Summer Term – Year 2: Outline of Our Work
Numeracy
We will be developing these skills and concepts:
• Locate, order and compare 2-digit numbers on 0-100 landmarked lines and on the 1-100 square;
use < and > signs; locate numbers on an empty 0-100 line; introduce numbers 101 to 200 and
count in 100s to 1000; add 2-digit numbers by counting on in 10s and 1s; subtract 2-digit numbers
by counting back in 10s and 1s.
•
Use doubles and number bonds to add three 1-digit numbers; use number facts to 10 and 20 in
number stories; find complements to multiples of 10; understand subtraction as difference and find
this by counting up; find small differences either side of a multiple of 10.
•
Add and subtract 1-digit numbers to and from 2-digit numbers; subtract 2-digit numbers by counting back in tens and ones; add two 2-digit numbers by counting in 10s, then adding 1s; add 2-digit
numbers using 10p and 1p coins (partitioning, answers less than 100); add 2-digit numbers using
place-value cards (partitioning, answers more than 100.
•
Measure weight using standard or uniform non-standard units; draw a block graph where one
square represents two units; weigh items using 100g weights using scales marked in multiples of
1kg or 100g; measure capacity using uniform non-standard units; measure capacity in litres and in
multiples of 100ml.
•
Double multiples of 10 and 5 (answers less than 100); double 2-digit numbers ending in 1, 2, 3 or
4 (answers less than 100); find a quarter of numbers up to 40 by halving twice; begin to find 3/4 of
numbers; find 1/2 1/4 and 1/3 of amounts (sharing); spot patterns and make predictions when
finding a third of numbers.
How you can help
• Estimate numbers using a number line; count beyond 100.
• Revise bonds to make 10, 20 and 100.
• Work out small differences between two 2-digit numbers using knowledge of complements to 10
and place value.
• i.e. 51-48 = 3. 48 + 2 goes to the next ten, 50. Then add 1 more to get to 51. Therefore, 2 + 1 = 3
• Double and halve multiples of 10 and 5 and 2-digit numbers ending in 1, 2, 3 or 4, answers less
than 100
• Find a quarter of numbers, up to 40, by halving twice
• Revise the use of fractions when cutting food. Ask questions about equal pieces when sharing a
cake or a fruit.
• Ask your child to tell you the time when it is an o’clock, half past, a quarter past or a quarter to an
hour.
• Use a scale at home to weigh found objects around the house.
• Game: Estimate the weight of found objects by holding then placing them on a scale.
Language and Literacy
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]
We will be developing these skills and concepts:
Grammar
• Verbs- Past simple tense and Past progressive tense
• Conjunctions
• Homophones- two, too and to.
• Conjunctions to join sentences. (and, but, or, because)
Spelling
• Use of adding ing to a “magic” e; first you need to take off the e and add ing.
• Adding endings to very short words. i.e. hop + ing = hopping
• Using silent letters.
• wa, qua.
• Using ‘s to make a noun possessive.
• Using has and have.
Creative Writing
Fiction:
• To plan a story.
• To understand key features of narrative writing: setting, plot & characters.
Non-Fiction:
• Writing reports. When we write reports, we have use a main heading to make it clear on what the
report is about. The report needs to include subheadings, to organise the information clearly.
Use facts in simple and clear sentences.
• Take notes and use notes to write a simple report.
• To develop understanding of questions and children’s ability to ask questions.
Reading/Comprehension
• Take simple notes based on reading assignments.
• Using key words in questions to find answers in a text.
• Answer inferential questions.
How you can help
• Write an imaginary story with your child, showing them how you think and come to having imaginative ideas (talk through your thought process). Spot adjectives and expanded noun phrases
when reading.
•
Enrich your child’s vocabulary by suggesting synonyms or asking them for some. Spot the possessive apostrophe in reading (not to be confused with the contraction of is or has or the plural of
regular words. Children find this extremely tricky).
•
Make your child read 4 lots of 20 minutes per week and record it in their reading record. Read at
least once a week out loud with them and write a comment about their reading in their reading record. Ask them to predict what will happen next.
•
Explain why something happened using the text to justify their views. Ask them questions to check
their understanding, include inferential questions.
Science
The topic we are currently covering is Habitats
We will be developing these skills and concepts
• To explore/compare the differences between things that are living, dead, and things that have
never been alive
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]
•
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.
•
Find, classify and label specimens into categories.
•
Understand that habitats can be small and local but also very extensive
•
Consider what makes each creature perfectly adapted to their habitat and imagine what would
happen if living things wandered into other habitats (lion in the ocean, for example)
•
Annotate the dioramas with researched information
•
Understand what is meant by a food chain
•
Understand that living things need other living things to survive
•
Understand that creating different micro-habitats will encourage a variety of creatures
•
Understand that some invertebrates like cool, damp conditions and some prefer the sun, so the
bug hotel will need to be located to incorporate both conditions
•
Research the making of bug hotels.
•
In groups, design a layer of the bug hotel, incorporate specific micro-habitats agreed for that
group by the class.
Topic (Geography and History)
The topic we are currently covering is Castles
We will be developing these skills and concepts
• Discuss what a castle is and why people built them.
• Look at possible sites for a castle
• Decide what would be the optimum site referring to the different reasons for building castles.
• Use plans and photographs of different castles.
• Decide what different parts and rooms there were within the walls.
• Come together to make a class plan of a typical castle.
• Introduce different characters who might have worked within the castle.
• Research further using secondary sources.
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 HabitatsDesign and create a “Bug Hotel” using found materials: sticks, leaves, tubes, moss.
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]