Patrington Church of England Primary Academy LTP 2020- …Patrington Church of England Primary...

Patrington Church of England Primary Academy LTP 2020- 2021

Y2

Long Term Plan

Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2

Theme Explore! In your shoes Fragile Earth Monsters, myths and

legends

Best of British We can be heroes

Year group topic

heading

At the farm A day in the life

of..Florence

Nightingale and Mary

Seeacole

Into the Wild (Polar) Castles & Famous

Queens

Fishing heritage. Olympics

Visits/visitors/

engagement

Farm visit

East HUll community

farm/ honeysuckle farm

farmer and tractor visit

into school.

Freshwater theatre

Company

Doctor/nurse

Possible Animal Dress up

Day

Royal armouries Maritime museum

Hull.

STAND charity

trawlermen

local athlete

English Retell stories, familiar

settings.descriptive writing Instructions Pupils should be taught to write

narratives about personal

experiences and those of others

(real and fictional)

-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

encapsulating what they want to

say, sentence by sentence

-make simple additions, revisions

Non chronological

report, letters

Pupils should be taught to

write about real events

-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

encapsulating what they

want to say, sentence by

sentence

-make simple additions,

Animal show tv script Information texts - fact

files, letter to a zoo!

Non-fiction writing - Fact

files for polar bears

alternative ending

Pupils should be taught to write

about real events and for

different purposes.

-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

Traditional

stories/alternative

endings

Describing another

world

Poems with a pattern

Nonsense poems

Riddles Pupils should be taught to

write about real events

read aloud what they have

written with appropriate

intonation to make the

meaning clear

-consider what they are going

Recount

familiar settings,

diary

Pupils should be taught to

write narratives about

personal experiences and

those of others (real and

fictional)

-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

descriptive writing, Comic strips - exciting story

writing, instructions, Recipes,

instructions

Recount linked to a sports/

event report

Pupils should be taught to write

poetry

write for different purposes.

read aloud what they have written

with appropriate intonation to make

the meaning clea

-consider what they are going to write


Y2 and corrections to their own

writing by: evaluating their

writing with the teacher and other

pupils re-reading to check that

their writing makes sense and that

verbs to indicate time are used

correctly and consistently,

including verbs in the continuous

form proof-reading to check for

errors in spelling, grammar and

punctuation [for example, ends of

sentences punctuated correctly]

Pupils should be taught to: spell

by: segmenting spoken words into

phonemes and representing these

by graphemes, spelling many

correctly 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 learning to

spell common exception words

learning to spell more words with

contracted forms learning the

possessive apostrophe (singular)

[for example, the girl’s book]

distinguishing between

homophones and near-

homophones add suffixes to spell

longer words, including –ment, –

ness, –ful, –less, –ly

apply spelling rules and guidance,1

write from memory simple

sentences dictated by the teacher

that include words using the GPCs,

common exception words and

punctuation taught so far.

revisions and corrections to

their own writing by:

evaluating their writing with

the teacher and other pupils

re-reading to check that their

writing makes sense and that

verbs to indicate time are

used correctly and

consistently, including verbs

in the continuous form

proof-reading to check for

errors in spelling, grammar

and punctuation [for

example, ends of sentences

punctuated correctly]

Pupils should be taught to:

spell by: segmenting spoken

words into phonemes and

representing these by

graphemes, spelling many

correctly 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

learning to spell common

exception words learning to

spell more words with

contracted forms learning

the possessive apostrophe

(singular) [for example, the

girl’s book] distinguishing

between homophones and

near-homophones add

suffixes to spell longer words,

including –ment, –ness, –ful,

–less, –ly

words, including new vocabulary

encapsulating what they want to

say, sentence by sentence

-make simple additions, revisions

and corrections to their own

writing by: evaluating their

writing with the teacher and

other pupils re-reading to check

that their writing makes sense

and that verbs to indicate time

are used correctly and

consistently, including verbs in

the continuous form proof-

reading to check for errors in

spelling, grammar and

punctuation [for example, ends

of sentences punctuated

correctly]

Pupils should be taught to: spell

by: segmenting spoken words

into phonemes and representing

these by graphemes, spelling

many correctly 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 learning to spell

common exception words

learning to spell more words with

contracted forms learning the

possessive apostrophe (singular)

