Curriculum Overview Year 2

English Mathematics Art and Design Computing

Science History D and T Geography

ReligiousKnowledge

Music PE Trips and Events

Everyday Materials

Plants

Animals including humans

Living things and their habitats

Seasonal Changes linked to Geography

Computer Science Programming Computer Science Computational thinking Information technology CreativityDigital Literacy Computer networks E SafetyDigital Literacy Communication and CollaborationInformation Technology Productivity

Significant events beyond living memory

Lives of significant people

Changes within living memory – Significant people in own locality

Geography skills and Fieldwork

Comparing local area with contrasting locality

Locational Knowledge

Contrasting Non European Country

Weather

Technical Knowledge Exploring techniques

Design and making for purpose

Cooking and Nutrition

Drawing

Painting

Sculpture

Games

Gymnastic

Dance

Role models

Festivals and Celebrations

Religious Stores

Religious symbols

Religious stories

Arts Week

Ufton Court

Reading museum

Millars Ark Farm

Number and Place Value

Addition and Subtraction

Multiplication and Division

Geometry

Fractions

Measurement

Jolly Music Scheme

Spoken Language

Reading

Writing

Phonics and Spelling

Geoffrey Field Infant School

Whole School Curriculum Map 2014/15

Year: TwoAutumn 1st Autumn 2nd Spring 1st Spring 2nd Summer 1st Summer 2nd

Science Everyday Materials Animals including humans Plants Living things and their habitats

Seasonal Changes linked to Geography

Computing 2.1Computer scienceProgramming

Programing on the screen

2.2Computer ScienceComputational thinkingExploring how computer

games work

2.3 Information TechnologyCreativity

Taking, selecting and editing digital images

2.4 Digital LiteracyComputer networksResearching a topic

e Safety

2.5 Digital LiteracyCommunication and

CollaborationCommunicating clues

2.6 Information technologyProductivity

Recording bug hunt data

History Significant events beyond living memoryGreat Fire of London / Coronation / Moon landing

Lives of significant peopleEg Florence Nightingale, Edith Cavell, Explorers

Changes within Living MemorySignificant people in own locality

Geoffrey Field

Geog. Place Knowledge/Geography skills and FieldworkPlace knowledge comparing local area with contrasting place

Locational Knowledge 7 countries/ 5 continents UK Contrasting Non - European CountryMexico

Weather patterns trends seasonal variations and extreme weather

D&T. Technical KnowledgeMaking a house or rocket

Design and making for purposeToy Vehicles

Cooking and NutritionFruit Kebabs/Fruit salad

Art Drawing Painting Portraits of famous peopleAndy Warhol, Rembrandt, Picasso, Van Gogh

SculptureAndy Goldsworthy

PE. GamesGymnastic

Dance Gymnastics

GamesDance

GymnasticsGames

DanceGymnastics

GamesDance

Music Jolly Music Scheme lessons 1-10 Jolly Music Scheme lessons 11-20 Jolly Music Scheme lessons 21-30

RE Role models Festivals and Celebrations Religious Stories Religious Symbols Role models Religious stories

Trips/Events: Arts Week Ufton Court Millars Ark Farm Reading Museum School Room

Geoffrey Field Infant SchoolNew Curriculum Mapping: Art and Design

Year Two

Autumn Spring Summer

Explore a variety of different media for drawing (pencils, chalks, charcoal, crayons, pens, paper, sugar paper, sand paper, wallpaperUse these different techniques to create a treasure map (encourage children to combine different media/collage)To become proficient in drawingto use drawing to develop and share ideas, experiences and imaginationto develop a wide range of art and design techniques in using line and shapeto learn about the work of a range of artiststo describe similarities and differences between artists, making links to their own work

Create portraits of famous people or someone significantExplore different artists and techniques Pre-planning: once the techniques have been explored and experimented children to decide upon a technique/style and a person to create their own portraitArtists: Andy Warhol, Picasso, Rembrandt, Van Gogh, To become proficient in paintingto use painting to develop and share ideas, experiences and imaginationto develop a wide range of art and design techniques in using colour and patternto learn about the work of a range of artiststo describe similarities and differences between artists, making links to their own work

