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Maths

Please find below our yearly overview for maths topics.

Our next unit covers the topic of Fractions. By the end of this unit, children will be able to explain what each part of a fraction represents. They will be able to relate fractions to different contexts where there are equal parts and will be able to find a unit and non-unit fraction of a number or shape. Children will be able to recognise equivalent fractions and explain the relationship between the numerator and denominator in equivalent fractions. They will also be able to find a whole from a given fraction.

Below are some of the most common misconceptions children face in this unit, and strategies to support their understanding or stretch their thinking further!

We now also have access to Numbots and Times Table Rockstars which will boost children's understanding of the four operations, with Numbots aiding with addition and subtraction skills and Times Table Rockstars which supports children's rapid recall of multiplication and division facts.

In order to get the best out of NumBots and TTRS, we recommend that children play regularly for short bursts at a time, aiming for 3 minutes, five times a week.

Please find the links here:

Reading and Spelling

Spellings:

In Year Two, the children follow Bridge to Spelling through daily teaching of spelling objectives, which ensures that pupils become confident and competent spellers. At home you could practice some of the spellings of common exception words for Year Two, found below.

commonexceptionwords y2.pdf

Reading:

For reading, Class Two use the Accelerated Reader Program. The children are tested at the end of each term and this will provide them with a ZPD level (Zone of Proximal Development). You may feel this level is too easy, however our focus is very much on comprehension and how they are able to answer the questions.

- Reading at home – we encourage you to read with your child at least 3 times per week. Although we want the children to be reading independently, it is important that you spend time with your child reading the book that they have brought home.

- Quizzing – when your child has finished the book and shows an understanding of what they have read, they can quiz in school. Currently the children are not independent with logging into quizzes. Therefore, it may not always be possible for your child to quiz due to staff constraints. If your child scores below 70% in a quiz, they will be asked to re-read the book until they are ready to quiz again.

- Recording - We encourage you to write in your child’s reading record every time you have read with them. It is imperative you write in these books to let us know your child has finished the book and is ready to quiz. This doesn’t need to be a long comment. A simple: ‘finished book’ will suffice.

Some children have not yet moved to the Accelerated Reader program, so will still be bringing home Little Wandle phonics books and receiving daily phonics input. To support your child with phonics, you can:

Revise sounds your child already knows.
Recap the sounds they have learnt along with its spelling.
Use target sounds in words and ask your child to repeat the sound back to you.
Show your child how to blend, or sound out, words which use the target sound. For example, if your target sound is long i spelled ‘igh’, you would sound out the separate sounds, and then blend the sounds together to form the word, like this: ‘n – igh – t’ … ‘night’.

These children will be working on phase 5 of the Little Wandle Programme. The sounds for which can be found in the guide below:

how to say the phase 5 sounds september 2022 1 .pdf

Regardless of whether your child engages with the Little Wandle or Accelerated Reader program, we always encourage a love of reading in Class Two and so would love for your child to explore books and find their joys and interests as a reader beyond their school reading book. Please read as widely as you wish for pleasure at home. This will also boost their spellings, fluency, comprehension, confidence in writing and their wonderful imaginations!

In Reading Comprehension lessons we are focusing on using retrieval skills to answer questions about texts that we have read.

Writing

This term, we will be focusing on writing a fantasy story. Our key skills are:

Use co-ordination (and, but, or)
Add -ly to turn adjectives into adverbs
Use commas to separate items in a list
Write sentences with different forms: statement, question, exclamation, command
Use subordination (apply because, when, that; introduce if)
Use the progressive form of verbs in the present and past tense
Use present and past tenses correctly and consistently
Use punctuation correctly: exclamation marks, question marks, full stops and apostrophes for the possessive (singular) and contracted forms.
Add -er and -est to adjectives
Use homophones and near homophones
Write in third person
Sequence events by beginning, middle and end.

This term, we are exploring the book ‘Toys in Space' by Mini Grey. Here is a link to the book if you would like to read it. Please do not share this with the children as we will be doing lots of predictions: https://www.youtube.com/watch?v=1a5Pqqs3FOM

Enrichment across the curriculum

Science:

Our unit this term is 'Animals including humans', which we will be enriching with our school trip!

Here are our 'big ideas' for the unit!

Geography:

This term, we are exploring coastlines! Children will learn about the physical and human features of coastal regions across the United Kingdom.

PE:

Our teacher-led unit this term is Team Building. For this unit, our success criteria are:

To follow instructions and work with others.
To co-operate and communicate in a small group to solve challenges.
To create a plan with a group to solve the challenges.
To communicate effectively and develop trust.
To use teamwork skills to work as a group to solve problems.
To work with a group to copy and create a basic map.

RE:

Our unit this term is: How should we care for others and the world, and why does it matter? Over this unit, we will:

Talk about how religions teach that people are valuable, giving simple examples.
Recognise that some people believe God created the world and so we should look after it.
Re-tell Bible stories and stories from another faith about caring for others and the world.
Identify ways that some people make a response to God by caring for others and the world.
Give examples of ways in which believers put their beliefs about others and the world into action, making links with religious stories.

Computing:

Our computing unit is focused on digital music. Learners will explore how music can make them think and feel. They will make patterns and use those patterns to make music with both percussion instruments and digital tools. They will also create different rhythms and tunes, using the movement of animals for inspiration. Finally, learners will share their creations and compare creating music digitally and non-digitally.

RSHE:

Our RSHE unit this term is ‘Relationships’. We will develop the following skills:

Lesson 1: I know how to make friends.

Lesson 2: I can try to solve friendship problems when they occur.

Lesson 3: I can help others to feel part of a group.

Lesson 4: I can show respect in how they treat others.

Lesson 5: I know how to help themselves and others when they feel upset or hurt.

Lesson 6: I know and show what makes a good relationship.