Morpeth First School Year Two Medium Term Planning Spring2

Morpeth First School Year Two Medium Term Planning –Spring2

Horrible Histories

Curriculum
Area / Learning Objectives / Learning Opportunities / Expected Outcomes
Reading / Word reading and comprehension

To listen, discuss and express how books make them feel.
To notice the difference betweenfiction and non-fiction books.
To know that fiction books are structured differently to non-fiction.
To extend their vocabulary within different topics
To re-read these books to build up their fluency and confidence in word reading.
To develop a pleasure for reading
To know and talk about the many different reading strategies.
To make inferences from what is being said and done in the text.
To become increasingly familiar and re-tell stories.
Recognising simple recurring literary language.

Shared and guided reading of a range of books.
Differentiated spelling and grammar lessons using various texts to identify parts of speech, adjectives, openers and time connectives.
To read and understand the differences between fiction and non-fiction.
To learn about the kind of language used in fiction and non-fiction.

To read easily, fluently and with good understanding
Acquire a wider vocabulary,
To use discussion in order to learn.
To be competent in the arts of speaking and listening,
To talk about non-fiction and fiction books
To understand how to use spoken language and speech marks.
To become confident to read and re-tell different stories.

Writing / Transcription and Composition

Story language, expanded noun phrases, repetition, dialogue and adjectives
To plan, say out loud, draft writing and proof read
To write narratives about personal experiences and others.
To edit and improve writing.
To write for different purposes, for example stories, character description, recounts of events.
Encapsulating what they want to say sentence by sentence.
Read aloud with intonation to make their meaning clear.

To write stories and non-chronological reports based on examples they have read and introduce new characters and new exciting events in the story.
To use ICT software to present and improve written work.
To work with peers to improve and assess writing through the use of learning ladders and success criteria.
To write stories for the purpose of reading them aloud to others.
To understand and discuss next steps of learning.

Children will know about the work of a famous author – Roald Dahl. They will compare and contrast his work.
Children will become confident in narrative writing.
Children will magpie ideas from one another.
Children will know their next steps of learning and use learning ladders andsuccess criteria to evaluate and improve their writing.
Children will be confident to hot seat and ask and answer questions.

Maths / Number and place value: estimating, counting and comparing quantities
●To count in steps of 2, 3, and 5 from 0, and count in tens from any number, forward or backward.
●To recognise the place value of each digit in a 2-digit number (tens, ones).
●To compare and order numbers from 0 up to 100; use <, > and = signs.
●To read and write numbers to at least 100 in numerals and in words.
●To use place value and number facts to solve problems.
Addition and subtraction: using recall of addition and subtraction facts and mental calculation strategies
●To solve problems with addition and subtraction:
●To recall and use addition and subtraction facts to 20 fluently, and derive and use related facts up to 100.
●To add and subtract using concrete objects, pictorial representations, and mentally, including: a two-digit number and ones; a 2-digit number and tens; two
2-digit numbers; adding three one-digit numbers.
●To recognise and use the inverse relationship between addition and subtraction and use this to check calculations and missing number problems.
Addition and subtraction:
using partitioning and counting on strategies
To solve problems with addition and subtraction:
●To show that addition can be done in any order (commutative) and subtraction cannot.
●To recognise and use the inverse relationship between addition and subtraction and use this to check calculations and missing number problems.
Multiplication and division: repeated addition and subtraction, arrays, grouping and using times tables facts
To recall and use multiplication and division facts for the 2,5 and 10 multiplication tables, including recognising odd and even numbers.
●To recognise and use the inverse relationship between multiplication and division in calculations.
●To show that multiplication of two numbers can be done in any order
Geometry: properties of 3D and 2D shape
To identify and describe the properties of 2D shapes, including the number of sides and symmetry in a vertical line.
●To identify and describe the properties of 3D shapes including the number of edges, vertices and faces.
●To identify 2D shapes on the surface of 3D shapes, for example circle on a cylinder and a triangle on a pyramid.
Measures: length, mass, capacity and money
●To choose and use appropriate standard units to estimate and measure length/ height in any direction (m/cm/mm); mass (kg/g); temperature (°C); volume and capacity (litres/ml) to the nearest appropriate unit using rulers, scales, thermometers and measuring vessels.
●To compare and order lengths, mass, volume/capacity and record the results using
>, < and = /

Daily fun mental maths activities.

Daily challenging lessons which extend and support.

