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Year 2

 

 

 

 

RE

SCIENCE

ICT

HISTORY

GEOG

DT

ART

PE

MUSIC

PSHE

AUTUMN 1

Beginnings

Judaism

Signs and Symbols

Hinduism

Preparing/Nativity

Use of everyday materials

We are photographers   

2.3

Plague

Great Fire of London

Famous landmarks

Puppets

Famous human and physical UK features

Games

Our land

Ourselves

Rules

AUTUMN 2

We are astronauts 2.1

Guy Fawkes

Remembrance

Gym

Nativity

To be a team player

SPRING 1

Books

Thanksgiving

Opportunities

Living things and their habitats

We are researchers        2.4

 

Destinations to the wider world (Grays and Australia)

Winding mechanisms

Rainforest and Antarctica animals

Dance

Our bodies

To show     

  co-operation

SPRING 2

We are zoologists 2.6

Destinations to the wider world (Madagascar)

Travel

To be a good listener

SUMMER 1

Spread the Word

Rules

Treasures

Animals, including humans

We are detectives 2.5

Florence Nightingale

Mary Seacole

Jamaica

Healthy wraps and fruit salads

Mother Nature (clay leaves)

Gym

Weather

Pattern

Water

To be confident and honest

SUMMER 2

Plants

We are games testers                

2.2

Games

Athletics

Water

Seasons

To be polite and well mannered

 

 

 

                                          

 

WHAT WE WILL BE DOING AT SCHOOL THIS YEAR

 

An overview of some of the work being carried out by Year 2 in the

Autumn term.

 

Religious Education.

 

The topics for R.E come from the Catholic Religious Education Programme called ‘Come and See’.

 

The children will be working on:

 

Beginnings

 

In this topic, the children will explore new beginnings. They will learn Jesus was born and lived in a human family. We will be celebrating and responding to the many beginnings each day offers and remembering that God is present at every beginning.

 

Signs and Symbols

 

In this topic, the children will explore the signs and symbols they use and experience.  They will hear about the importance of symbols in the celebration of baptism. 

 

Preparing

 

In this topic, the children will learn that preparing to welcome a visitor shows love and care.  They will learn about Advent and how the four weeks help people to prepare to welcome Jesus at Christmas and the celebration of the birth of Jesus.

 

Judaism

 

We will learn about why Saturday (Shabbat) is God’s special day for Jewish people. We will learn how they celebrate Shabbat and appreciate that Shabbat is a family day of rest, happiness and a time to think about God.

 

Hinduism

 

Within this topic, we will explore quiet times and the Hindu home shrine. We will learn how Hindus pray at home and appreciate the meaning of Puja as well as the purpose of the shrine.

 

English

 

In English we will be working on:

Stories with familiar settings

Instructions

Recounts in the form of newspaper reports

 

The children will be learning the following key skills:

 

  • Reading stories with a familiar setting, using expression and taking particular note of full stops, commas and question marks.
  • Predicting what may happen, based upon previous events.
  • Retelling a story, using words from the text.
  • Recognising and discussing the features of different texts.
  • Reading words of two or more syllables.
  • Reading accurately by blending sounds in unfamiliar words, especially alternative graphemes.
  • Reading words containing: ‘s, ‘es, ‘ing, ‘ed, ‘er, ‘est endings.
  • Developing an understanding by linking reading to prior knowledge and background information.
  • Making links between the book that they are reading and other books that they have read.
  • Applying phonic knowledge and skills to decode words.
  • Reading Common Exception Words.
  • Reading words accurately and fluently at 90 words per minute.
  • Using inference to draw simple conclusions about characters, settings and events.
  • Making simple inferences about characters from what they say and do.
  • Discussing favourite authors.
  • Answering questions by referring back to the text.
  • Checking that they understand the text that they are reading and explain the meaning of words in context.
  • Re-reading books to build up their fluency and confidence.

 

  • Writing simple, coherent narratives about those of others (real and fictional)
  • Writing about real events, recording these simply and clearly.
  • Demarcating most sentences in their writing with capital letters and full stops, and use question marks correctly when required
  • Using present and past tense mostly correctly and consistently
  • Using co-ordination (e.g. or / and / but) and some subordination (e.g. when / if / that / because) to join clauses.
  • Segmenting spoken words into phonemes and representing these by graphemes, spelling many of these words correctly and making phonically-plausible attempts at others
  • Spelling many common exception words.
  • Forming capital letters and digits of the correct size, orientation and relationship to one another and to lower-case letters.
  • Using spacing between words that reflects the size of the letters.

