English IAACW

Phonics (spellings)

The I am a Clever Writer program, is a structured framework used at Clifton to teach English writing skills through small, manageable steps.

• Small Steps: Broader curriculum goals are broken down into tiny, achievable steps so pupils build confidence and experience success.
• Clever Writer Checklist: A visible classroom checklist that grows as students learn and master new punctuation, grammar, and composition skills.
• WAGOLLs: Teachers use WAGOLL (What A Good One Looks Like) models to show students the exact target for their writing.
• Live Marking: Teachers correct mistakes and provide feedback in real time while children are actively writing.
• Star Write: A weekly or end-of-sequence extended writing task where students apply all the skills they practiced.

  Phonics - Phase 5 review

Our Little Wandle Spelling programme provides a seamless link from the core Letters and Sounds Revised programme to teaching spelling in Year 2. The Little Wandle Spelling programme begins with a five-week review of Phase 5 in Autumn 1 to enable the children recall and review all phase 5 sounds and begin to recognise and use unusual sounds.

Unit 1 – Numbers to 100

In this unit, focus is on our ability to read and understand numbers to 100. We will use our growing understanding of place value to help sort, compare and order numbers. Within this unit, we will revise our understanding of different representations of numbers and meet other representations for the first time. We will use these representations to show a number’s ‘tens’ and ‘ones’ and use this to help them compare and order numbers. We will use part-whole models and place-value grids to show our partitioning of numbers and use these to support our reasoning when comparing and ordering. Moving on from partitioning and ordering numbers, we will begin to develop our ability to count forwards and backwards efficiently in steps of 2, 5, and 10.

Unit 2 – Addition and Subtraction 1

In this unit, we will build upon the number bonds to 10 that we will have learned in Year 1. We will consolidate this understanding and apply it to number bonds within 20 and to 20 in this unit. We are introduced, to writing fact families of equations, and to relating addition and subtraction operations. As a result, we will learn to use the inverse of one operation to check calculations using the other operation. We, will also be introduced to the concept of ‘make 10’ to aid mental calculations. Once this key learning is understood, we will be introduced to the ‘column method’, which we will use throughout our time at school, applying the mental strategies appropriately. This method is introduced alongside a variety of different visual representations to ensure a strong conceptual and procedural understanding.

Our maths learning is supported daily with the Mastering Number programme to boost children's number fluency in arithmetic.

‘Everyday Materials’ - properties

In this unit, we will learn about the uses and properties of everyday materials including wood, plastic, metal, glass, brick, paper and cardboard. We will beginning to compare the suitability of different everyday materials for different purposes. We will explore how objects made of some everyday materials can change shape by squashing, bending, twisting and stretching. We will learn how the recycling process is able to reuse some everyday materials numerous times. It finishes with us learning about discoveries, made over time with a specific focus on Leo Baekeland and Stephanie Kwolek. A range of learning activities are used in this unit including, discussions, research, experiments, observations and a learning walk where we will work scientifically to identify the uses of everyday materials in our local area.

This links well to our English text – ‘The Storm Whale’ this Autumn term we will investigate different materials, the properties of materials and how materials can change shape when handled. We will explore and investigate the suitability of materials for different objects.

Lest We Forget

In this unit, we will be introduced to the concept of 'Remembrance Day' and we will learn why people in this country wear poppies in November. Through learning about Remembrance, we will learn to understand that there are events beyond living memory that are significant nationally and globally, and that these are commemorated through anniversaries. We will learn how to ask relevant questions about WWI and to deduce facts about the war based on our own investigations. We will learn to empathise with the people who lived through the war, and to use this knowledge to explain why it is important to remember significant past events, like WWI.

This unit will be structured around sequential history enquiries of a significant figure (Walter Tull) from the past and compare his life to a modern day significant figures.

Using the Coventry and Warwickshire Agreed Syllabus with a focus on Islam.

Unit 1.2

Key Question: Who is a Muslim and what do they believe?

