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Essendon C of E (VC) Primary School

Let us consider how to stir up one another to love and good works

Year 2

Curriculum Overview (B): Year 2

 



 

Subject

Summer 1: Knights, Dragons and Castles

 

 

 

Summer 1: Africa

 

Science

Working Scientifically

  • Ask questions and know they can be answered in different ways.
  • Watch closely using equipment.
  • Do tests.
  • Name and group.
  • Use my observations and ideas to suggest answers to questions.
  • Collect and record data to help answer questions.

Plants

 

Band 1

  • Name some common wild and garden plants, including deciduous and evergreen trees.
  • Name and describe the basic structure of a variety of common flowering plants, including trees.

Band 2

  • I can explain how seeds and bulbs grow into plants.
  • I can describe how plants need water, light and a suitable temperature to grow and stay healthy.

Materials

 

Band 1

  • Tell the difference between an object and the material from which it is made.
  • Name a variety of everyday materials, including wood, plastic, glass, metal, water, and rock.
  • Describe some everyday materials.
  • Make groups of materials based on what they are like.

Band 2

  • I can say why I would choose a material for a particular job.
  • I can explain how objects made from some materials can be changed.

 

Seasonal Changes

  • Name some common wild and garden plants, including deciduous and evergreen trees.
  • Name and describe the basic structure of a variety of common flowering plants, including trees.

RE

Identity and belonging: Religious Leaders

  • Talk with others about how groups express who they are and how individuals belong to communities including faith groups.
  • Describe what a leader does and why.

Sources of wisdom:

Gospel

  • Retell and suggest meanings to some religious and moral stories: think, talk and ask questions about some sacred writings and sources of wisdom and the traditions from which they come.

Computing

Getting creative – images & movies

  • Understand that elements in digital content contribute meaning or create atmosphere.
  • Review what a computer input device is.
  • Review the differences between hardware and software.
  • Investigate ways in which software supports writing.
  • Recognise how digital imaging is used in and beyond school
  • Explore differences between digital and non-digital images.
  • Select appropriate devices to capture images clearly and in frame.
  • Understand digital images can be stored in electronic collections and searched using key words and menus or categories.
  • Understand that images can be sequenced to tell a story or describe an event or process.
  • Talk about the choices they made. Revisit and refine their work.
  • Ask permission before taking or using images of others.  
  • Use technology safely and increasingly respectfully, knowing how to respond if anything they access makes them feel uncomfortable or worried. 

History

Castles and who lives in them

 

  • Show an awareness of the past, using common words and phrases relating to the passing of time
  • Describe where the people and events studied fit within a chronological framework and identify similarities and differences between ways of life in different periods
  • Ask and answer questions, choosing and using parts of stories and other sources to show that he/she knows and understand key features of events
  • Show understanding of some of the ways in which we find out about the past and identify different ways in which it is represented
  • Describe events beyond living memory that are significant nationally or globally eg the Great Fire of London, the first aeroplane flight or events commemorated through festivals or anniversaries
  • Use a wide vocabulary of everyday historical terms
  • Speak about how he/she has found out about the past
  • Record what he/she has learned by drawing and writing

 

 

Geography

 

 

Comparing two continents Europe/Africa and two countires England/Kenya

 

  • 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
  • Use simple compass directions (North, South, East and West) and locational and directional language eg 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 basis human and physical features; devise a simple map; and use and construct basic symbols in a key
  • Name and locate the world’s seven continents and five oceans
  • Identify seasonal and daily weather patterns in the United Kingdom and the location of hot and cold areas of the world in relation to the Equator and North and South poles
  • 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
  • Use basis geographical vocabulary to refer to key human features, including: city, town, village, factory, farm, house, office, port, harbour and shop
  • 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.