 

The children will also be:

 

  • Discussing story structure, settings and themes. Participating in discussion about books, poems and other works that are read to them and those that they can read for themselves, taking turns and listening to others.
  • Learning how to consider what they are going to write before beginning; by planning, speaking aloud and writing down key words or ideas.
  • Writing stories, poems, instructions and recounts, whilst learning how to use full stops, capital letters, exclamation marks and question marks.
  • Using a variety of adjectives, adverbs, conjunctions, sentence openers and verbs to engage the reader.
  • Recognising the key features of newspaper reports, instructions, stories and information texts. For example: columns, paragraphs, imperative verbs, story language and sub headings.
  • Handwriting: introducing joined handwriting, sentence writing, practising the use of capital letters, full stops and different ways of joining sentences by starting to use some of the diagonal and horizontal strokes needed to join letters.
  • Writing capital letters, lower case letters and digits of the correct size and orientation.
  • Phonics: applying phonic knowledge and skills as the route to decode words.
  • Recognising alternative spelling choices for the same sound. For example: the sound ‘a’ can be spelt in a variety of ways – say, rain, make, straight.
  • Reading words containing common prefixes and suffixes.

 

Mathematics

 

The children will be working on the following key skills:

 

  • Comparing and ordering numbers from 0-100.
  • Using place value in a two-digit number to solve problems.
  • Partitioning any two-digit number into different combinations of tens and ones, explaining their thinking verbally, in pictures or using apparatus.
  • Adding and subtracting any 2 two-digit numbers using an efficient strategy, explaining methods verbally, in pictures or using apparatus (e.g. 48 + 35; 72 – 17).
  • Recalling all number bonds to and within 10 and use these to reason with and calculate bonds to and within 20, recognising other associated additive relationships (e.g. If 7 + 3 = 10, then 17 + 3 = 20; if 7 – 3 = 4, then 17 – 3 = 14; leading to if 14 + 3 = 17, then 3 + 14 = 17, 17 – 14 = 3 and 17 – 3 = 14).
  • Counting forwards and backwards in steps of 2, 3 and 5 from 0 and in 10s from any number.
  • Recalling multiplication and division facts for 2, 5 and 10 and use them to solve simple problems, demonstrating an understanding of commutativity as necessary.
  • Naming and describing properties of 2-D and 3-D shapes, including number of sides, vertices, edges, faces and lines of symmetry.
  • Adding amounts of money and working out change.

The children will also be studying:

 

  • Numbers to 100 – reciting, reading, writing.
  • Counting on/back in ones, twos and tens to 100.
  • Recognising the place value of each digit in a 2 digit number.
  • Appropriate standard units to measure length/ height (m/cm) in any direction; mass (kg/g); to the nearest appropriate unit, using rulers and scales.
  • The terms clockwise and anti-clockwise.

 

 

 

Science

 

The children will be working on:

 

Grouping and changing materials

 

The children will:

  • discuss and evaluate the use of everyday materials.
  • 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.
  • identify naturally occurring materials.
  • predict and describe how materials can be changed and used and become familiar with the terms reversible and irreversible change.

Computing

 

We are photographers

 

The children will learn to:

 

  • Use technology safely and respectfully.
  • Identify what makes a good photograph.
  • Take a good photograph.
  • Download photographs and make changes by editing and enhancing photographs.
  • Use technology purposefully to create, organise, store, manipulate and retrieve digital content.

 

We are Astronauts

 

The children will learn to:

 

  • Predict what a simple program will do and test those predictions.
  • Have a clear understanding of algorithms and sequences of instructions.
  • Give clear and concise instructions.
  • Create sprites and backgrounds.
  • Program and adjust instructions.

 

History:

The children will:

  • recognise that their own lives are different from the lives of people in the past.
  • learn about aspects of the past beyond living memory.
  • be encouraged to ask and answer questions about significant events and individuals. 

 

The Fire of London

This unit of work links an important event in British history with a famous person - Samuel Pepys.  Children will:

  • develop their sense of chronological order and consider why the great fire happened, its results and the different way it was represented using historical sources.

 

Remembrance Day and Guy Fawkes

The children will:

  • explore an event that has been commemorated for nearly 100 years. 
  • investigate the origins of Remembrance Day and how its significance has grown.

