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Faith, Family, Education, Excellence

Year 2

Religious Education

Autumn Spring Summer

Domestic Church

Beginnings
God is present in every beginning.

Local Church

BOOKS
The books used in Church

Pentecost

SPREAD THE WORD
Pentecost: a time to spread the Good News

Baptism / Confirmation

SIGNS & SYMBOLS
Signs and symbols in Baptism

Eucharist

THANKSGIVING
Mass, a special time to thank God

Reconciliation/Anointing of the sick

RULES
Reasons for rules in the Christian family

Judaism

Shabbat

  

Islam

Prayer at home

Advent / Christmas

PREPARATIONS
Advent: preparing to celebrate Christmas

Lent/Easter

OPPORTUNITIES
Lent: an opportunity to start anew

Universal Church

SPECIAL PLACES
Holy places for Jesus and the Christian community

English

Text types - Persuasive letter, Report, Poetry, Plays, Information texts, Recounts, Stories

 

Spoke Language Spelling
  • 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.
  • Maintain attention and participate actively in collaborative conversations, staying on topic and initiating and responding to comments.
  • Use spoken language to develop understanding through speculating, hypothesising, imagining and exploring ideas.
  • Speak audibly and fluently with an increasing command of Standard English
  • Participate in discussions, presentations, performances, role-play/improvisations and debates
  • Gain, maintain and monitor the interest of the listener(s)
  • Consider and evaluate different viewpoints, attending to and building on the contributions of others.
  • Select and use appropriate registers for effective communication
  • 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
  • Add –ing, -ed, -er, -est
  • Add ‘-es’ to nouns and verbs ending in ‘y’
  • Add suffixes: -ful, -less, -ly, -ment, -ness
  • Homophones (there/ their/ they’re, to/too/two, here/hear)
  • Learn to spell words with contracted forms
  • Learn how to use the possessive apostrophe (singular nouns)
  • Write simple sentences dictated by the teacher using GPCs, common exception words and punctuation are taught
  • See appendix 1 for further spelling details

 

Handwriting

  • Form lower-case letters of the correct size relative to one another
  • Start using some of the diagonal and horizontal strokes needed to join letters (starting with digraphs) and understand which letters, when adjacent to one another, are best left unjoined.
  • Write capital letters 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

Vocabulary, Grammar and Punctuation

  • Form nouns using suffixes (–ness, –er) and by compounding e.g. snowman
  • Form adjectives using suffixes such as –ful, –less
  • Use suffixes –er, –est,–ly to turn adjectives into adverbs.
  • Use conjunctions for subordination (when, if, that, because) and co-ordination (or, and, but)
  • Use expanded noun phrases for description and specification, e.g. the blue butterfly, plain flour, the man in the moon.
  • Understand how the grammatical patterns in a sentence indicate its function as a statement, question, exclamation or command
  • Use present tense/ past tense consistently throughout writing
  • Use the progressive form of verbs in the present and past tense to mark actions in progress, e.g. she is drumming, he was shouting.
  • Use capital letters, full stops, question marks and exclamation marks to demarcate sentences.
  • Use commas to separate items in a list
  • Use apostrophes to mark where letters are missing in spelling and to mark singular possession in nouns, e.g. the girl’s name
  • Terminology: noun, noun phrase, adjective, adverb, verb, statement, question, exclamation, command, compound, suffix, past tense, present tense, apostrophe, comma
Word Reading Writing: Composition, Cohesion and Effect
  • 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 as above.
  • Read words containing common suffixes
  • Read further common exception words, noting unusual correspondence between spelling and sound and where these occur in the word.
  • Read most words quickly and accurately, without overt sounding and blending, when they have been frequently encountered.
  • Read aloud books closely matched to their improving phonic knowledge, sounding out unfamiliar words accurately, automatically and without undue hesitation.
  • Reread these books to build up their fluency and confidence in word reading

Reading Comprehension

Develop pleasure in reading, motivation to read, vocabulary and understanding.

