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Home » Classes » Year 2 – Holly Class » Curriculum Holly

Curriculum Holly

Curriculum Information –

At the beginning of each term Ms Murray produces an Curriculum Overview sheet giving parents information on what will be happening in the classroom that term. This is sent out at all parents, a copy of the latest terms overview is below. In addition Ms Murray also sends out a weekly newsletter with a more detailed look at what is being covered in the coming week. This weekly information includes the main objectives being covered in class with ideas for parents and helpful websites that complement the in class learning.  Click on the image below to see the recent newsletters. Both school and class newsletters can be accessed quickly from the left hand side menu.

ClassroomNewsletter

Termly Curriculum Map – Summer 2017

Literacy

We will start this term by reading ‘The Great Kapok Tree’.  We will be creating information pages, writing letters, making banners and posters campaigning to look after our environment.

Next, we will be discussing different types of poetry, how poems are constructed and how to perform poetry.  We will be developing pleasure in reading, motivation to read, vocabulary and understanding by continuing to build a repertoire of poems learnt by heart, appreciating these and reciting some, with appropriate intonation to make the meaning clear.  We will be discussing poets such as Spike Milligan and Michael Rosen.

After that, we will be researching newspaper articles and comparing how different newspapers are laid out.  Why are there different types of newspapers?  What are the differences and similarities?  What things could go into our Holly class newspaper?

Finally, we will be finishing Year 2 with some letter writing, thinking about how to write to our friend about what we have learnt in Year 2 and advice for Year 1 children moving up.

Maths

SATs are the main focus until May Half-Term.  To make sure that each topic is covered, revision homework will be given.  We will be covering measurement in more detail:

  • Weight – grams (g) and kilograms (kg)
  • Length – millimetres (mm), centimetres (cm) and metres (m)
  • Capacity – millilitres (ml) and litres (l)

Linked with measurement, we will be recapping topics we have already covered, such as:

  • Monday
  • Time
  • Estimating
  • Graphs

We will be recapping all other maths topics where needed:

  • Tables
  • Problem solving
  • Number facts (x/÷)
  • Mental (x/÷)
  • Problems (x/÷)
  • Fraction calculations

Science

We will be starting this term with ‘Healthy eating’.  We will be keeping diaries of what we eat and drink (teachers too!), posters about how we keep healthy and writing letters to supermarkets about where they should be focussing their deals to promote healthy eating.  Following on from this, we will be covering ‘Keeping Fit’ which will include us jogging around the playground each morning for two weeks to start our day with a clear mind.  Linked with this, we will be taking our pulses and thinking about the ways we can all improve our fitness.

Later in the term, we will be moving on to cover:

  • Climate change and its effects
  • How we can ‘reduce, reuse, recycle’
  • Becoming ‘energy experts’
  • Forest friends and how we keep them safe
  • How to be water wise
  • Endangered animals

Geography

Locational knowledge:

  • Name and locate the world’s seven continents and five oceans
  • Name, locate and identify characteristics of the four countries and capital cities of the United Kingdom and its surrounding seas

Place knowledge – Understand geographical similarities and differences through studying the human and physical geography of a small area of the United Kingdom, and of a small area in a contrasting non-European country

Human and physical geography:

  • Identify seasonal and daily weather patterns in the united Kingdom and the location of hot and cold areas of the world in relation to the Equator and the North and South Poles
  • Use basic geographical vocabulary to refer to key physical features, including beach, cliff, coast, forest, hill, mountain, sea, ocean, rive, soil, valley, vegetation, season, weather, and key human features, including city, town, village, factory, farm, house, office, port, harbour and shop

Geographical skills and fieldwork:

  • Use world maps, atlases and globes to identify the United Kingdom and its countries, as well as the countries, continents and oceans studied at this key stage
  • Use simple compass directions (North, South, East and West) and locational and directional language (for example, near and far, left and right), to describe the location of features and routes on a map

Music.  Music will be taught in a combination of different ways.  I will teach half of the music lessons following ‘Music Express’ which is a series of lessons which introduces children to different types of music from lots of different cultures and backgrounds.  The other half of music teaching will be completed by Cambridgeshire Music.  As I have taken on the leadership of music at St Luke’s this year, I am keen to integrate music, singing and instruments into all areas of the curriculum.