This investigation enables pupils to learn in depth from Islam, finding out about Muslim ways of life and beliefs, so that pupils can develop thoughtful ideas and viewpoints of their own about some religious and spiritual questions. We hope to visit an Islamic mosque to support our learning. The investigation implements the principal aim of RE, which is to engage pupils in systematic enquiry into significant human questions which religion and worldviews address, so that they can develop the understanding and skills needed to appreciate and appraise varied responses to these questions, as well as develop responses of their own.

This term the children will explore Jigsaw PSHE

Unit 1 – Being Me.

We will start by identifying our hopes for the year and we will learn the responsibilities of being in Year 2.

We will also think about our British Values in our society, and how they make us good citizens

English

 Phonics

The I am a Clever Writer program, is a structured framework used at Clifton to teach English writing skills through small, manageable steps.

• Small Steps: Broader curriculum goals are broken down into tiny, achievable steps so pupils build confidence and experience success.
• Clever Writer Checklist: A visible classroom checklist that grows as students learn and master new punctuation, grammar, and composition skills.
• WAGOLLs: Teachers use WAGOLL (What A Good One Looks Like) models to show students the exact target for their writing.
• Live Marking: Teachers correct mistakes and provide feedback in real time while children are actively writing.
• Star Write: A weekly or end-of-sequence extended writing task where students apply all the skills they practiced.

Phonics - Bridge to Spelling

Our Little Wandle Spelling programme provides a seamless link from the core Letters and Sounds Revised programme to teaching spelling in Year 2. The Bridge to spelling teaches children how to 'think about spelling'. Over the next five weeks the children will complete the alphabetic code and learn the underpinning concepts of spelling.

Math

Unit 3 – Addition and Subtraction 2

This unit directly builds upon what we have learnt in Unit 2 and provides opportunities for what we have learnt and understood to be applied to larger numbers. We have to understand this progression and see the importance of applying this learning, rather than seeing larger numbers as a di­fferent area of math and therefore using inefficient methods as a result. Within unit 3, we will will progress to addition and subtraction involving two 2-digit numbers, again representing the steps within these calculations visually with di­fferent resources. We will use the column method as a way to represent the mental calculation steps, but not see this as the only method for calculation. We will continue to use known number facts within mental calculations and use our understanding of the inverse as a way to check our calculations. The final stage of our learning allows the bar model to be used to represent a word problem, to allow us to self-identify the best operation needed to complete the calculation.

Unit 4 – Properties of Shapes

This unit focuses on the properties of 2D and 3D shapes. We will learn to describe and sort shapes based on the shapes’ mathematical properties, using the correct terminology. Although this is the first unit covering geometry in Year 2, we have experience of recognising, naming, describing and sorting 2D and 3D shapes from Unit 5 in Year 1. We will also draw on our counting skills and our ability to compare and order numbers. In this unit, we will learn to describe and categorise shapes based on their number of sides, vertices, edges and faces.

Before we start this unit, we will check that we know:

• how to distinguish between 2D and 3D shapes
• understand that shapes are categorised based on specific properties
• the names of common 2D and 3D shapes and some of their properties.

Our maths learning is supported daily with the Mastering Number programme to boost children's number fluency in arithmetic.  

Scientists and Inventors

This ‘Scientists and Inventors’ unit will teach our class about famous scientists and inventors linked to the science curriculum. Children will learn about the inventions of Lego, raincoats and will explore other waterproof materials and the materials used to make them. They will investigate other materials that keep us warm, carrying out simple tests.

Our World – Continents and Oceans

This unit will teach us the location of countries, continents and oceans of the world in relation to the position of the United Kingdom and our own locality. We will develop global awareness by looking in detail at the position of the seven continents and five oceans of the world, understanding that the world is spherical and create our own journeys across the world. We will continue to build on our map skills developed in Year 1 using atlases, world maps and globes more widely, along with using aerial photographs to recognise human and physical features including landmarks. At the end of this unit, we will be able to:

• Describe simple human and physical features about the continents of the world.
• Name and begin to locate countries of the world using an atlas or globe.
• Describe a journey line in detail using key geographical vocabulary.
• Understand and locate simple climate zones using key terms.
• Use compass directions (NESW), locational and directional language.
• Make comparisons between features of different places.

Using the Coventry and Warwickshire Agreed Syllabus with a focus on Islam.

Unit 1.2

Key Question: Who is a Muslim and what do they believe?

