LEARNING ACADEMY PARTNERSHIP (South West)

‘Excellence for All’

Year 2 / Autumn 1 / Autumn 2 / Spring 1 / Spring 2 / Summer 1 / Summer 2
Topic / Fierce Creatures
Novel: The Enormous Crocodile
Visit: Paignton Zoo / The Great Fire of London
Novel: Samuel Pepys’ Diary
Visit: N/A
Visitor: Fire Service / The Stone Age
Novel: Glog
Visit: Kent’s Cavern
Watch The Croods for enrichment / Plants and insects
Novel: Jack and the Beanstalk
Visit: N/A / The Lighthouse Keeper’s Lunch
Novel: The Lighthouse Keeper’s Lunch series
Visit: Goodrington Sands/Living Coasts / Space

Novel:The Sea Of TranquillitybyMark Haddon

Visit: N/A
Visitor: Planetarium
English / Stories by a familiar author e.g. the enormous crocodile, The giraffe, the Pelly and me!
Stories from another culture
Character descriptions
Recounts
Children will read The Enormous Crocodile and other stories by Roald Dahl. From this they will write a character description of the Enormous Crocodile. The trip to Paignton Zoo in this term provides brilliant opportunity for recount writing. / Firework senses poems.
Write chronological recounts e.g. diaries
Persuasive letters to Father Christmas
In this half term, children look at the Great Fire of London and focus on the diary of Samuel Pepys. The outcome in Literacy is to write their own diary entry for the week of the great fire. / Non-Chronological reports
Character descriptions
Gathering information using ICT and non-fiction texts. Children will learn to select information according to how useful it is.
Children will watch The Croods for enrichment. The video will be used to gather information and write detailed character descriptions. They will also learn the features of non-chronological reports and write their own on a chosen aspect of the stone age. / Narrative, fairy tales – Anthony Browne
Children will write the story of Jack and the Beanstalk. In this term they will discuss story language, story mountains, and story maps. They will also look at fairy tales and read Anthony Browne stories.
Children will create their own non-fiction books about plants and flowers, using the features they will learn through the topic. They will also write a recount of our bug hunt around the school using time words such as first, next, then. / Narrative
Character description
Create a recipe for a healthy snack - instructions
In this term, children will begin their SATs writing -
They will write their own retelling of the LHKL story with a change of their choice and a character description of Mr Grinling. Children will learn the features of non-chronological reports and write their own on nocturnal animals for their non-fiction SATs paper. / Recount of visitor
Explanation text Recount of planetarium visit
Instructions for making space shuttle
The children will write an explanation text on a chosen aspect of space, gathering data through reading non-fiction texts and using ICT. This is an exciting term where the children will learn all about planets, stars and the mysteries of space!
Maths / Sorting e.g. non-living/living/never lived
Classification groupings
Animal characteristics and keys.
Data collection and enquiry e.g asking a question and representing that data. / Sorting into 3 criteria
Time lines/ordering
Vocabulary associated with time e.g. days of the week. / Time lines/ordering historical events.
Sorting according to characteristics/age/dates / Ordering changes in animals e.g. life cycles of a butterfly
Collecting data for graphs – sorting insects, flowers. How many in certain areas?
Measuring heights of sunflowers, careful measuring / Sorting healthy not healthy
Data collection e.g. investigating favourite toppings/snacks.
Evaluating information / Shape, space and measures.
Distance, spatial awareness – on top of, underneath. How far to? Measuring distances – cm, m, mph
Science / Animal variation and their habitats (2c QCA)
  1. Grouping animals and plants e.g. Revise animal classification e.g. mammals, insects, birds, fish, amphibians and reptiles
  2. Habitats comparison with home and away e.g. savannah, desert, jungle and polar regions
INVESTIGATION
Measuring differences between children / 2D QCA Changing materials
1. Grouping materials
2. Where do materials come from?
3. Making a collage 4. Changing shape
5. Changing by heating
6. Melting ice
INVESIGATION
7. Experimenting with melting ice e.g. ice balloons
8. Recording observations
9. Changing by cooling
10. Comparing materials
11. Water, steam and ice
12. Review / Life processes – the life cycle of a human
Basic evolution and how animals and humans have adapted over time.
  1. Humans and other animals e.g. living/not living, similarities and differences - basic animal adaption and human variation
Teeth – children to begin looking at teeth and how to have a healthy mouth. Relate to stone age dental issues. Why might they have had poor hygiene? What do we have now that means we have healthy, clean teeth? / Unit 2B: Plants and animals in the local environment
2. Looking for plants and animals
3. Describing local habitats
4. Flowering plants
5. Growing seeds
INVESTIGATION
6. Comparing growing conditions e.g .Compare how plants fare in the dark/ with water/ without water.
7. Animal reproduction and growth
Keep a plant diary/bean diary / Health and Growth 2A.
Why we eat and drink
2. Eating different kinds of food
3. Planning a meal
4. Exercising
5. Children and young animals growing into adults
6. Looking after babies and children
7. Taking medicines
8. Medicines and safety
Unit 2B: Plants and animals in the local environment
2. Looking for plants and animals e.g. identifying animals in the local habitats
3. Describing local habitats e.g. rock pools
e.g. Micro habitats in the local area
Rock pools
Identify and name different species of plants and animals / Children will learn to:
recognise that they need light in order to see things and that dark is the absence of light
notice that light is reflected from surfaces
recognise that light from the sun can be dangerous and that there are ways to protect their eyes
