British School in the heart of Madrid

- A Catholic education for every child -



ENGLISH - Spoken Language:

  - Listen and respond appropriately to adults and their peers.
  - Ask relevant questions to extend their understanding and knowledge
  - Use relevant strategies to build their vocabulary
  - Articulate and justify answers, arguments and opinions, give well-structured descriptions, explanations & and narratives for different purposes, including for expressing feelings.
  - They will also learn how to:
      o Maintain attention and participate actively in collaborative conversations, staying on topic and initiating and responding to comments.
      o Use spoken language to develop understanding through speculating, hypothesising, imagining and exploring ideas.
      o Speak audibly and fluently with an increasing command of Standard English.

ENGLISH - Writing Spelling:

  - Segmenting spoken words into phonemes and representing these by graphemes, spelling many correctly, learning new ways of spelling phonemes for which 1 or more spellings are already known, and learn some words with each spelling, including a few common homophones.
  - Learning to spell common exception words and learning to spell more words with contracted forms.
  - Handwriting and Presentation: form lower-case letters of the correct size relative to one another.
  - Write capital letters and digits of the correct size, orientation and relationship to one another and to lower-case letters.
  - Use spacing between words that reflects the size of the letters.

ENGLISH - Word Reading:

  - Continue to apply phonic knowledge and skills as the route to decode words until automatic decoding has become embedded and reading is fluent.
  - Read accurately by blending the sounds in words that contain the graphemes taught so far, especially recognising alternative sounds for graphemes.
  - Read accurately words of two or more syllables that contain the same graphemes.

ENGLISH - Comprehension:

  - Develop pleasure in reading, motivation to read, vocabulary and understanding.
  - Understand both the books that they can already read accurately and fluently and those that they listen to.
  - Participate in discussion about books, poems and other works that are read to them and those that they can read for themselves, taking turns and listening to what others say and explain and discuss their understanding of books, poems and other material, both those that they listen to and those that they read for themselves.

ENGLISH - Composition:

  - Develop positive attitudes towards and stamina for writing by writing narratives about personal experiences and those of others (real and fictional), writing about real events and writing poetry.
  - Children will also consider what they are going to write before beginning by planning or saying out loud what they are going to write about, writing down ideas and/or key words, including new vocabulary and encapsulating what they want to say, sentence by sentence.

MATHS - Addition & Subtraction:

  - Solve problems with addition and subtraction.
  - 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.
  - Show that addition of 2 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.

MATHS - Multiplication & 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 2 numbers can be done in any order (commutative) and division of 1 number by another cannot.
  - The children also do practical activities on Fractions, Measurement, Properties of Shapes, Position & Direction, Statistics and they learn how to Work Scientifically.

MATHS - Number & place value:

  - Count in steps of 2, 3, and 5 from 0, and in 10s from any number, forward and backward.
  - Recognise the place value of each digit in a two-digit number (10s, 1s).
  - 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 and use place value and number facts to solve problems.


  - The theme of the seaside is set mainly in a geographical context but uses a historical perspective to help children understand how seaside places have evolved over time. The activities at the end of the unit have a more global emphasis.
  - The teacher uses investigative tasks to introduce children to the idea of looking at their local area. The local area will be studied frequently during a child's time in primary school and therefore this unit focuses on aspects of local features, land use and environment.
  - Where in the world is Floppy?
  - This is a 'continuous' unit, designed to be developed at various points throughout the key stage. It uses a first-hand object (Floppy) to enable children to learn about other countries and places.
  - Floppy travels with different people connected to the school as well as on school visits, creating a sense of personal involvement for the children.

HISTORY - Transport in the past:

  - This unit looks at similarities and differences between transport today and transport in the past. It introduces children to the concepts of 'old' and 'new', and encourages them to think about the changes in their own lives and in those of their family or adults around them.

HISTORY - The Great Fire of London:

  - This unit links an important event beyond living memory in British history, the Great Fire of London, with a famous person, Samuel Pepys.
  - Children develop their sense of chronology and consider why the Great Fire happened, its results and the different ways it is represented.

HISTORY - Florence Nightingale:

  - This unit looks at the life of Florence Nightingale, why she went to Turkey to help soldiers injured in the Crimean War, and what happened as a result of her work.


  - Picture this: recording events in different ways
  - Mother Nature, designer: exploring natural forms
  - Can buildings speak: exploring shape, texture and pattern through prints and rubbings


We learn about:
  - The local area.
  - The Continents.
  - Look and compare different capitals.
  - Look at 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.


  - Children will 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 and experiment with.
  - Create, select and combine sounds using the interrelated dimensions of music.


  - Children will use a range of materials creatively to design and make products.
  - Use drawing, painting and sculpture to develop and share their ideas, experiences and imagination.
  - Develop a wide range of art and design techniques in using colour, pattern, texture, line, shape, form and space and look at 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.
  - They will learn about the life of Kandinsky, create a self-portrait and learn how to make a puppet and sew a simple stitch and weave. From design to the finished product!


Year 2 use a program called “Scratch to move the cat” in different ways. They learn 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.


The pupils follow a Physical Education Curriculum coherent with the National Curriculum Guidelines for England and Wales.
We believe Physical Education should involve pupils in the continuous process of performing, planning and evaluating. This applies to all areas of activity. Furthermore, the greatest emphasis is always placed on the actual performance aspect of the subject.
Our Key Stage 1 Programme focusses on developing pupil´s basic motor skills and spacial awareness. We aim for pupils to enjoy being active and to grow in confidence within the subject.


Nuestro proyecto curricular considera la Lengua como eje de toda la programación, haciendo una rigurosa selección de todos los contenidos básicos, tanto instrumentales: lectura y escritura; como emocionales, adquiridos a partir de la experiencia.
Para esto nos apoyamos en los libros propuestos como principal material didáctico.

  - La iniciación al estudio de la Lengua, donde comienzan programas que se desarrollarán en otros cursos. Dicho método comienza con la utilización de un texto oral (cuento), le sigue una presentación progresiva y sistemática de todos los sonidos y grafías de la Lengua. A continuación se realizan actividades de lectura para recordar el texto.
  - Se desarrolla, además, una parte de comprensión y gramática, haciendo una presentación gráfica de un vocabulario adaptado al nivel, con actividades sobre el significado de palabras y reglas ortográficas más elementales.   - Se potencian actividades que permiten desarrollar la escritura en el ámbito de la oración y propuestas de trabajo orientadas a la elaboración de breves textos descriptivos y narrativos.
  - Utilizamos, como soporte una biblioteca de aula compuesta de cuentos rigurosamente seleccionados y adaptados a los ritmos de aprendizaje que deben formar parte de la educación del niño.


  - Los cuentos son el punto de partida para introducir contenidos sobre el colegio, la familia y las fiestas populares.   - También ampliamos el campo de exploración del entorno trabajando contenidos relacionados con los elementos de la calle, la localidad y los medios de transporte.
  - El último bloque de contenidos nos acerca al descubrimiento del entorno natural, para ellos trabajamos temas como, el aire y el agua, los elementos de la naturaleza y el planeta Tierra.
Conocer el medio es un reto diario para el niño, le interesa conseguirlo y para ello amplía contextos y entornos. Descubre e indaga caminos diferentes con los mismos objetivos, parte de sí mismo para llegar a concebir lo lejano.
Gallery images YEAR 2 2020
Gallery images YEAR 2