Year 2

 Autumn Spring Summer 

English

(Key texts must be covered. Suggested texts, are mostly drawn from the Pie Corbett Reading and Poetry Spines for each Year Group and contain Read and Respond Suggestions. These texts should be used for Reading Enrichment, the daily class read, or for inspiration).

Book Led Curriculum – Castles KEY TEXTS: Autumn 1: Sleeping Beauty versions, The Paper Bag Princess- (Robert Munsch and Michael Martchenko). Autumn 2: See Inside Castles (Katie Daynes and David Hancock), The Snowflake Mistake (Lou Treleaven) Suggested Texts: (See Pie Corbett Year-group Spines) Amazing Grace (Mary Hoffman), Who’s Afraid of the Big Bad Book? (Lauren Child), Not Now Bernard (David McKee), Tuesday (David Wiesner), Pumpkin Soup (Helen Cooper) Stories linked to Traditional Tales: Puss in Boots, The Tough Princess (Martin Waddell) Poetry: Heard it in the Playground (Alan Ahlberg) Writing Opportunities – Compare versions of fairy tales Descriptions Sequencing Narrative retellings Character Descriptions Information writing Recounts Diaries Letters InstructionsBook Led Curriculum – Explorers KEY TEXTS: Spring 1: The Last Polar Bear (Jean Craighead George) Spring 2: The Darkest Dark (Chris Hadfield et al), Performance Poetry and List Poems – Ten Things Found in a Wizard’s Pocket (Ian McMillan) Suggested Texts: (See Pie Corbett Year-group Spines) The Flower (John Light), Gorilla (Anthony Browne), Meerkat Mail (Emily Gravatt) Owl Who Was Afraid of The Dark (Jill Tomlinson), Dr Zargle’s Book of Earthlets (Tony Ross), The Man on the Moon (Simon Bartram) The Rainbow Bear (Michael Morpurgo) The Last Polar Bears (Harry Horse) The Cold Book: World of Discovery (Mike Goldsmith et al) Poetry: A First Poetry Book (Pie Corbett et al) Writing Opportunities – Description Information reports Letters/ diaries narrative writing to persuade List poemsBook Led Curriculum – Royals KEY TEXTS: Summer 1: Poetry- Jokes, riddles, tongue-twisters and nonsense poems (e.g. My Dad is Amazing – Ian Souter) The Velveteen Rabbit (Margery Williams) Summer 2: Queen Victoria’s Knickers (Jackie French), Queen Victoria’s Bathing Machine (Gloria Whelan) Suggested Texts: (See Pie Corbett Year-group Spines) Emily Brown and The Thing (Cressida Cowell), Frog and Toad Together (Arnold Lobel), The The Giraffe, The Pelly and Me (Roald Dahl), Fantastic Mr Fox, (Roald Dahl), The Hodgeheg (Dick King-Smith), Flat Stanley (Jeff Brown), Willa and Old Miss Annie (Berlie Doherty) , Queen Elizabeth II (Usborne/Susanna Davidson) QEII We Love you: A child’s-eye celebration of Queen Elizabeth II. Stories linked to Traditional Tales: George and the Dragon (Christopher Wormell), Rapunzel (Sarah Gibb) Poetry: The Works KS1, Crazy Mayonnaisy Mum Writing Opportunities: Nonsense poetry Writing to explain Descriptions – character and setting Narrative – extended Information writing Recount Writing to persuade
Maths Number within 100 Addition and subtraction of 2-digit numbers Addition and subtraction word problems Measures (length) Graphs Multiplication and division (2’s 5’s 10’s)Time Fractions Addition and subtraction of twodigit numbers (regrouping and adjusting) Money Faces (shapes, patterns, lines and turns)Number within 1000 Measures (capacity and volume) Measures (mass) Exploring calculation strategies Multiplication and division (3’s and 4’s times tables)
Science 

A1

Everyday Materials

A2

Everyday Materials

A1

Plants

A2

Living things and Their Habitats

A1

Living Things Continued

A2

Animals Including Humans

 

 

 

 Autumn Spring Summer 
Theme ‘Fit for a King’ Castles and Palaces around the UK‘Let’s go Exploring’ Great Explorers – (Shackleton / Columbus Raleigh / Armstrong)Your Majesty’ Famous Kings and Queens

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. They should use a wide vocabulary of everyday historical terms. 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

