Rowans (Year 2)

Welcome to Rowans Class!

Class teacher: Mr Sapsford

tsapsford@bewickbridge.co.uk

Class teaching assistants: Ms Woodruff and Ms Khoshaba

Meet the teacher presentation - Year 2

Specialist Pathway

Below is a summary of what children will be learning in each subject in the Specialist Pathway Curriculum this term. As well as the key knowledge the children should know for each unit. We are really excited about our new curriculum!

Science

In science, we will be studying a unit called ‘Animals including humans.’ In this unit, we will notice that animals, including humans, have offspring which grow into adults, find out about and describe the basic needs of animals, including humans, for survival and describe the importance for humans of exercise, eating the right amounts of different types of food, and hygiene.

Some animals give birth to live young.
Some animals lay eggs which the young hatch from.
Both of these offspring then develop into adults.
Some offspring look like their adults when they are born.
Some offspring do not look like their adults when they are born.
To stay alive, all animals have three basic needs for survival:
Water: to keep use hydrated
Food: is the fuel of our bodies
Air: so that we can breathe the gases we need: oxygen.
Shelter so that they're protected from the environment and also from predators.
To grow into a healthy adult, we must eat the right types of food in the right amount and exercise.

Food groups: fruits and vegetables, carbohydrates, protein, dairy, fat and sugary foods
Over half of our diet (about two thirds) should be made up of carbohydrates, fruit and vegetables
The rest should be proteins, dairy, fat and alternatives.
Advice: Eat less often and in small amounts.
Being active and exercising keeps our bodies and minds healthy.
Hygiene: To stop germs from spreading, it is important to be hygienic.

Geography

For the first half term, the topic for geography is ‘France and Australia.’ Over this half term, we will be developing our geographical skills in human and physical geography, place knowledge and fieldwork. We will develop our understanding of human features by comparing the purposes and utility of different human features. Later in the half term, we will expand upon our fieldwork skills by reading and drawing a variety of different maps, interpreting different aerial photographs and by recording our observations in our study of the school site.

Human features are man-made and include castles, towers, schools, hospitals, bridges, shops, tunnels, monuments, airports and roads. People use human features in different ways. For example, an airport can be used for work or leisure and a harbour can be used for industry or travel.
A map is a picture or drawing of an area of land or sea that can show human and physical features. Maps use symbols and a key. A key is the information needed to read a map and a symbol is a picture or icon used to show a geographical feature.
An aerial photograph can be vertical (an image taken directly from above) or oblique (an image taken from above and to the side).
A significant place is a location that is important to a community or society. Places can also be significant because of religious or historic events that may have happened in the past near the location. Significant places can also include monuments.
The four cardinal points on a compass are north, south, east and west. A route is a set of directions that can be used to get from one place to another.

Data can be recorded in different ways, including tables, charts and pictograms. Fieldwork can help to answer questions about the local environment and can include observing or measuring, identifying or classifying and recording.

History

The topic for history is ‘seaside’. We will be looking at how the seaside has changed throughout history and how the invention of the steam train turned the seaside into a popular tourist destination. We will be using different resources to understand how the past is represented. We will use information and evidence to describe significant individuals from the past.

George Stephenson invented the steam train
The invention of steam trains in 1804 made it possible for people to visit the seaside for the day from all over the country.
1830 Liverpool to Manchester and Canterbury to Whitstable first steam powered passenger railways.
1871 first paid days off for workers in England
Holidays in the past were nearly always health related. Sea water was considered to have a beneficial effect on health and cure diseases.
There are differences between seaside holidays 100 years ago, 50 years ago and today such as entertainment, transport and clothes.
Women would use bathing machines, rolled out into sea, to change into their swimming costumes.
People would be covered and wear their clothes to the beach. They did not have shorts and t-shirts to wear. Not many people sunbathed.
Buckets and spades would be very heavy to carry. They were made from metal, tin and wood.
People would watch Punch and Judy shows and walk along the promenade to watch a show, hear a band or sit and rest. Punch and Judy shows can be seen today but very rarely at a beach.
UK Beach holidays in the last 20 years have declined due to cheaper package holidays abroad.

