Year 2 Curriculum Map

Click here to view the Year 2 Timetable 

 

Autumn 1

Autumn 2

Spring 1

Spring 2

Summer 1

Summer 2

RE

Progression in RE (PDF)

Autumn 1 PDF
Autumn 2 PDF
Spring 1 PDF

Gospel accounts which show the love and complete self giving of Jesus 

How the school community has opportunities to be Good News for others 

 The main events, characters and place in the life of Jesus: The Nativity (travelling to Bethlehem etc) The main aspects of the Eucharistic celebration and prayers used at the Eucharist. 

The story of the Last Supper.

The main events, characters and places of Jesus: Palm Sunday,

The story of the Holy Spirit at Pentecost

The Holy Spirit as the helper Jesus promised his Church 

Prayers of the Mass/and the Eucharist

Use of the Psalms/ Hymns (these were the prayers that Jesus knew as a Jew)- the Psalms are being honest with God (anger, disappointment) You can be yourself with the Psalms. 

The church buildings and furnishings and how people show respect and reverence in church.

Signs and symbols used by the Church

Ongoing

Prayers from Scripture and tradition. Similarity, equality and difference

English

See separate document: English Scheme of Learning

Reading Scheme of Learning PDF

Writing Scheme of Learning PDF

Mathematics

PDF files

Overview

Click to read separate document: Mathematics Scheme of Learning

Science

 

Materials
Everyday materials & Uses of every day materials

identify and compare the suitability of a 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

All living things
Explore and compare the differences between things that are living, dead, and things that have never been alive.

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

 SC1 Experiments 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, including microhabitats

Animals including humans (taught discretely)

notice that animals, 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

Plants

observe and describe how seeds and bulbs grow into mature plants

find out and describe how plants need water, light and a suitable temperature to grow and stay healthy

TOPIC Theme

 Knights and Castles  Dinosaurs  Victorians  Minibeasts  Oceans and seas  Plants

History

 Identify different ways in which the past is represented
Recognise why people did things, why events happened and what happened as a result.
Ask and answer questions
Choose and use parts of stories and other sources to show understanding of concepts.
Know where people and events studied fit into a chronological framework
Identify different ways in which the past is represented
 Use a wide vocabulary of everyday historical terms
Know where people and events studied fit into a chronological framework
 Make simple observations about different events, beliefs within a society
Talk about who was important (in a simple historical account)
     

Geography

 

 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 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    name and locate the world’s seven continents and five oceans

name, locate and identify characteristics of the four countries and capital cities of the United Kingdom and its surrounding seas
use simple compass directions (North, South, East and West) and locational and directional language [for example, near and far], to describe the location of features and routes on a map

 

Art

 

  Sculpting – texture and form
Refine skills in sculpting and develop and share ideas combining real life experiences and imagination.
    Artists – differences and similarities
Examine a piece of work from a well-known artist and use it to create success criteria. Begin to critically examine own work
Drawing – line, shape
Refine and develop skills in drawing to share ideas. Use experiences and imagination. Focus on line and shape form including known shapes to create.

DT

 

Making products work
Build structures, exploring how they can be made stronger, stiffer and more stable.
Explore how freestanding structures can be made stronger, stiffer and more stable.
Explore and use mechanisms for movement.

Understanding contexts, users and purposes
Begin to work confidently within a range of contexts such as local community and the wider environment to design purposeful, functional, appealing products for themselves and other users.
State what products they are designing and making.
Describe what their products are for.
Use simple design criteria to help develop their ideas
Select from and use a wider range of tools and equipment to perform practical tasks and explain their choices. For example cutting, shaping and joining.
Select from a wider range of materials and components according to their characteristics
Select from a wider range of materials and components according to their characteristics.

Planning, Practical skills and techniques
Assemble join and combine materials and components
Use finishing techniques including those from art and design.
Follow procedures for safety and hygiene

Own ideas and products
Talk about their ideas and design ideas and what they are making.
Make simple judgements/evaluate about their products and ideas against design criteria.
Suggest how their products could be improved.