Sculpture-using materials around the school/collected to create own sculptures (natural resources/recycling/school equipmentArtists: Andy Goldsworthy, To become proficient in sculptureto use sculpture to develop and share ideas, experiences and imaginationto develop a wide range of art and design techniques in using texture and formto learn about the work of a range of artists, craft makers and designersto describe similarities and differences between artists, making links to their own workto use a range of materials creatively to design and make products

Geoffrey Field Infant SchoolNew Curriculum Mapping: Computing

Year Two

Autumn Spring Summer

Computer Science Outcomes (Knowledge, Skills and Understanding)Pupils should: create and debug simple programs (creating a simple program and spotting the mistakes).use logical reasoning to predict the behaviour of simple programs (given a list of instructions, can pupils work out what they make the computer do?)understand that programs execute by following precise and unambiguous instructions use logical reasoning to predict the behaviour of simple programs

Digital LiteracyOutcomes (Knowledge, Skills and Understanding)Pupils should: use technology safely and respectfullykeep personal information private (and other people’s information)identify where to go for help and support when they have concerns about content or contact on the internet or other online technologies (E-safety)

Information TechnologyOutcomes (Knowledge, Skills and Understanding)Pupils should: use technology purposefully to create, organise, manipulate and store digital contentunderstand that a web browser is a program used to use view pagesUnderstand that each browser has a unique namebe able to enter a website address to view a specific website and navigate between pages and sites using the hyperlinks.

Geoffrey Field Infant SchoolNew Curriculum Mapping: Design and Technology

Year TwoAutumn Spring Summer

Making a structure – fire of London/rocket (linked to history)Technical knowledge To know about the simple working characteristics of materials and componentsTo know how freestanding structures can be made stronger, stiffer and more stableTo know the correct technical vocabulary for the projects they are undertakingEvaluatingTalk about their design ideas and what they are makingMake simple judgments about their products and ideas against design criteriaSuggest how their products could be improvedWhat products areWho/what products are used forHow/where products might be usedWhat materials products are made fromWhat they like and dislike about productsAuthenticityPupils should design and make products that are believable, real and meaningful to themselves and others.

Designing and Making – toy vehiclesExplore a range of existing products, identifying different types of vehiclesDecide what type of vehicle to create, who they will be for, what purpose they will perform, and what materials and components to use (type of wheel, axles, axle holdersDesigningWork confidently within a range of contextsState what products they are designing and making Say whether the products are for themselves or other usersDescribe what their products are forSay how their products will workSay how they will make their products suitable for their intended usersUse simple designs to help develop their ideasMakingPlan by suggesting what to do nextSelect from a range of tools and equipment, explaining their choicesSelect from a range of materials and components according to their characteristicsDesign decisions Pupils need opportunities to make their own design decisions. (allowing creative, technical and practical expertise, and drawing on learning from other subjects)EVALUATING

Cooking and Nutrition – making fruit kebabs/fruit salad (fruits from certain countries)Use the basic principles of a varied diet to prepare dishesUnderstand where food comes fromUser Discuss food they enjoy and realise that people have different preferences for different types of products and ingredientsTaste a range of products (products with fresh fruits) saying which they like/dislike and describing their sensory characteristicsPupils should have a clear idea of who they are designing and making products for. (users could be themselves or others, an imaginary or story-based character, a client, a consumer or specific target group)Carry out a simple survey of favourite fruit in order to decide which combination to include in their dishesEVALUATING

Interwoven into each term should be the evaluative aspect of Design and Technology

Evaluating

•Talk about their design ideas and what they are making•Make simple judgments about their products and ideas against design criteria•Suggest how their products could be improved•What products are•Who/what products are used for•How/where products might be used•What materials products are made from•What they like and dislike about products

Geoffrey Field Infant SchoolNew Curriculum Mapping: History

Year Two

Autumn Spring SummerEvents beyond living memory that are significant nationally or globally – e.g. The Great Fire of London, The Gunpowder PlotOutcomes (Knowledge, Skills and Understanding)Pupils should:develop an awareness of the past, using common words and phrases relating to the passing of time (for example, before, after, a long time ago, past, present)know where the people and events they study fit within a chronological framework and identify similarities and differences between ways of life in different periodsunderstand some of the ways in which we find out about the past and identify different ways in which it is representedask and answer questions, choosing and using parts of stories and other sources to show that they know and understand key features of events

