Birtley East Community Primary School Year 2 Curriculum Map 2016 2017



Download 125.86 Kb.
Date conversion14.06.2018
Size125.86 Kb.



Birtley East Community Primary School

Year 2 Curriculum Map 2016 – 2017




AUTUMN 1 (8 weeks)

AUTUMN 2 (7 weeks)

SPRING 1 (6 weeks)

SPRING 2 (4.5 weeks)

SUMMER 1 (7 weeks)

SUMMER 2 (6.5 weeks)

Whole School Theme

Our Environment

7 weeks


Festivals of Light

7 weeks


Take 1 Book

7 weeks


Picture the Past

6 weeks


Fly to the Future

5 weeks


Happy & Healthy

7 weeks

Year group curriculum Focus


Geography / Science / Art / DT

RE

Art


Science

DT


History / Geography

DT


DT

History


Science

Geography



Educational visits




Pantomime




Beamish

Visit a Synagogue

Rising Sun (minibeast hunt)

Church visit



Curriculum Enrichment



















Literacy Genre

Narrative – stories by the same author

Non fiction – explanations

Narrative –

Non Fiction – recounts

Diary entry

Newspaper report



Narrative – Traditional tales / Rhymes

Non fiction –



Narrative –

Non Fiction – reports

Recounts


Narrative – Stories by key authors

Non Fiction –



Narrative –

Non Fiction –



Core Text

Paddington Bear

The Queens Knickers

Range of books linked with materials


Rama and Sita
Guy Fawkes

Each Peach Pear plum

The Jolly Postman

The enormous Turnip

Mr Wolf’s Pancakes

Range of books linked with plant and growth


Homes long ago

Gran


George’s Marvellous Medicine

Wheels, wings and other things

The Magic Finger

The Minpins


Owl afraid of the dark


Follow up genre

Stories

Letters


Write own story

Newspaper article

Diary entry




Recipes

Postcards

Posters

Instructions


Recount


Recount

Postcards



Recipes

Posters


Instructions

Recount

Maths

Number and place value
Addition and Subtraction
Multiplication and Division
Shape
Time
Measures

Number and place value
Money
Statistics
Fractions
Position
Add, Sub, Mult, Division

Number and place value
Addition and Subtraction
Multiplication and Division
Shape
Time

Measures


Number and place value
Money
Statistics
Fractions
Position
Add, Sub, Mult, Division

Number and place value
Addition and Subtraction
Multiplication and Division
Shape
Time
Measures

Number and place value
Money
Statistics
Fractions
Position
Add, Sub, Mult, Division






Materials

Skills

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.
Investigative skills:

to make observations and simple comparisons

to construct a table

to record observations

Investigative Questions

What is our school made of?

What are the best materials for a boat/bridge?

What happens to materials often when they are heated/cooled?

Can they describe the properties of different materials using words like, transparent or opaque, flexible, etc.?

Can they sort materials into groups and say why they have sorted them in that way?

Can they say which materials are natural and which are man-made?

Can they explain how materials are changed by heating and cooling?

Can they explain how materials are changed by bending, twisting and stretching?

Can they tell which materials cannot be changed back after being heated, cooled, bent, stretched or twisted?


Teaching and learning opportunities:

Make bridges for Billy Goats to cross the river using suitable materials.

The best material to make a boat for people escaping the Great fire of London.

Investigate how materials change when they are heated or cooled linked to the Great Fire and water.

Investigate waterproof materials.





Plants

Skills:

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.
Investigative Skills

to turn ideas of their own, about what plants need to begin to grow, into a form that can be tested

to observe and make a day-by-day record of observations

to use the results to draw a conclusion about what seeds need to begin to grow and decide whether this is what they expected


Investigative Questions

What do plants need to grow?

How could we grow our own salad?

Teaching and learning opportunities:

Planting a range of different vegetables to grow their own salad. Find out where exotic fruits grow and look at seeds. Which fruits grow in this country?









