Clarice Cliff Primary - Curriculum Overview – Year 2 - 2020-2021

Autumn 1 (8) Autumn 2 (7) Spring 1 (6) Spring 2 (6) Summer 1 (6) Summer 2 (6) Topic

Street Detectives (H) Magnificent Muck, Mess & Superheroes (PE) Coastline (G) Movers & Shakers (H) Monarchs (H) Mixtures (AD) Beach (DT) Still Life (AD) Portraits and Poses (AD) Main text(s) The Gingerbread Willy the Wimp Little Red Riding Snow White The Disgusting The Enormous Man Hood Sandwich Crocodile Supporting texts The Ninja Bread Man Willy the Champ On the Way – People in History: George’s Marvellous Coasts - Let's Explore by Katrina Charman Willy the Wizard Jilly Murphy Henry VIII Medicine Britain Willy the Dreamer By By Roald Dahl Supertato by Sue Anthony Browne Good Little Wolf – People in History: Seashore: Explore Hendra Nadia Shireen Elizabeth I Roald Dahl’s Revolting Nature with fun facts National Geographic Recipes and activities (Nature Emergency Services Kids: Rosa Parks DKfind out! Castles Explorers) Popcorn: People who help us The Lighthouse Keeper's Lunch

Katie Morag and the New Pier English Narrative – retell Narrative – Description Narrative –Retell fairy Narrative – Setting Narrative –Stories with a Narrative – Innovate traditional tale of character in context tale description in context familiar setting – stories (3 weeks) of the story – (3 weeks) of the story Alternative characters (New animal/tricks) Retell and (3 weeks) (4 weeks) (3 weeks) Narrative –Write an innovate adventure Non Narrative – Non Narrative – alternative story stories (3 weeks) Recount of Visit to Non Narrative – Non Narrative – (2 weeks) (4 weeks) Tamworth Castle Instructions – How to Information texts/ Non Informal letter (2 weeks) make a disgusting chronological report – (1 week) Sandwich Crocodiles Non (2 weeks) (2 weeks) Narrative- Information texts- Significant People- Rosa Parks (2 weeks) Maths Number: Place Value (Within 10) Number: Addition and Subtraction (Within 20) Number: Multiplication and Division Number: Addition and Subtraction (Within 10) Number: Fractions Clarice Cliff Primary - Curriculum Overview – Year 2 - 2020-2021 (White Rose) Number: Place Value (Within 50) Geometry: Position and Direction Geometry: Shape Measurement: Length and Height Number: Place Value (Within 100) Number: Place Value (Within 20) Measurement: Money Measurement: Time Science Living things & their habitats. Animals, including Humans Use of everyday materials Plants Identify that most living things live in habitats to which they are That animals, including Find out and describe how suited. humans, have offspring How the shapes of solid objects made from some materials plants, need water, light and a which grow into adults. can be changed by squashing, bending, twisting and suitable temperature to grow Describe how different habitats provide for the basic needs of stretching. and stay healthy. different kinds of animals and plants, and to understand how Describe the basic needs of they depend on each other. animals, including humans, Identify and compare the suitability of a variety of everyday for survival (water, food and materials, including wood, metal, plastic, glass, brick, rock, Observe and describe how Identify and name a variety of plants and animals in their air). paper and cardboard for particular uses. seeds and bulbs grow into habitats, including micro habitats. mature plants. Describe the importance for Explore and compare the differences between things that are humans to have exercise. living, dead, and things that have never been alive Understand humans need to Describe how animals obtain their food from plants and other eat the right amounts of animals, using the idea of a simple food chain. different types of food.

Identify and name different sources of food. Understand the importance of hygiene. Geography Name, locate and explain the Ask and answer simple Name, locate and explain the Ask and answer simple significance of a place. geographical questions significance of a place. geographical questions through observation or through observation or simple data collection during Draw or read a range of simple data collection during fieldwork activities. simple maps that use fieldwork activities. symbols and a key. Collect and organise simple Name and locate seas data in charts and tables surrounding the UK, as well from primary sources as seas, the five oceans and (fieldwork and observation) seven continents around the and secondary sources world on a world map or (maps and books). globe.

