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Long Term Planning

Key Stage 1 Year 2 2019-2020

Term Autumn Spring Summer

English

Fiction: Stories in Familiar Settings: A Lion in the Meadow by Margaret Mahy Poetry: Songs and repetitive poems from The Works Non-Fiction: Postcards & Letters: John Patrick Norman McHennessy by J.Burningham/Dear Teacher by Amy Husband

Fiction: Traditional Tales: Ant & Grasshopper/The Frog & the Scorpion Poetry: Performance Poetry/Traditional Poems from The Works Non-Fiction: Information Texts: Dogs by Emily Gravett

Fiction: Traditional Tales from a variety of Cultures: Hansel & Gretel by Anthony Browne, Baba Yaga Poetry: The Senses The Works by Paul Cookson Non-Fiction: Instructions by Neil Gaiman

Fiction: Fantasy The Dragon Machine by Helen Ward George & the Dragon by Chris Wormell Poetry: Humorous Poems Non-Fiction: Recounts: Diary of a Wombat by Jackie French

Fiction: Quest & Adventure Stories: Lost & Found and The Way Back Home by Oliver Jeffries Poetry: Favourite Poems Non-Fiction: Information Texts: Harry and the Bucketful of Dinosaurs by Ian Whybrow, or Tyrannosaurus Drip by Julia Donaldson

Fiction: Stories by the same Author (eg Willy the Wimp, Gorilla, Silly Billy by Anthony Browne) Poetry: Really Looking! Poems about birds Non-Fiction: Recounts: Maisie’s Dragon by Philippa Danvers

Fiction 1: Traditional Tales Required texts: Hamilton Traditional Tales: Ant & Grasshopper – available from Hamilton Education The Frog & the Scorpion – Hamilton oral story Description: Explore the brilliant fables: The Frog and the Scorpion and The Ant and the Grasshopper. Write a dialogue between grasshopper’s

Plan 1: Stories involving fantasy Required texts: The Dragon Machine by Helen Ward George and the Dragon by Chris Wormell The Paper Bag Princess by Robert Munsch Description: The children are introduced to The Dragon Machine by Helen Ward and other well-known dragon stories. They create a dragon and write similes to describe it. They then write dragon stories with a

Plan 1: Stories by the same author: Anthony Browne Required texts: Willy the Wimp, Gorilla, Silly Billy and The Night Shimmy All by Anthony Browne Description: Chn read and discuss some wonderful Anthony Browne books looking at the features that make them distinctive. They use skills of inference to interpret the stories and create characters for an illustrated story book of their own, based on The


indignant sister and the cruel ant! Look at compound sentences and storytelling skills. Write a fable. Grammar focus: 1. Co-ordination: use conjunctions (and, or, but) to join simple sentences. 2. Learn how to use punctuation correctly, including capital letters, full stops, question or exclamation marks. 3. Learn how to use sentences with different forms: statement, question, exclamation, command.

focus on using conjunctions to write longer sentences. Grammar focus: 1. Use adjectives to describe nouns 2. Use conjunctions ‘and’, ‘or’, ‘but’ to join sentences 3. Use conjunctions (when, if, because) to add subordinate clauses

Night Shimmy. Grammar focus: 1. Use past tense consistently 2. Use subordination and co-ordination writing sentences with two main clauses or with subordinate clauses 3. Use expanded noun phrases 4. Use familiar and new punctuation correctly

Fiction 2: Stories in familiar settings Required texts: A Lion in the Meadow by Margaret Mahy You Choose by Nick Sharratt and Pippa Goodhart The Pet that Flew – Hamilton Animated Tale and Group Readers Description: Explore familiar settings through Margaret Mahy’s story A Lion in the Meadow. Chn generate ideas and plan a story about an animal that lives in their house under the stairs. There is a focus on using simple punctuation and story problems and solutions. Grammar focus: 1. Learn how to use punctuation correctly, including capital letters, full stops, question or exclamation marks. 2. Learn how to use sentences with different forms: statement, question, exclamation, command.

