This term our topic is “Coastline”. Throughout this topic, we will learn about the human and physical features of the coastal regions across the United Kingdom, including a detailed case study about Whitby, in Yorkshire.
To find out more, view our Coastine Knowledge Organiser.
Other helpful documents
Coastline Optional Home Learning Tasks
(Please refer to the Downloadable Resources Page for PDF copies of all highlighted/underlined documents)
From a geographical perspective, we will learn about the oceans and seas that surround the United Kingdom; use maps, globes and atlases; learn about the world’s seas and oceans; learn about human and physical features of the coast; learn to use locational language; understand compass directions; discover physical processes such as erosion; and physical changes over time.
Although our topic is mainly a geography focus, we will be looking at two historical aspects around coasts and they are: jobs in the past and significant people – Captain Cook.
Reading
Our Class Text and Comprehension
In term 3, our reading comprehension lessons will be based upon our class text, “Katie Morag and the New Pier” by Mairi Hedderwick. Throughout this fiction text, we will join Katie Morag and her family explore the new pier that has been built in their coastal town. Everyone is ecstatic about the pier other than one face on the island who doesn’t seem so keen…
In term 4, our reading comprehension will be based upon another fiction text called “The Lighthouse Keeper’s Lunch” by Ronda and David Armitage. This story is about a lighthouse keeper called Mr Grinling. He lives in a beautiful white cottage on top of cliffs that are extremely high. He enjoys tucking in to his delicious lunch that his wife makes for him, but he’s not the only one who enjoys his lunch. The seagulls do too!
In term 4, we will also be looking at poems based around Easter for our class assembly.
To find out more about this text, view our Katie Morag and the New Pier Knowledge Organiser.
For further information about the reading skills we will focus upon this term, please view “Darwin Sequential Reading Curriculum”
Independent Reading
In class, we will continue to use the Accelerated Reader program. For further information about this, please view a Parent’s Guide to Accelerated Reader.(https://help.renlearn.co.uk/AR/ARParentGuide) If you need your child’s AR password, please contact me (Miss Lett).
Writing
Over the course of the term, we will be writing a description; adventure narratives; non-chronological reports; and persuasive writing.
Firstly, we will write a coastal themed description. Writing descriptions are always a great way to use amazing adjectives, noun phrases and a range of punctuation to set the scene. We will also focus on using the past tense consistently.
We will also write an adventure narrative which teaches children all about how to structure a story whilst using amazing vocabulary to keep everyone on their toes. Our adventure narrative will be written in first person about a sea rescue.
Furthermore, we will be writing a non-chronological report about Whitby in Yorkshire. We will be learning how to organize information into sections with sub-headings and using commas in a list.
We will produce a piece of persuasive writing convincing tourists not to litter at the beach because it can affect wildlife creatures in their natural habitat. This will include using persuasive language,
Grammar, Punctuation and Spelling
Punctuation
This term we will learn to use a comma in a list; identify where full stops and capital letters go; and will learn to use apostrophes for contraction.
Grammar
Over the next two terms, we will learn to continue to work on adjectives and nouns; introduce verbs in context; distinguish the difference between facts and fiction; use conjunctions to join sentences; introduce “ly” words; independently; and irregular past tense verbs. We will have a big focus on reading back our work to ensure it makes sense grammatically.
Spellings
During our spelling lessons this term, we revisit “-ing” and “-er” words; talk about syllables; spell words ending in “y”; continue to build on “wh” words; spell the days of the week accurately; common expectation words; numbers one to ten; practise plurals with “s” and “-es”; introduce third person verbs such as: he sings, she plays; and revise “split diagraphs”.
To view our weekly breakdown of our spellings, please view our Term 3 and Term 4 Homework Grid.
In addition to these weekly spelling rules, we will continue to learn and spell words from the Year 2 spelling list. For an overview of these spellings, please view the Spelling word list for Year 2
Following the White Rose Maths scheme, Year 2 will cover four main blocks of learning over the course of the spring term: number (including the four operations); statistics; geometry; and measurement. As part of the White Rose Maths scheme, each block is broken down into a series of small learning steps. Combined, these small learning steps then cover all the curriculum content your child needs to know in small related chunks.
