Year 2 Curriculum Outline - Summer 2020

Year 2 Curriculum Outline Summer 2020

Year 2 Curriculum Outline Summer 2020 X Marks the Spot ~ Planes, Trains and Automobiles

Humanities - Social Understanding In T ​ hematic ​our work will support learning in Science, Humanities and the Arts as well as supporting the learning habits throughout the school. The children will further develop their research skills and diverse methods of recording. Pupils will continue to work on their ability to use correct vocabulary when talking about the past. We will also carry out experiments that will link closely with our themes. When looking at ‘X Marks the Spot’ the children will be extending their mapping skills. We will be encouraging the children to use a number of different media to represent our findings and learning.

RS​ ​this term focuses on Jesus and his disciples, and on the stories Jesus told. The children will reflect on the important message in each story, and how that might inform their own perspectives on life. Key skills will include retelling and explaining these expressions of faith, and using key religious vocabulary with confidence. The pupils are encouraged throughout to respond with sensitivity and tolerance towards the experiences and feelings of others, including those with a faith.

Language and Communication In ​English ​the children will continue to focus on their daily phonics through the Read, Write programme and Literacy lessons. The literacy lessons will stem from the topics and we will continue to develop the children’s love of writing stories, basic grammar that Year 2 children should be familiar with and use, and comprehension work.

During our chosen topics we will be looking to further develop each child’s creative and imaginative writing, through focusing on humorous poems, settings and characters, and letters and invitations. We will highlight persuasive writing and information texts.

The summer term is a great opportunity to learn some playground games in ​Modern Languages​ and to focus on clear pronunciation and confidence with the language. There will be plenty of activities to ​complement the thematic learning topics and to consolidate key vocabulary and structures such as giving a name, age and nationality. The focus will be on speaking and listening with stories, songs, rhymes and language learning games. Pupils can use the Elementary section of Linguascope if they wish to practise vocabulary at home. In Spanish​, the fun story ‘Mrs Armitage on Wheels’ provides a solid base for new vocabulary and structures, whilst In ​French​, pupils will enjoy learning through the traditional tale of ‘Goldilocks and the Three Bears.

Mathematical Understanding In ​Maths​ Year 2 will start the term by using mathematical vocabulary to describe position, direction and movement, including movement in a straight line, and distinguishing between rotation as a turn and in terms of right angles for quarter, half and three-quarter turns (clockwise and anti-clockwise).

They will order and arrange combinations of mathematical objects in patterns and sequences and learn how to tell and write the time to five minutes, including quarter past/to the hour, whilst drawing the hands on a clock face to show these times. Pupils will need to know the number of minutes in an hour and the number of hours in a day and be able to compare and sequence intervals of time.

The next topic is measurement, specifically mass, capacity and temperature. Pupils will need to choose and use appropriate standard units to estimate and measure length/height in any direction (m/cm); mass (kg/g); temperature (°C); capacity (litres/ml) to the nearest appropriate unit. Also they will use rulers, scales, thermometers and measuring vessels to compare and order lengths, mass, volume/capacity and record the results using >, < and =.

As the term progresses, pupils will be given opportunities to solve problems and investigations by using the most efficient methods.

Physical Education and Well-being

In ​PSHEE ​we will be covering two units of work: Personal Safety and Managing Risk​: ​In this topic we introduce the concept of risk to the children and develop an understanding of ways in which risk might be reduced in the area of drug education and road safety. We will recognise what can cause harm (hazards), assess risk (the probability of harm) and understand how to control risks to ourselves and others in familiar and unfamiliar situations.

Managing Change:​ ​The children will learn to recognise that change is a normal part of life.

They will begin by thinking about their changing achievements, skills and responsibilities as they grow older. They will discuss changes they can have some choice in, those which others choose for them, and those which just happen, and consider possible reasons for these changes. The children will discuss the emotions they might feel at these times of change, considering what they might do to help themselves cope with the feelings they experience and how other people might be able to help too. They will also learn that change can be positive and talk about some life changes they might look forward to in the future.

