W3 Enquiry/ focus: Remembrance / Stay Safe WeekEnglish focuses: The Little Hen and the Great War. Story sequencing. Writing a letter. SPAG focus – subordination. Maths focuses: Counting in 2’s, 5’s and 10’s. Multiplication using arrays and multiplication as repeated addition. Recognising that multiplication can be commutative. Topic focuses: Examining evidence. Sing wartime songs. Sew felt/fabric poppies. Comparing life in the past and present. Geography – countries involved in the war. Stay Safe Week events.

W8 Enquiry/ focus: Christmas (3 days)

Christmas party.

Making Christmas cards and calendars.

Christmas food treats. Christmas Play performance. Maths focuses: Investigating volume and capacity – reading a scale and measuring (ml and l). Ordering volume and capacity.

W1 Enquiry/ focus: HalloweenEnglish focuses: Sharing and writing our half-term holiday news. Writing instructions. listening to, giving and following instructions. imperative verbs and time connectives. SPAG focus – commands. Maths focuses: Money – recognising money, making totals and finding the most efficient way. Using money and giving change.Topic focuses: Dia De Los Muertos (Day of the Dead) – creating a paper collage, researching facts. Spooky Reading Café (parent event)

Year Group: 2 Term: Autumn 2 2019 Highgate Infant School

W7 Enquiry/ focus: ChristmasEnglish focuses: Writing a letter to Father Christmas. Writing instructions about how to make a Christmas decoration.Maths focuses: Statistics. Interpreting and constructing simple pictograms, tally charts, block diagrams and simple tables.Topic focuses: Christmas Play rehearsals.

W4 Enquiry/ focus: Diwali

English focuses: The story of Rama and Sita. Use drama to act out the story. rewrite mini story using story path to plan. SPAG focus – past and present tense. Maths focuses: Recalling multiplication and division facts. Division as grouping and sharing. Division word problems. Halving.Topic focuses: Design and make Diva lamps (D&T). Rangoli patterns. Which countries celebrate Diwali?Science focuses: Sources of light. Natural and man-made light sources. Reflective surfaces.

Our Wonderful

World

W5 Enquiry/ focus: Thanksgiving English focuses: Sequence the Thanksgiving story. Research facts about Native Americans – create a non-fiction text. SPAG focus – past and present tense. Maths focuses: To recognise, find, write and name fractions. Focus on ½ and ¼. Find fractions of amounts.Topic focuses: Write Thanksgiving messages. What are we thankful for?Science focus: Explore and compare the differences between things that are living, dead, and things that have never been alive.

W6 Enquiry/ focus: Celebrations Around the World English focuses: Sequence the Nativity story and write captions. Creating a Christmas/celebration passport. Maths focuses: Time - O’clock, half past, quarter past and quarter to. Days of the week and months of the year.Topic focuses: Christmas play rehearsals. D&T – design and make a Christmas decoration. Look at how to join materials. RE: Why did God give Jesus to the world? Is God important to everyone?

W2 Enquiry/ focus: Bonfire Night English focuses: Adjectives to describe fireworks. Creating concrete firework simile poems. SPAG focus – coordination.Maths focuses: Subtraction. Using concrete and pictorial representations. Subtraction on a number line.Topic focuses: History of Guy Fawkes. Creating firework pictures using IT paint package. Make a class guy. Bonfire event. Science focuses: Fireworks in a jar experiment. Forces.

YEAR 2 English National Curriculum Objectives Covered YEAR 2 Interim Teacher Assessment Framework KS1

Spoken languageTo listen and respond appropriately to adults and their peersTo ask relevant questions to extend their understanding and knowledgeTo use relevant strategies to build their vocabularyTo articulate and justify answers, arguments and opinionsTo give well-structured descriptions, explanations and narratives for different purposes, including for expressingfeelingsTo maintain attention and participate actively in collaborative conversations, staying on topic and initiating andresponding to commentsTo use spoken language to develop understanding through speculating, hypothesising, imagining and exploring

ideasTo speak audibly and fluently with an increasing command of Standard English participate in discussions,presentations, performances, role play, improvisations and debatesTo gain, maintain and monitor the interest of the listener(s)To consider and evaluate different viewpoints, attending to and building on the contributions of othersTo select and use appropriate registers for effective communication.

