Year 2 Long Term Plan

Curriculum Overview Term English Maths Science

*working scientifically throughout

History Geography Art DT Music *Charanga

P.E R.E

French

ICT PSHE

Aut 1 Underwater Explorers

Fiction/fantasy Exploring fantasy world Non-Fiction Non- Chronological report – Christopher Columbus

Place value Addition Subtraction

Living things and their habitats (around the world)

Explorers Continents and oceans

Art aro

un

d th

e

wo

rld-

pain

tings

Crafts fro

m

arou

nd

the

wo

rld- u

se foo

d

for craft

Instru

men

ts

and

mu

sic from

d

ifferent

con

tinen

ts.

Ho

ckey/Foo

tbal

l Go

spel

An

swer th

e

register

Mu

ltime

dia

Relatio

nsh

ips

Aut 2 Fire!

Non-Fiction Recount of an eye witness Poetry Poems on a theme- fire

Money Multiplication Division

Living, dead and never alive Living things and their habitats (own locality)

Guy Fawkes The Great Fire of London

Artw

ork related

to

bo

nfire n

ight an

d

Great Fire- co

llage

Recreate a m

od

el

of Lo

nd

on

- po

p u

p

Sou

nd

effects

linked

to B

on

fire N

ight – in

trod

ucin

g

graph

ic score

s.

Han

db

all/Basketb

al

l Incarn

ation

Ch

ristmas card

s

Han

dlin

g Data

Relatio

nsh

ips

Spring 1

Escape to Africa

Fiction Madagascar Non-Fiction Fact-files - animals

Fractions Statistics/Data Shape

Animals including humans Madagascar animals

Nelson Mandela Compare Madagascar and the UK

African

anim

als- scu

lptu

re

African

crafts-

textiles

African

dru

mm

ing

Gym

nastics/Y

oga

Oth

er faiths

Mad

agascar

anim

als

Pro

gramm

ing

Health

and

well b

ein

g

Spring 2 Italy

Fiction Guido’s Gondola Non- Fiction Explanation text - Venice Poetry Riddles

Measurement Time Position and direction Consolidation

Plants- grow own herb plant

Marco Polo Aerial photos to recognise landmarks

Italian artists

Co

okin

g and

nu

trition

-

pizza

Sou

nd

com

bin

ation

s singin

g in a

rou

nd

.

Team

Gam

es/ Yoga

Salvation

Foo

d-p

izza

top

pin

gs

Techn

olo

gy in

ou

r lives

Living an

d

the w

ider

wo

rld

Sum 1

Mixed Up Fairytales

Fiction Alternative versions of Fairy Tales Character studies Poetry Poems with a structure

Consolidation SATS

Materials Shampoo and bottles

Local map work of Skipton (Visit to castle)

Pau

l Klee

‘Castle an

d

Sun

’

Bu

ild o

wn

castle- ju

nk

mo

dellin

g

Variatio

n o

n a

them

e. Lin

k to sto

ry-

telling

Ou

tdo

or an

d

adven

turo

us/

Ath

letics

Nu

mb

ers

E-safety

Health

and

well b

ein

g

Sum 2 Seaside

Fiction Stories with familiar settings- seaside Non-Fiction Persuasion Poster- to visit the seaside

Problem solving Investigation

Materials Boat at the seaside. Scientific Enquiry/investigations

Physical and human features Basic geographical vocab- compass directions Geography fieldwork

Seaside related

art variety of

draw

ings

Pu

nch

and

Jud

y

pu

pp

ets-

textiles

Sea shan

ties

and

son

gs. ‘h

olid

ay mu

sic.

Cricket/

Ro

un

ders

Oth

er faiths

Basic greetin

g

for p

up

pet

sho

w

Overview

Living an

d th

e

wid

er wo

rld

Year 2 Long Term Plan

Curriculum Overview

DT They should work in a range of relevant contexts [for example, the home and school, gardens and playgrounds, the local community, industry and the wider environment].

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

Make: select from and use a range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing] select from and use a wide range of materials and components, including construction materials, textiles and ingredients, according to their characteristics

Evaluate: explore and evaluate a range of existing products, evaluate their ideas and products against design criteria

Technical knowledge: build structures, exploring how they can be made stronger, stiffer and more stable, explore and use mechanisms.

Art Use drawing, painting and sculpture to develop and share their ideas, experiences and imagination: Painting.

Music Use their voices expressively and creatively by singing songs and speaking chants and rhymes.

PE Participate in team games, developing simple tactics for attacking and defending.