Geography: Famous Landmarks

Children will be:

  • researching famous landmarks and their locations. 
  • exploring the designs of these landmarks and their purpose.
  • exploring the similarities and differences through studying human and physical features of the UK.
  • using maps and atlases to support their learning, identify and label the continents, oceans, countries, capital cities and the surrounding seas. 
  • using and understanding basic geographical specific vocabulary relating to human geography.

Design & Technology: Puppets

This unit of work involves children making a textile product by marking out, cutting and joining pieces of fabric.  The children will:

  • look at a selection of hand puppets and base their design on their investigations into how the puppets have been made and who they have been designed for.
  • evaluate their product against the agreed design criteria.

ART: Famous Human and Physical Features

The children will explore a number of UK human and physical features before sketching these using a line and shading.

 

In PE our topics are:

Gymnastics – The children will:

  • Perform basic skills in travelling, being still, finding space and using it safely, both on the floor and using apparatus.
  • Develop the range of their skills and actions, for example, balancing, taking off and landing, turning and rolling with control and coordination.
  • Describe their own or their partner’s sequence accurately and choose an aspect to improve.

 

Games - The children will:

  • Travel with, send and receive a ball and other equipment in different ways.
  • Develop these skills to play simple, competitive net, striking/ fielding and invasion type games that they and others have made, using simple tactics for attacking and defending.
  • Show good awareness of others in running, catching and avoiding games.
  • Watch and describe performances accurately.

 

Music: Sounds, Duration and Performing

 

The children will:

  • learn to listen with concentration and understanding to a range of live and recorded music.
  • experiment with, create, select and combine sounds using a variety of instruments and use their voices expressively and creatively by singing songs and speaking chants and rhymes.
  • learn to sing with a sense of shape, melody, increasing and decreasing tempo and awareness of others.

PSHE:

 

The following Attitudes and Dispositions will be addressed via PSHE and through a cross curricular approach

 

  • Developing self-awareness
  • Having a go and embracing new ideas
  • Being unselfish and putting others first
  • Having a good sense of humour
  • Developing confidence
  • Being aspirational
  • Showing initiative
  • Developing a curiosity and keenness to learn
  • Acting as a team player
  • Being responsible
  • Developing spatial awareness
  • Being ‘fit & healthy’
  • Becoming independent
  • Being polite and well mannered
  • Being caring and thoughtful of others and showing empathy

 

 

 

 

 

 

Spring term.

 

Religious Education.

 

The topics for R.E come from the Catholic Religious Education Programme called ‘Come and See.’

 

The children will be working on:

 

Books

 

In this topic, the children will explore:

 

  • Different books used at home and school and reveal the books used on Sunday by the parish family.
  • The scriptures and begin to understand that they are the treasured Word of God for the Jewish and Christian communities.
  • The books used by the Christian community to record and hand on its story.
  • The lectionary, which is used at Mass and contains the scriptures used by the community throughout the year.   

 

Thanksgiving

 

In this topic, the children will explore:

 

  • Different ways to say thank you.
  • The word Eucharist which means ‘thanksgiving’.  Eucharist is another name for the Mass.
  • The parish family gathers to give thanks to God, most of all for the gift of Jesus, his son.
  • We give thanks to God for giving us Jesus in Holy Communion.

 

 

Opportunities

 

In this topic, the children will explore:

 

  • How each day offers opportunities for good.
  • That the 40 days of Lent are an opportunity for Christians to turn towards what is good in preparation for Easter.
  • Ways to do good by prayer and by doing something extra to prepare for the celebration of Jesus’ Resurrection at Easter.

 

 

 

 

English

 

In English we will be working on:

Stories from other cultures

Poetry

Non chronological reports

 

The children will be learning the following key skills:

 

  • Reading stories with a familiar setting, using expression and taking particular note of full stops, commas and question marks.
  • Predicting what may happen, based upon previous events.
  • Retelling a story, using words from the text.
  • Recognising and discussing the features of different texts.
  • Reading words of two or more syllables.
  • Reading accurately by blending sounds in unfamiliar words, especially alternative graphemes.
  • Reading words containing: ‘s, ‘es, ‘ing, ‘ed, ‘er, ‘est endings.
  • Developing an understanding by linking reading to prior knowledge and background information.
  • Making links between the book that they are reading and other books that they have read.
  • Applying phonic knowledge and skills to decode words.
  • Reading Common Exception Words.
  • Reading words accurately and fluently at 90 words per minute.
  • Using inference to draw simple conclusions about characters, settings and events.
  • Making simple inferences about characters from what they say and do.
  • Discussing favourite authors.
  • Answering questions by referring back to the text.
  • Checking that they understand the text that they are reading and explain the meaning of words in context.
  • Re-reading books to build up their fluency and confidence.

