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Maths
Please find below our yearly overview for maths topics.
Our next unit covers the topic of multiplication and division. This unit focuses on multiplication in the context of skip counting, equal groups, times-tables, multiplication sentences and arrays. It is an essential basis for children understanding the times-tables and what × means.
Within this unit, children will gain an understanding of equal groups and what this means, as well as how to recognise any groups that are not equal. This is the first big idea relating to multiplication and it is essential knowledge before moving through the rest of the lessons.
Children will be introduced to arrays as a representation of multiplication, which will help highlight the commutative properties of multiplication. Throughout this unit, repeated addition sentences will appear alongside multiplication sentences so that children have a reference to help them understand what × means in context.
Children will be encouraged to see multiplication in two different ways: sharing a group of a items amongst b people, and alternatively as grouping a items in groups of c. Both lead to the multiplication sentence a = b × c
Below are some of the most common misconceptions children face in this unit, and strategies to support their understanding or stretch their thinking further!
Children who have mastered this unit will understand that the different parts of a multiplication sentence represent the number in a group and the number of groups and they will be able to apply this in different contexts. Children will know that no matter which way round the numbers go in a multiplication sentence, the total will still be the same. They will be able to skip count the rows or the columns in an array rather than counting individual objects. Children will understand that ‘twice as many’ and ‘2 times bigger’ are the same as multiplying by two.
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 fictional 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, introduce when)
- Use present and past tenses correctly and consistently
- Use punctuation correctly: exclamation marks, question marks, full stops
- Write in third person
- Sequence events by beginning, middle and end.
This term, we are exploring the book ‘The Lion Inside’ by Rachel Bright and Jim Field. 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=H019G18irW0
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 Fitness. For this unit, our success criteria is:
- I can describe how my body feels during exercise.
- I can show hopping and jumping movements with some balance and control.
- I persevere with new challenges.
- I show determination to continue working over a longer period of time.
- I understand that running at a slower speed will allow me to run for a longer period of time.
- I work with others to turn a rope and encourage others to jump at the right time.
RE:
Our unit this term is: What can we learn from sacred books? Over this unit, we will:
- Talk about some of the stories that are used in religion and why people still read them.
- Recognise some ways in which Christians, Muslims and Jewish people treat their sacred books
- Recognise that sacred texts contain stories which are special to many people and should be treated with respect.
- Talk about issues of good and bad, right and wrong arising from the stories.
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 this term introduces learners to early programming concepts. Learners will explore using individual commands, both with other learners and as part of a computer program. They will identify what each floor robot command does and use that knowledge to start predicting the outcome of programs. They are introduced to the concept of instructional sequencing and algorithms.
RSHE:
Our RSHE unit this term is ‘Dreams and Goals’. In this unit, we are thinking about what we have achieved and how we feel about our achievements. We will look to the year ahead and consider what aspirations we have and how we can achieve them. Over this unit, we will celebrate our strengths as a learner and contribute to the success of a group. In doing so, we will work together to problem solve and create an end product.
