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Countess-Anne

Year Group 2 

Autumn

Corridor displays: there are two for the Autumn term; one to explore new beginnings and the other focused around part of the Christmas narrative, and are based on the work of Jan Richardson. The displays should be a mix of a whole class piece of art work and written reflections/ thoughts:

https://janrichardsonimages.com/gallery.php?gid=62

Classroom displays:

Behaviour class rules: use one of the parables as a discussion point from which you build and agree your class rules.

Bloom’s Taxonomy display: this should be clearly be displayed and referred to throughout the year helping pupils to identify the different ways in which they can use what they have learnt in order to progress in their learning. 

 

Religious Education:

Gospel: The concept of a Gospel is represented within Christianity as Jesus’ incarnation is ‘Good News’ for all people, Gospel means ‘good news’. His life, teaching and ministry embody what it is like to be one of the people of God, what it means to live in relationship with God. Jesus’ example and teaching emphasise loving one’s neighbour - particularly the weak and vulnerable - as part of loving God. Pupils will have the opportunity to learn the idea of a Gospel is portrayed within Christianity and Hinduism, of how it challenges people to evaluate how they live their lives.

 

Developing: The learner will know that Christians believe that Jesus brings Good News for all people.

Secure: The learner will know that for Christians the good News includes being loved by God, being forgiven for bad things and that Jesus is a friend to the poor and friendless.

Mastery: The learner will know that Christians believe the teachings of Jesus make people think about how to live and shows them the right way.

 

English:

N.B: End of year SATs.

English assessments:

·         NFER Single word spelling test x 2.

Sept and end of autumn term. Please send updated results to SL

·         NFER Single word spelling test x 2.

Sept and end of autumn term. Please send updated results to SL.

 

N.B: Speaking and Listening opportunities via World Poetry Day

 

English procedures:-

§  Daily phonics lesson.

§  Reading books changed as often as needed.

§  Individual reading with an adult x

§  Daily spelling practise –Early Morning Work and weekly spelling test. (Should include spelling patterns identified from SWST and spellings from the NC programmes of study for the relevant year group.)

§  Guided reading – Cracking comprehension used to teach pupils vocabulary and specific reading skills with follow up tasks x 4 sessions a week.

§  Handwriting- 1 EMW a week to teach letter formation; 2 x other in week to practise handwriting at the start of an English lesson. (Link to spelling – with use of Charles Cripps handwriting scheme.)

§  Weekly idiom.

§  Priority reading list – identifying those pupils needing adult intervention more often.  EFSM pupils heard every day.

 

Reading:

Guided reading – Cracking comprehension used to teach pupils vocabulary and specific reading skills with follow up tasks x 4 sessions a week.

Priority reading list – identifying those pupils needing adult intervention more often.  EFSM pupils heard every day.

 

Writing Genres for assessment supported by grammar focus:

Traditional Tales – Fairy Tales.

Grammar to improve writing.

W4, S1, S2, S3, T4, P1, W1, W2, W3, P4.

Instructions

Grammar to improve writing.

W4, S1, S2, S3, T4, P1, P2

Explanations- link to STEM week. 

Grammar to improve writing.

W4, S1, S2, S3, T4, P1, T5

Vocabulary building – list poems – one week

 

Year 2 Grammar and Spellings - see detailed English medium term plan Year 2

 

Maths:

Week 1-2: Number and place value: Numbers up to 100

Week 2- 4: Calculations: Addition and Subtraction

Weeks 5-6: Calculations: Multiplication of 2, 5 and 10

Weeks 7-8:  Calculations: Multiplication and Division of 2, 5 and 10

Weeks 9 -10: Measurement: Length

Week 11: Measurement: Mass

Week 12: Measurement : Temperature

Science:

Science Enquiry:

  • Can recognise that questions may have several valid answers
  • Can describe accurately what has been observed
  • Can explain how a simple test works
  • Can classify items in different groupings
  • Can suggest alternative but plausible explanations
  • Can use data to help answer questions

 

Everyday materials:

·         Identify and compare the suitability of everyday materials, including wood, metal, plastic, glass, brick, rock, paper and cardboard for particular uses.

