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Damson Wood Nursery and Infant School

‘Learning and Growing Together’

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Year 2

In Year 2 at Damson Wood we take a flexible approach to learning; where we encourage the children to take greater responsibility for their own learning and make choices about how they challenge themselves. We foster an positive mindset to learning; where mistakes are opportunities for learning. We have a topic-based approach to learning and and try to link other subjects into our topic to make them cross-curricular where possible. The topics for Year 2 are:

 

Autumn 1 - The seaside

Autumn 2 - Snow and Ice

Spring 1 - South Africa

Spring 2 - Famous in History

Summer 1 - Charlie and the Chocolate Factory

Summer 2 - Great Fire of London

 

English

 

During Year 2 we continue to develop the children's reading, writing, grammar and spelling skills. Children are taught in classes and some benefit from small group support - for example for phonics.

We use guided reading with the class teacher and teaching assistant to develop the children's comprehension skills.There is a strong focus in Year 2 on developing the children's writing both in English lessons and in other topic lessons. We develop the children's use of punctuation and writing at greater length. Throughout the year a range of genres are studied, with close links made to other areas of the curriculum.

 

Reading - Word Reading

 

Pupils are taught to:

  • continue to apply phonic knowledge and skills as the route to decode words until automatic decoding has become embedded and reading is fluent
  • read accurately by blending the sounds in words that contain the graphemes taught so far, especially recognising alternative sounds for graphemes
  • read accurately words of two or more syllables that contain the same graphemes as above
  • read words containing common suffixes
  • read further common exception words, noting unusual correspondences between spelling and sound and where these occur in the word
  • read most words quickly and accurately, without overt sounding and blending, when they have been frequently encountered
  • read aloud books closely matched to their improving phonic knowledge, sounding out unfamiliar words accurately, automatically and without undue hesitation
  • re-read these books to build up their fluency and confidence in word reading.

 

Reading - Comprehension

 

Pupils are taught to:

  • develop pleasure in reading, motivation to read, vocabulary and understanding by:
    • listening to, discussing and expressing views about a wide range of contemporary and classic poetry, stories and non-fiction at a level beyond that at which they can read independently
    • discussing the sequence of events in books and how items of information are related
    • becoming increasingly familiar with and retelling a wider range of stories, fairy stories and traditional tales
    • being introduced to non-fiction books that are structured in different ways
    • recognising simple recurring literary language in stories and poetry
    • discussing and clarifying the meanings of words, linking new meanings to known vocabulary
    • discussing their favourite words and phrases
    • continuing to build up a repertoire of poems learnt by heart, appreciating these and reciting some, with appropriate intonation to make the meaning clear
  • understand both the books that they can already read accurately and fluently and those that they listen to by:
    • drawing on what they already know or on background information and vocabulary provided by the teacher
    • checking that the text makes sense to them as they read and correcting inaccurate reading
    • making inferences on the basis of what is being said and done
    • answering and asking questions
    • predicting what might happen on the basis of what has been read so far
  • participate in discussion about books, poems and other works that are read to them and those that they can read for themselves, taking turns and listening to what others say
  • explain and discuss their understanding of books, poems and other material, both those that they listen to and those that they read for themselves.

 

Spelling

 

Pupils are taught to:

  • spell by:
    • segmenting spoken words into phonemes and representing these by graphemes, spelling many correctly
    • learning new ways of spelling phonemes for which one or more spellings are already known, and learn some words with each spelling, including a few common homophones
    • learning to spell common exception words
    • learning to spell more words with contracted forms
    • learning the possessive apostrophe (singular) [for example, the girl’s book]
    • distinguishing between homophones and near-homophones
  • add suffixes to spell longer words, including –ment, –ness, –ful, –less, –ly
  • apply spelling rules and guidance, as listed in English Appendix 1
  • write from memory simple sentences dictated by the teacher that include words using the GPCs, common exception words and punctuation taught so far.

