Blackfield Primary School

Year 2

Please click on the below link to view the Integrate Learning Unit (ILU) map for the whole school.

Whole School ILU Map

Below you can find the contents of each curriculum area for your child's year group, which is delivered, in most part, through our integrated learning units. Mathematics, PE and music may be taught discreetly due to the nature of the content.

English


Spoken Language 
(The objectives for Spoken Language are common across Key Stages 1 and 2 (Years 1-6)) 
• listen and respond appropriately to adults and their peers
• ask relevant questions to extend their understanding and knowledge
• use relevant strategies to build their vocabulary
• articulate and justify answers, arguments and opinions
• give well-structured descriptions, explanations & and narratives for different purposes, including for expressing feelings.
• maintain attention and participate actively in collaborative conversations, staying on topic and initiating and responding to comments
• use spoken language to develop understanding through speculating, hypothesising, imagining and exploring ideas
• speak audibly and fluently with an increasing command of Standard English
• participate in discussions, presentations, performances, roleplay/improvisations and debates
• gain, maintain and monitor the interest of the listener(s)
• consider and evaluate different viewpoints, attending to and building on the contributions of others
• select and use appropriate registers for effective communication
 


Reading
Our children will be taught to:

  • continue to apply phonic knowledge and skills as the route to decode words until automatic decoding has become embedded and reading is fluent
  • read accurately by blending the sounds in words that contain the graphemes taught so far, especially recognising alternative sounds for graphemes
  • read accurately words of two or more syllables that contain the same graphemes as above
  • read words containing common suffixes
  • read further common exception words, noting unusual correspondence between spelling and sound and where these occur in the word
  • read most words quickly and accurately,without overt sounding and blending , when they have been frequently encountered
  • read aloud books closely matched to their improving phonic knowledge, sounding out unfamiliar words accurately, automatically and without undue hesitation
  • reread these books to build up their fluency and confidence in word reading.

 

Comprehension
Our children will be taught to:
develop pleasure in reading, motivation to read, vocabulary and understanding by:

  • listening to, discussing and expressing views about a wide range of contemporary and classic poetry, stories and non-fiction at a level beyond that at which they can read independently
  • discussing the sequence of events in books and how items of information are related
  • becoming increasingly familiar with and retelling a wider range of stories, fairy stories and traditional tales
  • being introduced to non-fiction books that are structured in different ways
  • recognising simple recurring literary language in stories and poetry
  • discussing and clarifying the meanings of words, linking new meanings to known vocabulary
  • discussing their favourite words and phrases
  • continuing to build up a repertoire of poems learnt by heart, appreciating these and reciting some, with appropriate intonation to make the meaning clear
  • understand both the books that they can already read accurately and fluently and those that they listen to by:
  • drawing on what they already know or on background information and vocabulary provided by the teacher
  • checking that the text makes sense to them as they read, and correcting inaccurate reading
  • making inferences on the basis of what is being said and done
  • answering and asking questions
  • predicting what might happen on the basis of what has been read so far
  • participate in discussion about books, poems and other works that are read to them and those that they can read for themselves, taking turns and listening to what others say

explain and discuss their understanding of books, poems and other material, both those that they listen to and those that they read for themselves.

Writing - Spelling 
Our children will be taught to: 

  • spell by:
  • segmenting spoken words into phonemes and representing these by graphemes, spelling many correctly
  • learning new ways of spelling phonemes for which 1 or more spellings are already known, and learn some words with each spelling, including a few common homophones
  • learning to spell common exception words
  • learning to spell more words with contracted forms
  • learning the possessive apostrophe (singular) [for example, the girl’s book]
  • distinguishing between homophones and near-homophones
  • add suffixes to spell longer words, including –ment, –ness, –ful, –less, –ly
  • apply spelling rules and guidelines, as listed in English Appendix 1

write from memory simple sentences dictated by the teacher that include words using the GPCs, common exception words and punctuation taught so far. 
 