 

 

  • Writing simple, coherent narratives about personal experiences.
  • Writing about real events, recording these simply and clearly.
  • Demarcating most sentences in their writing with capital letters and full stops, and use question marks correctly when required
  • Using present and past tense mostly correctly and consistently
  • Using co-ordination (e.g. or / and / but) and some subordination (e.g. when / if / that / because) to join clauses.
  • Segmenting spoken words into phonemes and represent these by graphemes, spelling many of these words correctly and making phonically-plausible attempts at others • spell many common exception words.
  • Forming capital letters and digits of the correct size, orientation and relationship to one another and to lower-case letters.
  • Using spacing between words that reflects the size of the letters.

 

 

They will also be:

  • Recognising the key features of non-chronological reports, stories and persuasive texts. For example: paragraphs, sub headings, different layouts and story language.
  • Reading, writing and changing stories, using expression and taking particular note of full stops, commas, apostrophes, adjectives, adverbs and exclamation marks.
  • Discussing story structure, settings and themes.
  • Writing their own stories using this structure and building stamina through writing longer pieces.
  • Recognising simple recurring literary language in stories and patterns.
  • Asking and answering questions.
  • Making simple additions, revisions and corrections to their own writing by re-reading to check it makes sense.
  • Using the correct grammatical terminology when discussing their writing through self and peer assessment.
  • Beginning to write in a joined style.
  • Phonics: learning spellings of common exception words.

 

 

Mathematics

 

The children will be working on the following key skills:

 

  • Reading scales in divisions of ones, twos, fives and tens.
  • Adding and subtracting any 2 two-digit numbers using an efficient strategy, explaining methods verbally, in pictures or using apparatus (e.g. 48 + 35; 72 – 17).
  • Recalling all number bonds to and within 10 and use these to reason with and calculate bonds to and within 20, recognising other associated additive relationships (e.g. If 7 + 3 = 10, then 17 + 3 = 20; if 7 – 3 = 4, then 17 – 3 = 14; leading to if 14 + 3 = 17, then 3 + 14 = 17, 17 – 14 = 3 and 17 – 3 = 14).
  • Recalling multiplication and division facts for 2, 5 and 10 and use them to solve simple problems, demonstrating an understanding of commutativity as necessary.
  • Identifying 1/4, 1/3, 1/2, 2/4, 3/4, of a number or shape and know that all parts must be equal parts of the whole.
  • Using different coins to make the same amount.
  • Reading the time on a clock to the nearest 15 minutes.
  • Naming and describing properties of 2-D and 3-D shapes, including number of sides, vertices, edges, faces and lines of symmetry.

 

They will also be:

  • Working with numbers to 100 – reciting, reading and writing.
  • Counting on/back in ones, twos, threes, fives and tens.
  • Using < and >.
  • Recalling and using addition and subtraction facts to 10, 20 and 100 fluently.
  • Comparing, ordering, estimating and measuring volume, capacity and temperature.
  • Combining amounts of money to make a particular value. (50p, £1.00, £2.00)
  • Choosing and using appropriate standard units to estimate and measure length/ height (m/cm) in any direction, mass (kg/g) and capacity to the nearest appropriate unit, using rulers and scales.
  • Identifying and describing the properties of 2D and 3D shapes.
  • Recognising the terms clockwise and anti-clockwise.
  • Comparing and sequencing intervals of time.

 

 

Science

 

The children will be working on:

 

Living things and their habitats including plants and animals in the local environment

 

Identifying that most living things live in habitats to which they are suited and describe how different habitats provide for the basic needs of different kinds of animals and plants, knowing how they depend on each other.

Identifying and naming a variety of plants and animals in their habitats.

Describing how animals obtain their food from plants and other animals, introducing the idea of a simple food chain, and identifying and naming different food sources.

 

 

Computing

 

We are researchers

 

The children will be working on:

 

  • Scoping a topic and breaking down questions.
  • Searching for information safely and effectively using the internet.
  • Using other search engines and simple Wikipedia.
  • Developing presentation skills to create and deliver a short multimedia presentation.