The lives of significant individuals in the past who have contributed to national and international achievements – e.g. Rosa Parks and Emily Davison, Christopher Columbus and Neil Armstrong(Some should be used to compare aspects of life in different periods)Outcomes (Knowledge, Skills and Understanding)Pupils should:know where the people and events they study fit within a chronological framework and identify similarities and differences between ways of life in different periodsunderstand some of the ways in which we find out about the past and identify different ways in which it is represented.ask and answer questions, choosing and using parts of stories and other sources to show that they know and understand key features of events

Changes within living memory – SchoolsSignificant historical events, people and places in the local area – e.g. Alderman Geoffrey FieldOutcomes (Knowledge, Skills and Understanding)Pupils should:develop an awareness of the past, using common words and phrases relating to the passing of time (for example, before, after, a long time ago, past, present)know where the people and events they study fit within a chronological framework and identify similarities and differences between ways of life in different periodsuse a wide vocabulary of everyday historical terms (for example, old, modern etc)understand some of the ways in which we find out about the past and identify different ways in which it is representedask and answer questions, choosing and using parts of stories and other sources to show that they know and understand key features of events

Geoffrey Field Infant SchoolNew Curriculum Mapping: Literacy (Reading)

Year TwoAutumn Spring Summer

Word readingcontinue to apply phonic knowledge and skills as the route to decode words until automatic decoding has become embedded and reading is fluentread accurately by blending the sounds in words that contain the graphemes taught so far, especially recognising alternative sounds for graphemesread accurately words of two or more syllables that contain the same graphemes as aboveread words containing common suffixesread further common exception words, noting unusual correspondences between spelling and sound and where these occur in the wordread most words quickly and accurately, without overt sounding and blending, when they have been frequently encounteredread aloud books closely matched to their improving phonic knowledge, sounding out unfamiliar words accurately, automatically and without undue hesitationreread these books to build up their fluency and confidence in word readingComprehensiondevelop pleasure in reading, motivation to read, vocabulary and understanding by:

o listening to, discussing and expressing views about a wide range of contemporary and classic poetry, stories and non-fiction at a level beyond that at which they can read independently o discussing the sequence of events in books and how items of information are relatedo becoming increasingly familiar with and retelling a wider range of stories, fairy stories and traditional taleso being introduced to non-fiction books that are structured in different wayso recognising simple recurring literary language in stories and poetryo discussing and clarifying the meanings of words, linking new meanings to known vocabularyo discussing their favourite words and phraseso continuing to build up a repertoire of poems learnt by heart, appreciating these and reciting some, with appropriate intonation to make the meaning clear

understand both the books that they can already read accurately and fluently and those that they listen to by: o drawing on what they already know or on background information and vocabulary provided by the teachero checking that the text makes sense to them as they read, and correcting inaccurate readingo making inferences on the basis of what is being said and done o answering and asking questions o predicting what might happen on the basis of what has been read so far

participate 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 what others sayexplain and discuss their understanding of books, poems and other material, both those that they listen to and those that they read for themselves

Geoffrey Field Infant SchoolNew Curriculum Mapping: Literacy (Speaking and Listening)

Year TwoAutumn Spring Summer

(Ongoing throughout the year)Pupils should be taught to: listen and respond appropriately to adults and their peers ask relevant questions to extend their understanding and knowledge use relevant strategies to build their vocabulary articulate and justify answers, arguments and opinions give well-structured descriptions, explanations and narratives for different purposes, including for expressing feelings maintain attention and participate actively in collaborative conversations, staying on topic and initiating and responding to comments use spoken language to develop understanding through speculating, hypothesising, imagining and exploring ideas speak audibly and fluently with an increasing command of Standard English participate in discussions, presentations, performances, role play, improvisations and debates gain, maintain and monitor the interest of the listener(s) consider and evaluate different viewpoints, attending to and building on the contributions of others select and use appropriate registers for effective communication.

