Torkington Primary School
Year 2
The New Curriculum
Yearly Overview
nurturing potential, inspiring excellence
Torkington Primary School
Autumn 1
Topic: Land Ahoy / Titanic
Subject Driver: Geography
Science
Working Scientifically.

asking simple questions and recognising that they can be answered
in different ways

observing closely, using simple equipment

performing simple tests

identifying and classifying

using their observations and ideas to suggest answers to questions

Gathering and recording data to help in answering questions.
Physics – movement – Non Statutory

Notice and describe how things move faster, slower, turning and
spinning.

Compare how different things move
History
Titanic Project
NC


Events beyond living memory that are significant nationally or globally
Significant historical events, people and places in their own locality.
Skills
To investigate and interpret the past:

Ask questions such as what was it like for people? What happened? How long
ago?
To build an overview of world history:

Describe historical events

Recognise that there are reasons why people in the past acted as they did
To understand chronology:

Use dates where appropriate

Place events and artefacts in order on a time line.


Computing
understand what algorithms are; how they are implemented as programs on
digital devices; and that programs execute by following precise and
unambiguous instructions
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.(All terms)
Design and Technology
Wheels and Axles Prior learning
• Assembled vehicles with moving wheels using construction kits.
• Explore moving vehicles through play.
• Gained some experience of designing, making and evaluating products for a specified user and
purpose.
• Developed some cutting, joining and finishing skills with card.
Designing
• Generate initial ideas and simple design criteria through talking and using own experiences.
• Develop and communicate ideas through drawings and mock-ups.
Making
• Select from and use a range of tools and equipment to perform practical tasks such as cutting and
joining to allow movement and finishing.
• Select from and use a range of materials and components such as paper, card, plastic and wood
according to their characteristics.
Evaluating
• Explore and evaluate a range of products with wheels and axles.
• Evaluate their ideas throughout and their products against original criteria.
Technical knowledge and understanding
• Explore and use wheels, axles and axle holders.
• Distinguish between fixed and freely moving axles.
• Know and use technical vocabulary relevant to the project.
Writing
Postcards from a pirate ship
Treasure Island
Black Beard
Non- chronological reports – non- fiction booklet (glossaries, labels, diagrams
captions)
Poetry – shape
Music
Children should be inspired to develop a love of music that increases their self-confidence
creativity and sense of achievement.
The music curriculum is a spiral curriculum, with key skills being repeated constantly
Rhythm

Copy rhythmic phrases with changing dynamics

Clap the pulse/rhythm of a song

Clap a given ostinato

Clap the rhythm of a song whilst others tap the pulse

Read simple notation (crotchets and quavers)
PSHE/SRE
SEAL: Belonging to the class / community.
Friendships. Managing/exploring feelings
SRE: Friendship, Family & Feelings – who is special to me.
DATE: Types of medicine in the home / where they are kept.
HEALTHY LIFESTYLES: Recognising the different ways to exercise, such as skipping.
Personal hygiene eg oral hygiene and hand washing.
ABC – ANTI-BULLYING,CELEBRATING DIFFERENCE
E-safety
Geography
NC - Locational knowledge

name and locate the world’s seven continents and five oceans
Place knowledge

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
Geographical skills and fieldwork

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 [for example, near and far; left and right], to describe the
location of features and routes on a map
Skills
To investigate places

Use world maps, atlases and globes to identify the United Kingdom and its
countries, as well as the countries, continents and oceans studied

Name and locate the world’s continents and oceans
To investigate patterns

Understand geographical similarities and differences through studying the
human and physical geography of a small area of the United Kingdom and of a
contrasting non-European country.
To communicate geographically

Use compass directions (north, south, east and west) and locational language
(e.g. near and far) to describe the location of features and routes on a map
MFL
Art
NC - Pupils should be taught:




to use a range of materials creatively to design and make products
to use drawing, painting and sculpture to develop and share their ideas,
experiences and imagination
to develop a wide range of art and design techniques in using colour, pattern,
texture, line, shape, form and space
About the work of a range of artists, craft makers and designers, describing the
differences and similarities between different practices and disciplines, and
making links to their own work.
Focus: Collage – water and the ocean
Skills

Use a combination of materials that are cut and torn and glued

Sort and arrange materials

Mix materials to create texture
RE
New Year – Divali

To understand Divali as a New Year festival

To become familiar with some of the ways in which Divali is celebrated

To consider their feelings about the new school year.

