Spring Term 1 – Year 2: Outline of Our Work
Numeracy
We will be developing these skills and concepts:
• Place value and ordering 2-digit numbers; place value additions and subtractions; add and begin
to subtract 9, 10 and 11.
• Revise number bonds to 10; begin to bridge through 10; subtract from 10 and 20; use number
facts to find the complement to ten; find a difference between two numbers by counting on.
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Rehearse complements to multiples of 10; find differences using a number line; find change from
10p and 20p, and from £10 to £20 by counting up and using bonds to 10 and 20; add two 2-digit
numbers by counting on.
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Recognise and identify properties (including faces and vertices) of 3D shapes; sort according to
properties including number of faces; name the 2D shapes of faces of 3D shapes; tell the time to
the nearest quarter on analogue and digital clocks.
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Order 2-digit numbers and revise the < and > signs; locate 2-digit numbers on a landmarked line
and grid; round 2-digit numbers to nearest 10; estimate a quantity <100 within a range.
How you can help
• Use place value and number facts to solve problems, for example using bonds to 10 to find complements to the next multiple of 10.
• Find change from 10p and 20p, £10 and £20, by counting up in ones and knowing bonds to 10
and 20.
• Identify 2D shapes on the surface of 3D shapes; for example, a circle on a cylinder and a triangle
on a pyramid.
• Estimate a quantity, less than 100, within given ranges.
• Practice 2 and 10 times tables, and number bonds to 20 whenever the occasion presents itself.
• Review that the difference between two numbers is the smaller number subtracted from the larger number.
• Ask your child to tell you the time when it is an o’clock or half past time.
• Game: I am thinking of an odd number between 40 and 50 (43) What is it? Ask your child to
guess. Do the same for an even number.
Language and Literacy
We will be developing these skills and concepts:
Grammar
• Past tense verbs
• Compound nouns (e.g. snowman)
• Sentences
- Use of full stops
- Use of question marks
- Use of exclamation marks
• Pronouns
• 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]
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or, ore, aw, au
ou, ow
air, ear, are
all, al
unusual “o” words
Use of adding ing to a “magic” e; first you need to take off the e and add ing.
How many words can be made from joining letters and patterns.
Adding ove, ome or one to letters to make words.
Creative Writing
Fiction:
• Discussing story settings: where events took place and when.
• Locate key words and phrases in a text relating to setting; compare different settings; consider
how settings influence events and behaviour; use a familiar setting for a different story; use adjectives to make the description of the setting more interesting.
• Identifying and describing characters: write character profiles, e.g. simple descriptions in the form
of posters using key words and phrases that describe or are spoken by characters in a text.
• Writing and recognising rhythm and rhyme in poetry and understanding how to read a poem with
expression.
Non-Fiction:
• Using dictionaries or glossaries to locate words by initial letter; use dictionaries to find word definitions and antonyms; read flow charts and cyclical diagrams that explain a process; use alphabetically ordered texts to discuss how they are used.
Reading/Comprehension
• Answering questions in complete sentences.
• Using key words in questions to find answers in a text.
• Reviewing texts to find answers in a chronological order.
How you can help
• Make the most of books your child brings home from school. Read them, or parts of them yourself
and talk about them with your child. Check your child is really following what they’re reading by
asking them to tell you the story in their own words – Who’s it about? What are the characters
like? Where is the story set? What happens? Ask them to predict what will happen next or to explain why something happened.
• While reading, ask them to look for words containing the spelling patterns for this term. Make lists
of words with the same spelling pattern. Encourage them to use a dictionary both to check
spelling and broaden their vocabulary by reading the definition.
• Help with syllables by clapping along together or counting out the different chunks of the word (for
example, three for tram-po-line, four for all-i-ga-tor).
• Encourage them to read poetry with expression and to recognise the musical nature of the rhythm
in poetry. Play rhyming games while travelling – e.g. how many words can you find to rhyme with
“pine”.
Science
The topic we are currently covering is Materials
We will be developing these skills and concepts
• To explore the properties of different kitchen paper and disposable cloths
• To make predictions about which would be best at mopping up a spillage of water
• To investigate which papers are the most absorbent by choosing a method and working in a group
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]
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To consider what buildings are made of and why. Generate questions about the absorbency of
building materials.
To devise an investigation to test a variety of materials for their absorbent property.
To make predictions and to observe and record results.
To understand the different reasons why people may need to use absorbent materials.
To discuss waterproof materials and their uses
To investigate the absorbency of fabrics
To consider the question: How can we make the fabric waterproof?
To discuss findings and suggest explanations
To discuss the difference between natural and manmade objects.
To explore the properties of a range of natural and manmade objects including observing any similarities and differences between the two groups
To describe the textures and appearance of the different items
To explore the texture and various properties by using them to print with paint
To display the artwork represent materials and their properties
To use wax drawing and colour washing as a reminder of the waterproof properties of wax
To make a wax resist picture using wax crayons, oil pastels and paint
To consider the questions: why is waterproof material sometimes used for making clothes? Can
you think of other reasons why a material needs to be made waterproof?
Topic (Geography and History)
The topic we are currently covering is the life of Florence Nightingale, why she went to the Crimea,
and what happened as a result of her work.
We will be developing these skills and concepts
• to identify people from the present and past who are famous
• to identify how people became famous
• to infer information from pictures of the past
• to recognise similarities and differences between what people wear today and what people wore a
long time ago
• to learn about the life of a famous person from the past and why she acted as she did
• to infer information from a written or visual account of a person’s life
• to locate the site of a historical event on a map
• to use pictures to help them ask and answer questions about Florence Nightingale
• to recount the main events in the life of a famous person
• about conditions in the Crimea
• to select information from pictures about conditions in the hospital in Scutari
• improvements made by Florence Nightingale
• to identify some reasons for her actions
• to sequence events related to the life of a person
• why Florence Nightingale is remembered today
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 A Presentation on Materials.
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]