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Striving for




Cherry (Y2)

Welcome to Cherry Class

Class teacher: Mrs Wilcox.

Supported by: Miss Lister.

This page is for our parents and children to use together. It includes information about what Y2 are learning, key dates, homework and helpful websites. 


Spellings are sent home on Wednesdays and tested the following Wednesday.

PE for Cherry Class is on Tuesdays.

Reading books are changed on Fridays.

Homework is sent home at the start of each half-term and is due every Friday.


Summer 2


Our book for Summer 2.


The sequence of learning will develop children’s understanding of the story, characters, themes and language. The unit teaches reading, including fluency, vocabulary and comprehension, and meaningful writing, for a range of form, purpose and audience. The teaching of grammar and punctuation is embedded within analysis of the language and structures used to tell the story, through activities that explore the effect these might have on readers. The children are taught to apply what they have learned to their own writing, making choices to affect their readers’ thoughts and feelings. All learning culminates in a final piece of work..


(For more information about how we teach English at BJA, please visit our Writing page).



At Brookfield Junior Academy we follow the Read Write Inc. phonics programme to promote fluent, confident readers who develop a love and enjoyment for reading. 

  • We aim to ensure every child is able to read at age related expectation, regardless of their background, needs or abilities.
  • We aim to ensure all pupils, including the weakest readers, make sufficient progress to meet or exceed age-related expectations.
  • We aim to ensure the teaching of reading develops pupils’ vocabulary, language comprehension and a love of reading.
  • We aim to ensure pupils have the opportunity to enjoy a wide range of exciting stories, poems, rhymes and non-fiction.

The pupils are taught phonics daily, with extra tuition for targets pupils and with extra practice sessions in the lead up to the phonics screening check. The pupils will complete a ‘Read and Repeat’ cycle. This means each week each child will take home:

  • 1 taught ditty/Story book
  • 1 book bag book
  • 1 ‘reading for pleasure’ book for their parents/ carers to read to them to develop a love of reading  

It is expected that pupils are reading their phonics books '4 or more times a week'. Please make sure you evidence this in your child's planner. For more information please visit our Phonics page.

Below is a link to access Ruth Miskin's RWI portal videos to help you support your child's reading at home:

RWI Parent Films

Don't forget to log on to spelling shed to practice your spellings.



At BJA, we follow the White Rose Maths scheme of learning which underpins the values behind the mastery approach to teaching mathematics.There are many elements to the teaching and learning of Maths: it is not only the ability to calculate (being mathematically fluent) but also the ability to apply these skills to real life scenarios (solve problems and investigate) and also to talk knowledgeably about mathematical working (reasoning).


Please click on the links below to view our Long Term Plan and Curriculum Intent. For more information on how we teach maths at BJA, please see our Mathematics page.

Maths Curriculum Intent

Below you will see a number of links for different websites to support your child with their mathematical learning.





In Science we are learning about Plants. 

Children will have already looked at plants, germination, and growth from seeds earlier in the year.  In this unit, we will be looking at plants as a whole, and what they need to stay alive and healthy.  We will build on what students know about plants, using lots of information from the ‘life cycles’ unit, and using it to reinforce what plants need at different stages of their lives.  We will review the ‘life cycle’ aspect from the previous unit, making sure that students understand that plants have different stages in their lives, too.  The concepts learnt in the life cycle unit can be reinforced by comparing the life cycle of plants to that of humans. 

We will look again at germination, this time using it as an opportunity for scientific investigation.  Students will also carry out investigations into how plants grow.  The focus here is as much on their investigative skills as it is on learning new information.  It is an opportunity to remind children that scientists know things by investigating, and finding things out.



Lives of significant others  - Inventors

This is the last history unit of key stage 1 and aims to bring together some of the topics pupils have studied in addition to introducing them to some of the time periods they will cover at key stage 2 and beyond in history. In this unit, pupils consider significant inventors and their inventions across time. Focussing primarily on changes to the way in which we communicate with each other, pupils investigate three key inventions in chronological order – the printing press, the telephone and the World Wide Web. Using Ian Dawson’s criteria for significance (which will also form the basis for significance enquiries at key stage 2), pupils have to compare the significance of each inventor and consider why they were able to make that invention at that time. At the end of the unit, pupils are then asked to consider who they think was the most significant inventor of all time and why. Following on from other units, this scheme is underpinned by focussed enquiry led questions, second order and substantive concepts including the use of adverbial phrases. Links will also be drawn with previous learning in addition to laying the foundations for time periods pupils will study in greater depth at key stage 2 and beyond.


In music we will be focusing on Kenya

This unit of work links to the Geography unit of work ‘Where do people go on holiday?’ focusing on Kenya. Pupils will take their inspiration from Kenya, exploring how create sound to represent three contrasting aspects of the country: The National Reserve of Masai Mara, the city of Nairobi and the busy markets. Through images and discussion, children will develop and idea of what each of these places would sound like and then use this to create their own soundscapes using musical instruments, producing a musical composition which they will perform in an ensemble.  

In SRE we will be learning;

 - What makes a boy or a girl?

- Are all families the same?

In Art we will be studying the artist Monet