 

During the course of the Spring Term the children will have ample opportunity to research many famous landmarks in Australia including; The Great Barrier Reef and The Sydney Opera House. In addition to this, the children will be researching Madagascar as well as the plants and animals within the rainforest. This unit allows the children to develop their research skills. Children will be encouraged to select and retrieve the most significant information from large amounts of texts.

 

We are zoologists

 

The children will be working on:

 

  • Discussing classification keys and identifying bugs.
  • Completing results charts.
  • Taking, uploading, editing and enhancing photographs with captions.
  • Inputting data and creating charts.
  • Recording information on a digital map by locating places, adding pins and information on Google maps.
  • Summarising and presenting discoveries.

 

 

Geography: Far far away

 

This term we will be studying Australia and Madagascar. We will

 

  • Name and locate 7 continents and five oceans.
  • Use maps, atlases and globes to pinpoint these places on maps and in atlases.
  • Use aerial photographs.
  • Understand geographical similarities and differences through studying the human and physical geography of a small area of the UK, and of a small area in a contrasting non–European country.
  • Use and understand specific geographical vocabulary to human and physical geography.
  • Identify seasonal and daily weather patterns and the location of hot and cold areas of the world in relation to the Equator and the North and South Poles.

 

 

Art: Landmarks, and animals from both Australia and Madagascar

 

  • To use drawing, painting and sculpture to develop and share their ideas, experiences and imagination.
  • To use a range of materials creatively to design and make products.
  • Draw using a variety of line styles and experiment using patterns.

 

During this topic, we will be incorporating collage, painting and sketching as well as Aboriginal Art.

 

 

Design & Technology: Winding mechanisms

 

The children will be researching, designing and building a winding mechanism in small groups to enhance and develop their D&T skills and their team work skills. The children will be using tools to assemble, join and combine materials. They will talk about their own and others’ work.

 

PE

 

In PE our topic is:

 

Dance – The children will make and repeat short dance phrases that express moods and feelings. They will improve control. The children will use different parts of the body to show a sense of dynamic, expressive and rhythmic qualities in their own dance. They will talk about different stimuli for the start of dance phrases. They will choose appropriate movements for different dance ideas. The children will say what they like and dislike, giving reasons to support their opinions.

 

In Music our topics are pulse, rhythm, pitch and pattern.

 

The children will:

  • Listen with concentration and understanding to range of high quality live and recorded music.
  • Experiment with, create, select and combine sounds using the interrelated dimensions of music.
  • Create movement to accompany musical ideas.
  • Perform simple repeated patterns and accompaniments keeping a steady pulse.
  • Use symbols to represent sounds.

 

 

 

PSHE

 

The following Attitudes and Dispositions will be addressed via PSHE and through a cross curricular approach:

 

  • Showing initiative
  • Developing self-awareness
  • Acting as a team player
  • Being calm
  • Acting as a good friend
  • Being unselfish and putting others first
  • Showing honesty
  • Being a good listener
  • Being calm
  • Developing self-awareness
  • Being ‘fit & healthy’
  • Becoming independent
  • Being polite and well mannered
  • Being caring and thoughtful of others and showing empathy
  • Becoming ‘a guardian of the world’
  • Being spiritual and showing ‘awe and wonder of the world.’

 

 

 

 

 

 

Summer Term.

 

Religious Education.

The topics for R.E come from the Catholic Religious Education Programme called ‘Come and See’.

 

Spread the Word

In this topic, the children will explore:

 

  • The importance of passing on messages.
  • The Resurrection.
  • Jesus promises to send the Holy Spirit.
  • Prayer to the Holy Spirit.
  • The Ascension.
  • Pentecost.
  • Christians pass on the Good News.

 

Rules

In this topic, the children will explore:

 

  • Jesus’ commandments to love one another and to forgive each other.
  • Sin and the intention to commit sin.
  • Examination of conscience
  • Sacrament of Reconciliation
  • The Sign of Peace

 

Treasures

In this topic, the children will explore:

 

  • The Creation story – Genesis.
  • The work of Cafod.
  • Praise for the World.
  • The Gloria from Mass.