Plan 2: Traditional tales from other cultures Required texts: Hansel and Gretel by Anthony Browne, Walker Hansel and Gretel Ladybird Tales, Ladybird, I Baba Yaga and the Stolen Baby, Alison Lurie Baba Yaga, Tony Bradman, Oxford Reading Tree Why not me? Hamilton Group Readers Description: Read & compare Hansel & Gretel & Baba Yaga using drama & story maps. Discuss joining sentences using or, and or but. Chn write witch stories using story pegs to plan. Introduce some ‘story language’ & encourage interesting endings. Grammar focus: 1. Use conjunctions ‘and’, ‘or’, ‘but’ to join sentences 2. Use ‘when’, ‘because’, ‘if’, ‘where’ etc.

Plan 2: Quest and adventure stories Required texts: Lost and Found AND The Way Back Home by Oliver Jeffries We’re going on a bear hunt by Michael Rosen The Quest Hamilton Group Readers Description: Chn read a range of quest stories, exploring structure and language choice. They explore 4 types of sentence and experiment with tense. Chn write their own extended stories, concluding by performing their writing to a younger child. Grammar focus: 1. Identify and use sentences with different forms 2. Use and distinguish past and present tense 3. Learn how to use familiar and new punctuation


to create subordinate clauses. 3. Demarcate sentences using capital letters, full stops, question or exclamation marks

Fiction 3: Imaginary texts Required texts: The Red Gold Dragon Hamilton Trust Oral story The Little Story Who Didn’t Want to be Told Hamilton Group Reader The Bear and the Piano by David Litchfield Flat Rabbit by Bardur Oskarsson Description: This plan is all about the imagination and encouraging children to think outside the box! Using the stories of The Bear and the Piano and Flat Rabbit as well as the oral re-telling of the Red Gold Dragon, children will enjoy listening to, creating their own stories and performing them to an audience. Grammar focus: 1. Learn how to use familiar/unfamiliar punctuation. 2. Learn how to use sentences with different forms- statement, question and exclamation. 3. Learn how to use subordination and co-ordination.

Plan 3: Stories about the wild Required texts: Fox by M Wild and R Brooks The Tin Forest by H Ward and W Anderson The Whales’ Song by D Sheldon and G Blythe Wild Pets Hamilton Group Reader Description: Using Fox by Margaret Wild and Ron Brooks, The Tin Forest by Helen Ward and Wayne Anderson and The Whales’ Song by Dyan Sheldon and Gary Blythe, children will explore stories set in wild places. Through role-play and group discussion they will think carefully about characterisation and closely investigate how characters’ feelings influence their behaviour. They will compare and contrast stories and work collaboratively to share and justify their opinions and ideas. They will explore how authors use description to enhance the information they present to readers and will include descriptive vocabulary in their own writing. Children discover how conjunctions add additional clauses to a sentence and how varying the sentences they write makes their writing interesting to read. Children learn to sequence familiar stories and to adapt the plot of well-known stories to plan and write their

Plan 1: Information texts Required texts: Harry and The Bucketful of Dinosaurs by Ian Whybrow Nana, what is an information text? By Ruth Merttens. Hamilton Group Reader Tyrannosaurus Drip by Julia Donaldson Description: Chn learn about the different dinosaurs in Harry and the Bucketful of Dinosaurs. They explore the features of information texts and write a fact file about a dinosaur. They write questions, design a quiz and use past and present verb tenses. Grammar focus: 1. Learn how to use past and present tense correctly including the progressive form 2. Learn how to use familiar and new punctuation


own. Grammar focus: 1. Use expanded noun phrases to describe and specify. 2. Learn how to use co-ordination. 3. Learn how to use subordination.

Non-fiction 1: Postcards & Letters Required texts: John Patrick Norman McHennessy by John Burningham Dear Teacher by Amy Husband The Three Guinea Fowl – Hamilton Group Readers Description: Be inspired to write letters with fantastic excuses by reading John Patrick Norman McHennessy by John Burningham. Create an illustrated letter describing an amazing adventure based Dear Teacher by Amy Husband. Find out about telegrams & emails. Grammar focus: 1. Learn how to use punctuation correctly, including capital letters, full stops, question or exclamation marks. 2. Learn how to use sentences with different forms: statement, question, exclamation, command.

Plan 1: Instructions Required texts: Instructions by Neil Gaiman, Bloomsbury Description: Use Instructions by Neil Gaiman to introduce chn to writing instructions. Explore features of instructions including bossy verbs. Identify exciting tricky words & discuss how to decode them. Chn write instructions using stimulus of map of Fairy-tale Land. Grammar focus: 1. Demarcate sentences using capital letters, full stops, question or exclamation marks.