To consider how the New Year is celebrated within their own homes
Games
NON STATUTORY
nurturing potential, inspiring excellence
Torkington Primary School
Autumn 2
Topic: Scrap Heap Challenge
Science
Subject Driver: Science /Citizenship / Environment
History
Geography
NC 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

key human features, including: city, town, village, factory, farm, house, office,
port, harbour and shop
Geographical skills and fieldwork

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 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.
Skills - Care for our Local Area
To investigate places

Use simple field work and observation skills to study the geography of the
school and the key human and physical features of its surrounding
To communicate geographically

devise a simple map and use and construct basic symbols in a key use simple
grid references
Working Scientifically.

asking simple questions and recognising that they can be answered
in different ways

observing closely, using simple equipment

performing simple tests

identifying and classifying

using their observations and ideas to suggest answers to questions

Gathering and recording data to help in answering questions.
Uses of everyday materials

Identify and compare the suitability of a variety of everyday
materials, including wood, metal, plastic, glass, rock paper and
cardboard for particular uses.

Find out how shapes of solid objects made from some materials can
be changed by squashing, bending, twisting and stretching.
Computing

create and debug simple programs

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.
Design and Technology
Design and Technology Scheme of Work
Focus: Textiles – templates and joining techniques. – recycled purses/ bags/ calendars
Prior learning
• Explored and used different fabrics.
• Cut and joined fabrics with simple techniques.
• Thought about the user and purpose of products.
Designing
• Design a functional and appealing product for a chosen user and purpose based on simple
design criteria.
• Generate, develop, model and communicate their ideas as appropriate through talking,
drawing, templates, mock-ups and information and communication technology.
Making
• Select from and use a range of tools and equipment to perform practical tasks such as
marking out, cutting, joining and finishing.
• Select from and use textiles according to their characteristics.
Evaluating
• Explore and evaluate a range of existing textile products relevant to the project being
undertaken.
• Evaluate their ideas throughout and their final products against original design criteria.
Technical knowledge and understanding
• Understand how simple 3-D textile products are made, using a template to create two
identical shapes.
• Understand how to join fabrics using different techniques e.g. running stitch, glue, over stitch,
stapling.
• Explore different finishing techniques e.g. using painting, fabric crayons, stitching, sequins,
buttons and ribbons.
Art
NC - Pupils should be taught:




to use a range of materials creatively to design and make products
to use drawing, painting and sculpture to develop and share their ideas,
experiences and imagination
to develop a wide range of art and design techniques in using colour, pattern,
texture, line, shape, form and space
About the work of a range of artists, craft makers and designers, describing the
differences and similarities between different practices and disciplines, and
making links to their own work.
Focus: Sculpture
Skills

Use a combination of shapes

Include lines and texture

Use rolled up paper, straws and clay as materials

Use techniques such as rolling, cutting, moulding and carving
Focus Sewing – Christmas Calendars
Join materials using glue or a stitch
.
Writing
Narrative – stories with familiar settings Stig of the Dump
Poetry - pattern – acrostic / repeating line / rhyme
Recount
PSHE/SRE
SEAL: Friendship. Managing anger. Seeing another point of view.
RSE: Friendship, Family & Feelings – Managing feelings. Peer pressure and stereotyping.
DATE: People who are special to me.
ABC – ANTI-BULLYING,CELEBRATING DIFFERENCE
Generic
GLOBAL/CITIZENSHIP: Celebrating different cultures. Multicultural understanding.
• Know and use technical vocabulary relevant to the project
Music
Children should be inspired to develop a love of music that increases their self-confidence
creativity and sense of achievement.
The music curriculum is a spiral curriculum, with key skills being repeated constantly
Vocal - Use their voices expressively and creatively by singing songs and speaking chants and
rhymes.

Speak chants and rhymes

Sing simple two note phrases from notation

Mark the phrases in a song with hand movements

Trace the shape of a song

Use singing face for Performing

Sing in class/assembly
MFL
NON STATUTORY
RE
Finding out about Jesus - visit to the church

To begin to understand that a church is a family, not a building.

To reflect on the concept of the extended family.
Christmas
To become aware that Christians remember Mary during Advent
To explore the idea of 'good news'
Games
nurturing potential, inspiring excellence
Torkington Primary School
Spring 1
Topic: Fame / L.S Lowry
Science
Working Scientifically.

asking simple questions and recognising that they can be answered
in different ways

observing closely, using simple equipment

performing simple tests

identifying and classifying

using their observations and ideas to suggest answers to questions

Gathering and recording data to help in answering questions.
Electricity - Non Statutory

Identify common appliances that run on electricity.

