Frizinghall Primary School

Frizinghall Primary School

Year 2 Long Term Plan

 

 

Explorers

 

What do we do in Winter?

The Animal Kingdom

 

The Great Fire of London

Africa

 

Science

Uses of everyday materials

Identify and name a variety of everyday materials, including wood, plastic, glass, metal, water, and rock.

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.

Scientific Skills

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 (yr1)

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)

Identify parts of the human body and say which part of the body is associated with each sense.

Living Things and Their Habitats(Yr2)

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.

Animals Including Humans (Yr2)

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.

Scientific Skills

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.

 

 

Geography

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.

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

 

 

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.

 

 

Locational knowledge

Name, locate and identify characteristics of the four countries and capital cities of the United Kingdom.

 

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 (Frizinghall), and of a small area in Africa.

Human and physical geography

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.

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 key human and physical features of Frizinghall.  

History

Study 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 Christopher Columbus and Neil Armstrong

Develop an awareness of the past, using common words and phrases relating to the passing of time.

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.

Use a wide vocabulary of everyday historical terms.

Ask and answer questions, choosing and using parts of stories and other sources to show that they know and understand key features of events.

Understand some of the ways in which we find out about the past and identify different ways in which it is represented.

 

 

Events beyond living memory that are significant nationally or globally - the Great Fire of London

Develop an awareness of the past, using common words and phrases relating to the passing of time.

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.

Use a wide vocabulary of everyday historical terms.

Ask and answer questions, choosing and using parts of stories and other sources to show that they know and understand key features of events.

Understand some of the ways in which we find out about the past and identify different ways in which it is represented.

 

Art

Use drawing, painting and sculpture to develop and share their ideas, experiences and imagination

Develop a wide range of art and design techniques in using colour, pattern, texture, line, shape, form and space.

 

 

Use sculpture to develop and share their ideas, experiences and imagination.

Use a range of materials creatively to design and make products

Develop a wide range of art and design techniques in using colour, pattern, texture, line, shape, form and space

Learn 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.

 

 

 

Design Technology

 

Design

Design purposeful, functional, appealing products for themselves and other users based on design criteria

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

Technical knowledge

Explore and use mechanisms [for example, levers, sliders, wheels and axles], in their products.

 

 

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

Technical knowledge

Build structures, exploring how they can be made stronger, stiffer and more stable

Cooking and Nutrition

Use the basic principles of a healthy and varied diet to prepare dishes

Understand where food comes from.

 

Music

 

Use their voices expressively and creatively by singing songs and speaking chants and rhymes

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

 

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

 

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.

PE

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

Dance

 

Perform dances using simple movement patterns.

RE

Can you tell what somebody believes by what they look like?

Religions: Christianity Islam Hinduism

Recognise that others’ identity and experiences are important to them.

Recognise that some ‘deep’ questions are about meaning and purpose.

Recognise and respond to examples of others’ values, attitudes and commitments and share their own.

 

Celebrate special days across the three religions, as appropriate. i.e Diwali Christmas

 

What is special to faith communities?

Talk or write about special days, places and objects in at least two religions in relation to the topics studied.

Talk or write about some key teachings in at least two religious and non-religious worldviews.

Recognise that others’ identity and experiences are important to them.

Recognise that some ‘deep’ questions are about meaning and purpose.

 Recognise and respond to examples of others’ values, attitudes and commitments and share their own.

Celebrate special days across the three religions, as appropriate.

How does what believers do show what they believe?

Show understanding of the meaning of stories and symbols relating to the topics covered

Recognise that some ‘deep’ questions are about meaning and purpose.

Recognise and respond to examples of others’ values, attitudes and commitments and share their own.

 

Celebrate special days across the three religions, as appropriate.

 

Computing

 

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E-Safeguarding – throughout the year

Identify trusted adults and ensure a trusted adult knows what they are doing online and inform them if online content makes them feel sad, scared or confused.

Know that login details and passwords should only be shared with trusted adults.

Understand that they can be connected to many people in their life (real life and online).

Be polite and respectful when communicating & playing games online.

Talk to a trusted adult before sharing information about themselves online.

Know that some of the people they interact with online may not be who they say they are.

Information Literacy

Identify information through a range of appropriate forms of media.

Recognise the layout of a web page and interact with it appropriately.

Search for information using child friendly search engines.

 

 

 

 

 

 

Digital Media

Make simple changes to improve the look and clarity of their work.

Organise and communicate ideas for a specific purpose using appropriate layout and media.

Record, locate and review sounds and add them to their digital creations.

Add music and or a sound to affect the mood and atmosphere of their work.

Capture and create images in different graphic applications. Understand and create simple animations.

Data Handling

Represent information as a simple block graph or pictogram.

Organise and interpret data as a simple graph.

Sort and answer questions using yes/no answers.

 

 

 

 

 

 

 

 

 

 

 

Computer Science Programming

Understand that real and virtual devices can be controlled by sequences of commands (algorithm).

Plan a set of commands to achieve a specific outcome.

Predict the outcome of an algorithm using logical reasoning.

Control devices through a series of commands (algorithm).

Write, test and debug simple programs.

Understand the benefits of using technology beyond school.

PSHE

LWW: Rights: Ideal classroom

Living in the Wider World - Money

Relationships- Healthy Relationships

Health and Wellbeing – Healthy Lifestyles

Health and Wellbeing – Growing

Living in the Wider World

Health and Wellbeing – Keeping Safe

Relationships – Growing and Changing

Feelings and Emotions