Welcome to the Year Two Web Page
English
Speaking and Listening
· Listen attentively in order to learn
· Follow instructions
· Listen and understand stories, poems and information texts
· Develop and expand vocabulary and use it appropriately
· Speak in full sentences and begin to use the correct tense
Reading
· Say and read sounds
· Read fluently, accurately and with expression
· Read a range of texts with increasing comprehension
Writing
· Use phonic knowledge to spell words
· Spell high frequency words correctly
· Write in full sentences beginning to use the correct tense
· Use punctuation marks correctly
· Write neatly and form letters correctly
· Begin to write extended pieces of writing
Mathematics
· Say numbers to 100 and count a set of objects confidently
· Begin to count and order numbers to 1000
· Understand the place value of 3-digit numbers
· Add and subtract using apparatus, moving to mental methods
· Count in sequences forwards and backwards
· Begin to multiply and divide by 2, 5 and 10
· Name and describe common 2-D and 3-D shapes
· Tell the time at o’clock, quarter past, half past and quarter to
· Read scales when measuring length, weight and volume
History
· Transport in the past: This unit looks at similarities and differences between transport today and transport in the past. It introduces children to the concepts of 'old' and 'new', and encourages them to think about the changes in their own lives and in those of their family or adults around them.
· Florence Nightingale: This unit looks at the life of Florence Nightingale, why she went to Turkey to help soldiers injured in the Crimean War, and what happened as a result of her work.
· The Great Fire of London: This unit links an important event beyond living memory in British history, the Great Fire of London, with a famous person, Samuel Pepys. Children develop their sense of chronology and consider why the Great Fire happened; its results; and the different ways it is represented.
Geography
· Where in the world are Year 2? This is a 'continuous' unit, designed to be developed at various points throughout the key stage. It uses a first-hand experiences to enable children to learn about other countries and places.
· How can we make our local are safer? This unit asks children to investigate a local issue common to most schools - parking. It involves children in observational fieldwork, which leads to a simple decision-making exercise about improving the quality of their immediate environment.
· Island homes: This unit shows how a storybook can be used to develop children's understanding of geographical features and ideas while at the same time developing their literacy skills. This story is about an imaginary Scottish island. It also offers opportunities for children to express their own views about people, places and environments.
Science
· Forces and movement: The work in this unit extends children's understanding of how pushes and pulls affect the movement and shape of objects.
Experimental and investigative work focuses on:
Children also have opportunities to relate science to the ways in which familiar objects move.
· Materials: Through this unit children learn to distinguish between an object and the material from which it is made. They learn about some of the ways materials can be changed and that heating can cause changes which produce materials which are often useful.
o Experimental and investigative work in this unit focuses on:
o thinking about what is expected to happen
o making and recording observations and comparisons
o deciding whether a test is fair.
Work also offers opportunities for children to relate science to domestic contexts eg cooking and to recognise hazards and risks to themselves and to control these.
· Electricity: This unit introduces children to the concept of electricity and the essential role it plays in everyday life. It introduces children to the hazards associated with mains electricity.
o Experimental and investigative work focuses on:
o thinking about what is expected to happen and whether results support the prediction
o exploring and testing circuits
o making observations and explaining what has been found out.
The unit links children's everyday experiences of electricity to scientific ideas and the importance of following instructions to control risks to themselves.
· Habitats: Through this unit children learn about plants and animals in their immediate environment and how differences between places very close to each other result in a different range of plants and animals being found. They learn that like humans, plants and other animals reproduce.
o Experimental and investigative work focuses on:
o turning ideas into questions that can be investigated
o presenting results
o drawing conclusions.
Work in this unit also offers opportunities to relate understanding of science to the local environment, to consider how to treat living things and the environment with care and sensitivity and to recognise hazards to themselves and to take action to control the risks from these hazards.
· Ourselves: Through this unit children learn about their senses and how they can use them to explore the world around them. They also learn that humans and other animals move and grow.
Experimental and investigative work focuses on:
o exploring and using senses
o observing and describing living things, and communicating what happened in their work.
o Within this unit there are opportunities for children to consider how to treat each other and other living things with care and sensitivity.
ICT
Basic word processing skills: In this unit children learn to use words to communicate messages and recognise that ICT lets them correct and improve their work, as they are working or at a later date. Children will also have opportunities to discuss their experiences of using ICT.
· Children will be able to apply what they have learnt in this unit when: writing stories with a clear sequence of events in a sustained style; using and punctuating a range of sentence types; commenting on the features which distinguish texts such as narrative, information and poetry.
· They will also be able to use these skills when: producing creative writing in English; producing accounts of their work in science and geography; describing sequences of events in history.
Using Paint: In this unit children develop visual ideas for different purposes by using ICT and other methods. They use the features of an ICT graphics package to explore and realise their ideas and to identify ways to develop and improve their work. They will need to select and use simple tools (pen, brush, fill, and spray) in their mark making, and understand that work can be easily amended and ideas can be tried out without spoiling earlier versions. They will learn how ICT techniques can inform other techniques and vice versa, and that sometimes a screen version is the final version of a piece of work.
· Children will be able to apply what they have learnt in this unit when creating work in design and technology, and art.
Using a search database: In this unit children learn to search for information held on a CD-ROM. The children are introduced to CD-ROM as a means of storing large amounts of information. They are taught to use menus, indexes and key words to search for pictures and gather information.
· Children will apply what they have learnt in this unit when using electronic information sources, such as CD-ROM and the World Wide Web, for other subjects.
Questions and answers: In this unit children develop their awareness of different types of questions, how they can be asked and how ICT can be used to answer them using different types of software. They learn that some of the programs they have used so far to present data cannot provide the answers to some specific questions. They begin to realise that programs have limitations and that it is knowledge of the facilities and tools offered that helps us to select the most appropriate tool for a task.
· Children learn how to ask questions that can be answered with yes or no responses.
Art and Design
· Self-portrait: In this unit children make a self-portrait to communicate ideas about themselves. They talk about images of children in drawings, paintings and photographs and artists' self-portraits in order to develop ideas about how they will portray themselves. They investigate a range of drawing materials and techniques and learn how to mix and use colour in a painting.
· Weaving: In this unit children investigate the qualities of a variety of natural and made materials. They learn skills for weaving and gain sensory experience of materials and an understanding of colour and texture. They learn about how textiles are used in their own and others' lives.
Design and Technology
· Vehicles: This unit builds on children's experiences of joining and combining sheet and reclaimed materials and of using moving joints. They learn about wheels and axles and how to use these when making wheeled vehicles for a specific purpose. They are encouraged to develop their design ideas based on investigating vehicles in the world around them. Work in this unit also offers opportunities to use construction kits, and computer-generated graphics or text to enhance their finished products, to apply basic measuring skills and to draw on knowledge of forces from science.
Puppets: This unit involves children making a textile product by marking out, cutting and joining pieces of fabric. Children look at a selection of hand puppets and base their design on their investigations into how the puppets have been made and who they have been designed for. This unit provides a context for work in literacy and offers an opportunity for children to make up their own play or to retell a familiar story using their puppets.
www.nc.uk.net / www.qca.org.uk
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ST. ANNE´S SCHOOL,
S.A.U, CIF A78527827 |