Geoffrey Field Infant SchoolNew Curriculum Mapping: (Literacy) Writing

Year Two

Autumn Spring SummerWriting – transcription (Spelling)spell by: segmenting spoken words into phonemes and representing these by graphemes, spelling many correctly learning new ways of spelling phonemes for which 1 or more spellings are already known, and learn some words with each spelling, including a few common homophones learning to spell common exception wordslearning to spell more words with contracted formslearning the possessive apostrophe (singular) [for example, the girl’s book]distinguishing between homophones and near-homophonesadd suffixes to spell longer words including –ment, –ness, –ful, –less, –ly apply spelling rules and guidance, as listed in English appendix 1 write from memory simple sentences dictated by the teacher that include words using the GPCs, common exception words and punctuation taught so farHandwritingform lower-case letters of the correct size relative to one anotherstart using some of the diagonal and horizontal strokes needed to join letters and understand which letters, when adjacent to one another, are best left unjoinedwrite capital letters and digits of the correct size, orientation and relationship to one another and to lower-case lettersuse spacing between words that reflects the size of the lettersWriting – compositionwrite sentences by: develop positive attitudes towards and stamina for writing by: writing narratives about personal experiences and those of others (real and fictional)writing about real eventswriting poetry writing for different purposesconsider what they are going to write before beginning by: planning or saying out loud what they are going to write about writing down ideas and/or key words, including new vocabulary encapsulating what they want to say, sentence by sentencemake simple additions, revisions and corrections to their own writing by: evaluating their writing with the teacher and other pupilsrereading to check that their writing makes sense and that verbs to indicate time are used correctly and consistently, including verbs in the continuous formproofreading to check for errors in spelling, grammar and punctuation (for example, ends of sentences punctuated correctly) read aloud what they have written with appropriate intonation to make the meaning clear.Writing - vocabulary, grammar and punctuationdevelop their understanding of the concepts set out in English appendix 2 by: learning how to use both familiar and new punctuation correctly - see English appendix 2, including full stops, capital letters, exclamation marks, question marks, commas for lists and apostrophes for contracted forms and the possessive (singular)learn how to use: sentences with different forms: statement, question, exclamation, commandexpanded noun phrases to describe and specify [for example, the blue butterfly] the present and past tenses correctly and consistently, including the progressive formsubordination (using when, if, that, or because) and co-ordination (using or, and, or but) the grammar for year 2 in English appendix 2 some features of written standard Englishuse and understand the grammatical terminology in English appendix 2 in discussing their writing (noun, noun phrase, statement, question, exclamation, command, compound, suffix, adjective, adverb, verb, tense (past, present), apostrophe, comma)

Geoffrey Field Infant School

New Curriculum Mapping: Maths

Year 2

On goingRead and write numbers up to 100

Addition and subtraction facts for all numbers up to at least 10, e.g. 3 + 4, 8 – 5Number pairs with totals to 20

All pairs of multiples of 10 with totals up to 100, e.g. 30 + 70, or 60 + = 100What must be added to any two-digit number to make the next multiple of 10, e.g. 52 + = 60

Addition doubles for all numbers to 20, e.g. 17 + 17 and multiples of 10 to 50, e.g. 40 + 40Doubles of all numbers to 20, e.g. double 13, and corresponding halves

Doubles of multiples of 10 to 50, e.g. double 40, and corresponding halvesMultiplication facts for the 2, 5 and 10 times-tables, and corresponding division facts

Odd and even numbers to 100

Number : Number and Place Value Count in steps of 2 from 0, and in tens from any number, forward and

backward 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. Read and write numbers to at least 100 in numerals and in words 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, forward and backward

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 Read and write numbers to at least 100 in numerals and in words 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, forward and backward

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 Read and write numbers to at least 100 in numerals and in words Use place value and number facts to solve problems.

Number : Addition and Subtraction

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 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 Show that addition of two numbers can be done in any order

(commutative) and subtraction of one number from another cannot Recognise and use the inverse relationship between addition and

subtraction and use this to check calculations and solve missing number problems.

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 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 Show that addition of two numbers can be done in any order

(commutative) and subtraction of one number from another cannot Recognise and use the inverse relationship between addition and

subtraction and use this to check calculations and solve missing number problems.

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 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 Show that addition of two numbers can be done in any order

(commutative) and subtraction of one number from another cannot Recognise and use the inverse relationship between addition and

subtraction and use this to check calculations and solve missing number problems.

