Year 2 Curriculum

The following course statements are to provide you with an overview of the year. It is difficult to outline every area in detail and, if there are areas you with to explore further, please contact your child's teacher.
English

Pupils learn to speak clearly, thinking about the needs of their listeners. They learn to listen carefully so that they can remember main points and make relevant contributions in discussions.

They learn to use language in imaginative ways. Pupils� interest in reading a range of texts is developed as they learn to read whole texts with confidence and understanding.

They express opinions about the books they read. Pupils see the value in writing and communicate in both narrative and non-narrative writing. They learn to spell and punctuate their written work correctly. The range of work covered in Language and Literacy is as follows :
Term 1
Range
Fiction and poetry: Stories and a variety of poems with familiar settings.
Non-Fiction: Instructions

Handwriting
To practise handwriting patterns from year 1.
To begin using and practising basic handwriting joins.
Phonics, spelling and vocabulary
To revise and extend the reading and spelling of words.
To look at the common spelling patterns for the vowel sounds.
To investigate and classify words with the same sounds but different spellings.
To read high frequency words.
To use word endings to support their reading and spelling.
To secure understanding of the term vowel and consonant.
Grammar and punctuation
To use awareness of grammar to decipher new or unfamiliar words.
To find examples of words and phrases that link sentences.
To recognise commas and exclamation marks.
To re-read own writing for sense and punctuation.
To revise knowledge of capitalisation.
To use a variety of simple organisational devices.
Reading comprehension
Shared and guided reading.
To predict and check the meanings of unfamiliar words and to make sense of what they read.
To compare oral accounts with text.
To understand time and sequential relationships in stories.
To identify and discuss reasons for events in stories.
To discuss familiar story themes and link to their own experiences.
To learn, re-read and recite favourite poems.
To collect and categorise poems.
To read simple written instructions.
To note key structural features.
Writing composition
To spell words accurately.
To write about their own experiences.
To use language of time to structure a sequence of events.
To use simple poetry structures and to substitute own ideas to write new lines.
To write simple instructions with diagrams.
Term 2

Range
Fiction and poetry: Traditional stories and poems from other cultures; stories and poems with predictable and patterned language; poems by significant children�s poets.
Non-Fiction: (i) dictionaries, glossaries, indexes and other alphabetically ordered texts (ii) explanations.
Handwriting
To practice handwriting patterns from year 1.
To practice handwriting in conjunction with the spelling patterns.
To practice the four basic joins.
Phonics, spelling and vocabulary
To identify the sounds in words.
To look at spelling patterns.
To split compound words into their component parts.
To discriminate syllables in multi-syllabic words.
To spell words with common prefixes.
Grammar and punctuation
To use awareness of grammar to decipher new or unfamiliar words.
To read aloud with intonation and expression appropriate to the grammar and punctuation.
To re-read own writing to check for grammatical sense and accuracy.
To be aware of the need for grammatical agreement in speech and writing.
To use verb tenses with increasing accuracy.
To look at speech marks.
To investigate and recognise a range of other ways of presenting text.
To use commas to separate items in a list.
To secure the use of simple sentences in own writing.
Reading comprehension
Shared and guided reading.
To predict and check the meanings of unfamiliar words and to make sense of what they read.
To discuss and compare story themes.
To predict story endings / incidents.
To discuss story settings.
To identify and describe characters.
To identify and re-tell stories.
To read own poems aloud and identify and discuss different features.
To use dictionaries and glossaries.
To use other alphabetically ordered texts.
To read flow charts and other cyclical diagrams that explain a process.
Writing composition
To spell words accurately.
To use story endings from reading.
To write character profiles.
To use structures from poems as a basis for writing.
To make class dictionaries and glossaries.
To produce simple flow charts or diagrams that explain a process.
Term 3
Range Fiction and poetry: Extended stories; stories by significant children's authors; different stories by the same author; texts with language play. Non-Fiction: Information books including non-chronological reports. Handwriting
To practise handwriting in conjunction with spelling patterns.
To use the four basic handwriting joins with confidence.
Phonics, spelling and vocabulary
To reinforce work on discriminating spellings.
Secure reading and spelling of high frequency words.
To investigate words which have the same spelling patterns but different sounds.
To spell words with common suffixes.
To spell common irregular words.
New words from reading linked to a particular topic.
To use synonyms and other alternative words / phrases that express same or similar meanings.
Grammar and punctuation
To read aloud with intonation and expression appropriate to the grammar and punctuation.
Recognise the need for grammatical agreement.
To use standard forms of verbs.
To use commas in lists.
To write in clear sentences using full stops and capital letters accurately.
To turn statements into questions.
To compare a variety of forms of questions from text.
Reading comprehension
Shared and guided reading.
To predict and check the meanings of unfamiliar words and to make sense of what they read.
To notice the difference between spoken and written forms.
To compare books by the same author.
To read about authors from information on book covers.
To compare books by different authors on similar themes.
To discuss meanings of words and phrases that create humour and sound effects in poetry.
To understand and distinguish between fact and fiction.
To use a contents page and index.
To scan a text to find specific sections.
To skim-read.
To evaluate the usefulness of a text.
Writing composition
Shared and guided writing.
To write sustained stories.
To use humorous verse.
To write simple notes.
To write non-fiction texts.
To write non-chronological reports based on structure of known texts.

