Year 2 - Curriculum Topic Plan (Towers, Tunnels and Turrets) Autumn Term 2018

English (from N.C. Statutory Requirements)

Pupils should be taught to:

  • Develop positive attitudes towards and stamina for writing by writing for different purposes, to include letters, recounts, retells, descriptions, poems, riddles and instructions relating to our topic
  • Consider what they are going to write before beginning by planning and organising out loud what they are going to write about
  • Expand noun phrases for description e.g. blue butterfly, plain flour, the man in the moon
  • Use capital letters, full stops, question marks and exclamation marks to demarcate sentences
  • Read accurately by blending the sounds in words that contain the graphemes taught so far
  • Develop pleasure in reading, motivation to read, vocabulary and understanding by: listening to, discussing and expressing views about a wide range of contemporary and classic poetry, stories and non-fiction at a level beyond that at which they can read independently.

Maths (from N.C. Statutory Requirements)

Pupils should be taught to:
Number and place value

  • Explore the value of numbers
  • Explore where numbers live in our number system
  • Solve problems comparing the value of numbers
  • Represent numbers in different ways.

Counting and comparing

  • Solve problems comparing the value of numbers
  • Order numbers according to their value
  • Investigate number patterns.

Investigating properties of shapes

  • Explore 2 –D shapes
  • Explore 3 –D shapes
  • Compare 2-D and 3-D shapes

Addition and Subtraction

  • Explore addition and subtraction facts
  • Explore mental strategies to solve calculations
  • Use the inverse relationship between addition and subtraction
  • Solve problems addition or subtraction.

Exploring money

  • Explore money
  • Solve problems involving money.

Science (from N.C. Statutory Requirements)

Pupils should be taught to:

  • Ask simple questions and recognise that they can be answered in different ways
  • Perform simple tests
  • Use observations and ideas to suggest answers to questions
  • Distinguish between an object and the material from which it is made
  • Identify and compare the uses of a variety of everyday materials, including wood, metal, plastic, glass, brick, rock, paper and cardboard
  • Find out how the shapes of solid objects made from some materials can be changed by squashing, bending, twisting and stretching
  • Compare how things move on different surfaces.

Art and Design (from N.C. Subject Content)

Pupils should be taught:
To use a range of materials creatively to design and make products
To use drawing, painting and sculpture to develop and share their ideas, experiences and imagination
To develop a wide range of art and design techniques in using colour, pattern, texture, line, shape, form and space
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.

Computing (from N.C. Subject Content)

Pupils should be taught to:

  • Understand what algorithms are; how they are implemented as programs on digital devices; and that programs execute by following precise and unambiguous instructions
  • Create and debug simple programs
  • Use logical reasoning to predict the behaviour of simple programs
  • Use technology purposefully to create, organise, store, manipulate and retrieve digital content
  • Use technology safely and respectfully, keeping personal information private; know where to go for help and support when they have concerns about material on the internet
  • Recognise common uses of information technology beyond school.

Design and Technology (from N.C. Subject Content)

  • Through a variety of creative and practical activities, pupils should be taught the knowledge, understanding and skills needed to engage in an interactive process of designing and making. They should work in a range of relevant contexts.

Geography (from N.C. Subject Content)

Pupils should be taught to:

  • Name, locate and identify characteristics of the four countries and capital cities of the United Kingdom and its surrounding seas  (Re-cap from Y1)
  • Understand geographical similarities and differences through studying the human and physical geography of Quedgeley and a small area of the United Kingdom (Re-cap from Y1)

Use basic geographical vocabulary to refer to:

  • Key physical features, including: beach, cliff, coast, forest, hill, mountain, sea, ocean, river, soil, valley, vegetation, season and weather
  • Key human features, including: city, town, village, factory, farm, house, office, port, harbour and shop
  • Use aerial photographs and plan perspectives to recognise landmarks and basic human and physical features; devise a simple map; and use and construct basic symbols in a key.

History (from N.C. Subject Content)

Pupils should be taught about:

  • Events beyond living memory that are significant nationally or globally
  • The lives of significant individuals in the past who have contributed to national and international achievements. Some should be used to compare aspects of life in different.

Music (from N.C. Subject Content)

Pupils should be taught to:

  • Use their voices expressively and creatively by singing songs and speaking chants and rhymes
  • Play tuned and untuned instruments musically
  • Listen with concentration and understanding to a range of high-quality live and recorded music
  • Experiment with, create, select and combine sounds using the inter-related dimensions of music.

Physical Education (from N.C. Subject Content)

Pupils should be taught to:

  • Master basic movements including running, jumping, throwing and catching, as well as developing balance, agility and co-ordination, and begin to apply these in a range of activities
  • Perform dances using simple movement patterns.

Religious Education (from N.C. Subject Content)

Through the topics Who is a Muslim and how do they live?

  • Why does Christmas matter to Christians, pupils should be taught to:
  • Make sense of belief
  • Understand the impact by giving examples
  • Make connections by talking and asking questions.