Morpeth First School Year Two Medium Term Planning Summer1

Morpeth First School Year Two Medium Term Planning –Summer1

Animal Antics

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

To know that fiction books are structuredin different ways.
To discuss and clarify the meanings of words.
To discuss their favourite words andphrases related to animals and theirhabitats.
To check that text makes sense whenthey read and to check for inaccuratereading.
To ask and answer questions using the text.

To read reports, nonfictiontexts andexplanations.
Dictionaries for newvocabulary.

The children will beconfident to readaloud, using expressionand be able to answerquestions in the form ofa comprehension.

Writing / Transcription and Composition

To develop positive attitudes to write fordifferent purposes.
To consider and plan their writing.
Develop proof reading skills.
To use expanded noun phrases,sentences with different forms, ?!, subordination and coordination.
To continue to group writing in paragraphs for organisation.
To write detailed descriptions of characters and settings.
To identify an duse the features of a non-chronological report to write your own – sub-headings, headings, captions, labels.

To write reports, nonfictiontexts andexplanations.
To make dictionariesabout animals andtheir habitats.
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 understand and discuss next steps of learning.

The children will beconfident to writereports, descriptions andexplanationsindependently.
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, comparing and ordering quantities

To recognise the place value of eachdigit in a 2-digit number (tens, ones).
To identify, represent and estimatenumbers using differentrepresentations, including thenumber line.

To compare and order numbers from 0up to 100; use <, > and = signs.
To read and write numbers to at least 100 in numerals and in words.

Addition and subtraction: using recall of addition and subtraction facts and mental calculation strategies
To solve problems with addition andsubtraction:

Using concrete objects and pictorialrepresentations, including thoseinvolving numbers, quantities and measures.
Applying their increasing knowledge ofmental and written methods.
To add and subtract using concreteobjects, pictorial representations, andmentally, including: a two-digit numberand ones; a 2-digit number and tens;two2-digit numbers; adding three one-digitnumbers.
To show that addition can be donein any order (commutative) andsubtraction cannot.
To recognise and use the inverserelationship between addition andsubtraction and use this to checkcalculations

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 10multiplication tables, includingrecognising odd and even numbers.
To calculate mathematical statementsfor multiplication and division withinthe multiplication tables and writethem using the multiplication (×),division (÷) and equals (=) signs.
To recognise and use the inverserelationship between multiplicationand division in calculations.
To solve problems involvingmultiplication and division, usingmaterials, arrays, repeated addition,mental methods and multiplication anddivision facts, including problems incontexts.

Fractions: finding fractions of quantities, shapes
and sets of objects

To recognise, find, name and writefractions 1/3, 1/4, 2/4 and 3/4.
To write simple fractions for example, ½of 6 = 3 and recognise the equivalenceof two quarters and one half.

Geometry: position and direction

To identify and describe the propertiesof 2D and 3D shapes, including thenumber of sides, symmetry in a verticalline, edges, vertices, and faces.
To identify 2D shapes on the surface of3D shapes, for example circle on acylinder and a triangle on a pyramid.
To compare and sort common 2D and3D shapes and everyday objects.
To solve one-step problems involvingmultiplication and division, usingmaterials, arrays, repeated addition,mental methods and multiplication anddivision facts, including problems incontexts.

Measures: time

To choose and use appropriatestandard units to estimate andmeasure length/ height in anydirection; mass; temperature; volumeand capacity to the nearestappropriate unit using rulers, scales,thermometers and measuring vessels.
To compare and order lengths, mass,volume/capacity and record the resultsusing>, < and =.
To recognise and use symbols forpounds (£) and pence (p); combineamounts to make a particular value.
To find different combinations of coins toequal the same amounts of money.
To solve simple problems in a practicalcontext involving addition andsubtraction of money and giving change.

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 divided

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 use data as part of
cross curricular lessons
 To use fractions with
confidence
 To enjoy
experimenting with
different shapes and
to use talk maths and confidently discuss
their properties with
friends.
 To solve one step
problems
 To compare masses
and lengths and use
maths across the
curriculum.

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.

Tally, block graph, pictogram comparing Morpeth

Computing / Digital Literacy
 Recognise common uses of informationtechnology beyond school.
Information Technology
 Use technology purposefully to create,organise, store and retrieve and manipulate information. /

To continue to access school 360accounts and explorethe facilities available.
Set up avatar andaccess resources.
Write a newspaperreport on animals andtheir habitats.
Act out and film awell-known simplestory.
Use word banks towrite a characterprofile about an

animal from a book /

Children can use a variety of text, graphics, chart, soundand animationpackages to produceoutcomes for a givenpurpose and audience.

Can save and loadwork and use folders toorganise
Can edit, refine andpublish work.