Mathematics

The approach to teaching Maths in all years is as follows:
maths lesson every day
interactive oral work with whole class
emphasis on mental calculation
controlled differentiation in all classes and setting in Year 5 and Year 6.
The yearly teaching programme is set out into autumn and spring terms with the summer term repeating the concepts of the autumn term.
Count, read, write and order whole numbers to at least 100, know what each digit represents (including 0 as a place holder).
Describe and extend simple number sequences (including odd/even numbers, counting on or back in ones or tens from any two-digit number).
Understand that subtraction is the inverse of addition, state the subtraction corresponding to a given addition and vice versa.
Know by heart all addition and subtraction facts for each number to at least 10.
Use knowledge that addition can be done in any order to do mental calculations more efficiently.
Understand the operation of multiplication as repeated addition.
Know and use halving as the inverse of doubling.
Know by heart facts for the 2 and 10 multiplication tables.
Estimate, measure and compare lengths, masses and capacities, using standard units, suggest suitable units and equipment for such measures.
Read a simple scale to the nearest labelled division, including using a ruler to draw and measure lines to the nearest centimetre.
Use the mathematical names for common 2-D and 3-D shapes, sort shapes and describe some of their features.
Use mathematical vocabulary to describe position, direction and movement.
Choose and use appropriate operations and efficient calculation strategies to solve problems, explaining how the problem was solved.

Science

Introduction
We follow the National QCA Scheme of Work Scientific Enquiry is subsumed into each module.

Autumn 1 - Grouping and Changing Materials 2D Recognise and name common types of material Find out about the uses and varieties of materials Find out how the shape of objects made from some materials can be changed by some processes including squashing, bending, twisting and stretching Explore and describe the way some everyday materials change when they are heated or cooled

Autumn 2 - Variation 2C Animals including humans move, feed and grow How to treat animals with care and sensitivity Recognise similarities and differences between themselves and others, and to treat others with sensitivity Group living things according to observable similarities and differences Identify similarities and differences between local environments and ways in which these affect animals and plants that are found there

Spring 1 - Health and Growth 2A Humans and other animals need food and water to stay alive Taking exercise and eating the right types and amounts of food help humans to keep healthy Humans and other animals can produce offspring Senses that enable humans and other animals to be aware of the world around them

Spring 2 - Plants and Animals in the Local Environment 2B How to treat animals with care and sensitivity Seeds grow into flowering plants Find out about the different kinds of plants and animals in the local environment Identify similarities and differences between local environments and ways in which these affect animals and plants that are found there

Summer 1 - Forces and Movement 2E Find out how the shape of objects made from some materials can be changed by some processes including squashing, bending, twisting and stretching Find out about and describe the movement of familiar things Pushes and pulls are examples of forces Recognise that when things speed up, slow down or change direction, there is a cause

Summer 2 - Using Electricity 2F Everyday appliances that use electricity Simple series circuits involving batteries, wires, bulbs and other components How a switch can be used to break a circuit
History

This outline provides a summary of the areas which all pupils will cover during the current academic year.