This investigation enables pupils to learn in depth from Islam, finding out about Muslim ways of life and beliefs, so that pupils can develop thoughtful ideas and viewpoints of their own about some religious and spiritual questions. We hope to visit an Islamic mosque to support our learning. The investigation implements the principal aim of RE, which is to engage pupils in systematic enquiry into significant human questions which religion and worldviews address, so that they can develop the understanding and skills needed to appreciate and appraise varied responses to these questions, as well as develop responses of their own.

Celebrating Differences

This term the we will explore the Jigsaw PSHE

Unit 2 – Celebrating Differences.

We will start by learning to understand that we can be different from other people and it is okay to be friends with them.

We will also think about our British Values in our society, and how they make us good citizens

English

Phonics

The I am a Clever Writer program, is a structured framework used at Clifton to teach English writing skills through small, manageable steps.

• Small Steps: Broader curriculum goals are broken down into tiny, achievable steps so pupils build confidence and experience success.
• Clever Writer Checklist: A visible classroom checklist that grows as students learn and master new punctuation, grammar, and composition skills.
• WAGOLLs: Teachers use WAGOLL (What A Good One Looks Like) models to show students the exact target for their writing.
• Live Marking: Teachers correct mistakes and provide feedback in real time while children are actively writing.
• Star Write: A weekly or end-of-sequence extended writing task where students apply all the skills they practiced.

Phonics - Year 2 spelling units (coverage -Spring term)

Our Little Wandle Spelling programme provides a seamless link from the core Letters and Sounds Revised programme to teaching spelling in Year 2. Once the learning is secure, children are ready to move on to the Year 2 Spelling units. the spelling units will follow the familiar structure of Little Wandle phonics lessons, supporting the children to consider etymology, morphology and grammar when spelling new words. The programme provides full coverage of National Curriculum spelling requirements which is detailed above in the curriculum overview.

Unit 5 – Money

This unit is important because it builds upon our learning in year 1. There is a lot of focus within the unit on addition and subtraction of money using part-whole models and bar models, in addition to counting methods – this unit enables us to find the most efficient strategies, such as counting on from the coin or note of highest value to find the total. We will work with pounds, pence and notes, and towards the end of the unit we will work with pounds and pence together.

Unit 6 – Multiplication and Division 1

This unit focuses on multiplication in the context of skip counting, equal groups, times-tables, multiplication sentences and scaling problems. It is an essential basis for understanding the times-tables and what ‘×’ means. Within this unit, we will gain a solid grounding in equal groups and what this means, as well as how to recognise any groups that are not equal. This is the first big idea relating to multiplication and it is essential knowledge before moving through the rest of the lessons. We will be introduced to arrays as a representation of multiplication, which will help highlight the commutative properties of multiplication. Throughout this unit, repeated addition sentences will appear alongside multiplication sentences so that we have a reference to help us understand what ‘×’ means in context. As well as calculating di­fferent multiplication sentences using equal groups, number lines and arrays, this unit introduces an equal parts bar model. This may be more challenging for children to understand as we have to count the number of equal parts. There is also a lesson on word problems and language such as ‘times bigger’ or ‘twice as many’ is used.

Unit 7 – Multiplication and Division (2)

This unit focuses on two methods of division (grouping and sharing), and how to calculate using these two di­fferent strategies. We, will be introduced, to the division sign (÷) and will learn the importance of equal groups when dividing, and how to distinguish between the number of equal groups and the number in one group. We will be introduced to the bar model to represent both grouping and sharing problems.

Within this unit, we will also make the link between division and multiplication facts. We will begin to match a multiplication sentence to the inverse division sentence, and to work out missing numbers based on facts from one of the operations. We will use a 100 square to spot patterns for numbers that can be divided by 2, 5 and 10. We will, generalise between di­fferent division facts and fact families, for example, all numbers that can be divided by 5 end in 0 or 5. We will also build on our knowledge of dividing by 2 to explore what it means for a number to be even and odd.

We will start to recognise when numbers are odd by considering the ones digit.

Our maths learning is supported daily with the Mastering Number programme to boost children's number fluency in arithmetic.