Computing.  The new curriculum sees your children experimenting with coding.  They will be following a programme called Scratch that will teach them how to give instructions for the computer to follow.  We will be following various other computing programmes which will tell the computer, for example, how to make a pizza with instructions given in sequence by the children to make the pizza.

RE

  • The Family in Christianity – What difference does belonging to a faith make to a family?
  • Places in Christianity – What makes a church a special place for Christian people?
  • People in Christianity – Who was Jesus?  A great leader and teacher?
  • Celebrations – Why is Christmas important to Christians?
  • Stories and Symbols – How do the stories from the gurus and the concept of seva affect Sikh children?
  • Self and Community – How does the Khalsa influence the lives of Sikh families?

PE.  PE will take place on a Wednesday morning and will be led by our Sports Coaches.  They are working alongside me this year to cover all parts of the PE curriculum.  I will also be teaching another session of PE on a Thursday after play.

Art

The children do Art each Wednesday morning with Mrs Riches before and after their PE session.  This term, the children will:

  • arrange and glue materials to different backgrounds
  • fold, crumple, tear and overlap papers
  • explore and develop ideas
  • evaluate and develop work
  • record and explore ideas from first hand observations
  • ask and answer questions about the starting points for their work
  • develop their ideas – try things out, change their minds
  • explore the work of artists, craftspeople and designers from different times and cultures for differences and similarities

PSHE

Healthy and Safer Lifestyles – Sex and Relationships Education:

  • Babies to children to adults
  • Growing up
  • Changing responsibilities
  • How do babies change and grow?
  • How have I changed since I was a baby?
  • What do babies and children need?
  • What are my responsibilities now I’m older?

Healthy and Safer Lifestyles – Personal Safety:

  • Begin/feeling lost
  • Trusted people
  • Safety circles
  • Feeling safe
  • Uncomfortable feelings
  • Good and bad secrets
  • Promises, tricks and threats
  • Good and bad touches
  • Internet safety
  • E-Safety
  • Asking for help

Myself and My Relationships – Managing Change:

  • Changing friendship patterns
  • Changing skills and responsibilities
  • Habits
  • Transitions within school
  • Losing things
  • Emotions involved with change
  • Sharing people

Healthy and Safer Lifestyles – Personal Safety:

  • Can I describe my home and neighbourhood?
  • Who are the people who help keep me safe?
  • Who could I talk to if I felt unsafe or unsure?
  • Do I understand what good and bad secrets might be?
  • What can I do if someone tries to persuade me?
  • Can I recognise and describe ‘yes’ and ‘no’ feelings and “I am not sure” feelings?
  • How can I get the attention of an adult if I need to?

Healthy and Safer Lifestyles – Personal Safety:

  • How am I changing as I grow up?
  • How are my achievements, skills and responsibilities changing?
  • How can I change my behaviour when something goes wrong?
  • How do I cope when friendships change?
  • How do I feel and how do I cope when I lose something special to me?
  • What helps me to feel better when I am hurt?
  • When can I make choices about changes?

Spellings.  Spellings will be sent home weekly; please help your child to practise and rehearse the spelling pattern.  Spelling tests will be every Friday.  Shakespeare Spellings will also be sent home at the beginning of a half term to be learnt for the last week of that half term.  This is a spelling programme that is being adopted throughout the school.

PE.  PE will take place on a Wednesday morning and will be led by our Sports Coaches.  They are working alongside me this year to cover all parts of the PE curriculum.  I will also be teaching another session of PE on Thursdays after play.