(Non stat: Recording addition and subtraction in columns supports place value and prepares for formal written methods with larger numbers.)

Number : Multiplication and Division Recall and use multiplication and division facts for the 2, 5

and 10 multiplication tables, including recognising odd and even numbers

Calculate mathematical statements for multiplication and division within the multiplication tables and write them using the multiplication (×), division (÷) and equals (=) signs

Show that multiplication of two numbers can be done in any order (commutative) and division of one number by another cannot

Solve problems involving multiplication and division, using materials, arrays, repeated addition, mental methods, and multiplication and division facts, including problems in contexts.

Recall and use multiplication and division facts for the 2, 5 and 10 multiplication tables, including recognising odd and even numbers

Calculate mathematical statements for multiplication and division within the multiplication tables and write them using the multiplication (×), division (÷) and equals (=) signs

Show that multiplication of two numbers can be done in any order (commutative) and division of one number by another cannot

Solve problems involving multiplication and division, using materials, arrays, repeated addition, mental methods, and multiplication and division facts, including problems in contexts.

Recall and use multiplication and division facts for the 2, 5 and 10 multiplication tables, including recognising odd and even numbers

Calculate mathematical statements for multiplication and division within the multiplication tables and write them using the multiplication (×), division (÷) and equals (=) signs

Show that multiplication of two numbers can be done in any order (commutative) and division of one number by another cannot

Solve problems involving multiplication and division, using materials, arrays, repeated addition, mental methods, and multiplication and division facts, including problems in contexts.

Number : Fractions Recognise, find, name and write fractions 1/3, ¼, 2/4 and

¾ of a length, shape, set of objects or quantity

Recoginise, find, name and write fractions 1/3 ¼ 2/4 and ¾ of a length, shape, set of objects or quantity

Write simple fractions for example, ½ of 6 = 3 and recognise the equivalence of 2/4 and ½.

Recognise, find, name and write fractions 1/3, 1/, 2/4 and ¾ of a length, shape, set of objects or quantity

Write simple fractions for example ½ of 5 = 3 and recognise the equivalence of 2/4 and ½.

(Non Stat: Pupils use fractions as ‘fractions of’ discrete and continuous quantities by solving problems using shapes, objects and quantities. They connect unit fractions to equal sharing and grouping, to numbers when they can be calculated, and to measures, finding fractions of lengths, quantities, sets of objects or shapes. They meet as the first example of a non-unit fraction

Measurement: Money Recognise and use symbols for pounds (£) and

pence (p); combine amounts to make a particular value

Find different combinations of coins that equal the same amounts of money

Solve simple problems in a practical context involving addition and subtraction of money of the same unit, including giving change.

Recognise and use symbols for pounds (£) and pence (p); combine amounts to make a particular value

Find different combinations of coins that equal the same amounts of money

Solve simple problems in a practical context involving addition and subtraction of money of the same unit, including giving change.

Recognise and use symbols for pounds (£) and pence (p); combine amounts to make a particular value

Find different combinations of coins that equal the same amounts of money

Solve simple problems in a practical context involving addition and subtraction of money of the same unit, including giving change.

Measurement: Length

Choose and use appropriate standard units to estimate and measure length/height in any direction (m/cm)to the nearest appropriate unit, using rulers.

Compare and order lengths and record the results using >, < and = Interpret and construct simple pictograms, tally charts, block diagrams

and simple tables Ask and answer simple questions by counting the number of objects in

each category and sorting the categories by quantity

Choose and use appropriate standard units to estimate and measure length/height in any direction (m/cm); mass (kg/g); temperature (°C); capacity (litres/ml) to the nearest appropriate unit, using rulers, scales, thermometers and measuring vessels

Compare and order lengths, mass, volume/capacity and record the results using >, < and =

Measurement: Mass Choose and use appropriate standard units to estimate and measure

mass (kg/g); to the nearest appropriate unit, using scales. Compare and order lengths, mass, volume/capacity and record the

results using >, < and =

Choose and use appropriate standard units to estimate and measure length/height in any direction (m/cm); mass (kg/g); temperature (°C); capacity (litres/ml) to the nearest appropriate unit, using rulers, scales, thermometers and measuring vessels

