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Sir John Heron Primary School

Together we learn. Together we achieve.

Year 2

Please see the attached curriculum map for details on the topics your child will be learning at school. If you have any queries about any of the topics, please feel free to contact the school or speak to your child's class teacher to find out more.

KS1 Parent/Carer Information Session

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Curriculum Letter:

Please see the below information for more detail about what your child will be learning this term.

 

Year 2

Autumn Term 1

Key Vocabulary

Literacy

During the first three weeks of Autumn 1, we will be focussing on Poetry. Pupils in Year 2 will look at poems from ‘Oceans and Animals’. The main outcomes will be:

  • To experience poetry as pleasurable and meaningful.
  • To compare how a common theme is presented in poetry.
  • To explore the language and style of poetry through talk, performance, visual art, reading and writing.
  • To learn how to bring out the meaning of a poem through performance.
  • To learn more about writing poems (as a class, group and individually) based on observation and experience.
  • To write and perform two of their own poems, based on the themes/forms in the anthology. 

Spelling:

  • Common exception words.
  • Using -kn and –gn, correctly e.g. knock, know, knee, gnat, gnaw.
  • Using wr- at the beginning of words, e.g. write, wrong, wrap.
  • Adding -le at the end of words, e.g. table, apple, bottle, little, middle.
  • The ‘j’ sound represented as –ge and –dge, e.g. badge, edge, bridge.
  • The ‘s’ sound spelt c before e, I and y, e.g. race, ice, cell, fancy.  

Handwriting:

  • Correct formation of letters. 
  • Use of horizontal and diagonal joins.
  • Forming letters and numerals correctly and consistently.
  • Using the correct join.
 

Writing:

We will be learning the following aspects of writing:

  • To join words and clauses using the conjunctions because, but, so, then, that, suddenly.
  • Proper use of capital letters for proper nouns and personal pronouns. Ending all sentences with correct punctuation.
  • Separation of words with spaces Introduction to capital letters, full stops, question marks and exclamation marks to demarcate sentences. 
  • Capital letters for names and for the personal pronoun.
  • Terminology: letter, capital letter word, singular, plural sentence punctuation, full stop, question mark, exclamation mark.

During our second part of half term, we will start reading ‘The Snail and the Whale’ by Julia Donaldson. This book is very exciting and we will be exploring the characters in greater depth.

During this half term we will also be focusing on:

  • Punctuation and grammar, ensuring we are using capital letters and full stops correctly.
  • The four sentence types, exclamation, question, statement and command.
  • Using adjectives, verbs and adverbs in our writing to make it more exciting and interesting.
  • Linking themes and ideas from other books that we have read, making comparisons. 

Poet, Poetry, Stanza, verse, simile, adjective
















































 

Noun, noun phrase, statement, questions, exclamation, command, suffixes, adjectives, adverb, verb, tense

Maths

Our first Maths topic will be focusing on numbers and place value. This includes building on fluency skills, such as: counting in 2s, 5s and 10s, number bonds to 20, ordering and comparing numbers. Children will also work on reasoning Mathematically throughout the term and use a range of practical resources such as Numicon and Diennes to support their understanding. We will cover the following objectives:

Numbers and place value

  • Count in steps of 2, 3, and 5 from 0, and in tens from any number, forward and backward. 
  • Recognise the place value of each digit in a two-digit number (tens, ones). 
  • Identify, represent and estimate numbers using different representations, including the number line. 
  • Compare and order numbers from 0 up to 100; use and = signs.  
  • Read and write numbers to at least 100 in numerals and in words. 
  • Use place value and number facts to solve problems.

Later in the term, we will be focusing on:

Addition and subtraction 

Solving 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 .
  • Recalling and using addition and subtraction facts to 20 fluently, and derive and use related facts up to 100.
 

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.
  • showing that addition of two numbers can be done in any order (commutative) and subtraction of one number from another cannot.
  • recognising and using the inverse relationship between addition and subtraction and use this to check calculations and solve missing number problems.

Place value          

Digit         

One-digit     

Two-digit     

Three-digit

Hundreds, tens, ones (units)             

Number words to one hundred

Estimate            

Represent             

Partition    

Exchange

Part-whole 




 

Add, subtract     

Count on, count back 

More, less

Plus, minus, total, sum

Difference between

Partition

Inverse

Number line

Number facts

Multiple of ten

Tens, ones 

Part-whole 

Exchange 

Bar model 

Science

In Science, we will be looking at the topic ‘Working Scientifically’.  The children will learn about the scientific method and how to create a fair test. 