  • Listen to, discuss and express 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.
  • Discuss the sequence of events in books and how items of information are related
  • Become increasingly familiar with and retelling a wider range of stories, fairy stories and traditional tales
  • Being introduced to non-fiction books that are structured in different ways
  • Recognising simple recurring literary language in stories and poetry.
  • Discussing and clarifying the meanings of words, linking new meanings to known vocabulary
  • Discussing their favourite words and phrases.
  • Continuing to build up a repertoire of poems learnt by heart, appreciating these and reciting some, with appropriate intonation to make the meaning clear.
  • Develop understanding by drawing on what they already know or on background information and vocabulary provided by the teacher.
  • Checking that the text makes sense to them as they read, and correcting inaccurate reading.
  • Making inferences on the basis of what is being said and done
  • Answering and asking questions.
  • Predicting what might happen on the basis of what has been read so far.
  • 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.
  • Explain and discuss their understanding of books, poems and other materials, both those that they listen to and those that they read for themselves.

Drafting and Writing

  • Develop positive attitudes to and stamina for writing by writing narratives about personal experiences and those of others (real and fictional), writing about real events, writing poetry and writing for different purposes.

Planning

  • Consider what they are going to write before beginning by:
  •  Planning or saying out loud what they are going to write about
  • Encapsulating what they want to say, sentence by sentence
  • Writing down ideas and/or keywords, including new vocabulary
  • plan own story with a logical sequence of events.
  • Assemble information on a subject

Narratives

  •  Imitate or adapt familiar stories about familiar characters
  • Write own story, grouping complete sentences together to tell each part.
  • select appropriate words/phrases and include relevant details that sustain the reader/listener’s interest, justifying choices.
  • Explore characters’ feelings and situations, using role-play and improvisation
  • Use some formal story language
  • Maintain consistency in tense
  • Write some dialogue (no expectation of speech punctuation)
  • Suggest viewpoint with brief comments or questions on actions or situations.

Poetry

  • Choose words carefully for effect in poetry, e.g. use of alliteration
  • Write poems following a modelled style

Non-narrative

  • Write simple information texts incorporating labelled pictures and diagrams and use language appropriate to the text type.
  • Use some features of the given form, maintaining consistency in purpose and tense.
  • Suggest viewpoint with brief comments or questions on actions or situations

Proofreading, editing and evaluating

  • Make simple additions, revisions and corrections to writing by:
  • Proofreading to check for errors in spelling, grammar and punctuation
  • Evaluating writing with the teacher and other pupils
  • Re-reading to check writing makes sense and that verbs to indicate time are used correctly and consistently.

Presenting

Read aloud what has been written with appropriate intonation to make the meaning clear.

Maths

Maths
Number: Number & Place Value
  • Read and write numbers to at least 100 in numerals and words. 
  • Recognise the place value of each digit in a two-digit number (tens, ones)
  • Read and write numbers to at least 100 in numerals and words. 
  • Use place value and number facts to solve problems
  • Identify, represent and estimate numbers to 100 using different representations, including the number line.
  • Compare and order numbers from 0 up to 100; use <, > and = signs.
  • Count in steps of 2, 3 and 5 from 0 and in tens from any number, forward and backward.
Number: Addition & Subtraction
  • Recall and use addition and subtraction facts to 20 fluently, and derive and use related facts up to 100.
  • Solve problems with addition and subtraction: using concrete objects and pictorial representations, including those involving numbers, quantities and measures.
  • Solve problems with addition and subtraction; applying their increasing knowledge of mental and written methods
  • Show that the addition of 2 numbers can be done in any order (commutative) and subtraction of 1 number from another cannot.
  • Add and subtract numbers using concrete objects, pictorial representations, and mentally, including:
  • A two digit number and1s
  • A two digit number and 10s
  • 2 two-digit numbers
  • Adding 3 one digit numbers
  • Recognise and use the inverse relationship between addition and subtraction and use this to check calculations and solve missing number problems.
Number: 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
  • Solve problems involving multiplication and division, using materials, arrays, repeated addition, mental methods, and multiplication and division facts, including problems in contexts
Number : Fractions
  • Recognise, find, name and write fractions 1/3, 1/4 , 2/4 and ¾ of a length, shape, set of objects or quantity
  • Write simple fractions, for example 1/2 of 6 = 3 and recognise the equivalence of 2/4 and ½
Measurement

Money

  • Recognise and use symbols for pounds (£) and pence (p); combine amounts to make a particular value
  • Solve simple problems in a practical context involving addition and subtraction of money of the same unit, including giving change
  • Find different combinations of coins that equal the same amounts of money.

