# Place value

 Date conversion 19.06.2017 Size 40.58 Kb.
Class Two Curriculum Overviews - Summer Term 2014

Maths
 Place value Comparing, rounding and ordering numbers Read and write two-digit and three-digit numbers in figures and words; describe and extend number sequences and recognise odd and even numbers, Count up to 100 objects by grouping them and counting in tens, fives or twos; explain what each digit in a two-digit number represents, including numbers where 0 is a place holder; partition two-digit numbers in different ways, including into multiples of 10 and 1, Order two-digit numbers and position them on a number line; use the greater than > and less than < signs, Estimate a number of objects; round two-digit numbers to the nearest 10 Mental methods & Partitioning Present solutions to puzzles and problems in an organised way; explain decisions, methods and results in pictorial, spoken or written form, using mathematical language and number sentences, Add or subtract mentally a one-digit number or a multiple of 10 to or from any two-digit number; use practical and informal written methods to add and subtract two-digit numbers, Understand that subtraction is the inverse of addition and vice versa; use this to derive and record related addition and subtraction number sentences, Use the symbols +, −, × , ÷ and = to record and interpret number sentences involving all four operations; calculate the value of an unknown in a number sentence (e.g. ☐ ÷ 2 = 6, 30 − ☐ = 24) patterns and relationships of numbers Describe patterns and relationships involving numbers or shapes, make predictions and test these with examples Solve problems involving addition, subtraction, multiplication or division in contexts of numbers, measures or pounds and pence Derive and recall multiplication facts for the 2, 5 and 10 times-tables and the related division facts; recognise multiples of 2, 5 and 10 ,Derive and recall all addition and subtraction facts for each number to at least 10, all pairs with totals to 20 and all pairs of multiples of 10 with totals up to 100 , Understand that halving is the inverse of doubling and derive and recall doubles of all numbers to 20, and the corresponding halves , Use knowledge of number facts and operations to estimate and check answers to calculations shape and symmetry Visualise common 2-D shapes and 3-D solids; identify shapes from pictures of them in different positions and orientations; sort, make and describe shapes, referring to their properties, Identify reflective symmetry in patterns and 2-D shapes and draw lines of symmetry in shapes Measuring and comparing lengths, weights and capacities Estimate, compare and measure lengths, weights and capacities, choosing and using standard units (m, cm, kg, litre) and suitable measuring instruments, Read the numbered divisions on a scale and interpret the divisions between them (e.g. on a scale from 0 to 25 with intervals of 1 shown but only the divisions 0, 5, 10, 15 and 20 numbered); use a ruler to draw and measure lines to the nearest centimetre Collecting, organising, presenting and interpreting data Follow a line of enquiry; answer questions by choosing and using suitable equipment and selecting, organising and presenting information in lists, tables and simple diagrams, Answer a question by collecting and recording data in lists and tables; represent the data as block graphs or pictograms to show results; use ICT to organise and present data Use lists, tables and diagrams to sort objects; explain choices using appropriate language, including 'not' Money and scales Solve problems involving addition, subtraction, multiplication or division in contexts of numbers, measures or pounds and pence, Add or subtract mentally a one-digit number or a multiple of 10 to or from any two-digit number; use practical and informal written methods to add and subtract two-digit numbers , Read the numbered divisions on a scale, and interpret the divisions between them (e.g. on a scale from 0 to 25 with intervals of 1 shown but only the divisions 0, 5, 10, 15 and 20 numbered); use a ruler to draw and measure lines to the nearest centimetre Time and Direction Use units of time (seconds, minutes, hours, days) and know the relationships between them; read the time to the quarter hour; identify time intervals, including those that cross the hour, Recognise and use whole, half and quarter turns, both clockwise and anticlockwise; know that a right angle represents a quarter turn, Follow and give instructions involving position, direction and movement Identifying and recording Solving problems Identify and record the information or calculation needed to solve a puzzle or problem; carry out the steps or calculations and check the solution in the context of the problem, Present solutions to puzzles and problems in an organised way; explain decisions, methods and results in pictorial, spoken or written form, using mathematical language and number sentences Multiplication and division with remainders Represent repeated addition and arrays as multiplication, and sharing and repeated subtraction (grouping) as division; use practical and informal written methods and related vocabulary to support multiplication and division, including calculations with remainders , Use the symbols +, −, ×, ÷ and = to record and interpret number sentences involving all four operations; calculate the value of an unknown in a number sentence (e.g. ☐ ÷ 2 = 6, 30 − ☐ = 24) Fractions and inverse operations doubles and halving Understand that halving is the inverse of doubling and derive and recall doubles of all numbers to 20, and the corresponding halves Derive and recall multiplication facts for the 2, 5 and 10 times-tables and the related division facts; recognise multiples of 2, 5 and 10, Find one half, one quarter and three quarters of shapes and sets of objects

