Year 2: Autumn 1 Curriculum

Autumn 1: Isn't Britain Great? Children learn about the countries and the capitals of the UK, fundamental information, key geographical vocabulary and important skills such as using maps, atlases and globes.

Create A Spark

Each unit of work will begin with a stimulating activity to inspire curiosity and launch the unit.

Steps To Success

Respect: Understand why tolerance and respect are such important values to the British.
Love: Develop a sense of love and pride in our British values.
Friendship: Learn about diversity in the UK.

Mathematics

We follow the White Rose Maths Hub scheme of work.

National Curriculum Objectives covered throughout the first half of the Autumn term:

Place Value

Read and write numbers to at least 100 in numerals and in words.
Recognise the place value of each digit in a two digit number (tens, ones).
Identify, represent and estimate numbers using different representations including the number line.
Compare and order numbers from 0 up to 100; use <, > and = signs.
Use place value and number facts to solve problems.
Count in steps of 2, 3 and 5 from 0, and in tens from any number, forwards and backwards.

Addition & Subtraction

Recall and use addition and subtraction facts to 20 fluently, and derive and use related facts up to 100.
Add and subtract numbers using concrete objects, pictorial representations, and mentally, including a two-digit number and ones; a two-digit number and tens; two two-digit numbers; adding three one-digit numbers.
Show that the addition of two numbers can be done in any order (commutative) and subtraction of one number from another cannot.
Solve problems with addition and subtraction: using concrete objects and pictorial representations, including those involving numbers, quantities and measures; applying their increasing knowledge of mental and written methods.
Recognise and use the inverse relationship between addition and subtraction and use this to check calculations and solve missing number problems.

Science

Plants

Working scientifically:

I can ask simple questions and recognise that they can be answered in different ways.
I can observe closely, using simple equipment.
I can perform simple tests.
I can identify and classify.
I can use my observations and ideas to suggest answers to questions,
I can gather and record data to help in answering questions.

National Curriculum Objectives:

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.
Identify and name a variety of plants and animals in their habitats, including micro-habitats.

RE & SMSC

Key Bible Story: The Good Samaritan

This is one of the most well-known Bible stories and it contains one of the golden rules that many religions have in common- treat others as you would want to be treated. What does it mean? Why do most religions see it as a golden rule? Why is it a good rule for life? Why is its message one that helps us to keep our communities strong?

Spiritual: What should we be thankful for in the UK? What does love thy neighbour mean? What is special about the place we live in? What makes your community feel like a home?

Moral: What makes our country a fair place to live? What makes it an unfair place to live? What can people do to make our country better or worse? How can we help to build a happy community?

Social: How can we make sure everyone feels welcome in our community? What kind of things might make people feel unwelcome?

Cultural: How is our country similar to/ different from other communities? Who lives in my local community? How can we learn from each other? What’s great about living in a country with lots of different types of people?

How is new life welcomed?

Computing

Basic Computer Skills

National Curriculum objectives:

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

WE Schools

WE bake for change: British Bake Off

Harvest hampers for the needy in our community.

English

English in Year 2 will focus on:

Explanations, reports and leaflets – supported by Rosie Revere, Engineer by Andrea Beauty.
Recounts and information texts – supported by A Walk In London by Salvatore Rubbino
Other texts will also be explored.

English National Curriculum Objectives (click to expand)

