Autumn Term 2 – Year 2: Outline of Our Work
Numeracy
We will be developing these skills and concepts:
• Know and use ordinal numbers; understand that 2-digit numbers are made from some 10s and
some 1s; Understand place value using 10p and 1p coins; find and record all possible amounts
using 10p and 1p coins; find 10p more and 10p less; Find 10 more and 10 less.
•
Add and subtract 10, 20 and 30 to any 2-digit number; Add and subtract 11, 21, 12 and 22 to any
2-digit number; Solve addition and subtractions by counting on and back in 10s then in 1s; solve
addition and subtraction problems using concrete and pictorial representations.
•
Understand and use terms and vocabulary associated with position, direction and movement;
Measure lengths using uniform units; Begin to measure in cm and m.
•
Add and subtract 2-digit numbers; Solve addition and subtraction problems using concrete and
pictorial representations; Add near doubles to double 15; Add several small numbers spotting near
doubles or pairs to 10, etc.
•
Count in 2s, 5s and 10s from zero; Count in multiples of 2p, 5p and 10p; Number sequences of
2s, 5s and 10s; Find the totals of coins and ways to make an amount; Use coins to make given
amounts of money.
How you can help
• Practice 2 and 10 times tables, and number bonds to 20 whenever the occasion presents itself.
• 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.
• Understand 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.
• Continue with money problems: finding total cost of two articles costing a different amount. Find
amount of change from 10p, 20p, 50p or more according to your child’s ability.
Language and Literacy
We will be developing these skills and concepts:
Grammar
• Contractions
• Conjunctions
• Adjectives
• Proper Nouns
• Verbs
Spelling
• Using ar’; long, ‘ee/ea’, ‘oo’ (as in food) short ‘oo’ (as in book), ‘er’/’ir’/’ur’ spelling patterns.
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]
Creative Writing
• Discussion of the settings, characters and key events in familiar stories.
• Reasoning skills: Are they able to explain why things happen the way they do in the texts they are
reading?
• 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.
• Instructions: read instructions for baking cakes, preparation of food on packages, or how to play
society games with your child. Note the use of the imperative, and that instructions should be short
and clear. Instructions are also given in the right order.
Reading/Comprehension
• Answering questions in complete sentences.
How you can help
• Give your child the ingredients and utensils to make a sandwich and then give them instructions
how to do it.
• Note how diagrams can be used to give instructions as in construction kits for toys and how they
demonstrate a process (again in sequence).
• How does your child relate to familiar stories, (ie fairy stories, current readers or your child’s own
favourite stories) and relate them to their own past experiences (getting lost, first day in a new
school)?
• When reading, ask your child to point out the long vowel sounds studied this half term. Also make
sure they are pausing for commas, longer pause for full stops (to indicate end of the sentence)
and to use expression for questions.
• Can your child give a reasonable explanation for why things happen the way they do in the texts
they are reading?
Science
The topic we are currently covering is Plants
We will be developing these skills and concepts
• Name the main parts of a plant.
• Explain that plants are living things.
• Begin to talk about the uses of plants.
• Talk about what seeds need to germinate.
• Predict what plants need to grow healthily.
• Understand when a test is unfair.
• Understand that seeds come in all shapes and sizes.
• Identify some seeds that we eat.
• Make a careful observational drawing of a seed.
• Start to identify conditions needed for successful germination of seeds and bulbs.
• Understand that seeds contain a tiny plant ready to grow in suitable conditions.
• Make a careful observational drawing of the inside of a seed.
• Explain that seedlings need light for healthy growth.
• Understand that some seeds need colder or warmer temperatures (than found in the classroom) to
germinate
• Make careful drawings of flowers and seeds in situ.
• Identify plants using books.
• Make careful drawings of a cross-section of a bulb.
• Identify the parts of a bulb.
• List some bulbs, which we eat.
• Talk about what happened in our investigation.
• Talk about why I think it happened.
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]
Topic (Geography and History)
The topic we are currently covering is The Great Fire of London.
We will be developing these skills and concepts
• The significance of eyewitness accounts of past events.
• The diaries of Samuel Pepys
• The causes and effects of significant events.
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.
Year 2 half termly project is The Great Fire of London.
Writing
News report
Pretend you are a news reporter in 1666. Write a
newspaper report. This
could be handwritten or
typed on the computer. Remember to make your newspaper report look old!
Diary
Samuel Pepys was famous
for keeping a diary during
the fire. Imagine you lived
in London in 1666. Write a
diary about the fire, describing what it was like to
be caught up in the event.
Poem
Write and illustrate a poem
inspired by ‘The Great Fire
on London’.
Research
Research
Research the plague and
the great fire using the
internet or books. Hand
write or type up your findings in your own words using
Microsoft Word or other
word processing package.
You may wish to add pictures downloaded from the
internet.
Map
Create a map of London in
1666 showing the location
of the River Thames, Pudding Lane bakery and where
the fire spread. This could
be drawn or collaged. Alternatively, you could create a
3D map with miniature
buildings e.g. Houses of Parliament, Pudding Lane bakery etc.
Character Study
Find out about important
people from this famous
event – for example Samuel
Pepys, the mayor, Elizabeth
Pepys.
Choose how to present your
findings.
Creative
Buildings
Make a model of a church
or house in London in 1666.
FIRE!
Create or reproduce a picture depicting a scene from
London during the great
fire. You could draw, paint,
collage, use chalks or use a
computer paint package to
create your picture.
New London
Make a model or drawing to
show how you would have
redesigned the city following the Great Fire.
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]