Word readingTo continue to apply phonic knowledge and skills as the route to decode words until automatic decoding hasbecome embedded and reading is fluentTo read accurately by blending the sounds in words that contain the graphemes taught so far, especiallyrecognising alternative sounds for graphemesTo read accurately words of two or more syllables that contain the same graphemes as aboveTo read words containing common suffixesTo read further common exception words, noting unusual correspondences between spelling and sound and

wherethese occur in the wordTo read most words quickly and accurately, without overt sounding and blending, when they have been

frequentlyencounteredTo read aloud books closely matched to their improving phonic knowledge, sounding out unfamiliar wordsaccurately, automatically and without undue hesitationTo re-read these books to build up their fluency and confidence in word reading.

Comprehension: (Guided Reading, Library and x3 books a day)To listen to, discus and express views about a wide range of contemporary and classic poetry, stories and non-fiction at a level beyond that at which they can read independentlyTo discuss the sequence of events in books and how items of information are relatedTo become increasingly familiar with and retelling a wider range of stories, fairy stories and traditional talesTo be introduced to non-fiction books that are structured in different waysTo recognise simple recurring literary language in stories and poetryTo discuss and clarify the meanings of words, linking new meanings to known vocabularyTo discuss their favourite words and phraseTo continue to build up a repertoire of poems learnt by heart, appreciating these and reciting some, with appropriate intonation to make the meaning clearTo draw on what they already know or on background information and vocabulary provided by the teacherTo check that the text makes sense to them as they read and correcting inaccurate readingTo make inferences on the basis of what is being said and doneTo answer and ask questionsTo predict what might happen on the basis of what has been read so farTo participate in discussion about books, poems and other works that are read to them and those that they can readfor themselves, taking turns and listening to what others sayTo explain and discuss their understanding of books, poems and other material, both those that they listen to and those that they read for themselves.

Working towards the expected standardWord readingIn discussion with the teacher, the pupil can:Read accurately by blending the sounds in words that contain the common graphemes for all 40+ phonemes*Read accurately some words of two or more syllables that contain the same grapheme-phoneme correspondences (GPCs)*Read many common exception words*.In a book closely matched to the GPCs as above, the pupil can:Read aloud many words quickly and accurately without overt sounding and blending.Sound out many unfamiliar words accurately.Comprehension:In discussion with the teacher, the pupil can:Answer questions and make inferences on the basis of what is being said and done in a familiar book that is read to them.

Working at expected standardWord readingThe pupil can:Read accurately most words of two or more syllablesRead most words containing common suffixes*Read most common exception words*.

In age-appropriate books, the pupil can:Read words accurately and fluently without overt sounding and blending, e.g. at over 90 words per minuteSound out most unfamiliar words accurately, without undue hesitation.

Comprehension:In a familiar book that they can already read accurately and fluently, the pupil can:Check it makes sense to themAnswer questions and make some inferences on the basis of what is being said and done.

TranscriptionTo segment spoken words into phonemes and represent these by graphemes, spelling many correctlyTo learn new ways of spelling phonemes for which one or more spellings are already known, and learn some words with each spelling, including a few common homophonesTo learn to spell common exception wordsTo learn to spell more words with contracted formsTo learn the possessive apostrophe (singular) [for example, the girl’s book]To distinguish between homophones and near-homophonesTo add suffixes to spell longer words, including –ment, –ness, –ful, –less, –lyTo apply spelling rules and guidance, as listed in English Appendix 1To write from memory simple sentences dictated by the teacher that include words using the GPCs, common

Working towards the expected standardTranscriptionSegmenting spoken words into phonemes and representing these by graphemes, spelling some correctlySpelling some common exception words*

Working at expected standardTranscriptionSegmenting spoken words into phonemes and representing these by graphemes, spelling many correctlySpelling many common exception words*Spelling some words with contracted forms*Adding suffixes to spell some words correctly in their writing e.g. –ment, –ness, –ful, –less, –ly*

YEAR 2 Maths National Curriculum Objectives Covered YEAR 2 Interim Teacher Assessment Framework KS1

Number (and place value)To count in steps of 2, 3, and 5 from 0, and in tens from any number, forward and backwardTo recognise the place value of each digit in a two-digit number (tens, ones)To identify, represent and estimate numbers using different representations, including the number lineTo compare and order numbers from 0 up to 100; use <, > and = signsTo read and write numbers to at least 100 in numerals and in wordsTo use place value and number facts to solve problems

Working towards the expected standardNumber (and place value)The pupil can demonstrate an understanding of place value, though may still need to use apparatus to support them(e.g. by stating the difference in the tens and ones between 2 numbers or by writing number statements such as 35 < 53 and 42 > 36).Pupils can count in twos, fives and tens from 0 and use counting strategies to solve problems.The pupil can read and write numbers correctly in numerals up to 100

Working at expected standardNumber (and place value)The pupil can partition two-digit numbers into different combinations of tens and ones. This may include using apparatus(e.g. 23 is the same as 2 tens and 3 ones which is the same as 1 ten and 13 ones).