Children will be:

  • Performing simple tests.
  • Observing closely using simple equipment.
  • Using scientific vocabulary. 
  • Using observations and ideas to suggest answers to simple questions.
  • Using first hand experiences to answer questions, collect and record data and say what has happened. 

Question, answer, observe observing, equipment, identify, classify, sort, group record - diagram, chart, map data 

 

 

Computing

In this term, our topic for Computing will be ‘We are Game Testers’. We will be learning:

  • To describe carefully what happens in computer games.
  • To use logical reasoning to make predictions of what a program will do.
  • To test these predictions.
  • To think critically about computer games and their use.
  • To be aware of how to use games safely and in balance with other activities.
  • To understand what algorithms are; how they are implemented as programs on digital devices; and that programs execute by following precise and unambiguous instructions.
  • To use logical reasoning to predict the behaviour of simple programs. 
  • To recognise common uses of information technology beyond school.
  • To use technology safely and respectfully, keeping personal information private.

algorithm

predict

rules

Scratch

test

DT

In the first Autumn term the children will be exploring ‘Puppets’. Children will be learning to design, make and evaluate their puppet. 

 

Design:  

  • Design purposeful, functional, appealing products for themselves and other users based on design criteria.
  • Generate, develop, model and communicate their ideas through talking, drawing, templates, mock-ups and, where appropriate, information and communication technology.

Make:

  • Select from and use a range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing].
  • Select from and use a wide range of materials and components, including construction materials, textiles and ingredients, according to their characteristics.

Evaluate:

  • Evaluate their ideas and products against design criteria.

Puppets, features, finger puppets, glove puppets, marionettes, develop, sewing, thread, knot, needles, fabrics, running stitch, over stitch, join, gluing, features, decoration, pieces, materials, tools, scissors, glue, decorate, evaluate.

 

PSHCE

In our topic ‘Dreams and Goals’, children will:

  • Set simple goals and will identify their successes and achievements.
  • Set a goal and work out how to achieve it.
  • Tackle a new challenge and understand how this might stretch their learning.
  • Identify obstacles which make it more difficult to achieve their new challenge and work out how to overcome them.

Realistic, Proud, Success, Celebrate, Achievement, Goal, Strengths, Persevere, Challenge, Difficult, Easy, Learning together, Partner, Team work, Product, Dream, bird, Group, Teamwork, Problem-solve, Garden, Proud

RE

The children will be learning about ‘What stories did Jesus tell?’.

The learning objectives are:

  • What makes a good story?
  • What kind of stories did Jesus tell?
  • What can we learn about the characters in a parable?
  • What other stories did Jesus tell?
  • Why did Jesus tell stories?

Parable, feelings, Samaritan, believe, believer, Prodigal, apply, relate, identify, 

Sacred, message, speculate

Disciples,  Moral, Value, Gospel, Holy, Apostle

PE

This term, the children will be learning about ‘Locomotion (Running)’. The key skills they will be learning are: 

  • Master basic movements including, running, jumping, throwing and catching.
  • Developing balance, agility and co-ordination and begin to apply these in arrange of activities. 
  • Participate in team games, developing simple tactics for attacking and defending. 

Space, attacker, defender, acceleration, dodge, tag 

Music

This term the children will be exploring South African music. The key skills pupils will be learning are:

  • Find a pulse.
  • Notice how music can be used to create different moods and effects.
  • Use simple musical vocabulary to describe what is being heard (e.g. the music is slow and smooth).
  • Create short musical patterns.
  • Explore changes in pitch and tempo.
  • Choose sounds carefully.
  • Represent sounds with a range of symbols, shapes or marks.
  • Perform simple patterns, keeping to a steady pulse.
  • Follow and lead simple performance directions.
  • Perform with an awareness of pulse.
  • Perform simple patterns, keeping to a steady pulse.
  • Begin to demonstrate an awareness of other people and their contributions to developing music.
  • Sing new repertoire within a limited pitch range.
  • Have some awareness of pitch-matching.

Composition, improvisation, band, dynamics,

ending, introduction, melody/tune, notation,

original, performance, pitch, pulse/beat, rhythm,

solo, style, tempo, verse, chorus.

 

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