Creative and Performing Arts In ​Plan Learn Do Review​ pupils have the opportunity to lead and direct their own learning.

Over a four week cycle the pupils will Plan what they want to do which may be digitally via a video, or using pictures, words and labels. The pupils then spend a session to Learn something that will contribute to the successful Do session. Perhaps colour mixing, cutting cardboard, threading a needle, or finding out what a rocket really looks like. In the third week, it is Do day; on this day the pupils execute their Plan. You may be asked to bring in some specific resources to help on this day such as a cardboard box or some small cakes for decoration. Often the pupils link their project to the theme but it is up to them. Then it is the final session which is the pupils’ Review, this is where they reflect on how their project went, this may be a discussion, a video or a written statement. This helps inform the pupils next Do based on what they may want to learn next.

In ​Create Design and Engineering, ​as part of the X Marks the Spot theme, the pupils will be​ ​using different media such as collage materials. In addition to this, we will be teaching the children to draw artefacts from observation. We always encourage the children to practise their free drawing as much as possible and will revisit making shapes appear solid and in perspective.

In M ​ usic​ we will continue to notate and play simple tunes using three notes on pitched percussion. We will learn how to represent these notes on the 5 line stave. In the second half of term we will focus on rhythm notation and reading using the rhythm sticks ‘ta’ and ‘tate’.

In recorder lessons, we will learn the new note G. We will continue to learn some new songs with fun backing tracks as well as some familiar songs that we sing in class.

Scientific Understanding

In S ​ cience​ a key focus this term is to promote scientific questioning about ‘what might happen’ and ‘why?’ We will look at questions such as ‘how?’ and ‘what might happen if?’ and consider all queries in a variety of contexts. We will also look at how to collect sufficient evidence for a conclusion. In all our experiments we will source a variety of materials to make simple models. This will enable us to investigate both the materials and the design.

We will also remind ourselves of ‘fair testing’ and measuring. Later in the term we will be looking at construction and vehicles with particular reference to friction.

Digital

The Inner Wheel With the Google apps at the heart of digital curation our pupils use Google Classroom to complete work digitally and hand in work that is produced in a variety of ways. We have identified 7 main apps, our EverGreen apps, that help to showcase our pupils’ learning. An animation, movie or annotated piece of work provides richer feedback for the teacher and ultimately helps to make greater progress.

Explain Everything ​www.explaineverything.com Green Screen ​www.doink.com Stop Motion ​www.cateater.com Strip Design ​www.vividapps.com/Strip_Designer/ Notability ​www.gingerlabs.com Book Creator ​www.bookcreator.com Puppet Pals ​www.polishedplay.com

The Outer Wheel We have a number of apps that we use consistently throughout our curriculum that lend themselves to our creative approach. We avoid apps that are specific to a particular outcome, preferring content free apps that can help to enhance our pupils work and understanding. Some examples are: Minecraft, iMovie, KeyNote, Pages and Padlet.

Coding Another aspect of our digital curriculum is the coding/programming skills that are embedded in all subjects or taught discretely in Years 5 and 6.

We have identified a progression of apps that help to develop our pupils ability to code. The apps provide variety and challenge and help to develop the computation skills that are crucial learning in our digital work.

We combine the coding experiences with physical output. Using Spheros, BBC Micro:Bits and Ozobots provides visual outcomes that bring our code to life. As our pupils develop further they transition on to written code.

Thinking Toolkit Alongside and underpinning our curriculum we ensure that our pupils are developing as active learners and active thinkers. Throughout each subject area pupils are encouraged to use their range of thinking tools and reflect on when and how they are using them.

Pupils are encouraged to reflect on how their thinking tools underpin all aspects of their learning and not just in the more obvious ways. How are they creative in maths? How do they enquire in English? How are they critical in Music? How do they think computationally in PE?

Inclusion This curriculum map outlines the core curriculum for each year group each term but at the heart of our wheel is the individual learner. Each subject area has a progression of skills which enables staff to stretch or support individuals as and when they need a little help, a bit of a push or a just a different way in. Within our classrooms through planning, teacher knowledge and interactions work is differentiated to suit the needs of each individual.