In Year 2, our school curriculum includes: consolidation and application of our red-lines; the continued development of attitudes and attributes; the ‘Come & See’ National Project for Religious Education; and, the 2014 National Curriculum. This curriculum is delivered through modules, both core and broadening, that address the prime areas of Religious Education, English, Maths and Science. The modules do not indicate lengths of time, but rather gather related themes. Within each module, the learning in the prime areas is uncovered, practiced and explored in the specific subject area and also through gaining, using and applying the knowledge, skills and understanding of other subjects of the NC, some of which will be taught discretely:
- national and global events beyond living memory, specifically World War I and II and the Britiah Empire and Commonwealth;
- the contributions significant individuals in the past have made, including Queen Elizabeth I and II; Caxton and Berners-Lee;
- the significance people and places in our locality have played in past events.
- naming and locating the world’s seven continents and five oceans;
- contrasting the physical and human geography of Malindi, in Kenya to County Durham;
- locate hot and cold areas of the world in relation to the equator and poles.
In French (Modern Foreign Language):
- familiarity with language through vocabulary relating to days of the week, numbers to twenty, family relationships, basic weather and feelings.
- begin to apply logical reasoning to the algorithms of simple programs in order to debug if needed;
- identify where to go for help and what would be concerning about content or contact on internet or other on-line technology.
In Design & Technology
- design how to celebrate a birthday at a distance;
- evaluate and construct a shelter that would help animals survive a hard winter;
- formulate a guide to support a walk in the locality.
- drawing, painting and sculpting to develop and share ideas about their classroom;
- explore craft materials in the making of products;
- explore the different practices and disciplines of a range of artists, designers and crafts people.
- Recognise, experiment with, select, create and combine sounds using the inter-related dimensions of music – pitch, duration, dynamics, tempo, timbre, texture and structure and listen with concentration and understanding to a range of music;
- To perform in the genre of musical theatre: communicating the story and emotion through words, music, movement and technical aspects as an integrated whole by being a member of a cast and working together to communicate a message.
In Physical Education:
- the game of ’rounders’;
- mastering basic movements and balances in arthletic and gymnastic activities;
- performing ceilidh dance patterns.
Some aspects of these subjects will be taught discretely and others will form the contexts for learning in the prime areas, but all can be supported through research and conversation at home, and visits that family may enjoy during the year.
Red lines of learning
In year two, children should be using fluently the skills from preious years while mastering those shown below at home and school.
|Retell the Christmas and Easter stories||Controlled (form and size) cursive script||Phonics phase 6;fluent reader||Sequence sentences||Know all table facts to 12×12||Cause and effect – make comparative statements|
The attitudes and attributes that our children will be encouraged to develop this year are:
GRATITUDE: Memory, Perserverance, Worth, Functioning, Chronology, Probability
|Core Module One|
|Recognise the many beginnings that each day offers. It all begins with prayer.||Recognise coordination & subordination in sentences.||Count in steps of 2 from (zero).||Observe that humans have children.|
|Explore own response to creation. (Prayer).||Practise coordinating sentences.Practise subordinating phrases.||Count in steps of 5 from (zero).||Notice that animals also have offspring that grow into the same animal as the parent.|
|Explore prayers and psalms to praise God.||Select correct conjunction according to purpose in combining phrases/ sentences.||Count in tens from any number forward & backward.||Hypothesise that all adult animals grow from offspring.|
|Reveal that our response to creation is always prayer.||Count in steps of 3 from (zero).||Suggest experimental ways to test (difficulty of proving a negative).|
|Core Module Two|
|Recognise and appreciate signs & symbols in everyday life.||Recognise the verb in a sentence. (Verb can change its spelling according to tense).||Recognise numbers of digits in numerals and words.||Observe the needs of animals.|
