English

During the Spring term the children will develop their phonic skills, reinforcing their knowledge of phonemes, vowels and syllables. In grammar, we will be examining compound words, antonyms and the use of different tenses. Writing skills will be built-on through story settings, developing known stories and writing book reviews. We will continue to use comprehension as a way to encourage the children to examine the texts they are reading and to develop their understanding. The children will be given the opportunity to work with greater independence and encouraged to practise their handwriting skills.

Mathematics

As part of our number work, children will be using a greater range of mental strategies for recalling 2x, 5x and 10x tables, and doubles and halves. They will consolidate and develop addition and subtraction strategies in the context of money and length. They will use units of time, and learn the relationships between them. Children will be collecting, organising, presenting and analysing data in tables, lists, pictograms and block graphs. They will have opportunities to estimate, compare and measure using standard units of mass and capacity.

Science

During the spring term, Year 2 will firstly be learning about electricity. They will learn that while electricity is used by a range of appliances, it must be treated with great care, as it can be very dangerous. They will explore and create circuits using a variety of components. Later in the term, the topic will be about materials. The children will name, group and describe a variety of materials. Through investigative work, the children will explore some uses of different materials and discover their properties.

History

History in the first half of term focuses on The Great Fire of London. The children will learn about how the fire started and how to sequence the main events of the fire. They will explore reasons for why the fire began and investigate the first hand accounts of Samuel Pepys. They will also look at secondary sources and learn how London was developed after the Great Fire, and a little about the work of Sir Christopher Wren.

Geography

In geography, in the second half of term, we will be focusing on life on an island and using the story of Katie Morag to explore this. The children will compare island life and the life they know on the mainland. They will learn to differentiate between physical and human features, to identify types of transport and understand how an environment changes. They will also have the opportunity to compare and contrast a locality and give their own personal preferences for living in an area.

Religious and Moral Education

In RE this term we will be studying three different topics. The first is celebrations and the local church. We will consider how celebrations are a part of life, and how the Christian family gathers in Christ, in the local parish on Sundays and on other special occasions, to celebrate and give thanks. Secondly we will look at thanksgiving and the Eucharist. The children will learn that relationships grow through thankfulness, that Eucharist means thanksgiving. Finally we will study self-giving, focusing on Lent and Easter. We will read the Easter story and see how Jesus gave himself totally because of his love for us and relate this to how we can be generous and self-giving.

French

In the spring term, the children will be further developing their knowledge of this foreign language. They will extend their knowledge of numbers up to 20, learn the names of modes of transport and increase their vocabulary on clothes.

ICT

During the first half of the spring term, Year 2 will be using ICT as a resource to enhance their science and history lessons. The children will be developing their knowledge of the Internet, learning to access a variety of websites and to explore within them. They will be using information texts and games in order to extend their knowledge. Later this term, the children will be aiming to control a floor turtle. They will learn to recognise and use control devices. By making a series of sequenced and repeated instructions, they will be able to move the turtle in a controlled manner.

Music

The term will begin with the children learning new songs with a wintery theme and playing percussion instruments to accompany. A musical project entitled "The Snow is Dancing" will make use of dance, singing and drama to continue this theme. Listening games using Vivaldi's seasonal "Winter" music will also be used. Creative music will include work on a composition for "Pond Life" and improvisations will be made to accompany Mr MacGrew on his journey.

Art and Design

In art this term, the children will be exploring landscapes through photos, famous paintings and first hand observations. They will have opportunities to sketch their immediate environment, work imaginatively and learn about key techniques, before combining these skills to create their own landscape painting. Later on in the term, the children will be given opportunities to work with modelling materials, where they will learn to roll, shape, join and cut clay, in order to create a range of seasonal 3D objects. In DT, the children will be investigating materials, and exploring different items of clothing. They will develop their knowledge of joining techniques, patterns and materials, and they will be encouraged to use this knowledge to make their own model garment, based on clear design criteria.

Drama

In drama this term the children will be responding to specific instructions and developing their creative responses. By working independently and in groups they will gradually increase their self-confidence and ability to use actions to convey emotions. We will work with a number of different mediums to develop language and expression, including music, poetry and role-play.

Physical Education

The spring term begins with exercise and stamina development through running, climbing and other controlled activities. Basic ball skills in football, netball and rugby will be developed.

It is emphasised that the above is offered as a guide only, and the school retains the flexibility to adapt its schemes of work to the needs of the individual or the class