Termly Curriculum Map – Spring 2017

Literacy

Our story book for the term is Traction Man by Mini Grey. ‘With an action outfit for every occasion, Traction Man patrols the house. Whether he is saving toys (in latex space suit and Perspex helmet, teamed with Rocket Boots); searching the sink for the lost wreck of the sieve (in sub-aqua suit, fluorescent flippers and infra-red mask) or rescuing damsels in distress (in jungle pants, camouflage vest and a bandanna), Traction Man is never less than stylishly turned out and expertly accessorised. He is the last word in heroic fashion flair – until, that is, the day that he is presented with an all-in-one knitted green romper suit and matching bonnet by his owner’s granny. Can Traction Man overcome the humiliation of his desperately dowdy new look and rediscover the action hero within, or will the burden of the knitted green monstrosity be too great?’ Synopsis of Traction Man by Mini Grey.

We would like to continue to get the children excited about story writing and storytelling. There will be a lot of emphasis on talk for writing; after all, if you’re not able to tell a story, it becomes extremely difficult to write one. Please feel free to tell stories to your children and show them how easy it is to make a story up on your own.

An underlying theme for the term: Produce the best writing you can! Please encourage your child to share their work with the class. I’d really love to see any work the children have done at home, especially if it is inspired by work we’ve done in class.

Maths

You will find out what we are learning in maths on a weekly basis in my weekly ‘Holly Class Blurb’. This will be sent out both in email and paper form each week for the following week. The paper form will be in your child’s book bag on a Friday. Please take time to read this each week so you can support your child’s learning at home. This term we will be consciously making an effort to understand and apply our multiplication and division knowledge. We will do this through learning more about the following:

  • Problem Solving.  Solve problems with addition and subtraction, using concrete, pictorial and abstract representations; Recognise and use the inverse relationship between addition and subtraction and use this to check calculations and solve missing number problems.
  • Number facts (x/÷).  Recall and use multiplication and division facts for th 2, 5 and 10 multiplication tables, including recognising odd and even numbers.
  • Mental (x/÷).  Calculate mathematical statements for multiplication and division within the multiplication tables and write them using the multiplication (x), division (÷) and equals (=) signs; Show that multiplication of two numbers can be done in any order (commutative) and division of one number by another cannot.
  • Problems (x/÷).  Solve problems involving multiplication and division, using materials, arrays, repeated addition, mental methods, and multiplication and division facts, including problems in contexts.
  • Fraction calculations.  Write simple fractions for example, 1/2 of 6 = 3 and recognise the equivalence of 2/4 and 1/2.
  • Measures.  Choose and use appropriate standard units to estimate and measure length/height (m/cm); mass (kg/g); temperature (°C); capacity (litres/ml) to the nearest appropriate unit, using rulers, scales, thermometers and measuring vessels; Compare and order lengths, mass, volume/capacity and record the results using >, < and =

Science 

This term we will be learning about exploring and comparing the differences between things that are living, dead, and things that have never been alive:

  • 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
  • Identify and name a variety of plants and animals in their habitats, including microhabitats
  • Describe how animals obtain their food from plants and other animals, using the idea of a simple food chain, and identify and name different sources of food.

History 

We will be continuing to learn about the man credited with the invention of the first practical telephone – Alexander Graham Bell. We will learn facts about him. Find out about his life growing up in Scotland, his move to Canada, his study of sound and his many experiments and inventions. We will read and enjoy a range of interesting facts and information related to Alexander Graham Bell and finally carry out experiments to test his theories.

Geography

  • UK – Countries/capital cities and seas
  • Weather patterns and location of hot and cold areas of the world – Equator and Poles

Computing

The new curriculum sees your children experimenting with coding. They will be following a programme called Scratch that will teach them how to give instructions for the computer to follow. We will be following various other computing programmes which will tell the computer, for example, how to make a pizza with instructions given in sequence by the children to make the pizza.

RE

In this unit, children are introduced to:

  • Why did Jesus tell stories?  To be encouraged to learn more about some of the characteristics of, and people associated with, religions. To have opportunities to develop further ways of expressing themselves.  To realise they are not the same as others; they do not always think, experience or believe the same things as others. They develop a fundamental sense of right and wrong.  To ask questions about, compare and contrast aspects of religion and are able to personally reflect during times of stillness and quietness.
  • Celebrations – Easter & Baisakhi; Christianity & Sikhism.  Vocabulary related to topic. Speaking and Listening Writing activities. Seasons Time. Use of PowerPoint and videos on the internet to further their knowledge. Sharing ideas and resources, turn taking, respecting others opinions and beliefs. Making choices. Improving ability to work independently to develop knowledge. How other religions celebrate.