 

Handwriting

 

Pupils are taught to:

  • form lower-case letters of the correct size relative to one another
  • start using some of the diagonal and horizontal strokes needed to join letters and understand which letters, when adjacent to one another, are best left unjoined
  • write capital letters and digits of the correct size, orientation and relationship to one another and to lower case letters
  • use spacing between words that reflects the size of the letters.

 

Writing Composition

 

Pupils are taught to:

  • develop positive attitudes towards and stamina for writing by:
    • writing narratives about personal experiences and those of others (real and fictional)
    • writing about real events
    • writing poetry
    • writing for different purposes
  • consider what they are going to write before beginning by:
    • planning or saying out loud what they are going to write about
    • writing down ideas and/or key words, including new vocabulary
    • encapsulating what they want to say, sentence by sentence
  • make simple additions, revisions and corrections to their own writing by:
    • evaluating their writing with the teacher and other pupils
    • re-reading to check that their writing makes sense and that verbs to indicate time are used correctly and consistently, including verbs in the continuous form
    • proof-reading to check for errors in spelling, grammar and punctuation [for example, ends of sentences punctuated correctly]
  • read aloud what they have written with appropriate intonation to make the meaning clear

 

Vocabulary, Grammar and Punctuation

 

Pupils are taught to:

  • develop their understanding of the grammar concepts by:
    • learning how to use both familiar and new punctuation correctly (see English Appendix 2), including full stops, capital letters, exclamation marks, question marks, commas for lists and apostrophes for contracted forms and the possessive (singular)
  • learn how to use:
    • sentences with different forms: statement, question, exclamation, command
    • expanded noun phrases to describe and specify [for example, the blue butterfly]
    • the present and past tenses correctly and consistently including the progressive form
    • subordination (using when, if, that, or because) and co-ordination (using or, and, or but)
    • the grammar for year 2 (see English Appendix 2)
    • some features of written Standard English
  • use and understand the grammatical terminology when discussing their writing.

 

Mathematics

 

Children are taught in their classes for Mathematics, with many children benefiting from small group work. The children build on their understanding of place value to work with numbers up to 3 and 4 digits. They particularly develop their knowledge of times tables and link this to division. During the year, the children develop their use of written methods for calculation following Damson Wood’s Calculation policy, which sets out how each method such as addition and subtraction is taught. There is also a focus on problem solving.

 

Number and Place Value

 

Pupils are taught to:

  • count in steps of 2, 3, and 5 from 0, and in tens from any number, forward and backward
  • recognise the place value of each digit in a two-digit number (tens, ones)
  • identify, represent and estimate numbers using different representations, including the number line
  • compare and order numbers from 0 up to 100; use <, > and = signs
  • read and write numbers to at least 100 in numerals and in words
  • use place value and number facts to solve problems.

 

Addition and Subtraction

 

Pupils are taught to:

  • solve problems with addition and subtraction:
    • using concrete objects and pictorial representations, including those involving numbers, quantities and measures
    • applying their increasing knowledge of mental and written methods
  • recall and use addition and subtraction facts to 20 fluently, and derive and use related facts up to 100
  • add and subtract numbers using concrete objects, pictorial representations, and mentally, including:
    • a two-digit number and ones
    • a two-digit number and tens
    • two two-digit numbers
    • adding three one-digit numbers
  • show that addition of two numbers can be done in any order (commutative) and subtraction of one number from another cannot
  • recognise and use the inverse relationship between addition and subtraction and use this to check calculations and solve missing number problems.

 

Multiplication and Division

 

Pupils are taught to:

  • recall and use multiplication and division facts for the 2, 5 and 10 multiplication tables, including recognising odd and even numbers
  • calculate mathematical statements for multiplication and division within the multiplication tables and write them using the multiplication (×), 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
  • solve problems involving multiplication and division, using materials, arrays, repeated addition, mental methods, and multiplication and division facts, including problems in contexts.

 

Fractions

 

Pupils are taught to:

  • recognise, find, name and write fractions one third, one quarter, two quarters and three quarters of a length, shape, set of objects or quantity
  • write simple fractions for example, a half of 6 = 3, and recognise the equivalence of two quarters and a half.