Practical activities and opportunities

Mental maths/models and images, 100 squares

Use digit flips, base 10 and place value resources.
To partition HTU numbers

To use strategies (from the calculation policy) to add, subtract, multiply and divide.

To use money in real life contexts by setting up class shops and having the opportunity to buy and sell items.

To learn about fractions in a practical way.

To solve problems practically with their friends and also independently.

To learn about measures in D.T. and tell the time on a daily basis

To challenge and support each other in Maths.

To use data as part of cross curricular lessons such as Science, Geography and Literacy

To work with their peers to support and extend their learning further.
To sort shapes and reinforce knowledge.
To self-assess their work.

To develop confidence and mental fluency with whole numbers, counting and place value. This should involve working with numerals, words and the four operations, including with practical resources (e.g. concrete objects and measuring tools).

To become confident with addition, subtraction, multiplication and division and to understand that knowing about inverse is a very handy skill that can help in maths.

To know the number bonds to10, 20, 30 and beyond and be precise in using and understanding place value.
To read and spell mathematical vocabulary,
To use Maths as much as possible in cross curricular areas.

To present data in tally charts, block graphs and pictograms and to answer questions about these.

Computing / Computer Science
Manipulating Digital Content
Information Technology
Use technology purposefully to create.
Digital Literacy
Use technology safely and respectfully, keeping personal information private; know where to go forhelp and support when they have concerns about material on the internet. /

Find images safely from the internet, clip art, saved files.

Insert images in to different programs.
Use images for a purpose, i.e to tell a story, make a poster.
Use ipad software to manipulate images for a purpose.

Children to make posters, Easter cards by inserting and changing elements of pictures.
Children will tell stories using manipulated images.
Children will talk about their work and how they did it.
Children will use ICT to present work in other subject areas too.

Science / Animals

To identify the features of living and non-living things.
To know the main groups of animals in nature.
To know animals live in different habitats and why.

Working scientifically

To use the following practical scientific methods, processes and skills through the teaching of the programme of study content:
Asking simple questions and recognising that they can be answered in different ways
Observing closely, using simple equipment
Performing simple tests
Identifying and classifying
Using their observations and ideas to suggest answers to questions
Gathering and recording data to help in answering questions.

To sort animals and objects by living and non-living.
To sort animas in to their main types.
To research and compares some habitats.

Children will recognise animals that are local to us or not and explain their reasons.
Children will be able to sort and group animals by different shared characteristics.
Children will ask questions and find out about animals and environments.
Children will complete habitat studies in their own local environment.

History /

Know significant historical events, people and places in their own locality.

Events beyond living memory that are significant nationally or globally

Identify similarities and differences between ways of life in different periods
Ask and answer questions, choosing and using parts of stories and other sources
Understand how we find out about the past
Develop an awareness of the past, using common words and phrases relating to the passing of time.

Find out about the Great Fire of London and life in Tudor times through the diary of SamuelPepys.

What was life like in Morpeth 200, 100, 50, 25 years ago?
What has changed in Morpeth?
Find out about Emily Davison- what did she do and why?

Be confident in explaining the Great Fire of London and Tudor life.
Be able to sequence key historical events and time periods.
The children will be able to compare different sources of information

about events and times in Morpeth and London.

The children will be able to compare life now and then,

Explain the significance of Emily Davison in relation to Morpeth.

Art /

About the work of a range of artists, craft makers and designers, describing the differences and similarities between different practices and disciplines, and making links to their own work.
To develop a wide range of art and design techniques in using colour, pattern, texture , line , shape, form and space.

Research artists who have used printing and collage – Peter Blake, local printers.
Experiment with printing and collage techniques.

The children will know about local and Nationally known artists and their different styles.
Become confident developing their own styles.

DT / Design, make, evaluate and develop technical knowledge and vocabulary.
Make Easter cards and crafts with moving parts and which can fulfil a purpose – baskets, lever cards, pop-ups.
Design

Design purposeful, functional, appealing products for themselves and other users based on design criteria
Generate, develop, model and communicate their ideas through talking, drawing, templates, mock-ups and, where appropriate, information and communication technology

Make

Select from and use a range of tools and equipment to perform practical tasks such as cutting, shaping, joining and finishing
Select from and use a wide range of materials and components, including construction materials, textiles and ingredients, according to their characteristics

Evaluate

Explore and evaluate a range of existing products
Evaluate their ideas and products against design criteria

Technical knowledge

Explore and use mechanisms, such as levers, sliders, wheels and axles, in their products.

