Year 2 Curriculum Map

Click here to view the Year 2 Timetable for 2016-17

 

Autumn 1

Autumn 2

Spring 1

Spring 2

Summer 1

Summer 2

RE

Scriptural praise of God in creation and the story of creation as God’s work(R1)

Signs of God’s care and blessings: in creation, in scripture and in human life (L1)

The Church buildings and furnishings and how people show respect and reverence in church (C1)

 

2016/2017 During the Year of Mercy the first half term will be spent on the Acts of Mercy.

Clothe the naked

Signs and symbols used by the church (CE1)

The Church as the people of God, made by one Jesus, a community, which shares love and life (C2)

The Jewish faith; the way the Jewish faith and other religions live their lives

Celebrations of the Jewish faith (Outside the Box)

The main events, characters and places in the life of Jesus – the Nativity


(R2)
The main aspects of the Eucharist celebration and prayers. (CE4)

The Holy Spirit as the helper Jesus promised his Church. (L3)

Gospel accounts of how Jesus gave individuals the chance to change. (CE5)


Celebrations of the Life in Jesus. (CE6)
Scriptural imagery which speaks of God; stories of significant people in the Old and the New testament. (R3)

God’s call to key figures in the history of the people of God, past and present; and saints/founders (C3)

Ways in which Jesus showed love and respect for others. (L2)


Prayers from Scripture and tradition (CE2)
The story of the Holy Spirit at Pentecost.

How people who heard the Good news of Jesus had began to share a new way of life. (R4)

Scripture passages which illustrate freedom and responsibility in the choices people made. (L4)

Jesus’ commandment ‘love one another as I have loved you’. (L5)


Taking responsibility for themselves and towards others. (L6)
The Good News of God’s love and forgiveness in Old and New Testament and the prayers of the Mass. (CE3)

The way Jesus gathered and formed a community of disciples and the life he shared. (C4)


The main events, characters and places in the life of Jesus- Palm Sunday, Last Supper, Good Friday and Easter Sunday. (R2)

English

Curriculum

Key Performance Indicators

Reading List

 See separate document: English Curriculum Map

Mathematics

Click to read separate document: Mathematics Scheme of Learning

Science

 

All living things & 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 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

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

   Everyday materials & Uses of every day 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

 

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

TOPIC Theme

 Our Wonderful World  Dinosaurs  The Victorians  Land Ahoy  Knights and Castles

 Plants

History

Talk about who was important (in a simple historical account 
Columbus
Use a wide vocabulary of everyday historical terms 
Know where people and events studied fit into a chronological framework
Make simple observations about different events, beliefs within a society   Identify different ways in which the past is represented

Recognise why people did things, why events happened and what happened as aa result

Ask and answer questions

Choose and use parts of stories and other sources to show understanding of concepts.

Know where people and events studied fit into a chronological framework

Identify different ways in which the past is represented

 

Geography

 

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

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

  Use world maps, atlases and globes to identify the United Kingdom and its countries, as well as the countries, continents and oceans studied at this key stage Name, locate and identify characteristics of the four countries and capital cities of the United Kingdom and its surrounding seas
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
 

Art

 

Drawing – line, shape

Refine and develop skills in drawing to share ideas. Use experiences and imagination. Focus on line and shape form including known shapes to create.

Sculpting – texture and form

Refine skills in sculpting and develop and share ideas combining real life experiences and imagination.

  Artists – differences and similarities

Examine a piece of work from a well-known artist and use it to create success criteria. Begin to critically examine own work.

Materials – pattern

Use a range of materials creatively to design and make products. Create and use a wide rant of patterns and colours. Identify man-made and natural patterns.

 

DT

 

 
How to eat a healthy diet.

How to name and sort foods into the five groups in ‘the eat well plate’.

How to prepare simple dishes safely and

hygienically without a heat source.

Food preparation, cooking and nutrition

Plan a Victorian meal

To use a range of techniques such as peeling, chopping, slicing, grating, mixing, spreading and kneading.

 

State what products they are designing and making.

Making products work

Build structures, exploring how they can be made stronger, stiffer and more stable.

Explore how freestanding structures can be made stronger, stiffer and more stable.

Explore and use mechanisms for movement.

Understanding contexts, users and purposes

Begin to work confidently within a range of contexts such as local community and the wider environment to design purposeful, functional, appealing products for themselves and other users.

State what products they are designing and making.

Describe what their products are for.

Use simple design criteria to help develop their ideas

Planning, Practical skills and techniques

Assemble join and combine materials and components

Use finishing techniques including those from art and design.

Follow procedures for safety and hygiene

Own ideas and products

Talk about their ideas and design ideas and what they are making.

Make simple judgements/evaluate about their products and ideas against design criteria.

Suggest how their products could be improved.