|Explore the Church as a sign of God: presence in the world. Explore the sacrament of Baptism and relate this to personal experience.||Understand the function of verbs in sentences.||Recognise what numbers are worth e.g. ones, tens, hundreds.Recognise the position of numbers in the place value system (including zero as a place holder).||Identify the key basic needs of animals (food, water, air, shelter & warmth).|
|Recognise and appreciate the signs & symbols of Baptism.||Orally use the correct verb tense consistently (past & present).||Order numbers according to place value.||Identify what each class of animals needs are.|
|Use the correct verb tense consistently in writing (past & present).||Use knowledge of place value & number facts to solve mathematical problems in specific contexts e.g. addition & subtraction.||Identify the key basic needs of humans.|
|Core Module Three|
|Celebrate that Christians respond to the grace poured into the world through Sacrament.||Understand that narratives follow a sequence (beginning, middle & end)||Understand what fractions are. Recognise, name and write fractions (1/3, 1/4, 2/4 & 3/4).||Use knowledge of the needs of animals to test how stressed animals are (Black cops).|
|Recognise the main characters’ roles in a sequence of events.||Understand the function of a numerator and denominator.|
|Identify plot line to analyse stories.||Find fractions of shapes & objects (1/3, 1/4, 2/4 & 3/4).||Ask simple question of the experiments Scientists are conducting.|
|Find fractions of whole numbers using division (1/3, 1/4, 2/4 & 3/4).|
|Core Module Four|
|Understand the function of non-fiction writing.||Understand the purpose of data collection and recognise that this can be presented in different ways.||Gather a range of everyday items & objects.|
|Identify types of non-fiction texts e.g. information texts & non-chronological reports.||Interpret simple pictograms, tally charts and tables. Construct simple pictograms, tally charts and tables.||Observe the items and predict whether the materials used to make them are natural or man-made, explaining their reasons.|
|Identify the language features of non-fiction text types.Understand the purpose of the language features.||Ask and answer simple questions about totaling and comparing by counting the number of objects in each category and sorting the categories by quantities.||Investigate how to determine whether materials are natural or man-made.|
|Plan, write, redraft & edit non-fiction writing.|
|Core Module Five|
|Listen to a wide range of contemporary & classic poetry, stories & fiction at a level beyond that at which they can read independently. Discuss a wide range of contemporary & classic poetry, stories & fiction at a level beyond that at which they can read independently. Express views about a wide range of contemporary & classic poetry, stories & fiction at a level beyond||Order whole numbers to at least 100, and position them on number lines of varying scales.||Test 1: Choose one material at a time glass and record the different uses made.|
|Participate in discussion about books, poems & other words that are read to them & those that they can read for themselves, taking turns listening to what others say||Identify and name common 2D and 3D shapes. Recognise the difference between a 2D and 3D shape.||Test 2: Choose one material at a time -metal and record the different uses made.|
|Check that the text makes sense to them as they read & correct inaccurate reading.||Compare and sort a variety of 2D shapes including the number of sides.|
|Re-read books to build up fluency & confidence in word reading.||Compare and sort a variety of 3D shapes according to their properties (faces, edges & vertices).|
|Check that the text makes sense to them as they read & correcting inaccurate reading.|
|RE: Become increasingly familiar with & retelling stories|
|Core Module Six|
|Look at the story of creation to appreciate the Sabbath rest.||Understand the purpose of a full stop and capital letter. Recognise full stops & capital letters in sentences. Practise punctuating sentences correctly using capital letters and full stops.||Understand the meaning of greater than (>) and less than (<) signs. Use the greater than (>), less than (<) & equal (=) signs to compare numbers.||Test 3: Choose one material at a time wood and record the different uses made.|
|Discover the Jewish holy day (Shabbat) and relate this to the commandments of Exodus (covenants).||Understand the purpose of a question mark.Identify question marks in sentences.Practise using question marks accurately in sentences.||Use the greater than (>), less than (<) & equal (=) signs to compare length (mm/cm/m).|
