Year 2 - Curriculum Topic Plan (Far, Far Away) Summer Term 2017

English (from N.C. Statutory Requirements) 

Pupils should be taught to:

  • learn the possessive apostrophe e.g. the girl’s book
  • distinguish between homophones and near homophones
  • learn to spell common exception words
  • add suffixes to spell longer words, including –ment, -ness, -ful, -less, -ly
  • make simple additions, revisions and corrections to their own writing by:
  • proofreading to check for errors in spelling, grammar and punctuation
  • reading aloud what has been written making the meaning clear
  • rereading to check writing makes sense and that verbs to indicate time are used correctly and consistently
  • form adjectives using suffixes such as –ful and –less
  • use the suffixes –er and –est in adjectives and use –ly to turn adjectives into adverbs
  • use apostrophes to mark where letters are missing in spelling and to mark singular possession in nouns e.g. the girl’s name
  • use verbs in the present and past tense to mark actions in progress e.g. she is drumming, he was shouting
  • understand why a sentence is a statement, question, exclamation or command
  • form nouns using suffixes such as –ness and –er and by compounding e.g. whiteboard, superman.

Maths (from N.C. Statutory Requirements)

Pupils should be taught to:

  • choose and use appropriate standard units to estimate and measure length/height in any direction (m/cm); mass (kg/g); temperature (°C); capacity (litres/ml) to the nearest appropriate unit, using rulers, scales, thermometers and measuring vessels
  • compare and order lengths, mass, volume/capacity and record the results using >, < and =
  • use mathematical vocabulary to describe position, direction and movement, including movement in a straight line and distinguishing between rotation as a turn and in terms of right angles for quarter, half and three-quarter turns (clockwise and anti-clockwise)
  • order and arrange combinations of mathematical objects in patterns and sequences
  • interpret and construct simple pictograms, tally charts, block diagrams and simple tables
  • ask and answer simple questions by counting the number of objects in each category and sorting the categories by quantity
  • ask and answer questions about totalling and comparing categorical data.

Science (from N.C. Statutory Requirements)

Pupils should be taught to:

  • explore and compare the differences between 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 micro-habitats
  • 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
  • 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.

Art and Design (from N.C. Subject Content)

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.

Computing (from N.C. Subject Content)

Pupils should be taught to:

  • understand what algorithms are; how they are implemented as programs on digital devices; and that programs execute by following precise and unambiguous instructions
  • create and debug simple programs
  • use logical reasoning to predict the behaviour of simple programs
  • use technology purposefully to create, organise, store, manipulate and retrieve digital content
  • use technology safely and respectfully, keeping personal information private; know where to go for help and support when they have concerns about material on the internet
  • recognise common uses of information technology beyond school.

Design and Technology (from N.C. Subject Content)

Through a variety of creative and practical activities, pupils should be taught the knowledge, understanding and skills needed to engage in an iterative process of designing and making. They should work in a range of relevant contexts.

Geography (from N.C. Subject Content)

Pupils should be taught to:

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

History (from N.C. Subject Content)

Pupils should be taught about:

  • 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.

Music (from N.C. Subject Content)

Pupils should be taught to:

  • use their voices expressively and creatively by singing songs and speaking chants and rhymes
  • play tuned and untuned instruments musically
  • listen with concentration and understanding to a range of high-quality live and recorded music
  • experiment with, create, select and combine sounds using the inter-related dimensions of music.

Physical Education (from N.C. Subject Content)

Pupils should be taught to:

  • 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
  • participate in team games, developing simple tactics for attacking and defending
  • perform dances using simple movement patterns.

Religious Education (from N.C. Subject Content)

Who Made The World

Knowledge, skills and understanding in relation to:

  • reflection upon the wonder of the world;
  • stories that help people understand Christian ideas of God as loving and caring, and as the creator of the world
  • stories about, and opportunities to meet and talk to people who have a Christian faith, and someone belonging to another faith and begin to be aware that believing in God is the most important thing in life for many people.

Knowledge, skills and understanding of:

  • Jewish beliefs about God – as expressed in the Shema – God is one, creator and cares for all people.
  • Shabbat as a weekly expression of the seventh day of creation (God rested).