Living Things and their Habitats

Skills:

Differentiate living, dead and non-living.

Living things and their habitats, adapting and interdependence.

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

Simple food chains identify and name different sources of food.

Investigative Skills

to know that there are differences between local habitats

to make predictions about the animals and plants found in different local habitats and to investigate these

Investigative Questions

Who does this egg belong to?

What does an animal need to survive?

What plants are in our local environment?

Can they match certain living things to the habitats they are found in?

Can they explain the differences between living and non-living things?

Can they describe some of the life processes common to plants and animals, including humans?

Can they decide whether something is living, dead or non-living?

Can they describe how a habitat provides for the basic needs of things living there?

Can they describe what animals need to survive?

Can they describe the life cycle of some living things? (e.g. egg, chick, chicken)

Can they describe a range of different habitats?

Can they describe how plants and animals are suited to their habitat?

Teaching and learning opportunities:

look at animal and human lifecycles and how they/we change as we grow, matching baby animals to adult animals, what do pets need to survive?



Animals Including Humans

Skills

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.


Investigative skills:

to make and record observations and to make simple comparisons



Investigative Questions

Do we need exercise to stay healthy?

Why is it important to grow?

What makes a healthy diet?



Humanities

London / UK

Geographical Enquiry

I can label a diagram or photograph using some geographical words (e.g. which words?)

I can find out about a locality by using different sources of evidence

I can find out about a locality be asking appropriate questions

I can say what I like and do not like about Birtley and another locality

Physical Geography

I can explain what makes a locality special

I can describe some places that are not close to my school

Location / Place knowledge

I can identify the four countries that make up the United Kingdom

I can name the main cities of England, Wales, Scotland and Ireland

I can find where I live on a map of the United Kingdom



Guy Fawkes

History Skills

I can use words and phrases to do with the passing of time (e.g. before, after, past and present)


I can sequence a set of events into chronological order and give reasons for their order
I can recount the life of a famous Britain (e.g. Guy Fawkes
I can recount some interesting facts about an important historical event
I can find out about the past from a range of sources, including: talking to older people and reading historical stories


Birtley / Beamish

History Skills

I can use words and phrases to do with the passing of time (e.g. before, after, past and present)


I can explain how my local area was different in the past
I can compare my life to the lives my grandparents led when they were children
I can find out about the past from a range of sources, including: talking to older people and reading historical stories


History of an inventor e.g.

History skills

I can use words and phrases to do with the passing of time (e.g. before, after, past and present)

I can recount the life of a famous person

I can recount some interesting facts about an important historical event

I can find out about the past from a range of sources, including: talking to older people and reading historical stories





RE

Lords Prayer / Harvest

Demonstrate a basic understanding of what is right and wrong in familiar situations


Be sensitive to the needs and feelings of others and show respect for themselves and others
Treat God’s creation, living things and their environment with care and concern

Show an awareness of some aspects of the beliefs, teachings and practices of the Christian faith


Identify aspects of their own experiences and feelings and those of others in response to the beliefs and practises studied

Diwali / Hannukah / Christmas

Demonstrate a basic understanding of what is right and wrong in familiar situations

Be sensitive to the needs and feelings of others and show respect for themselves and others

Recall and respond to stories from the Christian faith and other faiths
Show an awareness of some aspects of the beliefs, teachings and practices of the Christian faith
Know some Christian symbols and use some simple appropriate vocabulary
Identify aspects of their own experiences and feelings and those of others in response to the beliefs and practises studied


Bible

Demonstrate a basic understanding of what is right and wrong in familiar situations


Be sensitive to the needs and feelings of others and show respect for themselves and others
Treat God’s creation, living things and their environment with care and concern
Recall and respond to stories from the Christian faith and other faiths
Show an awareness of some aspects of the beliefs, teachings and practices of the Christian faith
Know some Christian symbols and use some simple appropriate vocabulary
Identify aspects of their own experiences and feelings and those of others in response to the beliefs and practises studied