English

Science
 Plants and animals in the local environment Through this unit children learn about plants and animals in their immediate environment and how differences between places very close to each other result in a different range of plants and animals being found. They learn that like humans, plants and other animals reproduce. Experimental and investigative work focuses on: turning ideas into questions that can be investigated presenting results drawing conclusions. Work in this unit also offers opportunities to relate understanding of science to the local environment, to consider how to treat living things and the environment with care and sensitivity and to recognise hazards to themselves and to take action to control the risks from these hazards. Variation Through this unit children will become more aware of the huge variety of living things within their local environment and of differences between them. They will learn that although individual living things are different there are similarities which can help to sort them into groups and that this is helpful. Experimental and investigative work focuses on: making observations, measurements and comparisons presenting findings in drawings and block graphs using results to draw conclusions. Work in this unit also offers opportunities for children to relate understanding of science to environmental contexts and to consider how to treat living things with sensitivity

RE & PSHE
 Identify what makes our world special Explore and compare a range of creation stories/theories and talk about their meanings name and explore festivals celebrating nature and note similarities Explore how beliefs about the world can be expressed through the arts Reflect and consider religious and spiritual feelings, experiences and concepts such as wonder, praise and thanks in relation to nature Ask and respond to puzzling questions about how the world began and what it means to be a person Reflect on spiritual and moral values about life and relate these to their own behaviour

Creative Curriculum
 Animals As Linguists we will write environment/plant/minibeast (comparative) descriptions, a comparison between minibeasts and wild animals, non-chorological reports on minibeasts and wild animals. We will write a recount about our class visit to the farm. We will use primary and secondary sources of evidence, such as collections of minibeasts and plants from the school environment, to support our Literacy, Science, ICT and Art work. As geographers will look at different environments /habitats, identifying different species of plant and animal. We will compare these from around the world, looking at the effect of the climate and why plants and animals thrive in certain environments. We will look at the types of weather and produce our own weather forecasts. As scientists we will look at and explore the different plants and animals in our local environment. We will learn about the anatomy of the plant, photosynthesis and what a plant needs to make it grow. We will understand that flowering plants produce seeds which grow into new plants; we will observe new plants grow; record observations in tables and use these to draw conclusions. We will compare and contrast plants and animals from around the world by looking at their habitats and the weather in other countries. We will visit a Farm, for hands on experience of seeing animals in a habitat, feeding them, and learning how to look after them. We will also learn about the significance of a farm in producing fruit and vegetables for the local community. We will also engage with ‘real life’ minibeasts and reptiles brought into the class room. As artists and designers we will design a nature trail, which we will use to plan and programme a route for a Bee-Bot. Working in collaboration, we will create a class nature garden where a class Bee-Bot will live and travel through programming. (linked with ICT and Maths). We will plan and design a minibeast collage, pompom or puppet, to practice and improve our textile (sewing/tapestry) skills. We look at the work of artist Henri Rousseau before producing our own jungle scene. As musicians- we will listen to and discuss the carnival of the animals, Saint Sans. We will appreciate and discuss/compose animal sounds. We will learn Songs - Walking in the jungle, The Elephant, Hippopotamus’ song etc. Anglo Saxons -Invaders and settlers As Linguists we will read the story of the Beowulf by Michael Morpurgo. We will look through the espresso website to gain a better and visual understanding of the story. Children will produce a comic strip/story board of the story outline. We will unlock the Anglo-Saxon alphabet and writing our own sentences using the Saxon ‘Runes’ As historians We will learn about who the Saxons were and why they came to England. We will look at aspects of their daily life such as village life, clothing, religion, the Saxon Army, famous Saxon leaders, famous Saxon stories and the archaeological finds at Sutton Hoo. We will use secondary sources of information (non-fiction books and the internet) to research Alfred the Great and king Arthur. As geographers will look at the geographical locations of where the Anglo-Saxons settled, and why they decided to invade and settle in certain areas and not others. We will use maps and the internet to find the locations. We will become detectives and identify the mystery of Sutton Hoo and the artefacts which were discovered. We will find out about the origins of place names, identifying on survey explorer maps names chosen by the Anglo Saxons and how they often describe the landscape or past activities in a given area. As scientists ( most of this science block will be a stand alone unit) we will look identify ways in which the appearance of humans changes as they get older and identify how some characteristics will not alter. We will compare the appearance of the Anglo Saxons with ourselves, exploring how we are similar and different. We will then investigate ways in which humans are similar to each other and different in others. We will explore human variation making observations and comparisons and recording in the most appropriate graphs and tables. As artists and designers we will build and construct a small Anglo-Saxon Village. We will make a loom frame to weave materials and complete braiding to explore certain aspects of everyday Anglo Saxon life. As performers we will adopt different drama roles of an Anglo Saxon family and perform stories to the class. We will participate in games played in Anglo Saxon times (patrolling the defences and Saxon Eye) and teach them to other children. As musicians-we will learn about the instruments Anglo Saxons used to play and recreated our own.