Animals and their Habitats

In this unit we will learn about a variety of habitats and the plants and animals that live there. We will learn to tell the difference between things that are living, dead and things that have never been alive, and apply this in a range of contexts. We will make observations of a local habitat and the creatures that live there, investigating conditions in local microhabitats and how they affect the mini-beasts found within them.

This unit allows us to research a range of global habitats and how the living things that live there are suited to their environments, and introduces the idea of dependency between plant and animal species.

Exciting Explorers

In this unit, we will explore why some people are considered significant before going on to learn about some significant explorers. We  learn about Matthew Henson, a famous polar explorer who may have been the first man to step foot on the North Pole. We will compare Matthew Henson’s polar exploration to a much more recent exploration by Felicity Aston, the first person to walk across Antarctica alone on skis using her own power. The lesson about Neil Armstrong, the space explorer, looks, not only at his achievements, but asks us to explore if it is right that Neil Armstrong should be remembered more than the others involved in the Apollo 11 mission. Finally, we will investigate how we remember significant people and how values may change over time in relation to this. The lessons on Matthew Henson and Felicity Aston talk about racism and sexism in simple terms.

Thinking about Exploring

We will decide what sort of exploration we would like to go on, taking inspiration from the explorers studied in the latter part of this unit (Felicity Aston and Neil Armstrong), and explain why - drawing and labelling ourselves ready to go on the exploration. We will also draw and label some of the things we would take. There are also some challenge questions for us to reflect on too.

Using the Understanding Christianity Syllabus

Unit 1.4 - Gospel

Key Question: What is the good news Jesus brings?

In the ‘Big Story’ of the Bible, after centuries of the relationship between God and humanity breaking down, Jesus comes to Earth, God in the flesh, to restore the friendship between God and humanity. This investigation enables pupils to learn more about the story of Jesus’ life as told in a new kind of book, a Gospel or Good News book. Jesus helps to bring people back to God by showing how much God loves them and wants to forgive them when they do bad things.

This term we will explore on Jigsaw PSHE

Unit 3 – Dreams and Goals.

We will be sharing our dreams and goals and how to achieve them as we start the New Year.

We will also think about our British/School Values in our society and school. We will learn how they make us a good person and citizen. 

English

Phonics

The I am a Clever Writer program, is a structured framework used at Clifton to teach English writing skills through small, manageable steps.

• Small Steps: Broader curriculum goals are broken down into tiny, achievable steps so pupils build confidence and experience success.
• Clever Writer Checklist: A visible classroom checklist that grows as students learn and master new punctuation, grammar, and composition skills.
• WAGOLLs: Teachers use WAGOLL (What A Good One Looks Like) models to show students the exact target for their writing.
• Live Marking: Teachers correct mistakes and provide feedback in real time while children are actively writing.
• Star Write: A weekly or end-of-sequence extended writing task where students apply all the skills they practiced.

Phonics - Year 2 spelling units (coverage -Spring term)

Unit 8 – Length and Height

Length and height are familiar and useful ideas from daily life. So, we will  enjoy measuring our own height and making comparisons with others’, and this can easily be extended to looking at heights and lengths more generally. Our work also makes use of simple standard units and scales; reading a simple scale accurately is an important skill which will be useful in a wide range of settings.

Unit 9 – Weight, volume and temperature

In this, we will continue our learning to compare and order lengths, mass, volume/capacity and record the results using the >, < and = symbols. We will learn to choose and use appropriate standard units to estimate and measure length/height in any direction (m/cm); mass (kg/g); temperature (cl  ); capacity (litres l/ml) to the nearest appropriate unit using rulers, scales, thermometers and measuring vessels.

Our maths learning is supported daily with the Mastering Number programme to boost children's number fluency in arithmetic.

 ‘Plants’.

We will learn that plants may grow from either seeds or bulbs. They then germinate and grow into seedlings, which then continue to grow into mature plants. We will learn that seeds and bulbs need to be planted outside, at particular times of the year and they will grow and germinate at different rates. Plants also need different amounts of water and space to grow well and stay healthy.