Handwriting and Presentation 
Our children will be taught to: 

  • form lower-case letters of the correct size relative to one another
  • start using some of the diagonal and horizontal strokes needed to join letters and understand which letters, when adjacent to one another, are best left unjoined
  • write capital letters and digits of the correct size, orientation and relationship to one another and to lower-case letters
  • use spacing between words that reflects the size of the letters.

 

Composition
Our children will be taught to: 

  • Develop positive attitudes towards and stamina for writing by:
  • writing narratives about personal experiences and those of others (real and fictional)
  • writing about real events
  • writing poetry
  • writing for different purposes
  • Consider what they are going to write before beginning by:
  • planning or saying out loud what they are going to write about
  • writing down ideas and/or key words, including new vocabulary
  • encapsulating what they want to say, sentence by sentence
  • make simple additions, revisions and corrections to their own writing by:
  • evaluating their writing with the teacher and other pupils
  • rereading to check that their writing makes sense and that verbs to indicate time are used correctly and consistently, including verbs in the continuous form
  • proofreading to check for errors in spelling, grammar and punctuation (for example, ends of sentences punctuated correctly)
  • read aloud what they have written with appropriate intonation to make the meaning clear

 

Vocabulary, grammar and punctuation
Our children will be taught to:

  • develop their understanding of the concepts set out in English Appendix 2 by:
  • learning how to use both familiar and new punctuation correctly (see English Appendix 2) , including full stops, capital letters, exclamation marks, question marks, commas for lists and apostrophes for contracted forms and the possessive (singular)
  • Learn how to use:
  • sentences with different forms: statement, question, exclamation, command
  • expanded noun phrases to describe and specify [for example, the blue butterfly]
  • the present and past tenses correctly and consistently including the progressive form
  • subordination (using when, if, that, or because) and co-ordination (using or, and, or but) learning the grammar for year 2 in English Appendix 2
  • some features of written Standard English
  • use and understand the grammatical terminology in English Appendix 2 in discussing their writing and reading.

Mathematics

Number & Place Value 
Our children will be taught to: 

  • count in steps of 2, 3, and 5 from 0, and in 10s from any number, forward and backward
  • recognise the place value of each digit in a two-digit number (10s, 1s)
  • identify, represent and estimate numbers using different representations, including the number line
  • compare and order numbers from 0 up to 100; use <, > and = signs
  • read and write numbers to at least 100 in numerals and in words
  • use place value and number facts to solve problems.

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Addition & Subtraction 
Our children will be taught to: 

  • solve problems with addition and subtraction:
  • using concrete objects and pictorial representations, including those involving numbers, quantities and measures
  • applying their increasing knowledge of mental and written methods
  • recall and use addition and subtraction facts to 20 fluently, and derive and use related facts up to 100
  • add and subtract numbers using concrete objects, pictorial representations, and mentally, including:
  • a two-digit number and 1s
  • a two-digit number and 10s
  • 2 two-digit numbers
  • adding 3 one-digit numbers
  • show that addition of 2 numbers can be done in any order (commutative) and subtraction of one number from another cannot
  • recognise and use the inverse relationship between addition and subtraction and use this to check calculations and solve missing number problems.



Multiplication & Division 
Our children will be taught to: 

  • recall and use multiplication and division facts for the 2, 5 and 10 multiplication tables, including recognising odd and even numbers
  • calculate mathematical statements for multiplication and division within the multiplication tables and write them using the multiplication (×), division (÷) and equals (=) signs
  • show that multiplication of 2 numbers can be done in any order (commutative) and division of 1 number by another cannot
  • solve problems involving multiplication and division, using materials, arrays, repeated addition, mental methods, and multiplication and division facts, including problems in contexts.



Fractions 
Our children will be taught to: 

  • recognise, find, name and write fractions 1/3, 1/4, 2/4 and 3/4 of a length, shape, set of objects or quantity
  • write simple fractions, for example 1/2 of 6 = 3 and recognise the equivalence of 2/4 and 1/2.