Plan 2: Recounts Required texts: Maisie’s Dragon by Philippa Danvers on https://player.hamilton-trust.org.uk/animated_tales_display.php?cid=149 Description: Chn learn about the structure and vocabulary of recounts first by listening to, reading and writing fictional recounts. Then they plan and write a recount from their own experience using conjunctions to write longer sentences. Grammar focus: 1. Use subordination and co-ordination writing sentences with two main clauses or with subordinate clauses 2. Punctuate questions with question marks and sentences with full stops and exclamation marks. 3. Use grammatical terminology

Non-fiction 2: Information texts Required texts: Dogs by Emily Gravett Matilda’s Cat by Emily Gravett Boris and Sid find a tiger – Hamilton Group Readers Chicken and Shark – Hamilton Group

Plan 2: Recounts Required texts: Diary of a Wombat. Jackie French. Harper Collins Diary of a Baby Wombat. Jackie French. Harper Collins Chicken’s Bad Dream – Hamilton Group

Plan 1: Favourite poems Required texts: A selection of classic poems is provided in resources Description: Chn listen to and read a range of poems of different types. They choose their favourite of


Readers Description: Kick starting this unit about pets, chn will read the lovely books, Dogs and Matilda’s Cat. They will compare these books to information texts before researching and creating their own information pages on an unusual pet! Grammar focus: 1. Use expanded noun phrases to describe and specify, e.g. adjectives to describe nouns. 2. Learn how to use punctuation correctly, incl. capital letters, full stops, question or exclamation marks. 3. Learn how to use sentences with different forms: statement, question, exclamation, command.

Readers The dog who wouldn’t stop barking – Hamilton Group Readers The Owl and the Moon – Hamilton Group Readers Description: This plan is a unique twist of a recount plan. Based on the lovely story Diary of a Wombat, chn use conjunctions to expand sentences before writing their own recounts in a diary form about an English animal. Grammar focus: 1. Learn how to use punctuation correctly, including capital letters, full stops, question or exclamation marks. 2. Use conjunctions ‘and’, ‘or’, ‘but’ to join sentences 3. Use ‘when’, ‘because’, ‘if’, ‘where’ etc. to create subordinate clauses.

each type and write it out in their best handwriting. Discuss punctuation used in poetry and the features of good handwriting. Chn recite their favourite poem from home. Grammar focus: 1. Use a variety of end of sentence punctuation. 2. Use capital letters for the start of lines in poems. 3. Begin to use commas correctly.

Non-fiction 3: Instructions Required texts: My First Baking Book Cico Kids Animal recipes Hamilton Group Reader Description: Be prepared to do some cooking in this unit as children are introduced to instructional writing using My First Book of Baking book. They will explore different recipes by reading and trying some out before using inventing their own, using commas to list ingredients and apostrophes to name their masterpieces. Grammar focus: 1. Understand how to use familiar and new punctuation – commas, apostrophes.

Plan 1: The Senses Required texts: The Works chosen by Paul Cookson Description: Explore the senses through poetry. Read a range of different poems and learn some by heart. Go on a poetry walk to the playground or nature area to collect some wonderful describing words. Write simple poems using adjectives and adjectival phrases. Grammar focus: 1. Use expanded noun phrases to describe and specify, e.g. adjectives to describe nouns 2. Use and understand grammar

Plan 2: Really looking! Poems about birds Required texts: None: selected websites and poems in resources. Description: Children use their imagination to write a class poem about where they would go if they could fly like a bird. They look at eagles and swans and find exciting vocabulary. Then they write short poems based on haiku about birds that interest them. Grammar focus: 1. Use expanded noun phrases in writing descriptions 2. Use familiar and new punctuation correctly


2. Learn how to use sentences with different forms: statement, question, command.

terminology 3. Use ‘when’, ‘if’, ‘that’, ‘because’ to create subordinate clauses.

Poetry 1: Songs and repetitive poems Required texts: The Works chosen by Paul Cookson Description: Read and enjoy poems with repeating patterns. Then write some of your own about what you see when walking to school, focussing on using fantastic adjectives. Look at patterns in songs by learning, singing, writing and performing rounds. Grammar focus: 1. Use expanded noun phrases to describe and specify, e.g. adjectives to describe nouns. 2. Use and understand grammar terminology.