[for example, the girl’s book]

distinguishing between

homophones and near-

homophones add suffixes to

spell longer words, including –

ment, –ness, –ful, –less, –ly

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

encapsulating what they

want to say, sentence by

sentence


revisions and corrections to

their own writing by:

evaluating their writing with

the teacher and other pupils

re-reading to check that their

writing makes sense and that

verbs to indicate time are

used correctly and

consistently, including verbs

in the continuous form

proof-reading to check for

errors in spelling, grammar

and punctuation [for

example, ends of sentences



spell by: segmenting spoken

words into phonemes and



correctly 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

learning to spell common

exception words learning to

vocabulary encapsulating

what they want to say,

sentence by sentence


revisions and corrections

to their own writing by:

evaluating their writing

with the teacher and other

pupils re-reading to check

that their writing makes

sense and that verbs to

indicate time are used

correctly and consistently,

including verbs in the

continuous form proof-

reading to check for errors

in spelling, grammar and

punctuation [for example,

ends of sentences



spell by: segmenting

spoken words into

phonemes and



correctly learning new

ways of spelling phonemes

for which one or more

spellings are already

known, and learn some

words with each spelling,


homophones learning to

spell common exception

words learning to spell

more words with



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 encapsulating what they

want to say, sentence by sentence

-make simple additions, revisions and

corrections to their own writing by:

evaluating their writing with the

teacher and other pupils re-reading

to check that their writing makes

sense and that verbs to indicate time

are used correctly and consistently,

including verbs in the continuous

form proof-reading to check for

errors in spelling, grammar and

punctuation [for example, ends of

sentences punctuated correctly] r

Pupils should be taught to: spell by:

segmenting spoken words into

phonemes and representing these by

graphemes, spelling many correctly

learning new ways of spelling

phonemes for which one or more

spellings are already known, and

learn some words with each spelling,


homophones learning to spell

common exception words learning to

spell more words with contracted

forms learning the possessive

apostrophe (singular) [for example,

the girl’s book] distinguishing

between homophones and near-

homophones add suffixes to spell

longer words, including –ment, –ness,

–ful, –less, –ly

apply spelling rules and guidance,1

write from memory simple sentences


Y2 apply spelling rules and

guidance,1 write from

memory simple sentences

dictated by the teacher that

include words using the GPCs,


and punctuation taught so

far.

apply spelling rules and

guidance,1 write from memory

simple sentences dictated by the

teacher that include words using

the GPCs, common exception

words and punctuation taught so

far.

spell more words with






near-homophones add

suffixes to spell longer words,

including –ment, –ness, –ful,

–less, –ly




dictated by the teacher that

include words using the GPCs,


and punctuation taught so

far.




near-homophones add

suffixes to spell longer

words, including –ment, –

ness, –ful, –less, –ly




dictated by the teacher

that include words using

the GPCs, common

exception words and

punctuation taught so far.

dictated by the teacher that include

words using the GPCs, common

exception words and punctuation

taught so far.

Key texts George's marvellous

medicine

The Night Gardener

Vlad and Florence

Nightingale

Toms lady of the lamp

Ice bear take one book

Rainbow bear

The moon dragons take

one book

Rapunzel

Billie Templars War

Queen Victoria’s

bathing machine

{poetry)

Dougals deep sea

diary

Flotsam

grey island red boat

ocean meets the sky

grey island, red boat

Tin Forest

Traction man.

MATHS Place Value Pupils should be taught to:

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

Multiplication &

Division Pupils should be taught to:

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

Statistics Pupils should be taught to: 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

categorical data.

Shape Pupils should be taught to:

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

Compare and sort common 2-

D and 3-D shapes and

everyday objects.

Position & Direction Pupils should be taught to:

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

Volume Pupils should be taught to:

Choose and use appropriate standard

units to estimate and measure

capacity (litres/ml) to the nearest

appropriate unit, using measuring

vessels

Compare and order volume/capacity

and record the results using >, < and =


Y2 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 & Subtraction Pupils should be taught to: Solve problems with addition and

subtraction:

i. using concrete objects

and pictorial representations,

including those involving numbers,

quantities and measures

ii. applying their increasing

knowledge of mental and written

methods

iii. using concrete objects

and pictorial representations,

including those involving numbers,

quantities and measures

iv. applying 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 100Add and subtract

numbers using concrete objects,

pictorial representations, and

mentally, including:

i. a two-digit number and

1s

ii. a two-digit number and

10s

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. Length, Height, Mass &

Temperature Pupils should be taught to: Choose and use appropriate

standard units to estimate

and measure length/height in

any direction (m/cm); mass

(kg/g); temperature (°C);

capacity (litres/ml) to the

nearest appropriate unit,

using rulers, scales,

thermometers and measuring

vessels

Compare and order lengths,

mass, and record the results

using >, < and =

Money Pupils should be taught to: Recognise and use symbols for

pounds (£) and pence (p);

combine amounts to make a

particular value

Find different combinations of

coins that equal the same

amounts of money

Solve simple problems in a

practical context involving

addition and subtraction of

money of the same unit,

including giving change

Shape Pupils should be taught to: Identify and describe the

properties of 2-D shapes,

including the number of sides

and line symmetry in a vertical

line

Compare and sort common 2-D

shapes and everyday objects.

Fractions Pupils should be taught to:

Recognise, find, name and

write fractions 1/3, 1/4, 2/4

and 3/4 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 1/2.

between rotation as a turn

and in terms of right

angles for quarter, half and

three-quarter turns

(clockwise and anti-

clockwise).

Time Pupils should be taught to: Compare and sequence

intervals of 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


Y2 iii. 2 two-digit numbers

iv. adding 3 one-digit

numbers

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.

Multiplication & Division Pupils should be taught to:

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.


Y2 SCIENCE Plants


Observe and describe how seeds

and bulbs grow into mature plants

Ask simple questions and

recognise that they can be

answered in different ways

Observe closely, using simple

equipment

Identify and classify

Materials Pupils should 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 different uses

Compare how things move on

different surfaces.

Find out how the shapes of

solid objects made from

some materials can be

changed by squashing,

bending, twisting and

stretching





equipment

Perform simple tests


Use their observations and

ideas to suggest answers to

questions

Gather and record data to

help in answering questions.

Animals & humans Pupils should 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.





Use their observations and ideas

to suggest answers to questions

Living things and

habitats Pupils should 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.


equipment




questions

Plants Pupils should be taught to:

Find out and describe how

plants need water, light

and a suitable temperature

to grow and stay healthy




Observe closely, using

simple equipment




ideas to suggest answers

to questions


help in answering

questions.

Animals and

humans/healthy

lifestyles Pupils should be taught to:

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.








questions


help in answering

questions.


Y2 COMPUTING Digital Literacy

Online safety / Using the

internet for research


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

material on the internet or other

online technologies

Information

Technology

& Control Systems


Use technology purposefully

to create, organise, store,

manipulate and retrieve

digital content

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


respectfully, keeping

personal information

private; identify where to go

for help and support when

they have concerns about

material on the internet or

other online technologies

Information Technology

Information technology

Create a powerpoint/slide

about the inuits


Use technology purposefully to

create, organise, store,

manipulate and retrieve digital

content



information private; identify

where to go for help and support

when they have concerns about

material on the internet or other

online technologies

Information

Technology

& Control systems

Using software create,

save, retrieve, edit art


Use technology purposefully

to create, organise, store,


digital content

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




private; identify where to go

for help and support when

they have concerns about

material on the internet or

other online technologies

Information

Technology

Editing images /

photographs

Simple animation -

imovies


Use technology

purposefully to create,

organise, store,


digital content




private; identify where to

go for help and support

when they have concerns

about material on the

internet or other online

technologies

Information Technology

Creating Graphs


Use technology purposefully to

create, organise, store, manipulate

and retrieve digital content



information private; identify where

to go for help and support when

they have concerns about material

on the internet or other online

technologies


Y2

DESIGN Making puppets Make a moving Healthy eating- design and


Y2 TECHNOLOGY Pupils should be taught to:

Design purposeful, functional,

appealing products for themselves

and other users based on design

criteria

Generate, develop, model and

communicate their ideas through

talking, drawing, templates, mock-

ups and, where appropriate,

information and communication

technology

Select from and use a range of

tools and equipment to perform

practical tasks

Select from and use a wide range

of materials and components,

including construction materials

and textiles according to their

characteristics

Explore and evaluate a range of

existing products

Evaluate their ideas and products

against design criteria

picture(castle and draw

bridge) using levers Pupils should be taught to:


appealing products for

themselves and other users

based on design criteria

Generate, develop, model

and communicate their ideas

through talking, drawing,

templates, mock-ups and,

where appropriate,

information and

communication technology

Select from and use a range

of tools and equipment to

perform practical tasks

Select from and use a wide

range of materials and

components, including

construction materials and

textiles according to their

characteristics

Build structures, exploring

how they can be made

stronger, stiffer and more

stable

Explore and use mechanisms,

in their products.

