Skip to content ↓
Newton Burgoland Primary School

Newton Burgoland Primary School

Together We Can Achieve Excellence

Information for Parents

Welcome to Class 2!

General Information

PE will be on a Wednesday and Thursday.  Forest school dates will be given on the newsletter and term dates. Please make sure that you have appropriate clothing and footwear for these days.

Please continue to read at home each day, practise your spellings and complete your homework. All homework should be completed in pencil and should be presented beautifully. You will also have a book talk bag to share with your child each week containing one of our "100 books" and some activities to complete.

In the information below please find what is expected in English and Maths by the end of year 2. Also find curriculum coverage for the other subjects.



In year 2 we all recap phase 5 phonics for the first term using the "Little Wandle" phonics scheme. We then move on to spelling work for the rest of the year, reviewing phonics where needed. All children continue to take part phonics catch up until they are able to pass the phonics screening check and are secure with phase 5 phonics. The children take part in shared reading group 3 times per week which closely match their phonics ability (Phase).


The children take part in daily writing lessons focusing on the objectives below:

- Writes capital letters and digits of the correct size, orientation and relationship to one another and to lower case letters.

- Develops positive attitudes towards, and stamina for, writing, by writing for different purposes.

- Considers what is going to be written before beginning by encapsulating what they want to say, sentence by sentence.

- Makes simple additions, revisions and corrections to writing by: 1. Proof-reading to check for errors in spelling, grammar and punctuation. 2. Segmenting spoken words into phonemes and representing these by graphemes, spelling many correctly. 3. Learning 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 homophones.

- Uses the suffixes –er, -est in adjectives and –ly to turn adjectives into adverbs.

- Constructs subordination (using when, if, that, because) and co-ordination (using or, and, but).

- Uses the correct choice and consistent use of present tense and past tense throughout a written piece.

- Uses capital letters, full stops, question marks and exclamation marks to demarcate sentences.

- Use commas to separate items in a list.


Class reads and books to support topics are carefully selected to inspire a love of reading in all the children. The pupils also have access to 200 pre-selected books throughout KS1 that they are able to take home and share with parents in addition to their reading and shared reading books.

The children take part in a shared reading group 3x per week in addition to their phonics sessions focusing decoding, prosody and comprehension. They focus on the objectives below:

- Reads accurately by blending the sounds in words that contain the graphemes taught so far especially recognising alternative sounds for graphemes.

- Reads accurately words of two or more syllables that contain the same graphemes as above.

- Reads most words at an instructional level 93- 95% quickly and accurately without overt sounding and blending, when they have been frequently encountered.

- Reads aloud books closely matched to their improving phonic knowledge, sounding out unfamiliar words accurately, automatically and without undue hesitation.

- Re-reads thee books to build up their fluency and confidence in word reading.

- Develops pleasure in reading, motivation to read, vocabulary and understanding by: 1. Listening to, discussing and expressing views about a wide range of contemporary and classic poetry, stories and non-fiction at a level beyond that at which they can read independently. 2. Discussing the sequence of events in books and how items of information are related. 3. Becoming increasingly familiar with a wider range of stories, fairy stories and traditional tales. 4. Re-telling a range of stories, fairy stories and traditional tales. 5. Being introduced to non-fiction books that are structured in different ways.

- Understand both the books they can already read accurately and fluently and those that they listen to by: 1. Checking that the text makes sense to them as they read and correcting inaccurate reading. 2. Answering questions. 3. Predicting what might happen on the basis of what has been read so far. Participates in discussions about books, poems and other works that are read to them and those they can read for themselves, taking turns and listening to what others say.





The children take part in daily maths lessons where they are taught to:


- Count in steps of 2, 3, and 5 from 0, and in tens from any number, forward and backward

- Recognise the place value of each digit in a two-digit number (tens, ones)

-Identify, represent and estimate numbers using different representations, including the number line

- Compare and order numbers from 0 up to 100; use and = signs

- Read and write numbers to at least 100 in numerals and in words

- Use place value and number facts to solve problems.


Addition and Subtraction

- Solve problems with addition and subtraction:

- Use concrete objects and pictorial representations, including those involving numbers, quantities and measures 

-Apply their increasing knowledge of mental and written methods

- Recall and use addition and subtraction facts to 20 fluently, and derive and use related facts up to 100

- 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

- Show that addition of two numbers can be done in any order (commutative) and subtraction of one number from another cannot 

- Recognise and use the inverse relationship between addition and subtraction and use this to check calculations and solve missing number problems.

Multiplication and Division

- Recall and use multiplication and division facts for the 2, 5 and 10 multiplication tables, including recognising odd and even numbers

- Calculate mathematical statements for multiplication and division within the multiplication tables and write them using the multiplication (×), division (÷) and equals (=) signs

- Show that multiplication of two numbers can

- Solves problems involving multiplication and division, using materials, arrays, repeated addition, mental methods and multiplication and division facts, including problems in contexts.

Fractions (including decimals)

- Recognises, finds, names and writes fractions 1/3, 1/4, 2/4 and 3/4 of a length, shape, set of objects or quantity.


- Solves simple problems in a practical context involving addition and subtraction of money of the same unit including giving change.

Geometry: properties of shape

- Compares and sorts common 2-D and 3-D shape and everyday objects.

Geometry: position and direction

- Uses mathematical vocabulary to describe position, direction and movement including movement in a straight line and distinguishes between rotation as a turn and in terms of right angles for quarter, half and three-quarter turns (clockwise and anti-clockwise).


- Asks and answers questions about totalling and comparing categorical data.





