Curriculum Overview for Year 2
English
Art & Design (KS1)
Grammar
Reading
Writing
1. Use . ! ? , and ’
1. Develop phonics until
1. Spell by segmenting into
2. Use simple conjunctions
decoding secure
phonemes
3. Begin to expand
2. Read common suffixes
2. Learn to spell common ‘exception’
noun phrases
3. Read & re-read phonicwords
4. Use some features
appropriate books
3. Spell using common suffixes, etc.
of standard English
4. Read common ‘exception’
4. Use appropriate size letters &
words
spaces
Speaking & Listening
5. Discuss & express views about
5. Develop positive attitude &
1. Articulate & Justify answers
fiction, non-fiction & poetry
stamina for writing
2. Initiate & respond to
6. Become familiar with & retell
6. Begin to plan ideas for writing
comments
stories
7. Record ideas sentence-by3. Use spoken language to
7. Ask & answer questions; make
sentence
develop understanding
predictions
8. Make simple additions & changes
8. Begin to make inferences
after proof-reading
Mathematics
Number/Calculation
1. Know 2, 5, 10x tables
2. Begin to use place value (T/U)
3. Count in 2s, 3s, 5s & 10s
4. Identify, represent & estimate
numbers
5. Compare / order numbers, inc.
<>=
6. Write numbers to 100
7. Know number facts to 20 (+
related to 100)
8. Use x and ÷ symbols
9. Recognise commutative
property of multiplication
Geometry & Measures
1. Know and use standard measures
2. Read scales to nearest whole unit
3. Use symbols for £ and p and
add/subtract simple sums of less
than £1 or in pounds
4. Tell time to the nearest 5 minutes
5. Identify & sort 2-d & 3-d shapes
6. Identify 2-d shapes on 3-d
surfaces
7. Order and arrange mathematical
objects
8. Use terminology of position &
movement
Science
Working Scientifically
1.
Asking simple questions recognising that they can be answered in different
ways
2.
Observing closely, using simple equipment
3.
Performing simple tests
4.
Identifying and classifying
5.
Using their observations and ideas to suggest answers to questions
6.
Gathering and recording data to help in answering questions.
Everyday Materials
1.
distinguish between an object and the material from which it is made
2.
identify and name a variety of everyday materials, inc. wood, plastic etc
3.
describe the simple physical properties of a variety of everyday materials
4.
compare and group a variety of everyday materials based on their simple
physical properties.
Animals, including Humans
1.
identify & name a variety of animals inc. fish, amphibians, reptiles, birds &
mammals
2.
identify and name a variety of common animals that are carnivores, herbivores
and omnivores
Plants
1.
observe and describe how seeds and bulbs grow into mature plants
2.
describe how plants need water, light, suitable temperature to grow & stay
healthy.
Fractions
1. Find and write simple fractions
2. Understand equivalence of
e.g. 2/4 = 1/2
Data
1. Interpret simple tables &
pictograms
2. Ask & answer comparison
questions
3. Ask & answer questions about
totalling
1. Use a range of materials
2. Use drawing, painting and sculpture
3. Develop techniques of colour, pattern,
texture, line, shape, form and space
4. Learn about range of artists, craftsmen
and designers
Design & Technology (KS1)
1. Design purposeful, functional & appealing
products
2. Generate, model & communicate ideas
3. Use range of tools & materials to
complete practical tasks
4. Evaluate existing products & own ideas
5. Build and improve structure & mechanisms
6. Use basic principles of a healthy and varied diet to
prepare dishes
7. Understand where food comes from
PSHE
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Geography (Y2)
1. Name & locate world’s continents and oceans
2. Compare local area to a non-European country
3. Use basic vocabulary to describe a less familiar
area
4. Use aerial images and other models to create
simple plans and maps, using symbols
5. Use simple fieldwork and observational skills to
study the immediate environment
Zippy
SEAL
1.
2.
3.
4.
Key Concepts
1. Changes in living memory (linked to aspects of
national life where appropriate)
Physical
Key Events
e.g. Bonfire night / RemembranceDay
1. Understand use of algorithms
2. Write & test simple programs
3. Use logical reasoning to make
predictions
4. Organise, store, retrieve & manipulate
data
5. Communicate online safely and
respectfully
6. Recognise uses of IT outside of school
Music (KS1)
History (KS1)
Key Individuals
2. Lives of significant historical figures, including
comparison of those from different periods
3. Significant local people
Computing (KS1)
Education
1. Master basic movement, e.g. running, jumping,
throwing, catching, balance, agility and coordination
2. Participate in team games
3. Perform dances using simple movement
Sing songs
Play tuned & untuned instruments musically
Listen & understand live and recorded music
Make and combine sounds musically
Religious
Education
Hanukah
Harvest
Halloween
Recognise that Christmas around the world is
celebrated in different ways
Activity Overview for Year 2 Autumn Term– Walking Through the Rainforest
English Links
Books to lead/develop learning:
 Walking Through the Rainforest
 Rumble in the Jungle
 Where the Forest Meets the Sea
 Stanley the Spider
 Non-Fiction Rainforests and animals
R 5, 6, 7, 8
Speaking and Listening:
Protecting the rainforest and the environment debate.
(S&L 1, 2, 3)
Weather reports. (S&L 3)
Animal report. (S&L 3)
Art & Design
Chn to use what they have learnt about mini beasts to Role play travel agents
design their own mini beast. Chn to complete planning Outdoor – survival area
sheet – drawing mini beast and answering key questions (S&L 2, 3)
before writing about their mini beast in a given report
format, answering key questions. (W 2, 5, 6, 7, 8 G3)
Into the Forest – story writing.
