Curriculum Newsletter: Year 2 Bumblebees Ladybridge Primary School

Year 2 Curriculum Information 2014 –2015 Please keep this booklet for future reference

Class Teacher—Mrs. H. Hall

Teaching Assistant—Mrs. N. Hirani

Parents guide to the new National Curriculum Every state-funded school must offer a curriculum which is balanced and broadly based and which: promotes the spiritual, moral, cultural, mental and physical development of pupils at the school and of society, and prepares pupils at the school for the opportunities, responsibilities and experiences of later life.

The national curriculum provides an outline of core knowledge around which our teachers develop exciting and stimulating lessons to promote the development of pupils’ knowledge, understanding and skills as part of the wider school curriculum. Fundamentally, the national curriculum sets out what your child is supposed to learn and when. A new version will be introduced in September 2014.

Why the changes?

The current Government's view was that the old curriculum wasn't sufficiently challenging. They have developed the new one partly by comparing England's curriculum to those in other countries. The idea is for children to "go further...at an earlier age" and it's clear that expectations are considerably higher for any given year group. Whilst some of the content is totally new, existing topics will be introduced a year or two earlier than would currently be the case for most children.

Does the new curriculum cover subjects beyond Maths and English?

The new curriculum, like the old curriculum, encompasses other subjects too – from Science and RE to History and Geography. What's different is the content. Changes include more programming within ICT/ computing and compulsory cookery lessons.

On the following pages we have provided a summary of the programmes of study for each key stage so that you are aware of what your child has to learn during key stage one and key stage two.

Key Stage One

Ages 5 – 7

Years 1 and 2

Key Stage Two

Ages 7 - 11

Years 3, 4, 5 and 6

The curriculum map outlines how your child’s class teacher has personalised the programmes of study for each national curriculum subject. This booklet also contains important information regarding homework, spellings, reading, PE and your child’s class assembly date so please keep this booklet in a safe place for future reference.

If you want to keep up to date with what is happening with our curriculum, please keep viewing our school website: www.ladybridgeprimaryschool.co.uk the site works best on 'Google chrome'.

Any questions regarding the new curriculum should be discussed with your child’s class teacher.

Curriculum Map Term Whole School Events

Autumn

Spring

Summer

Halloween Disco, Christmas Fair, Talent Show, Easter Egg Bingo Summer Fair, Bollywood Bonanza, Sports Day, Talent Show

Theme days/Weeks

Industry Week

Super learning day

Inspirational visits

Visit to Bolton Fire Station

Visit to Lowry Museum

Visit to Bolton Museum – Spinning Mule.

Blackpool Zoo

Visit to Hindu Temple

Visit to Church Inspirationa l visitors English

Winter Watch

Oral Health Visitor

Writing

Writing

Writing

Non – Fiction – Recounts / Explanations

Fiction –

Non – Fiction –

Character Descriptions

Fiction –

Stories based on author

Non-Chronological Reports

Diaries / Letters.

Non – Fiction –

Fiction –

Stories in Familiar settings

Instructions

Poetry

Reading

Information texts

Reading

Individual Reads

Reading

Guided Reads

Introduce comprehension

Guided Reads

Comprehension

Phonics

Comprehension

Phonics

Recap alternative spellings

Phonics

adding suffixes ed & ing

Compound words

adding prefixes (how they change meaning)

Grammar & Punctuation

adding suffixes ly & ful, plurals

Writing in sentences – capi- Grammar & Punctuation tal letters & full stops.

Using adjectives Capital letters for names.

Compound sentences joined Introduce nouns & verbs. with simple connectives.

Time connectives Commas in lists Writing in past tense Question & exclamation marks Introduce speech marks

multisyllabic words Grammar & Punctuation Introduce adverbs Pronouns Apostrophes for contraction

Use wider range of connectives. Paragraphs Speech marks.

Revisit problem areas Paragraphs Complex sentences.

Mathematics

Counting, properties of numbers Place value of numbers

Counting, properties of num- Counting, properties of bers numbers & number sequences Place value of numbers –

Place value, ordering, estimating, rounding Mental calculation strat- Rounding to nearest 10 / 100 Understanding + and – egies (+ -) Understanding + and – Understanding + and –

what is each digit worth.

Mental calculation strategies Mental calculation strategies (+ -) (+ -) Money and ‘real life’ Measures – length / time Money and ‘real life’ probproblems lems 2D & 3D shapes Measures – capacity Measures - weight Ordering of numbers Shape and space Shape - symmetry Fractions Counting, number sequences Reasoning about shapes Measures & time Understanding x ÷ Reasoning about numbers Data Handling Mental calculation stratUnderstanding + and – Understanding x ÷ egies (x ÷) Understanding x ÷ Mental calculation stratFractions Mental calculation strategies egies (x ÷) Measures & time (x ÷) Data Handling Fractions Money and ‘real life’ problems

Measures & time Science

Forces and Motion

Humans and other animals

Electricity

Variation

Grouping & Changing Materials Living things in the environment

Art and Design

Drawing

Painting – LS Lowry & Helen Using repeated patterns Bradley Sculpture – Lowry figure

Textiles

Design and technology

Construction (use of materials)

Mechanisms

Cooking Geography

The United Kingdom Countries and capital cities.

Simple fieldwork of school en- Seasonal weather vironment. patterns in the world.

Mapwork – Oldham and Salford

Key Human features.

History

LS Lowry

Samuel Crompton and the cotton industry.

