Year 2 – Autumn 1

• Riddles
  

  • Read a riddle and explain what it is about.
  • Identify the key features of a riddle.
  • Identify nouns.
  • Identify adjectives.
  • Write a descriptive sentence.
  • Write a riddle.
  • Edit writing.

  Paddington Stories 

  • Identify the structure of a story.
  • Identify and record examples of the contracted form.
  • Map the stages of a story.
  • Identify some of the features of a story.
  • Formulate a spoken sentence and say it clearly to a partner.
  • Use a noun phrase/extended noun phrase to describe a character.
  • Check my work and add missing punctuation.
  • Recognise different sentences from a range of exclamations, questions, commands and statements.
  • Write these types of sentences.
  • Create a story plan for a story that they will write.
  • Use a capital letter for a proper noun.
  • Write the beginning of a story- remembering what a beginning of a story includes.
  • Write the middle part of a story.
  • Use a conjunction to extend a sentence to give more detail.
  • Write the ending to a story.
  • Proof read writing.
  • Edit and improve writing with some help.  

  Personal Recounts

  • Recall key events.
  • Formulate a spoken sentence and say it clearly to a partner.
  • Use a noun phrase/extended noun phrase to describe an event.
  • Check writing and add missing punctuation.
  • Use a capital letter for a proper noun.
  • Plan a recount.
  • Write a recount using a plan.
  • Use a conjunction to extend a sentence to give more detail.
  • Proof read writing.
  • Edit and improve writing with some help.

• Place Value

  • Count numbers up to 100 using concrete objects: counting in ones and tens, forwards and backwards.
  • Know the place value of each digit in a 2-digit number.
  • Compare numbers from 0 to 100 using <, > and = signs.
  • Deepen understanding of the place value of each digit in 2-digit numbers using number bonds.
  • Count in steps of 2 and 10 from any number, forwards and backwards.
  • Count in steps of 3 and 5 from any number, forwards and backwards. 

  Addition and Subtraction

  • Add a 2-digit number and ones, without renaming.
  • Add tens by recognising its relationship to adding ones.
  • Add a 2-digit number and tens, without regrouping.
  • Add two 2-digit numbers without renaming.
  • Add 1-digit numbers to a 2-digit number resulting in renaming of ones.
  • Add two 2-digit numbers, with renaming of ones.
  • Subtract ones from a 2-digit number without renaming.
  • Subtract tens by recognising its relationship to subtracting ones.
  • Subtract tens from a 2-digit number without renaming.
  • Subtract a 2-digit number from another 2-digit number without renaming.
  • Subtract a 1-digit number from a 2-digit number with renaming.
  • Subtract a 2-digit number from another 2-digit number with renaming.
  • Add three single-digit numbers. 

  Multiplication and Division

  • Understand that multiplication is the same as repeated addition of equal groups.
  • Understand and learn the 2 times table.
  • Recall and use the 2 times table.
  • Understand and learn the 5 times table.
  • Recall and use the 5 times table.
  • Understand and learn the 10 times table.
  • Recall and use the 10 times table.
  • Use knowledge of the 2, 5 and 10 times tables to explore commutative law.
  • Use knowledge of the 2, 5 and 10 times tables to further investigate commutative law.
  • Solve word problems using multiplication facts from the 2, 5 and 10 times tables.

Materials 

• Recap prior learning from Year 1 and find out what we already know.
• Using skills of scientific enquiry begin to ask some simple questions and make suggestions about what we could find out about materials.
• Identify and classify objects according to what materials they are made from and use our own criteria.
• Recognise and describe the properties of these materials, and begin to suggest what they are suitable for making and why.
• Develop identification and classification skills, whilst extending our vocabulary to describe the properties of materials.
• Gather and record data to help us compare how different materials could and couldn’t be used and why. Discuss their suitability for particular uses.
• Carry out a test to compare the suitability of different materials for keeping sandwiches dry.
• Decide what to observe and measure.
• Perform a fair test and record what we find out.
• Use our observations and ideas to answer the question and talk about what we did.
• Learn how some solid materials can change shape when different forces are exerted on them.
• Explore how the shapes of solid objects made from some materials can be changed by squashing, bending, twisting, stretching, pushing & pulling
• Develop our scientific vocabulary to describe these forces.
• Perform a simple test to find out and explain why some solid objects need to change shape.
• Gather and record data to help us identify why some materials are more suitable for particular uses.
• Identify and classify objects that are made from more than one material.
• Sort data into a Venn Diagram to show the criteria we have chosen.

Basic Skills

• Create a document and save it.
• Change the font size and colour.
• Open my saved work.
• Add a picture to my work.
• Understand online risks and the age rules for sites.
• Participate in class social media.
• Print and save my work.
• Use word processing skills to write an information text.

