Year 2 at Park Lane International School
Children aged 6-7
Literacy (Reading and Writing)
The school implements the National Literacy Strategy. The children are involved in a daily Literacy Lesson lasting for one hour. For the first 30 minutes of the lesson the whole class study texts to develop their reading or writing skills and focus on word or sentence work. During the next 20 minutes, one group works with the teacher on guided reading or writing, while the remainder of the class work on independent activities. The final 10 minutes of the lesson involves reviewing learning and / or discussing homework.
Fiction and Poetry
• Different types of stories and poems – focusing on familiar settings, other cultures, traditional tales, writing for different purposes, significant authors, predictable endings and language play.
• Instructions, explanations, postcards and diaries.
Non-Fiction
• Instructions, explanations, postcards and diaries.
• Understanding alphabetical order through dictionaries, glossaries and indexes.
• Information texts.
Phonics and Spelling
• Taught through a progressive structure using a variety of resources.
Grammar and Punctuation
• This is taught through a progressive system, in-line with the Literacy Strategy, with a range of work linked to the above texts, both fiction and non-fiction.
Reading
• All children are provided with a variety of reading experiences, through both shared and individual texts.
Numeracy
The school implements the National Numeracy Strategy. The children are involved in a daily Numeracy Lesson, which lasts for one hour. For the first 10 - 15 minutes of the lesson the class are involved in mental maths activities. During the next 10 - 15 minutes, the main focus of the lesson is introduced and again involves whole class teaching. For the third part of the lesson, approximately 20 - 25 minutes, the children work individually or in groups, on follow up activities. In the final 10 minutes learning is reviewed and/or homework is discussed.
• Count, read, write and order whole numbers up to 1000, know what each digit represents.
• Describe and extend simple number sequences (including odd/even numbers, counting on or back in ones or tens from and two-digit number.
• Understand that subtraction is the inverse of addition; state the subtraction corresponding to a given addition and vice versa.
• Know by heart all addition and subtraction for each number to at least 20.
• Use knowledge that addition can be done in any order to do mental calculations more efficiently.
• Understand the operation of multiplication.
• Understand the operation of division by sharing equally a set of objects.
• Know and use halving as the inverse of doubling.
• To round a 2 digit number to its nearest 10.
• To recognize one half, one quarter and one third of shapes. To find ½, ¼, 1/3 of a number of objects.
• Know by heart facts for the 2, 5 and 10 multiplication tables.
• Estimate, measure and compare lengths, masses and capacities, using standard units; suggest suitable units and equipment for such measurements.
• Read the time to the hour, half hour and quarter past the hour on an analogue and digital clock.
• Recognise relationships between long units of time; hours, days, weeks.
• Read a simple scale to the nearest labelled division. Use a ruler to draw and measure lines to the nearest centimetre.
• Use mathematical names for common 2D and 3D shapes; sort shapes and describe some of their features.
• Use mathematical vocabulary to describe position, direction and movement.
• Choose and use appropriate operations and efficient calculation strategies to solve problems, explaining how the problem was solved.
Science
The children will be given activities in which they follow instructions, observe, predict and hypothesise, test, record, evaluate and develop scientific vocabulary. They will be given the opportunity to investigate and explore science practically through the following topics:
Forces and Movement
• Describe the effect of pushes and pulls on various objects.
• Recognise that pushes and pulls are forces.
Health and Growth/Plants and Animals in the Local Environment/Helping Plans Grow Well/Variation
• Understand that diet and health are important for a healthy lifestyle
• Recognise that animals produce young.
• Recognise that different plans and animals live in the local environment.
• Understand that all living things reproduce.
• Recognise similarities between animals and plants and be able to group them in different ways.
• Understand different parts of plants are a source of food.
• Observing and measuring a plant’s development.
Using Electricity
• Identify common appliances that use electricity.
• Describe the dangers associated with mains electricity.
• Construct and make drawings of simple working circuits and explain why some circuits work and others do not.
Grouping and Changing Materials
• Identify some naturally occurring materials and observe the effect of heating and cooling on those materials.
Information and Communication Technology (ICT)
Writing Stories: Communicating Information Using Text
Use a word processor to produce sentences that communicate meaning and refine sentences by adding words and making corrections.
Creating Pictures
Use a computer graphics package to create a picture and select the most appropriate tools to match their purposes, then edit their work as they go.
Finding Information
Search a CD-Rom purposefully and follow straightforward lines of enquiry. Choose the most appropriate search techniques for their purposes.
Routes: Controlling a Floor Turtle
Produce an accurate set of instructions and incorporate instructions that involve difficult angles other than 90 and 180 degrees.
Questions and Answers
Use a data-handling package to collect and present data and construct different types of questions for different purposes.
History
Activities, in which children sequence events, understand the passage of time, appreciate that life in the past was different from the present and find out about the past using different sources of information. They will be given the opportunity to develop these skills though the following topics:
What were seaside holidays like in the past?
Comparing holidays in the recent past with those taken a long time ago.
Why do we remember Florence Nightingale?
The life and times of Florence Nightingale. A famous person who lived at the time before living memory.
The Great Fire of London
Linking Samuel Pepys with the Great Fire of London. An important event that happened beyond living memory.
Geography
Activities, in which pupils follow simple directions, develop geographical vocabulary and use a variety of maps and photographs to learn about different places both near and far. They will be given the opportunity to develop these skills through the following topics:
An Island Home
Developing children’s understanding of geographical features through the Katie Morag books by Mairi Hedderwick about life on an island.
Going to the Seaside
How seaside places have evolved over time. Also looking at other types of holidays we enjoy and how we travel to various destinations around the world.
Barnaby Bear
To use maps and atlases to find information and where places are located and to build awareness of human and physical features of places around the world.
Design and Technology
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