For the first part of the term, we will be exploring the question, ‘How do some people talk to God?’ We will begin the unit by considering why some people might choose to talk to God and the ways that some people pray. We will then recognise how different people use their bodies to pray by exploring practices, and understand why some people use special objects and clothing during prayer. We will then explore Hindu prayer practices and the significance of special objects, and explore where some prayers come from. In the second part of the term, we will be thinking about the question, ‘Where do some people talk to God?’

To know that prayer means communicating with God.
To know that some people who follow the Hindu worldview believe that they can communicate with God through prayer.
To know that people pray in different ways in different places.
To know that objects, words and actions can represent an idea of belief.
To know that when some people talk to god they might use their body to show respect.
To know that some people talk to god in different ways and for different reasons.
To know that some people who follow the Muslim worldview carry out Wudu before prayer.
To know that some people who follow the Muslim worldview use special positions and actions during prayer called Rakat.
To know that within a community people have different values, ideas and beliefs.
To know that some people who follow the Hindu worldview visit the mandir to worship and pray with members of their community.
To know that some people who follow the Muslim worldview visit the mosque to worship and pray with members of their community.

Computing

In the first half term, we will begin to understand what the term data means and how data can be collected in the form of a tally chart. We will learn the term ‘attribute’ and use this to help us organise data. We will then progress onto presenting data in the form of pictograms and finally block diagrams. We will use the data presented to answer questions. Later in the term, we will initially recap on learning from the Year 1 ScratchJr unit ‘Programming B – Programming animations’. We will begin to understand that sequences of commands have an outcome, and make predictions based on our learning. We will use and modify designs to create our own quiz questions in ScratchJr, and realise these designs in ScratchJr using blocks of code. Finally, we will evaluate our work and make improvements to our programming projects.

Data and information – Pictograms

To recognise that we can count and compare objects using tally charts
To recognise that objects can be represented as pictures
To create a pictogram
To select objects by attribute and make comparisons
To recognise that people can be described by attributes
To explain that we can present information using a computer

Programming B – An introduction to quizzes

To explain that a sequence of commands has a start
To explain that a sequence of commands has an outcome
To create a program using a given design
To change a given design
To create a program using my own design
To decide how my project can be improved

In the first half term, we will be doing cooking and nutrition, learning all about a balanced diet and making healthy wraps. The second part of the term, we will be doing textiles which will involve making pouches and learning about what different sewing techniques we can use.

Cooking and nutrition

To know that ‘diet’ means the food and drink that a person or animal usually eats. To understand what makes a balanced diet.
To know where to find the nutritional information on packaging.
To know that the five main food groups are: Carbohydrates, fruits and vegetables, protein, dairy and foods high in fat and sugar.
To understand that I should eat a range of different foods from each food group, and roughly how much of each food group.
To know that nutrients are substances in food that all living things need to make energy, grow and develop.
To know that ‘ingredients’ means the items in a mixture or recipe.
To know that I should only have a maximum of five teaspoons of sugar a day to stay healthy.
To know that many food and drinks we do not expect to contain sugar do; we call these ‘hidden sugars’.

Textiles

To know that sewing is a method of joining fabric.
To know that different stitches can be used when sewing.
To understand the importance of tying a knot after sewing the final stitch.
To know that a thimble can be used to protect my fingers when sewing.

Art

In the first half term, our theme in art is The Sea where we will focus on the work of Alfred Wallis and his seascapes. We will develop our painting skills during the unit. In the second half term, we will be looking at the work of the American sculptor Augusta Savage as we develop our 3D modelling skills through the use of clay in our Amazing Animals unit.