Mass

  • (kg/g); to the nearest appropriate unit using scales.
  • Compare and order mass and record the results using >, < and =

Capacity

  • Capacity (litres/ml) ; to the nearest appropriate unit, using measuring vessels
  • Compare and order volume/capacity and record the results using >, < and =

Temperature

  • Choose and use appropriate standard units to estimate and measure;
  • Temperature (°C); to the nearest appropriate unit, using thermometers.

Compare and sequence intervals of time.

Time

  • Tell and write the time to five minutes, including quarter past/to the hour and draw the hands on a clock face to show these times.
  • Know the number of minutes in an hour and the number of hours in a day.

Length/Height

  • Choose and use appropriate standard units to estimate and measure length/height in any direction (m/cm) to the nearest appropriate unit, using rulers.
  • Compare and order lengths and record the results using <,> and =
Geometry: Properties of Shapes
  • Identify and describe the properties of 2-D shapes, including the number of sides, and line symmetry in a vertical line.
  • Identify and describe the properties of 3-D shapes, including the number of edges, vertices and faces
  • Identify 2-D shapes on the surface of 3-D shapes, [for example, a circle on a cylinder and a triangle on a pyramid]
  • Compare and sort common 2-D and 3-D shapes and everyday objects
Geometry: Position & Direction
  • Order and arrange combinations of mathematical objects in patterns and sequences
  • Use mathematical vocabulary to describe position, direction and movement, including movement in a straight line and distinguishing between rotation as a turn and in terms of right angles for quarter, half and three-quarter turns (clockwise and anti-clockwise)
Statistics
  • Interpret and construct simple pictograms, tally charts, block diagrams and tables.
  • Ask and answer simple questions by counting the number of objects in each category and sorting the categories by quantity.
  • Ask and answer questions about totalling and comparing data.

Science

Autumn Spring Summer

Fighting fit!

Animals (including humans)

  • 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.

Twist and bend

Uses of Everyday Materials

  • 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.

Ready, steady, sow!

Plants

  • 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.

Home sweet home

Living Things & Their Habitats

  • 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 micro-habitats.
  • 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.

Going green!

The Environment

  • Measure the melting of ice in a comparative test.
  • Perform a test and draw a conclusion.
  • Sort items for recycling based on their materials.
  • Suggest ways we can reduce, reuse and recycle.
  • Investigate the answer to a question.
  • Take surveys and use the information to help answer a question.
  • ask and answer questions about the rainforest.
  • Identify and classify rainforest animals
  • Set up a test and record the results.
  • Accurately measure water and record my measurements.
  • Ask and answer questions about endangered animals.

Show stopping scientists

Scientists and Inventors

  • Describe how greenhouses help plants grow healthily.
  • Observe whether plants grow best inside or outside of a greenhouse
  • Identify different parts of plants.
  • Use a magnifying glass to help me draw different parts of plants.
  •  Use ideas to explain how doctors use science.
  • Describe what is important in order to stay healthy.
  • Describe Louis Pasteur’s life and work.
  • Find out why we wash our hands
  •  Describe Charles Macintosh and his famous invention.
  • Investigate the most suitable fabric for a particular use.

Computing

We use the Teach Computing scheme of work to deliver the computing curriculum to ensure full coverage and progression in this specialised area. The children are also given opportunities to use their computing skills in other areas of the curriculum using desk top computers, laptops, chrome books and tablets.

Computing systems and networks Creating Media Programming A Data and Information Creating Media Programming B

Information technology around us 

Identifying IT and how its responsible use improves our world in school and beyond.

Digital photography

Capturing and changing digital photographs for different purposes.

Robot algorithms 

Creating and debugging programs, and using logical reasoning to make predictions.

Pictograms Collecting

Data in tally charts and using attributes to organise and present data on a computer.

Making music

Using a computer as a tool to explore rhythms and melodies, before creating a musical composition.