How do we know about the Great Fire of London?

This unit links an important event beyond living memory in British history, the Great Fire of London, with a famous person, Samuel Pepys.

Children should learn
Where the Great Fire broke out.
when the fire happened.
to place the event on a time line showing periods in the history of England.
why the fire broke out.
about the main events of the fire
about the results of the fire
to sequence the events correctly
why the fire spread so far for so long
what makes cities safer from great fires today
what an eyewitness is
about the part played by artists in recording the events of the Great Fire to use their knowledge and understanding of the Great Fire to make a representation of it.

Geography

In Year 2, two topics are covered

Unit 1: An island home
This unit is based on 'The two grandmothers' by Katie Morag, which is set on a Scottish island. It uses the story to develop children's understanding of geographical features and ideas while at the same time developing their literacy skills.

Children will be asked to compare and contrast localities by looking at the human and physical features of the locality. They will also examine similarities and differences in land and building use and will be asked to express views on the environment. They will take part in enquiry process and use geographical terms, maps, plans and secondary sources.

Unit 2: Going to the seaside
The theme of the seaside is set mainly in a geographical context but uses a historical perspective to help children understand how seaside places have evolved over time. The activities at the end of the unit have a more global emphasis.

The children will be using geographical terms, taking part in enquiry process, using maps and plans, identifying major geographical features and using secondary sources. They will also be examining physical and human features, looking at the similarities and differences in how resorts have evolved, changes in the environment and the effects of weather and changes in land and building use.
Art and Design

Key Stage 1
During key stage 1 pupils develop their creativity and imagination by:
Exploring the visual, tactile and sensory qualities of materials and processes.
They learn about the role of Art, Craft and Design in their environment.
They begin to understand colour, shape and space and pattern and texture and use them to represent their ideas and feelings.

Activities are provided that relate to children�s own identity and experiences, the natural and made objects and materials with which they are familiar and the locality in which they live.

The children are encouraged to focus on the work of artists, craftspeople and designers by asking and answering questions like: What is it like? What is it made from? How is it made? How do I think I feel about it

Pupils are taught the knowledge, skills and understanding of the breadth of Art and Design through:

Exploring a range of starting points for practical work (for example, themselves, their experiences, stories, natural and made objects and the local environment)
Working on their own, and collaborating with others, on projects in two and three dimensions and on different scales
Using a range of materials and processes (for example, painting, collage, printmaking, digital media, textiles, sculpture)
Investigating different kinds of art, craft and design (for example, in the locality, in original and reproduction form, during visits to museums, galleries and sites, on the internet).
Much of the work carried out in Art and Design offers opportunities for links with other areas of the school curriculum, (notably Science, Maths, English, Art, History and Geography).

Topics covered during year 2 include:
Observational studies
Natural forms
Landscapes
Design and Technology

Key Stage 1
During Key stage 1, pupils learn how to think imaginatively and talk about what they like and dislike when designing and making. They build on their early childhood experiences of investigating objects around them. They explore how familiar things work and talk about, draw and model their ideas. They learn how to design and make safely and could start to use ICT as part of their designing and making.

Pupils are taught the knowledge, skills and understanding of the breadth of Design and Technology through:

Investigating and evaluating a range of familiar products (for example, talking about how they work, and whether they do what they are supposed to do)
Focused practical tasks that develop a range of techniques, skills, processes and knowledge
Design and make assignments using arrange of materials, including food, items that can be put together to make products, and textiles.

