Curriculum Overview for Year 2 Summer Term At Lincewood Primary School, our whole curriculum is based on the SKILLS required to make all children independent learners. Each subject curriculum is built around a progressive and continuing set of skills. For your information, here is a general overview of your child’s work for the coming term. Literacy Story writing; extending stories. Retelling stories by significant children’s authors. Non-fiction; finding out information. Making simple notes. Writing non-chronological reports. Poetry; humorous verse. (links to History/Geography/ Science) Regular reading of texts at own level. Choosing texts for home reading. Continued synthetic phonic teaching to aid reading, spelling and writing. Opportunities for developing speaking, listening, group discussion and drama. Numeracy One and two step problem solving with number, money, capacity and time. Choosing the appropriate operation (+ - x ÷) and calculation strategy; and explaining how the problem was solved. Count on in 3s or 4s to at least 30. Order whole numbers to 100. Use number facts to help mental work. Know all coins, find totals and give change. Read time to half and quarter hour on analogue and 12-hour digital clocks. Recognise that 2 quarters and one half are equivalent. Organise information in a table, pictogram or block graph. Practise quick recall of the 2,5, and 10 times tables. (3’s and 4’s if possible) Science 2 units which will consider animals and plants in the following ways:- Naming common plants and animals and state where these can be found. Knowing what a habitat is, give examples and know differences. Investigating plant growth, to know how and why plants grow well. Identifying variables in a test and know what makes a fair test. Describing the life cycle of an animal. Knowing that living things can be grouped in different ways. Naming some animals and plants. Knowing that humans belong to the animal group. Identify ways in which humans are like each other. Understanding that there are many different kinds of plant but that they share common features. Identifying parts common to plants and pointing out differences between plants e.g. shape or leaf, thickness of stem. Knowing that there are similarities and differences between different plants (and animals). Looking at these within the local environment. Information & Communication Technology. Writing stories: communicating information using text. Routes: controlling a floor turtle History / Geography. To include a visit to the Sea-Life Centre and beach in Southend in June. What were seaside holidays like in the past? When do we have holidays? What were seaside holidays like when our parents/carers and grandparents were young? What is different and what is the same about seaside holidays now and then? What do souvenirs tell us about seaside holidays in the past? Who has visited other places? Where are they? How far away are they? How did they get there? What is the seaside like? Why do we like to go there? How is the seaside different from our locality? Look at a variety of maps with specific keys. Talk about how to find locations quickly using a grid reference. Music Unit entitled “Rain, rain Go Away”. Using weather related songs and music. Singing songs expressively and with awareness of other performers Contributing ideas and sounds as part of a class composition and performance. Selecting appropriate percussion instruments and playing with control. Learning songs for the Basildon Music Festival and a year group assembly / Body Parts theme. Physical Education. (Games, Swimming, Indoor.) Indoor PE. Dance. Individual, paired and group dances devised to explore theme of celebrations. Dance Festival preparation. Fitbods fitness games /team building skills. Outdoor Games. Skills to practise passing striking and receiving balls; the development of running and skipping skills increasingly over longer distances. Swimming. Improving water confidence and individual skills. Art Drawing, painting, printing and 3D collage To link with work on; plants and animals; variation and routes. Religious Education. Special places. Looking at cathedral; synagogue; stone circles; garden of Gethsemane; Hindu Temple Lourdes; classroom; own rooms. Personal, Social and Health Education. A focus on feelings within the context of relationships, and how to deal with them.
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