Plan 2: Humorous poems Required texts: The Works chosen by Paul Cookson Description: This unit is based around the wonderful poem, Aliens Stole My Underpants. Chn will memorise and perform this poem, describe objects to aliens using adjectives before finally writing their own alien poems. Grammar focus: 1. Use expanded noun phrases to describe and specify, e.g. adjectives to describe nouns 2. Use and understand grammar terminology

Poetry 2: Traditional poems for young children Required texts: The Works chosen by Paul Cookson Description: Read, enjoy and learn by heart, Edward Lear’s wonderful nonsense poem The Owl and the Pussycat. Find out about Edward Lear and explore some of his limericks. Read limericks written by other people. Have fun writing a limerick with support. Grammar focus: 1. Use expanded noun phrases to describe and specify, e.g. adjectives to describe nouns. 2. Use and understand grammar

Plan 3: Monsters and dinosaur poems Required texts: In every corner Hamilton Group Reader Monster Poems by Korky Paul and John Foster Description: Using Monster Poems and Dinosaur Poems by Korky Paul and John Foster children will enjoy identifying, reading and writing questions, statements, exclamations and commands. They will understand how to combine sentences to write short poems and how to edit and improve their writing. They will use decoding strategies to read a selection of


terminology. unfamiliar poetry. They share their thoughts and justify their ideas to adults and their peers. Children enjoy working collaboratively to perform poetry to an audience. Grammar focus: 1. Learn how to use both familiar and new punctuation correctly, including capital letters and exclamation marks. 2. Learn how to use sentences with different formats: statements, exclamations and commands.

Poetry 3: Poems about family Required texts: Read Me 1 A Poem For Every Day of the Year chosen by Gaby Morgan (OUT OF PRINT) Individual poems provided in text resources. The Works chosen by Paul Cookson The Works 3 chosen by Paul Cookson Description: In this unit, we all find out about each other’s families through poetry. Children have lots of opportunities to read, discuss and then write their own poems based on themselves and their families. Some of the many poems include: Daddy Fell in the Pond, My Mum’s Put me on the Transfer List and Dear Mum. Grammar focus: 1. Learn how to use familiar and new punctuation correctly - commas, apostrophes for contracted forms and the possessive.


Writing Transcription – Ongoing Pupils should be taught to: § name the letters of the alphabet: § naming the letters of the alphabet in order § using letter names to distinguish between alternative spellings of the same sound § write from memory simple sentences dictated by the teacher that include words using the GPCs and common exception words taught so

far.

Writing Composition Ongoing Pupils should be taught to: § write sentences by: § saying out loud what they are going to write about § composing a sentence orally before writing it § sequencing sentences to form short narratives § re-reading what they have written to check that it makes sense § discuss what they have written with the teacher or other pupils § read aloud their writing clearly enough to be heard by their peers and the teacher.

Reading Narrative Harry and his bucketful of dinosaurs series – Ian Whybrow Katie and the Dinosaurs – James Mayhew Non Narrative How to trap a dragon Instructional texts Class reader Dinosaur Trouble

Reading Non Narrative Non-chronological reports Information books about animals Fiction Snow White A range of tradition tales Christmas texts Poetry Range of poetry

Reading Fiction Traditional Tales from a variety of Cultures: Hansel & Gretel by Anthony Browne, Baba Yaga Range of poetry from author Non-fiction Range of biographies Instructions by Neil Gaiman

Reading Fiction: Fantasy The Dragon Machine by Helen Ward George & the Dragon by Chris Wormell Poetry: Humorous Poems Non-Fiction: Recounts: Diary of a Wombat by Jackie

Reading Fiction Fiction: Quest & Adventure Stories: Lost & Found and The Way Back Home by Oliver Jeffries Poetry: Favourite Poems Non-Fiction: Information Texts: Harry and the Bucketful of

Reading Fiction Fiction: Stories by the same Author (eg Willy the Wimp, Gorilla, Silly Billy by Anthony Browne) Poetry: Really Looking! Poems about birds Non-Fiction: Recounts: Maisie’s Dragon by Philippa Danvers The Owl and the Pussycat The Enormous Turnip


French Dinosaurs by Ian Whybrow, or Tyrannosaurus Drip by Julia Donaldson

Poetry Classical poetry

Reading Ongoing • continue to apply phonic knowledge and skills as the route to decode words until automatic decoding has become embedded and

reading is fluent • read accurately by blending the sounds in words that contain the graphemes taught so far, especially recognising alternative sounds

for graphemes • read accurately words of two or more syllables that contain the same graphemes as above • read words containing common suffixes • read further common exception words, noting unusual correspondences between spelling and sound and where these occur in the

word • read most words quickly and accurately, without overt sounding and blending, when they have been frequently encountered • read aloud books closely matched to their improving phonic knowledge, sounding out unfamiliar words accurately, automatically and

without undue hesitation • Re-read these books to build up their fluency and confidence in word reading.