Programming quizzes

Designing algorithms and programs that use events to trigger sequences of code to make an interactive quiz.

PE

Year 2 PE Objectives
Communication
  • Evaluate own and others’ performances
  • Identify how to improve in all different physical activities
Competence
  • Master basic movements including running, jumping, throwing and catching
  • Develop and apply balance, agility and co-ordination
Participate
  • Participate in team games following simple rules
  • Develop simple tactics for attacking and defending
Performance
  • Perform dances using simple movement patterns
  TERM 1 TERM 2 TERM 3
First half-term Team Building Swimming Athletics
Second half-term Gymnastics Swimming Net and Wall

Music

Year 2 Music Objectives
Composition
  • Experiment with, create, select and combine sounds using the linked dimensions of music, e.g, louder, softer, quicker, slower, higher, lower, simple music notations
Listen to
  • Listen with concentration and understanding to a range of recorded and high-quality live music
Play and performance
  • Use voice expressively
  • Use voice creatively by singing songs and speaking chants and rhymes
  • Play tuned and untuned instruments musically
Review and evaluate
  • Confidently discuss music they like/dislike
  • Offer reasons for their opinions

Art

Autumn Term

 

Topic (Taken from Long Term Plan) Media and Materials Skills Vocabulary Significant Artists
Portraits – Sketching, painting and use computer.  Picasso/Abstract Art / Photography

In painting, mix colours to make secondary colours

Use a range of pencils to draw lines of different length and thickness and show pattern using dots and lines.

 Use and apply art and design techniques in using colour, patterns, texture, line, shape form, and space with a range of materials. Use correct artistic vocabulary eg tone, tint, pattern, texture.

Describe differences and similarities and make links to their own work.

Know about the work of artists, craft makers and designers-
Gt Fire of London – Charcoal Tudor house, colour mixing flames and collage landscape scene   Use a range of pencils to draw lines of different length and thickness and show pattern using dots and lines. Use and apply art and design techniques in using colour, patterns, texture, line, shape form, and space with a range of materials. Use correct artistic vocabulary eg tone, tint, pattern, texture.  
Remembrance Day - make clay poppies. In sculpture, create and combine shapes to make recognisable shapes.

Use and apply art and design techniques in using colour, patterns, texture, line, shape

form, and space with a range of materials.

 Use correct artistic vocabulary eg tone, tint, pattern, texture.  
Gunpowder Plot – firework painting- Study Jackson Pollock – splatter paintings. In painting, mix colours to make secondary colours.

Use and apply art and design techniques in using colour, patterns, texture, line, shape form, and space with a range of materials. Flick paint with a variety of brushes, toothbrush and blow paint with straws, add glitter.

 Use correct artistic vocabulary eg tone, tint, pattern, texture

Describe differences and similarities and make links to their own work.

Know about the work of artists, craft makers and designers
Christmas In sculpture, create and combine shapes to make recognisable shapes. – Use sculpture pack to construct a sleigh for Santa. Use and apply art and design techniques in using colour, patterns, texture, line, shape form, and space with a range of materials. Use correct artistic vocabulary eg tone, tint, pattern, texture  

Spring Term

Topic (Taken from Long Term Plam) Media and Materials Skills Vocabulary Significant Artists

Dinosaurs - chalk pastel background with silhouette dinosaurs.

 In collage, mix materials to create texture eg. coiling overlapping and montage.

Use and apply art and design techniques in using colour, patterns, texture, line, shape form, and space with a range of materials.

 Use correct artistic vocabulary eg tone, tint, pattern, texture.  

Easter cards - sewing– design Easter egg pattern in sketchbooks. Make design using a running stitch and sew on buttons/ sequins.

 In textiles, weave and join materials using glue or stitch. Use and apply art and design techniques in using colour, patterns, texture, line, shape form, and space with a range of materials. Use correct artistic vocabulary eg tone, tint, pattern, texture.  
Mother’s Day Card In collage, mix materials to create texture eg. coiling overlapping and montage. – flower pictures Use and apply art and design techniques in using colour, patterns, texture, line, shape form, and space with a range of materials. Use correct artistic vocabulary eg tone, tint, pattern, texture.  
Castles – Paul Klee. Use oil pastels and watercolours to paint a picture of a castle using 2D shapes in the style of Klee.