Construct a simple series electrical circuit
Computing

use logical reasoning to predict the behaviour of simple programs

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.
Subject Driver: History / Art
History
Geography
NC Local History Project

Changes within living memory. Where appropriate, these should be used to
reveal aspects of change in national life

Events beyond living memory that are significant nationally or globally

The lives of significant individuals in the past who have contributed to national
and international achievements.

Significant historical events, people and places in their own locality.
Skills
To investigate and interpret the past:

Identify some of the different ways the past has been represented.

Use artefacts pictures, stories, and online sources and data bases to find out
about the past.
To build an overview of world history:

Describe significant people from the past
To understand chronology:

Label time lines with words or phrases such as past, present older and newer
To communicate historically:

Show an understanding if the concept of nation and a nation’s history.

Show an understanding of concepts such as civilisation, monarch, parliament
democracy and war and peace
Design and Technology
Art
NC - Pupils should be taught:




to use a range of materials creatively to design and make products
to use drawing, painting and sculpture to develop and share their ideas,
experiences and imagination
to develop a wide range of art and design techniques in using colour, pattern,
texture, line, shape, form and space
About the work of a range of artists, craft makers and designers, describing the
differences and similarities between different practices and disciplines, and
making links to their own work.
Focus: Drawing/ Portraits
Skills

Draw lines of different sizes and thicknesses
Art Week : L.S Lowry Painting

Use thick and thin brushes

Mix primary colours to make secondary

Add white to colours to make tints and black to colours to make
tones
Writing
Narrative – fantasy stories ( look at stories by the same author)
C.S Lewis
The Lion the Witch and the Wardrobe
Recount – Staircase House
Letters – write to a famous person formal
PSHE/SRE
SEAL: Learning in different ways
Setting & reaching a goal, aspirational targets.
Overcoming distractions and taking responsibility for own behaviour.
RSE: Friendship, Family & Feelings – Similarities and differences in people.
DATE: Choices about health and well-being.
HEALTHY LIFESTYLES: Understand the importance of a healthy diet and regular, balanced
meals. Different food groups.
ABC – ANTI-BULLYING,CELEBRATING DIFFERENCE
Disability
Music
Children should be inspired to develop a love of music that increases their self-confidence
creativity and sense of achievement.
The music curriculum is a spiral curriculum, with key skills being repeated constantly
Instrumental - Play tuned and un-tuned instruments musically

Play the pulse or rhythm of a song

Play the pulse of a song whilst others play the rhythm

Play an ostinato with varying tempo

Play an ostinato as part of a group

Play an ostinato a given number of times

Play beat one in different metres

Play the melody of a 5 note song on a xylophone

Create a melodic ostinato using two notes
MFL
NON STATUTORY
RE
Healer

To identify special people in own life. To recognize Jesus as a special person for
Christians

To consider the Christian belief that Jesus is God.

To consider Christian beliefs about Jesus as a healer.
Games
nurturing potential, inspiring excellence
Torkington Primary School
Spring 2
Topic: Habitats
Science
Working Scientifically.

asking simple questions and recognising that they can be answered in different ways

observing closely, using simple equipment

performing simple tests

identifying and classifying

using their observations and ideas to suggest answers to questions

Gathering and recording data to help in answering questions.
Living things and their habitats

Explore and compare the difference between the 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
microhabitats.

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.
Plants.

Observe and describe how seeds and bulbs grow into mature plants.
Animals including humans.

Notice that animals, including humans, have offspring which grow into adults.
Computing

use technology purposefully to create, organise, store, manipulate and retrieve
digital content

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.
Subject Driver: Science / Geography
History
Geography
NC 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

key human features, including: city, town, village, factory, farm, house, office,
port, harbour and shop
Geographical skills and fieldwork

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 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.
Skills – Field Work
To investigate places

Use simple fieldwork and observational skills to study the geography of the
school and the key human and physical features of its surrounding environment
Design and Technology
Art
NC - Pupils should be taught:




to use a range of materials creatively to design and make products
to use drawing, painting and sculpture to develop and share their ideas,
experiences and imagination
to develop a wide range of art and design techniques in using colour, pattern,
texture, line, shape, form and space
About the work of a range of artists, craft makers and designers, describing the
differences and similarities between different practices and disciplines, and
making links to their own work.
Focus: Printing / William Morris
Skills

Use repeating or overlapping shapes.

Mimic print from the environment

(E.g. wallpapers).

