities for year 2: board games, stories and art activities and in the better weather: simple sports games.

In the penultimate week of the Summer Term , while KS2 are occupied with their play, KS1 will be having a special project week when years 2 and 1 join together. We will read a story book and use it as a starting point for a range of Maths, English and creative activities. The children will work some of the time in mixed age and ability groups.

English All aspects of English develop considerably in Year 2. In reading the children are heard by teachers and supported by the regular study of phonics and word families. Comprehension and creative writing are also of the utmost importance in developing the children's literacy this year. Regular practice in comprehension is given in class. The children's writing is developed both in factual and fiction work. In factual work, the children write from their own experiences with encouragement to employ correct sequencing and sentence structure. In their fiction, the children's own imagination blossoms as they develop their ability to construct stories with a clear introduction followed by action leading to a progressive ending. Grammar is also carefully developed this year, with a focus on correct punctuation, an understanding of nouns and verbs, genders, plurals and initials amongst others. Most children write in joined up script for the first time this year, and their overall English work is supported by regular weekly spellings (aligned with the 2014 National Curriculum) to be learned for homework. In November children take a reading age test to inform the parents evening discussion later in the winter term. The Key Stage 1 reading and comprehension tests are also taken in the summer term as an additional measure of performance and progress.

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Mathematics and Science In maths, the syllabus in line with the 2014 National Curriculum, the children cover all four rules of basic arithmetic (addition, subtraction, division and multiplication), working up to 1000. The children cover all the times tables up to 12 and are introduced to arithmetic problems with money up to £1. The children also learn about basic fractions, measures, shapes and data handling. This particularly supports our work in science where we focus on key topics including variation, forces and movement, health and growth, plants and animals in the local environment, grouping and changing materials and using electricity. Summer holiday work is usually Bond Books.

Spanish The children’s knowledge of Spanish is further developed this year with the introduction of the written word and a gradual exposure to Spanish spelling patterns and phrasal structures. Some topics from previous years are revisited in a more sophisticated fashion. Themes include greetings, days, months, colours, school equipment, family, pets, and the weather. We very much encourage the children to make use of the websites to which the school subscribes, in order to facilitate reinforcement of their learning in Spanish at home. Details of these websites are given in the more detailed overview of the year’s topics. The children will also participate in our new ‘Carnaval’ celebration early in the summer term.

History, Geography and Religious Education Understanding of the past and of the environment is developed through the Year 2 history, geography and religious education classes. In history, the children start to understand the meaning of the past by looking at change within living memory that are significant nationally or globally e.g. the first man landing on the moon. Later in the year the children will look at the story of the earth and understand that history is not just discovered from books and by talking to people but also consideration of fossils, relics etc. In geography, the children are introduced to different areas of the world comparing our country with another through various themes such as water, transport, shops, trees, etc and particularly wild animals and their environments. Our religious education lesson covers key events in the Christian calendar as well as stories from the Old Testament.

Music and Drama Music and drama are both taught by our specialist staff. In music, the children develop their voices, and their musicality with a varied repertoire of songs, including echo songs and antiphonal songs. Many Year 2 pupils take up an instrument and perform solo at our Easter term instrumental concert. Our drama activities build the children's confidence in voice production, public speaking and performance, with many plays and poems learned for school assembly as well as the Christmas show. In the summer term, the children also present music and drama workshops to their families.

Art and Craft Art lessons in Year 2 aim at developing the children’s manual skills, as well as their imagination using a large variety of materials and techniques. The themes range from the season and cultural celebrations and fairytale characters to the self-portraits decorating the wall outside the Year 2 classroom.

ICT: lessons take place half- termly in smaller groups in the ICT suite.

