Spring Term 1 – Year 2: Outline of Our Work
Numeracy
We will be developing these skills and concepts:
• Revise doubles and corresponding halves to 15; find half of odd and even numbers to 30; Revise
and recognise 1/2s, 1/4s, 1/3s and 2/3s of shapes; place 1/2s on a number line; count in 1/2s and
1/4s; understand and write mixed numbers.
•
Count in 2s, 5s and 10s to solve multiplication problems and find specified multiples; introduce
the × sign; record the 2, 5 and 10 times-tables; investigate multiplications with the same answer;
write multiplications to go with arrays, rotate arrays to show they are commutative.
•
Tell the time to the nearest quarter of an hour using analogue and digital clocks; understand the
relationship between seconds, minutes and hours and use a tally chart; interpret and complete a
pictogram or block graph where one block or symbol represents one or two things.
•
Revise 2, 5 and 10 times-tables; revise arrays and hops on the number line; multiply by 2, 3, 4, 5
and 10; arrange objects into arrays and write the corresponding multiplications; make links
between grouping and multiplication to begin to show division; write divisions as multiplications
with holes in and use the ÷ sign.
•
Recognise all coins, know their value, and use them to make amounts; recognise £5, £10, £20
notes; make amounts using coins and £10 note; write amounts using £.p notation; order coins 1p
– £2 and notes £5 – £20; add several coins writing totals in £.p notation (no zeros in 10p place);
add two amounts of pence, using counting on in 10s and 1s; add two amounts of money,
beginning to cross into £s.
How you can help
• Review values of all coins and notes up to £20
• Ask questions using two 2-digit numbers and counting on in 10s and 1s
• Rehearse multiples of 2, 5 and 10
• Ask your child to tell the time with quarter past/to the hour
• Review units of time: minutes, hours, days, weeks, months and years
• Play games to revise the relationship between seconds and minutes and minutes and hours.
• Double numbers to double 15 and find related halves
• Recognise odd and even numbers
• Recognise fractions in everyday life. i.e. when cutting a cake or fruit.
Language and Literacy
We will be developing these skills and concepts:
Grammar
• Commas
• Adjectives
• Apostrophes
• Past Tense Verbs
• Contractions
• Spelling
Institut International de Lancy · Avenue Eugène-Lance 24 · 1212 Grand-Lancy / Case postale 1810 · CH-1211 Genève 26
Tél. +41 (0) 22 794 26 20 · Fax +41 (0) 22 794 51 13 / www.iil.ch · [email protected]
•
•
•
•
•
•
•
•
•
Prefixes- un, dis
Soft c
Soft g, ge, dge
Le, el, al, il endings
Adding ‘s or s
Y and ey endings
Know if the letter before the y is a vowel just add s.
Know if the letter before the y is consonant- change the y to i and add es.
To make a noun plural with s or es. If the noun ends with s, x, ch, sh, we add es.
Creative Writing
Fiction:
• Discussing poetry and following patterns.
• Writing stories that contain a descriptive setting, a clear plot and information about the characterswhat they look like and what type of characters they are.
Non-Fiction:
• Write an index. Know that an index is an alphabetical list of subjects you can read about in a
book.
• Writing reports.
• Make it clear what the report is about by using a main heading.
• Use sub-headings in factual writing to split up information.
• Use facts and notes to write clear, simple sentences.
• Write a set of instructions that include: a list of things that are needed, chronological order by using numbers, and beginning each statement with an action word that gives an order.
Reading/Comprehension
• Answering questions in complete sentences.
• Using key words in questions to find answers in a text.
How you can help
• Keep consistent reading habits.
•
Share reading out loud.
•
Write comments in the reading record and record new vocabulary, facts, or a summary on what
the story was about.
•
Ask questions to predict what will happen next or to explain why something happened- using the
text to justify views.
•
Ask questions to check understanding, include inferential questions.
•
Beware of reading that sounds very confident! Children this age can start to read very well but not
understand what they are reading. Check with shorter and longer answer questions.
•
Help your child complete longer assignments by re-reading their work with them and helping them
spot mistakes, missing punctuation, capitals, and missing words.
•
Help them improve their writing by connecting short sentences with conjunctions to make longer
ones.
Science
The topic we are currently continuing is Materials.
We will be developing these skills and concepts
• To consider the questions:
•
- Why is waterproof material sometimes used for making clothes?
Institut International de Lancy · Avenue Eugène-Lance 24 · 1212 Grand-Lancy / Case postale 1810 · CH-1211 Genève 26
Tél. +41 (0) 22 794 26 20 · Fax +41 (0) 22 794 51 13 / www.iil.ch · [email protected]
•
- What length is the fabric at the start? To what length does it need to stretch?
•
- If everything I touched became flexible, how would my life be different?
•
- What happens if the paper is folded into a concertina shape?
•
Tell stories to each other about an average day in a world where nothing was rigid
•
To make a wax resist picture using wax crayons, oil pastels and paint.
•
To learn about what happens when a material is heated up and why it changes shape
•
To role-play what happens to the particles in a material when it is heated
•
•
•
•
To explore the properties of a variety of balls
To make predictions, test, and record results
To learn about what makes a material have bouncy properties
To talk about how to test fabric's elasticity properties and make predictions
•
To understand that some materials need to be able to 'give' a little and not break (for bridges
carrying heavy traffic, for example)
•
To look at a selection of materials and discuss how they might be tested for their rigidity
•
To devise an investigation to test the flexibility of materials (by hanging weights from string
onto the end of each strip of material)
•
To make predictions and carry out the investigation, recording the results
•
To identify and discuss the materials/properties of objects and sort them according to criteria
•
To test materials for their durability and toughness and consider the usefulness of materials
•
To be challenged to find the strongest paper to wrap a present
•
To make plan, make predictions, and carry out an investigation
•
To work in small groups to design and make a paper bridge to hold a toy car
Topic (Geography and History)
The topic we are currently covering is Hot and Cold Deserts
We will be developing these skills and concepts
• To find out what the Cold Deserts & Hot Deserts are and where they are located on a world map.
• To compare & contrast the differences between hot & cold desert weather & landscapes.
• To understand how animals and birds survive in and are adapted to the harsh conditions.
• To compare & contrast lifestyles of native people living in hot & cold deserts.
• To understand that native people have respect for nature and their environment.
• To be aware of the threats to the natural world.
• To understand the importance of caring for our world environment.
Homework serves to reinforce the learning, which takes place in school.
• Homework activities set for your child may not always correspond to the order of the skills listed
above.
• Homework sheets must be signed by parents each week; this signals to teachers that an effective
dialogue has taken place between each child and their parent.
• Abacus Math’s Online Homework will be assigned each Friday.
Year 2 half term project is Hot and Cold Deserts.
Institut International de Lancy · Avenue Eugène-Lance 24 · 1212 Grand-Lancy / Case postale 1810 · CH-1211 Genève 26
Tél. +41 (0) 22 794 26 20 · Fax +41 (0) 22 794 51 13 / www.iil.ch · [email protected]