Use objects to create prints (e.g. fruit,

Vegetables or sponges).

Press, roll, rub and stamp to make prints.
Writing
Instructions
Recount – Diary
Explanations – life cycle / plant growth
PSHE/SRE
SEAL: Problem solving.
Own gifts & talents, strengths & weaknesses.
RSE: Friendship, Family & Feelings – Different family types.
DATE: Harmful aspects of some household products & medicines. Ways of keeping.
ABC – ANTI-BULLYING,CELEBRATING DIFFERENCE
Homophobia 1
GLOBAL/CITIZENSHIP: Understanding that children in other cultures take responsibility for
providing for their families (financial capability and poverty.)
Music
Children should be inspired to develop a love of music that increases their self-confidence
creativity and sense of achievement.
The music curriculum is a spiral curriculum, with key skills being repeated constantly
Listening - Listen with concentration and understanding to a range of high quality live and
recorded music

Identify the metre of a song

Identify repeated sections in a piece of music

Trace the shape of a song

Identify ascending and descending passages in a piece of music

Identify different sections in a piece of music

Recognise percussion, brass and string instruments being played in music

Listen to & identify male/female voice in music

Listen to and respond to live music

Recognise changes in dynamics and tempo
MFL
RE
Death and Resurrection




To become familiar with the Resurrection narrative.
To explore how this event is celebrated by Christians.
Thomas
To become familiar with the Gospel narrative.
To explore the theme of doubt.
Games
nurturing potential, inspiring excellence
Torkington Primary School
Summer 1
Topic: Food
Subject Driver: Design and Technology / Science
Science
History
Working Scientifically.

asking simple questions and recognising that they can be answered
in different ways

observing closely, using simple equipment

performing simple tests

identifying and classifying

using their observations and ideas to suggest answers to questions

Gathering and recording data to help in answering questions.
.
Animals including humans.

Find out about and describe the basic needs of animals including
humans for survival (water, food and air).

To describe the importance for humans of exercise, eating the right
amounts of different types of food and hygiene.
Computing

use technology purposefully to create, organise, store, manipulate and retrieve
digital content

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.
Writing
Posters – healthy eating
Explanations
Narrative - Traditional stories with a twist / plays
Magic Porridge Pot
Poetry – humorous / limericks
PSHE/SRE
SEAL: Important people.
Managing & understanding own feelings.
Making choices, understanding what is right & wrong.
RSE: Growing Up & Safety – Naming body parts.
DATE: Harmful aspects of some household products & medicines. Keeping safe.
HEALTHY LIFESTYLES: Beginning to understand how their bodies work and the importance of
regular exercise. Staying safe when cycling and road safety (Step Outside.)
ABC – ANTI-BULLYING,CELEBRATING DIFFERENCE
Homophobia 2
Design and Technology
Design and Technology Scheme of Work
Focus Food
Preparing fruit and vegetables.
Prior learning
• Experience of common fruit and vegetables, undertaking sensory activities i.e. appearance
taste and smell.
• Experience of cutting soft fruit and vegetables using appropriate utensils.
Designing
• Design appealing products for a particular user based on simple design criteria.
• Generate initial ideas and design criteria through investigating a variety of fruit and
vegetables.
• Communicate these ideas through talk and drawings.
Making
• Use simple utensils and equipment to e.g. peel, cut, slice, squeeze, grate and chop safely.
• Select from a range of fruit and vegetables according to their characteristics e.g. colour,
texture and taste to create a chosen product.
Evaluating
• Taste and evaluate a range of fruit and vegetables to determine the intended user’s
preferences.
• Evaluate ideas and finished products against design criteria, including intended user and
purpose.
Technical knowledge and understanding
• Understand where a range of fruit and vegetables come from e.g. farmed or grown at home.
• Understand and use basic principles of a healthy and varied diet to prepare dishes, including
how fruit and vegetables are part of The eatwell plate.
• Know and use technical and sensory vocabulary relevant to the project.
Music
Children should be inspired to develop a love of music that increases their self-confidence
creativity and sense of achievement.
The music curriculum is a spiral curriculum, with key skills being repeated constantly
Compose Experiment with, create, select and combine sounds using the inter-related elements
of music – dynamics, tempo, pitch, duration, texture, timbre, structure

Create an ostinato rhythm

Play equal length phrases with a partner (Binary Form A B)

Create, choose and organise sounds and musical ideas in response to a
poem/picture/scene etc
MFL
Geography
NC Locational knowledge

name and locate the world’s seven continents and five oceans
Human and physical geography

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 the North and South Poles
Geographical skills and fieldwork

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
Skills – Where does food come from? Why does it need to be imported?
To investigate places

Name and locate the world’s continents and oceans.

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
To investigate patterns

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 the North and South Poles
Art
NC - Pupils should be taught:




to use a range of materials creatively to design and make products
to use drawing, painting and sculpture to develop and share their ideas,
experiences and imagination
to develop a wide range of art and design techniques in using colour, pattern,
texture, line, shape, form and space
About the work of a range of artists, craft makers and designers, describing the
differences and similarities between different practices and disciplines, and
making links to their own work.
Focus: Painting /watercolour
Skills

use thick and thin brushes

Mix primary colours to make secondary

Add white to colours to make tints and black to colours to make
tones

Create colour wheels
RE
Followers

To recognise that for some people (Christians) Jesus is a special friend to whom they
pray

To recognize the words, 'miracle' and 'prayer'

To identify different relationships in their own lives

To identify the miraculous nature of the story of the Feeding of the Five Thousand

To identify the value of being a good friend and taking care of other living things
Games
NON STATUTORY
nurturing potential, inspiring excellence
Torkington Primary School
Summer 2
Topic: Seaside
Subject Driver: History
Science
Working Scientifically.

asking simple questions and recognising that they can be answered
in different ways

observing closely, using simple equipment

performing simple tests

identifying and classifying

using their observations and ideas to suggest answers to questions

Gathering and recording data to help in answering questions.
Living things and their habitats

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.
History
NC

Changes within living memory. Where appropriate, these should be used to
reveal aspects of change in national life
Skills
To investigate and interpret the past:

Observe or handle evidence to ask questions and find answers to questions
about the past.
To understand chronology:

Recount changes that have occurred in their own lives
To communicate historically:

Use words and phrases such as a long time ago. Recently when my parents
/carers were children, years decades and centuries to describe the passing of
time.
Computing

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.
Geography
NC Locational knowledge

name, locate and identify characteristics of the four countries and capital cities
of the United Kingdom and its surrounding seas
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

key human features, including: city, town, village, factory, farm, house, office,
port, harbour and shop
Geographical skills and fieldwork

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
Skills – UK study
To investigate places

name and locate and identify characteristics of the four countries and capital
cities of the united kingdom and its surrounding seas

Use aerial images and plan perspectives to recognise landmarks and basic
physical features ( of the UK)
To communicate geographically

devise a simple map and use and construct basic symbols in a key use simple
grid references
Design and Technology
Art
NC - Pupils should be taught:




to use a range of materials creatively to design and make products
to use drawing, painting and sculpture to develop and share their ideas,
experiences and imagination
to develop a wide range of art and design techniques in using colour, pattern,
texture, line, shape, form and space
About the work of a range of artists, craft makers and designers, describing the
differences and similarities between different practices and disciplines, and
making links to their own work.
Focus: Digital Media
Skills

Use a wide range of tools to create different textures, lines, tones ,
colours and shapes
Writing
Non- chronological reports – seaside booklet
Trip to Llandudno
Narrative – transition unit based The Tunnel – Anthony Brown
Children should be inspired to develop a love of music that increases their self-confidence
creativity and sense of achievement.
The music curriculum is a spiral curriculum, with key skills being repeated constantly
Compose Experiment with, create, select and combine sounds using the inter-related elements
of music – dynamics, tempo, pitch, duration, texture, timbre, structure

Create an ostinato rhythm

Play equal length phrases with a partner (Binary Form A B)

Create, choose and organise sounds and musical ideas in response to a
poem/picture/scene etc
RE
Stages of Life

To identify how Christians mark the different stages of life and know that both Christians
and Muslims celebrate child welcoming ceremonies

To respond sensitively to the experiences of others in relation to the stages of life

To compare their own experiences of loss with those of others.)

To respond sensitively to Christian values and concerns with regard to marriage

To make links between their values and behaviour with regard to the keeping of
promises
Raksha Bandhan
PSHE/SRE
SEAL: Making change happen and resolving conflict.
Changing behaviour.
MFL
Games
NON STATUTORY
RSE: Growing Up & Safety – Animals reproduce and grow to be adults.
DATE: Feeling ill what to do. Contacting the emergency services.
ABC – ANTI-BULLYING,CELEBRATING DIFFERENCE
Race
GLOBAL/CITIZENSHIP: Conservation and animal habitats.
nurturing potential, inspiring excellence