In painting, we use a variety of thick and thin brushes to produce lines and shapes and textures and patterns.

In painting, add white to make tints and black to make shades.

In painting, mix colours to make secondary colours.

 Use and apply art and design techniques in using colour, patterns, texture, line, shape, form, and space with a range of materials. Use correct artistic vocabulary e.g. tone, tint, pattern, texture.

Describe differences and similarities and make links to their own work.

Know about the work of artists, craft makers and designers.

Knights- make knights draw patterns into metallic paper to create an engraved appearance

 In collage, mix materials to create texture e.g. coiling overlapping and montage. 

Use and apply art and design techniques in using colour, patterns, texture, line, shape form, and space with a range of materials.

 Use correct artistic vocabulary eg tone, tint, pattern, texture.  

Sketchbooks – sketch their book character on World Book Day and St. George on St. George’s Day

 Use a range of pencils to draw lines of different length and thickness and show pattern using dots and lines. Use and apply art and design techniques in using colour, patterns, texture, line, shape form, and space with a range of materials Use correct artistic vocabulary eg tone, tint, pattern, texture.  

Summer Term

Topic (Taken from Long Term Plan) Media and Materials Skills Vocabulary Significant Artists
Pirates - Treasure maps.

Stain paper with tea to make pirate maps. Draw symbols on map.

Use a range of pencils to draw lines of different length and thickness and show pattern using dots and lines

 Use and apply art and design techniques in using colour, patterns, texture, line, shape form, and space with a range of materials Use correct artistic vocabulary eg tone, tint, pattern, texture.

Describe differences and similarities and make links to their own work.

Know about the work of artists, craft makers and designers.
Seaside holidays.- Alfred Wallis 

In collage, mix materials to create texture eg. coiling overlapping and montage

In print, use repeat or overlapping shapes (using objects to create print.

 Use and apply art and design techniques in using colour, patterns, texture, line, shape form, and space with a range of materials. Use correct artistic vocabulary eg tone, tint, pattern, texture.

Describe differences and similarities and make links to their own work.

Know about the work of artists, craft makers and designers.
Seaside holidays from the past - sketch the pier on a school trip. Use a range of pencils to draw lines of different length and thickness and show pattern using dots and lines Use and apply art and design techniques in using colour, patterns, texture, line, shape form, and space with a range of materials. Use correct artistic vocabulary eg tone, tint, pattern, texture

Describe differences and similarities and make links to their own work.

Know about the work of artists, craft makers and designers.

Holidays from the past – make beach art and sketch the pier on a

school trip.

 Use a range of pencils to draw lines of different length and thickness and show pattern using dots and lines Use and apply art and design techniques in using colour, patterns, texture, line, shape form, and space with a range of materials. Use correct artistic vocabulary eg tone, tint, pattern, texture.  

Design Technology

Autumn Term

Topic (Taken from Long Term Plan) Design Objective Making Objective Evaluating Objective Technical Knowledge Objective Cooking and Nutrition Objective
Clay Remembrance  Poppies  

Select from and use a wide range of materials and components (according to their characteristics0 eg construction, textiles and ingredients.

Select from and use a wide range of tools and equipment to perform practical tasks eg cut, shape, join and finish.

 Evaluate own ideas and designs against given criteria. Build structures, exploring ways to stiffen, stabilise and strengthen.  
Christmas card – make a pop up/slider  mechanism

Design products for others and themselves that are purposeful, functional and appealing.

Generate, develop, model and communicate ideas through talking, drawing, templates and ICT.

Select from and use a wide range of tools and equipment to perform practical tasks eg cut, shape, join and finish.

Select from and use a wide range of tools and equipment to perform practical tasks eg cut, shape, join and finish.

 Explore and evaluate a range of existing products eg home school Evaluate own ideas and designs against given criteria.    
Christmas – Use the sculpture pack to build a sleigh for Santa. Design products for others and themselves that are purposeful, functional and appealing.    Evaluate own ideas and designs against given criteria Build structures, exploring ways to stiffen, stabilise and strengthen.  