Art & Design

Model making – norman village & embroidery

 

  • Try out different activities and make sensible choices about what to do next
  • Select particular techniques to create a chosen product and develop some care and control over materials and their use
  • Give reasons for his/her preferences when looking at art/craft or design work
  • Know that different artistic works are made by craftspeople from different cultures and times
  • Represent things observed, remembered or imagined using colours/tools
  • Experiment with basic tools on rigid and flexible materials
  • Develop techniques to join fabrics and apply decorations such as running or over stitch

 

Mask making and weaving

Mixed media including material, clay, mark making and weaving papers. (linked to Kente cloth)

  • Try out different activities and make sensible choices about what to do next
  • Select particular techniques to create a chosen product and develop some care and control over materials and their use
  • Give reasons for his/her preferences when looking at art/craft or design work
  • Know that different artistic works are made by craftspeople from different cultures and times
  • Represent things observed, remembered or imagined using colours/tools
  • Experiment with basic tools on rigid and flexible materials

Design & Technology

Model making – norman village & embroidery

 

  • Design purposeful, functional, appealing products for himself/herself and other users based on design criteria
  • Generate, develop, model and communicate his/her ideas through talking, drawing, templates, mock-ups and, where appropriate, information and communication technology
  • Choose appropriate tools, equipment, techniques and materials from a wide range
  • Safely measure, mark out, cut and shape materials and components using a range of tools
  • Evaluate and assess existing products and those that he/she has made using design criteria
  • Investigate different techniques for stiffening a variety of materials and explore different methods of enabling structures to remain stable
  • Explore and use mechanisms e.g. lever, wheels and axels in his/her products

and weaving

Mixed media including material, clay, mark making and weaving papers. (linked to Kente cloth)

  • Design purposeful, functional, appealing products for himself/herself and other users based on design criteria
  • Generate, develop, model and communicate his/her ideas through talking, drawing, templates, mock-ups and, where appropriate, information and communication technology
  • Choose appropriate tools, equipment, techniques and materials from a wide range
  • Safely measure, mark out, cut and shape materials and components using a range of tools
  • Evaluate and assess existing products and those that he/she has made using design criteria
  •  

Music

Music assemblies, class singing

  • Listen with concentration and understanding to a range of high-quality live and recorded music
  • Build an understanding of the pulse and internalise it when listening to a piece of music
  • Begin to recognise and explore different musical styles
  • Begin to develop an understanding of the history and context of music
  • Improvise a simple rhythm using different instruments including the voice
  • Understand that timbre describes the character of quality of a sound
  • Understand that texture describes the layers within the music
  • Understand that structure describes how different sections of music are ordered
  • Begin to describe a piece of music using a developing understanding of the interrelated musical dimensions
  • Use his/her voice expressively and creatively by singing songs and speaking chants and rhymes with growing confidence
  • Develop an understanding of melody, the words and their important in the music being listened to
  • Sing a song in two parts
  • Start to understand basic musical notation
  • Practise, rehearse and present performances to audiences with a growing awareness of the people watching
  • Experiment with, create, select and combine sounds using the inter-related dimensions of music

PSHE and Citizenship

Relationships

  • Understanding my uncomfortable feelings – proud, jealous, loved, cared for, fair and unfair, loneliness, guilt, embarrassment
  • People who are important to us
  • Dealing with our hurt feelings without hurting others
  • Loss and bereavement
  • Leaving home
  • Dealing with feelings of guilt
  • Making amends
  • Sticks and stones
  • Breaking friendships
  • Forgiveness

Year 2 Themes

1. Special people

2. People who help us

3. Feeling lonely

4. Different kinds of families

5. Difficult choices - leaving home

6. People and places around the world

Changes

 

  • Transition and change over time
  • Welcome and unwelcome changes
  • Making a plan to bring about change
  • Understanding individual differences in our responses to change
  • Saying goodbye and moving on

Year 2 Themes

1. SRE: differences: boys and girls

2. SRE: differences: male and female

3. SRE: naming the body parts

4. Being unique

5. Making change happen

6. Changing our behaviour.

PE

Diet and hygiene

 

  • Identify different foods that contain vitamins A B and C and understand the importance of having the right amounts
  • Identify the 5 types of food that make up a balanced diet and begin to give examples of these
  • Understand the difference between an illness, symptom and a prescription
  • Understand the importance of maintaining your teeth

Healthy Mind

 

  • Begin to recognise emotions in others
  • Offer suggestions as to how to alter a negative emotion
  • Explain the reasons why a target has or has not been met

Acquiring and developing skills

 

  • Hop along a straight line user the same foot
  • Jump for distance controlling the landing
  • Jump for height with a controlled landing
  • Catch a small ball
  • Throw a small ball overarm, using the correct technique

Applying skills and using tactics

  • Structure sequences of actions and skills in different orders to improve performance (speed/direction/level etc)

Evaluating and improving performance

  • Compare his/her performance with others

 

 

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