Compare and order lengths, mass, volume/capacity and record the results using >, < and =

Measurement :Volume Choose and use appropriate standard units to estimate and measure

capacity (litres/ml) to the nearest appropriate unit, using measuring vessels

Compare and order volume/capacity and record the results using >, < and =

Choose and use appropriate standard units to estimate and measure length/height in any direction (m/cm); mass (kg/g); temperature (°C); capacity (litres/ml) to the nearest appropriate unit, using rulers, scales, thermometers and measuring vessels

Compare and order lengths, mass, volume/capacity and record the results using >, < and =

Measurement: Temperature Choose and use appropriate standard units to estimate and measure

temperature (°C) to the nearest appropriate unit, using thermometers. Compare and order temperature and record the results using >, < and

=

Choose and use appropriate standard units to estimate and measure length/height in any direction (m/cm); mass (kg/g); temperature (°C); capacity (litres/ml) to the nearest appropriate unit, using rulers, scales, thermometers and measuring vessels

Compare and order lengths, mass, volume/capacity and record the results using >, < and =

Measurement: Time

Choose and use appropriate standard units to estimate and measure time.

Compare and sequence intervals of time. Tell and write the time to five minutes, including quarter past/to the

hour and draw the hands on a clock face to show these times. Know the number of minutes in an hour and the number of hours in

a day.

Choose and use appropriate standard units to estimate and measure time.

Compare and sequence intervals of time. Tell and write the time to five minutes, including quarter past/to the

hour and draw the hands on a clock face to show these times. Know the number of minutes in an hour and the number of hours in

a day.

Choose and use appropriate standard units to estimate and measure time.

Compare and sequence intervals of time. Tell and write the time to five minutes, including quarter past/to the

hour and draw the hands on a clock face to show these times. Know the number of minutes in an hour and the number of hours in

a day.

Geometry: Properties of Shape

Identify and describe the properties of 3-D shapes including the number of edges, vertices and faces

Identify 2-D shapes on the surface of 3-D shapes [for example, a circle on a cylinder and a triangle on a pyramid]

Compare and sort common 3-D shapes and everyday objects.

Identify and describe the properties of 3-D shapes including the number of edges, vertices and faces

Identify 2-D shapes on the surface of 3-D shapes [for example, a circle on a cylinder and a triangle on a pyramid]

Compare and sort common 3-D shapes and everyday objects (Non Stat: Pupils handle and name a wide variety of common 2-D and 3-

D shapes including: quadrilaterals and polygons, and cuboids, prisms and cones, and identify the properties of each shape (for example, number of sides, number of faces). Pupils identify, compare and sort shapes on the basis of their properties and use vocabulary precisely, such as sides, edges, vertices and faces.)

Geometry: Position and direction Order and arrange combinations of mathematical objects in patterns and

sequences Use mathematical vocabulary to describe position, direction and

movement, including movement in a straight line and distinguishing between rotation as a turn and in terms of right angles for quarter, half and three-quarter turns (clockwise and anti-clockwise).

Order and arrange combinations of mathematical objects in patterns and sequences

Use mathematical vocabulary to describe position, direction and movement, including movement in a straight line and distinguishing between rotation as a turn and in terms of right angles for quarter, half and three-quarter turns (clockwise and anti-clockwise).

Statistics Interpret and construct tally charts, block diagrams and simple tables Ask and answer simple questions by counting the number of objects in

each category and sorting the categories by quantity Ask and answer questions about totalling and comparing categorical

data.

Interpret and construct tally charts, block diagrams and simple tables Ask and answer simple questions by counting the number of objects in

each category and sorting the categories by quantity Ask and answer questions about totalling and comparing categorical

data.