PE Year 2 children participate in sports three times a week. In PE they move into developing their correct body shape with a programme of stretching exercises, accompanied by work on transferring weight and control of balance and tension in the body. In swimming, the children progress into swimming unaided for a sustained period, using a range of recognised strokes and having an

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understanding of water safety. In their weekly Games sessions, the children are coached in team sports such as: football, cricket and an introduction to contact rugby for the boys, uni-hoc, netball and rounders for the girls.

RELIGIOUS EDUCATION For Religious Education we use ‘Discovery RE’ which is based on the tradition of Abrahamic religions. Teachers provide further context to this drawing on Hinduism, Sikhism and Buddhism. During the year, the class visits a children's theatre, often the Polka Theatre, the National Gallery, and a zoo to support the wild animal project in geography. PSHEE For PSHEE we use ‘Jigsaw’. Jigsaw brings together PSHE Education, emotional literacy, social skills and spiritual development in a comprehensive scheme of learning. Teaching strategies are varied and are mindful of preferred learning styles and the need for differentiation. Jigsaw is designed a s a whole school approach, with all year groups working on the same theme (Puzzle) at the same time. This enables each Puzzle to start with an introductory assembly, generating a whole school focus for adults and children alike

To help the children's development, we ask parents to read at home every day with the children as well as supporting them in their regular maths, science and spelling homework. Before entering Year 2 it is most helpful if parents can spend time with the children reading as often as possible over the summer holidays, and encourage the children to write a daily diary for up to two weeks during the summer break as well as practising the times tables covered in Year 1.

The Year 2 classroom is located on the ground floor of the Broomfield House Annexe, with its own entrance on the far right hand side of the main playground. The modern classroom was newly built in 2004, and opens out onto the school's special children's garden.

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ENGLISH Autumn Term Text Level

Reading Regular practice reading aloud Applying word level skills through shared reading aloud To use phonics, context and graphic knowledge to work out new unfamiliar words and their sense of meaning To understand what happened next To discuss plot To discuss story themes and link to own experiences eg how would you feel if…

Written comprehension Reading comprehension using English Literacy Activity books are used weekly at child’s individual level involving reading and answering questions on varied texts plus essential grammar

Written composition Stories with familiar settings Poems with familiar settings Instructions

Sentence Level

Sentence construction and punctuation To write a story using reasonably well structured, simple, sentences To recognise use of commas and exclamation marks in reading aloud To insert punctuation in own writing and to reread regularly to check eg capitals and full stops and question marks To use awareness of grammar to decipher new words Think of and use linking words eg after, meanwhile, later, then, during, etc To begin to have a knowledge of nouns, verbs and plurals

Word Level

Spelling 12 spelling words given to be learned using phonics and sound patterns once per week words will be chosen out of these spellings to make sentences showing meaning is understood (words taken from phase 5 and 6 Sound Phonics phases 5-6 ) Extra spellings for extension purposes taken from Learning Targets-Key stage 2 Spelling Introduction of more complex spellings (given based on words used in writing) enabling the construction of more complex sentences, eg compound words, homophones

Spring Term Text Level

Reading As Autumn Term with steady progression to more complex vocabulary, sentence structure and content

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Written comprehension Reading comprehension using English Literacy Activity books are used weekly at child’s individual level involving reading and answering questions on varied texts plus essential grammar

Written composition Traditional stories Traditional stories from other cultures Poems with predictable and patterned language Explanations Dictionaries and other alphabetically ordered texts

Sentence Level Grammatical awareness As Autumn Term with more stress on reading aloud with correct expression using punctuation as a guide To be aware of need for grammatical agreement between verbs and nouns/pronouns eg The boy was… - They are… etc To become aware of verb tenses and to use past tense consistently for narrative writing To understand use of to, too, two, their, there To be aware of gender To be able to understand and use initials for names etc To know alphabetical order

Sentence construction and punctuation As Autumn Term plus:

To identify and understand speech marks in reading

To use commas to separate items in a list

To use apostrophes – contraction / possession Word Level

Spelling As Autumn Term, becoming progressively more difficult Extension words taken from Learning targets – Key Stage 2 Spelling Words given based on more complex sentence construction, eg adjectives, conjunctions