 We will use key vocabulary: germinate, nutrient, produce, bulb, seed, grow, leaf, flower, petal, fruit, and roots to:

• Identify and describe the parts of a plant and their functions.
• Identify and describe the parts of a seed and their functions.
• Identify and describe the basic structure of a variety of common flowering plants, including trees.
• Observe and describe how seeds and bulbs grow into mature plants.
• Find out how plants need water, light and a suitable temperature to grow and stay healthy.

Wonderful Weather

This half term in Geography, we will investigate ‘The Wonderful Weather’. This unit will teach us about the different types of weather in the UK. We will have the opportunity to build on this and our knowledge of the four seasons.

We will be, introduced to hot and cold areas of the world and the impact of different weather types. We will have opportunities to observe and record the weather, present their own weather forecasts and make valuable links with Science, Numeracy and Literacy from across the curriculum.

We will use vocabulary learnt with this unit - weather, climate, temperature, weather forecast, extreme, symbols, map, temperate, blizzard, drought to:

• Identify and record daily weather patterns in the UK.
• Use key words to describe the weather in the UK.
• Understand how weather can affect us (local case study)
• Locate simple climate zones in the world related to the equator and the North and South Pole.
• Understand that, weather patterns across the world, are affected by their location. (case study North Pole)

Using the Understanding Christianity Syllabus.

Unit 1.5 - Salvation

Key Question: Why does Easter matter to Christians?

Jesus, as God in the flesh (incarnation), shows people what God is like, in his teachings and example. Jesus’ name means ‘he saves’. This investigation enables pupils to appreciate how His death is seen by Christians as a sacrifice, the supreme example of God’s love for people, and the model for Christian living. Jesus’ death and resurrection heals the damage done by sin — so if people ask for forgiveness, it is freely given, because Jesus has already paid the punishment. However, the death and resurrection should not be seen as a complete end to sin. Sinning still happens, but can be forgiven by God through Jesus.

Healthy Me

​​​​​​We will explore the Jigsaw PSHE

Unit 4 – Healthy Me.

We will learn how good food eating helps us grow strong and healthy, we will how to stay healthy by exercising, and taking care of our mental health.  

We will also learn about our British/School Values in our society and school. We will learn how they make us a good person and citizen

English

Phonics

The I am a Clever Writer program, is a structured framework used at Clifton to teach English writing skills through small, manageable steps.

• Small Steps: Broader curriculum goals are broken down into tiny, achievable steps so pupils build confidence and experience success.
• Clever Writer Checklist: A visible classroom checklist that grows as students learn and master new punctuation, grammar, and composition skills.
• WAGOLLs: Teachers use WAGOLL (What A Good One Looks Like) models to show students the exact target for their writing.
• Live Marking: Teachers correct mistakes and provide feedback in real time while children are actively writing.
• Star Write: A weekly or end-of-sequence extended writing task where students apply all the skills they practiced.

Phonics - Year 2 spelling units (coverage -Summer term)

Our Little Wandle Spelling programme provides children with the summer term Year 2 Spelling units. The spelling units will follow the familiar structure of Little Wandle phonics lessons, supporting the children to consider etymology, morphology and grammar when spelling new words. The programme provides full coverage of National Curriculum spelling requirements which is detailed above in the curriculum overview.

Unit 10 – Fractions

This unit introduces fractions for the first time. It builds on our knowledge of equal parts, which we have come across in previous units about multiplication and division. This unit also exposes us to equal parts in a range of contexts, including shape, numbers, measurements and money. Within this unit, we will be introduced to fraction specific key language such as numerator and denominator and we will be able to explain what each word means in context. At

first, we will deal with unit fractions where the numerator is always one, focusing on halves, thirds and quarters. We will then move onto non-unit fractions and learn about the equivalence between them, particularly between 1/2 and 2/4. We will practise counting up in quarters and halves on a number line, including crossing through whole number barriers.

