School Logo

Kings Meadow Primary School and Early Years Education Centre

Celebrating Success

Year 2

Welcome to our Year 2 Class Page


We have a very exciting year of learning ahead of us. We hope that the following information about our curriculum and routines will help you and your child settle into Willow Class.


Year 2 Teaching Team

Mrs Noone – Class Teacher

Miss Roberts – Teaching Assistant


Physical Education Reminders

P.E kits are required on a Monday (Dance) and  Wednesday (P.E.)


Homework Reminders

On a Tuesday the children will be given homework and spellings, the Homework and spellings book should be returned to school by Friday.  Children should aim to read and learn spellings on a daily basis.  The children will have a weekly spelling test on a Monday.

Reading Reminders

Children will be sent home with two or three reading books on a Monday and they need to be returned to school on a Friday.


Curriculum Information

This year at Kings Meadow, in a change to our curriculum, we have developed new themes and learning sequences to inspire our children that ‘LEARNING MEANS THE WORLD’! Information about our new ‘Dimensions’ Curriculum can be found in the Curriculum section of this website. The following information is specific to Year 2.

In Year 2 we are ‘PATHFINDERS’.  Through our teaching, and the experiences we offer, this year our children will learn how to become:

INNOVATIVE- I can generate new ideas.

DECISIVE- I can choose the best way to express my thoughts and feelings.

CREATIVE- I can share my ideas and experiences with others, as part of a group.

INDEPENDENT- I am not afraid to ‘have a go’



Current Curriculum Theme

Our current theme is ‘Land Ahoy!’.  It is part of our whole school focus on CONFLICT.

Theme Overview

“Land Ahoy!” is a thematic unit, with a subject focus on science and geography. The science element is based around sound, speed and motion and begins by exploring how things move, linking with a pirate’s journey around the continents and oceans. The unit concludes with an introduction to sound, focusing on sources of sound and the relationship between distance and volume. Threaded through is the theme of behaving responsibly, with consideration for others.


Curriculum Breadth

The other subjects included in this thematic unit are art, dance, design technology, drama, ICT /computing, literacy, speaking and listening, maths, music and PSHE. Breadth comes, not only from the range of subjects offered, but also from their careful integration, leading to more connected thinking.
Global Dimensions help pupils develop a wider perspective and understand the links between their own lives and those of people around the globe, as well as understanding their place in the worldwide community.


Curriculum Depth

Learning Means the World puts great emphasis on curriculum depth. We focus on common attributes that
ensure provision of a deep curriculum and use them to underpin our thematic units. We consider these to
be:- meaning and relevance; cohesion; opportunities for inquiry; development of critical, creative and high order thinking skills; integration of subjects; provision of access to information from a range of sources and viewpoints; authenticity of end products.Through elements such as Catalyst Questions, Pupil-Led Activities and Essential Learning Experiences (ELEs), teachers can thus ensure a greater depth of learning.


In this theme we will cover the following Learning Objectives:



Sc1 Suggest what might happen and perform simple tests
Sc2 Explore using senses and record findings in simple ways
Sc3 Collect evidence to try to answer a question
Sc4 Make simple comparisons through observation
Sc5 Identify and classify based on simple criteria


Sc6 Explore and observe in order to collect data and describe and compare findings
Sc7 With help, suggest some ideas and questions and predict what might happen
Sc8 Use first-hand observation, own experience and simple information sources to make comparisons and
answer questions
Sc9 Observe closely using simple equipment
Sc10 Recognise ways in which evidence can be collected
Sc11 Use simple scientific language
Sc12 Perform simple tests
Sc13 Record findings in various formats using standard units, drawings, diagrams, photographs, simple
prepared formats such as tables and charts, tally charts, and displays
Sc14 Say whether what happened was what was expected and draw simple conclusions to help answer questions



P1 Skills
Ma19 Investigate, create and use whole number scales to measure
Ma23 Compare, describe and solve practical problems for length / height (e.g. long/short, longer/shorter,
tall/short, double/half )
Ma27 Measure and begin to record length and height
P2 Skills
Ma 57 Explore more advanced patterns
Ma58 Identify and describe the properties of 2-D shapes, including the number of sides and symmetry in a vertical line.


P1 Skills
Ma20 Recognise and know the value of different denominations of coins and notes
Ma7 Read, write and interpret mathematical statements involving addition (+), subtraction (-) and equals (=) signs
Ma8 Represent and use number bonds and related subtraction facts within 20
Ma9 Add and subtract one-digit and two-digit numbers to 20, including zero
Ma10 Solve one-step problems that involve addition and subtraction, using concrete objects and pictorial
representations, and missing number problems
P2 Skills
Ma41 Recognise and use the inverse relationship between addition and subtraction and use this to check
calculations and missing number problems.
Ma42 Solve problems with addition and subtraction
Ma43 Use concrete objects and pictorial representations, including those involving numbers, quantities and measures



Ar1 Drawing Explore the use of line, shape and colour
Ar2 Painting Explore a variety of tools and techniques including the use of different brush sizes and types
Ar7 Respond to ideas
Ar8 Make changes to their own work
Ar9 Drawing Use a variety of tools, including pencils, crayons, pastels, felt tips, charcoal, ballpoints, chalk
and other dry media
Ar10 Painting Use different brush sizes and types

Ar14 Explore ideas
Ar15 Drawing Experiment with the visual elements of line, shape, pattern and colour
Ar16 Drawing Work out ideas for drawings in a sketchbook
Ar17 Painting Experiment with a variety of tools and techniques, including mixing a range of secondary
colours, shades and tones
Ar22 Drawing Draw for a sustained period of time using real objects, including single and grouped objects
Ar24 Drawing Layer different media e.g. crayons, pastels, felt tips, charcoal and ballpoint
Ar25 Painting Work on a range of scales e.g. large brush on large paper etc.