Working scientifically

During years 1 and 2, pupils should be taught to use the following practical scientific methods, processes and skills through the teaching of the programme of study content:

  • asking simple questions and recognising that they can be answered in different ways
  • observing closely, using simple equipment
  • performing simple tests
  • identifying and classifying
  • using their observations and ideas to suggest answers to questions
  • gathering and recording data to help in answering questions

Living things and their habitats

Pupils will be taught to:

  • explore and compare the differences between things that are living, dead, and things that have never been alive
  • identify that most living things live in habitats to which they are suited and describe how different habitats provide for the basic needs of different kinds of animals and plants, and how they depend on each other
  • identify and name a variety of plants and animals in their habitats, including microhabitats
  • describe how animals obtain their food from plants and other animals, using the idea of a simple food chain, and identify and name different sources of food


Pupils will be taught to:

  • observe and describe how seeds and bulbs grow into mature plants
  • find out and describe how plants need water, light and a suitable temperature to grow and stay healthy

Animals, including humans

Pupils will be taught to:

  • 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 (water, food and air)
  • describe the importance for humans of exercise, eating the right amounts of different types of food, and hygiene

Uses of everyday materials

Pupils will be taught to:

  • identify and compare the suitability of a variety of everyday materials, including wood, metal, plastic, glass, brick, rock, paper and cardboard for particular uses
  • find out how the shapes of solid objects made from some materials can be changed by squashing, bending, twisting and stretching

history & geography


 changes within living memory. Where appropriate, these should be used to reveal aspects of change in national life 

 events beyond living memory that are significant nationally or globally [for example, the Great Fire of London] 

 the lives of significant individuals in the past who have contributed to national and international achievements. Some should be used to compare aspects of life in different periods.

 significant historical events, people and places in their own locality.


Locational knowledge 

 name and locate the world’s seven continents and five oceans 

 name, locate and identify characteristics of the four countries and capital cities of the United Kingdom and its surrounding seas

Place knowledge

 understand geographical similarities and differences through studying the human and physical geography of a small area of the United Kingdom, and of a small area in a contrasting non-European country

Human and physical geography 

 identify seasonal and daily weather patterns in the United Kingdom and the location of hot and cold areas of the world in relation to the Equator and the North and South Poles 

 use basic geographical vocabulary to refer to:  key physical features, including: beach, cliff, coast, forest, hill, mountain, sea, ocean, river, soil, valley, vegetation, season and weather 

 key human features, including: city, town, village, factory, farm, house, office, port, harbour and shop

Geographical skills and fieldwork 

 use world maps, atlases and globes to identify the United Kingdom and its countries, as well as the countries, continents and oceans studied at this key stage 

 use simple compass directions (North, South, East and West) and locational and directional language [for example, near and far; left and right], to describe the location of features and routes on a map


Pupils will be taught to:

  • understand what algorithms are, how they are implemented as programs on digital devices, and that programs execute by following precise and unambiguous instructions
  • create and debug simple programs
  • use logical reasoning to predict the behaviour of simple programs
  • use technology purposefully to create, organise, store, manipulate and retrieve digital content
  • recognise common uses of information technology beyond school
  • use technology safely and respectfully, keeping personal information private; identify where to go for help and support when they have concerns about content or contact on the internet or other online technologies

art & dt


Pupils will be taught: 

 to use a range of materials creatively to design and make products 

 to use drawing, painting and sculpture to develop and share their ideas, experiences and imagination 

 to develop a wide range of art and design techniques in using colour, pattern, texture, line, shape, form and space 

 about the work of a range of artists, craft makers and designers, describing the differences and similarities between different practices and disciplines, and making links to their own work.

pshce/music & re



Pupils will be taught to: 

 use their voices expressively and creatively by singing songs and speaking chants and rhymes 

 play tuned and untuned instruments musically 

 listen with concentration and understanding to a range of high-quality live and recorded music 

 experiment with, create, select and combine sounds using the inter-related dimensions of music.


Children should be able to: 

• Consider beliefs and sources

• Explore comparisons and diversity

• Develop language and expression

• Develop reasoned responses

• Consider questions and look for answers

• Explore influences and impact


We use the Cambridgeshire planning to deliver our PSHCE curriculum.

PE & Forest schools


Pupils will be taught to: 

 master basic movements including running, jumping, throwing and catching, as well as developing balance, agility and co-ordination, and begin to apply these in a range of activities 

 participate in team games, developing simple tactics for attacking and defending 

 perform dances using simple movement patterns.

Forest Schools

By the end of KS1 the children will have:

Understood and followed the forest school rules.

Learnt about how to move and work in the forest safely.

Understood where the boundaries are in the forest area.

Dressed appropriately for the forest and begun to take responsibility for their personal kit.

Got changed for forest schools independently and thought about appropriate clothing.

Talked about how to look after the woodland.

Have heard tool talks and talked about safety.

Joined in with forest school sessions.

Developed confidence in the forest.

Worked creatively in the forest.

Asked for help when needed.

Helped an adult to make a simple shelter.

Used a bow saw, peeler and loppers in a pair under direct supervision from an adult. (one to one)

I can identify a few common trees and plants.

Looked for minibeasts and talked about where they live.

Talked about woodland creatures and where they live.

Been introduced to a few types of knot.

Had a go at tying a simple knot.

Understood safety procedures in relation to fire.

Learnt how to go around the fire circle correctly.

Had experience of simple cooking on a group fire.

Worked in a range of groupings: pairs, small groups, independent.

Reviewed what I have done in the forest.

Been positive about what others have achieved.