·         Find out how the shapes of solid objects made from some materials can be changed by squashing, bending, twisting and stretching.

Design and Technology:

Technology: is the collection of techniques, skills, methods and processes used in the production of goods, services or in the accomplishment of objectives.

·         Design purposeful and functional products based on criteria.

·         Select from and using a wide range of materials.

·         Build structures and exploring how they can be made stronger and stiffer.

 

Remembering and Understanding: The learner can recognise the different resources, both abstract and concrete, that making a product might involve.

Applying: The learner can manage different resources applying processes of planning, organising and quality control.

Analysing, Creating & Evaluating: The learner can evaluate a number of processes and offer descriptions of the differing degrees of efficiency, e.g. noting time taken, amount of waste, quality and quantity of resources.

Computing:

E-Safety – the safe and respectful use of technology.

Remembering and Understanding: A learner can keep themselves safe when using technology and know what to do if they encounter inappropriate content e.g. shutting the lid on a laptop etc.

A learner should know that information stored online can be seen by others.

Applying: A learner knows how to keep themselves safe by preventing themselves from seeing inappropriate content e.g. to use filtered safe search when looking up pictures online.

A learner should know that photos/information stored online can reveal where they were taken and how to prevent this.

Analysing, Creating & Evaluating: A learner can evaluate whether technology is being used responsibly and respectfully.

A learner can suggest ways in which a person could be impacted due to available information stored on the internet for a long time.

 

P.E:

Teamwork – the ability to work appropriately, skilfully and in attitude, with others to achieve a common goal.

Competition – to work actively, through teams or individually, in order to overcome opponents, whilst working within a set of guidelines and rules.

Health – to recognise how exercise and nutrition can contribute to a healthy lifestyle.

Art – 2nd half-term:

Tone and Value: Tone is the intensity, or saturation, of a colour; Value is the degree of light and dark of each colour in a composition

Focus artist: Alma Thomas

Remembering and Understanding: A learner can try out different activities using tint and shade and make sensible choices about what to do next.  A learner can use tint and shade to record ideas and experiences.

Applying: A learner can deliberately choose to use particular techniques – linked with tint and shade for a given purpose.  A learner can develop and exercise some care and control over the range of materials they use to create tint and shade. They do not accept the first mark but seek to refine and improve.

Analysing, Creating & Evaluating: When looking at creative work, a learner can express clear preferences about how tint and shade have been used and give some reasons for these (for instance, be able to say “I like that because…”).

A learner can talk about the materials, techniques and processes they have used to create tint and shade, using an appropriate vocabulary (for instance, they know the names of the tools and colours they use to achieve these concepts).

Music:

Rhythm - the pattern of longer and shorter sounds often linked to the pattern of the words in a song.

Remembering and Understanding: A learner can perform song rhythm phrases sometimes using instruments.

Applying: A learner can perform song rhythms and use spoken rhythm names in simple time.

Analysing, Creating & Evaluating:  A learner can analyse a melody according to its rhythm patterns.

 

Time and Place – 1st half-term:

Topic: The Romans

History:

Historical Enquiry – the manner of historical investigation and use of differing sources

Remembering and Understanding: A learner can identify at least one relevant cause for, and consequence of, an event covered.

Applying: A learner can recognise a number of relevant causes and consequences for some main historical event.

Analysing, Creating & Evaluating:  A learner can make direct links between a cause and consequence within a historical event and beyond.

 

Geography:

Geographical Enquiry – the manner in which people try to understand and interpret different places

Remembering and Understanding: The learner can record features of their local environment.

Applying: The learner can make a simple sketch map recording a journey in the local area.

Analysing, Creating & Evaluating:  The learner can identify features of the local area using a range of geographical sources, photographs, 2D/3D maps, descriptions.