This term’s small learning steps for each block
| Maths area of learning | Block | Small Learning Steps |
| Number | Place Value | Numbers to 20; counting to 100; recognise tens and ones; partition numbers to 100; write numbers as words; tens and ones on a number line; estimate numbers on a number line; compare objects; and compare numbers. |
| Number | Addition and subtraction | Bonds to 10; fact families; using related facts; bonds to 100; add and subtract 1s; add by making 10; add three 1 digit numbers; add to the next 10; add across a 10; subtract across 10; subtract from a 10; subtract a 1 digit number from a 2 digit number; subtract 2 digit numbers from a 2 digit number; add two 2 digit numbers; mixed addition and subtraction; compare number sentences; and missing number problems. |
| Number | Multiplication and division | Recognise equal groups; make equal groups; add equal groups; introduce the multiplication symbol; multiplication sentences; using arrays; make equal groups – grouping; make equal groups – sharing; the 2 times tables; doubling and halving; odd and even numbers; the 10 times tables; divide by 10; the 5 times tables; and divide by 5. |
| Statistics | Statistics | |
| Geometry | Shape | Recognise 2d and 3d shapes, count sides on 2d shapes, count vertices on 2d shapes; draw 2d shapes; lines of symmetry; sort 2d shapes; count faces on 3d shapes; count edges on 3d shapes; sort 3d shapes; and make patterns with shapes. |
| Geometry | Position and direction | |
| Measurement | Money | Count money in pence; count money in pounds; choose notes and coins; make the same amount; compare amounts of money; calculate with money; make a pound; find change; and two step problems. |
| Measurement | Length and height | |
| Measurement | Mass, capacity and temperature | |
| Measurement | Time |
One of the most important things for your child to have mastered and maintain is their knowledge of times tables. For an overview of our weekly times tables focus, please view our Term 3 and Term 4 Homework Grid.
In term 3 our topic is “Uses of Material”. Throughout this topic we will find out about different materials, how they move and if they change shape. We will learn to make predictions, carry out experiments and then draw or write up the results.
Uses of Materials Lesson Overview
| Lesson | Learning focus |
| 1 | Exploring every day materials |
| 2 | Shaping materials |
| 3 | Bending, stretching, twisting and squashing |
| 4 | Linking properties to uses |
| 5 | Testing paper |
| 6 | The problem with material |
To find out more, view our Use of Material Knowledge Organiser, Glossary and Vocabulary Mat.
In term 4 our topic is “Plant Survival”. Throughout this topic we will look at the growth of plants from seeds and bulbs. We will observe the growth of plants firsthand, recording changes over time and identifying what plants need to grow and stay healthy.
| Lesson | Learning focus |
| 1 and 2 | Exploring seasonal plants |
| 3 | Germination investigation |
| 4 | Where do plants like to grow? |
| 5 | What do plants need to grow? |
| 6 | Unusual plants |
To find out more, view our Plant Survival Knowledge Organiser, Glossary and Vocabulary Mat.
Art: Flowerhead
Our art topic for term 3 is “Flowerhead”. Throughout this topic, we will learn about the significant artist – Yayoi Kusama and focus on skills such as: drawing; exploring visual elements; printmaking and; 3d forms.
To find out more, view our Flowerhead Knowledge Organiser.
Design and Technology: Beach Huts
Linking closely to our topic this spring, our unit in DT for term 4 is “Beach Huts”. We will learn about structures with a particular focus on strengthening and joining through various materials.
To find out more, view our Beach Huts Knowledge Organiser.
Effective searching
In term 3 we are looking at how we navigate around the internet and how we can use the internet to help us with our learning or in our day to day life. We will learn how to:
- Understand the internet and searching
- Identify how to search effectively.
To find out more, view our Effective Searching Knowledge Organiser.
Creating pictures
In term 4 we are learning how to use a paint program to look at different styles of art on computers as well as significant artists. We will learn how to:
- Use a paint program to imitate, particularly looking at: impressionism; pointillism; Piet Mondrian; William Morris; and pattern.