Summer Term Text Level

Reading As Spring Term and leading to full fluency and enjoyment of books

Written comprehension Reading comprehension using English Literacy Activity books are used weekly at child’s individual level involving reading and answering questions on varied texts plus essential grammar To build confidence and ability to read into the meaning of a piece of writing both factual and fictional

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Written composition Different stories from the same author (Martin Waddell) Texts with language play: riddles Texts with language play: humorous verse Information texts Personal recount

Sentence Level

Grammatical awareness As Spring Term plus:

Using correct gender terms his/her etc

To understand abbreviations Mr, Mrs, Dr, Rd, Ave, etc

To write addresses

To understand compounds – playground, dustbin, horseshoe, etc

Homophones – one / won, bear / bare, etc

Grammar and punctuation To turn statements into questions, learning a range of ‘wh’ words: which, why, where, who, when? etc and to use question marks

Word Level

Spelling As Spring Term Spelling words given based on words to construct more complex sentences, eg adjectives, homophones, compound words, apostrophes, high frequency

Resources

Written Comprehension:

Letts English Literacy Activity Books

My Dictionary, Sunshine Books International Ltd

Grammatical Awareness:

Haydn Richards, Junior English Book 1

Handwriting:

Nelson Handwriting, Book 2

Nelson Developing Skills (spelling) Yellow Level Evaluation and Assessment Autumn Term

Group Reading Test II Non-verbal reasoning

Spring Term

Parallel spelling tests – Young Verbal reasoning

Summer Term

NFER Progress in English 7 QCA English – reading level

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Handwriting: Continuing to build on Year 1’s handwriting programme, pupils should normally:

Sit correctly, holding appropriate pencils properly with paper/book at correct angle

Continue programme of learning to join letters correctly

Start using some of the horizontal and diagonal strokes to join letters

Remember the following are break letters which do not join the next letter: b, g, j, p, q, x, y, z

Write capital letters (see Red Level page 44) and digits of the correct size, orientation and

relationship to one another and to lower-case letters

Practise writing neatly and more quickly in a joined style

Use correct spacing between words

Begin to print words to label diagrams or data, as necessary

Teachers should: Continue to monitor children’s handwriting in all written work addressing difficulties as they arise. Resources

Nelson Handwriting Developing Skills, Yellow Level N.B. Useful handwriting checklist inside each

cover

Morrells Right Start Book 2 (as required)

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SPELLING Updated spellings based on the existing BHS syllabus with additions from the 2014 Curriculum spellings, for review summer 2015.

Autumn term

Revising short and long vowel sounds e.g. sit, high, die ride and cry

The /or/ sound spelt ‘a’ before l and ll e.g. ball and walk

Adding the suffixes ‘s’, ‘es’, ‘ies’, and ‘ing’

Alternative pronunciations e.g. sea and head

Adding the suffix ‘ed’

Adding the suffix ‘y’

Adding the suffixes ‘er’ and ‘est’

Counting syllables

Apostrophes – possession and omitting e.g. Jack’s and they’re

Homophones and near-homophone e.g. blue and blew Spring term

The /s/ sound spelt ‘c’ before e, i and y e.g. cell, city and fancy

Adding the suffixes ‘ful’ and ‘ly’

Adding the prefixes ‘un’ and ‘dis’

Adding the suffixes ‘ment’ ‘ness’ and ‘less’