Programming

Handling Data

Multimedia

E-Safety

Technology in our lives

Great Fire of London Gun Powder Plot

Computing

Control and Modelling Music

Exploring timbre, temExploring pulse and rhythm Exploring instruments po and dynamics and symbols Exploring sounds Exploring duration

Physical Educa- Dance tion Gymnastics Religious Education

Exploring pitch

Gymnastics

Games

Dance

Hinduism (1&2) Islam Celebrations/Stories/ (1) Leaders & TeachBelonging & Journey of Life ers/ Belonging & Journey of Life

Christianity (1&2) Symbols Belonging & Journey of Life

Christianity (2) Celebrations (Easter Week Mothering Sunday) PSHE

A better Me

Looking after ourLearning to appreciate selves – Health & Hy- others giene

The following pages are a summary of the programmes of study for the following subjects: English Maths Science History Geography Computing Music Art and Design PE (Physical Education) RE (Religious Education) Personal, Social, Health and Economic Education (PSHE) If you would like more information regarding the new National Curriculum then please visit the following website: Curriculumwww.gov.uk/government/collections/national-curriculum

English The national curriculum for English aims to ensure that all pupils: read easily, fluently and with good understanding 

develop the habit of reading widely and often, for both pleasure and information



acquire a wide vocabulary, an understanding of grammar and knowledge of linguistic conventions for reading, writing and spoken language



appreciate our rich and varied literary heritage



write clearly, accurately and coherently, adapting their language and style in and for a range of contexts, purposes and audiences

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use discussion in order to learn; they should be able to elaborate and explain clearly their understanding and ideas



are competent in the arts of speaking and listening, making formal presentations, demonstrating to others and participating in debate.

Maths The national curriculum for mathematics aims to ensure that all pupils: 

become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems over time, so that pupils develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately.



reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language



can solve problems by applying their mathematics to a variety of routine and nonroutine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions

Science Pupils are taught to:  

 

develop scientific knowledge and conceptual understanding through the specific disciplines of biology, chemistry and physics develop understanding of the nature, processes and methods of science through different types of science enquiries that help them to answer scientific questions about the world around them are equipped with the scientific knowledge required to understand the uses and implications of science, today and for the future.

History Key stage 1 Pupils are taught about: 

changes within living memory. Where appropriate, these should be used to reveal aspects of change in national life



events beyond living memory that are significant nationally or globally



the lives of significant individuals in the past who have contributed to national and international achievements.



significant historical events, people and places in their own locality.

Geography Key stage 1 Pupils are taught to: 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, river, soil, valley, vegetation, season and weather 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 use aerial photographs and plan perspectives to recognise landmarks and basic human and physical features; devise a simple map; and use and construct basic symbols in a key use simple fieldwork and observational skills to study the geography of their school and its grounds and the key human and physical features of its surrounding environment.

Computing Key stage 1 Pupils are taught to: 

understand what algorithms are; how they are implemented as programs on digital devices; and that programs execute by following precise and unambiguous instructions



create and debug simple programs



use logical reasoning to predict the behaviour of simple programs



use technology purposefully to create, organise, store, manipulate and retrieve digital content



recognise common uses of information technology beyond school

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use technology safely and respectfully, keeping personal information private; identify where to go for help and support when they have concerns about content or contact on the internet or other online technologies.

Music Key stage 1 Pupils ARE taught to:  use their voices expressively and creatively by singing songs and speaking chants and rhymes  play tuned and untuned instruments musically  listen with concentration and understanding to a range of high-quality live and recorded music  experiment with, create, select and combine sounds using the inter-related dimensions of music.

Art and Design Key stage 1 Pupils are taught: 

to use a range of materials creatively to design and make products



to use drawing, painting and sculpture to develop and share their ideas, experiences and imagination



to develop a wide range of art and design techniques in using colour, pattern, texture, line, shape, form and space



about the work of a range of artists, craft makers and designers, describing the differences and similarities between different practices and disciplines, and making links to their own work

Physical Education Pupils are taught to: Key stage 1 

master basic movements including running, jumping, throwing and catching, as well as developing balance, agility and co-ordination, and begin to apply these in a range of activities



participate in team games, developing simple tactics for attacking and defending



perform dances using simple movement patterns.

Religious Education Pupils are taught to: Key stage 1 explore different beliefs and cultures through the Bolton agreed syllabus respect others and their choices explore beliefs and practices of different religions and share ideas and opinions from the children.

Personal, Social, Health and Economic Education (PSHE) Core Theme 1. Health and wellbeing Pupils are taught: 

what is meant by a healthy lifestyle



how to maintain physical, mental and emotional health and wellbeing



how to manage risks to physical and emotional health and wellbeing



ways of keeping physically and emotionally safe



about managing change, such as puberty, transition and loss



how to make informed choices about health and wellbeing and to recognise sources of help with this



how to respond in an emergency



to identify different influences on health and wellbeing

Core Theme 2: Relationships Pupils are taught: 

how to develop and maintain a variety of healthy relationships, within a range of social/cultural contexts



how to recognise and manage emotions within a range of relationships



how to recognise risky or negative relationships including all forms of bullying and abuse



how to respond to risky or negative relationships and ask for help

Core Theme 3: Living in the wider world – Economic wellbeing and being a responsible citizen Pupils are taught: 

about respect for self and others and the importance of responsible behaviours and actions



about rights and responsibilities as members of families, other groups and ultimately as citizens



about different groups and communities



to respect equality and to be a productive member of a diverse community



about the importance of respecting and protecting the environment



about where money comes from, keeping it safe and the importance of managing it effectively



how money plays an important part in people’s lives



a basic understanding of enterprise

Organisational Information

Homework – Given out on a Friday to be handed in the following Thursday.

Spellings – Children to be able to spell the first 100 words, then move onto the next 200 words.

Reading – Children will have individual reading books and will be changed on a regular basis. Once you have listened to your child read please sign the school planner.

PE – Tuesday and Fridays.

Class Assembly Date – Wednesday 19th November 2014.