Da1 Explore basic body actions
Da2 Explore movement skills and create movement patterns in response to stimuli
Da3 Respond to different stimuli, copy and explore basic body actions and movement patterns
Da4 Recognise how their body feels when still and when exercising
Da5 Observe a performance and say why they like/dislike it
Da6 Create, practise and repeat their own movement phrases with a beginning, middle and end

Da8 Discuss different stimuli and explore ideas, moods and feelings to extend their movement phrases
Da9 Recognise the need for warm up and cool down
Da10 Discuss why they like a performance and suggest improvements
Da11 Create short dance phrases that express an idea, mood or feeling, with control, coordination and spatial awareness
Da13 Communicate different moods, feelings and ideas through dance with an awareness of the expressive qualities of dance
Da14 Create, repeat and perform short dances from a prompt



Dr1 Use role play to explore and engage with characters, situations and events from known stories
Dr5 Use different voices in acting

Dr9 Use role play to engage and empathise with characters, situations and events from known stories and stories they create together
Dr12 Use the dialogue from existing texts as well as create their own
Dr14 Prepare and learn a few lines in their play



Mu1 Use their voices confidently in different ways
Mu3 Recognise and explore how sounds can be made and changed
Mu6 Respond appropriately to musical instructions
Mu7 Respond verbally and physically to different musical moods
Mu8 Create and choose sounds in response to given starting points
Mu10 Repeat short, rhythmic and melodic patterns to a given beat

Mu11 Select and order sounds within simple structures and sounds in response to given starting points
Mu12 Experiment with, create, select and combine sounds using inter-related musical dimensions e.g. tempo, pitch
Mu13 Represent sounds with symbols
Mu14 Play musical instruments with expression and control,
listening and observing carefully
Mu15 Identify the beat and join in getting faster and slower together
Mu16 Recognise and explore how sounds can be organised
Mu17 Begin to sing in tune with expression and control


Design Technology

Dt1 Explore the sensory qualities of materials
Dt3 Identify a target group for what they intend to design and make
Dt5 Generate and talk about their own ideas
Dt6 Follow safe procedures
Dt7 Take account of simple properties of materials when deciding how to cut, shape, combine and join them
Dt8 Use tools and materials with help

Dt9 Explore a range of existing products
Dt11 Identify a purpose for what they intend to design and make
Dt12 Identify simple design criteria then plan what to do next, using a variety of methods
Dt13 Observe and take account of properties of materials when deciding how to cut, shape,
combine and join them
Dt14 Identify what they could have done differently or how they could improve their work in the future
Dt15 Evaluate a range of existing products
Dt16 Communicate their ideas using a variety of methods e.g. drawing, making mock-ups, ICT
Dt17 Measure, mark, cut out and shape a range of materials
Dt19 Use simple finishing techniques
Dt20 Talk about their ideas, saying what they like and dislike, and evaluate against their design criteria



Understand the reason why we have rules
• Learn about rules as expectations
• Understand to agree and follow rules for their group and classroom
• Recognise why rules and expectations are important
PW20 Recognise how their behaviour affects other people
HW2 Recognise right and wrong, what is fair and unfair and explain why
Ci1 Recognise the difference between good and bad choices
Ci2 Recognise the difference between right and wrong and what is fair and unfair

Understand why we have rules /expectations
• Learn about how they can contribute to the life of the class
HW13 Listen to and show consideration for other people’s views
HW15 Listen to, reflect on and respect other people’s views and feelings
Ci3 Consider ways of looking after the school or community and how to care for the local environment
Ci4 Identify the importance of rules and be able to say why rules applying to them are necessary
Ci5 Express views and take part in decision-making activities to improve their immediate environment
or community
Ci6 Take turns and share as appropriate
Ci7 Suggest rules that would improve things for the common good


ICT and Computing

Ict1 Explore digital resources by using hyperlinks and simple menus
Ict2 Use the internet and other digital sources to ?nd out about signi?cant issues, events and people and
explore real and imaginary locations
Ict6 Give instructions to make things happen using programmable devices
Ict11 Use strategies to stay safe when using ICT and the internet
Ict12 Plan, discuss and review work developed using ICT in order to improve it
Ict13 Use technology safely and respectfully, keeping personal information private
Ict14 Identify when and where to go for help and support when they have concerns about material on the internet

Learning Pathways

  • Innovative

I can ask relevant and appropriate questions to extend my thinking.

  • Decisive

I can respond appropriately to instructions.

  • Creative

I can see things from other points of view.

  • Independent

I am not afraid to ‘have a go’.










Ho Ho Ho.mp4

Still image for this video