The /j/ sound spelt as ‘ge’ and ‘dge’ e.g. gem and badge

The /n/ sound spelt ‘kn’ and ‘gn’ e.g. knock and gnaw

The /l/ sound spelt ‘el’ or ‘al’ at the end of words e.g. camel and metal

Words ending ‘il’ e.g. nostril Summer

The /u/ sound spelt ‘o’ e.g. mother

The w special (1) – the /o/ sound spelt ‘a’ e.g. wallet

The w special (2) – the /ur/ sound spelt ‘or’ e.g. work

The w special (3) – the /or/ sound spelt ‘ar’ e.g. warm

The /r/ sound spelt ‘wr’ e.g. wrap

The /zh/ sound spelt ‘s’ e.g. treasure

Common exception words e.g. kind, bath, busy, etc

Resources

Schofield and Sims: Sound Phonics Phase Six Book 1 and 2

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MATHS (NB – the order of the topics taught will change this year as we are following Collins Busy Ants Scheme) Autumn Term

Counting, properties of numbers and number sequences Count on/back in 1’s, 2’s, 3’s, 5’s, 10’s and 100’s from any number, on/back describe and extend simple number sequences:

Recall and use +/- facts to 20, fluently

Derive and use related facts to 100

Place value and ordering Know what each digit in a two-digit number represents, including 0 as a place holder Partition two-digit numbers into a multiple of ten and ones (TU) Order whole numbers to at least 100 Use < >, = signs

Estimating and rounding Round numbers less than 100 to the nearest 10

Understanding addition and subtraction

+/- numbers using concrete objects, pictorial representations and mentally, including - A two digit number and 1’s - A two digit number and 10’s - A two digit number and adding three digit numbers

Use and begin to read the related vocabulary, e.g. add, plus, more than...

Use the + and – and = signs to record mental additions and subtractions in a number sentence, and recognise the use of a symbol such as ∆ or □ to stand for an unknown number

Recognise that addition can be done in any order, but not subtraction, for example, 3+21=21+3 but 21-3 3-21

Understand that subtraction is the inverse of addition (subtraction reverses addition) Use this to check calculation and missing number problems Problem solving with +/-

Mental calculation strategies (+ and -) Find a small difference by counting up from the smaller to the larger number (eg 42-39) Use known number facts and place value to add/subtract mentally

Rapid recall of multiplication and division facts Know by heart:

Multiplication facts for the x2, x3, x4, x5 and x10 tables

Doubles of all number to 10 and the corresponding halves

Recognise odd/even

Problem solving involving x, ÷

Making decisions

Problem solving

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Choose and use appropriate operations and efficient calculation strategies (eg mental, mental with jottings) to solve problems

Reasoning about numbers or shapes Solve mathematical problems or puzzles, recognise simple patterns and relationships, generalise and predict Investigate a general statement about familiar numbers or shapes by finding examples that satisfy it Explain how a problem was solved orally Money Recognise all coins and begin to use £, p notation Combine amounts to make a particular value Find different combinations of coins that equal the same amount

Problems involving ‘real life’, money or measures Use mental addition and subtraction and simple multiplication to solve simple word problems involving numbers in ‘real life’, money or measures, using one or two steps.

Explain how the problem was solved Mental Arithmetic Problem Solving Spring Term

Counting, properties of numbers and number sequences Forwards/backwards to 1000

Place value and ordering Read and write whole numbers to at least 1000 in figures Use and begin to read the vocabulary of comparing and ordering numbers, including ordinal numbers to 100 Fractions Begin to recognise, find, name and write 1/3, ¼, 2/4, ¾ of a length, shape, set of objects or quantity

Begin to recognise that two halves or four quarters make one whole and that two quarters and one half are equivalent

Write simple fractions e.g. ½ of 6 = 3

Count in 1/4s and 1/2s on a number line up to 10

Rapid recall of addition and subtraction facts Know by heart

All addition and subtraction facts for each number to at least 10

All pairs of numbers with a total of 15 (eg 9+6, 10+5)

All pairs of multiples of 10 with a total of 100 (eg 30+70)

Mental calculation strategies (+ and -) Use knowledge that addition can be done in any order to do mental calculations more efficiently. For example: put the larger number first and count on in tens or ones; add three small numbers by putting the largest umber first and/or find a pair totalling 10; partition into ‘5