recognise that shadows are formed when the light from a light source is blocked by a solid object
Understand that the universe is made of many plants
Introduce the idea of other living things. Discuss the things we need to survive. What must other planets also have?
History / 1. Where and when did the Great Fire begin?
2. What happened in the Great Fire?
3. Why did the fire spread so far and stay alight for so long?
4. How do we know what happened in the Great Fire?
5. What have we learnt about the Great Fire? / What is the ‘stone age’?
What was it like?
How did people live?
How were they different?
How have humans changed?
Why have humans changed?
Children will look into the stone age and see how and why we are different now. Children will have an understanding of the stone age and how they lived.
They will also look at animals that lived in the stone age. / 1. When do we have holidays?
2. What were seaside holidays like when our parents/carers and grandparents were young?
3. What is different and what is the same about seaside holidays now and then?
4. What can you tell us about seaside holidays when you were a child?
5. What do souvenirs tell us about seaside holidays in the past?
Geography / Where are we? Where do we live? Label map of UK with regions e.g. Wales, England etc.
Compare our home to other places around the world
Look at different habitats
Use maps, atlases and globes.
Name the oceans and continents of the world. / Where is London? Why is London important? How is it different now to in 1666? / How has the land changed over time?
How is Torquay different now? What changes can we notice?
Children will have a basic understanding of rocks and will make group/class sediment boards. / Which type of flowers do we have in Torquay? How do the plants and flowers in different places/climates differ? Why?
Revisit climates and environmental factors from Autumn 1 / Coasts
1. Who has visited other places? Where are they? How far away are they? How did they get there?
2. What is the seaside like? Why do we like to go there?
3. How is the seaside different from other localities?
4. What was the seaside like in the past?
5. Where else in the world can we have a seaside holiday? / Where in the world are we?
Computing / E-Safety week – staying safe on the internet / Programming – beebot programmes to give clear instructions.
Basic algorithms.
Collecting data using the internet / Data bases:
Collecting data from own class and displaying in tables and simple charts using Microsoft office. / Creating a seaside video using pictures taken on beach trip / Text and graphics.
Using computer as an aid for typing word documents and using features such as word art as calligrams, to add shape and colour.
Art & Design / Collage…
Artists… Matisse, Henri Rousseau
Make habitat fabric collages or dioramas (3.d. habitats in a shoe box) Collaborative challenge.
/ Make fire backgrounds and houses in the style of the GFL.
Paint fire pictures for reading den and displays.
Thinking about colours, sketching, fire shapes. / Creating stone age art boards using paints, chalks and charcoal.
Stone age art to turn reading den into cave. / What is sculpture: 1c QCA ART
◾identify the materials used in sculpture
◾make comments about the work, showing understanding of why these materials are used
◾record visual and other information
◾identify colours, textures, smells and sounds in the environment and describe their feelings
◾describe differences in surfaces and textures
◾recreate natural and made materials into a collage
◾make a sculpture using natural and made materials / Seaside paintings – looking at colour, shape, sketching, mediums and observations. / Modelling own planets from clay.
Design and paint appropriate colours and according to size (not to scale! )
Design & Technology / Make Stuart houses using lollypop sticks and cutting to size. Practising measuring and careful cutting/sticking skills. / Using clay to create own stone age necklaces, bracelets and pots. / Food technology
Design and make a heathy sandwich for Mr Grinling. / Create own space shuttle/vehicle uing junk modelling.
Music / Jungle sounds, animals music, making own animal noises with instruments and ourselves / Fire sounds, listening to sounds of fire, creating own fire sounds using variety of basic, everyday materials. / Stone age, caveman music.
Creating music in groups using items likely to have been found in the stone age. / Sounds in nature
Create and record a piece of music for spring. / Distinguishing between man-made music and nature’s own environmental sounds. Using the auditory sense to link sounds to processes, natural phenomena or animal communication.
RE:
Devon Syllablus. / Christian beliefs
The prodigal son / Judaism
Hanukah
How light is used for celebrations
Christmas / Leaders and Teachers
What if…? / Easter / Symbols
What is a symbol?
What is light?
Why is Jesus described as the light of the world by Christians?
What symbols are used in different places or worship?
What’s so special about the church? / Which symbols are used in different places of worship?
Comparing Jewish and Christian symbols
PE / Dance - animal movements
Taking turns, working together, understanding fitness / Dance - fire
Team games / Gymnastics
Hockey skills / Gymnastics
Throwing and catching games) Netball skills
Throwing, passing and bouncing and scoring. / Athletics
Football skills
Kicking, passing & scoring. / Athletics
Tennis
Bat and ball skills
Modern Languages / French
Greetings / French
Names and numbers / French
Days of the week / French
Animals / French
Colours / French
Family members
PSHCE / Family Groups: Our School Values of Friendship, Respect and Responsibility. How do we show these in our everyday lives? / Family Groups: Developing a Sense of Self.
Creating and sharing collages about own family, interests and aspirations. / Going for goals
Perseverance, what do we want to achieve? How do we get there?
Refer to aspirations board. / Getting on and falling out / Getting on and falling out