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Year 2

Teachers will be planning subject specific learning based on national curriculum objectives relevant to the age group.
Children will be encouraged to deepen their subject knowledge through independent and group work designed to promote good thinking and investigative skills.
Where possible, pupils’ own interests will be incorporated into the curriculum in order to make learning relevant and engaging for them.
Cross-curricular links will still be made where relevant.
žFor further information, contact Jill Gosbee: AHT for the curriculum

National curriculum CONTENT coverage – Year 2- 2016 to 2017

 

Subject

Science

Working scientifically:

Pupils should be taught to use the following practical scientific methods, processes and skills through the teaching of the programme of study content. Please use the skills progression document for specific detail in this regard

  • Questioning and enquiring
  • Planning
  • Observing and measuring
  • Pattern seeking
  • Investigating
  • Recording and reporting findings
  • Identifying, grouping and classifying
  • Research
  • Conclusions
  • Vocabulary
  • Understanding

Everyday 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 particular uses
  • Find out how the shapes of solid objects made from some materials can be changed by squashing, bending, twisting and stretching.

Plants:

Pupils should be taught to:

  • 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.

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.

Living things and 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.

Geography:

Pupils should develop knowledge about the world, the United Kingdom and their locality. They should understand basic subject-specific vocabulary relating to human and physical geography and begin to use geographical skills, including first-hand observation, to enhance their locational awareness.

 Pupils should be taught to:

Locational knowledge

  •  Name and locate the world’s seven continents and five oceans.

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 concentrating on islands and sea sides

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 Use basic geographical vocabulary to refer to:

Geographical skills and fieldwork

  • 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 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.

 

 

 

 

 

 

History: Refer to  National curriculum pages attached to progression document for more specific content guidance

Areas of study: Events Beyond Living Memory & Lives of Significant Individuals in the Past

Chronological understanding

  • Puts 3 people, events or objects in order using a given scale.
  • Recount changes in own life over time
  • Uses words and phrases such as recently, before, after, now, later.
  • Uses past and present when telling others about an event.

Knowledge and understanding of past events, people and changes in the past

  • Uses information to describe the past.
  • Uses information to describe differences between then and now.
  • Uses evidence to explain reasons why people in past acted as they did.
  • Recounts main events from a significant in history.

Historical interpretation

  • Looks at books and pictures (and eye-witness accounts, photos, artefacts, buildings and visits, internet).
  • Understands why some people in the past did things.

Historical enquiry

  • Looks carefully at pictures or objects to find information about the past.
  • Estimates the ages of people by studying and describing their features.
  • Asks and answers questions such as: ’what was it like for a ….?’, ‘what happened in the past?’, ‘how long ago did…. happen?’

Organisation and communication

  • Describes objects, people and events
  • Writes simple stories and recounts about the past.
  • Draws labelled diagrams and writes about them to tell others about people, events and objects from the past.
  • Writes own date of birth.

Computing:  KS1 programme of study; USE progression documents for DIFFERENTIATION within each year group

Computer science

  • understand what algorithms are
  • understand how algorithms 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.

Information technology

  • Use technology purposefully to organise, store and retrieve digital content.
  • Use technology purposefully to create and manipulate digital content.

Digital Literacy

  • Use technology safely and respectfully.
  • Keeping personal information private.
  • Identify where to go for help and support when they have concerns about content or contact on the internet or other online technologies.

Music: These are the end of year ‘expected’ statements. Look at the progression document for ‘emerging’ and ‘exceeding’ statements.

Vocal expression

•       Recognise phrase length and know when to breathe

Listening and movement

•       Respond physically when composing music

Pulse and rhythm

•       Identify long and short sounds in music

Exploring sounds

•       Create and choose sounds in response to a given stimulus

  •  

•       Create sound effects

  •  

•       Create and choose sounds in response to a given stimulus

Reading and writing notation

•       Play and sing a notated phrase

Performance skills

•       Recognise the need for performance and audiences

Art

Exploring and developing ideas

Record and explore ideas from first hand observations.

Ask and answer questions about the starting points for their work.

Develop their ideas- try things out/ change their minds etc.

Explore the work of a range of artists/ designers and craftspeople working in different times and cultures.

Evaluating and developing work

Review what they and others have done and say what they think and feel about it.

Identify what they might change in their current work or develop in future work.

Drawing

  • To explore tone using different types of pencils/pastels and chalks.
  • To use line and tone to represent things seen, remembered or observed

Painting

  • To experiment with colour
  • To use colour and marks to express different moods.
  • To create patterns using different colours and tools.
  • To explore the effect on paint of adding in water, glue, sawdust, sand etc.