 

Measurement 
Our children will be taught to: 

  • choose and use appropriate standard units to estimate and measure length/height in any direction (m/cm); mass (kg/g); temperature (°C); capacity (litres/ml) to the nearest appropriate unit, using rulers, scales, thermometers and measuring vessels
  • compare and order lengths, mass, volume/capacity and record the results using >, < and =
  • recognise and use symbols for pounds (£) and pence (p); combine amounts to make a particular value
  • find different combinations of coins that equal the same amounts of money
  • solve simple problems in a practical context involving addition and subtraction of money of the same unit, including giving change
  • If compare and sequence intervals of time
  • 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.
  • know the number of minutes in an hour and the number of hours in a day



Properties of Shapes 
Our children will be taught to: 

  • identify and describe the properties of 2-D shapes, including the number of sides and line symmetry in a vertical line
  • identify and describe the properties of 3-D shapes, including the number of edges, vertices and faces
  • identify 2-D shapes on the surface of 3-D shapes [for example, a circle on a cylinder and a triangle on a pyramid]
  • compare and sort common 2-D and 3-D shapes and everyday objects.



Position and Direction 
Our children will be taught to: 

  • order and arrange combinations of mathematical objects in patterns and sequences
  • 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).

 

Statistics
Our children will be taught to:

  • interpret and construct simple pictograms, tally charts, block diagrams and tables
  • ask and answer simple questions by counting the number of objects in each category and sorting the categories by quantity
  • ask and answer questions about totalling and comparing categorical data.

Science

Working Scientifically 
During years 1 and 2, pupils should be taught to use the following practical scientific methods, processes and skills through the teaching of the programme of study content: 
• asking simple questions and recognising that they can be answered in different ways 
• observing closely, using simple equipment 
• performing simple tests 
• identifying and classifying 
• using their observations and ideas to suggest answers to questions 
gathering and recording data to help in answering questions. 

Animals including humans

  • notice that animals, including humans, have offspring which grow into adults
  • find out about and describe the basic needs of animals, including humans, for survival (water, food and air)
  • identify and name a variety of common animals including, fish, amphibians, reptiles, birds and mammals
  • identify and name a variety of common animals that are carnivores, herbivores and omnivores
  • describe and compare the structure of a variety of common animals (fish, amphibians, reptiles, birds and mammals including pets)
  • identify that most living things live in habitats to which they are suited and describe how different habitats provide for the basic needs of different kinds of animals and plants, and how they depend on each other
  • identify and name a variety of plants and animals in their habitats, including microhabitats
  • describe how animals obtain their food from plants and other animals, using the idea of a simple food chain, and identify and name different sources of food.
     

Uses of everyday materials 

  • compare how things move on different surfaces.

Art and Design

Our children will be taught to: 
• to use a range of materials creatively to design and make products 
• to use drawing, painting and sculpture to develop and share their ideas, experiences and imagination 
• to develop a wide range of art and design techniques in using colour, pattern, texture, line, shape, form and space 
• about the work of a range of artists, craft makers and designers, describing the differences and similarities between different practices and disciplines, and making links to their own work.

Computing

Our children will be taught to: 
• understand what algorithms are; how they are implemented as programs on digital devices; and that programs execute by following precise and unambiguous instructions 
• create and debug simple programs 
• use logical reasoning to predict the behaviour of simple programs 
• use technology purposefully to create, organise, store, manipulate and retrieve digital content 
• recognise common uses of information technology beyond school 
• use technology safely and respectfully, keeping personal information private; identify where to go for help and support when they have concerns about material on the internet or other online technologies

Design and Technology

Design 
Our children will be taught to: 
• design purposeful, functional, appealing products for themselves and other users based on design criteria 
• generate, develop, model and communicate their ideas through talking, drawing, templates, mock-ups and, where appropriate, information and communication technology 

Make 
Our children will be taught to: 
• select from and use a range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing] 
• select from and use a wide range of materials and components, including construction materials, textiles and ingredients, according to their characteristics 

Evaluate 
Our children will be taught to: 
• explore and evaluate a range of existing products
• evaluate their ideas and products against design criteria 

Technical Knowledge 
Our children will be taught to: 
• explore and use mechanisms [for example, levers, sliders, wheels and axles], in their products. 