Word Reading
- Read accurately by blending sounds in unfamiliar words containing GPCs that have been taught
- Read common exception words, noting unusual correspondences between spelling and sound and where these occur in the word
- Read aloud accurately books that are consistent with their developing phonic knowledge and that do not require them to use other strategies to work out
- Read further exception words, noting the unusual correspondences between spelling and sound, and where these occur in the word
Writing Transcription (Spelling and Handwriting)
- Write from memory simple sentences dictated by the teacher that include words using the GPCs and common exception words taught so far
- Learning new ways of spelling phonemes for which one or more spellings are already known, and learn some words with each spelling, including a few common homophones
- Distinguishing between homophones and near-homophones
- Apply spelling rules and guidance, as listed in English Appendix 1
- Use the first two or three letters of a word to check its spelling in a dictionary
Reading Comprehension
Develop pleasure in reading, motivation to read, vocabulary and understanding by:
- Listening to and discussing a wide range of fiction, poetry, plays stories, non-fiction and reference books or textbooks at a level beyond that at which they can read independently
- Being encouraged to link what they read or hear read to their own experiences
- Discussing word meanings, linking new meanings to those already known
- Being introduced to non-fiction books that are structured in different ways
- Drawing on what they already know or on background information and vocabulary provided by the teacher
Understand both the books that they can already read accurately and fluently and those that they listen to by:
- Answering and asking questions
- Using dictionaries to check the meaning of words that they have read
- Identifying main ideas drawn from more than one paragraph and summarising these
- Retrieving and record information from non-fiction
Vocabulary, Grammar & Punctuation
- Subordination (using when, if, that, because) and co-ordination (using or, and, but)
- How the grammatical patterns in a sentence indicate its function as a statement, question, exclamation or command
- Use apostrophes for contraction and singular possession
- Use of capital letters, full stops, question marks and exclamation marks to demarcate sentences
- Expressing time, place and cause using conjunctions [for example, when, before, after, while, so, because], adverbs [for example, then, next, soon, therefore], or prepositions [for example, before, after, during, in, because of] (LKS2)
- Introduction to paragraphs as a way to group related material (LKS2)
- Headings and sub-headings to aid presentation (LKS2)
- Introduction to inverted commas to punctuate direct speech (LKS2)
- Standard English forms for verb inflections instead of local spoken forms [for example, we were instead of we was, or I did instead of I done] (LKS2)
- Fronted adverbials [for example, Later that day, I heard the bad news.] (LKS2)
- Use of paragraphs to organise ideas around a theme (LKS2)
- Use of inverted commas and other punctuation to indicate direct speech [for example, a comma after the reporting clause; end punctuation within inverted commas (LKS2)
- Use of commas after fronted adverbials (LKS2)
Writing (Composition)
Develop positive attitudes towards and stamina for writing by:
- Writing for different purposes
Consider what they are going to write before beginning by:
- Planning or saying out loud what they are going to write about
Make simple additions, revisions and corrections to their own writing by:
- proof-reading to check for errors in spelling, grammar and punctuation [for example, ends of sentences punctuated correctly]
- Organising paragraphs around a theme

Geography

Isn’t Britain Great?

National Curriculum Objectives:

Name, locate and identify characteristics of the four countries and capital cities of the UK and its surrounding seas.
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.
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 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.
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.

Essential skills:

I can describe some of the features of an island.
I can explain how an area has been spoilt or improved and give my reasons.
I can explain the facilities that a village, town and city may need and give reasons.
I can name the continents of the world and locate them on a map.
I can name the world oceans and locate them on a map.
I can name the capital cities of England, Wales, Scotland and Ireland.

Music

Charanga: Hands, feet, heart

National Curriculum objectives:

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.

Essential Skills:

I can sing and follow a melody.
I can perform simple patterns and accompaniments keeping a steady pulse.
I can play simple rhythmic patterns on an instrument.
I can use symbols to represent sounds.

Art

Artist Study: William Morris

National Curriculum Objectives:

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.

Essential skills:

I can use a viewfinder to focus on a specific part of an artefact before drawing it.
I can create a printed piece of art by pressing, rolling, rubbing and stamping.
I can use different effects within an IT paint package.
I can suggest how artists have used colour, pattern and shape.
I can create a piece of art in response to the work of another artist.

PE

Orienteering

National Curriculum objectives:

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.

Essential skills:

I can follow a map in a familiar context.
I can use clues to follow a route.
I can follow a route safely.

Enrich Drivers

Experiences: Visit a faith centre
Preparedness for modern life & independence: British Values
- Parliament and democracy, understanding fairness/PREVENT;
- Cooking skills – British favourites and food grown in the UK of money- shops
Wellbeing: Emotional literacy – disagreeing and responsibility
Aspiration & Curiosity: No specific focus this half term.