Explore and evaluate a range

of existing products

Evaluate their ideas and

products against design

criteria

make healthy snacks Pupils should be taught to:


appealing products for themselves

and other users based on design

criteria

Select from and use a wide range of

ingredients according to their

characteristics

Evaluate their ideas and products

against design criteria

Use the basic principles of a healthy

and varied diet to prepare dishes

Understand where food comes from.

GEOGRAPHY

At the farm

Locational Knowledge

Geography skills

Arctic

Place Knowledge

Study of Non-European

Tokyo and Patrington.

Human & Physical Geography

Advantages & disadvantages of


Y2 Mapwork - local, UK &

World Physical Features Plan bee map makers


To use simple compass directions

(North, South, East and

West) and locational and

directional language to describe

the location of features and routes

on a map in the context

of the school environment.

To devise simple maps; and use

and construct basic

symbols in a key in the context of

the school/local area.

To use atlases and globes to

identify the UK and its countries

in the context of using an atlas/

developing atlas skills.

To name and locate the world’s

seven continents and five

oceans in the context of the

developing atlas skills

Country - Greenland

(Inuits)


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

concentrating on islands and sea

sides

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

city and village life.


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 concentrating

on islands and sea sides

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

HISTORY

Florence Nightingale

& Mary Seacole

Significant people Pupils should be taught about

the lives of significant

individuals in the past who

Castles & Queens

Events beyond

memory

Fishing heritage

Changes within the

local area

Pupils should be taught

about significant historical


Y2

have contributed to national

and international

achievements. Some should

be used to compare aspects

of life in different periods

Florence Nightingale

Describe memories of key

events

in lives

Describe memories of key

events

in lives • Recognise why

people did things, why events

happened and what

happened as a result • Identify differences

between ways of life at

different times


Events beyond living memory

that are significant nationally

or globally.

Communicate their

knowledge through:

drawing, discussion, pictures,

drama,roleplay, making

models, writing, using ICT.

events, people and places

in own locality

Pupils should be taught

about 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

Recognise why people did

things, why events

happened

and what happened as a

result

Identify differences

between

ways of life at different

times • Compare

pictures or photographs of

people or events in the

past • Discuss reliability

of photos/

accounts/stories • Use a source –

observe or handle sources

to answer questions about

the past on the basis of

simple observations

ART & DESIGN

Y2 Human Form

Pupils should be taught:

To use a range of materials

creatively to design and make

Y2 Art and Design Skills Pupils should be taught:


creatively to design and make

products

Y2 Formal Elements

of Art

Pupils should be taught:



Y2 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.making links to their

own work.

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



between different practices and

disciplines, and making links to

their own work.

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



between different

practices and disciplines,

and making links to their

own work.

MUSIC

(Kapow)

On this land: British songs and sounds.

Use their voices expressively and

creatively by singing songs and

speaking chants and rhymes.

Play tuned and untuned instruments

musically

Experiment with, create, select and

combine sounds using the inter-related

dimensions of music

Listen with concentration and

understanding to a range of high-

quality live and recorded music.

Singing.

I can use the starting pitch to sing a

short

song on my own

Teacher or child sets an ‘off we go’

pitch setting for another child to sing a

Christmas Production

songs

(performance) Pupils should be taught to:

Use their voices expressively

and creatively by singing

songs.

This year we are

learning a song in BSL

due to COVID

restrictions.

African call and response

song(animals)

Use their voices expressively and

creatively by singing songs and

speaking chants and rhymes.

Play tuned and untuned instruments

musically.

Experiment with, create, select and

combine sounds using the inter-

related dimensions of music.

Pitch

I can sing a simple song showing the

pitch

showing physically (hand gesture,

whole

body)

Using a soh-me / la-soh-me / soh-

me-doh song (2 or 3 pitch song), sing

Myths and legends.-


and creatively by singing songs

and speaking chants and

rhymes.