Study aerial photographs to Use simple compass describe the features and directions to describe the characteristics of an area of location of features or a route land. on a map.

Draw or read a range of Draw or read a range of simple maps that use simple maps that use symbols and a key. symbols and a key.

Describe how an Describe how an environment has or might environment has or might change over time. change over time.

Use geographical vocabulary Collect and organise simple to describe how and why data in charts and tables Clarice Cliff Primary - Curriculum Overview – Year 2 - 2020-2021 people use a range of human from primary sources features. (fieldwork and observation) and secondary sources Describe ways to improve (maps and books). the local environment. Describe the size, location and function of a local industry.

Describe the size, location and position of a physical feature, such as beach, cliff, coast, forest, hill, mountain, sea, ocean, river, soil, valley and vegetation.

Name, locate and explain the significance of a place.

History Understand the term Describe, in simple terms, the Describe, in simple terms, Sequence significant Describe what it was like to significant and explain why importance of local events, the importance of local information in chronological live in a different period a significant individual is people and places. events, people and places. order. Use historical models to important. make judgements about Use historical models to make Describe how an aspect of Use the historical terms year, significance and describe the judgements about significance life has changed over time. decade and century. impact of a significant and describe the impact of a Describe how an aspect of historical individual. significant historical individual. life has changed over time. Examine an artefact and Present historical information suggest what it is, where it is in a simple non-chronological from, when and why it was report, independent writing, made and who owned it. chart, structural model, fact file, quiz, story or biography. Use historical models to make judgements about Sequence significant significance and describe the information in chronological impact of a significant order. historical individual.

Describe how an aspect of life Describe the hierarchy of a has changed over time. past society.

Use historical sources to Present historical information begin to identify viewpoint. in a simple non-chronological report, independent writing, chart, structural model, fact file, quiz, story or biography.

Art Manipulate malleable Analyse and evaluate their Describe similarities and Represent the human form, Select the best materials and Select the best materials and materials by squeezing, own and others' work using differences between artwork including face and features, techniques to develop an techniques to develop an pinching, pulling, pressing, artistic vocabulary. on a common theme. from observation, idea. idea. rolling, modelling, flattening, imagination or memory. Clarice Cliff Primary - Curriculum Overview – Year 2 - 2020-2021 poking, squashing and Describe similarities and Select the best materials and Explain why a painting, piece Identify and mix secondary Draw, paint and sculpt smoothing. differences between artwork techniques to develop an of artwork, body of work or colours. natural forms from on a common theme. idea. artist is important. Select the best materials and observation, imagination and techniques to develop an idea. memory. Identify and mix secondary Make simple sketches to colours. explore and develop ideas. Explain why a painting, piece Represent the human form, of artwork, body of work or Draw, paint and sculpt natural including face and features, artist is important. forms from observation, from observation, imagination and memory. imagination or memory.