Spring Term

Topic (Taken from Long Term Plan) Designing Objective Making Objective Evaluating Objective Technical Knowledge Objective Cooking and Nutrition Objective 
Structures - Chinese New year lanterns Generate, develop, model and communicate ideas through talking, drawing, templates and ICT. Select from and use a wide range of tools and equipment to perform practical tasks eg cut, shape, join and finish. Evaluate own ideas and designs against given criteria. Build structures, exploring ways to stiffen, stabilise and strengthen.  
St George’s Day - puppets Design products for others and themselves that are purposeful, functional and appealing.- Make  dragon puppet.

Select from and use a wide range of materials and components (according to their characteristics0 eg construction, textiles and ingredients.

Select from and use a wide range of tools and equipment to perform practical tasks eg cut, shape, join and finish.

   Build structures, exploring ways to stiffen, stabilise and strengthen.  
Mental Health Week  - (Good Mood, Food Cups) freezing      

Use basic principles of a healthy and varied diet to prepare dishes

Understand where food comes from.

  
Science Week – Make a wheel mechanism – show life cycle of a frog Generate, develop, model and communicate ideas through talking, drawing, templates and ICT.

Select from and use a wide range of materials and components (according to their characteristics0 eg construction, textiles and ingredients.

Select from and use a wide range of tools and equipment to perform practical tasks eg cut, shape, join and finish.

 Evaluate own ideas and designs against given criteria.    
Cooking – Melting chocolate Easter Egg Nests        

Use basic principles of a healthy and varied diet to prepare dishes

Understand where food comes from.

Structures – build a castle with a drawbridge

(DO NEXT YEAR AS ALREADY DONE IN YEAR 1)

 Generate, develop, model and communicate ideas through talking, drawing, templates and ICT. – homework make a castle, include a moving part eg portcullis, drawbridge, weapons.

Select from and use a wide range of materials and components (according to their characteristics0 eg construction, textiles and ingredients.

Select from and use a wide range of tools and equipment to perform practical tasks eg cut, shape, join and finish.

 Explore and evaluate a range of existing products eg home school Evaluate own ideas and designs against given criteria Build structures, exploring ways to stiffen, stabilise and strengthen.  
Easter Card – textiles/sewing/ joining buttons/sequins/ribbons etc. Design products for others and themselves that are purposeful, functional and appealing.

Select from and use a wide range of materials and components (according to their characteristics0 eg construction, textiles and ingredients.

Select from and use a wide range of tools and equipment to perform practical tasks eg cut, shape, join and finish.

 Explore and evaluate a range of existing products eg home school Evaluate own ideas and designs against given criteria.    

Summer Term

Topic (Taken from Long Term Plan) Designing Objective Making Objective Evaluating Objective Technical Knowledge Objective Cooking and Nutrition Objective

Wheel mechanism - Growing – Life cycle of a frog

 Design products for others and themselves that are purposeful, functional and appealing.   Explore and evaluate a range of existing products eg home school Evaluate own ideas and designs against given criteria. Explore and use mechanisms eg levels wheels and axles.  
Southend Seafront Board Game – design layout and characters for board pieces Design products for others and themselves that are purposeful, functional and appealing.   Explore and evaluate a range of existing products eg home school Evaluate own ideas and designs against given criteria.    
Cooking – Make a healthy sandwich from grown food        

Use basic principles of a healthy and varied diet to prepare dishes

Understand where food comes from.
Containers  - design and make a container to put their sandwich in Design products for others and themselves that are purposeful, functional and appealing.

Select from and use a wide range of materials and components (according to their characteristics0 eg construction, textiles and ingredients.

Select from and use a wide range of tools and equipment to perform practical tasks eg cut, shape, join and finish.

 Explore and evaluate a range of existing products eg home school Evaluate own ideas and designs against given criteria.    
Father’s Day Cards Design products for others and themselves that are purposeful, functional and appealing. Select from and use a wide range of materials and components (according to their characteristics0 eg construction, textiles and ingredients. Explore and evaluate a range of existing products eg home school Evaluate own ideas and designs against given criteria.    

