Year 2
'Our aim is to prepare children for the future and for lifelong learning in a diverse and everchanging world with opportunities as well as challenges.'
Mathematics
At Hatchell Wood, we use the National Curriculum and the accredited White Rose Maths to structure the long term and medium term overview of our mathematics teaching.
The vast majority of children are taught in their own year groups, in mixed abilities. In every year group, concepts are taught using concrete resources, moving on to pictorial methods before developing abstract working. This approach means that most children can access the same learning while building a solid understanding. Where appropriate, some children have a personalised curriculum. All children are given an equal opportunity to achieve to their highest potential.
As well as discrete maths lessons, children also consolidate their understanding during topic lessons and through daily Maths Meetings which include key mathematical facts.
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MATHEMATICS LONG TERM PLAN |
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Autumn 1 |
Autumn 2 |
Spring 1 |
Spring 2 |
Summer 1 |
Summer 2 |
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Number: Place Value Number: Addition and Subtraction |
Measurement: Money Number: Multiplication and Division |
Number: Multiplication and Division Statistics |
Geometry: Properties of Shape Number: Fractions |
Measurement: Length and Height Geometry: Position and Direction
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Measurement: Time Measurement: Mass, Capacity and Temperature |
English
At Hatchell Wood, we believe that every pupil has the right to be able to read, write and communicate with others effectively. English is the main medium through which the rest of the curriculum is learned and taught and a major way in which children interpret the world around them, develop knowledge and understanding and communicate with other people. The teaching of English, in all of its forms, has a high profile within the school.
Writing
In the teaching of writing we use 'Pathways to Write'. This covers skills we want the Year 2 children to achieve through the teaching of keys. Each half term we complete writing tasks about a different book and we work on our 'mastery keys'. These are things like joining sentences with the word 'because' or using a range of punctuation in our sentences.
Here is an overview of the books we study.
Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2
Troll Swap by The Owl Who Was The Dragon Machine Major Glad, Major The Last Wolf Grandad's Secret Giant
Leigh Hodgkinson Afraid of The Dark by by Helen Ward Dizzy by Jan Oke by Mini Grey by David Litchfield
Jill Tomlinson
Grammar and Punctuation
At Hatchell Wood, we use the National Curriculum to structure the long term and medium term overview of our spelling and grammar teaching.
Reading
For our Reading lessons, we use Pathways to Read. This links in with our writing and gives children access to a wide range of quality texts. We work on developing vocabulary, fluency and comprehension skills including inference, prediction, explaining, retrieval and sequencing.
Our texts in Year 2 are:
Autumn 1: The Three Billy Goats Gruff by Mara Alperin and The Troll by Julia Donaldson
Autumn 2: Above and Below by Hanako Clulow and Patricia Hegarty
Spring 1: The Dragon Sitter by Josh Lacey and Real Dragons! By Jennifer Szymanski (National Geographic kids)
Spring 2: Owen and the Soldier by Lisa Thompson
Summer 1: Fantastic Mr Fox by Roald Dahl
Summer 2: Grimm’s Fairy Tales (Usborne books)
The Wider Curriculum
At Hatchell Wood we use White Rose for our Science curriculm and Kapow for our Geography, History, Art and Design, Design and Technology and Religion and Worldviews
These are the projects that we cover in Year 2:
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AUTUMN |
SPRING |
SUMMER |
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SCIENCE |
Biology Animals needs for survival. Humans Chemistry Materials
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Biology Plants (light and dark) Living things and their habitats Plants (Light and dark)
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Biology Plants (bulbs and seeds) Growing up Bulbs and seeds Growing up |
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HISTORY |
How was school different in the past? Understanding that although schools have been in the local area for a long time, they have not always been the same; identifying historical similarities and differences; using a range of sources to recognise continuity between children’s lives past and present. |
How did we learn to fly? Developing their knowledge of events beyond living memory and reinforcing their chronological understanding by looking at significant events in the history of flight on a timeline. Learning about the individuals who contributed to the history of flight. |
What is a monarch? Finding out the role of a monarch, children compare the monarchy today with the monarchy in the past. Pupils investigate how William the Conqueror became King and learn how he used castles to rule. They study different types of castles and consider how these evolved over time. |
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GEOGRAPHY |
Would you prefer to live in a hot or cold place? Introducing children to the basic concept of climate zones and mapping out hot and cold places globally. Looking at features in the North and South Poles and Kenya. Comparing weather and features in the local area. Learning the four compass points. Learning the names and locating the continents of our world. |
Why is our world wonderful? Learning about the world’s wonders, the names and locations of the world’s oceans and considering what is unique about the local area. |
What is it like to live by the coast? Naming and locating continents and oceans of the world while revisiting countries and cities of the UK and surrounding seas. Children learn about the physical features of the Jurassic Coast and how humans have interacted with this, including land use and tourism. |
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Design and Technology |
Structures- Baby Bear's Chair Exploring the concept and features of structures and the stability of different shapes. Understand that the shape of the structure affects its strength. Make a structure according to design criteria. Produce a finished structure and evaluate its strength, stiffness and stability. |
Mechanisms - Fairground Wheel Explore wheel mechanisms and design a fairground wheel. Select materials with appropriate properties. Build and test a moving wheel. Evaluate own work. |
Mechanisms - Making a moving monster Look at objects and understand how they move. Explore different design options. Make a moving monster. |
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Art |
Craft and Design - Map it out Investigate maps as a stimulus for drawing. Develop a drawing into 3D artwork. Experiment with a craft technique to develop an idea. Develop ideas and apply craft skills when print making. Present artwork and evaluate it against a design brief. |
Painting and Mixed Media - Life in colour Develop knowledge of colour mixing. Know how texture can be created with paint. Use paint to explore texture and pattern. Compose a collage, choosing and arranging materials for effect. Evaluate and imporove work.
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Sculpture and 3D- Clay Houses Use hands as a tool to shape clay. Shape a pinch pot and join clay shapes as decoration. Use impressing and jpining techniques to decorate a clay tile. Use drawing to plan the features of a 3D model. Made a 3D tile from a drawn design. |
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PSHE
We use the EC Primary scheme of work to prepare children/young people for life, helping them really know and value who they are and understand how they relate to other people in this ever-changing world. Areas covered in Year 2 are: 1. All about Money, 2. Healthy Bodies, 3. Positive friendships, 4. Online Safety and Caring Communities, 5. Staying Safe, 6. Respectful Relationships
Religious Education
We use Kapow for our teaching of Religion and World Views. The big questions that we study in Year 2 are: Why do we need to give thanks? What do candles mean to people?How do we know that some people feel a special connection to God? What is a Prophet? How do some people talk to God and Why do some people talk to God? These questions encourage children to explore, investigate, discuss and draw knowledge from a range of religions, including Christianity, Judaism and Islam.
Home Learning
We ask, that all Y2 pupils read at least three times a week and reading records are filled in.
All pupils also have the option to engage with Times Tables Rock Stars. We encoruage them to practise leaning their multiplication facts on a regular basis.
