Year Two Curriculum Information
Children are usually excited about moving to Year 2 as they gain the status of being the oldest children in our school. Apart from changing classrooms and teachers most other routines remain unchanged and children will continue to :-
· experience a practical, child centred and creative curriculum.
· have the same playtimes and fruit snack as in Year One.
· attend the same assemblies as the rest of the school.
In Year Two children will build upon their work in Reception and Year One as they continue to develop and extend the skills and attitudes vital to their development as individuals and life long learners. In all aspects of their work and play they will continue to learn co-operation, collaboration, dexterity, empathy, enquiry, motivation, perseverance, problem solving, questioning, reasoning, self control, and self- esteem,
However, in keeping with their development, growing maturity and increasing range of skills and competencies, our expectations of the children do change.
In Year Two children will be expected to:-
· be able to work with more focus and independence.
· sustain their focus for longer periods.
· increase the pace at which they work starting and completing tasks in the allocated time.
· be more aware of their learning and recognise what they need to do to make progress
· act as appropriate role models for the younger children.
A crucial part of the curriculum and one which underpins all aspects of school life and experience is that of Personal, Social, Health and Emotional Learning. During their time at school children continually develop their personal, social and emotional skills and this process continues in Year Two. We believe that this is an essential part of a child’s education as it develops and supports their sense of self and self esteem.
PSHE education is a school curriculum subject through which pupils develop the knowledge, skills and attributes they need to keep themselves healthy, safe and prepared for life and work. PSHE education has an impact on both academic and non-academic outcomes for pupils.
The majority of PSHE education became compulsory in all schools in September 2020 with the introduction of statutory Relationships Education and Health Education. Although 'Living in the Wider World' remains optional, we continue to teach this area, as we believe it provides children with valuable life skills. The Statutory Guidance outlines what schools must cover.
Children will be taught at least 1 session of PSHE a week and as a school, we follow the Health Education Partnership: PSHE and Wellbeing Framework .
There are 3 core themes within PSHE:
- Health and Wellbeing
- Living in the wider world
|Health and Wellbeing||Relationships||Living in the Wider World|
About my body
All about my feelings
Making and breaking friendships
Coping with conflict
Exploring our families
Money, shopping and saving
Communication & Language - Speaking & Listening
Speaking and Listening
Clearly this area of learning underpins all other aspects of the curriculum and children need to be active speakers and listeners to be able to fully access all that is available to them. Children will have opportunities to speak and to listen in a wide range of contexts, both formal and informal. In particular they will learn how to:-
· listen to and respond appropriately to adults and their peers.
· speak audibly and fluently with and increasing command of Standard English.
· maintain attention and participate actively in conversations
· recognise and consider other peoples viewpoints
· ask relevant questions to extend their understanding, vocabulary and knowledge.
· explain their thinking and to justify their answers,
· give well-structured descriptions and explanations.
· stay on topic and to initiate and respond to comments.
· use spoken language to develop understanding through speculating, hypothesising imagining and exploring ideas
· participate in discussions presentations performances and debates.
· gain and maintain the interest of the listener.
Communcation, Language & Literacy - Reading
By the time they reach Year Two many children will already have acquired the basic skills needed for them to become fluent, confident readers. During Year Two children will continue to be taught specific reading skills and will have daily experience of reading for pleasure and for other purposes. They will continue to have access to a wide range reading material and as they become increasingly fluent and confident more focus is given to their comprehension.
Your child will read with their teacher at least once per week and at this time they will also change their reading book. The teacher will make an entry into the child’s reading diary and you are encouraged to do so too.
During Year Two children will be taught to:-
· read accurately by blending the sounds in words
· read accurately words of two or more syllables
· read common exception words.
· read words containing common suffixes
· read the most frequently encountered words quickly and accurately
· further develop their phonic knowledge using more complex spelling patterns.
blend and segment phonemes and to identify short and long vowel phonemes.
· discuss the meanings of words, and to discuss favourite words and phrases.
· learn a wide range of poems and rhymes by heart.
· listen to and discuss a wide range of poetry, stories and non-fiction at a level beyond which they can read independently.
· recognise sequences of events and how items of information are related
· retell a wider range of stories and to recognise simple recurring literary language
· use what they already know or information/vocabulary provided by the teacher to support their understanding
· ask and answer simple questions about the text
· make inferences from what has been said/done in a text and to predict what might happen on the basis of what has been read so far.
· join in discussions about what they have read or has been read to them, explaining and discussing their understanding.