Play tuned and untuned

instruments musically

Experiment with, create, select

and combine sounds using the

inter-related dimensions of

music.


understanding to a range of

high-quality live and recorded

music.

Pulse, Rhythm,

Tempo & Metre

Orchestral instruments. (fairy

tales)


and creatively by singing songs

and speaking chants and

rhymes

Play tuned and untuned

instruments musically.

Experiment with, create, select

and combine sounds using the

inter-related dimensions of

music.


understanding to a range of

high-quality live and recorded

music.

Listening

Dynamics, timbre, tempo and

motifs(space)

.Play tuned and untuned instruments

creating and using simple

representations to play short pieces in

groups or individually using basic

combinations of instruments.

Listen for and recognise some of the

inter- related dimensions (dynamics,

pitch and timbre)

Create short sequences of sound after a

given starting point or stimulus.

Begin to use musical vocabulary to

describe music.

Timbre

I can listen to, identify and group

instruments according to sound

eg. how they are played (tap, scrape,


Y2 simple song

showing the pitches by pointing to

shoulders, waist, hips, knees etc. or

solfege

handsign

I can identify and change the

intended

speed of my performance,

tempo

Listen to 2 different versions of

the same piece/song. Identify

the changes in

tempo (speed)

I can listen to music and talk

about the

mood of the music

Play music in major and minor

keys in preparation.

www.Classic 100

eg.Beethoven’s 5th Symphony,

Sorcerer’s Apprentice - building

excitement,

Badinerie, Dance of the Sugar

Plum Fairy

shake)

Sort instruments into categories, use

them to accompany different verses of a

song

P.E.

Dance - Sports Coach Pupils should be taught to:

Develop balance, agility and co-

ordination, and begin to apply

these in a range of activities

Perform dances using simple

movement patterns.

Basic Movements

Ball skills / Foot golf Pupils should 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

Gymnastics

Rhythmic Gymnastics -

Sports Coach Pupils should be taught to:

Develop balance, agility and

co-ordination, and begin to

apply these in a range of

activities


movement patterns.

Gymnastics Pupils should be taught to:

Develop balance, agility and

co-ordination, and begin to


activities


movement patterns.

Story based PE - Sports

Coach Pupils should 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


Dance Pupils should be taught to:

Develop balance, agility and co-

ordination, and begin to apply



movement patterns.

Yoga - Sports Coach Pupils should be taught to:



throwing and catching, as

well as developing balance,

agility and co-ordination,


range of activities

Basic Movements

Athletics Pupils should be taught to:




well as developing balance,

agility and co-ordination,


range of activities

Games - Mini Tennis -

Sports Coach Pupils should be taught to:




well as developing

balance, agility and co-

ordination, and begin to


activities

Participate in team games,

developing simple tactics

for attacking and

defending

Outdoor and

adventurous activities Pupils should be taught to:




well as developing

balance, agility and co-

ordination, and begin to


activities

Games Golf - Sports Coach Pupils should be taught to:





and begin to apply these in a range

of activities


developing simple tactics for

attacking and defending

Team Games - Cricket Pupils should be taught to:





and begin to apply these in a range

of activities


developing simple tactics for

attacking and defending


Y2

R. E.

1.6 Who is Jewish and how

do they live?

Jewish festivals: 30th Sept

Rosh Hashanah 9th Oct

Yom Kippur 14th Oct

Sukkot

UC1.3

Why does Christmas

matter?

1.10 How should we care

for the world and others,

and why does it matter?

UC: 1.5

Why does Easter

matter?

1.9 What makes some

places sacred to

believers?

UC1.4

What is the Good News

Christians believe Jesus brings?

Personal

Development

Heartsmart:

Get Heartsmart

British value: Mutual Respect

and Tolerance for different

faiths and beliefs

Making links locally and

further afield

Heartsmart:

Don’t forget to let love

in

British value: Individual

Liberty

Heartsmart:

Too much selfie isn’t

Healthy

British value: Individual

Liberty - Right to an opinion

Heartsmart:

Don’t rub it in, rub it out

British value: The Rule

of Law - Current affairs

discussions

Heartsmart:

Fake is a Mistake

British value:

Democracy

Classroom

roles/charter or rules

Heartsmart:

No way through isn’t true

British value: Mutual Respect

and Tolerance for different

faiths and beliefs

Patrington Church of England Primary Academy LTP 2020- …Patrington Church of England Primary...

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