Collage

  • To sort and group materials for different purposes e.g. colour/ texture.
  • To fold, crumple, tear and overlap materials.

Printing

  • To extend repeating patterns using overlapping or 2 contrasting colours.
  • To explore and recreate more complex (2/3/4 images) repeating patterns with a range of different materials e.g. sponges/ vegetables etc.

Photography

  • To develop an awareness of scale, perspective, movement and colour.
  • To develop an awareness of mood, emotion and feeling.

Design and technology

When designing and making, pupils should be taught to:

Design

  • I can think of my own ideas and plan what to do next.
  • I can choose the best tools and materials.
  • I can give a reason why these are the best tools or materials
  • I can describe my design by using pictures, diagrams, model mock-ups, words and ICT.
  • I can design a product for myself and others following a design criteria.
  •  

Make

  • I can select from a range of tools, materials and components according to their characteristics, explaining my choices.
  • I can use a range of materials, components, construction kits, textiles, food ingredients and mechanical products.
  • I can mark out and cut, and assemble, join and combine materials and components.

Evaluate

  • I can describe what went well with my work.
  • I can evaluate what I would do differently if I did it again, and why.
  • I can judge my work against the design criteria.
  • I can talk about my own work and the things that other people have done.

Technical knowledge

  • I can use joining, folding or rolling to make a free-standing object stronger, stiffer and more stable.
  • I can use axles and wheels in my work.
  • I can join materials together as part of a moving product.
  • I can join textiles together to make something

 

Cooking and Nutrition

  • I can cut, chop, peel and grate foods safely.
  • I can describe the properties of ingredients I am using and why it is important to have a varied healthy diet.
  • I can explain what it means to be hygienic.
  • I can say where food comes from i.e. animals, farmed, grown elsewhere, imported or caught.

Religious education

Key religions: Christianity and Hinduism

Term 1

Christianity: What did Jesus teach?

Term 2                                                    

Christianity: Christmas: Jesus as a gift to the world; why did God give Jesus to the world?

Term 3

Hinduism: celebrations

Term 4

Christianity: Easter - Resurrection

Term 5

Hinduism: Stories

Term 6

Hinduism: Hindu beliefs

School health and Physical education

by end of key stage 1:

Pupils should develop fundamental movement skills, become increasingly competent and confident and access a broad range of opportunities to extend their agility, balance and coordination, individually and with others. They should be able to engage in competitive (both against self and against others) and co-operative physical activities, in a range of increasingly challenging situations.

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

•                     participate in team games, developing simple tactics for attacking and defending

•                     perform dances using simple movement patterns

Year 2

Physical

Pupils should be able to:

Cognitive

Pupils should be able to:

Socio-emotional

Pupils should be able to:

Key Vocab

Games

  • Begin to apply simple physical skills in team games.
  • Show good coordination skills to throw, catch, strike, bounce, trap and kick a variety of objects in different contexts.
  • Show good dynamic balance (in a range of contexts).
  • Begin to use simple strategies for attacking/defending e.g. dodging, moving or sending into space.
  • Create simple games/activities and identify the rules needed to make them successful. 
  • Begin to apply skills in a range of different activities.
  • Work with a partner to plan/review.
  • Share work and ideas and listen to others do the same.
  • Support/encourage others.
  • Persist when learning is challenging and understand the importance of practice.
  • Work independently and have strategies for accessing help when necessary.
  • Describe how their bodies change before, during and after exercise
  • Explain why it is important to warm up and cool down.

 

Dance

  • Move confidently in a range of different ways, linking simple actions w/control
  • Perform a short series of actions/movements with some changes in level, speed and direction.
  • Create and perform simple dances using simple movement patterns. 
  • Begin to apply skills in a range of different activities.
  • Remember and repeat simple movements and short patterns.
  • Describe what he/she or a partner is doing, using key words.

Gymnastics

  • Move confidently in a range of different ways, linking simple actions w/control
  • Show good dynamic balance (in a range of contexts).
  • Select and link simple, appropriate movements to a given theme.
  • Begin to apply skills in a range of different activities.
  • Describe what he/she or a partner is doing, using key words.

OAA and Swimming

n/a

n/a

 

 

 

 

Building Learning Power

We will continue to introduce ‘new’ muscles from September 2016 until February 2017 in the following order:

Imagining: Resourcefulness

Reasoning: Resourcefulness

Collaboration: Reciprocity

Interdependence: Reciprocity

Empathy: reciprocity

Imitation: reciprocity

Meta-Learning: reflectiveness

Planning: reflectiveness

Distilling: reflectiveness

Revising: reflectiveness

 

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