Analyse and evaluate their own and others' work using artistic vocabulary. D&T Select healthy ingredients Choose appropriate Choose appropriate Choose appropriate Work safely and hygienically in Explore how a structure can for a fruit or vegetable components and materials components and materials components and materials construction and cooking be made stronger, stiffer and salad. and suggest ways of and suggest ways of and suggest ways of activities. more stable. Create a design to meet manipulating them to achieve manipulating them to achieve manipulating them to achieve simple design criteria. the desired effect. the desired effect. the desired effect. Identify the origin of some Generate and communicate Select the appropriate tool for common foods (milk, eggs, their ideas through a range a task and explain their Generate and communicate some meats, common fruit of different methods. choice. their ideas through a range and vegetables). of different methods. Explain how closely their Describe the types of food finished products meet their Prepare ingredients by needed for a healthy and design criteria and say what peeling, grating, chopping varied diet and apply the they could do better in the and slicing. principles to make a simple, future. healthy meal. Choose appropriate components and materials Generate and communicate and suggest ways of their ideas through a range of manipulating them to achieve different methods. the desired effect. PE Team Games Multi-skills Gymnastics Sending and Outdoor Adventurous Team Games Play simple team games, Develop and modify running, Demonstrate a sequence of Receiving Activity Play simple team games, understanding the rules and jumping, throwing and linked balances, creating a Confidently send or receive Move over, under and through understanding the rules and developing basic tactics to catching techniques to make variety of body shapes. an object, such as a spaces and obstacles developing basic tactics to score points. outcomes more successful. beanbag or ball. outdoors. score points. Dance Multi-skills Fitness for Children Perform movements to Sending and Receiving Develop and modify running, Athletics (ABC) Collect data over time to show express ideas, emotions or Confidently send or receive an Dance jumping, throwing and Develop and modify running, how repetition improves feelings, varying level, speed object, such as a beanbag or Perform movements to catching techniques to make jumping, throwing and overall performance. and direction. ball. express ideas, emotions or outcomes more successful. catching techniques to make feelings, varying level, outcomes more successful. speed and direction. Music Ourselves Our Land Animals Storytime Weather Water Discover ways to use voices Explore timbre and texture as Link animal movement with Introduction to famous Provide opportunities to create Sing and play a variety of (Music Express) to describe feelings and descriptive sounds are pitch movement to help pieces to stimulate descriptive sounds and word pitch shapes, using moods. Create and notate explored. Listen to – and develop understanding and composition. Interpret a rhythms with rag and songs movement and reading from vocal sounds, building to a perform – music inspired by recognition of changing pitch. storyboard with sound effects about weather. Create a scores. Create a class performance. myths. Interpret pitch line notation and develop their own ideas descriptive class composition composition which describes using voice and percussion. using voices and instruments. Clarice Cliff Primary - Curriculum Overview – Year 2 - 2020-2021 Toys Our Bodies using voices and tuned the sound and creatures of a Move and play to a steady Develop a sense of a steady instruments. Seasons Pattern pond. beat and sound sequences. beat using own bodies. Develop understanding of Using simple notations, play, Learn to control changing Respond to music and play Number pitch through movement, create and combine minibeast tempo as the children take a rhythm patterns on body Explore steady beat and songs and listening games. rhythms using body Travel scooter ride. percussion and instruments. rhythm patterns. Play beats Become familiar with pitch percussion and instruments. Learn a Tanzanian game and patterns from shapes and perform them in song and accompany a Renaissance to West a variety of ways. travelling song using voices Africa and create own with and instruments. Listen to an body percussion, voices and orchestral piece and instruments. improvise own descriptive ‘theme park’ music. Computing Online Safety (2 weeks) Coding (5 weeks) Questioning (5 weeks) Effective searching (3 Creating pictures (5 weeks) Presenting Ideas (4 weeks) Use technology safely and Understand what algorithms Use technology purposefully weeks) - Use technology purposefully - Use technology (Purple Mash) respectfully, keeping are; how they are to create, organise, store, Use technology purposefully to create, organise, store, purposefully to create, personal information private; implemented as programs on manipulate and retrieve to create, organise, store, manipulate and retrieve digital organise, store, manipulate identify where to go for help digital devices; and that digital content. manipulate and retrieve content and retrieve digital content and support when they have programs execute by following digital content. - Recognise common uses of - Recognise common uses of concerns about content or precise and unambiguous Recognise common uses of information technology beyond information technology contact on the internet or instructions. information technology Recognise common uses of school. beyond school other online technologies. beyond school. information technology - Use technology safely and Create and debug simple beyond school. respectfully, keeping Spreadsheets (3 weeks) programs. personal information private; Use technology purposefully Use technology safely and identify where to go for help to create, organise, store, Use logical reasoning to respectfully, keeping and support when they have manipulate and retrieve predict the behaviour of personal information private; concerns about content or digital content. simple programs. identify where to go for help contact on the internet or and support when they have other online technologies. Recognise common uses of concerns about content or information technology contact on the internet or beyond school other online technologies.

Music Making (3 weeks) Use technology purposefully to create, organise, store, manipulate and retrieve digital content.