 

English

In English we will be working on:

 

Traditional tales

Poems with predictable and patterned language

Different stories by the same author

Chronological reports about significant people’s lives

 

The children will be learning the following key skills:

 

  • Reading stories with a familiar setting, using expression and taking particular note of full stops, commas and question marks.
  • Predicting what may happen, based upon previous events.
  • Retelling a story, using words from the text.
  • Recognising and discussing the features of different texts.
  • Reading words of two or more syllables.
  • Reading accurately by blending sounds in unfamiliar words, especially alternative graphemes.
  • Reading words containing: ‘s, ‘es, ‘ing, ‘ed, ‘er, ‘est endings.
  • Developing an understanding by linking reading to prior knowledge and background information.
  • Making links between the book that they are reading and other books.
  • Applying phonic knowledge and skills to decode words.
  • Reading Common Exception Words.
  • Reading words accurately and fluently at 90 words per minute.
  • Using inference to draw simple conclusions about characters, settings and events.
  • Making simple inferences about characters from what they say and do.
  • Discussing favourite authors.
  • Answering questions by referring back to the text.
  • Checking that they understand the text that they are reading and explain the meaning of words in context.
  • Re-reading books to build up their fluency and confidence.

 

  • Writing simple, coherent narratives.
  • Writing about real events, recording these simply and clearly.
  • Demarcating most sentences in their writing with capital letters and full stops, and use question marks correctly when required
  • Using present and past tense mostly correctly and consistently
  • Using co-ordination (e.g. or / and / but) and some subordination (e.g. when / if / that / because) to join clauses.
  • Segmenting spoken words into phonemes and represent these by graphemes, spelling many of these words correctly and making phonically-plausible attempts at others •
  • Spell many common exception words.
  • Forming capital letters and digits of the correct size, orientation and relationship to one another and to lower-case letters.
  • Using spacing between words that reflects the size of the letters.

 

They will also be:

  • Reading, writing and changing stories, poems and chronological reports.
  • Writing their own entertaining texts by adding detail to interest the reader.
  • Ensuring that there is a clear, beginning, middle and end in their writing.
  • Writing non-narrative text types for a clear purpose.
  • Writing consistently in the ‘past’ or ‘present’ tense.
  • Building writing stamina through writing longer pieces.
  • Reading with fluency, expression and confidence.
  • Discussing and clarifying the meaning of words.
  • Using adventurous vocabulary.
  • Explaining and discussing their understanding of books, poems and other material.
  • Using apostrophes.
  • Making simple additions, revisions and corrections to their own writing.
  • Proof reading to check for errors in spelling, grammar and punctuation.
  • Self and peer assessing.
  • Adding suffixes to spell longer words, including -ment, -ness, -ful, -less, -ly.
  • Understanding and using contractions: can’t, didn’t, hasn’t, couldn’t, it’s, I’ll.

 

Mathematics

The children will be working on the following key skills:

 

  • Reading scales in divisions of ones, twos, fives and tens.
  • Partitioning any two-digit number into different combinations of tens and ones, explaining their thinking verbally, in pictures or using apparatus.
  • Adding and subtracting any 2 two-digit numbers using an efficient strategy, explaining methods verbally, in pictures or using apparatus (e.g. 48 + 35; 72 – 17).
  • Recalling multiplication and division facts for 2, 5 and 10 and use them to solve simple problems, demonstrating an understanding of commutativity as necessary.
  • Identifying 1/4, 1/3, 1/2, 2/4, 3/4, of a number or shape and know that all parts must be equal parts of the whole.
  • Using different coins to make the same amount.
  • Reading the time on a clock to the nearest 15 minutes.
  • Naming and describing properties of 2-D and 3-D shapes, including number of sides, vertices, edges, faces and lines of symmetry.

 

They will also be:

  • Identifying, representing and estimating numbers using different representations, including the empty number line.
  • Using place value and number facts to solve problems.
  • Applying knowledge of mental and written methods through addition and subtraction problems involving numbers, quantities and measures by using objects and pictures. 
  • Recognising the inverse relationship between addition and subtraction and using this to check calculations and solve missing number problems.
  • Counting on/back in a variety of jumps.
  • Ordering, estimating and rounding to the nearest ten and hundred.
  • Addition, subtraction, multiplication and division involving money and measurement.
  • Choosing and using appropriate standard units to estimate and measure length/height in any direction (m/cm); mass (kg/ g).
  • Recognising 2d and 3d shapes and being able to discuss their properties including right angles and lines of symmetry.
  • Telling and writing the time to five minutes, including quarter past/to the hour and drawing the hands on the clock to show these times.
  • Recognising, finding, naming and writing fractions 1/3, 1/4, 2/4 and 3/4 of a length, shape, set of objects or quantity.
  • Recognising the equivalence of 2/4 and 1/2.