Comprehension Ongoing • understand both the books that they can already read accurately and fluently and those that they listen to by: • drawing on what they already know or on background information and vocabulary provided by the teacher • checking that the text makes sense to them as they read and correcting inaccurate reading • making inferences on the basis of what is being said and done • answering and asking questions • 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 say • Explain and discuss their understanding of books, poems and other material, both those that they listen to and those that they read for

themselves. Spelling

• Days of the week • Contractions • Revision of Y1

spelling rules - s

Spelling • The /j/ sound

spelt as dge at the end of words.

Spelling • The /l/ sound

spelt –el at the end of words.

• The /l/ sound

Spelling • Contractions • Adding the

endings – ing, –ed, –er, –est

Spelling • The possessive

apostrophe (singular nouns)

• The /er/ sound

Spelling • Adding –ed, –ing, –er

and –est to a root word ending in –y with a consonant


and es to words (plural of nouns and the third person singular of verbs)

• Revision of Y1 spelling rules - Adding the endings –ing, –ed and –er to verbs where no change is needed to the root word

• Revisit adding –er and –est to adjectives where no change is needed to the root word

• Months of the year

• The alternative /j/ sound can be spelt as g elsewhere in words before e, i and y.

• The sound /r/ spelt wr at the beginning of the word

• The sound /s/ spelt ‘c’ before e and y

• Y2 common exception words

• The sound ‘l’ spelt ‘-le’ at the end of words

spelt –al at the end of words. Words ending –il

• The /igh/ sound spelt –y at the end of words.

• Adding –ies to nouns and verbs ending in

• –y • Y2 Common

exception words

and –y to words ending in –e with a consonant before it

• Adding –ing, to a word ending in –y with a consonant before it

• Adding –ing, –ed, –er, –est and –y to words of one syllable ending in a single consonant letter after a single vowel

• The sound /or/ spelt ‘a’ before l or ll

• Y2 Common exception words

spelt or after w • The suffixes –

ment, • –ness, –ful , –less

and • –ly • The /or/ sound

spelt ar after w • Words ending in

–tion

before it. • Apostrophe used for

contractions in speech (elision).

• Homophones and near-homophones

• The sound /n/ spelt kn and less often ‘gn’ at the beginning of words

• Assessment/revisit and review of spellings taught this year.

Handwriting Ongoing • Form lower-case letters, starting in the correct direction, starting and finishing in the right place • Form lower-case letters of the correct size relative to one another • Use spacing between words • Start using some of the diagonal and horizontal strokes needed to join letters and understand which letters, when adjacent to one

another, are best left un-joined • Write capital letters and digits of the correct size, orientation and relationship to one another and to lower case letters


Performance and role play as part of the Christmas performance of the Nativity. (1 week) Speak audibly and fluently with increasing command of standard English.

Performance and role play as part of the celebration assembly. Speak audibly and fluently with increasing command of standard English.

Maths

Number – Number and place value • 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 – Multiplication and division

• 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

Number – Number and place value • count in steps of 3 from 0, forward and backward • 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 Number – Number and place value

Number – Addition and subtraction • add and subtract numbers using concrete objects, pictorial representations, and mentally, including: - a two-digit number and tens - adding three one-digit numbers • 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

Number – Number and place value • count in steps of 3 from 0, forward and backward • recognise the place value of each digit in a two-digit number (tens, ones) • compare and order numbers from 0 up to 100; use <, > and = signs • use place value and number facts to solve problems Number – Multiplication and division • recall and use multiplication and division facts for the

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 • add and subtract numbers using concrete objects, pictorial representations, and mentally, including: - two two-digit numbers • show that addition of two numbers can be done in any order (commutative) and subtraction of one


Number – Multiplication and division • 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 methods • recall and use addition and subtraction facts to 20 fluently, and derive and use related facts up to 100 • recognise and use the inverse relationship between addition and subtraction and use this to solve missing number problems Number – Addition and subtraction • recall and use

