Year 2 Autumn 1 Land Ahoy! Geography Land Ahoy! Name, locate and identify characteristics of the four countries and capital cities of the UK and its surrounding seas. 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 aerial photographs and plan perspectives to recognise landmarks and basic human and physical features, devise simple maps and use and construct basic symbols in a key. Use simple fieldwork and observational skills to study the geography of our school and its grounds and the key human and physical features of its surrounding environment. Autumn 2 Fallen Fields Spring 1 Superheroes Spring 2 Towers, Tunnels and Turrets 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 our 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, house office, port, harbour and shop. Summer 1 Bright Lights, Big City Name, locate and identify characteristics of the four countries and capital cities of the UK and its surrounding seas. 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, including: city, town, village, factory, farm, house, office, port, harbour and shop. Summer 2 Rio De Vida! 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. 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 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,
History Art and Design 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 Learn about 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 Captain James Cook, Grace Darling. Explore adding white to paint. Record changes. Challenge children to darken to darken the colour again without using black. Look at Andy Warhol. Children to draw pictures and paint using tones of a singular Explore adding white to paint. Record changes. Challenge children to darken to darken the colour again without using black. Look at Andy Warhol. Children to draw pictures and paint using tones of a singular Learn about 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. Create environmental art. Make view finder. Observe and draw landscapes using a view finder Look at Anne Garney Recreate original drawing to include fauve colours. Learn about events beyond living memory that are significant nationally or globally. Learn about 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 Isambard Kingdom Brunel.. Create environmental art. Make view finder. Observe and draw landscapes using a view finder Look at Anne Garney Recreate original drawing to include fauve colours. Learn about events beyond living memory that are significant nationally or globally. Teach and practice running stitch on binca. Design book mark Create book mark Teach and practice running stitch on binca. Design book mark Create book mark
Design and Technology colour. Build structures, exploring how they can be made stronger, stiffer and more stable. Explore and evaluate a range of existing products. Design purposeful, functional, appealing products for myself and other users based on design Generate, develop, model and communicate my ideas through talking, drawing templates, mock-ups and where appropriate information and communication technology. colour. Select from and use a wide range of materials and components including construction materials, textiles and ingredients according to their characteristics making models of towers, tunnels and bridges. Explore and use mechanisms (e.g. levers, sliders, wheels and axles) mechanisms and structures. Select from and use a range of tools and equipment to perform practical tasks (e.g. cutting, shaping, joining, finishing) designing and making. Build structures, exploring how they can be made stronger, stiffer and more stable. Design purposeful, functional, appealing products for myself and other users based on design Generate, develop, model and communicate my ideas through talking, drawing templates, mock-ups and where appropriate information and communication technology. Select from and use a range of tools and equipment to perform practical tasks (e.g. cutting, shaping, joining, finishing. Science Animals including humans notice that animals, Habitats explore and compare the differences Materials identify and compare the suitability of a Materials identify and compare the suitability of a Plants observe and describe how seeds and bulbs Plants and animals Identify that most living things live in habitats to
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 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 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 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 grow into mature plants find out and describe how plants need water, light and a suitable temperature to grow and stay healthy 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 Religious Education Recognise some different symbols and actions which express a community s way of life, appreciating some similarities between communities. Recall and name different beliefs and practices, including festivals, worship, rituals and ways of life, in order to find out about the meanings Observe and recount different ways of expressing identity and belonging, responding sensitively for themselves; Notice and respond sensitively to some similarities between different religions and world views. Explore questions about belonging, meaning and truth so that they can express their own ideas and opinions in response using Retell and suggest meanings to some religious and moral stories, exploring and discussing sacred writings and sources of wisdom and recognising the communities from
Computing Ask and respond to questions about what communities do, and why, so that they can identify what difference belonging to a community might make; create and debug simple programs use logical reasoning to predict the behaviour of simple programs safely behind them Ask and respond to questions about what communities do, and why, so that they can identify what difference belonging to a community might make; create and debug simple programs use logical reasoning to predict the behaviour of simple programs safely Year Group Overview safely recognise common uses of information technology beyond school safely words, music, art or poetry; understand what algorithms are; how they are implemented as programs on digital devices; and that programs execute by following precise and unambiguous instructions safely which they come; safely PSHE Understanding Being able to Understanding Conflict Dealing with Learning to cope
feelings -feeling sad -feeing angry and annoyed -feeling jealous -feeling vervous communicate -improving listening skills -knowing who can help us -saying what they want to say relationships -knowing how to keep a friend -dealing with loneliness and rejection -knowing how to resolve conflicts with friends -knowing how to make friedns resolution/bullying -how to recognise good solutions -dealing with bullying -solving problems -helping others resolving conflicts change and loss -understanding change and loss are part of life -coping with death -learning from change and loss -understanding different ways to cope -how to help others cope -adapting to new situations - celebrating together