As a tutor working with Year 2 students, I’m often reminded that a full hour can feel like a marathon for a seven- or eight-year-old. Their minds are busy, their bodies are energetic, and their natural curiosity sometimes takes them in every direction except the one you planned. But that is developmentally expected. Hence why, It’s about shaping the hour so it works with their needs rather than against them.
One thing I’ve learned is that variety is crucial. Year 2 students rarely thrive when an activity drags on too long, so I break our session into manageable chunks. A typical hour might include a warm-up game, a focused task, a hands-on activity, and a short reflection. Each part has a different energy level, keeping the student engaged without overwhelming them.
Brain breaks are another essential tool. I’ve stopped seeing them as interruptions and started seeing them as investments. A two-minute movement stretch or a quick uno game can reset their attention far better than pushing through fading focus.
I also make the learning environment predictable. Young children feel more secure when they know what’s coming next, so I often use a simple visual schedule or a timer. It doesn’t just keep us on track—it gives them a sense of control.
Most importantly, I try to meet them where they are. Some days they’re fully switched on; other days, they’re distracted before we even begin. Instead of fighting it, I adapt: more movement, more hands-on learning, more encouragement.
Keeping a Year 2 student engaged for an hour isn’t about demanding focus—it’s about designing it. And when we get that balance right, the hour not only becomes manageable but genuinely enjoyable for both tutor and student.

airi yamanaka