Oral story start to be shared with chn using visual
images to encourage chn’s thinking. Chn to think about
what happens next in the story, what characters they
meet on the way and how they can describe the journey
that they go on. (W 2, 5, 6, 7, 8 G3)
To use both photographic and painted images of the rainforest
as a starting point. (A&D1,3)
Computing
Use technology purposefully to create, organise, store, manipulate
and retrieve digital content (C4)
To practise the techniques of drawing, printing, collage and textile work,
and sculpting to recreate a scene. (A&D2)
To be inspired by landscape artists and artisans from indigenous peoples.
Snakes pattern (A&D3)
Butterfly symmetry
Rousseau (A&D4)
Textures/Collage
-branching database, graphs (SCIENCE - Minibeasts)
-cc maths
- sounds and music
-compose music using a digital programme. (C6)
How would you describe the rainforest? Descriptive
writing using the picture prompt. (W 2, 5, 6, 7, 8 G3)
If you were going to explore a rainforest what would
you take with you? (W 2, 5, 6, 7, 8)
 piece of writing to be developed following activity.
Postcards (W 2, 5, 6, 7, 8)
Design & Technology
Farm to Fork Trip to Tesco to buy ingredients and find out where our food comes
from.
Sustainable products (D&T1, 3,4)
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Temperature (suitable for growing plants)
(MG&M 2)
Weather linked to comparing climates –
Brazil/Sunderland (MG&M 2)
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Mathematics Links
Geometry : Symmetry linked to butterflies
Geometry : linked to patterns in nature /
repeating patterns snakes
Geometry : Property of shapes – shapes in
nature and shapes to construct shelters.
(MG&M 5, 6)
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Design purposeful, functional, appealing products for
themselves and other users based on a design criteria.
Data Handling: Reading weather charts.
(MD 1, 2, 3)
Data Handling: Using given information
about minibeasts to complete a table.
(MD 1, 2, 3)
Data Handling: Tally charts – ways of
travelling. (MD 1, 2, 3)
Geography
Map work locating the countries in the UK. (G1)
Work on identifying hot and cold areas of the world. Where are the Rainforests? Where is
Amazon Rainforest? Identify equator and north and south poles. (G1)
Travelling - develop a passport and packing a suitcase activities. Role play airport to travel to
the Amazon Rainforest.
Key focus on travel: How did Barnaby get to Brazil? Why could he only use certain forms of
transport? Relate to chn’s own experiences – how have they travelled before? Tally chart of
ways to travel.
Read the postcard to chn – what types of landscapes are found in Brazil? Provide chn with a
number of photographs –Discuss with chn what a landscape is. Are the landscapes that they
can see similar /different to the landscapes in the UK – in what ways? Chn to compare key
features found in Sunderland compared with key features found in Rio. (G2,3)
Class weather chart to be completed everyday for two weeks. Weather to be collected for Rio
de Janeiro. (G2,3,4)
Eliana’s house – cabin map – (G4)
A day in the life of Eliana (Barnaby Bear) linked
to telling the time (MG&M 2, 4)
Measures : measuring the length of snakes
investigation (MG&M 1, 7)
PSHE
Music
Play tuned and unturned instruments musically. (M2)
Listen with concentration and understanding to a range of high-quality live
and recorded music.
Experiment with, create, select and combine sounds using the interrelated
dimensions of music.
Rainforest:
Baka Tribe
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Explore music from around the world.
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Make a musical instrument from materials around us.
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Compose music using our own instruments.
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Listen to and reflect on music made by those around us.
Use technology purposefully to create, organise, store, manipulate and
retrieve digital content (M4)
- sounds and music
-compose music using a digital programme.
See Zippy’s friends
Unit 3 – Relationships
unit 4 – Conflict Resolution
Science
History
To develop the concept of civilisation Link to Barnaby Bear – Ways of life in
the rainforest.
Plants
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Variety of plants from the rainforest.
Everyday Materials
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Sink or float (SEM 3)
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Building shelter – waterproof (SEM 3/4)
Animals, inc Humans
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Healthy eating – I’m a celebrity eating trials – linked to foods from
around the world (DT 6,7)
Microhabitats
Natural environments
Local environments
Animals in other environments
(SWS 1,2,4,5,6)
I am aware that different group’s people live in different ways.
I know that there are rules to follow to live in a civilised society. (AA)
I know that you have to think about others who live in the same area as you. (BA)
Physical
Education
Dance (Coach)
To explore movement ideas and respond imaginatively to a
range of stimuli.
To move confidently and safely in their own space using
changes of speed level and direction.
To work in groups to perform a set movement phrase.
To perform dance phrases in a group that express moods
and feelings.
To compose and perform short dances with clear
beginnings, middles and ends that express and communicate
ideas and feelings.
To copy, watch and describe dance movement.
Games 2
To be confident and safe in the spaces used to play
games. To listen to instructions. To explore and use
skills, actions and ideas individually and in combination
to suit the game they are playing. How to choose new
skills effectively for particular games.
Religious
Education
To know the Easter story and its importance for Christians.
Death and resurrection of Jesus as important to Christians.
Jesus as important shown through, Easter stories;
To understand what it means to belong to Christianity?
Introducing ceremonies of commitment and belonging, how beliefs affect values and actions
of individuals.
How religious identity and belonging are expressed through baptism, services of dedication
(symbols, actions, words and promises).
Christian values – love, care, forgiveness, helping others, following the example of
Jesus. Examples of how Christians would show these values.
Chinese New Year :
I can follow instructions to make a Chinese lantern.
I can use puppets to re-tell a story including key elements and relevant detail.