History

History
Autumn Significant individual Significant historical events, people and places in their own locality
Spring Changes within living memory – Transport Changes within living memory. Where appropriate, these should be used to reveal aspects of change in national life.
Summer Significant event beyond living memory Events beyond living memory that are significant nationally or globally [for example, the Great Fire of London, the first aeroplane flight or events commemorated through festivals or anniversaries.

Geography

Geography
Autumn Locational knowledge Name and locate the world’s seven continents and five oceans
Spring 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
Summer Human and physical geography

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

RSHE

Year 2 Relationships and Health Education

You can access the parent portal for further information on each session by clicking on the title of the session.

Username: st-geroge-ss3

Password: red-3

 

Module 1: Created and Loved by God.

Session 1: The cycle of Life.

Children will learn

  • Children will know and appreciate that there are natural life stages from birth to death, and what these are
  

Module 3: Created to Live in the Community.

Session 1; Three in One

Children will learn

  • That God is love: Father, Son and Holy Spirit
  • That being made in His image means being called to be loved and to love others

Session 2; Girls and Boys (My Body). Children will learn

  • Our bodies are good
  • The names of the parts of our bodies. Children will be taught the names of ‘private body parts’ (genitalia)
  • Girls and boys have been created by God to be both similar and different – these differences are physical,

emotional and spiritual and together make up the richness of the human family

Session 2: Good secrets Bad Secrets.

Children will learn

  • The difference between ‘good’ and ‘bad’ secrets and that they can and should be open with ‘special people’ they trust if anything troubles them
  • How to resist pressure when feeling unsafe

Session 4: Harmful Substances

Children will learn

  • Medicines are drugs, but not all drugs are good for us
  • Alcohol and tobacco are harmful substances
  • Our bodies are created by God, so we should take care of them and be careful about what we consume

Session 2;Who is my neighbour?

 

  • They will learn what a community is and that God calls us to live in community with one another
  • A scripture illustrating the importance of living in community as a consequence of this
  • Jesus’ teaching on ‘who is my neighbour?’

Session 3: Clean and Healthy.

Children will learn:

  • Our bodies are good and we need to look after them
  • What constitutes a healthy lifestyle, including physical activity, dental health and healthy eating
  • The importance of sleep, rest and recreation for our health
  • How to maintain personal hygiene

Session 3: Physical Contact

Children will learn:

  • To know that they are entitled to bodily privacy
  • That there are different people we can trust for help, especially those closest to us who care for us, including our parents or carers, teachers and our parish priest

Session 5: Can You Help Me?

Children will learn

  • They should call 999 in an emergency and ask for ambulance, police and/or fire brigade
  • If they require medical help but it is not an emergency, basic first aid should be used instead of calling 999
  • Some basic principles of First Aid

Session 1; The Communities we Live in.

Children will learn

  • That they belong to various communities such as home, school, parish, the wider local community, nation and global community
  • That they should help at home with practical tasks such as keeping their room tidy, helping in the kitchen etc
  • That we have a duty of care for others and for the world we live in (charity work, recycling etc.)
  • About what harms and what improves the world in which we live

Cultural Capital

Cultural capital is the essential knowledge, skills and behaviours that children need to prepare them for their future success. It is about giving children the best possible start to their early education with a wide range of enriching experiences. These experiences reflect the child’s environment and develop their many skills such as resilience and confidence, as well as promoting their social interactions, their relationships and culture.

Examples of some of the experiences are:

  • Interview someone from a different culture 
  • Sew on a button and make a running stitch
  • Visit Asda to buy something with money. 
  • Learn a poem off by heart
  • Spend an afternoon at the seafront sketching
  • Make a PowerPoint presentation
  • Visit a museum 
  • Learn about a key figure from history during Black History Month
  • Plant fruit seeds to watch them grow
  • Make bark and leaf rubbings
  • Make something from clay 
  • Dress up and take part in a performance in front of an audience
  • Make a puppet
  • Eat something you have grown  
  • Visit a lifeboat station
  • Make a pop up card
  • Prepare a food from a different culture/continent
  • Prepare a dessert that is good for your mood
  • Take a train ride
  • Make a board game and play it with friends