 

Measurement

 

Pupils are taught to:

  • choose and use appropriate standard units to estimate and measure length/height in any direction (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 =
  • recognise and use symbols for pounds (£) and pence (p); combine amounts to make a particular value
  • find different combinations of coins that equal the same amounts of money
  • solve simple problems in a practical context involving addition and subtraction of money of the same unit, including giving change
  • compare and sequence intervals of time
  • tell and write the time to five minutes, including quarter past/to the hour and draw the hands on a clock face to show these times
  • know the number of minutes in an hour and the number of hours in a day.

 

Geometry - Properties of Shapes

 

Pupils are taught to:

  • identify and describe the properties of 2-D shapes, including the number of sides and line symmetry in a vertical line
  • identify and describe the properties of 3-D shapes, including the number of edges, vertices and faces
  • identify 2-D shapes on the surface of 3-D shapes
  • compare and sort common 2-D and 3-D shapes and everyday objects.

 

Geometry - Position and Direction

 

Pupils are taught to:

  • order and arrange combinations of mathematical objects in patterns and sequences
  • use mathematical vocabulary to describe position, direction and movement, including movement in a straight line and distinguishing between rotation as a turn and in terms of right angles for quarter, half and three-quarter turns (clockwise and anti-clockwise).

 

Statistics

 

Pupils are taught to:

  • interpret and construct simple pictograms, tally charts, block diagrams and simple tables
  • ask and answer simple questions by counting the number of objects in each category and sorting the categories by quantity
  • ask and answer questions about totalling and comparing categorical data.

 

Science

 

At Damson Wood we are using the 'Engaging Science' scheme as the basis of our Science planning. This scheme was chosen for its strong focus on practical investigation. Pupils are encouraged to be curious and think both scientifically and creatively, using the outdoor environment to learn Scientific ideas in context.

 

During Year 2 the children will learn through enquiry and investigation about habitats, materials, animals and their needs, living things, plants and life cycles. 

 

 

Computing

 

We are using the 'Purple Mash' Scheme of Work to deliver the requirements of the Computing programme of study. This scheme has a focus on e-safety, coding, using the Internet and finding out about technology pupils will be familiar with. 

Autumn Term

Pupils are recap on their previous learning in year 1; learning to follow and create algorithms as well as debugging simple programs. The children learn to create a more complex program to retell a story. The children are taught how to share their work electronically as well as identifying howto open and close an email. The children will create tables, block graphs and spreadsheets. 

Spring Term

Pupils are taught to use YES and NO questions to separate information leading to the learning of binary trees. They will learn how to use the search tool to find information. The children are taught how to search effectively using the internet and will create a leaflet to teach other about internet searching. 

Summer Term

Pupils are taught about the work of famous artists and will use computer programs to recreate art based on their styles. The children will explore using drawing tools, inserting images and using clipart. 

 

History

 

Autumn Term

During the Autumn term the children find out about the history of holidays in the past and compare them with holidays in the modern day. There is a particular focus on Victorian holidays.  

Spring Term

During the Spring term the children revisit the Victorian era and discover what schools were like in Victorian times through a inspiration day. They also learn about the life and work of Florence Nightingale. 

Summer Term

 

During the Summer term, the children learn about The Great Fire of London. They learn about the events of the fire and it changed our capital city to be a safer place. They will also have the opportunity to learn about key historical figures, such Samuel Pepys.
There is a geographical focus for this term.

 

Geography

 

Autumn Term


The children link their learning of the seaside to explore human and physical seaside features. They will be taught to name and describe coastal features countries in the UK. 

Spring Term

The children develop their map work this term; revisiting their understanding of the 5 continents and oceans of the world. They will compare their own locality this term with the climate and geographical features of South Africa.

Summer Term

The children link their thematic learning to develop their understanding of landmarks in the UK; in particular those in London. They will also continue to develop their map skills recognising landmarks of the world and the continents where they are found.