RE : Understanding Christianity Resources Gospel

Big Question: What is the good news that Jesus brings?

PSHE Relationships: We are stars 1.Explore what makes us each unique and what we have in common. 2. Form positive relationships with others based on respecting differences and similarities. 3. Understand the stages of growing from young to old and what we as humans need at each stage of life. 4. Understand that as we grow older there are different rights

and responsibilities that emerge. To relate this to caring for

pets, first steps in experiencing loss, losing toys, moving on to a

different bedroom, home, sometimes friends and even losing a

pet.

Computing: Multimedia I can use technology to organise and present my ideas in different ways. I can use the keyboard on my device to add, delete and space text for others to read. I can tell you about an online tool that will help me to share my ideas with other people. I can save and open files on the device I use.

Autumn 1 English (See APL learning journey) Core Text:

Supplement texts for use in whole curriculum: Shark Lady

Fiction/fantasy Exploring fantasy world Non-Fiction Non- Chronological report.

Maths Place value Addition Subtraction

Science: Living things and their habitats (around the world)

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

Working scientifically

History/Geography

name and locate the world’s seven continents and five oceans

use world maps, atlases and globes to identify countries, continents and oceans

the lives of significant individuals in the past who have contributed to national and international achievements: Christopher Columbus

Year 2 Long Term Plan

Curriculum Overview

English (See APL learning journey) Text: The Great Fire of London (non-fiction)

Fiction Story Non-Fiction Instructions Poetry Poems with a theme: Fire

History/Geography events beyond living memory that are significant nationally or globally (for example, the Great

Fire of London)

name, locate and identify characteristics of the four countries and capital cities of the United Kingdom and its surrounding seas (Recap/Consolidate/Embed from Y1)

DT They should work in a range of relevant contexts [for example, the home and school, gardens and playgrounds, the local community, industry and the wider environment].

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

Make: select from and use a range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing] select from and use a wide range of materials and components, including construction materials, textiles and ingredients, according to their characteristics

Evaluate: explore and evaluate a range of existing products, evaluate their ideas and products against design criteria

Technical knowledge: build structures, exploring how they can be made stronger, stiffer and more stable, explore and use mechanisms.

Art Develop a wide range of art and design techniques in using colour, pattern, texture, line, shape, form and space. (Collage).

Music Experiment with, create, select and combine sounds using the inter-related dimensions of music.

PE Participate in team games, developing simple tactics for attacking and defending.

RE : Understanding Christianity Resources Incarnation

Big Question: Why does Christmas matter to Christians?

PSHE Relationships: Be friendly, be wise Anti-bullying week 1.Know that there are different types of teasing and bullying and that they are wrong. 2 Have strategies and words that will help children to ward off bullying. What do to if they see it bullying happening. Know the names and faces of safe adults in school 3. Understand how a person can be hurt – physically and emotionally – hurting bodies and hurting feelings. Have the language to be able to communicate hurt and how they might respond to someone who is hurt in these ways.

4. Understand about physical contact. Comfortable and

uncomfortable. Appropriate and inappropriate.

Understand about personal space and about contact

that is acceptable and unacceptable. Understand how

Computing: Handling Data I can talk about the different ways I use technology to collect information, including a camera, microscope or sound recorder. I can make and save a chart or graph using the data I collect. I can talk about the data that is shown in my chart or graph. I am starting to understand a branching database. I can tell you what kind of information I could use to help me investigate a question.

Autumn 2

Maths Money Multiplication Division

Science: Living things and their habitats (UK/locality)

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

explore and compare the differences between things that are living, dead, and things that have never been alive

Working scientifically

Year 2 Long Term Plan

Curriculum Overview

English (See APL learning journey) Text: Madagascar Fiction Madagascar (Newspaper reports) Non-Fiction Fact-files - animals

Poetry

Poems with a structure

Maths Fractions Statistics/Data Shape

Science: 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.

Pupils should be introduced to the basic needs of animals for survival, as well as the importance of exercise and nutrition for humans. They should also be introduced to the processes of reproduction and growth in animals. The focus at this stage should be on questions that help pupils to recognise growth; they should not be expected to understand how reproduction occurs.

History/Geography:

the lives of significant individuals in the past who have contributed to national and international achievements (Nelson Mandela)

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 (Madagascar)

DT They should work in a range of relevant contexts [for example, the home and school, gardens and playgrounds, the local community, industry and the wider environment].