 

Generating, developing, modelling and communicating ideas

Use knowledge of existing products to help come up with ideas.

Develop and communicate ideas by talking ad drawing.

Model ideas by exploring materials, components and construction kits and by making templates and mock ups.

Use information and communication technology, where appropriate, to develop and communicate ideas.

Planning, Practical skills and techniques

Plan by suggesting what to do next.

Select from and use a wider range of tools and equipment to perform practical tasks and explain their choices. For example cutting, shaping and joining.

Select from a wider range of materials and components according to their characteristics.

 

Where food comes from

 

Understand that all food has to be farmed, grown elsewhere e.g. home, caught.

 

Existing products

Across ks1 pupils should explore:

What products are

Who/what products are for

How and where products might be used

What materials a product is made from

What they like and dislike about a product.

Linked to food and products used for/by food

Say how they will make their products suitable for their intended users.

PHSE

 

See separate document: PHSE Curriculum Map

 

PE

Dance – children are able to perform all simple dance phrases depicting the idea and can perform dynamic and expressive qualities (Steve T Aut 1)

Gym – Core task can perform the basic gymnastic actions with co-ordination, control and variety et: animal movements – crab, caterpillar, bunny hops balancing on large body parts (dish, arch, shoulders, bottom) rolling pencil egg and teddy, jumping with different shapes in the air

 

Striking and Fielding – core task – can strike a ball off a tee and with a drop feed sometimes, can throw and catch a ball as a fielder. Can use simple tactics.

Enrichment – Orienteering 
Dance – children are able to perform all simple dance phrases depicting the idea and can perform dynamic and expressive qualities Athletics Honey Pot – complete the core tasks using the skills of running ad changing direction

Dance – children are able to perform all simple dance phrases depicting the idea and can perform dynamic and expressive qualities

Striking and Fielding – core task – can strike a ball off a tee and with a drop feed sometimes, can throw and catch a ball as a fielder. Can use simple tactics

Dance – children are able to perform all simple dance phrases depicting the idea and can perform dynamic and expressive qualities

Net and Wall core task – can strike a dropped ball with some consistency.  Can return a ball by striking it when thrown to them, stands sideways and uses short back life.  Can use simple tactics (looking for space to strike the ball into. Can explain where the best place to strike the ball is to score a point

An explain where the best place to strike the ball is so they can run as far round as possible

Music

To play tuned and un-tuned instruments musically

To experiment with, create, select and combine sounds using the inter-related dimensions of music (made by instruments)

Excellence Outcome: to make controlled sounds (long short) using voices and experiment with pitch (high/low)

To play tuned and un-tuned instruments musically
To experiment with, create, select and combine sounds using the inter-related dimensions of music (made by instruments)

Excellence Outcome: to combine pulse, rhythm and pitch to create a two bar composition that includes ascending/ descending steps and repeated notes.

To play tuned and un-tuned instruments musically

To experiment with, create, select and combine sounds using the inter-related dimensions of music

(made by body and voice)

Excellence Outcome: to combine rhythm and pitch to create a two bar composition in common time.
To use their voices expressively and creatively by singing songs and speaking chants and rhymes

Excellence Outcome: to sing/speak in unison and rounds in time with the music

To play and perform in solo and ensemble contexts combining the use of their voices with playing musical instruments with increasing accuracy, fluency, control and expression

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

Excellence Outcome: to use non-standard notation to combine a sequence of long and short notes to form a simple melody.

To listen with concentration and understanding to a range of high-quality live and recorded music.

Excellence Outcome: To interpret when the music is fast/ slow/ loud /quiet and discuss feelings, use  appropriate adjectives to describe  sounds heard

To begin to identify instruments in a range of music genres. (classical, jazz, hip-hop, pop)

Computing

See separate document for scheme of learning

Educational Visits and Showcase

 

Showcase of Learning including: 

Dance Performance to parents 

Display of learning journey

 Blackpool Zoo  Blackpool Tower  Lancaster Castle Visit Lancaster Castle Allotment Trip

Farm Visit

Clitheroe Pick Your Own Veg in the poly tunnels

Chepstow Community Garden

Ongoing Themes

Science

During Years 1 and 2, pupils should be taught to use the following practical scientific methods, processes and skills through the teaching of the programme of study content: asking simple questions, observing closely, using simple equipment, performing simple tests, identifying and classifying, using their observations and ideas to suggest answers to questions, gathering and recording data to help in answering questions

RE

Jesus’ prayer to his Father (Our Father and Glory Be).  Learn about the need to say sorry and ask forgiveness.

Music

Listen with attention to detail and recall sounds with increasing aural memory

History

Children in year 2 should be taught the above skills  through study of events beyond living memory that are significant nationally or globally

Study of 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