 

Physical Education (PE)

 

Children have PE sessions every week and they participate in a range of indoor and outdoor activities. They cover different areas of PE and may work with a PE specialist at times for specific learning such as cricket and golf. Forest School sessions take place at least bi-weekly and compliment the physical education of the children in school. The children also have a 'daily dash'; which is a daily jog around the school playground.


Dance – Using a range of stimuli, use simple movements and sequences to perform dances
Gymnastics – travelling and balancing on the floor and on small and large apparatus.
Indoor Sports hall athletics - team games and ball skills. 

During the Summer Term, the majority of PE lessons will be outside. There is a focus on playing team games, developing ball skills, hand/eye co-ordination and sportsmanship.

 

Art

 

Throughout Year 2, pupils will be taught to develop their techniques, including their control and their use of materials, with creativity, experimentation and an increasing awareness of different kinds of art, craft and design.

 

We will explore the work of specific art styles of pointillism, Zulu art, Andy Goldsworthy and Picasso. 

 

 

Design and Technology (D&T)

 

Autumn Term
In the Autumn term, the children develop their understanding of simple textiles as they design and make their own T-Shirt designs. The children make a prototype t-shirt and learn how to sew together two pieces of fabric. 

 

Spring Term

In the Spring there is a South Africa theme and the children design and create their own Zulu shields using recycled materials. 


Summer Term
The children investigate how bridges are formed to make safe and strong structures. The children experiment using a range of materials and techniques to investigate the properties and purposes of materials. 

 

Music

 

We use the 'Charanga' scheme of work for the teaching and learning of Music at Damson Wood. This is an award-winning scheme where the children develop their understanding, make musical judgements, apply their new learning, develop their aural memory, express themselves physically, emotionally and through discussion and create their own musical ideas. 

Religious Education (RE)

 

We follow an R.E scheme called 'Discovery R.E'. This an enquiry based R.E. scheme of learning of challenging and engaging lessons. 

Autumn 1 - What did Jesus teach? 

Autumn 2 - The Christmas Story, Diwali, Eid

Spring 1 - Islam and Judaism

Spring 2 - The Easter story, Salvation

Summer 1 - Belonging and community

Summer 2 - Hajj, Passover

 

Personal and Social Development (PSD)

 

We are using the Jigsaw teaching materials to deliver our PSHE teaching across Damson Wood. This scheme offers a mindful approach to the teaching of PHSE through quality teaching, reflection and discussion with the children.

 

In Autumn Term the themes are ‘Being Me in My World’ and ‘Celebrating Difference’. In the first half term the children discuss feeling safe and special in their class, recognising how it feels to be proud of achievement and that choices lead to varied consequences. In the second half term, they explore that friends have similarities and differences, that we can get along or sometimes fall out .

 

In the Spring Term the themes covered are ‘Dreams and Goals’ and ‘Healthy Me’. During the first half term, the children discuss how they learn best and how to approach challenges in a positive way. In the second half term they explore making healthy lifestyle choices and learn how to recognise their feelings.

 

‘Relationships’ and ‘Changing Me’ are the two themes in the Summer Term. The children reflect on how to be a good friend and knowing when they need to seek help and advice. In the final half term the children will think about growing up and how they have changed since they were a baby. They will also explore that learning new things is fun and that they can cope with change. In the last half term the children reflect on the progress they have made in Year 2 and also that they are now more grown up. They learn some basic information about how humans change through their life cycle and celebrate the independence they have developed over the academic year. The children are taught strategies to be assertive and look forward to moving into Year 3 in a positive way as part of our transition work.

 

Curriculum Enrichment

 

In addition to the academic curriculum outlined above, Year 2 also offers:


Our traditional Harvest Festival in October
A production in which children have opportunities to sing, act and dance.

One World Week and Aspirations Week

Various themed days linked to the children’s learning through our 'Stunning Starters' and 'Fabulous Finales'.
A residential visit to Dunfield House.

Tri-golf coaching and festival.

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