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and a bit’ when adding 6, 7, 8 or 9, then recombine (eg 16+8=15+1+5+3=20+4=24); partition additions into tens and units, then recombine – pointed out – not necessarily learned Add/subtract 9 or 11: add/subtract 10 and adjust by 1. Begin to add/subtract 19 or 21: add/subtract 20 and adjust by 1 Use patterns of similar calculations Bridge through 10 or 20, then adjust – pointed out

Understanding multiplication and division Understand the operation of multiplication as repeated addition or as describing an array, and begin to understand division as grouping (repeated subtraction) or sharing. Use and begin to read the related vocabulary including double/halve, share, times etc. Use the x, ÷ and = signs to record mental calculations in a number sentence, and recognise the use of a symbol such as ∆ or □ to stand for an unknown number Know and use halving as the inverse of doubling Show that multiplying two numbers can be done in any order Understand that division of one number by another cannot

Rapid recall of multiplication and division facts Know by heart:

Multiplication facts for the x2, x3, x4, x5, x6, x7, x8 and x10 tables Derive quickly: division facts corresponding to the 2 and 10 times tables; doubles of all numbers to at least 15 (eg 11+11 or 11x2); doubles of multiples of 5 to 50 (eg 20x2 or 35x2); halves of multiples of 10 to 100 (eg half of 70) – some only

Mental calculation strategies (x and ÷) Use known number facts and place value to carry out mentally simple multiplications and divisions

Making decisions Choose and use appropriate operations and efficient calculation strategies (eg mental, mental with jottings) to solve problems

Reasoning about numbers or shapes (problem solving) Solve mathematical problems or puzzles, recognise simple patterns and relationships generalise and predict. Investigate a general statement about familiar numbers or shapes by finding examples that satisfy it Explain how a problem was solved orally Work with patterns of shapes including those in different orientations (e.g. rotation) Mental Arithmetic Problem Solving

Summer Term

Rapid recall of addition and subtraction facts All addition and subtraction facts for each number to 15

Estimating and rounding Use and begin to read the vocabulary of estimation and approximation

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Mental calculation strategies (+ and -) Identify near doubles, using doubles already known (eg 8+9, 40+41)

Rapid recall of multiplication and division facts Know by heart: multiplication facts for the x2, x3, x4, x5, x6, x7, x8, x9, x10, x11, x12 tables Simple doubling and halving

Making decisions Choose and use appropriate operations and efficient calculation strategies (eg mental, mental with jottings) to solve problems

Reasoning about numbers or shapes Solve mathematical problems or puzzles, recognise simple patterns and relationships generalise and predict. Investigate a general statement about familiar numbers or shapes by finding examples that satisfy it Explain how a problem was solved orally

(Organising and using data) Statistics (Data Handling) Interpret and construct simple pictograms, tally charts, block diagrams and simple tables Ask and answer simple questions by counting the number of objects in each category and sorting the categories by quantity Ask and answer questions about totalling and comparing data

Measures Use and begin to read the vocabulary related to length, height, mass, capacity and temperature Estimate and measure all the above using standard units (m, cm, kg, g, ⁰, l, ml); suggest suitable units and equipment for such measurements; measure to nearest appropriate unit Compare and order length, mass, volume and capacity; record the results using < > = Read a simple scale to the nearest labelled division, including using a ruler to draw and measure lines to the nearest centimetre, recording estimates and measurements as ‘3 and a bit metres long’ or ‘about 8 centimetres’ or 1 kilo or ½ kilo Use and begin to read the vocabulary related to time. Use units of time and know the relationships between them (second, minute, hour, day, week) Suggest suitable units to estimate or measure time Order the months of the year Tell/write the time to five minutes, including ¼ past/to; draw hands on a clock face to show these times