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

Number – Multiplication and division

• 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

• count in steps of 2 and 5 from 0, and in tens from any number, forward and backward 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 methods • add and subtract numbers using concrete objects, pictorial representations, and mentally, including: - a two-digit number and ones Number – Multiplication and

between addition and subtraction and use this to check calculations and solve missing number problems 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

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 • solve problems involving multiplication and division, using materials, arrays, repeated addition, mental methods, and multiplication and division facts, including problems in contexts Number – Addition and subtraction • add and subtract numbers using concrete objects, pictorial representations, and

number from another cannot • recognise and use the inverse relationship between addition and subtraction and use this to check calculations • record addition and subtraction in columns to support place value and prepare for formal written methods with larger numbers * Number – Multiplication and division • calculate mathematical statements for multiplication and division within the multiplication tables and write them using the multiplication (×), division (÷) and equals (=) signs • solve problems involving multiplication and division, using materials, arrays, repeated addition, mental methods, and multiplication and division facts, including problems in contexts


addition and subtraction facts to 20 fluently • 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 Geometry – Properties of shapes • identify and describe the properties of 2-D shapes, including the number of sides and line symmetry in a vertical line • compare and sort common 2-D shapes • draw lines and shapes using a straight edge *

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

Number – Number and place value

• count in steps of 2 and 5 from 0, and in tens from any number, forward and backward

• count in steps of 2 and 5 from 0, forward and backward

Number – Fractions

• recognise, find, name and write fractions , , and of a length, shape, set of objects or quantity

• write simple fractions for example, of 6 = 3

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 • solve problems involving multiplication and division, using materials, arrays, repeated addition, mental methods, and multiplication and division facts, including problems in contexts Measurement (money)

division of one number by another cannot Number – Number and place value • count in steps of 2 and 5 from 0, and in tens from any number, forward and backward Number – Addition and subtraction • solve problems with addition and subtraction: - using concrete objects and pictorial representations, including those involving numbers - applying their increasing knowledge of mental methods • add and subtract numbers using concrete objects, pictorial representations, and mentally Number – Fractions

mentally, including: - two two-digit numbers • 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 Number – Number and place value • count in steps of 2 and 5 from 0, and in tens from any number, forward and backward Geometry – Position and direction • use mathematical vocabulary to describe position, direction and movement, including movement in a straight line and

Number – Number and place value • count in steps of 2 and 5 from 0, and in tens from any number, forward and backward Number – Fractions • recognise, find, name and write fractions 1/3, 1/4, 2/4 and 3/4 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 Statistics • interpret and construct simple pictograms block diagrams and simple tables • use many-to-one correspondence in pictograms with simple ratios of 2 * • ask and answer simple questions by counting the number of objects in each category and sorting the categories by quantity • ask and answer


Measurement (length & height) • 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 =

and recognise the equivalence of and

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

Measurement (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

• recognise and use symbols for pounds (£) and pence (p); combine amounts to make a particular value Statistics • 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 2-D and 3-D shapes and everyday objects Measurement (mass) • choose and use appropriate standard units to estimate and

• recognise, find, name and write fractions , , and of a length, shape, set of objects or quantity • write simple fractions for example, of 6 = 3 and recognise the equivalence of and Measurement (money) • 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 Statistics • interpret and construct tally charts and simple tables • ask and answer simple questions by

distinguishing between rotation as a turn and in terms of right angles for quarter, half and three-quarter turns (clockwise and anti-clockwise) Measurement, including Temperature • 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 =

questions about totalling and comparing categorical data Measurement (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


measure mass (kg/g) to the nearest appropriate unit, using scales • compare and order mass and record the results using >, < and =

counting the number of objects in each category and sorting the categories by quantity • ask and answer questions about totalling and comparing categorical data Measurement (volume and capacity) • 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 =

Science

Animals Including Humans

To notice that animals, including

Animals Habitats

To construct and interpret a variety

Plants

To observe closely using simple

Everyday Materials

To identify and compare the

Properties and Changes of Materials

To compare and group together everyday


humans, have offspring which

grow into adults, by describing the

changes to animals and humans as they

grow and change.

To find out about and describe the

basic needs of animals, including

humans, for survival (water, food and

air), by identifying the ways that

different animals meet their basic

needs.