Easter

Demonstrate a basic understanding of what is right and wrong in familiar situations


Be sensitive to the needs and feelings of others and show respect for themselves and others
Recall and respond to stories from the Christian faith and other faiths
Show an awareness of some aspects of the beliefs, teachings and practices of the Christian faith
Know some Christian symbols and use some simple appropriate vocabulary
Identify aspects of their own experiences and feelings and those of others in response to the beliefs and practises studied

Synagogue

Demonstrate a basic understanding of what is right and wrong in familiar situations

Be sensitive to the needs and feelings of others and show respect for themselves and others

Recall and respond to stories from the Christian faith and

Show an awareness of some aspects of the beliefs,

teachings and practices of the Christian faith
Identify aspects of their own experiences and feelings and those of others in response to the beliefs and practises studied


Church

Demonstrate a basic understanding of what is right and wrong in familiar situations


Be sensitive to the needs and feelings of others and show respect for themselves and others
Recall and respond to stories from the Christian faith and other faiths
Show an awareness of some aspects of the beliefs, teachings and practices of the Christian faith

Know some Christian symbols and use some simple appropriate vocabulary


Identify aspects of their own experiences and feelings and those of others in response to the beliefs and practises studied

Expressive Arts and Design








Portraits

Drawing

I can create detailed facial expressions through my drawings

I can use different pencils to create shade, tone and texture in my drawings
Painting

I can predict with accuracy the colours that I mix (e.g. beige,, tan and nude)

I can use a range of brushes to create different effects


Design and create a pair of knickers

Printing

I can print onto paper and materials

I can create a repeating pattern

I can design my own printing block

I can print with different objects


Textiles

I can measure out different textile

I can join textiles together

I can cut textiles

I can talk about why I chose a specific textile



Firework celebration pictures

Collage

I can cut and tear paper and card for my collage

I can gather and sort materials for my collage
Mendhi Patterns

Painting

I can use a range of brushes to create different effects


Diva Lamps

3D

I can add texture by using tools

I can cut, roll and coil materials such as clay, dough or plasticine
Christmas crafts
Music – Christmas performance / carol service

I can sing and follow the melody (tune)

I can sing accurately at a given pitch

I can perform simple patterns and accompaniments keeping a steady pulse

I can perform with others

I can perform simple rhythmic patterns on an instrument

I can sing / clap a pulse increasing or decreasing in tempo


Make a fairytale character

DT textiles

I can measure out different textile

I can join textiles together

I can cut textiles

I can talk about why I chose a specific textile
Mechanisms

I can join materials together to make a moving product


Construction

I can make sensible choices when choosing materials to use

I can develop my ideas from initial starting points

I can think of ways to improve my constructions

I can incorporate movement into models

Textiles

I can measure out different textile

I can join textiles together

I can cut textiles

I can talk about why I chose a specific textile

Make Mr Wolf’s Pancake


Cooking and Nutrition

I can describe the properties of the ingredients I am using

I can talk about what is meant by hygienic

I can ensure I am hygienic when cooking


Music activities – Three Singing Pigs. Compose music and sing songs linked to traditional tales

I can sing and follow the melody (tune)

I can sing accurately at a given pitch

I can perform simple patterns and accompaniments keeping a steady pulse

I can perform with others

I can perform simple rhythmic patterns on an instrument

I can sing / clap a pulse increasing or decreasing in tempo


Make Beamish town

Use of materials

I can measure materials to use on a model/structure

I can join materials in different ways

I can join, roll or fold to make products stronger


Construction

I can make sensible choices when choosing materials to use

I can develop my ideas from initial starting points

I can incorporate movement into models

I can think of ways to improve my constructions

Making recipes from the olden days
Cooking and nutrition
I can describe the properties of the ingredients I am using

I can talk about what is meant by hygienic

I can ensure I am hygienic when cooking


Design and create own invention

Mechanisms

I can join materials together to make a moving product

I can add a design to my product

Use of materials

I can measure materials to use on a model/structure

I can join materials in different ways

I can join, roll or fold to make products stronger


Construction

I can make sensible choices when choosing materials to use

I can develop my ideas from initial starting points

I can incorporate movement into models

I can think of ways to improve my constructions





Physical

Education



Gym

I can plan, jump, roll, balance and make different shapes with my body.