Geoffrey Field Infant SchoolNew Curriculum Mapping: Music

Year Two

Autumn Spring SummerOutcomes (Knowledge, Skills and Understanding)Jolly Music – lessons 1-10Listening to different pieces of music – 1 lessonCompose a short piece of music thinking about tempo and dynamics, discuss and suggest improvements– 3 lessonsUse their voices expressively and creatively by singing songs and speaking chants and rhymesPlay tuned and unturned instruments musicallyListen with concentration and understanding to a range of high-quality live and recorded musicExperiment with, create, select and combine sounds using the inter-related dimensions of musicMake improvements to their own workCreate musical patternsChoose and organise sounds

Outcomes (Knowledge, Skills and Understanding)Jolly Music – lessons 11-202simple – 2play - Recognising and exploring pitch in different pieces of music – 2 lessonsUse their voices expressively and creatively by singing songs and speaking chants and rhymesPlay tuned and unturned instruments musicallyListen with concentration and understanding to a range of high-quality live and recorded musicExperiment with, create, select and combine sounds using the inter-related dimensions of musicBegin to understand different musical elements

Outcomes (Knowledge, Skills and Understanding)Jolly Music – lessons 21-30To compose and record their own piece of music using invented signs and symbols – 4 lessonsUse their voices expressively and creatively by singing songs and speaking chants and rhymesPlay tuned and unturned instruments musicallyListen with concentration and understanding to a range of high-quality live and recorded musicExperiment with, create, select and combine sounds using the inter-related dimensions of musicRecord a piece of music (written) using their own signs and symbols

Geoffrey Field Infant SchoolNew Curriculum Mapping: Physical Education

Year Two

Autumn Spring Summer

Dance (HT1)Val Sabin, Unit 1: Dance 26, 27 and 28.Pupils should:develop balance, agility and co-ordination individually and with others.perform dances using simple movement patterns.develop fundamental movement skills.

Dance (HT3)Val Sabin, Unit 2: Dance 29, 30 and 31.Pupils should:develop balance, agility and co-ordination individually and with others.perform dances using simple movement patterns.develop fundamental movement skills.

Dance (HT5 and 6)Val Sabin, Unit 3: Dance 32 and 33.Val Sabin, Unit 4: Dance 34, 35,36,37,38,39 and 40.Pupils should:develop balance, agility and co-ordination individually and with others.perform dances using simple movement patterns.develop fundamental movement skills.

Games (HT1)Val Sabin, Unit : Throwing and catching. Inventing games.Pupils should:master basic movements including running, jumping, throwing and catching, as well as developing balance, agility and coordination and begin to apply these in a range of activities.participate in team games, developing simple tactics for attacking and defending.develop fundamental movement skills.be able to engage in competitive (both against self and against others) and co-operative physical activities.

Games (HT3 and 4)Val Sabin, Unit 2: Making up games with a partner, aiming kicking and hitting. Val Sabin, Unit 3: Dribbling, kicking and hitting. Pupils should:master basic movements including running, jumping, throwing and catching, as well as developing balance, agility and coordination and begin to apply these in a range of activities.participate in team games, developing simple tactics for attacking and defending.develop fundamental movement skills.be able to engage in competitive (both against self and against others) and co-operative physical activities.

Games (HT6)Val Sabin, Unit 4: Group games and inventing rules. Pupils should:master basic movements including running, jumping, throwing and catching, as well as developing balance, agility and coordination and begin to apply these in a range of activities.participate in team games, developing simple tactics for attacking and defending.develop fundamental movement skills.be able to engage in competitive (both against self and against others) and co-operative physical activities.

Year Two

Autumn Spring Summer

Gymnastics (HT1 and 2)Val Sabin, Unit 1: Parts high, parts low.Val Sabin, Unit 2: Pathways: straight, zig-zag, curving.Pupils should:master basic movements as well as developing balance, agility and co-ordination and begin to apply these in a range of activities.develop fundamental movement skills, agility, balance and coordination, individually and with others.

Gymnastics (HT4)Val Sabin, Unit 3: Spinning, turning, twisting.Pupils should:master basic movements as well as developing balance, agility and co-ordination and begin to apply these in a range of activities.develop fundamental movement skills, agility, balance and coordination, individually and with others.

Gymnastics (HT5)Val Sabin, Unit 4: Linking movements together.Pupils should:master basic movements as well as developing balance, agility and co-ordination and begin to apply these in a range of activities.develop fundamental movement skills, agility, balance and coordination, individually and with others.