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

Make: select from and use a range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing] select from and use a wide range of materials and components, including construction materials, textiles and ingredients, according to their characteristics

Evaluate: explore and evaluate a range of existing products, evaluate their ideas and products against design criteria

Technical knowledge: build structures, exploring how they can be made stronger, stiffer and more stable, explore and use mechanisms.

Art Use drawing, painting and sculpture to develop and share their ideas, experiences and imagination.

Music Use their voices expressively and creatively by singing songs and speaking chants and rhymes.

PE Develop balance, agility and co-ordination.

RE : Understanding Christianity Resources Other Faiths

What makes some places sacred to believers? How should we care for the world and for others, and why does it matter?

PSHE Health and Well-being: Healthy and happy 1. Understand how some medicines can keep us healthy. Understand about the safe use of medicines and that there are also people who keep us safe: their role in school and when we are at home and out in the world. 2. Know how to contact people who keep us safe in our community when we need their help, including dialling 999 in an emergency. Safer Internet Day:3. To understand how to keep safe when we are using devices where the internet can be accessed. This must include the use of online safety, the difference between secrets and surprises, not keeping secrets but the importance of telling a rusted adult, as well as responsible use of ICT.

Computing: Programming I can break an open‐ended problem up into smaller parts. I can put programming commands into a sequence to achieve a specific outcome. I keep testing my program and can recognise when I need to debug it. I can use repeat commands. I can describe the algorithm I will need for a simple task. I can detect a problem in an algorithm.

Spring 1

Year 2 Long Term Plan

Curriculum Overview

Science: 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

Pupils should use the local environment throughout the year to observe how different plants grow.

Pupils should be introduced to the requirements of plants for germination, growth and survival, as well as to the processes of reproduction and growth in plants. Pupils might work scientifically by: observing and recording, with some accuracy, the growth of a variety of plants as they change over time from a seed or bulb, or observing similar plants at different stages of growth; setting up a comparative test to show that plants need light and water to stay healthy.

History/Geography:

use aerial photographs and plan perspectives to recognise landmarks and basic human and physical features; devise a simple map; and use and construct basic symbols in a key (of Venice)

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

the lives of significant individuals in the past who have contributed to national and international achievements (Marco Polo)

DT Cooking and nutrition

As part of their work with food, pupils should be taught how to cook and apply the principles of nutrition and healthy eating. Instilling a love of cooking in pupils will also open a door to one of the great expressions of human creativity. Learning how to cook is a crucial life skill that enables pupils to feed themselves and others affordably and well, now and in later life. Pupils should be taught to

use the basic principles of a healthy and varied diet to prepare dishes

understand where food comes from

Art Learn 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.

Music Listen with concentration and understanding to a range of high-quality live and recorded music.

PE Participate in team games, developing simple tactics for attacking and defending.

RE : Understanding Christianity Resources Salvation

Big Question: Why does Easter matter to Christians?

PSHE Living and the Wider World: It’s our world 1. Reflect on how as a child in the class, I contribute to a positive classroom. What does each individual do in order for the class to work? 2. Explore the groups they belong to and their role and responsibilities they have. (Class, family, community etc…) 3. Understand that what I do has an impact, however small, on others. Understand that I have a role to play when I work as a partner, in a group and as a classmate. Within this the ideas of turn taking, sharing, putting things back in the pace they got them from so that others can benefit and use. 4. Explore energy. Saving energy, conserving, turning lights off when not in use, closing doors and conserving the heat.

Computing: Technology in our lives I can tell you why I used technology in the classroom. I can tell you why I use technology in my home and community. I am starting to understand that other people have created the information I use. I can identify benefits of using technology including finding information, creating and communicating. I can talk about the differences between the internet and things in the physical world.

Spring 2

English (See APL learning journey) Text: Guido’s Gondola Fiction Guido’s Gondola Non- Fiction Explanation text – Venice Poetry Riddles

Maths Measurement Time Position and direction Consolidation

Year 2 Long Term Plan

Curriculum Overview

Science: 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

identify and discuss the uses of different everyday materials so that they become familiar with how some materials are used for more than one thing (metal can be used for coins, cans, cars and table legs; wood can be used for matches, floors, and telegraph poles) or different materials are used for the same thing (spoons can be made from plastic, wood, metal, but not normally from glass).

think about the properties of materials that make them suitable or unsuitable for particular purposes and they should be encouraged to think about unusual and creative uses for everyday materials. Pupils might find out about people who have developed useful new materials, for example John Dunlop, Charles Macintosh or John McAdam.

work scientifically by: comparing the uses of everyday materials in and around the school with materials found in other places (at home, the journey to school, on visits, and in stories, rhymes and songs); observing closely, identifying and classifying the uses of different materials, and recording their observations.