• Know what we use today instead of a number of older given artefacts (Link to weapons and castle kitchens / life within the castle walls.) • Know that children’s lives today are different to those of children a long time ago • Know how the local area is different to the way it used to be a long time ago • Know and use the terminologies: left and right; below, next to. • Know about significant historical events, people and places in their own locality (Warwick and Kenilworth Castle.)• Know about an event or events that happened long ago, even before their grandparents were born • Know about a famous person from outside the UK and explain why they are famous (Christopher Columbus, Shackleton and other explorers such as Neil Armstrong) • Know about and compare aspects of life, identifying similarities and differences between different periods – link to explorers items to take with them) compare and identify expedition items from different time periods• Know about an event or events that happened long ago, even before their grandparents were born • Compare how different the world is from coronation to now for our Queen • Know that lives today are different to those a long time ago • Differentiate between things that were here 100 years ago and things that were not (including buildings, tools, toys, etc.) • To develop an awareness of the past, knowing where people and events studied fit within a chronological framework and identify similarities and differences between ways of life in different periods • To develop a knowledge of the lives of significant individuals in the past who have contributed to national and international achievements in our grandparents lifetime (King George and Queen Elizabeth)

Geography

Pupils should develop knowledge about the world, the United Kingdom and their locality. They should understand basic subject-specific vocabulary relating to human and physical geography and begin to use geographical skills, including first-hand observation, to enhance their locational awareness.

• Know the name of and locate the four capital cities of England, Wales, Scotland and Northern Ireland. (Can link to famous castles in each capital city – Edinburgh castle, Windsor Castle, Cardiff Castle, Belfast Castle.) • Know how to devise a simple map • Use and construct basic symbols in a key • Know and use basic geographical vocabulary to refer to key physical features and key human features (moat, hill,• Know the names of and locate the seven continents of the world • Know the names of and locate the five oceans of the world • Use simple compass directions and locational and directional language to describe the location of features and routes on a map • Use aerial photographs and plan perspectives to recognise landmarks and basic human and physical features • Understand geographical similarities and differences through studying the human and physical geography of a small area of the United Kingdom and a small area in a non-European country • Know where the equator, North Pole and South Pole are on a globe • Know which is N, E, S and W, on a compass• Know the main differences between a place in England and that of a small place in a non-European country. • Look at the different parts of the world that used to belong to the British Empire and compare to today – explore the names of different countries and continents and which parts of the world used to ‘belong’ to British monarchs • Use aerial photographs and plan perspectives to look at the homes owned by the British monarchs.

 

 Autumn Spring Summer 

Design technology 

All units taken from PLAN BEE and linked where possible to your topics.

Stable Structures (Link to castles – building castles.)Wacky Windmills (link to plants – wheat – bread)Moving Minibeasts (Link to science – living things and their habitats.)

Art 

Artists to study

Art skills are taught through projects during the last week of each half term to allow children to build on prior skills and knowledge in quick succession.

 

Projects:

Autumn 1 'My House- A Cardboard Construction'

 

Autumn 2 'Oil Pastels and Carbon Paper'

 

 

 

 

Art skills are taught through projects during the last week of each half term to allow children to build on prior skills and knowledge in quick succession.

 

Projects:

Spring 1 'Animal Masks'

 

Spring 2 'Architecture'

 

 

 

 

 

 

Art skills are taught through projects during the last week of each half term to allow children to build on prior skills and knowledge in quick succession.

 

Projects:

Summer 1 'Dressing Up As Fossils'

 

Summer 2 'Houses Around The World'

 

 

 

 

Music 

Charanga: 

-Ho Ho Ho 

Charanga: 

-Zoo Time

Charanga:

-Friendship Song 

Computing 

Coding 

Online safety 

Spreadsheets

Questioning 

Effective searching 

Creating pictures

Making music

Presenting ideas

PE

Indoor: Jumping and balance

Indoor: Throwing and catching

Indoor: Infant Agility

Indoor: Gymnastics

Outdoor: Invasion games

Outdoor: Running and relays

Outdoor: Bat and Ball skills

Indoor: Aerobic exercise

Outdoor: Team Games

Indoor: PE assessments

Outdoor: Athletics

Outdoor: Bat and ball games

RE

These topics are larger and may span more than a half term – there are 8 topics to be covered in KS1.

What makes some places sacred?

How and why do we celebrate special and sacred time?

What does it mean to belong to a faith community?

How should we care for others and the world and why does it matter?
PSHCEThe Taking Care Project Think Positive Growing UpThe Taking Care Project Respecting Rights VIP’sThe Taking Care Project Safety First One World