In Block 2, children will use The Owl Who Was Afraid of the Dark through the Writing Pathways approach to develop composition, transcription, grammar, and vocabulary skills. They will plan, draft, and edit character descriptions, diary entries, and short narratives, using expanded noun phrases, varied sentence starters, and accurate punctuation. Drama and discussion will support oral rehearsal of ideas, while rich vocabulary linked to emotions, nocturnal animals, and light and dark will be explored to enhance their writing. The block will conclude with students writing a non-chronological report on owls, making links to their science learning about the needs of different animals.

Key Vocabulary - Faded, bleary, peered, enormous, butting, startled, explore, twinkle, barn owl, deckchair, campfire, wellington, telescope, planets, supper, moonlight, rooftops

In Block 2, children will develop their understanding of subtraction and shape. In subtraction, they will build fluency in subtracting numbers using mental strategies, number lines, and column methods, as well as solving real-life problems that involve finding differences and missing numbers. In the shape unit, children will explore 2D and 3D shapes, identifying properties such as edges, vertices, and faces, and learning to compare and classify shapes. The block will focus on developing reasoning and problem-solving skills, encouraging children to explain their thinking and make connections between numbers and geometric concepts, ensuring a solid foundation for further mathematical learning.

Key Vocabulary – Subtract, minus, difference, take away, less than, equals, 

2D, 3D, square, rectangle, triangle, circle, cube, cuboid, sphere, pyramid, edges, vertex/vertices, face, sides, corners

In Humanities, children will explore the history of flight in 'How We Learnt to Fly'. They will learn about chronology, cause and effect, and important inventions in flight and investigate key inventors and events. Links will be made to the Year 2 science topic on materials, as children explore why different materials were used to make planes and gliders, looking at properties like strength, flexibility, and weight. This block will help children develop historical enquiry, reasoning, and presentation skills, using timelines, diagrams, and short written explanations to share what they have learnt.

Key Vocabulary – Invention, inventor, aeroplane, glider, balloon, Wright brothers, chronology, timeline, past, present, event, cause, effect

In Science, children will explore everyday materials and their properties through the White Rose scheme. They will identify and compare materials such as wood, metal, plastic, glass, fabric, and rock, describing their uses and suitability. Children will investigate properties including strength, flexibility, transparency, and absorbency, and will carry out simple tests to see which materials are best suited for different purposes. They will also begin to consider how materials can be changed by bending, twisting, squashing, and stretching. This block develops children’s scientific enquiry skills, encouraging them to ask questions, make predictions, and record results in charts, tables, and written explanations.

Key Vocabulary – Wood, metal, plastic, glass, fabric, rock, paper, rubber, hard, soft, smooth, bendy, stiff, flexible, transparent, opaque, absorbent, waterproof, shiny, dull, heavy, light, stretch, bend, twist, squash

Children will learn about similarities and differences between people, families, and communities. They will explore kindness, respect, and how to challenge unkind behaviour and bullying, while celebrating what makes everyone unique.

Key Vocabulary: Difference, similar, unique, respect, kind, family, friend, community, bullying, celebrate, diversity, inclusion

In block 2, we will continue to embed and extend this focus on vocabulary, helping children to deepen their everyday language while also developing subject-specific vocabulary across English, maths, science, humanities, and PSHE.

In Block 2, children will enhance their spelling skills by reviewing common exception words like 'hour' and 'door' and learning to spell words with adjacent consonants (e.g., 'smell', 'stop'). They will focus on the sounds spelt '-le' (e.g., apple) and '-el' (e.g., camel) and then explore '-al' (e.g., final) and '-il' (e.g., pencil). The block will also cover the /o/ sound spelt 'a' before 'l'/'ll' (e.g., 'ball') and patterns after 'w' and 'qu' (e.g., 'want', 'work'). Additionally, they will work on homophones like bear/bare and blue/blew. Various strategies, including mnemonics and speed spelling, will be used to reinforce their learning.

Home learning in Year 2 will continue to support and extend classroom learning. Each week, children can complete an activity of their choice in their writing logs, giving them the chance to practise using capital letters, full stops, expanded noun phrases, and new vocabulary in their writing. 

In maths, a weekly activity will be set on MyMaths every Tuesday, linked to the topics taught in class.

Reading remains a key priority, and children are expected to read daily at home with an adult, talking about the story and recording comments in their reading record.

Home learning helps children practise key skills, build confidence, and develop independence. However, students are encouraged but not required to complete these tasks.

In Computing, our topic for this block is We are Games Testers. In this unit, pupils explore Scratch games to understand the rules and algorithms behind them. They play coding-based games, analyse how they work, and discuss how programming shapes gameplay. This unit develops logical thinking, problem-solving, and an understanding of how algorithms control digital experiences.

Key vocabulary: Algorithm, Input, Output, Abstraction, Parallel processing

In art lessons, children will explore how drawing can be used to tell stories. They experiment with characters, settings, and sequencing, using line, expression, and detail to convey narrative. Through sketchbooks, children practise developing ideas and refining imagery, building confidence and creativity. They learn how illustration communicates mood and meaning, linking text and image. The block culminates in children creating illustrated story sequences that showcase imagination, clarity, and visual storytelling.

Key Vocabulary: Drawing, story, character, setting, sequence, line, expression, detail, narrative, sketchbook, idea, refine, illustration, mood, image

In this block, children explore rap and hip hop through the festive-themed song Ho Ho Ho by Joanna Mangona. They learn to identify pulse, rhythm, and pitch while developing listening and appraisal skills. Children perform through singing, rapping, and playing tuned or untuned percussion, building accuracy and confidence. Improvisation and simple composition tasks encourage creativity and teamwork. The block culminates in a lively class performance, celebrating musical skills and the joy of seasonal music.

Key Vocabulary: Rap, hip hop, pulse, rhythm, pitch, singing, rapping, percussion, improvisation, composition, performance, teamwork, confidence, creativity, festive, style

In this block, children rehearse and perform the nativity musical Lights, Camel, Action!. They develop singing, acting, and movement skills while retelling the Christmas story with humour and creativity. Ensemble work builds confidence, teamwork, and stage presence, with children learning to project voices, use expression, and perform choreography. The block culminates in a festive production for the school community, celebrating collaboration, performance, and the joy of sharing a well-loved seasonal story.

Key Vocabulary: Nativity, Christmas, performance, singing, acting, movement, choreography, expression, ensemble, confidence, teamwork, humour, story, character, stage, celebration

In this block, children use dance to retell and celebrate the Nativity story. Using stimulus from key scenes such as the journey to Bethlehem, the shepherds, angels, and the kings, they explore travelling actions, formations, and contrasting dynamics. Children work individually and collaboratively to create sequences that build into a full performance. The block develops expression, storytelling, and ensemble skills, culminating in a festive dance piece to share with the school community.

Key Vocabulary: Nativity, journey, Bethlehem, shepherds, angels, kings, travelling, formation, dynamics, storytelling, sequence, choreography, expression, ensemble, performance, celebration

Striking and Fielding 

In the striking and fielding unit, pupils will develop their striking and fielding skills further by hitting a moving ball and practicing more advanced catching and throwing techniques. They will begin to understand basic rules of simple games.

Key Vocabulary: Hit, catch, throw, ball, bat, field, rules, team.

All students will take part in a fortnightly swimming lesson designed to build both confidence and enjoyment in the water. Our programme follows a structured level system that ensures steady progression, tailored to each child’s ability. Alongside stroke development, children also learn important water safety and personal survival skills. We aim for every child to leave Junior School as a competent, confident swimmer with the skills to participate safely in a range of aquatic environments.