Music 

Music will be taught in a combination of different ways. I will teach half of the music lessons following ‘Music Express’ which is a series of lessons which introduces children to different types of music from lots of different cultures and backgrounds. The other half of music teaching will be completed by Cambridgeshire Music Service. As I am taking on the leadership of music at St Luke’s this year I am really keen to integrate music, singing and instruments into all areas of the curriculum.

PE

PE will take place on a Wednesday morning and will be led by ‘Sports Leaders’. They are working alongside me this year to cover all parts of the PE curriculum. I will also be teaching another session of PE on a Thursday after play.

Art

The children do Art each Wednesday morning before and after their ‘Sports Leaders’ session with Mrs Riches. This term, the children will explore:

  • Collage.  Create images from a variety of media, e.g. photocopies, material, fabric, crepe paper, magazines, etc.  Arrange and glue materials to different backgrounds.  Fold, crumple, tear and overlap papers.
  • Drawing.  Investigate tone by drawing light and dark lines/patterns/shapes.
  • Exploring and Developing Ideas, Evaluating and Developing Work.  Record and explore ideas from first hand observations.  Ask and answer questions about the starting points for their work.  Develop their ideas – try things out, change their minds.  Explore the work of artists, craftspeople and designers from different times and cultures for differences and similarities.

PSHE 

The children will have the opportunity to identify their own responsibilities both in and out of school. We will discuss the areas of their lives for which adults are responsible and consider how this might change as they grow up. We will create our own classroom rules and talk about why they have been made and what they mean in practice. They will begin to understand democratic decisions.

Spellings

Spellings will be sent home weekly; please help your child to practise and rehearse the spelling pattern. Spelling tests will be every Friday. Your child’s spellings will be sent home in the weekly Holly Class Blurb. They will know what colour of group they are in.

PE

PE will take place on a Wednesday morning and will be led by ‘Sports Leaders’. They are working alongside me this year to cover all parts of the PE curriculum. I will also be teaching another session of PE Thursday after play.

Homework: Homework books will be sent home on a weekly basis alternating between a literacy and a maths focus. We are really encouraging children to take great care of their homework books and remember to always produce homework to be proud of. The book will be sent home on a FRIDAY ready to be handed in the following WEDNESDAY. The literacy and maths activities are intended to prompt discussion and provide an opportunity for you to work with your child.

Extended Learning Challenge

This link will encourage your children to play around with the idea of different materials which will enhance their science learning this term:

http://www.bbc.co.uk/scotland/education/wwww/tech/flash/flash_index.shtml

This is a resource I use in my every day teaching of maths.  It supports number knowledge, types of numbers (e.g. odds and evens), and even helps with times tables.  Please use as much as you can:

http://www.primarygames.co.uk/pg2/splat/splatsq100.html

Termly Curriculum Map – Autumn 2016

Literacy

Our story book for the term is Pumpkin Soup by Helen Cooper.  at, Duck and Squirrel live in an old white cabin, with a pumpkin patch in the garden. Every day Cat slices up some pumpkin, Squirrel stirs in some water and Duck tips in some salt to make the perfect pumpkin soup… until the day Duck wants to the do the stirring…

This is a beautifully written story about friendship and we will come to know the story inside out and upside down as it will form the basis of much of our writing and storytelling this term.

It is a big step from year 1 to year 2 and I hope very much to get the children excited about story writing and storytelling. There will be a lot of emphasis on talk for writing, after all, if you’re not able to tell a story, it becomes extremely difficult to write one. Please feel free to tell stories to your children and show them how easy it is to make a story up on your own.

An underlying theme for the term: WRITE AS MUCH AS YOU CAN WHENEVER YOU CAN! Please encourage your child to share their work with the class. I really love to see any work the children have done at home, especially if it is inspired by work we’ve done in class.