Yoga/Multi-skills

• Move with some control and awareness of space.
• Hold a position whilst balancing on different parts of the body.
• Copy and remember actions (poses).
• Learn how to control the breath and mind through breathing techniques.
• Link two or more actions to make a sequence.
• Show contrasts (such as small/tall, straight/curved and wide/narrow)
• Relax body during meditation.
• Throw and catch with control and accuracy.

Me and My Relationships

• Recognise ways in which their own choices and behaviour affects others.
• Show some responsibility for self and others in and out of school.
• Recognise worth in others, and say why someone is special to them.
• Listen to the teacher and to a friend.
• Know there are different types of negative behaviours, bullying and teasing.
• Know that these behaviours are wrong and I know how to deal with them including if they experience or witness it.
• Know how to get help.
• Identify and respect differences and similarities between people of different ethnic, cultural and faith backgrounds.
• Know how to be a good friend.
• Recognise the importance of valuing our own body and recognising uniqueness.
• Recognise the similarities and difference between boys and girls.
• Identify people who are special to them, what makes them special and how they should care for each other.
• Listen to others and value their view points.
• Know where they can go if they are worried about something.
• Know about the changes that have happened to their body since birth.
• Question whether boys and girls should behave differently (this includes trans children).
• Know about the process of growing from young to old and how people’s needs change.

To investigate and interpret the past:

• Ask questions such as: What was it like for people? What happened? How long ago?
• To understand chronology: Place events in order on a time line.
• To communicate historically: Use words and phrases such as: a long time ago, centuries, to describe the passing of time.
• To build an overview of world history: Describe significant people from the past.
• To build an overview of world history: Describe historical events.
• To investigate and interpret the past: Use artefacts, pictures, stories, online sources and databases to find out about the past.
• Talk about how the invention of the railways changed the local area.

Local Journeys

• Use the correct words to talk about the local area.
• Recognise landmarks and both physical and human features on aerial images.
• Find human and physical features on a map.
• Use simple compass directions to locate a place or landmark on a map.
• Use a key to talk about a place on a map.
• Identify land use around the school.
• Working with Hidden Horizons to learn how to use simple compass directions to locate a hidden object in the playground, using a map.
• Walk to Scarborough Railway Station, using our maps and compasses.
• Use the correct words to talk about the local area.
• Follow a range of directions.
• Describe and draw where places and how to get to them.
• Record landmarks and both physical and human features on our own maps. 

• Drawing

  • Draw lines of different sizes and thickness.
  • Colour (own work) neatly following the lines.
  • Show pattern and texture by adding dots and lines.
  • Draw lines of different sizes and thickness. 

  Axcels

  • Explore and use mechanisms [for example: levers, sliders, wheels and axles], in their work
  • Explore how products have been created.
  • Design products that a have clear purpose and an intended user.
  • Make products, refining the design as work progresses.
  • Cut materials safely using tools provided.
  • Measure and mark out to the nearest cm.
  • Demonstrate a range of joining techniques (such as gluing, hinges or combining materials to strengthen).
  • Use materials to practise drilling, screwing, gluing and nailing materials to make and strengthen products)
  • Suggest improvements to existing designs.

• Easy Questions, Difficult Answers

  • Talk about feelings associated with making and creating things.
  • Respond sensitively to ideas from other children about creating and making.
  • Retell a story from my own life about making things and feeling good about it.
  • Talk about what happened on different days in the story.
  • Respond sensitively to the ideas and questions that come from the story of Genesis 1.
  • Describe what a Christian or a Jew might believe about the beginnings of the earth.
  • Talk about caring for the earth and identify actions that sow care for the planet.
  • Recognise that some ways of behaving might spoil the earth.
  • Recognise that a Christian might love the earth because s/he believes that God made it.
  • Ask mysterious questions about caring for the earth and about God.
  • Link up believing in a creation story with an idea about how to look after the world.
  • Name and recognise some features of the story of creation.
  • Recognise a Christian belief about God.
  • Talk about questions to do with creation simply.
  • I can name and recognise some features of Harvest Festival Celebrations.
  • I can recognise how Christians thank God for the Earth.
  • Respond sensitively to the idea of being thankful for the Earth for myself.
  • Ask some big questions of their own about where we come from and why we live on such a beautiful earth.
  • Make a link between our behaviour and how the world is cared for or spoiled. 

Pitch and Melody

• Listen to pitch changes in a song phrase.
• Show its melodic line through hand movement.
• Imitate changes in pitch.
• Follow instructions on how and when to sing.
• Imitate changes in pitch.
• Identify and show pitch changes more precisely.
• Use singing-names [solfa] to identify specific pitch relationships.
• Associate ‘soh’ and ‘me’ with their supporting hand signs.
• Listen to a specific interval between 2 levels of pitch in song melodies.
• Take part in singing, accurately following the melody.
• Recognise some symbols and use them to sing a phrase.
• Hear when the pitch changes and match it.
• Work towards creating short, rhythmic phrases.