I can link at least 4 actions together to make a sequence.

I can plan and show a sequence of movements

.I can show control in my movements.

I can move slowly between movements in a sequence.

I can think of more than one way to create a sequence which follows a set of rules.

I can work on my own and with a partner to create a sequence


Invasion Games

I can follow the rules in a game.

I can aim at a target


Rugby

I can use hitting, kicking and/or rolling in a game.

I can be a defender and catch the ball when others are throwing/kicking it.

I can be a defender and hit the ball out of the way when others are throwing/kicking it.

I can be an attacker

I can pass to a team mate.

I can receive a pass

I can decide the best position to be in a game.

I can follow the rules in a game.

I can aim at a target



Multiskills

Dance

I can link actions

I can perform body actions with control and coordination.

I can change rhythm, speed, level and direction

I can make a sequence by linking sections together.

I can link movement to show a mood or feeling.

I can remember and repeat dance phrases.

I can perform short dances showing an understanding of expressive qualities.

I can describe how dancing affects my body.

I can suggest ways to improve my work.


Wall and Net

I can aim at a target



Golf

I can use hitting, kicking and/or rolling in a game.

I can follow the rules.

I can aim at a target

I can aim with the clubface and shoulders

I can keep my feet still for good balance through the swing.

I can brush the ground to get the ball in the air.

I can control the distance with a tick-tock swing.



Football

I can use hitting, kicking and/or rolling in a game.

I can be a defender and hit the ball out of the way when others are throwing/kicking it.

I can be an attacker

I can pass to a team mate.

I can receive a pass

I can decide the best position to be in a game.

I can follow the rules in a game.

I can aim at a target


Athletics

I can run, jump and throw



Fielding and Striking

I can use hitting, kicking and/or rolling in a game.

I can be a defender and hit the ball out of the way when others are throwing/kicking it.

I can be an attacker

I can pass to a team mate.

I can receive a pass

I can decide the best position to be in a game.

I can follow the rules in a game.

I can aim at a target



Computing

Getting Creative

I can log on to a school space or network.

With limited support create a simple animation.

Messages and Virtual Worlds

I can begin to be aware that work is stored on the school network

Compare different ways of sending messages.

Purposefully use different digital tools including simple word processing and graphics.


Gathering Research

I can access work on the network and save in a prepared folder with support.

I can explore finding information from different sources.

I know we can find information on the world wide web.

Be aware that anyone can put information on the web and it may not be true.

Use simple software to share information



Online and

E-Safety


Use technology safely and sensibly

Understand the need to keep personal details private and the implications of revealing details

Be aware that there are rules about taking images and using images of other people without their knowledge or consent.


Wellbeing & Involvement

Achievement / Personal pride

To recognise their own achievements and talents

To celebrate achievements in all areas


Friendships and Relationships

To understand and value different relationships and friendships

To know how to be a good friend

To know the importance of a two way relationship.



Emotions / Feelings

To be able to recognise different emotions in themselves and in others

To begin to know how to deal with changing emotions.


Looking After Ourselves

To know what we need to be able to look after ourselves.

To know how to help each other to look after ourselves.


Health and Happy hygiene

Medical care / Emotional development

To know what we need to be happy and healthy.

To know the importance of taking medication properly.


Transition

To celebrate achievements

To discuss worries

To discuss changes



To know where to access help and who they can talk to.





The database is protected by copyright ©hestories.info 2017
send message

    Main page