Maths

You will find out what we are learning in maths on a weekly basis in my single ‘Holly Class Blurb’. This will be sent out both in email and paper form each week for the following week coming. The paper form will be in your child’s book bag on a Friday. Please do take time to read this each week so you can support your child’s learning at home. This term we will begin our maths learning with place value knowledge, number sequences and the application of those concepts to real life scenarios involving money. We are going to dive straight in with a positive attitude to our knowledge of times tables. Hopefully by October half-term, we will have cracked our two and three times tables. Any help with this at home would be greatly appreciated. Your children will come home singing our very catchy times tables songs.

Science

This term we will be learning about ‘Changing Materials’.  The children will develop an understanding that materials have different properties and therefore different uses.  We will be exploring the difference between natural and man-made materials and find out where everyday items come from, e.g. recognising that paper comes from trees.  Here is a website that you may like to look at:

http://www.bbc.co.uk/scotland/education/wwww/tech/flash/flash_index.shtml

Finally, we will be looking at how materials change once they are heated or cooled and we will look at the forces that can change the shape of the material.

History

We will be exploring the life and works of Florence Nightingale and Mary Seacole and answering these questions:

  • Who was Florence Nightingale?
  • Who was Mary Seacole?
  • Why are they key parts of our history?

Geography

This term, we will be looking at, discussing and following a range of different maps.  What do we use maps for? How can they help us? Can we create our own?

Computing

The new curriculum sees your children experimenting with coding. They will be following a programme called Scratch that will teach them how to give instructions for the computer to follow. We will be following various other computing programmes which will tell the computer, for example, how to make a pizza with instructions given in sequence by the children to make the pizza.

RE

In this unit, children are introduced to the Sefer Torah (Torah scroll), which is the focal point of Jewish worship and the source of Jewish teaches; custom and practice. Children learn about how the Torah is regarded and treated and why it is so precious to Jewish people. They have opportunities to consider what rules and teachings influence their own lives and what they value.

Music

Music will be taught in a combination of different ways. I will teach half of the music lessons following ‘Music Express’ which is a series of lessons which introduces children to different types of music from lots of different cultures and backgrounds. The other half of music teaching will be completed by Cambridgeshire Music Team. As I am taking on the leadership of music at St. Luke’s this year I am really keen to integrate music, singing and instruments into all areas of the curriculum.

PE

PE will take place on a Wednesday morning and will be led by ‘Sports Leaders’. They are working alongside me this year to cover all parts of the PE curriculum. I will also be teaching another session of PE on a Thursday after morning break.

Art

The children do Art each Wednesday morning before and after their ‘Sports Leaders’ session with Mrs. Riches. This term, the children will explore line, shape, colour and texture in natural forms. They will make observations of natural objects and use these observations as the basis of textile design. They will use their experience of fabrics to make a collage and learn how to use simple techniques for applique.

DT

The children will design, make and evaluate a moving vehicle for Cat, Squirrel and Duck (Pumpkin Soup characters) to travel around the woods. We will be using construction kits with wheels and axles and the children will simply have to design a product that moves.

PSHE

The children will have the opportunity to identify their own responsibilities both in and out of school. We will discuss the areas of their lives for which adults are responsible and consider how this might change as they grow up. We will create our own classroom rules and talk about why they have been made and what they mean in practice. They will begin to understand democratic decisions.

Spellings

Spellings will be sent home weekly; please help your child to practise and rehearse the spelling pattern.  Spelling tests will be every Friday.  Your child’s spellings will be sent home in the Holly class weekly curriculum.  They will know which colour group they are in.

PE

PE will take place on a Wednesday morning and will be led by ‘Sports Leaders’. They are working alongside me this year to cover all parts of the PE curriculum. I will also be teaching another session of PE Thursday after morning break.

Homework

Homework books will be sent home on a weekly basis alternating between a literacy and a maths focus. We are really encouraging children to take great care of their homework books and remember to always produce homework to be proud of. The book will be sent home on a FRIDAY ready to be handed in the following WEDNESDAY. The literacy and maths activities are intended to prompt discussion and provide an opportunity for you to work with your child.