Shape and space Compare and sort common 2D and 3D shapes and everyday objects Draw lines and shapes using a ruler Read and write names Identify 2D faces on 3D shapes e.g: circle on cylinder... Use the mathematical names for common 3D and 2D shapes, including the pyramid, cylinder, prisms, cones, quadrilaterals, polygons, pentagon, hexagon, octagon. Sort shapes and describe some of their features, such as the number of sides/corners, symmetry (2D shapes) or the shapes of faces and number of faces, edges and corners/vertices, vertical lines and symmetry (3D shapes) Make and describe shapes, pictures and patterns using tiling, for example, solid shapes, templates, squared paper. Relate solid shapes to pictures of them

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Begin to recognise line symmetry Use mathematical vocabulary to describe position, direction and movement: for example, describe, place, tick, draw or visualise objects in given positions Recognise whole, half and quarter turns, to the left or right, clockwise or anti-clockwise. Know that a right angle is a measure of a quarter turn, and recognise right angles in squares and rectangles. Give instructions for moving along a route in straight lines and round right-angled corners, for example, to pass through a simple maze, including programming robots ( nb ICT Yr 6) Mental Arithmetic Problem Solving

Resources

Collins Busy Ants Year 2 scheme- workbooks A, B and C, Extension, Support and homework sheets.

Heinemann Mathematics 3 -Textbook

Apex Problem solving book 2

Enriching maths resource pack 2

Singapore math challenge

Shanghai Maths Evaluation Autumn Term:

Teacher devised mechanical maths test in + - x Heinemann check up test in application of learned work

Summer Term: KS1 maths test (informal)

Mechanical maths test (teacher devised) Times table test (teacher devised) NFER Progress in Maths 7 NFER English Key Stage 1 Numeracy Pupil’s Book, Letts

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SCIENCE Autumn Term

Life Processes (growth and the life-cycle) Keeping healthy (exercise and inactivity, food groups) Magnets Springs

Spring Term

Materials and their properties Rocks and their origins

Summer Term

Plants and animals Light

Resources

BBC Video & teacher’s notes: Forces and weather

C4 Video and teacher’s notes: Growing Plants

C4 Video and teacher’s notes: Materials we need

BBC Education (Science Clips) website

100 Science Lessons, Year 2 Evaluation and Assessment

Weekly homework tasks (including experiments) Termly piece of written work/test to assess what has been learnt

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HISTORY Autumn and first half of Spring term What is History ? How do we study it?

Understanding meaning of the past - studying lives of recent generations Informal studies of life 90-100 years ago showing and comparing differences to our modern

world in varying aspects – eg life at home, life at school, travel, etc Looking at events beyond living memory -Guy Fawkes Informal studies of famous people from past eras, eg:

o Explorers such as Christopher Columbus and Neal Armstrong

Spring Term Looking in depth at the Fire of London

Looking at Tudor houses

Looking where and how the Fire started

Understand why it spread

Compare firefighters then and now

Look at how London was rebuilt after the fire

Samuel Pepys and diary writing Summer Term Look at history before written sources How the Earth began Dinosaurs, fossils, early man Resources

- Powerpoints - Fossils - Books and dvds on dinosaurs - Books and other resources about early man - Resources from Lascaux Cave - Visit to National Transport Museum - Visit to Museum of London and the National Archive, Kew for The Great Fire of London

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GEOGRAPHY

Autumn Term Name, locate and identify characteristics of the four countries and capital cities of the United Kingdom and its surrounding seas

My street

Water for life

Bikes, buses and cars

Why we need trees The latter study may involve liaison with Kew Gardens leading to a class visit when appropriate. Spring Term Name and locate the world’s seven continents and five oceans Studying different and distant environments through weather, place and people using the following topics:

Mediterranean Spain

Tropical Grenada

Desert USA

Arctic Lapland

Writing about the weather (identify seasonal and daily weather patterns)

Geographical vocabulary: use basic geographical vocabulary to refer to key physical features, including: beach, cliff, coast, forest, hill, mountain, sea, ocean, river, soil, valley, vegetation, season and weather

Summer Term Study of the wild animal life of different and distant locations. This is linked to the study of the evolution of animals in Year 2’s history lessons, which culminates in a visit to Chessing World of Adventure to do an animal workshop. Use world maps, atlases and globes to identify the United Kingdom and its countries, the seven continents and five oceans.