History/Geography: Skipton Castle/Kings, Queens and Castles

Develop knowledge of their locality: Skipton.

Use simple fieldwork and observational skills to study the geography of Skipton and the key human and physical features of its surrounding environment.

Significant historical events, people and places in their own locality (Skipton Castle)

Changes within living memory. Where appropriate, these should be used to reveal aspects of change in national life. (The Royal Family, Skipton Town and how it has changed over time).

DT Work in a range of relevant contexts [for example, the home and school, gardens and playgrounds, the local community, industry and the wider environment].

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.

Make: select from and use a range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing] select from and use a wide range of materials and components, including construction materials, textiles and ingredients, according to their characteristics.

Evaluate: explore and evaluate a range of existing products, evaluate their ideas and products against design criteria.

Technical knowledge: build structures, exploring how they can be made stronger, stiffer and more stable, explore and use mechanisms.

Art Learn 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.

Music Story telling through music Experiment with, create, select and combine sounds using the inter-related dimensions of music.

PE Master basic movements including running, jumping, throwing and catching, as well as developing co-ordination.

RE : Understanding Christianity Resources Salvation

Big Question: Why does Easter matter to Christians? Digging Deeper

PSHE: Healthy and Well Being Live Long Live Strong 1.Explain what personal hygiene is and be able to maintain personal hygiene. 2. Develop a vocabulary around feelings that are good and those which are not so good. How we might act physically if we are not feeling in a good mood, facial expressions as well as body language. Strategies for managing and working with those ‘not so good’ feelings. 3. Understand the importance of the words ‘yes’ and ‘no’ knowing that these words can keep us safe. Explore scenarios where children are to make choices. Explain that we do not always know the answer/not always feel comfortable with what is being asked, so sometimes we need to say ‘I’ll ask’ or ‘I’ll tell’.

Summer 1

English (See APL learning journey) Core Text: Shampoozel Supplementary texts to use throughout curriculum: Bethan Woolvin Rapunzel, Mixed Up Fairytales Fiction Alternative versions of Fairy Tales Character studies Poetry Poems with a structure

Maths Consolidation SATS

Computing: I can explain why I need to keep my password and personal information private. I can describe the things that happen online that I must tell an adult about. I can talk about why I should go online for a short amount of time. I can talk about why it is important to be kind and polite online and in real life. I know that not everyone is who they say they are on the internet.

Year 2 Long Term Plan

Curriculum Overview

Science:

Complete work with materials (Summer 1)

Review Working Scientifically Objectives: Cover any missing ones/Consolidate

History/Geography

Use simple compass directions (North, South, East and West) and locational and directional language [for example, near and far; left and right], to describe the location of features and routes on a map

Use aerial photographs and plan perspectives to recognise landmarks and basic human and physical features; devise a simple map; and use and construct basic symbols in a key

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.

DT Work in a range of relevant contexts [for example, the home and school, gardens and playgrounds, the local community, industry and the wider environment].

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.

Make: select from and use a range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing] select from and use a wide range of materials and components, including construction materials, textiles and ingredients, according to their characteristics.

Evaluate: explore and evaluate a range of existing products, evaluate their ideas and products against design criteria.

Technical knowledge: build structures, exploring how they can be made stronger, stiffer and more stable, explore and use mechanisms.

Art Use a range of materials creatively to design and make products.

Music Use their voices expressively and creatively by singing songs and speaking chants and rhymes.

PE Participate in team games, developing simple tactics for attacking and defending. Master basic movements including running, jumping, throwing and catching.

RE : Other Faiths Big Question: Who is a Muslim and What do They

Believe?

PSHE: Living and the Wider World Money Matters 1.Begin to understand about money by exploring the idea of saving and spending. Link it class rewards where they save up their good deeds for a reward. 2.Explore the idea of saving, including keeping it safe (bank, piggy bank, purse, wallet etc…) How saving can benefit our life choices, give us options later (e.g. if we go on holiday and have saved our spending money), if a school trip comes along and we are able to buy a treat. With new class:Agree on a set of class rules, recognise why we have rules, what is their purpose and explore what happens when we keep to the rules and when they are broken. Recognise concepts such as:

fair and unfair

kind and unkind

right and wrong

Summer 2 English (See APL learning journey)

Core Text: Splash Fiction Stories with familiar settings- seaside Non-Fiction Persuasion Poster- to visit the seaside

Maths Problem solving/investigations Statistics

Computing: Overview