Year 2 Curriculum Overview Subject Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2 Splendid skies

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1 Reading English Writing Subject Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2 Bright lights big city Enchanted Woodland Street detectives Splendid skies Castles and Turrets Bounce Hook into learning: Afternoon tea Text: Paddington at the Palace This is London Pussy cat Pussy Cat Katie in London A walk in London Text : Charlie and Lola we completely must go to London Great Fire of London- Toby and the Great Fire of London Recounts Labels and captions Adventure narrative Instructions s/Letter writing Owl from Walworth Castle Trip to Hardwick Park Text- Freddie and the fairy What s hidden in the woods Peep inside a fairy tale Red-riding hood. Tidy Deep in the woods Variety of levelled group guided reading texts Text: Information books and letters- owls Lists and instructionswoodland crown Recount trip Narrative: Hansel and Gretel Narrative: own adventure story Become street detectives! Explain that the children are detectives looking for clues about the past and the present to find out about changes that have taken place in the area over the years Text: On the way home Home Playtown Young Frank Architect The three little pigs an Architectural tale Text- The Elves and the shoe maker Little red riding hood Recounts and captions Nursery Rhymes Instructions Adverts Diary Writing Take a Nature s Treasures walk to search for seasonal signs. Text: My friend the weather monster One rainy day The boy who lost his bumble The rainy day Blown away Lila and the secret rain Text- Chicken Licken Recounts Poetry Lists and instructions Postcards Non chronological reports Richmond Castle or Barnard Castle educational visit. Text: Paddington at the tower The princess and the pea The tale of the castle mice A castle full of cats Text- Rapunzel Three billy goats gruff The Tunnel Recounts Reported speech Narrative Letters Posters Soft play/ ROF 59/ LOCAL FOOTBALL OR RUGBY TEAM - Middlesbrough FC? Text Mr Bounce Ready Steady Mo The frog Olympics The sports day Bible and the bubbles Text- The frog Prince Recount Information book Instructions Narrative Poetry Character Study Mathematics Year 2- Number and place value Addition and subtraction Year 2- Addition and Subtraction Measures: Money Multiplication and Division Year 2 Number: multiplication and division Statistics Geometry property of shape Year 2 Geometry property of shape Number- Fractions Measurement- length and height Year 2- position and direction Problem solving and efficient methods Year 2 measurement time Measurement mass, capacity and temperature Investigation Science Distinguish between an object and the material from which it is made. Identify the material an Identify and name common flowers and trees found growing in the locality. Relate a material s physical properties to its uses (e.g. describe or demonstrate how a Broadly assign different weather types to seasons. Identify and compare the suitability of a variety of everyday materials, including wood, metal, Decide, with help, how to group materials, living things and objects, noticing changes over

2 object is made from suggesting why it is made from that material. Use their observations and ideas to suggest answers to questions. Use everyday language/begin to use simple scientific words to ask or answer a scientific questio Identify and name a range of common animals from the local and wider environment. Sort trees in to groups to show those that are evergreen and those that are deciduous Name animals living in a range of familiar environments such as their homes, woodland or school grounds Identify the basic structural parts of common flowering plants and trees, including root, stem, stalk, leaves, flowers, bulb, fruit, seeds and trunk. Sort and group objects, materials and living things, with help, according to simple observational features. Identify and name common flowers and trees found growing in the locality. Care for a growing seedling, observing and describing its growth. material can be unsuitable for a given task due to its ability to be changed by squashing and bending). Decide, with help, how to group materials, living things and objects, noticing changes over time and beginning to see pattern Observe objects, materials and living things and describe what they see. Use their observations and ideas to suggest answers to questions Gather and record data to help in answering questions. Observe closely, using simple equipment. Use simple non-standard measurements in a practical task. Describe how day length changes over a year from experience and if and how it affects their lives.observe and describe weather associated with the seasons and how day length varies. plastic, glass, brick, rock, paper and cardboard for particular uses. 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 classify. Decide, with help, how to group materials, living things and objects, noticing changes over time and beginning to see patterns Perform simple tests. Do things in the correct order when performing a simple test and begin to recognise when something is unfair. time and beginning to see patterns. Identify and classify. Use simple equipment, such as hand lenses or egg timers, to take measurements, make observations and carry out simple tests. Observe closely, using simple equipment. Identify and compare the suitability of a variety of everyday materials, including wood, metal, plastic, glass, brick, rock, paper and cardboard for particular uses. Relate a material s physical properties to its uses (e.g. describe or demonstrate how a material can be unsuitable for a given task due to its ability to be changed by squashing and bending). Use their observations and ideas to suggest answers to questions. Use simple equipment such as hand lenses or egg timers to take measurements, make observations and carry out simple tests. Describe the importance for humans of exercise, eating the right amounts of different types of food, and hygiene. Identify the basic needs of animals and humans for survival, including good nutrition and regular exercise. Describe the importance for humans of exercise,

3 eating the right amounts of different types of food, and hygiene. Identify the basic needs of animals and humans for survival, including good nutrition and regular exercise. We are Zoologists Find out how the shapes of solid objects made from some materials can be changed by squashing, bending, twisting and stretching. Describe how the shape of some materials can be changed by twisting, bending, squashing or stretching. We are Detectives We are Astronauts We are Researchers We are Game Testers Computing Use technology purposefully to create, organise, store, manipulate and retrieve digital content 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 content or contact on the internet or other online technologies History Great Fire of London Sequence the story of a significant historical figure. Describe how people, places and events in their own locality have changed over time. Describe changes in the local area during their own lifetime and that of Sequence the story of a significant historical figure. Sir Francis Beaufort Order events in a period of history studied and begin to recall the dates of important festivals or celebrations. Learn about events beyond living memory that are significant nationally or globally. Use the stories of famous historical figures to compare aspects of life in different times. Learn about the lives of significant individuals in the past who have contributed to national

