OHS: Form 2 Curriculum Overview

Form 2: Curriculum Overview

English

Writing: story planning and writing, text-level activities linked to a book, similes.

Grammar: (sentence structure including correct use of full stops, capital letters, exclamation marks, commas, question marks, time connectives, adjectives, nouns, verbs, expanded noun phrases)

Spelling: (consolidating National Curriculum

Form 1 & 2 spelling words, correct use of ‘a’ and ‘an’ revision of high-frequency words and word families), more spelling rules according to the Ruth Miskin Phonics scheme.

Comprehension: Children will develop the core reading skills (retrieval, vocabulary, inference, prediction, explanation, and summary) through reading comprehension.

Handwriting: (posture, letter size and formation, presentation, and revision of joining the cursive script).

Speaking and Listening: (following instructions, listening to others, taking turns in conversations, speaking clearly to a variety of audiences, presentations, and performances).

Phonics: Children will review sets 1, 2, and 3 phonic sounds.

Ideas for Home

• Use a video or picture stimulus to encourage children to write a setting description.

• Play fun sentence games.

• Provide creative writing opportunities at home.

Next Steps

Make inferences.

Make a plausible prediction about what might happen based on what has been read so far.

Make links between the book they are reading and other books they have read.

Write effectively and coherently for different purposes, drawing on their reading to inform the vocabulary and grammar of their writing.

Make simple additions, revisions, and proof-reading corrections to their own writing.

Use the punctuation taught at key stage 1 mostly correctly.

Spell most KS1 common exception words correctly.

Add suffixes to spell most words correctly in their writing (e.g. –ment, –ness, –ful, –less, –ly).

Use the diagonal and horizontal strokes needed to join some letters.

Maths

Place Value

• Count objects to 100 and read and write numbers in numerals and words.

• Represent numbers to 100.

• Tens and ones with a part-whole model.

• Tens and ones using addition.

• Use a place value chart.

• Compare objects and numbers.

Addition and Subtraction

• Fact families - addition and subtraction bonds to 20.

• Compare number-sentences.

• Related facts.

• Bonds to 100 (tens).

• Add and subtract 10s.

• Add and subtract a 2-digit and 1-digit numbernot crossing ten and crossing ten.

Geometry: Money

• Recognise coins and notes.

• Count money in pence and pounds

• Count money - Notes and coins.

• Select money.

• Make the same amount of money.

• Compare money.

• Find the total, the difference and change.

Next Steps

Count from 0 in multiples of 4, 8, 50 and 100.

Compare and order numbers up to 1000.

Identify, represent, and estimate numbers using different representations.

Read and write numbers up to 1000 in numeral and in words.

Solve number problems and practical problems involving these ideas.

To subtract numbers mentally, including a three-digit number.

Add and subtract numbers with up to three digits, using formal written methods.

Estimate the answer to a calculation and use the inverse operation to check answers.

Solve problems, including missing number facts, place value, and more complex addition and subtraction.

Ideas for Home

• Help to pay for items at a shop (know how much money they have; how much the items will cost and what change they will receive).

• Save money.

Science

Animals including Humans - Growth

• To describe the needs of animals for survival.

• To describe the needs of humans, for survival.

• To explore the importance of eating the right food.

• To describe what a healthy, balanced diet looks like.

• To investigate the impact of exercise on our bodies.

• To investigate the importance of hygiene

Animals including Humans - Life cycle

• To learn how to order the stages of the human life cycle.

• To describe the stages of life from adulthood to old age.

• To learn how to match offspring to their parents.

• To explore the life cycle of a chicken.

• To describe the life cycle of a butterfly.

• To explore the life cycle of a frog.

Ideas for Home

• To look at nutritional labels at home.

• To exercise at least three times a week.

• To make a 3D life cycle at home.

• To talk to their parents about the characteristics he/she may have gotten from them.

Next Steps

To plan a healthy diet.

To identify the many different lifestyles in nature.

History

Topic: The Great Fire of London

• To understand where and when the Great Fire of London started.

• To understand the key events of The Great Fire of London.

• To place key events in chronological order.

• To find out why the fire spread so quickly and stayed alight so long.

• To find out about Samuel Pepys and his diary.

• To recap what we have found out about The Great Fire of London.

Ideas for Home

• Design and build your own 1666 paper house.

• Imagine you are Samuel Pepys and write an extract from his diary.

• London’s Burning is a rhyme about The Great Fire of London. Can you write your own?

• The Great Fire of London was thought to have started in a bakery in Pudding Lane. Have a go at baking something at home. Take a picture of the final product to show us or bring it in for us to try.

• Create a map of London in 1666 showing the location of the River Thames, Pudding Lane bakery and where the fire spread.

Next Steps

Use and understand the terms BC/AD.

Refer to the past in terms of periods.

Use some key dates as important markers of events.