Science / Living things and their habitats

Explore and compare the differencesbetween things that are living, dead,and things that have never been alive.
Identify that most living things live inhabitats which they are suited anddescribe how different habitats providefor the basic needs of different animalsand plants, and how they depend oneach other.
Identify and name a variety of plantsand animals in their habitats.
Describe how animals obtain their foodfrom plants and other animals using theidea of a simple food chain and identifyand name different sources of food.

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.

Compare animals infamiliar habitats toanimals found in lessfamiliar habitats.
Describe theconditions of differenthabitats.
Children will createsimple food chains.
Identify and namedifferent sources offood for these animals.
Raise and answerquestions about thelocal environment thathelp them to identifyand study a variety ofplants and animalswithin their habitatand observe howliving things dependon each other.

Children will beconfident to talk aboutanimals and theirhabitats.
To identify and name avariety of plants andanimals in theirhabitats.
To create a factual filmabout differenthabitats and animalsthat live there.
To ask and answerquestions aboutdifferent food sources,animals and habitats.

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 drawing techniques in using colour, pattern, texture , line , shape, form and space.
To explore textile art, how fabrics can be made and used. How fabrics can be joined and decorated.

Experiment with fabric paints and crayons.
Experiment with sewing techniques to create effects.
Experiment with weaving using different materials and types of frame.

Experiment in sketch books with sketching topic related scenes and objects.

The children will know how fabrics can be made and used.
They will be able to name and describe some different fabrics.
They will have had experience of fabric painting and crayons.
They will have experimented with sewing.

DT / Design, make, evaluate and develop technical knowledge and vocabulary.
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

Linked to Art – explore ways of cutting and joining textiles through sewing and gluing.

/ Design, make and evaluate:

Have a wide range of materials to choose from

Explore a range of techniques and methods of joining materials.

Be confident to evaluate their own product and their friend’s work.

PHSE / Relationships

Explore feelings within the context of our important relationships including family and friends.
Knowing myself and the people who are important to me.
Understanding and managing my feelings—jealousy, loss, anger, pride, love, caring.

Circle time discussions.
Stories and role play about relationships.
Play imagine if… and this will help children to see things from other people’s points of view.

I can think of ways to make me feel better when I feel hurt.
I can make myself feel better without hurting others.
I can share people I care about.
I can talk about my feelings when I feel alone or when I have to share someone or something.

Music /

Use their voices expressively and creatively by singing songs and speaking chants and rhymes.
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.
To record their compositions in written forms.

Use Sing up:
To use topic work as a stimulus for music.
To develop understanding of how music can be used to create effects and learn to choose appropriate instruments to enhance atmosphere.
To use methods of notation – both formal and informal.

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.

French /

Re-cap knowledge taught so far in French.
Names of French clothes.Names of French clothes and linked to colour words.Choosing clothes for appropriate weather and destinations. Names of French foods. Asking and answering questions about favourite foods. Names of food shops where you would buy different foods.

Use games and songs to engage and tidy to start and end all lessons.
Power points and pictures of French words
Mind mapping into books.
Labelling pictures
Power-points and videos.

To develop confidence in French words.
To begin to say whole short sentences.
To begin to ask and respond to questions.

PE / Striking and Fielding Games;

Use a range of skills with increasing control
Strike a ball with intent and throw it more accurately when bowling and/or fielding
Intercept and stop the ball with consistency, and sometimes catch the ball
Return the ball quickly and accurately
Choose and use batting or throwing skills to make the game hard for their opponents
Judge how far they can run to score points
Choose where to stand as a fielder to make it hard for the batter
Work well as a team to make it hard for the batter
Are familiar with and use the rules set, and keep games going without dis¬putes
Know the demands that specific activities make on their bodies
Know the importance of warming up
Describe what is successful in their own and others’ play
Identify parts of their performance that need improvement, and suggest how to achieve this

A variety of games and activities to practice and build up the skills needed in to a small game in a team.

Most children will be able to:
use a range of skills, eg throwing, striking, intercepting and stopping a ball, with some control and accuracy;
choose and vary skills and tactics to suit the situation in a game;
carry out tactics successfully; set up small games; know rules and use them fairly to keep games going;
explain what they need to do to get ready to play games;
carry out warm ups with care and an awareness of what is happening to their bodies;
describe what they and others do that is successful; suggest what needs practicing.

RE /

To know why Christians consider the Bible a special book.
Understanding where Christians believe the bible came from.
Thinking about the meanings of some Bible stories.

Think of other special books and why they are special. Make a display of special books.
Knowing how the bible is structured. Listening to some Bible stories and thinking about the messages they are teaching.
Make comparisons to other religions we know.
Introduce new vocabulary.
Make artwork to support learning.

I will know a little about how the Bible is structured.
I will have listened to Bible stories with respect and asked questions and joined in discussions about them.