Year 2 Curriculum Map

 

Autumn 1

Autumn 2

Spring 1

Spring 2

Summer 1

Summer 2

 Additional Unit

RE

PDF Files
Progress in RE (PDF)

Autumn 1
Autumn 2
Spring 1

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

  

English

 See separate document: English Curriculum Map

Reading Scheme of Learning

Writing Scheme of Learning

Mathematics

PDF files

Overview

Click to read separate document: Mathematics Scheme of Learning

Science

 

Offspring growing into adults, basic needs of animals, importance of exercise, diet hygiene

  1. 1. Recap of Y1 learning (groups of animals) linking to the birth, matching offspring to parent
  2. 2. Names of offspring, comparison of dependency to parents
  3. 3. Comparison of survival needs of animals (water, air, shelter, food etc.)
  4. 4. Healthy vs non-healthy foods linking to exercise
  5. 5. What is exercise? idea of healthy heart, strengthening muscles, length
  6. 6. SI design a diet and exercise plan

Material

Content currently under review.  It will be revealed the half term before it is due to be taught.

Energy

Content currently under review.  It will be revealed the half term before it is due to be taught.

Plants

Content currently under review.  It will be revealed the half term before it is due to be taught.

Forces

Content currently under review.  It will be revealed the half term before it is due to be taught.

Habitats

Content currently under review.  It will be revealed the half term before it is due to be taught.

  

TOPIC Theme

  Knights and Castles  Dinosaurs  Victorians  Minibeasts  Oceans and seas  Plants  

History & Geography

 The UK (map work) Contrasting Location to UK Dinosaurs Stone Age Continents and Oceans (maps) Ancient Greeks  

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

Curriculum Map PDF

 Games Invasion Gymnastics Dance GamesNet/Wall GamesStriking/Fielding Athletics, Baseline Assessment N/A

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)		  

Computing

 See separate document for scheme of learning

Our approach to the planning and delivery of our curriculum is centered in the philosophy of developing young people with the necessary skills and knowledge to leave this year group in order to succeed in the next. Curriculum scheme of learning are organised in a systematic and progressive manner to ensure that each learning opportunity given to our children builds effectively on prior learning and knowledge. Should you require more information on the curriculum in our school please contact the school office.