Class 2- Autumn Plan
Class 2
Term:
Autumn
Reading
Writing
Texts- Aut
1 MrDoor/
Benn, Emperor’s
New Clothes
and Instructional writing
Main - Through
the
Time
Travel
Read high frequency words independently
and automatically
Begin to learn inference and deduction use
of AF3 in questioning (guided reading time
and 1-1 reading)
Build up level of questioning and
explanation surrounding a text
Grammar
To understand present and past tense and use
them appropriately
To understand nouns, adjectives, verbs and
adverbs.
To use simple and compound sentences.
Aut 2- Little Red Riding Hood, Good Little Wolf Poetry and Letter writing
(Dear Fairy Godmother)
(Poems learnt off by heart throughout the term)
Weekly questions for Literacy relating to topic book or literacy focus for
example: How did Mr Benn feel when…? would you have acted
differently…? How would you have done it…?
Handwriting- Savile Park Policy followed- weekly / daily sessions
Secure and embed time connectives using a wide range
Secure sentence level work- conjunctions and, but or so
Give some reasons why things happen to characters and give reasons for
the change in the text.
Writing for different purposes- poetry, fictions and non fiction
Consider what they are going to write before beginning by: planning or
saying out loud what they are going to write about
proof-reading to check for errors in spelling, grammar and punctuation
[for example, ends of sentences punctuated correctly]
Speaking and Listening
Listen and respond appropriately to adults and their peers
Ask relevant questions to extend their understanding and knowledge use
relevant strategies to build their vocabulary
Articulate and justify answers, arguments and opinions
give well-structured descriptions, explanations and narratives for different
purposes, including for expressing feelings
Class 2- Learning which is irresistible, memerable and meaningful
Music
What would it have sounded like in the past?
Use voices expressively and creatively by
singing songs and speaking chants and rhymes.
Daily/ weekly singing and rhyme songs.
Recreate sounds of the past and compare/
contrast to the present using instruments to
represent feelings. Learn a class song.
Art & Design
What would it have looked like? (linked to History
topic)
To use a range of materials creatively to design and make
products.
To use drawing and painting and sculpture to develop and
share their ideas and imagination.
Pastel/ Chalk drawings on black paper of the Great Fire of
London.
Design Technology
To plan and evaluate discussing how closely their finished
product meets their design criteria.
Join fabrics by using a running stitch, glue, staples or tape.
Mark out materials to be cut using a template
Cut out shapes which have been created by drawing around a
template onto fabric
Decorate fabrics with buttons, beads, sequins, braids and
ribbons.
Measure and weigh food items and cut, peel or shop
ingredients (LRRH cake for grandma)
(A1- All to be done through designing Mr Benn’s circus
costume and sewing. A2- Design and create a Great Fire Of
London sculpture)
History
Great Fire of London- what would it have
been like to have been there?
Changes or events beyond their living memory that are
significant globally or nationally
Significant historical events, people, places in their own
locality.
Significant people from Britain or abroad
The Great Fire of London (Hook- workshop in school
outlining historic event with activities to follow- building up
to a reenactment at the end of the term. Invite parents in
to a workshop displaying models/ work? )
Mathematics (additional sheet with cross curricular links on reverse)
Count in steps of 2 and 5 from 0 and recognise the value of each digit in a 2 digit number
Identify numbers using different representations including the number line and compare and order numbers to 100 using < > and =
Read and write numbers to 100 using numerals and words and use place value and number facts to solve problems
Solve problems with addition and subtraction using concrete objects and pictorial representation involving numbers and measures;
Applying their increasing knowledge of mental and written methods
Recall and use addition and subtraction facts to 20 and to add and subtract numbers using concrete objects, pictorially and mentally;
Show that addition of two numbers can be done in any order (commutative) and subtraction of one number from another cannot.
Recognise and use the inverse relationship between addition and subtraction and use this to check calculations
Recall and use multiplication and division facts for the 2 and 10 multiplication tables, recognising even numbers.
Calculate mathematical statements for multiplication and division within the multiplication tables (up to 10 x 10) and write them using x ÷ and = signs
Show that multiplication can be done in any order (commutative) - Solve problems involving division, using materials, arrays and multiplication/division facts, including
problems in contexts.
Recognise and write fractions 1/3, ¼, 2/4 and ¾ of a length, shape, set of objects or quantity.
Choose and use appropriate standard units to estimate and measure length and height in any direction (cm/m, and temperature (°c) to the nearest appropriate unit using
rulers and thermometers and compare and order lengths using < > and =
Recognise and use symbols for pounds (£) and pence (p); combine to make particular values and solve simple problems in a practical in a practical context involving addition
and subtraction of money of the same unit
Know the number of minutes in an hour and the number of hours in a day and to tell and write time including the hour and half hour quarter to/past the hour on
analogue/digital clock and draw hands on a clock face to show these times
Identify and describe the properties of 2D shapes, including the number of sides and vertical
lines of symmetry
Compare and sort common 2D shapes and everyday objects Order and arrange combinations of mathematical objects in patterns and sequences
Use mathematical vocabulary to describe position, direction and movement in a straight line
Science
Materials- which material would be best
for Mr Benn’s different costumes?
Identify and compare the uses of a variety
of everyday materials, including wood,
metal, plastic, glass, brick, rock, paper and
cardboard.
Series of investigations and fair testswhich material would be best for Mr Benn’s
diver costume? Red Knight costume? Plan an
investigation and evaluate and analyze the
results after.
Computing
I can give instructions to my friend and
physically follow their instructions.
I can tell you the order I need to do things to
make something happen and talk about this as
an algorithm.
I can program a robot to do a particular task.
I can watch a program execute and spot where it
goes wrong so that I can debug it.
Mix of programming, multimedia and
technology in our lives referring to the ICT
MTP. (First couple of session’s basic loging on
and computer skills moving on to the above)
Geography
What would Dora the explorer find
exciting about our town?
Local area studies- to carry out fieldwork
and observational skills using and creating
local maps (walk to Copley woods?) MAP
SKILLS FOCUS.
Seasonal and daily weather patternsongoing through class books/ wall chart
and daily observations through different
ability groups (progression from Y1)
Religious Education- How do people pray?
Name and explore a range of celebrations,
worship and rituals in religion, noting
similarities where appropriate
Identify the importance, for some people, of
belonging to a religion and recognise the
difference this makes to their lives.
Physcical Education
Perform dances using simple movement patterns.
Master basic movements including running, jumping,
throwing and catching, as well as
developing balance, agility and co-ordination, and
begin to apply these in a range of
activities
Learning and performing routines linked to time
travel.
Developing balance, agility and coordination with link
to History topic- recreating using body movements.
Weekly sessions with Big Pete on ball games.