Resources

Stop Look and Listen, Streetwise (Ch 4)

Weather Place and People (BBC)

Wild Weather (BBC)

Various children’s books on animals of other countries

Various wildlife videos

24 Junior atlases to share between Yrs 2 and 1

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SPANISH Autumn Term

Pupils should be able to:

Ask and answer name, age and how they are feeling

Say and read numbers 1-31

Say and read the days of the week

Say and read the months of the year

Ask and say what the date is today

Ask and say when their birthday is

Learn some Christmas vocabulary

Linguascope

Elementary

Caramba

Galaxia dos

Planeta Semana

Galaxia tres

Planeta Meses

Planeta Números (1-

31)

Spring Term


Say some of the school equipment

Say which items of equipment they do and don’t have

Describe what colour their school equipment is

Say the members of the family

Ask if their friends have brothers or sisters

Say what different members of their family are called

Linguascope

Beginner

Mi mundo

En mi estuche

Mi familia y yo

Los miembros de la

familia

Summer Term


Say what pets they do/don’t have

Describe their pets

Say what the weather is like

Say the compass points and what the weather is like in the

north, south etc

Say what the weather is like in different months

Say what they do in different weather conditions

Linguascope

Beginner

Mi mundo

El tiempo

Mi familia y yo

Mis animales

Linguafun

Mis animales

¿Qué tiempo

hace?

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ICT In Year 2 children continue to explore a variety of ICT tools. They learn to use ICT confidently and with purpose to achieve specific outcomes. Year 2 have four termly lessons (two lessons for each half of the class). Autumn Term Tasks 1 & 2 – Produce piece of text about themselves Learning outcomes:

To practice typing skills using two hands

Develop word processing skills

To save work

To understand the variety of uses computers have and how they are used in the modern world

Spring Term Tasks 1 & 2 – Retell a mythological story Learning outcomes:

Recall and order a sequence of events

Present a story accurately through animation Summer Term Tasks 1 & 2 – Coding Learning outcomes:

create and debug simple programs

Use logical reasoning to predict the behaviour of simple programs Resources

Microsoft Word

Strip Design

Scratch

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ART AND CRAFT Drawing and painting, technical control and approach Draw and paint from memory Encourage observation Technique and materials Gain confidence with different materials and techniques Explore patterns Colour Learn about the colour wheel Primary colours Secondary colours Drawing and painting, creative communication Introduction to portrait drawing Learn about shape and proportion of human body and animals Look at shape and pattern in artists’ work and use aspects for own pictures Printmaking Simple monoprint or monotype drawing Cutting and sticking Collage with painted paper, torn in small pieces and assembled like a mosaic Visits Visit to National Gallery or Tate Gallery Look at stories in paintings IT Use of Revelation Natural Art to produce artwork for their animal projects

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MUSIC AND SINGING Children consolidate all the skills learnt so far (Foundation and Key Stage 1) and continue to make improvements to them. They become more confident at performing to an audience. They improve their listening skills and are able to recall longer melodies. They sing antiphonally in 2 or 3 groups. Autumn Term

Harvest

Halloween

Bonfire

Christmas Play Spring Term

Partner songs

Solos Summer Term

Echo songs and antiphonal songs

Songs with instrumental accompaniment

Music and drama workshop

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DRAMA

Building confidence in verbal activities, including the understanding and reciting of poetry, voice production, public speaking and performance leading to Christmas and Summer concerts

Autumn Term Focus on circle games, group work, improvisation and imagination exercises E.g.