- Surrealism and e Collage
Term 3: Sikhism – Anand Karaj
Over the course of this term we will be learning how Sikhs explore love through their weddings, which are known as “Anand Karaj”. First of all we will share our current knowledge of Weddings that we may have celebrated so we can progress our knowledge of weddings in another religion. We will cover: why weddings are special; why we make promises; Sikh weddings; working as one in a team; exploring love; and create invitations to a Sikh wedding.
To find out more, view our Anand Karaj Glossary.
Term 4: Judaism – Hanukkah
Hanukkah is the Jewish Festival of Lights. The festival celebrates the victory of Judah Maccabee and his Jewish followers over the Syrian Emperor Antiochus and the miracle of the lamp, which burned for eight days in the regained temple in Jerusalem, even though there was only enough oil for one day’s light.
Over the course of the term Darwin will look at the importance of lighting candles; Hanukkah stories; Menorah; Dreidel; Hanukkah tradition; and Exploring Miracles.
Term 3: Dreams and Goals
In this Puzzle, the children explore setting realistic goals and how they can achieve them. They discuss perseverance when they find things difficult as well as recognising their strengths as a learner. The children consider group work and reflect on with whom they work well and with whom they don’t. They also reflect on sharing success with other people.
Term 4: Healthy Me
In this Puzzle, the children learn about healthy food; they talk about having a healthy relationship with food and making healthy choices. The children consider what makes them feel relaxed and stressed. They learn about medicines, how they work and how to use them safely. The children make healthy snacks and discuss why they are good for their bodies.
To Find out more, view our Jigsaw knowledge and skills progression: Being Me In My World – Ages 6-7
Following the GetSet4PE scheme of learning, our Physical Education (PE) lessons for term 3 will focus on multiskills and gymnastics.
Our PE lessons for term 4 will focus on net and wall games (tennis) and invasion games (netball). Our PE lessons will be on Mondays and Wednesdays; children can wear their PE into school on both of these days.
Multiskills
Throughout our multiskills lessons, we will develop an awareness of what our body is capable of; develop speed and stamina; develop strength using our own body weight; develop co-ordination through skipping; perform actions that develop agility; and develop control whilst balancing.
Gymnastics
In this unit we will explore and develop basic gymnastic actions on the floor and using apparatus. They develop gymnastic skills of jumping, rolling, balancing and travelling individually and in combination to create short sequences and movement phrases. Pupils develop an awareness of compositional devices when creating sequences to include the use of shapes, levels and directions. They learn to work safely with and around others and whilst using apparatus. Pupils are given opportunities to provide feedback to others and recognise elements of high quality performance.
Net and Wall
Pupils will develop the basic skills involved in net and wall games. They will develop their understanding of the principles of net and wall games such as using the ready position to defend their space and sending the ball away from an opponent to maximise their chances of scoring. They will learn to play games honestly, abiding by the rules and showing respect towards their opponents and teammates. We will particularly be learning skills specifically for tennis as this is our focus sport.
Invasion
Pupils develop their understanding of invasion games and the principles of defending and attacking. They use and develop skills such as sending and receiving with both feet and hands, as well as dribbling with both feet and hands. They have the opportunity to play uneven and even sided games. They learn how to score points in these types of games and learn to play to the rules. We will apply these skills to netball for this term.
To Find out more, view our Physical Education knowledge Organiser
Term 3: How Does Music Make the World a Better Place?
This unit of work celebrates a wide range of musical styles that are all focused around the theme.
Term 4: How Does Music Teach Us About Our Neighbourhood?
This unit of work celebrates a wide range of musical styles that are all focused around the theme.
Following the Charanga Musical School scheme of learning, these units are organised into 3 main parts:
- Listen and Appraise the songs.
- Musical Activities – learn and/or build on our knowledge and understanding about the interrelated dimensions of music.
- Perform the Song – perform and share our learning as we progress through the unit of work.
To Find out more, view our Charanga Music Knowledge Organiser Year 2