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Year 2

Topic Letters 2016-17

Term 1 – People of the Past

Subject

NC objective (statutory coverage)

Guidance / Topic ideas

Science

Materials and their properties:

  • identify and compare the suitability of a variety of everyday materials, including wood, metal, plastic, glass, brick, rock, paper and cardboard for particular uses

Thinking scientifically:

  • observing closely, using simple equipment
  • performing simple tests
  • gathering and recording data to help in answering questions

What material is best for ....? for one of the significant people

History

  • They should ask and answer questions, choosing and using parts of stories and other sources to show that they know and understand key features of events.
  • They should understand some of the ways in which we find out about the past and identify different ways in which it is represented.

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 [for example, Elizabeth I and Queen Victoria, Christopher Columbus and Neil Armstrong, William Caxton and Tim Berners-Lee, Pieter Bruegel the Elder and LS Lowry, Rosa Parks and Emily Davison, Mary Seacole and/or Florence Nightingale and Edith Cavell]

 

 

Art

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

Lowry, moonscape pictures (Neil Armstrong)

Music

 

  • listen with concentration and understanding to a range of high-quality live and recorded music

 

 

Citizenship

  • To share their opinions on things that matter to them and explain their views.
  • To agree and follow rules for their group and classroom and understand how rules help them.

 

 

 

Term 2 – Say Cheese

Subject

NC objective (statutory coverage)

Guidance/ Topic ideas

Science

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.

Thinking scientifically:

  • observing closely, using simple equipment
  • identifying and classifying
  • using their observations and ideas to suggest answers to questions
  •  gathering and recording data to help in answering questions

 

Light is no longer part of the KS1 curriculum – however, to ad more to this topic – you can study light and dark as well as these subjects

 

Take photos of plants over time – to link to topic – record observations

Computing

  • use technology purposefully to create, organise, store, manipulate and retrieve digital content
  • 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.

 

DT

Design

  • design purposeful, functional, appealing products for themselves and other users based on design criteria
  • generate, develop, model and communicate their ideas through talking, drawing, templates, mock-ups and, where appropriate, information and communication technology

Make

  • select from and use a range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing]
  •  select from and use a wide range of materials and components, including construction materials, textiles and ingredients, according to their characteristics

Design and make a photoframe?

Geography

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

Photograph different subjects – go out and photograph physical features in local area

History

Pupils should be taught about:

changes within living memory. Where appropriate, these should be used to reveal aspects of change in national life

Changes in photographic technology

 

Term 3 – The Circus is coming to town

Subject

NC objective (statutory coverage)

Guidance / topic ideas

Science

Animals including humans:

Pupils should be taught to:

  • identify and name a variety of common animals including fish, amphibians, reptiles, birds and mammals
  •  identify and name a variety of common animals that are carnivores, herbivores and omnivores
  • describe and compare the structure of a variety of common animals (fish, amphibians, reptiles, birds and mammals, including pets)

Thinking scientifically:

  • asking simple questions and recognising that they can be answered in different ways
  • identifying and classifying

 

Music

  • use their voices expressively and creatively by singing songs and speaking chants and rhymes
  • play tuned and untuned instruments musically

 

DT

Technical knowledge

  • build structures, exploring how they can be made stronger, stiffer and more stable
  • explore and use mechanisms [for example, levers, sliders, wheels and axles], in their products.

 

Geography

Locational knowledge

  • 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

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

 

 

Citizenship

  • To take part in discussions (i.e. talking about topics for school, local, national, European, Commonwealth and global concern, such as where our food and raw materials for industry come from).
  • To make real choices (e.g. between healthy options in school meals, what to watch on the television, what games to play, how to spend and save money sensibly).

 

 

 

Term 4 – Super Human

Subject

NC objective (statutory coverage)

Guidance / topic ideas

Science

Animals including humans:

  • identify, name, draw and label the basic parts of the human body and say which part of the body is associated with each sense.
  • 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.

Thinking scientifically:

  • asking simple questions and recognising that they can be answered in different ways
  • observing closely, using simple equipment
  • using their observations and ideas to suggest answers to questions
  •  gathering and recording data to help in answering questions

 

 

Computing

  • 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

 

Scratch Junior on the IPads

Art

Pupils should be taught:

  • 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.

 

DT

Cooking and nutrition:

  • use the basic principles of a healthy and varied diet to prepare dishes
  • understand where food comes from.

 

Geography

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

 

Citizenship

 

 

 

Term 5 – Stories people tell

Subject

NC objective (statutory coverage)

Guidance / topic ideas

Science

Thinking 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

 

Recap skills through an experiment designed based on one of the stories e.g. Greek Myths – fair test about parachute god to travel to earth

History

  • Pupils should develop an awareness of the past, using common words and phrases relating to the passing of time.
  • They should know where the people and events they study fit within a chronological framework and identify similarities and differences between ways of life in different periods

Historical stories e.g. myths and legends

Music

  • 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.

 

Art

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.

 

 

Term 6 – Transport and travel: From A to B

Subject

NC objective (statutory coverage)

Guidance / topic ideas

Science

Everyday materials:

Pupils should be taught to:

  • find out how the shapes of solid objects made from some materials can be changed by squashing, bending, twisting and stretching.

Thinking scientifically:

  • observing closely, using simple equipment
  • performing simple tests
  • gathering and recording data to help in answering questions

 

 

DT

Design

  • design purposeful, functional, appealing products for themselves and other users based on design criteria
  • generate, develop, model and communicate their ideas through talking, drawing, templates, mock-ups and, where appropriate, information and communication technology

Make

  • select from and use a range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing]
  •  select from and use a wide range of materials and components, including construction materials, textiles and ingredients, according to their characteristics

Evaluate

  • explore and evaluate a range of existing products
  • evaluate their ideas and products against design criteria

 

 

Geography

Geographical skills and field work:

  • 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.

 

Citizenship

 

 

 

PE taught through providers in PPA

RE and PSHE to be taught discretely

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