|Understand the purpose of an exclamation mark.Identify exclamation marks in sentences.Practise using exclamation marks accurately in sentences.||Use the greater than (>), less than (<) & equal (=) signs to compare mass (g, kg).|
|Respect Shabbat as a day of rest for Jews and explain the difference to Christian understanding of Sunday.||Understand the function of a comma (to separate items in a list). Identify commas in texts (lists). Practise using commas to separate items in a list.||Use the greater than (>), less than (<) & equal (=) signs to compare volume/capacity (ml/l).|
|Core Module Seven|
|Look at the rituals associated with Muslim prayer (5 times in the day).||Encapsulate what they say, sentence by sentence.||Write simple fractions, e.g. ½ of 6=3.||Test 4: Choose one material at a time plastic and record the different uses made.|
|Define equivalent fractions, whole number.||Test 5: Choose one material at a time cardboard and record the different uses made.|
|Discover the nine movements of prayer in Muslim practice and link to family prayer.||Make additions, revision and corrections to own writing by proof reading for errors in spelling, punctuation & grammar.||Determine if two fractions are equivalent using shape.|
|Respect the tradition of prayer in Islam and link this to the centrality of prayer in the life Jesus and Christians.||Determine if two fractions are equivalent using number.|
|Core Module Eight|
|Explore experiences of preparing for something special.||Understand the function of an apostrophe for omission. Identify how apostrophes are used for omission.||Use mathematical vocabulary to describe position using objects and themselves e.g. first, second, next, in front, behind.||Hypothesise reasons for their use.|
|Explore Advent as a time to prepare.||Practise using apostrophes for omission in sentences.||Use mathematical vocabulary to describe direction and movement using objects and themselves e.g. up, down, left, right, forwards, backwards.|
|Recognise the symbolism of the Advent wreathe in relation to time of preparation.||Understand the function of an apostrophe for singular possession.Identify how apostrophes are used for singular possession.||Using your body, display the difference between rotation as a turn and in right angles for quarter, half and three quarter turns.||Investigate the physical properties of the material.|
|Reveal Jesus’ birth as prophecy fulfilled, after much preparation of the people.||Practise using apostrophes for singular possession in sentences.||Link quarter, half and three-quarter turns to clockwise & anti-clockwise movements of the clock.|
|Core Module Nine|
|Recognise the Annunciation as the end of waiting and the beginning of immediate preparation.||Understand the purpose of a suffix. Recognise how suffixes can change the meaning of root words.||To recall fluently all addition facts within 20 and derive & use related facts to 100.||Hypothesise whether materials will bend, stretch, squash or remain rigid.|
|Mary’s preparation takes her to visit Elizabeth.||Identify the suffixes –er, -est and in adjectives.||Solve problems involving addition using objects & pictures (involving numbers, quantities & measures).||Test your hypothesise through experiment (toffee).|
|Respond to the preparation for the fulfilment of the promise.||Identify how the suffix –ly can turn an adjective into an adverb.||To recall fluently all subtraction facts within 20 and derive & use related facts to 100.|
|Practise using the suffixes –er, est and -ly in sentences.||Solve problems involving subtraction using objects & pictures (involving numbers, quantities & measures).||Research the same experiments conducted of other Scientists.|
|Core Module Ten|
|Recall how Mary and Joseph were unprepared for the birth of Jesus.||Recognise and read different words with alternative graphemes (but same phoneme) e.g. ai, ay, a-e and group according to spelling. Investigate different words with alternative graphemes (but same phoneme) and use accurately in sentences.||Solve problems involving multiplication using repeated addition lots of/groups of/ arrays.|
|Appreciate Jesus’ birth as incarnation.||Solve problems involving division using arrays.|
|Respond to the knowledge that God loves us so much that he gave us his only Son, in celebration.||Learn new ways of spelling phonemes for which one or more spellings are already known.||Solve problems involving multiplication and division using mental methods.|
|Learn some words with each spelling, including a few common homophones.||Use multiplication and division facts to solve problems in context.|