This unit builds on our knowledge of sharing and grouping in division, asking us to divide a whole into equal parts and learn that the equal parts have given names. We will also learn to halve shapes by folding them or cutting them in two. We will find a fraction of an amount using the previous strategy of sharing objects into equal groups but can now name these parts, such as by saying that 1/ 2 of 6 is 3. Before we start this unit, we will check that we know:

• how to split an amount into equal parts by sharing or grouping
• understand that the same whole can have a different number of equal parts (building upon Unit 6)
•  what ÷ means
• Unit 11 – Time

  In this, we will continue our learning of Measurement by learning to tell the time to the hour and half past the hour. We will learn to draw the hands on a clock face to show these times. We will begin to tell and write the time to five minutes, including quarter past/to the hour and draw the hands on a clock face to show these times. We will learn to know the number of minutes in an hour and the number of hours in a day. We will learn to compare and sequence intervals of time.

Unit 12 – Efficient methods with problem solving

In this, unit we will continue our learning of Number by looking closely at the use of place value and number facts to solve problems. We will begin to recognise and use the inverse relationship between addition and subtraction and use this to check calculations and missing number problems. We will learn to use concrete objects and pictorial representations, including those involving numbers, quantities and measures. We will learn to solve problems involving multiplication and division, using materials, arrays, repeated addition, mental methods, and multiplication facts, including word problem context. We will learn that multiplication of two numbers, can be done in any order (commutative) and division of one number by another cannot.

Our maths learning is supported daily with the Mastering Number programme to boost children's number fluency in arithmetic.

Animals including Humans

In this unit, Animals Including Humans, we will begin by looking at animal young and comparing them to their adults. We will look at how animals change as they grow up and will learn about the life cycles of several varied common animals, including humans. We will look in detail at how humans change as they grow older, drawing on their own observations. We, will be introduced to the three basic needs of animals for survival (water, food and air). The unit ends with us looking at healthy lifestyles, including the importance of exercise, healthy eating and hygiene. These healthy living lessons will develop ‘working scientifically’ skills through investigating the impact of exercise on our bodies and how handwashing is essential for good hygiene. To grow into healthy adults, we will learn that humans also need the right amounts and types of food and exercise.

Good hygiene is also important in preventing infections and illnesses.

By the end of the unit, we will be able to:

• Describe how animals, including humans, have offspring, which grow into adults, using the appropriate names for the stages.
• State the basic needs of animals, including humans, for survival.
• State the importance for humans of exercise, eating the right amounts of different types of food, and hygiene.
• Name foods in each section of the ‘Eatwell Guide’.

The Great Fire of London

This half term as Historians, we will be learning about ‘The Great Fire of London’. This unit is about the key events of the Great Fire of London and helps us to develop an understanding of the ways in which we can find out about the past. We will have the opportunity to increase our awareness of the past by learning about what London was like in the 17th century. We will compare life in the 17th century to the present day and consider how some problems, such as the lack of an organised fire brigade and the type of buildings, caused the fire to spread. We will focus on how and why some things changed because of the fire, in order to be safer. We will begin to learn how historical sources can tell us about what happened in the past and how some sources are more useful than others are.

By the end of the unit, we will be able to:

• Talk about some of the key events of the Great Fire of London.
• Understand why the Great Fire of London spread and eventually stopped
• Explain how we know about the Great Fire of London from a variety of primary sources.
• Understand how London has changed, including its buildings, people and transport over time.

 London in 1666 was a large and growing city. It was of great importance both as the country's capital city, but also as the seat of government. It was by far the largest city in the country. The Thames was also a very important trade route out to sea and London became lined with wealthy merchants and manufacturers.

Using the Coventry and Warwickshire Agreed Syllabus with a focus on Christianity and Judaism

Unit 1.8

Key Question: How should we care for others and the world and why does it matter?

This investigation enables pupils to learn in depth from different religious and spiritual ways of life about caring for other people and for the world. Through studying bible stories, the lives of believers such as Dr Barnado, Mother Teresa or a local believer, the Jewish practice of Tzedekah and Sukkot celebrations pupils learn about how beliefs turn into actions for many religious and non-religious people. The unit encourages creativity through the use of art and music. The investigation implements the principal aim of RE, which is to engage pupils in systematic enquiry into significant human questions which religion and worldviews address, so that they can develop the understanding and skills needed to appreciate and appraise varied responses to these questions, as well as develop responses of their own.

Relationships

​​​​​​​We will explore the Jigsaw PSHE

Unit 5 - Relationship (friends and family)

We will learn about different types of relationships and learn about what a good relationship looks like. 