4 their parents and grandparents. Learn about events beyond living memory that are significant nationally or globally. Ask and answer questions about a range of historical sources. and international achievements Geography Name, locate and identify characteristics of the four countries and capital cities of the UK and its surrounding seas. Name and locate the four countries of the United Kingdom on a map or globe. Use simple locational language including in front, behind, next to, far away and near to, to describe the location of geographical features on a map and in fieldwork. Use simple compass directions (North, South, East and West) and locational and directional language (e.g. near and far; left and right), to describe the location of features and routes on a map. Use basic geographical vocabulary to refer to key human features, Draw a simple picture map, (e.g. of an imaginary place from a story), labelling particular features. Ge SF 3 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. Ge SF 2 Use simple compass directions (North, South, East and West) and locational and directional language (e.g. near and far; left and right), to describe the location of features and routes on a map. Describe and compare human and physical features seen in their local environment and other places in the world Use geographical vocabulary to name features of familiar and unfamiliar places. Use compass directions (North, South, East and West) to describe the location of geographical features and routes on a map. Identify and describe geographical human and physical features using an aerial photograph. Draw simple maps or plans using symbols for a key. Suggest ways of improving the local environment. Name the four seasons and describe typical weather for each of them. Use basic geographical vocabulary to name physical and human features of familiar places. Draw a simple picture map (e.g. of an imaginary place from a story), labelling particular features. Identify the similarities and differences between the local environment and one other place. Locate hot and cold areas of the world. Identify seasonal and daily weather patterns in the UK and the location of hot and cold counties of the world in relation to the Learn about the lives of significant individuals in the past who have contributed to national and international achievements. Begin to understand cause and effect by looking at a significant individual s actions and what happened as a result. Use world maps, atlases and globes to identify the UK and its countries, as well as the countries, continents and oceans studied at this key stage. Use simple fieldwork and observational skills to study the geography of their school and its grounds and the key human and physical features of its surrounding environment Use basic geographical vocabulary to refer to key human features, including: city, town, village, factory, farm, Describe and compare human and physical features seen in their local environment and other places in the worldhouse, office, port, harbour and shop.

5 including: city, town, village, factory, farm, house, office, port, harbour and shop. Recognise simple human and physical features on an aerial photograph or simple map showing an awareness that objects look different from above. Equator and the North and South Poles. Understand geographical similarities and differences through studying the human and physical geography of a small area of the UK, and of a small area in a contrasting non- European country. Identify the similarities and differences between the local environment and one other place. Art and Design Use lines to represent a shape or outline AD 1 Use a range of materials creatively to design and make products. Explain what they like/dislike about an artwork, comparing it with other pieces of art. materials and techniques for a given project. Apply paint using a range of tools (e.g. large brushes, hands, feet, rollers and pads). Learn about the work of a range of artists and make links to own work. Berndnaut Smilde Handle and manipulate rigid and malleable materials and say how they feel. Use drawing, painting and sculpture to share their ideas, experiences and imagination. Develop a wide range of art and design in techniques using colour, pattern, texture, line, shape, form and space. Cut and tear Use drawing, painting and sculpture to develop and share their ideas, experiences and imagination. Create single and multicoloured prints using a range of printing techniques. Use drawing, painting and sculpture to develop and share their ideas, experiences and imagination. Use modelling materials to create an imaginary or realistic form. Use a range of materials creatively to design and make products Use modelling materials to create an imaginary or realistic form. Develop a wide range of art and design techniques in using colour, pattern, texture, line, shape, form and space.

6 Religious Education How do Hindus worship? Why is Divali special for Hindus? How and why is light important at Christmas? paper and glue it to a Why is the Bible special to Christians? surface How do Christians celebrate Easter? What can we learn from the story of St Cuthbert? What can we learn from the story of St Cuthbert? Design and Technology Music Explore and use mechanisms (e.g. levers, sliders, wheels and axles), in their products. Use wheels, axles, levers and sliders. Build structures, exploring how they can be made stronger, stiffer and more stable. Understand where food comes from. Identify the source for common foods. Design purposeful, functional, appealing products for themselves and other users based on design criteria. With help, put ideas into practice. Select from and use a wide range of materials and components, including construction materials, textiles and ingredients, according to their characteristics. Describe the sensory properties of a range of different materials and decide which ones to use when making something Build simple structures. Select and explain choice of materials, sometimes with help. materials and suggest ways of manipulating them to achieve a desired effect. Use tools safely for cutting and joining materials, components and for finishing products Produce detailed, labelled drawings or models of products based on design criteria materials and suggest ways of manipulating them to achieve a desired effect. Select from and use a wide range of materials and components, including construction materials, textiles and ingredients, according to their characteristics. Build structures, exploring how they can be made stronger, stiffer and more stable. Evaluate their ideas and products against design criteria. Explain how closely finished products meet their design criteria and say what they could do better in the future. Explore and use mechanisms (e.g. levers, sliders, wheels and axles), in their products. Create and use wheels and axles. Select from and use a wide range of materials and components, including construction materials, textiles and ingredients, according to their characteristics. materials and suggest ways of manipulating them to achieve a desired effect. Apollo Music Apollo Music Apollo Music Apollo Music Apollo Music Apollo Music Physical Education Year 2 Gymnastics, families of action core task Year 2- Games- Piggie in the Middle core task Year 2- Dance cat dance core task Year 2- Outdoor adventuring- ship wrecked Year 2- Athletics furthest five- core task Year 2- Multiskills