 

 

Science

The children will be working on:

 

Animals, including humans

 

  • Exploring and comparing the differences between things that are living, dead and things that have never been alive.
  • Finding out about and describing the basic needs of animals, including humans, for survival.
  • Using ‘Mrs Nerg’ – to help to recognise similarities and differences between animals and plants, and group them according to their characteristics. 
  • Knowing that animals including humans have offspring that grow into adults.
  • Describing the importance for humans of eating the right amounts of different types of foods.
  • Understanding the importance of a healthy and balanced diet and lifestyle.
  • Discussing the importance for humans to exercise, understanding about eating the right amounts of different food types and hygiene.

 

Plants

 

  • Growing investigations.
  • Observing and describing how seeds and bulbs grow into mature plants.
  • Finding out and describing how plants need water, light and a suitable temperature to grow and stay healthy.
  • Recording and measuring the growth of a sunflower.

 

Computing

The children will be working on:

 

We are detectives

 

  • Understanding that email can be used to communicate.
  • Reading and replying to email.
  • Working with email and attachments.
  • Composing emails.
  • Understanding how to open and listen to audio files on a computer.
  • Organising information.
  • Increasing awareness of safety issues when using email.

 

We are game testers

 

  • Discussing computer games, programmers and algorithms.
  • Having a clear understanding about algorithms and a sequence of instructions.
  • Discussing the elements used in games.
  • Using logical reasoning and predicting what a simple programme will do and test possible algorithms.
  • Discussing improvements.

 

 

 

History

We will learn about where the people and the events studied fit within a chronological framework and use words in relation to the passing of time. They will understand some of the ways in which we find out about the past. The children will learn why we remember Florence Nightingale and Mary Seacole and will compare and contrast different ways of life.

 

Geography: ‘Global Eye.’ 

We will be continuing to develop our atlas work and consider the difficult journeys made by Florence Nightingale and Mary Seacole. We will also research Jamaica and Grays. The children will be taught to use and understand basic geographical vocabulary relating to human and physical geography to compare different locations, including a contrasting non-European country.

 

Art: Mother Nature

Children will explore shape and patterns in nature. This will include looking within our local environment and exploring different textures and colours. The children will have the opportunity to use a range of tools for shaping and mark making. The children will be encouraged to replicate patterns and textures in 3D form by making a clay leaf. The children will review what they and others have done and say what they think and feel about it.

 

Design and Technology

During the first part of the term whilst we are looking at health and growth in science we will design and make a healthy wrap and fruit salad. The children will generate ideas by drawing on their own and other people’s experiences. The children will select tools, materials and use the appropriate vocabulary to name and describe them. Importantly, the children will be taught to use hand tools safely and appropriately. The children will also evaluate against their design criteria.

 

PE

In PE our topics are:

 

Gymnastics - The children will:

 

  • Develop balance, agility and coordination.
  • Turn on the floor and apparatus. 
  • Twist on the floor and apparatus. 
  • Understand how different movements can be linked together smoothly.
  • Create, repeat and perform a short sequence.
  • Vary their sequences using floor space and apparatus.
  • Review one or more aspects of their performance to improve and explain how.

 

Athletics – The children will:

 

  • Show a good awareness of others in running, catching and avoiding games.
  • Copy actions and ideas to improve their own performance.
  • Be a team player.
  • Push, throw and sprint.
  • Develop sprinting skills.
  • Throw from a distance.
  • Jump with an even pace.
  • Sports day skills.
  • Master basic movements including running, jumping, throwing and catching.

 

In Music our topics are exploring instruments, symbols and genres of music

The children will:

 

  • Explore a variety of sounds and identify instruments.
  • Identify a graduation in dynamics and tempo whilst listening to music.
  • Respond to sounds and create improvisations.
  • Play tuned and un-tuned instruments musically.
  • Perform simple repeated patterns.
  • Order sounds to create a beginning, middle and end.
  • Use symbols to represent their work.

 

PSHE

The following Attitudes and Dispositions will be addressed via PSHE and through a cross curricular approach:

 

  • Showing honesty
  • Acting as a team player
  • Being proud of what they can do
  • Having a go and embraces new ideas
  • Showing determination, resilience and perseverance
  • Being ‘fit & healthy’
  • Becoming independent
  • Being polite and well mannered
  • Being caring and thoughtful of others and to showing empathy

 

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