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Church of England Primary School

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Poplar Class

Poplar Class

Miss Pearson and Mrs Warner

 

Maths

We follow the Maths No Problem! programme. For an outline of the topics in Year 2, please see the overview below: 

The key focus of mathematics in Key Stage 1 is to build confidence and a love of number. We learn together to develop mental fluency with whole numbers, counting and place value, working with numerals, words and the four operations. The children use a range of practical resources and visual representations to solve calculations and mathematical problems. We learn to recognise, describe, draw, compare and sort using the related vocabulary. By the end of year 2, we aim to be secure in our number bonds to 20 and be precise in using and understanding place value.

 

Take a look at our knowledge organisers below, designed for each of the key mathematical areas: 

 

Reading

In year 2, we seek to nurture a love of reading, by exposing the children to a wide range of high quality texts and genres including stories, poems and non-fiction books. Our focus is on developing pupils' competence in word reading and comprehension. We have shared story time each day, in addition to our daily phonics lessons and reading carousel. 

 

Some of the books that we have enjoyed so far at story time include:

 

       

 

     

 

 

Phonics

We follow the Smart Kids Letters and Sounds programme in Key Stage 1, which teaches the skills of blending and segmenting for spelling. The programme progresses through all sounds, working from the simple to more complex, and by following the progression, the children build on their growing phonic knowledge.

 

In year 2 the children are beginning to read longer and less familiar texts and begin to make the shift from learning to read to reading to learn.  

 

Writing

We use the Talk for Writing approach which enables children to read and write independently for a variety of audiences and purposes within different subjects. A key feature of this approach is that, through the use of story maps and oral rehearsal,  the children internalise the language structures needed to write through ‘talking the text’, as well as close reading. The approach moves from dependence towards independence, with the teacher using shared and guided teaching to develop the ability in children to write creatively and powerfully.

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