Recognise common uses of information technology beyond school. Languages Introduction to basic French vocabulary (as and where appropriate in daily routine): Simple greetings – hello, goodbye, good morning, good afternoon Simple commands- yes/no Please, thank you, sit, stand, listen Numbers 0 – 10 Colours- red, green, blue, yellow, black, white, pink, orange, purple, brown

RE How should we care for others and the world and why Who is a Muslim and what do they believe? How can we learn from sacred books? does it matter? Identify some ways a Muslim might describe God Pupils will learn: Give an example of what Jesus said about the importance Clarice Cliff Primary - Curriculum Overview – Year 2 - 2020-2021 of children. Respond sensitively to what matters to Muslims and what That some books are holy, and what this means Give simple examples of how people are unique and valuable. matters to me. Describe how it feels when people are not kind. That there are many versions of the Bible published and Consider questions such as what does Retell a story about the Prophet Muhammad. reasons for this this story teach about caring? A story that Jesus told; Look for similarities and differences between different stories Say why Muslims try to follow Muhammad and have great from the bible about caring. respect for him. Meanings behind the parable of The Lost Sheep Some of the lessons taught by Jesus in the Sermon on the Identify two examples of religious believers caring for people. Identify what makes a place special or Holy. Mount Give simple reasons why Jesus told the story of the Good Samaritan Recognise and describe the significance of particular objects Ways in which these lessons can be put in practice today Give examples of what believers do as a result of and places to Muslims. That holy books are treated in special ways learning from the Good Samaritan. Describe how Jewish people might help people making links Use the right words to describe some things that are to the festival of Sukkot important in Islam. How Jewish people treat the Sefer Torah to show that it is Find out more about Tzedekah holy. Consider questions such as who needs our help? Recognise how important the Qur’an is to Muslims and give The links between the teaching in the Torah and caring an example of a way Muslims treat the Qur’an. A story from the Torah (Moses). Think of some ways Jewish people care for the world Describe how Mother Teresa have put their beliefs into action Identify some ways Muslims mark Ramadan and celebrate That the Torah contains stories and teachings. Consider questions such as what would it be like if Eid-Ul-Fitr everyone followed the golden rule? That there are similarities and differences between the Torah Identify a special time they celebrate and describe and the Bible. To learn about the Christian festival of Easter its importance. That holy books are treated in special ways Explain simply what celebration means. Describe how a festival is celebrated. To learn about the Christian festival of Easter. How Muslim people treat the Qur’an to show that it is holy. Look for similarities and differences between different festivals To identify the beliefs & practices associated with Easter. A story about the Prophet Muhammad Think of reasons why some people like to celebrate important events To make links between their own experience of Easter and Meanings behind an Islamic story To learn about the Muslim festival of Eid. that of believers. To identify the beliefs & practices associated with Eid. To learn about the Christian festival of Christmas To suggest why the Easter is important for Christians. To identify the beliefs & practices associated with Christmas. Explore the meaning of the central message of the birth of Jesus To suggest why this message is important for Christians To make links between their own experience of Christmas and that of believers To suggest why Christian beliefs about Christmas influence behaviour How and why do we celebrate sacred times?

PSHE Being me in my world Celebrating differences Dreams and goals Healthy Me Relationships Changing me I understand the rights and I can identify some ways in I can explain some of the I can make some healthy I can identify some of the I can recognize the physical (Jigsaw) responsibilities for being a which my friend is different ways I worked snacks and explain why they things that cause confict differences between boys member of my class and to me. cooperatively in my group are good for my body. between me and my friends. and girls, use the correct school to create the end product. names for parts of their I can tell you why I value this I can express how it feels to I can demonstrate how to use body (penis, testicles, I can listen to other people difference about him/her. I can express how it felt to share healthy food with my the positive problem solving vagina) and appreciate that and contribute my own be working as part of this friends. technique to resolve conficts some parts of my body are group. with my friends. private. Clarice Cliff Primary - Curriculum Overview – Year 2 - 2020-2021 ideas about rewards and consequences I can tell you what I like/don’t like about being a I can recognize the choices boy/girl. I make and understand the consequences