Geography

Location Knowledge 
Our children will be taught to: 
• name and locate the world’s 7 continents and 5 oceans 


Place Knowledge 
Our children will be taught to: 
• understand geographical similarities and differences through studying the human and physical geography of a small area of the United Kingdom, and of a small area in a contrasting non-European country 

Human and Physical Geography 
Our children will be taught to: 
• identify seasonal and daily weather patterns in the United Kingdom and the location of hot and cold areas of the world in relation to the Equator and the North and South Poles 


Geographical Skills and Fieldwork 
Our children will be taught to: 
• use world maps, atlases and globes to identify the United Kingdom and its countries, as well as the countries, continents and oceans studied at this key stage 
• use simple compass directions (North, South, East and West) and locational and directional language [for example, near and far; left and right], to describe the location of features and routes on a map 

History

Our children will be taught to: 
 
• events beyond living memory that are significant nationally or globally 
• the lives of significant individuals in the past who have contributed to national and international achievements. Some should be used to compare aspects of life in different periods  
• significant historical events, people and places in their own locality.

Music

Our children will be taught to: 
• use their voices expressively and creatively by singing songs and speaking chants and rhymes 
• play tuned and untuned instruments musically 
• listen with concentration and understanding to a range of high-quality live and recorded music 
• experiment with, create, select and combine sounds using the interrelated dimensions of music

Physical Education

Our children will be taught to: 
• master basic movements including running, jumping, throwing and catching, as well as developing balance, agility and co-ordination, and begin to apply these in a range of activities 
• participate in team games, developing simple tactics for attacking and defending 
• perform dances using simple movement patterns 

Religious Education

Why is RE important? 

RE is an important part of a child’s education because it allows them to develop their beliefs and values.  The teaching of RE is also important because it contributes educationally to the spiritual, moral, social and cultural development of all pupils, whether or not they are from a religious tradition.

Which world religions do we study?

Our children are taught a variety of the major world religions.  These may include Buddhism, Christianity, Islam, Hinduism, Judaism and Sikhism, as well as considering the beliefs of those that are not religious

How do we make cross-curricular links?

When planning lessons, teachers at Blackfield Primary consider other subjects and endeavour to make cross-curricular links.   For example, high-quality fictional texts may be incorporated into lessons so that children have an opportunity to learn about religion in context and from here, use it as a vehicle for children to write down their ideas, opinion and views. Teachers also encourage drama work to reinforce teaching points and to allow children to express themselves about a particular topic.  

What is special about RE at Blackfield Primary School?

We aim for our RE curriculum to provide children with challenging questions about the meaning of life, including global issues.  We do this by promoting civilised debate and in-depth discussions. 

Teachers have access to a range of religious artefacts to support their lessons for each religion.  Where possible trips to different places of worship within our local community are encouraged. These opportunities are examples of how we provide our children with hands-on authentic experiences of the diversity of religion and how we value experiential learning and aim to enrich RE.

At Blackfield Primary teachers offer opportunities for pupils to encounter an authentic voice of faith and belief.  This means that we encourage dialogue between pupils and praise those who want to share their own unique and personal religious experiences.  This is particularly beneficial when pupils teach their classmates about particular religious traditions or festivals.  Here, our pupils become the “experts” and we believe that this can not only raise self-esteem but also give a positive image of each faith and enhance the quality of learning in RE.  We can also welcome members of our school community, including parents and relatives, to come and speak to our classes about a particular RE topic.

 

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