Year 2 Overview

Story

Creative Writing

Year 2 Southfield

Curriculum Journey Planner

The Mousehole Cat Charlie and the Chocolate Factory

The Angel of Nitshill Road

Bill’s New Frock

Bi-Weekly Creative Writing

Half termly non-fiction writing (foundation topics)

Comprehension 4 weekly sessions

1:1 weekly reading sessions

Daily read aloud sessions

Library visit weekly

Reading partners weekly

Develop phonics until decoding is secure

Read common suffixes

Read and re-read phonic-appropriate books

Read common ‘exception’ words

Discuss and express views about fiction, non-fiction and poetry

Become familiar with and retell stories

Ask and answer questions; make predictions

Begin to make inferences

Spell by segmenting into phonemes

• Learn to spell common ‘exception’ words

• Spell using common suffixes, etc. e.g. -ly, -ment,-ful, -ness

• Use appropriate size letters and spaces

• Develop a positive attitude and a stamina for writing

• Begin to plan ideas for writing

• Record ideas sentence-by-sentence

• Begin to edit and proof-read their writing

Use . ! ? , and ‘ (possessive and contractions)

Use simple conjunctions (and, but, because, so)

Use expanded noun phrases

Use some features of standard English

Arithmetic 4 weekly sessions

Bi-weekly Maths Through Story sessions

Booster 2 weekly sessions

Count in steps of 2, 3, and 5

Count in 10s from any number forwards.

Recognise the place value of each digit in a two-digit number. Identify, represent and estimate numbers using different representations. I can compare and order numbers from 0 up to 100 (using and = signs).

Read and write numbers to 100 in numerals and in words. Use place value and number facts to solve problems.

Recall and use multiplication and division facts for the 2, 5 and 10.

Calculate mathematical statements for multiplication and division: using ×, ÷ and

Show that multiplication of 2 numbers can be done in any order (commutative) and that the division of 1 number by another cannot.

Articulate and justify answers

Initiate and respond to comments

Use spoken language to develop understanding

Identify and describe the properties of 2-D shapes.

Identify and describe the properties of 3-D shapes.

Order and arrange combinations of mathematical objects in patterns and sequences.

Use mathematical vocabulary to describe position, direction and movement

Choose and use appropriate standard units to estimate and measure. Compare and order lengths, mass, volume/capacity and record the results using >, < and

Recognise and use symbols for pounds (£) and pence (p).

Find different combinations of coins that equal the same amounts of money. Compare and sequence intervals of time.

Tell and write the time to quarter, half past and quarter to.

Tell and write the time to five minutes.

Know the number of minutes in an hour and the number of hours in a day.

Recognise, find, name and write fractions

1/3, 1 /4, 2/4 and 3/4

Write simple fractions, for example 1/2 of 6 = 3. Recognise the equivalence of 2/4 and 1/2

Solve problems using concrete objects and pictorial representations.

Solve problems using mental and written methods. Recall and use addition and subtraction facts to 20 fluently.

Recognise and use the inverse between addition and subtraction

Identify missing numbers in a number sentence

Interpret and construct simple pictograms, tally charts, block diagrams and tables. Ask and answer simple questions about charts and graphs

 Romans in Britain

 The Tudors

 Powerful Voices

Meet the Ancient Romans

British History: The Tudors Trips – Hampton Court (Tudors)

History Day – The Romans

The Romans History Exhibition

 Spatial Sense

 The British Isles

 Northern Europe Picture Atlas

The Big Book of the UK

Geography Week

Orienteering

Forest School

Wildlife Area

 Colour and Shape

 Colour, Shape and Texture

 Portraits and Self-Portraits

 Landscape and Symmetry

 History Painting

 Murals and Tapestries

All the above cover the aims set out in the Key Stage 1 Art curriculum.

 What is Buddhism?

 What is the place of the church in Christianity?

 What is Humanism and what do Humanists believe?

 How do we mark stages in the human journey?

 What does it mean to be a Hindu?

 What does it mean to be a Sikh?

These three dimensions of religion – believing, behaving and belonging

 The Human Body – skeletal and muscular systems

 Living Things in Their Environments

 Electricity

 Plants

 Materials and Matter

 Astronomy

See Inside Your Body

Above and Below

Why should I save energy?

Trips – Science Museum, Kew Gardens, Natural History Museum

Science Week

Forest School

Wildlife Area

Matisse

Da Vinci

Turner

Theseus and the Minotaur

Trip

– National Gallery/Portrait Gallery

Art Exhibition

Places of Worship

Important figures in Hinduism, Sikhism and Buddhism

 Being in my world – who I am and how do I fit in?

 Celebrating differences – respect for similarity or difference. Antibullying and being unique

 Dreams and goals – aspirations and how to achieve goal and understanding the emotions that go with this

 Healthy me – being and keeping safe and healthy

 Relationships – building positive, healthy relationships

 Changing me – coping positively with change

Trip – visit a local place of worship

These areas encompass our Southfield TRUE values and British Values of democracy, rule of law, individual liberty, mutual respect and tolerance of those of different faiths and beliefs

Kandinsky

 Games

 Dance

 Gymnastics

 Athletics

 Food and Drink (Pitch and Pulse)

 Glockenspiel

 Making Music

 Music for Folk

 Dancing (World Music)

 See and Hear Playing Together

Children will know:

Correct beater grip, Key glockenspiel ensemble skills – turn taking, stopping and starting, following leader signal, Glockenspiel as an instrument - it's sound and technique

Moving to experience awareness of phrasing Dynamics: how loud or soft Tempo: how fast or slow

World Music - England, Hawaii, Japan, Denmark

Online Safety:

We are Year 2 rule writers

We are not online bullies

We are safe searchers

We are code masters

We are online behaviour experts

We are game raters

Switched On

We are astronauts

We are game testers

We are photographers

We are safe researchers

We are animators

We are zoologists

Children will:

Have an understanding and knowledge of some of the key figures from the Tudor period

Have experience of using dramatic techniques such as tableaux, storytelling, improvisation, role on the wall and devising in groups to explore characters’ thoughts and feelings, and the reasons behind them

Be able to evaluate the outcome of their own work and that of others.

Children will:

Be familiar with a range of puppets and puppeteering techniques

Understand the way in which a story may be devised and shaped from scratch

Be able to work in small groups and as a class to develop a storyline idea

Be able to work together in pairs on a design-and-make project

Be able to work together in pairs to effectively puppeteer and bring to life the puppets they have made

Be able confidently to use dramatic techniques such as thought tapping and tableaux to explore storylines and characters’ points of view

Be able to deliver an informal puppet performance.

.

 Mechanisms – Sliders and levers

 Structures - Freestanding structures

 Food Preparing - fruit and vegetables

 Textiles - Templates and joining techniques

 Mechanisms Wheels and axles

These projects are taught in a two year cycle with Year 1 and based on the six essentials of good practice in D&T:

1. User

2. Purpose

3. Functionality

4. Design decisions

5. Innovation

6. Authenticity Links will be made to other topics studied in our curriculum where applicable