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Year Group 2 

Spring Term

Year Group: 2

Corridor displays: there are two for the Spring Term; one to explore Epiphany and the other focused around the Easter narrative; both 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:


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:

Salvation: The programme looks at how the concept of salvation is portrayed through   Jesus’ death and resurrection, affecting the rescue or salvation of humans by opening the way back to restoration with God through the forgiveness of sins. Pupils will also have opportunity to learn about how this concept and other important features of world religions are celebrated through Holy Weeks, including that of Ramadan in Islam. As they get older pupils will be encouraged to follow their own interests, finding out about figures of salvation from different world religions. 


Developing: The learner will understand that Easter is very important in the ‘big story’ of the Bible. Jesus showed that he was willing to forgive all people, even for putting him on the cross.

Secure: The learner will now that Christians believe Jesus rose from the dead, giving people hope of a new life.

Mastery: The learner will know that Christians believe Jesus builds a bridge between God and humans.


N.B: End of year SATs.

English assessments:

·         NFER Single word spelling test x 2.

Jan and end of Spr term. Please send updated results to SL

·         NFER Single word spelling test x 2.

Jan and end of Spr term. Please send updated results to SL.


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.



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:

Stories with recurring literacy language

On the way home by Jill Murphy.

Bringing the rain to Kapiti Plain – Verna Aardema

Writing outcomes: Use a familiar story as a model to write a new story.

(4 weeks)

Grammar to improve writing.

W4, S1, S2, S3, T4, P1

W2, T5, P2, P3.

Reports – link to courageous advocacy. (Global neighbour theme.)

Assemble information on a subject, sorting and categorising information; use comparative language to describe and differentiate.

(4 weeks)

Grammar to improve writing.

W4, S1, S2, S3, T4, P1

W1, W3, P4

Poetry- Calligrams (including shapes).

Write own calligrams based on single words or shapes. – 1 week


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

Maths: N.B: will need adjustment to ensure appropriate coverage for KS1 SATs.

Week 1: Statistics: Picture Graphs

Week 2: Mid-year tests and remediation

Weeks 3: Calculations: More word problems

Weeks 4-5: Measurement: Money

Weeks 6-7: Geometry – Properties of Shape: 2-D Shapes

Week 8: Geometry - 3D Shapes

Week 9-11: Fractions: Fractions

Week 12: Review – revisit topics


Working scientifically:

  • 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


Biology based – Plants:

·         Observe and describe how seeds and bulbs grow into mature plants.

·         Find out and describe how plants need water, light and a suitable temperature to grow and stay healthy.


Spring STEM Week – Animals including humans:

·         Understands that animals , including humans , have offspring which grow into adults

·         Can describe the basic needs of animals , including humans for survival

·         Can explain the importance for humans of exercise , eating the right amounts of different types of food and hygiene



·         Germination

·         Seed

·         Bulb

·         Temperature

·         Offspring

·         Adolescent

·         Hygiene

·         Diet

·         Micro-habitat

·         Food chain


Design and Technology:

Nutrition: the provision of nourishment through the food that we eat.

Remembering and Understanding: The learner understands that we all need a balanced and varied diet to grow and maintain our health; that we need more of some foods than others.

Applying: The learner can apply basic health and safety principles when using a range of basic tools to prepare healthy foods.

Analysing, Creating and Evaluating: The learner can evaluate the suitability of recipes in the light of season, allergy tolerance and occasion.


Programming – the automation of a process.

Remembering and Understanding: A learner can write a series of instructions to control a device to move to trace out a simple shape or route.

Applying: A learner can sequence a simple program on screen for a particular purpose or goal, adapting coded instructions to correct errors.

Analysing, Creating and Evaluating:  A learner can create a complex program of instructions for a particular purpose or goal.

A learner can evaluate and modify their own and others’ programs.

Physical Education:

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 and Design:

Space: The area inside, around or between flat objects on the same plane or between foreground and background objects.

Focus artist: M.C Escher

Remembering and Understanding:  A learner can try out different activities using positive and negative space on their picture plane and make sensible choices about what to do next.  A learner can use positive and negative space to experiments with ideas and experiences.

Applying:  A learner can deliberately choose to use particular techniques – linked with positive and negative space for a given purpose.  A learner can develop and exercise some care and control over the range of materials they use to create positive and negative space. 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 positive and negative space 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 positive and negative space, using an appropriate vocabulary (for instance, they know the names of the tools and techniques they use to achieve these concepts).


Composing - creating a melody or rhythm or a combination of these with voice or instruments either individually or in a group.

Remembering and Understanding: A learner can improvise a phrase with two levels of pitch (soh-me).

Applying: A learner can improvise pitch to given rhythm notation (lah-soh-me).

Analysing, Creating & Evaluating:  A learner can create, read, and write rhythm notation with added pitch.

Time and Place: 1st half-term


Interpretation – how someone might explain or understand a specific event:

Remembering and Understanding: The learner can determine what they think is happening when looking at a piece of historical evidence such as a film, painting or photograph.

Applying: The learner can identify a range of emotions (and reasons for) that might be being experienced by people involved within an historical event.

Analysing, Creating & Evaluating: The learner can create two or more interpretations of what might have caused an event.



Interconnections – understanding the links, networks and effect that places and people have with one another.

Remembering and Understanding:  A learner can identify the geographical features of a place.

Applying: A learner can list geographical similarities and differences between two places.

Analysing, Creating & Evaluating:  A learner can give reasons for similarities and differences.


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