Literacy - Writing
The process of writing is a very complex one and requires a range of different skills. The National Curriculum 2014 places a great emphasis on the development of the essential skills of handwriting, spelling and punctuation and there is much to learn and practise. In our school we aim to develop these skills in contexts which also give children the opportunity to use their imagination and creativity in their writing.
During Year Two children will be taught to :-
· write for a variety of purposes, using their imagination to write stories and poems .
· organise and edit their writing.
· write about more than one idea, grouping related information, using extended phrases and using paragraphs.
· develop their writing through the use of nouns and pronouns, adjectives and adverbs .
· vary the way sentences begin, joining sentences with conjunctions and connectives.
· use the present and past tenses correctly
· use different types of sentences – statement, command, questions, exclamations.
· sit appropriately holding a pencil correctly to form letters and digits of consistent size and orientation.
· segment words into phonemes and to represent with correct grapheme
· spell common exception words, and contraction words
· add suffixes to spell longer words ( - ment, -ness – ful- -less)
· use the possessive apostrophe.
· know and spell homophones or near homophones (i.e. there/their; to/too/two etc)
· use apostrophes for contracted forms (don’t, I’m etc)
· use familiar and new punctuation correctly, including full stops, capital letters, exclamation marks, question marks, commas for lists
· use subordination (when, if, that, because)
· use and understand grammatical terminology i.e. verb, tense (past , present) adjective, noun, suffix, apostrophe, comma.
· know which letters belong to which handwriting families and to practise these.
Mathematics - Number, Place & Value and Counting
During Year Two the expectations of children’s mathematical learning and understanding increases significantly and there is a great deal to cover during the year. Children will have daily maths lessons, taught as a whole class, but children will be engaged in a range of differing activities appropriate for their understanding and skills. Children will also have opportunities to apply their mathematical skills in real life contexts.
The following sets out what the children will be taught during the year:-
Number and Place Value
· To identify, represent and estimate numbers using different representations including using the number line
· To read and write numbers to at least 100 in numerals and in words
· To compare and order numbers from 0 to 100
· To use < > and = signs
· To understand the value of each digit in a two digit number
· To count in steps of 2, 3, 5 and 10 from 0 or 1 in tens, from any number, forward and back.
Maths: Addition, Subtraction, Multiplication & Divison
Addition and Subtraction - Children will be taught:
· To recall and use addition and subtraction facts to 20 fluently and derive and use related facts to 100
· To understand that addition can be done in any order but subtraction cannot.
· To recognise the inverse relationship between addition and subtraction and to use this to check calculations and solve missing number problems.
· To add and subtract numbers using a range of strategies including concrete objects, pictorial representations and mentally.
· To solve addition/subtraction problems using an increasing range of methods.
Multiplication and division - Children will be taught:
· To recall and use multiplication and division facts for 2, 5, and 10 multiplication tables.
· To recognise that multiplication can be done in any order but division cannot
· To calculate mathematical statements within the multiplication and division tables and record using x - and =
· To solve problems involving multiplication and division using a range of methods
Maths: Fractions & Time
Fractions - Children will be taught to:
· To recognise equivalence i.e. 2/4 and ½.
· To recognise and find fractions (1/3, ¼ , 2/4, ¾) of lengths, shapes, sets of objects and quantities.
· To name and write fraction (1/3, ¼ , 2/4, ¾).
Time - Children will be taught:
· To know the number of minutes in an hour and hours in a day.
· To tell the time to five minutes, including quarter to/quarter past.
· To write the time to five minutes, including quarter to/quarter past.
Maths: Measure & Geometry
Measure - Children will be taught:
· To compare and order lengths, weight volume/capacity using appropriate vocabulary.
· To record lengths weight and volume using the symbols >, < and =.
· To know the appropriate standard unit of measurements for length and height (cm/m) ; mass (gms/kg) ; temperature (degree) ;capacity (ml/litre).
· To use rulers, scales ,thermometers and measuring vessels reading the standard units of measurement to the nearest unit.
Geometry - Children will be taught:
· To identify and describe the properties of 2D shapes including the number of sides and the line symmetry in a vertical line.
· To order and arrange objects in patterns and sequences.
· To identify and describe the properties of 3D shapes including number of edges, vertices and faces
· To identify 2D shapes on surface of 3D shapes (i.e. triangle on a pyramid)
· To distinguish a rotation as a turn.
· To recognise a quarter half and ¾ turn
· To recognise a right angle as a quarter turn
· To use mathematical vocabulary to describe position, direction and movement including in a straight line.
Children’s learning in science continues to be very practical and often provides the context to practise and apply the literacy and mathematical skills children are working on. The Science curriculum has two components; the development of scientific skills and the acquisition of subject specific knowledge.