Reference three periods of time.

Note key changes over a period.

Understand that events have more than one cause.

Describe everyday lives of people in time studied

Geography

Topic: Seaside

• To use an atlas to name and investigate seaside towns.

• To know the human and physical features of seaside resorts.

• To recognise and compare the human and physical features of the seaside and our local area.

• To know what seaside holidays were like in the past and who went on them.

Next Steps

Name and locate counties and cities of the United Kingdom, identifying human and physical characteristics including hills, mountains, rivers, and seas, and how a place has changed.

Ideas for Home

• Draw and label animals you might find along the seaside.

• Make a seaside in a jar.

• Find some pictures of when you have been to the seaside.

• Plan a trip to the seaside.

• Build a 3D model of a lighthouse.

• Choose a beach from around the world and compare it to one in the UK.

Understand geographical similarities and differences through the study of human geography of a region of the United Kingdom.

Physical geography, including climate zones, biomes, volcanoes, tornadoes, tsunamis, earthquakes and the water cycle.

Human geography, including types of settlement and land use.

Use symbols and keys (including the use of Ordnance Survey maps), to build their knowledge of the United Kingdom and the wider world.

Use fieldwork to observe and present the human and physical features in the local area using sketch maps, plans and digital technologies.

Art/Design Technology

• Creating seasonal arts and crafts

• To learn about line and shape so they can fold and draw a pet shop.

• Christmas card project: Children will create a piece of artwork which will use for the annual Christmas card fundraiser.

• Introduction to the impressionist and postimpressionist art movements and learning about the art and style of Monet and Vincent Van Gogh.

Religious Studies

Christianity

Enquiry: Is it possible to be kind to everyone all over the world?

• To understand what kindness is.

• To understand how Jesus showed kindness.

• To understand it isn’t always easy to show kindness.

• To understand how people show kindness in their daily work.

Enquiry: Why do Christians believe God gave Jesus the world?

• To know how and why we need to look after the world.

• To understand why Christmas is a special time.

• To understand why Jesus’ teachings were important.

• To understand how Christians countdown to Jesus’ birth.

Developing drama skills and exploring texts used in English through:

• Improvisation

• Role play and short scenes

• Exploring characterisation

• Hot seating and conscience alley

• Thought tracking

Drama Music

• Freeze frames

MFL French

To be exposed to simple French phrases and seasonal and cultural vocabulary through songs, games, and story books.

• France: location and how to get there.

• Story: “Trotro a Paris”.

• Greetings and feelings:

Comment t’appelles-tu?

Comment ça va?

• Finger rhyme: “Deux petits oiseaux”.

• Months and birthdays.

• To understand how they can show love and be kind to others.

Exploring pulse create composition and play together in small groups and as a class. (Exploring John Cage’s concept “everything we do is music”)

• Perform steady beat patterns and focus on rests.

• Perform different rhythms of sound and silence using simple score.

• Creating own score and performing

• Graphic score work - matching scores to pieces of music and using them in their own composition.

KS1 Christmas Celebration

• Singing together, working on using voices more expressively

• Clear words and confident diction, work on good presentation.

Computing systems and networkstechnology around us

Pupils learn about a range of technology in familiar settings, such as school and the home, before being introduced to technology in the wider world. They will learn the difference between technology and information technology and will begin to understand the benefits of using information technology. Pupils will also consider safety implications of using information technology, linking to online safety.

Data & information - pictograms

Pupils learn the term ‘data’. Pupils will begin to understand what data means and how this can be collected in the form of a tally chart. They will learn the term ‘attribute’ and use this to help them organise data. They will then progress onto presenting data in the form of pictograms and finally block diagrams. Learners will use the data presented to answer questions.

Games for Understanding

• Each week to change sports/activity.

• Balls skills in different sports.

• Attacking and defending principles.

• Tactical awareness and game play.

Health Related Fitness

• What does my body feel like when I exercise (physiological changes)?

• Why is exercise important?

• Range of activities to focus on: cardiovascular endurance, speed, agility, balance, coordination, competition.

Netball:

Computing PE Games PSHCEE

Being me in my word

• Hopes and fears for the year.

• Rights and responsibilities

• Rewards and consequences

• Our learning charter.

• Owning our learning charter.

Celebrating differences

• Boys and girls.

• Why does bullying happen.

• Standing up for myself and others.

• Gender diversity.

• Celebration differences and still being friends.

• Practise hand eye coordination skills through catching and throwing with soft and hard balls.

• Introduction to roles of attacking and defending Understand how to shoot in a simplified game.

• To be able to play small -sided games.

• To be able to move and pass to another team-mate.

Football:

• To practise ball mastery skills, including dribbling, kicking, stopping, and shooting

• To be able to show this in small sided games.

• Introduction to attacking and defending in football.

• Practise shooting

• Play a small sided game.

• Understand basic rules.