A seascape is a picture of the sea. Alfred Wallis (18 August 1855 – 29 August 1942) was a British fisherman and artist known for his port landscapes and shipping scenes painted in a naïve style. Having no artistic training, he began painting at the age of 70, using household paint on scraps of cardboard. Many of his works of art are on display in Kettle's Yard in Cambridge.
Different plants can be used to create natural dyes.
Tataki zomé’ (Hapi Zone) Japanese art form where plants are hammered onto fabric to cause their pigment to pass to the fabric.
Caroline Ross is an artist living on a boat in Dorset who makes paints from foraged earth pigments from around the UK, and makes art tools and inks from natural, wild, and found materials such as oak galls, rusty nails, elderberries, bay leaves and cherry tree gum.
Sculpture is an art form created in 3 dimensions. Augusta Savage was an American sculptor who fought against racism to create a place for Black women in the world of art.

In the striking and fielding unit, we will develop our understanding of the principles of striking and fielding games. We will develop the skills of throwing and catching, tracking and retrieving a ball and striking a ball. We will also begin to self-manage small sided games and will learn how to score points and play to the rules. In the athletics unit, we will develop skills required in athletic activities such as running at different speeds, jumping and throwing. In all athletic based activities, we will engage in performing skills and measuring performance, competing to improve on our own score and against others. We learn how to improve by identifying areas of strength as well as areas to develop.

Striking and fielding

Striking: understand the role of a batter. Know that striking quickly will increase the power.
Fielding: understand that there are different roles within a fielding team. Know to move towards the ball to collect it to limit a batter's points.
Throwing: know that stepping with the opposite foot to the throwing arm will help me to balance.
Catching: know to use wide fingers and pull the ball into my chest to help me to securely catch.
Tactics: understand and apply simple tactics for attack (batting) and defence (fielding).
Rules: know how to score points and follow simple rules.

Athletics

Running: know that running on the balls of my feet, taking big steps and having elbows bent will help me to run faster.
Jumping: know that swinging my arms forwards will help me to jump further.
Throwing: know that I can throw in a straight line by pointing my throwing hand at my target as I let go of the object.
Rules: know how to follow simple rules when working with others.

Music

In the first half of this term, we shall be studying the music and sounds of the British Isles in a unit called 'On This Island'. We will use percussion instruments to create a series of soundscapes, and our voices to sing folk songs from across the ages. We will be looking at ways of expanding our musical vocabulary when listening and appraising, and will be applying this understanding in our improvisations. The second half of the summer term will be time to ‘Revise and review’, in which all skills developed over the year will be revisited and improved upon. Instrumental techniques always require a regular refreshing and strategies for developing creative compositions will be further advanced in this way.

Folk music represents the traditions or culture of a place and is often passed on by being played rather than written down.
Duration means how long a note, phrase or whole piece of music lasts.
A composition is a collection of musical elements, like the melody, percussion, dynamics etc that together make a piece of music.

English

In English, we will looking at a range of narratives. In this unit, we will be focusing on writing a narrative to describe and entertain. We will look at some of the features we need to include when writing. We will magpie ideas from good examples to help us when we independently write our own. We will also be looking at expanded noun phrases, conjunctions and possessive apostrophes during the unit.

Website Y2 Bewick Bridge Writing Cake .pdf

Maths this Year!

Reminders

PE Kits: The children have PE on Fridays, and need to come into school wearing their PE kits. We will have a mixture of indoor and outdoor PE lessons so please ensure your child's PE kit is appropriate for all weathers.

Reading books: Please make sure your child has their reading books in school every day and are recording their reading on our online reading log.

Water bottles: Please make sure your child has a water bottle in class every day.

Home Learning!

We expect children to read daily. School books need to be in school each day.

Over the course of the week, we expect children to spend time learning their Year 1 and 2 common exceptions words, practise their maths skills (using Numbots and TTRockstars) and learn their Key Instant Recall Facts whilst working on their home learning project.

Year2 KIRF 2022_23.pdf