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Maths
Please find below our yearly overview for maths topics.
Our next unit covers the topic of Length and Height. By the end of this unit, children will be able to estimate, measure and compare the lengths or heights of a range of objects using simple measuring equipment, such as rulers, metre sticks and tape measures, and appropriate standard units (centimetres or metres). Children will be aware of some of the common practical difficulties that arise when measuring, such as not starting at zero when using a ruler.
Below are some of the most common misconceptions children face in this unit, and strategies to support their understanding or stretch their thinking further!
Reading and Spelling
Spellings:
In Year Two, the children follow Bridge to Spelling through daily teaching of spelling objectives, which ensures that pupils become confident and competent spellers. At home you could practice some of the spellings of common exception words for Year Two, found below.
Reading:
For reading, Class Two use the Accelerated Reader Program. The children are tested at the end of each term and this will provide them with a ZPD level (Zone of Proximal Development). You may feel this level is too easy, however our focus is very much on comprehension and how they are able to answer the questions.
- Reading at home – we encourage you to read with your child at least 3 times per week. Although we want the children to be reading independently, it is important that you spend time with your child reading the book that they have brought home.
- Quizzing – when your child has finished the book and shows an understanding of what they have read, they can quiz in school. Currently the children are not independent with logging into quizzes. Therefore, it may not always be possible for your child to quiz due to staff constraints. If your child scores below 70% in a quiz, they will be asked to re-read the book until they are ready to quiz again.
- Recording - We encourage you to write in your child’s reading record every time you have read with them. It is imperative you write in these books to let us know your child has finished the book and is ready to quiz. This doesn’t need to be a long comment. A simple: ‘finished book’ will suffice.
Some children have not yet moved to the Accelerated Reader program, so will still be bringing home Little Wandle phonics books and receiving daily phonics input. To support your child with phonics, you can:
- Revise sounds your child already knows.
- Recap the sounds they have learnt along with its spelling.
- Use target sounds in words and ask your child to repeat the sound back to you.
- Show your child how to blend, or sound out, words which use the target sound. For example, if your target sound is long i spelled ‘igh’, you would sound out the separate sounds, and then blend the sounds together to form the word, like this: ‘n – igh – t’ … ‘night’.
These children will be working on phase 5 of the Little Wandle Programme. The sounds for which can be found in the guide below:
how to say the phase 5 sounds september 2022 1 .pdf
Regardless of whether your child engages with the Little Wandle or Accelerated Reader program, we always encourage a love of reading in Class Two and so would love for your child to explore books and find their joys and interests as a reader beyond their school reading book. Please read as widely as you wish for pleasure at home. This will also boost their spellings, fluency, comprehension, confidence in writing and their wonderful imaginations!
This term, we are starting Reading Comprehension lessons, focusing on using retrieval skills to answer questions about texts that we have read.
Writing
This term, we will be focusing on writing stories. Our key skills are:
- Use co-ordination (but, or)
- Add -ly to turn adjectives into adverbs
- Use commas to separate items in a list
- Write sentences with different forms: statement, question, exclamation, command
- Use subordination (apply because, when; introduce that)
- Use the progressive form of verbs in the present and past tense
- Use present and past tenses correctly and consistently
- Use punctuation correctly: exclamation marks, question marks, full stops and apostrophes for the possessive (singular).
- Write in third person
- Sequence events by beginning, middle and end.
This term, we are exploring the book ‘The Curious Case of the Missing Mammoth’ by Ellie Hattie and Karl James Mountford. Here is a link to the book if you would like to read it. Please do not share this with the children as we will be doing lots of predictions: https://www.youtube.com/watch?v=1a5Pqqs3FOM
Enrichment across the curriculum
Science:
Our unit this term is 'The uses of everyday materials'. In this unit, children will explore the relationship between structure and function. We will assess the suitability of different materials and learn that all matter on Earth exists in three states: solid, liquid and gas, and that these states of matter can change (for example, ice is solid but can melt to become a liquid).
Perhaps during a walk in the local area, or around the house, your child could be tasked with finding specific examples of materials and identifying the different ways they are being used.
History:
This term, we are exploring 'Magnificent Monarchs'. This unit teaches children about the English and British monarchy and how it has changed over time. We will be using timelines, information about royal palaces, portraits and other historical sources to build up an understanding of the lives and roles of monarchs.
PE:
Our teacher-led unit this term is Yoga. For this unit, our success criteria are:
- To copy and repeat yoga poses.
- To develop an awareness of strength when completing yoga poses.
- To develop an awareness of flexibility when completing yoga poses.
- To copy and remember actions linking them into a flow.
- To create a flow, perform and teach it to a partner.
- To explore poses and create a yoga flow.
RE:
Our unit this term is: What makes some places sacred? Over this unit, we will:
- Identify special objects and symbols found in a place where people worship and be able to say something about what they mean and how they are used.
- Talk about ways in which stories, objects, symbols and actions used in churches, mosques and/or synagogues show what people believe.
- Describe some of the ways in which people use music in worship, and talk about how different kinds of music makes them feel.
- Show that we have begun to be aware that some people regularly worship God in different ways and in different places.
Music:
Music is run by an external specialist. Our objectives for this term are:
- Compose 4-beat patterns to create a new rhythmic accompaniment, using a looping app.
- Chant Grandma rap rhythmically, and perform to an accompaniment children create.
- Chant and play rhythms using the durations of ‘walk’ (crotchet), ‘jogging’ (quavers), and ‘shh’ (crotchet rest) from stick notation.
- Learn a clapping game to Hi lo chicka lo that shows the rhythm.
• Show the following durations with actions ‘walk’ (crotchet) and ‘jogging’ (quavers).
Computing:
Our computing unit is data and information (Pictograms). This unit introduces the class to the term ‘data’. Children will begin to understand what data means and how this can be collected in the form of a tally chart. They will learn the term ‘attribute’ and use this to help them organise data. They will then progress onto presenting data in the form of pictograms and finally block diagrams. Children then will use the data presented to answer questions.
RSHE:
Our RSHE unit this term is ‘Healthy Me’. We will develop the following skills:
