LEARNING ACADEMY PARTNERSHIP (South West)
‘Excellence for All’
Year 2
Autumn 1
Autumn 2
Spring 1
Spring 2
Summer 1
Summer 2
Topic
Fierce Creatures
Novel: The Enormous
Crocodile
Visit: Paignton Zoo
The Stone Age
Novel: Glog
Visit: Kent’s Cavern
Watch The Croods for
enrichment
Plants and insects
Novel: Jack and the
Beanstalk
Visit: N/A
Stories by a familiar
author e.g. the
enormous crocodile, The
giraffe, the Pelly and
me!
Stories from another
culture
Non-Chronological
reports
Character
descriptions
Narrative, fairy tales
– Anthony Browne
The Lighthouse
Keeper’s Lunch
Novel: The
Lighthouse Keeper’s
Lunch series
Visit: Goodrington
Sands/Living Coasts
Narrative
Character
description
Create a recipe for a
healthy snack instructions
Space
Novel: The Sea Of
Tranquillity by Mark
Haddon
Visit: N/A
Visitor: Planetarium
English
The Great Fire of
London
Novel: Samuel
Pepys’ Diary
Visit: N/A
Visitor: Fire
Service
Firework senses
poems.
In this term,
children will begin
their SATs writing They will write their
own retelling of the
LHKL story with a
change of their
choice and a
character
description of Mr
Grinling. Children will
learn the features
of non-chronological
reports and write
their own on
nocturnal animals for
their non-fiction
The children will
write an explanation
text on a chosen
aspect of space,
gathering data
through reading nonfiction texts and
using ICT. This is an
exciting term where
the children will learn
all about planets,
stars and the
mysteries of space!
Character descriptions
Recounts
Children will read The
Enormous Crocodile and
other stories by Roald
Dahl. From this they will
write a character
description of the
Enormous Crocodile.
The trip to Paignton Zoo
in this term provides
brilliant opportunity for
recount writing.
Write
chronological
recounts e.g.
diaries
Persuasive letters
to Father
Christmas
In this half term,
children look at
the Great Fire of
London and focus
on the diary of
Samuel Pepys. The
outcome in
Literacy is to write
their own diary
entry for the week
of the great fire.
Gathering information
using ICT and nonfiction texts. Children
will learn to select
information according
to how useful it is.
Children will watch
The Croods for
enrichment. The video
will be used to gather
information and write
detailed character
descriptions. They will
also learn the
features of nonchronological reports
and write their own on
a chosen aspect of the
Children will write the
story of Jack and the
Beanstalk. In this
term they will discuss
story language, story
mountains, and story
maps. They will also
look at fairy tales and
read Anthony Browne
stories.
Children will create
their own non-fiction
books about plants
and flowers, using the
features they will
learn through the
topic. They will also
write a recount of our
bug hunt around the
school using time
Recount of visitor
Explanation text
Recount of
planetarium visit
Instructions for
making space shuttle
LEARNING ACADEMY PARTNERSHIP (South West)
‘Excellence for All’
Maths
Science
1.
2.
stone age.
words such as first,
next, then.
SATs paper.
Ordering changes in
animals e.g. life cycles
of a butterfly
Collecting data for
graphs – sorting
insects, flowers. How
many in certain areas?
Sorting healthy not
healthy
Data collection e.g.
investigating
favourite
toppings/snacks.
Evaluating
information
Shape, space and
measures.
Distance, spatial
awareness – on top
of, underneath. How
far to? Measuring
distances – cm, m,
mph
Health and Growth
2A.
Why we eat and
drink
2. Eating different
kinds of food
3. Planning a meal
4. Exercising
5. Children and
young animals
growing into adults
6. Looking after
babies and children
7. Taking medicines
8. Medicines and
safety
Children will learn to:
recognise that they
need light in order to
see things and that
dark is the absence
of light
Sorting e.g. nonliving/living/never lived
Sorting into 3
criteria
Time lines/ordering
historical events.
Classification groupings
Animal characteristics
and keys.
Time
lines/ordering
Sorting according to
characteristics/age/d
ates
Data collection and
enquiry e.g asking a
question and
representing that data.
Animal variation and
their habitats (2c QCA)
Grouping animals and
plants e.g. Revise
animal classification
e.g. mammals, insects,
birds, fish, amphibians
and reptiles
Habitats comparison
with home and away e.g.
savannah, desert, jungle
and polar regions
INVESTIGATION
Measuring differences
between children
Vocabulary
associated with
time e.g. days of
the week.
2D QCA Changing
materials
1. Grouping
materials
2. Where do
materials come
from?
3.
3. Making a collage
4. Changing shape
5. Changing by
heating
6. Melting ice
INVESIGATION
7. Experimenting
with melting ice
e.g. ice balloons
8. Recording
Life processes – the
life cycle of a human
Basic evolution and
how animals and
humans have adapted
over time.
Humans and other
animals e.g. living/not
living, similarities and
differences - basic
animal adaption and
human variation
Teeth – children to
begin looking at teeth
and how to have a
healthy mouth. Relate
Measuring heights of
sunflowers, careful
measuring
Unit 2B: Plants and
animals in the local
environment
2. Looking for plants
and animals
3. Describing local
habitats
4. Flowering plants
5. Growing seeds
INVESTIGATION
6. Comparing growing
conditions e.g .
Compare how plants
fare in the dark/ with
water/ without water.
7. Animal reproduction
and growth
notice that light is
reflected from
surfaces
recognise that light
from the sun can be
dangerous and that
there are ways to
protect their eyes
LEARNING ACADEMY PARTNERSHIP (South West)
‘Excellence for All’
History
observations
9. Changing by
cooling
10. Comparing
materials
11. Water, steam
and ice
12. Review
to stone age dental
issues. Why might
they have had poor
hygiene? What do we
have now that means
we have healthy, clean
teeth?
1. Where and when
did the Great Fire
begin?
2. What happened
in the Great Fire?
3. Why did the
fire spread so far
and stay alight for
so long?
4. How do we know
what happened in
the Great Fire?
5. What have we
learnt about the
Great Fire?
What is the ‘stone
age’?
What was it like?
How did people live?
How were they
different?
How have humans
changed?
Why have humans
changed?
Children will look into
the stone age and see
how and why we are
different now.
Children will have an
Keep a plant
diary/bean diary
Unit 2B: Plants and
animals in the local
environment
2. Looking for plants
and animals e.g.
identifying animals in
the local habitats
3. Describing local
habitats e.g. rock
pools
e.g. Micro habitats
in the local area
Rock pools
Identify and name
different species of
plants and animals
1. When do we have
holidays?
2. What were
seaside holidays like
when our
parents/carers and
grandparents were
young?
3. What is different
and what is the same
about seaside
holidays now and
then?
4. What can you tell
us about seaside
recognise that
shadows are formed
when the light from a
light source is
blocked by a solid
object
Understand that the
universe is made of
many plants
Introduce the idea
of other living things.
Discuss the things we
need to survive.
What must other
planets also have?
LEARNING ACADEMY PARTNERSHIP (South West)
‘Excellence for All’
Geography
Computing
Where are we? Where
do we live? Label map of
UK with regions e.g.
Wales, England etc.
Compare our home to
other places around the
world
Look at different
habitats
Use maps, atlases and
globes.
Name the oceans and
continents of the world.
Where is London?
Why is London
important? How is
it different now to
in 1666?
understanding of the
stone age and how
they lived.
They will also look at
animals that lived in
the stone age.
How has the land
changed over time?
How is Torquay
different now? What
changes can we
notice?
Children will have a
basic understanding of
rocks and will make
group/class sediment
boards.
E-Safety week –
staying safe on the
internet
Programming – bee bot
programmes to give
clear instructions.
Basic algorithms.
Collecting data using
holidays when you
were a child?
5. What do souvenirs
tell us about seaside
holidays in the past?
Which type of flowers
do we have in
Torquay? How do the
plants and flowers in
different
places/climates
differ? Why?
Revisit climates and
environmental factors
from Autumn 1
Data bases:
Collecting data from
own class and
displaying in tables
and simple charts
using Microsoft
Coasts
1. Who has visited
other places? Where
are they? How far
away are they? How
did they get there?
2. What is the
seaside like? Why do
we like to go there?
3. How is the
seaside different
from other
localities?
4. What was the
seaside like in the
past?
5. Where else in the
world can we have a
seaside holiday?
Where in the world
are we?
Creating a seaside
video using pictures
taken on beach trip
Text and graphics.
Using computer as an
aid for typing word
documents and using
features such as
word art as
LEARNING ACADEMY PARTNERSHIP (South West)
‘Excellence for All’
Art &
Design
Collage…
Artists… Matisse, Henri
Rousseau
Make habitat fabric
collages or dioramas
(3.d. habitats in a shoe
box) Collaborative
challenge.
Make fire
backgrounds and
houses in the style
of the GFL.
Paint fire pictures
for reading den
and displays.
Thinking about
colours, sketching,
fire shapes.
the internet
office.
Creating stone age art
boards using paints,
chalks and charcoal.
What is sculpture: 1c
QCA ART
◾identify the
materials used in
sculpture
◾make comments
about the work,
showing understanding
of why these
materials are used
◾record visual and
other information
◾identify colours,
textures, smells and
sounds in the
environment and
describe their
feelings
◾describe
differences in
surfaces and textures
◾recreate natural and
made materials into a
collage
◾make a sculpture
using natural and made
materials
Stone age art to turn
reading den into cave.
Seaside paintings –
looking at colour,
shape, sketching,
mediums and
observations.
calligrams, to add
shape and colour.
Modelling own planets
from clay.
Design and paint
appropriate colours
and according to size
(not to scale! )
LEARNING ACADEMY PARTNERSHIP (South West)
‘Excellence for All’
Design &
Technology
Music
Jungle sounds, animals
music, making own
animal noises with
instruments and
ourselves
RE:
Christian beliefs
The prodigal son
Devon Syllablus.
Make Stuart
houses using
lollypop sticks and
cutting to size.
Practising
measuring and
careful
cutting/sticking
skills.
Fire sounds,
listening to sounds
of fire, creating
own fire sounds
using variety of
basic, everyday
materials.
Using clay to create
own stone age
necklaces, bracelets
and pots.
Stone age, caveman
music.
Creating music in
groups using items
likely to have been
found in the stone
age.
Sounds in nature
Create and record a
piece of music for
spring.
Judaism
Hanukah
How light is used
for celebrations
Christmas
Leaders and Teachers
Easter
What if…?
Food technology
Design and make a
heathy sandwich for
Mr Grinling.
Distinguishing
between man-made
music and nature’s
own environmental
sounds. Using the
auditory sense to
link sounds to
processes, natural
phenomena or animal
communication.
Symbols
What is a symbol?
What is light?
Why is Jesus
described as the
light of the world by
Christians?
What symbols are
used in different
places or worship?
What’s so special
about the church?
Create own space
shuttle/vehicle uing
junk modelling.
Which symbols are
used in different
places of worship?
Comparing Jewish
and Christian symbols
LEARNING ACADEMY PARTNERSHIP (South West)
‘Excellence for All’
PE
Modern
Languages
PSHCE
Dance - animal
movements
Taking turns, working
together, understanding
fitness
French
Greetings
Family Groups: Our
School Values of
Friendship, Respect and
Responsibility. How do
we show these in our
everyday lives?
Dance - fire
Team games
Gymnastics
Hockey skills
French
Names and
numbers
Family Groups:
Developing a Sense
of Self.
Creating and
sharing collages
about own family,
interests and
aspirations.
French
Days of the week
Going for goals
Perseverance, what do
we want to achieve?
How do we get there?
Refer to aspirations
board.
Gymnastics
Throwing and catching
games) Netball skills
Throwing, passing and
bouncing and scoring.
French
Animals
Athletics
Football skills
Kicking, passing &
scoring.
Athletics
Tennis
Bat and ball skills
French
Colours
French
Family members
Getting on and
falling out
Getting on and falling
out