Splat

zip zap Boing

keys to the castle

Spot the Leader

Name games

Bibity bibity Bop

Buzzy Bees

Magic Box Performance: Harvest day poem Poetry Day poem Christmas Play Spring Term

Basic stage craft- how to deliver dialogue and your physicality/ relationship with an audience.

Developing mime, character and story telling skills working around traditional stories/fairytales.

Become more confident in performing in front of an audience Possible Texts: The Three Little Pigs Rumpelstiltskin Goldilocks Cinderella Summer Term Summer workshop preparation based on a well known story/ fairytale

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PHYSICAL EDUCATION In their weekly Games lessons, children participate in many sports throughout the year such as football, uni-hockey, an introduction to contact rugby, rounders, athletics and cricket. This will give them greater experience of invasion and striking games using different types of bats, team/individual events.

Gymnastics In Year 2 gymnastics, children are introduced to forward rolls, rotation actions and take on larger apparatus. They will recognise and perform actions in different directions quickly and slowly. During the year children will make up simple movement phrases which can be performed to the rest of the class.

Swimming In swimming, most children will move to the bigger pool and begin swimming lengths or half-lengths. They will become more familiar with the three main strokes (front crawl,back stroke and breast stroke) and learn specifics about arm and leg actions

AQUIRING AND DEVELOPING SKILLS

Able to use a running action to find a space.

Slide, spin, pushing, pulling movements.

Forward rolls.

Safely handle apparatus.

Performing an action with rotation.

Recognise and perform actions in different directions.

SELECTING AND APPLYING SKILLS, TACTICS & COMPOSITIONAL IDEAS.

Understand that movements can be performed quickly and slowly.

Understand that movements can be performed in different directions.

Make up simple movement phrases that can be performed to the rest of the class.

EVALUATING AND IMPROVING PERFORMANCE.

Beginning to evaluate own work.

To begin to realise how to improve their performance by evaluation.

By the end of each year group each child should be able to:

complete a simple, early stage frontcrawl and backcrawl stroke unaided.

Swim a width unaided (any stroke)

Breathe and submerge in the water

float unaided

complete a basic breaststroke leg action

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RELIGIOUS EDUCATION Autumn 1 Theme: What did Jesus teach? Key Question: Is it possible to be kind to everyone all of the time? Religion: Christianity Autumn 2 Theme: Christmas - Jesus as gift from God Concept: Incarnation Key Question: Why do Christians believe God gave Jesus to the world? Religion: Christianity Spring 1 Theme: Passover Key Question: How important is it for Jewish people to do what God asks them to do? Religion: Judaism Theme: Prayer at home Key Question: Does praying at regular intervals help a Muslim in his/her everyday life? Religion: Islam Spring 2 Theme: Easter - Resurrection Concept: Salvation Key Question: How important is it to Christians that Jesus came back to life after His crucifixion? Religion: Christianity Summer 1 Theme: The Covenant Key Question: How special is the relationship Jews have with God? Religion: Judaism Theme: Community and Belonging Key Question: Does going to a Mosque give Muslims a sense of belonging? Religion: Islam Summer 2 Theme: Rites of Passage and good works Key Question: What is the best way for a Jew to show commitment to God? Religion: Judaism Theme: Hajj Key Question: Does completing Hajj make a person a better Muslim? Religion: Islam

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PSHEE Autumn Term Being Me and My World Celebrating Difference Spring Term Dreams and Goals Healthy Me Summer Term Relationships Changing Me This is all fully explained in the Jigsaw Folder - The Mindful Approach to PSHEE, Jan Lever which is kept by the Class Teacher in each classroom. The Year 2 Jigsaw folder can also be found in the Teachers Shared Area: Teachers Shared(T):Jigsaw/Jigsaw teaching materials/Year 2

YEAR 2 CURRICULUM PROGRAMME OF STUDY...

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