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“Let Your Light Shine!” - Matthew 5:16

Shirley Avenue




BD19 4NA


Year 2: Autumn 2 Curriculum


Autumn 2: Fire! Fire! Children learn about two important events in British history: the great fire of London and the Gunpowder plot.

Create A Spark

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

Steps To Success

  • Friendship: How do we support each other in times of strife
  • Forgiveness: How can we disagree peacefully? Are there some things too big to forgive?


We follow the White Rose Maths Hub scheme of work.

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

To follow


Exploring Materials

Working 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.

National Curriculum Objectives:

  • 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


Key Bible Teaching: Explain that Jesus said, ‘I am the light of the world’

Discuss what this might mean talking about the qualities of light that apply to a Christian view of Jesus. Ensure that children understand the symbolism of the statements and link it to why in worship candle are lit.

Spiritual: How does the flame remind us of Jesus the light of the world? How would the world have been different if Guy Fawkes had been successful?  Can bad things sometimes bring about positive changes?

Moral: Are some mistakes too big to forgive? Does making a bad choice make you a bad person? How can fire be dangerous? How can fire be good?

Social: Guy Fawkes felt upset that he could not practice his religion – why might that have been difficult for him? What laws do we have in the UK that allow everyone to practice their religion? Why is this a good thing?

Cultural: How do we remember the Great Fire of London and the Gunpowder plot? Why do we still remember these things?

How can we make good choices?

  • Re-tell stories about religious and non-religious rules, suggesting some meaning
  • Find out about and give examples of different religious rules
  • Begin to express ideas about what makes a good rule and why these are important in helping people to live together co-operatively


Shapes & Patterns

National Curriculum objectives:

  • 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


Dance: Pattern and phrasing

National Curriculum objectives:

  • perform dances using simple movement patterns

Essential skills:

  • To follow

WE Schools

WE bake for change: making toffee apples/parkin


English in Year 2 will focus on:

  • The Great Fire of London, Emma Adams (Instructions, diary entries)
  • Mr Fawkes, the King and the Gunpowder Plot, Tom Bradman & Tony Bradman (Narrative and letters)
  • Fire Engine (Working Wheels), Annabelle Savery

English National Curriculum Objectives (click to expand)


Charanga: Ho, Ho, Ho

National Curriculum objectives:

  • Play tuned and untuned instruments musically

Essential Skills:

  • I can sing and follow a melody.
  • I can play simple rhythmic patterns on an instrument.
  • I can order sounds to create a beginning, middle and an end.
  • I can create music in response to different starting points.
  • I can choose sounds which create an effect.
  • I can listen out for particular things when listening to music.
  • I can improve my own work.


Fire! Fire!

National Curriculum Objectives:

  • Learn about events beyond living memory that are significant nationally or globally [for example, the Great Fire of London, the first aeroplane flight or events commemorated through festivals or anniversaries]

Essential skills:

  • I can use words and phrases like: before, after, past, present, then and now.
  • I can recount the life of someone famous from Britain who lived in the past. I can explain what they did earlier and what they did later.
  • I can answer questions using books and the internet.
  • I can research the life of a famous person from the past using different sources of evidence.

Design Technology

Making fire engines/Tudor houses

National Curriculum Objectives:

  • Generate, develop, model and communicate their ideas through talking, drawing, templates, mock-ups and, where appropriate, information and communication technology
  • 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
  • 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.

Essential skills:

  • I can choose tools and materials and explain why I have chosen them.
  • I can join materials and components in different ways.
  • I can explain what went well with my work.
  • I can measure materials to use in a model or structure.

Enrich Drivers

  • Experiences: No specific focus this half term.
  • Preparedness for modern life & independence: British Values: Democracy and extremism – gunpowder plot
  • Wellbeing: No specific focus this half term.
  • Aspiration & Curiosity: Visit from some firefighters – employment

Let Your Light Shine

The unit will culminate with a piece of work designed to celebrate the pupils’ learning.

End Of Year Expectations