Geoffrey Field Infant SchoolNew Curriculum Mapping: RE

Year Two

Autumn Spring SummerOutcomes (Knowledge, Skills and Understanding)Belonging and BehavingDoes it feel special to belong?Are religious celebrations important to people?Are symbols better than words at expressing religious beliefs?Should people follow religious leaders and teachings?Should people take care of the world?Religions-Christianity-IslamPupils should identify some features of religion and suggest meanings for religious actions and symbols. They identify how religion is expressed in different ways and begin to show awareness of similarities in religionsPupils should identify the importance of religion and beliefs for some people. They begin to show awareness of similarities in religionsPupils should ask and respond sensitively to questions about their own and others’ experiences and feelingsPupils should recognise that some questions cause people to wonder and are difficult to answerPupils should recognise their own values and those of others in relation to matters of right and wrong

Outcomes (Knowledge, Skills and Understanding)Believing and BelongingWho do I believe I am?Is God important to everyone?Does the world belong to God?What can I learn from stories from religious traditions?Does it feel special to belong?Are religious celebrations important to people?Are symbols better than words at expressing religious beliefs?Religions-Christianity-IslamPupils should retell religious storiesPupils should identify some features of religion and suggest meanings for religious actions and symbols. They identify how religion is expressed in different ways and begin to show awareness of similarities in religionsPupils should ask and respond sensitively to questions about their own and others’ experiences and feelingsPupils should recognise that some questions cause people to wonder and are difficult to answerPupils should recognise their own values and those of others in relation to matters of right and wrong

Outcomes (Knowledge, Skills and Understanding)Behaving, Believing and BelongingShould people follow religious leaders and teachings?Should people take care of the world?Who do I believe I am?Is God important to everyone?Does the world belong to God?What can I learn from stories from religious traditions?Does it feel special to belong?Are religious celebrations important to people?Are symbols better than words at expressing religious beliefs?Religions-Christianity-IslamPupils should identify the importance of religion and beliefs for some people. They begin to show awareness of similarities in religionsPupils should retell religious storiesPupils should identify some features of religion and suggest meanings for religious actions and symbols. They identify how religion is expressed in different ways and begin to show awareness of similarities in religionsPupils should ask and respond sensitively to questions about their own and others’ experiences and feelingsPupils should recognise that some questions cause people to wonder and are difficult to answerPupils should recognise their own values and those of others in relation to matters of right and wrong

Geoffrey Field Infant SchoolNew Curriculum Mapping: Science

Year Two

Autumn Spring Summer

Working scientificallyOutcomes (Knowledge,Skills and UnderstandingPupils shouldask simple questions and recognise that they can be answered in different ways observe closely, using simple equipmentperform simple testsidentify and classifyuse their observations and ideas to suggest answers to questionsgather and record data to help in answering questions

Working scientificallyOutcomes (Knowledge,Skills and UnderstandingPupils shouldask simple questions and recognise that they can be answered in different ways observe closely, using simple equipmentperform simple testsidentify and classifyuse their observations and ideas to suggest answers to questionsgather and record data to help in answering questions

Working scientificallyOutcomes (Knowledge,Skills and UnderstandingPupils shouldask simple questions and recognise that they can be answered in different ways observe closely, using simple equipmentperform simple testsidentify and classifyuse their observations and ideas to suggest answers to questionsgather and record data to help in answering questions

Uses of everyday materialsOutcomes (Knowledge,Skills and UnderstandingPupils shouldidentify 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 stretchingYear 2

Animals including humansOutcomes (Knowledge,Skills and UnderstandingPupils shouldnotice that animals, including humans, have offspring which grow into adultsfind out about and describe the basic needs of animals, including animals, for survival ( water, food and air)describe the importance for humans of exercise, eating the right amounts of different types of food, and hygienePlantsOutcomes (Knowledge,Skills and UnderstandingPupils shouldobserve and describe how seeds and bulbs grow into mature plantsfind out and describe how plants need water, light and a suitable temperature to grow and stay healthy

Living things and their habitatsOutcomes (Knowledge,Skills and UnderstandingPupils shouldexplore and compare the differences between things that are living, dead, and things that have never been aliveidentify that most living things live in habitats that they are suited and describe how different habitats provide for the basic needs of different kinds of animals and plants, and how they depend on each otheridentify and name a variety of plants and animals in their habitats, including micro-habitatsdescribe how animals obtain their foodfrom plants and other animals, using the idea of a simple food chain, and identify and name different sources of food