To describe the importance for

humans of eating the right amounts of

different types of food, by exploring

food groups


humans of exercise, by finding out why

humans need to exercise

of food chains, identifying producers,

predators and prey.

equipment by recording

observations of a variety of plants in

the local environment.

To observe and describe how seeds and bulbs grow into

mature plants by planting seeds and

bulbs.

To find out and describe how plants

need water, light and a suitable

temperature to grow and stay

healthy by comparing the

growth of seedlings under different

conditions.

suitability of a variety of everyday

materials, including wood, metal, plastic,

glass, brick, rock, paper and cardboard for particular uses, by identifying the uses

of different materials.

To identify and

compare the suitability of a variety

of everyday materials, including

wood, metal, plastic, glass, brick, rock,

paper and cardboard for particular uses, by

exploring the purposes of different

objects.

To find out how the shapes of solid

objects made from some materials can

be changed by squashing, bending,

twisting and stretching, by

changing the shape of objects.

materials on the basis of their properties,

including their hardness, transparency and

response to magnets.

To give reasons, based on evidence from

comparative and fair tests, for the particular

uses of everyday materials, including

metals, wood and plastic.

To compare and group together everyday

materials on the basis of their electrical conductivity.

To know that some

materials will dissolve in liquid to form a solution

by investigating dissolving.

To compare and group

together everyday materials on the basis of

their solubility.

To use knowledge of solids, liquids and gases to decide how mixtures

might be separated,



humans of hygiene, by learning about

good hygiene habits.

including through filtering, sieving and

evaporating.

To explain that some changes result in the

formation of new materials, and that this

kind of change is not usually reversible, including changes

associated with burning and the action of acid on

bicarbonate of soda.

Computing CS Coding

Espresso Unit 2A CS Simulations What’s wrong with this game? (2 lessons) CS Devices How does that work (2/4 lessons) DL inappropriate video Internet Scenario Card ( 1 lesson)

CS Algorithms Demolition Robot (4 lessons) IT Images Say no to graffiti (3 lessons)

DL Blogging Do you like my blog? (In the forest focus) (2 lessons) IT Data Handling Minibeasties (4 lessons) DL emailing Emailing Granma (2 lessons) if have 2email OR Let’s send a message (2 lessons)

CS Debugging I can debug (5 lessons) DL Finding out about… (Mary Seacole) (2 lessons)

CS Coding Espresso Unit 2B


History Telephones To develop an awareness of the past, using common words and phrases relating to the passing of time. To identify similarities and differences between ways of life in different periods.

Women who make a difference To understand events beyond living memory that are significant nationally or globally. The lives of significant individuals in the past who have contributed to national and international achievements. Some should be used to compare aspects of life in different periods. Significant historical events, people and places in their own locality.

Customs, festivals and fairs in the UK They show knowledge and understanding of aspects of the past beyond living memory, and of some of the main events they have studied

Geography

What is there around me To name and locate the world’s seven continents and five oceans; To use world maps, atlas and globes to identify the UK and its countries, as well as the

Where is China?

To understand geographical similarities and differences through studying the human and physical geography of a

Is it really round? .


countries, continents and oceans. Use simple compass directions (North, South, East and West) and locational and directional language to describe the location of features and routes on a map. To understand the location of hot and cold areas of the world in relation to the equator and North and South Pole. To use world maps, atlas and globes to identify the UK and its countries, as well as the countries, continents and oceans at this key stage To locate the continent we live in and describe some of the key features. To use aerial photographs to recognise landmarks

small area of the United Kingdom, and of a small area in a contrasting non-European country in the context of China.

To devise simple maps in the context of China. To ask geographical questions in the context of China To use world maps, atlases and globes to identify the countries studied at this key stage in the context of China.


and basic human and physical features. To use basic geographical vocabulary to refer to key physical and human features.

Physical Education Indoor Y2

Balance, Agility and Co-ordination

Running and jumping

Dance and movement patterns

Throwing and catching

Balance, agility and co-ordination (coach

led)

Dance and movement patterns (coach led)

Physical Education Outdoor Y2

Throwing and catching

Running and jumping

Games – Attacking and defending,

striking and fielding

Games – Attacking and defending,

striking and fielding

Sports day preparation

MUSIC Theme: Rastamouse Project Skills: Crotchet and Rest – quavers on wooden spoon and drums Infant Nativity Performance Experiment with, create and combine sounds using the inter-related dimensions of music Beat and Rhythm • To understand the difference between

beat and rhythm • To be able to clap / tap / stomp the beat. • To be able to tap a rhythm accurately. • To identify the beat within a rhythm. Pitch • To understand what is meant by pitch

and be able to identify high and low pitched notes.