   How to prepare simple dishes safely and
hygienically without a heat source.
Food preparation, cooking and nutrition
Plan a Victorian meal
To use a range of techniques such as peeling, chopping, slicing, grating, mixing, spreading and kneading.
 Making products work (mini-beast hotel)

Build structures, exploring how they can be made stronger, stiffer and more stable.
Explore how freestanding structures can be made stronger, stiffer and more stable.
Explore and use mechanisms for movement.

Understanding contexts, users and purposes
Begin to work confidently within a range of contexts such as local community and the wider environment to design purposeful, functional, appealing products for themselves and other users.
State what products they are designing and making.
Describe what their products are for.
Use simple design criteria to help develop their ideas
Select from and use a wider range of tools and equipment to perform practical tasks and explain their choices. For example cutting, shaping and joining.
Select from a wider range of materials and components according to their characteristics
Select from a wider range of materials and components according to their characteristics.

Planning, Practical skills and techniques
Assemble join and combine materials and components
Use finishing techniques including those from art and design.
Follow procedures for safety and hygiene

Own ideas and products
Talk about their ideas and design ideas and what they are making.
Make simple judgements/evaluate about their products and ideas against design criteria.
Suggest how their products could be improved.

 How to eat a healthy diet.

How to name and sort foods into the five groups in ‘the eat well plate’

 Where food comes from

Understand that all food has to be farmed, grown elsewhere e.g. home, caught.

Existing products
Across ks1 pupils should explore:
What products are
Who/what products are for
How and where products might be used
What materials a product is made from
What they like and dislike about a product.

Linked to food and products used for/by food

Say how they will make their products suitable for their intended users.

PHSE

 

See separate document: PHSE Curriculum Map

 

PE

Games

Core task – piggy in middle

Dance

Gymnastics – Core task

Reteach time

Dance

Games

Net/Wall core task

Games

Net/Wall core task

Games

S/F core task

Games

S/F core task

Reteach time

Athletic Activities

(colour match)

Baseline Assessment (lost & found – see Yr1 units)

Music

To play tuned and un-tuned instruments musically
To experiment with, create, select and combine sounds using the inter-related dimensions of music (made by instruments)
Excellence Outcome: to make controlled sounds (long short) using voices and experiment with pitch (high/low)
To play tuned and un-tuned instruments musically
To experiment with, create, select and combine sounds using the inter-related dimensions of music (made by instruments)
Excellence Outcome: to combine pulse, rhythm and pitch to create a two bar composition that includes ascending/ descending steps and repeated notes.
To play tuned and un-tuned instruments musically
To experiment with, create, select and combine sounds using the inter-related dimensions of music
(made by body and voice)
Excellence Outcome: to combine rhythm and pitch to create a two bar composition in common time.
To use their voices expressively and creatively by singing songs and speaking chants and rhymes

Excellence Outcome: to sing/speak in unison and rounds in time with the music

To play and perform in solo and ensemble contexts combining the use of their voices with playing musical instruments with increasing accuracy, fluency, control and expression
Experiment with, create select and combine sounds using the inter-related dimensions of music
Excellence Outcome: to use non-standard notation to combine a sequence of long and short notes to form a simple melody.
To listen with concentration and understanding to a range of high-quality live and recorded music.
Excellence Outcome: To interpret when the music is fast/ slow/ loud /quiet and discuss feelings, use appropriate adjectives to describe sounds heard
To begin to identify instruments in a range of music genres. (classical, jazz, hip-hop, pop)

ICT

See separate document for scheme of learning

Educational Visits and Showcase

 

Lancaster Castle
Library
Banquet for Hook
Zoo Victorian tea party Zoo trip Trip to the beach
Sea life
Chepstow gardens
Farm trip

Ongoing Themes

Science
During Years 1 and 2, pupils should be taught to use the following practical scientific methods, processes and skills through the teaching of the programme of study content: asking simple questions, 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
RE
Jesus’ prayer to his Father (Our Father and Glory Be). Learn about the need to say sorry and ask forgiveness.
Music
Listen with attention to detail and recall sounds with increasing aural memory
History
Children in year 2 should be taught the above skills through study of events beyond living memory that are significant nationally or globally
Study of 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