Number (addition and subtraction)To solve problems with addition and subtraction using concrete objects and pictorial representations, including those involving

numbers, quantities and measuresTo solve problems with addition and subtraction by applying their increasing knowledge of mental and written methodsTo recall and use addition and subtraction facts to 20 fluently, and derive and use related facts up to 100To add and subtract numbers using concrete objects, pictorial representations, and mentally, including:

a two-digit number and ones a two-digit number and tens two two-digit numbers adding three one-digit numbers

To show that addition of two numbers can be done in any order (commutative) and subtraction of one number from another cannotTo recognise and use the inverse relationship between addition and subtraction and use this to check calculations and solve missing number problems.

Working towards the expected standardNumber (addition and subtraction)The pupil can use number bonds and related subtraction facts within 20 (e.g. 18 = 9 + ?; 15 = 6 + ?).The pupil can add and subtract a two-digit number and ones and a two-digit number and tens where no regrouping is required (e.g. 23 + 5; 46 + 20), they can demonstrate their method using concrete apparatus or pictorial representations.The pupil can recall doubles and halves to 20(e.g. pupil knows that double 2 is 4, double 5 is 10 and half of 18 is 9).

Working at expected standardNumber (addition and subtraction)The pupil can add 2 two-digit numbers within 100 (e.g. 48 + 35) and can demonstrate their method using concrete apparatus or pictorial representations.The pupil can use estimation to check that their answers to a calculation are reasonable (e.g. knowing that 48 + 35 will be less than 100).The pupil can subtract mentally a two-digit number from another two-digit number when there is no regrouping required (e.g. 74 − 33).The pupil can recognise the inverse relationships between addition and subtraction and use this to check calculations and work out missing number problems(e.g. ∆ − 14 = 28).

Multiplication and divisionTo recall and use multiplication and division facts for the 2, 5 and 10 multiplication tables, including recognisingodd and even numbersTo calculate mathematical statements for multiplication and division within the multiplication tables and write themusing the multiplication (×), division (÷) and equals (=) signsTo show that multiplication of two numbers can be done in any order (commutative) and division of one number by another cannotTo solve problems involving multiplication and division, using materials, arrays, repeated addition, mental methods, and multiplication and division facts, including problems in contexts.

Working at expected standardMultiplication and divisionThe pupil can recall and use multiplication and division facts for the 2, 5 and 10 multiplication tables to solve simple problems, demonstrating an understanding of commutativity as necessary(e.g. knowing they can make 7 groups of 5 from 35 blocks and writing 35 ÷ 5 = 7; stating the total value of six 5p coins).

Fractions

To recognise, find, name and write fractions , , and of a length, shape, set of objects or quantity

To write simple fractions for example, of 6 = 3 and recognise the equivalence of and .

Working at expected standardFractionsThe pupil can identify 1

3 , 1

4 , 1

2 , 2

4 , 3

4 and knows that all parts must be equal parts of the whole.

MeasurementTo choose and use appropriate standard units to estimate and measure length/height in any direction (m/cm);mass (kg/g); temperature (°C); capacity (litres/ml) to the nearest appropriate unit, using rulers, scales,thermometers and measuring vesselsTo compare and order lengths, mass, volume/capacity and record the results using >, < and =To recognise and use symbols for pounds (£) and pence (p); combine amounts to make a particular valueTo find different combinations of coins that equal the same amounts of moneyTo solve simple problems in a practical context involving addition and subtraction of money of the same unit,including giving changeTo compare and sequence intervals of timeTo tell and write the time to five minutes, including quarter past/to the hour and draw the hands on a clockface to show these timesTo know the number of minutes in an hour and the number of hours in a day.

Working at expected standardMeasurementThe pupil can use different coins to make the same amount (e.g. pupil uses coins to make 50p in different ways. Pupil can work out how many £2 coins are needed to exchange for a £20 note).The pupil can read scales in divisions of ones, twos, fives and tens in a practical situation where all numbers on the scale are given(e.g. pupil reads the temperature on a thermometer or measures capacities using a measuring jug).The pupil can read the time on the clock to the nearest 15 minutes.

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