Cooking and Nutrition:

Use the basic principles of a healthy and varied diet to prepare dishes.

/ Design, make and evaluate:

Have a wide range of materials to choose from

Explore a range of commercial levers/sliders
Design and make anEaster basket and Moving part card.
Can you evaluate, what went well, can you improve it?

Cooking and Nutrition:
•Make Healthy fruit Snackpots or smoothies to raise money for Lent charities. /

Have an understanding of mechanisms involved in making things move.
Understand how to make and test something’s ability to carry a load.
Be confident to evaluate their own product and their friend’s work.
Talk about healthy foods and unhealthy foods and be able to prepare foods with help.

PHSE /

Getting on and Falling out

This theme focuses on developing children’s knowledge, understanding and skills in three
key social and emotional aspects of learning: empathy, managing feelings (with a focus on
anger) and social skills.
1. I can make someone else feel good by giving them a compliment.
I know what to say when someone gives me a compliment.
2. I know that people don’t always see things in the same way.
I can see things from someone else’s point of view.
I can use my ability to see things from the other point of view to make a conflict situation better.
3. I know that sometimes anger builds up and that I can be overwhelmed by my feelings.
4. I can decide with my group about how well we have worked together. /

Can you give each other praise?
Play imagine if… and this will help children to see things from other people’s points of view.
Can you draw a firework with a long fuse and a short fuse on a whiteboard? What kind of firework are you? Can you control your anger? Can you think of methods we could use to control anger?
How well do we get on as a class? What do we do well? Do we need to improve on anything? All of us are special and we get on well…can we make a bracelet using strips of different materials and then give it to your secret friend?

Successfully talk about all of the Golden Rules
Talk about what makes a good friend and how to keep friendships strong.
Children will be able totalk about how they can manage their feelings and help others when there has been a fall out.
Understand the importance of getting on and what can be done to solve problems and prevent falling out.

Music /

Use their voices expressively and creatively by singing songs and speaking chants and rhymes.
Improvising music and song.
Using simple picture methods of notation.
Play tuned and un-tuned instruments musically.
Listen with concentration and understanding to a range of high-quality live and recorded music.
Experiment with, create, select and combine sounds.

Learn and perform Easter songs.
To use space stories as a stimulus for music.
Discussing and appreciating some famous pieces of music.
Responding to some famous music pieces – Space work linked to Literacy.
To develop understanding of certain parts in stories and learn to choose appropriate instruments to enhance the atmosphere in the book.
Play musical instruments and keep a steady beat.

To use musical instruments that are tuned and un-tuned.
To recognise and name musical instruments.
To use digital imagery and stories as a stimulus for music.
To sing and enjoy songs.
To make up chants, songs and rhymes.
To use simple methods of notation and use real notes.

French /

Re-cap knowledge taught so far in French.
Learn to name and describe family members.
Learn to read and write the months of the year
Numbers to 30 – consolidating 1-10 and introducing 10-31 and le premier (first)
Learn animals names – linked to Science.

Use counting games to engage and tidy after all lessons.
Power points and pictures of French words
Mind mapping into books.
Labelling pictures
Power-points and videos.
Songs with French vocab.

To develop confidence in French words.
To say a question to others.
To respond to a question.

PE / Ball Games - (Tag Rugby and Football)

To follow rules and instructions.
To co-operate with others.
In rugby - To score a try, know how to pass, travel, tag a player and use these skills in a scoring and evading game.
In football – To dribble, pass, shoot for a goal, evade an opponent.

Perform basic moves, balances and techniques.
To handle equipment correctly.
To follow rules and instructions.
To change speed and direction when needed.

To be able to talk confidently about what you are doing and why.
To be able to co-operate with others.
To evade opponents and score goals.
To evaluate their own and other friend’s performances.

RE /

Learn that the Bible is a sacred book to the Christian faith.
Explore what is a value in our own lives and identify a book that is important to them.
To Know the Bible contains stories about God and human beings ( Noah, Joseph, Moses etc)
The Bible consists of Old and New Testaments.

Brainstorm why the Bible is important to Christians.
Introduce new vocabulary- precious , special
Begin a display of class special books.
Introduce the bible through characters and stories
Read-The Easter story and other bible stories connected to it.
Make artwork and freezes to support the learning of the Easter story

Know that the Bible is the Christian holy book
Know about some characters and their stories from the Bible.
Talk about what they have learned about and from the stories and the response of the various characters
Retell parts of some stories and know that they are found in the Bible, which is an important book for Christians.