We will also think about our British Values in our society, and how they make us a good citizen.

English

Phonics

The I am a Clever Writer program, is a structured framework used at Clifton to teach English writing skills through small, manageable steps.

• Small Steps: Broader curriculum goals are broken down into tiny, achievable steps so pupils build confidence and experience success.
• Clever Writer Checklist: A visible classroom checklist that grows as students learn and master new punctuation, grammar, and composition skills.
• WAGOLLs: Teachers use WAGOLL (What A Good One Looks Like) models to show students the exact target for their writing.
• Live Marking: Teachers correct mistakes and provide feedback in real time while children are actively writing.
• Star Write: A weekly or end-of-sequence extended writing task where students apply all the skills they practiced.

Phonics - Year 2 spelling units (coverage -Summer term)

Our Little Wandle Spelling programme provides children with the summer term Year 2 Spelling units. The spelling units will follow the familiar structure of Little Wandle phonics lessons, supporting the children to consider etymology, morphology and grammar when spelling new words. The programme provides full coverage of National Curriculum spelling requirements which is detailed above in the curriculum overview.

 Unit 13 – Position and Direction

This unit is an introduction to geometry – with focus on the position and direction of things. We will begin to use mathematical vocabulary to describe position, direction and movement, including movement in a straight line and distinguishing between rotation as a turn and in terms of right angles for quarter, half and three-quarter turns (clockwise and anti-clockwise). We will order and arrange combinations of mathematical objects in patterns and sequences.

Unit 14 – Statistics

This unit is important because it is the first time we will be introduced to statistics. The unit shows children how data can be collected effectively and then represented in a number of different ways. The unit will require us to use a range of different skills such as calculating and problem solving. These are great ways to consolidate prior learning. We will be introduced to several different representations in the form of charts and diagrams and to some new mathematical language.

In this unit, we will build on our learning from a number of previous units. To interpret charts and diagrams, we will use our knowledge of addition and subtraction, counting and multiplication involving 2s, 5s and 10s. We will be introduced to symbols representing one or more pieces of data and to tally marks which we will need to be able to count. 

 The maths learning is supported by the Mastering Number programme to boost children's number fluency in arithmetic.

‘Kenya’.

This unit will teach our class about the geography of Kenya through focusing on the main human and physical features of the country. We will learn about the key geographical features of the country including Kenyan wildlife, landscapes and culture. We will learn about the similarities and differences between Kenya and the UK and continue to develop our geographical skills through a variety of fun and interactive activities.

In D.T this half term we will be making a chair for baby bear. First we will make 3 different  3D shapes, a pyramid, cylinder and a cuboid to test their stability. We will then test for stability to show how high the board can go before the ball rolls off. Then, we will make the shapes using card and masking tape and test which shape is the most robust by putting books on top of it to test its strength. We will use different sized shapes and different amounts of books. Next, we will work as a team to make a chair for baby bear using all of our knowledge we had learnt so far. We will then test our chairs using baby bear to see if they were strong enough to hold him. Lastly, we will evaluate our learning and share thoughts about what we could differently next time.

 Using the Coventry and Warwickshire Agreed Syllabus with a focus on Christianity and Judaism

Unit 1.8

Key Question: How should we care for others and the world and why does it matter?

This investigation enables pupils to learn in depth from different religious and spiritual ways of life about caring for other people and for the world. Through studying bible stories, the lives of believers such as Dr Barnado, Mother Teresa or a local believer, the Jewish practice of Tzedekah and Sukkot celebrations pupils learn about how beliefs turn into actions for many religious and non-religious people. The unit encourages creativity through the use of art and music. The investigation implements the principal aim of RE, which is to engage pupils in systematic enquiry into significant human questions which religion and worldviews address, so that they can develop the understanding and skills needed to appreciate and appraise varied responses to these questions, as well as develop responses of their own.

Relationships

​​​​​​​We will explore the Jigsaw PSHE

Unit 6 - Changing Me

We will learn about how our bodies grow and how we change with every age and stage. 

We will also think about our British Values in our society, and how they make us a good citizen.

 Working with Others - Athletics and Cricket