Use voices expressively and creatively by

Ukes, Sticks and Song (groove ‘n’ play) Musical Elements: Tempo and Pulse/Coordination skills Rhythms and Sticks Notation- quavers , semi quavers Songs; the 50-50 chance Dance, High Low High – Listen Experiment with, create and combine sounds using the inter-related dimensions of music Duration • To recognise long and short sounds

and be able to make them with their voices.

• To respond to long and short sounds through movement.

Play tuned and un-tuned instruments musically

Ukes, Sticks and Song (groove ‘n’ play) Musical Elements: Action songs and Sticks and Ukulele Musical elements: explore Stle of Music (Blues, Jazz, Latin and Rap) Skills: Aural skills/performance techniques/Ukulele Experiment with, create and combine sounds using the inter-related dimensions of music • To choose appropriate instruments to make a

variety of sound effects. • To be able to justify their choices using

appropriate musical vocabulary. • To perform in front of the class and evaluate

our performances. • To work in a small group to create an

appropriate soundtrack to a scary poem.

Listen with concentration and understanding to


singing songs and speaking chants and rhymes • To learn a song and identify within it the

beat, rhythm and pitch of notes, with a view to performing.

To perform a rehearsed song In front of an audience, showing the pitch of the notes.

• To recognise symbols related to the length of a sound.

• To be able to explore and use instruments imaginatively and in response to symbols.

• Create simple musical compositions using tuned and un-tuned percussion

Use voices expressively and creatively by singing songs and speaking chants and rhymes • To be able to work and perform

together in a group. • To be able to appraise each other’s

work using musical language.

a range of high quality live and recorded music • To explore tuned and untuned

instruments, relating to chosen composer

Duration -Steady beat -Simple rhythmic -ostinati -Duration – Long and short sounds

Pitch -High / low -Steps -Jumps Bonfire / Christmas songs and music Possible trip to pantomime and visit the performers and musicians backstage

Dynamics -Loud /soft Film music / creating music for a silent movie Listen to music written by

Art and Design

Colour Chaos To choose, use and mix their own colours To create their own piece of abstract art using paper, paint, crayons, penci. To explore the work of abstract artists – Pollock, Kadinsky etc.

Mother Nature To record from first hand observations and explore ideas for a design To collect visual and other information for their work; Investigate shape, pattern and texture;

Portraying relationships To explore ideas about double portraits – Van Dyck, David Hockney To explore backgraound, composition, figures, pose, expression and character To compose a larger

Nature Sculptures– Andy Goldsworthy


Use materials and techniques to communicate ideas and experiences; Comment on similarities and difference between their own work and other’ work; adapt and improve their own work.

picture of tow figures To paint light colours providing opportunity for overpainting in darker tones

DT Joseph and his technicoloured dreamcoat – QCA 2d

Puppets – QCA 2b

RE Parables of Jesus The Ten Commandments Where is the light of Christmas?

Where is the light of Christmas?

What does it mean to be a Hindu?

The School’s own saints days How do Easter symbols help us to understand the true meaning of Easter?

Why are they having a Jewish party?

What does the Lord’s prayer mean?

PSHCE Healthy Lifestyles Physical activity, rest, healthy eating, dental health. Personal hygiene. How are diseases spread and controlled? Growing and Changing Growing from young to old.

Keeping Safe Harmful household products, including medicines. Road safety. Responsible use of ICT.

Feelings and Emotions Knowing what makes them feel comfortable/ uncomfortable. How their behaviour affects others. Healthy Relationships Secrets and surprises. Listening and

Valuing Difference Fair/ unfair, kind/ unkind, what is right/wrong? Differences and similarities between people. How to debate.

Rights and Responsibilities Construct/agree class rules. Understand others’ needs. Belonging to groups and communities. Taking Care of the Environment What improves and harms their local, natural and built environments.

Taking Care of the Environment How do people look after environments? Money matters Spending and saving money.


working/playing co-operatively. Teasing and bullying.

long term plan year 2...

Documents