By the end of key stage 1, most children will be able to:

Use a range of materials to design and make simple products;
Select materials, tools and techniques and explain their choices;
Understand simple mechanisms and structures;
Measure, assemble, join and combine materials in a variety of ways using basic tools safely;
Investigate and evaluate simple products, commenting on the main features.
Much of the work carried out in Design and Technology offers opportunities for links with other areas of the school curriculum, (notably Science, Maths, English, Art, History and Geography).

Topics covered during Year 2 include:

Healthy eating
Moving pictures
Textiles
Wheeled vehicles
Winding mechanisms

Music

Year 2
Children enjoy narrative songs and these are used to reinforce their developing control of pitch which was built up in year 1.

Throughout the year emphasis is placed on the enjoyment of rhythm, and the richness of sound. Once a week there is a �listening time� introducing children to well known and representative pieces of music.

Very few children can master a musical instrument at this stage and it is recommended that beginning this is left until year 3/4 when there is a much greater chance of success.
Physical Education

Swimming:
Children in Y2 swim throughout the year. They learn how to keep afloat, move in the water, meet challenges and breathe when swimming. Some children will need aids and support whereas others will manage without these.

Dance:
Children focus on creating and performing short dances, that communicate different moods, feelings and ideas.

Gymnastics:
As with dance, children will participate in gymnastics for half a term. They will learn control, precision and stillness, and use their skills and agilities to devise sequences.

Games:
Children play games throughout the year which will demand simple choices and decisions on how to use space and avoid opponents, keep the ball and score points.

Athletics:
During the summer term, children explore running, jumping and throwing activities. They will experiment with different ways of traveling, throwing and jumping, increasing their awareness of speed and distance.
Information Communication Technology

Autumn Term - Creating pictures
The children will be taught how to gather information from a variety of sources. They will be taught to use text, tables, images and sound to develop their ideas and will be shown how to share their ideas by presenting information in a variety of forms.

Spring Term - Writing stories, communicating information, using text and Routes
Controlling a floor turtle. The children will be taught to review what they have done to help them develop their ideas and describe the effects of their actions. They will be taught how to plan and give instructions to make things happen.

Summer Term - Finding information and Questions and answers
The children will be taught how to retrieve information that has been stored. The children will also be taught how to select from and add to information they have retrieved for particular purposes.
Religion

Autumn Term - Places of Worship
Introduce the children to the church as a special place where Christians worship. Visit a local church and let the children experience and reflect on the atmosphere in a church. Look briefly at other religions and places of worship. Explain the religious people belong to a faith.

Spring Term - Life of Jesus
Tell the children that Jesus was an historical figure, and that images of Jesus are influenced by the experience of the people who provide them. Identify from a given Bible passage what it teaches us about Jesus.

Summer Term - God and Prayer
To introduce the idea that prayer is a way of communicating with God. Look at the Lord's Prayer. Show the children some of the things used in prayer.
PSHE

Autumn Term - Healthy Life Style
Children to concentrate on the importance of regular balanced meals, exercise and the need for personal hygiene. Discussion on the skills needed for caring - especially for animals and babies.

Spring - Developing Relationships
Children to understand the importance of friendships. To value the things that other people do for them i.e. mother, father, school helpers. To understand why rules are needed and learning to be organised.

Summer - Keeping Safe
To be aware that different types of people have different types of lifestyles. To recognise the importance of safety in the home. To be aware of personal safety and to recognise danger in different environments.
German

Year Two: Listening, Speaking and Reading
Children listen, understand and respond to a range of simple instructions, questions and statements, consolidating language acquired in Reception and Year One, and encountering some new topics and areas of vocabulary.

With more emphasis on accurate pronunciation, children respond to questions and statements and ask simple questions themselves, working with the whole group, in teams and also in pairs. They are given more opportunity to recall familiar words and statements in speaking practice and, if able, are encouraged to make their own simple statements in a familiar context.

Children are exposed more frequently to the written form of the language, so that they recognise and read aloud familiar words, phrases and questions. They respond to the printed word by matching words with pictures or actions.

Comprehension and speaking skills continue to be developed in songs, rhymes, games and stories, and simple role-playing activities are introduced.