Extended Learning Challenge

This link will encourage your children to play around with the idea of different materials, which will enhance their science learning this term:

http://www.bbc.co.uk/scotland/education/wwww/tech/flash/flash_index.shtm

This is a resource I use in my every day teaching of maths.  It supports number knowledge, types of numbers (e.g. odds and evens), and even helps with times tables.  Please use as much as you can:

http://www.primarygames.co.uk/pg2/splat/splatsq100.html

 

Yearly Curriculum Map 2016-17

Literacy

Autumn:

Our story book for the term is Pumpkin Soup by Helen Cooper.  We will be discussing, acting out, sequencing, retelling, learning and writing our own version of Pumpkin Soup.

Spring:

  • Traction Man Mini Grey
  • Postcards and posters
  • Comic strips

Summer:

  • Poetry – Michael Rosen
  • Letters and Diaries

Maths

Autumn:

  • Basic Numbers knowledge
  • Times tables
  • Money

Spring:

  • Basic numbers knowledge
  • Times tables
  • Time
  • Shape

Summer:

  • Basic numbers knowledge
  • Times tables
  • Data collection
  • Shape

Science

Autumn:

  •  Changing Materials

Spring:

  • Plants and Animals
  • Living processes

Summer:

  • Physical processes

History

Autumn:

  • The life and works of Florence Nightingale and Mary Seacole – finding out facts, researching and writing about these two very important people

Spring:

  • Invention of the telephone

Summer:

  • Yet to be decided

Geography

Autumn:

  • Maps – What are maps? Why do we need them? What do they help us with?
  • Create our own maps

Spring:

  • Understanding the UK. Where are we? What county do we live in? What country do we live in? What is our weather like?

Summer:

  • Project about a country in Europe. Research a country and plan and present a presentation to the class.

Computing

Autumn:

  • Following a program called Scratch that will teach them how to give instructions for the computer to follow.

Spring:

  • Following a program called Scratch that will teach them how to give instructions for the computer to follow.

Summer:

  • Following a program called Scratch that will teach them how to give instructions for the computer to follow.

PE each term

PE will take place on a Wednesday morning and will be led by ‘Sports Leaders’.  They are working alongside me this year to cover all parts of the PE curriculum  I will also be teaching another session of PE on Thursday after morning break.

PSHE

Autumn: 

  • The children will have the opportunity to identify their own responsibilities both in and out of school

Spring:

  • Working together

Summer

  • Managing risk

Music each term

I will teach half of the music lessons following ‘Music Express;’, which is a series of lessons that introduces children to different types of music from lots of different cultures and backgrounds.  The other half of music teaching will be completed by the Cambridgeshire Music Team.

RE

Autumn:

  • In this unit, children are introduced to the Sefer Torah (Torah scroll), which is the focal point of Jewish worship and the source of Jewish teachings, custom and practice.

Spring:

  • Who was Jesus? A great leader and teacher? (see exemplification)
  • Celebrations: Easter & Baisakhi. Christianity & Sikhism.

Summer:

  • Why is Buddhism important to Buddhists? (see Buddhist units on disc 2 materials)
  • Visiting a place of worship: puzzling questions. Christianity & Sikhism or Judaism.

Art

Autumn:

  • Exploring line, shape, colour and texture in natural forms
  • Observations of natural objects to be used as basis of textile design
  • Using experience of fabrics to make a collage and learn how to use simple techniques for appliqué

Spring:

  • Textiles
  • Change and modify threads and fabrics, knotting, fraying, fringing, pulling threads, twisting, plaiting.
  • Cut and shape fabric using scissors/snips
  • Apply shapes with glue or by stitching
  • Apply decoration using beads, buttons, feathers, etc.

Summer:

  • Develop their ideas – try things out, change their minds
  • Explore the work of artists, craftspeople and designers from different times and cultures for differences and similarities

DT

Autumn:

  • Designing, making and evaluating a moving vehicle for Cat, Squirrel and Duck (Pumpkin Soup characters) to travel around the woods
  • Using construction kits with wheels and axles to design a product that move

Spring:

  • Yet to be decided

Summer:

  • Yet to be decided