The scientific skills which will be developed and extended throughout the year are:-
· Observation — what can we see, hear, taste, smell, feel; what do we already know about the issue we are thinking about?
· Questioning—what would we like to find out, why does that happen?
· Investigation — deciding what we would like to know
· Planning - how we will find out what we want to know?
· Prediction — what do we think will happen?
· Estimation, measurement and classification.
The subject knowledge that children are expected to acquire is as follows:-
· To observe and describe how seeds and bulbs grow into mature plants
· To find out and describe how plants need water light and a suitable temperature.
Animals, Living things and their habitats
· To recognise that animals (including humans) have offspring which grow into adults.
· To investigate and describe what animals (including humans) need for survival - water food and air.
· To recognise and describe the importance, for humans, of exercise, eating the right amounts of different food types, and hygiene.
· To explore the difference between things that are living, dead, and things which have never been alive.
· To understand that living things live in habitats to which they are suited
· To describe how different habitats provide for basic needs of different animals and plants and how they depend on each other.
· To identify and name a variety of plants and animals in their habitats including micro habitats.
· To describe how animals obtain food from plants and other animals, using the idea of a simple food chain, and to identify different sources of food.
· To identify and compare the uses of a variety of everyday materials.
· To compare how things move on different surfaces
The Curriculum 2014 has brought about a number of significant changes to the curriculum dealing with digital technology and computing. More emphasis is now placed on developing skills relating to coding and programming. In the case of Infant children this means being able to develop and input simple codes/algorithms, and to be able to ’debug’ programs .
During Year 2 children continue to develop specific skills and use digital technology to support their learning in other curriculum areas. They will:
¨ learn how to develop and input algorithms to program Beebots (floor robots)
¨ learn how to work systematically to ’debug’ simple codes or programs, finding errors in the algorithm
¨ extend their basic computer and word processing skills..
¨ find and use information, using selected websites.
¨ create and use data bases, charts and graphs.
¨ take photos & videos using, saving and editing and learning to add narration.
¨ use digital technology in the environment, recognising it as a vital tool
¨ create their own digital artwork, discussing and make improvements to their work and considering the advantages and disadvantages of digital versions.
¨ learn about e safety and how to keep safe when on line.
Art & Design
Essential skills are developed through our arts curriculum. Your children will have many opportunities to engage with Art, Design and Technology, Music, Drama and Dance. They will :-
¨ develop a range of skills and techniques for drawing, printing, painting and sculpting
¨ use a range of media to create pieces of artwork
¨ talk about their responses to works of art, developing appropriate language.
¨ learn about the work and lives of individual artists, using them as inspiration for their own work
¨ develop skills of cutting and joining
¨ make products with leavers, winding mechanisms and wheels
¨ plan what they want to make including the materials and tools involved.
¨ revisit and critically review the outcome of their work making adjustments and improvements
¨ learn about pitch and tone in music.
¨ learn about families of instruments and how they make sound.
¨ learn songs for celebrations and the end of year show
¨ make up sequences for their own dance routines
¨ use a range of drama techniques and skills.
Within this part of the curriculum children learn about the world around them in terms of its physical characteristics, its history and people’s religioius beliefs. They will:-
¨ develop and use correct geographical and historical vocabulary
¨ learn about their locality and more distant parts of the world, recognising and naming features in the enviroment
¨ learn to identify and name the continents, oceans and parts of the UK
¨ learn how to create and use simple maps.
¨ express their feelings about their environment, how it could be improved or cared for.
¨ develop a sense of the past and how things have changed over time.
¨ develop awareness of how we learn about the past from artefacts and other evidence.
¨ learn about significant people and events from the past.
¨ develop a greater awareness of different faiths, including places of worship, specific celebrations and significant religious figures
¨ develop an increased understanding of a multi faith community.
In 2011 we introduced ‘Philosophy for Children’ into our taught curriculum. Over the past 20 years ‘P4C’ has been taught in an increasing number of mainstream schools and is recognised as a powerful educational tool. Research shows that, through the systematic development of philosophical skills, the thinking and reasoning skills of even very young children can be greatly extended. The skills developed in Philosophy sessions support and extend learning through the whole curriculum and as our Junior school also teaches P4C these skills will be sustained into Key Stage 2.
Throughout the year we hold various evenings or workshops regarding the curriculum taught in our school, to help parents know how we teach certain subjects and how they can support their children at home.
Click here to find information from these events as well as notes/presentations.
Each half term we also send out a Curriculum Outline of the learning objectives to be covered. Click here to access information that is given to parents half termly.