Long Term Planning Overview: Year 2

Autumn 1

Autumn 2

Spring 1

Spring 2

Summer 1

Summer 2

Topics

Wonder Women of the World

The 1600s

All Boats Lead to Hartlepool

Science

Plants

Investigation – What do plants need to grow?

The children will;

Observe and describe how seeds and bulbs grow into mature plants. Find out and describe how plants need water, light and a suitable temperature to grow and stay healthy.

Building Circuits

Investigation- Which circuit will light up my Christmas tree the best?

The children will;

Identify appliances that run on electricity Recognise need for power source & closed circuit to make an appliance work Identify components/symbols Build simple closed circuits

Living things and their habitats

Investigation – Do worms all live in the same microhabitats?

The children will;

Explore and compare the differences between things that are living, dead, and things that have never been alive

Identify that most living things live in habitats to which they are suited and describe how different habitats provide for the basic needs of different kinds of animals and plants, and how they depend on each other

Identify and name a variety of plants and animals in their habitats, including micro-habitats

Animals including humans

Investigation – What happens to your heart rate when you complete different types of exercise?

The children will;

Notice that animals, including humans, have offspring which grow into adults

Find out about and describe the basic needs of animals, including humans, for survival (water, food and air)

Describe the importance for humans of exercise, eating the right amounts of different types of food, and hygiene.

Materials

Investigation – What is the best material to use to make a boat?

The children will;

Identify and compare the suitability of a variety of everyday materials, including wood, metal, plastic, glass, brick, rock, paper and cardboard for particular uses.

Changing states of Materials

Investigation – Which is the quickest way to melt chocolate?

The children will;

Find out how the shapes of solid objects made from some materials can be changed by squashing, bending, twisting and stretching.

Geography

Map Work

The children will;

Study maps of the local area and of school.

Create maps and plans of the school, plotting human and physical features such as the field, yard and buildings.

Create keys and use symbols and will learn some of the most common such as “church” and “hospital”.

Plot routes from school to home.

Learn compass points – North, east, south, west.

Capital cities in the UK

The children will;

Learn about the UK’s countries, their capital cities and the UK’s surrounding seas.

Explore human features such as population, ethnic groups, religions, reasons why people settled there / why it is the capital, climate differences, distances between them.

Look at famous landmarks in each capital city and who or what influenced life there.

Plot a transport route from one capital to another.

Hartlepool Marina

The children will;

Study Hartlepool and its historical port and compare it with a non-European country.

Look at the history of Hartlepool Marina and discover why it was one of the busiest ports in the UK.

History

Women through history

How have these women in history

impacted on us today?

What is their legacy?

The children will;

Longitudinal study:

Learn about significant/influential (Northern) women and their achievements (including the impact of their achievements nationally & globally)

Make comparisons between chosen women of study.

Make a time line of when the women lived.

London in the 1600s

What was life like during and

after the Plague, Great Fire of London and the Gun Powder plot?

The children will;

Discover the impact of these events on our lives today.

· The Gun Powder Plot 1606

· The Great Plague 1665

· The Great Fire of London 1666

Discover what life was like through this period of time.

Hartlepool Marina

Why was Hartlepool once one

of the busiest ports in the UK?

The children will;

Discover why Hartlepool once one of the busiest ports in the UK.

Learn about the History of the Hartlepool docks and marina.

Study Ralph Ward Jackson & Sir William Grey and they will discover how they have influenced our lives today.

Art

Historical Art Study

Artist – Josephine Bowes

The children will;

Study the work of Josephine Bowes and her influence on the art world as collector and artist (and potentially visit her gallery)

Develop colour mixing knowledge - when adding white and black for tones and tints, creating a colour chart

Develop observational skills when copying Bowes’ style to draw and paint landscapes (e.g. the Forest King)

Create own artwork on landscapes experimenting with different types of paint including watercolour and oil (looking at layering a picture)

Modern Art study

Artist – Fire sculptures and sculptors (Great fire of London)

The children will;

Look at ways in which fire is represented /depicted in art (including 3D forms)

Create artwork which depicts fire scenes using collage, pencil drawings and pastels

Design a fire sculpture, developing drawing techniques

Experiment with clay and other malleable materials to mould, sculpt, join and strengthen

Review/evaluate the work of others and say what they think and feel about it

Art movement: Post Impressionism

Artists – Van Gogh, Cezanne and Seurat

The children will;

Compare the work of different post-impressionist artists, saying what is similar and different

Improve observational drawing through creating single objects of still life work (such as Cezanne’s apple)

Develop painting techniques using the artists’ styles as a stimulus (e.g. painting with textured paint to create The Starry Night by Van Gogh)

DT

Food and nutrition

Making an Indian Vegetable curry

The children will;

Peel, cut, grate, chop

Learn about nutritional value and healthy eating

Follow a recipe

Discover religion can affect people’s choices (vegetarian)

Structures & Mechanisms

Making castles (Tudor house) with moving parts to fit a design brief.

The children will;

Learn about levels and pulleys, product research, strengthening, joining, finishing and evaluating.

Textiles

To design and make a seasonal stocking/decoration/puppet

The children will;

Join fabrics using running stitch, glue, staples, over sewing and tape and decorate using a range of sequins, buttons, ribbons etc

PE

FMS: Locomotor and Manipulative

Tag games: chasing and dodging. Throwing and catching a large ball.

The children will;

Refine FMS with a focus on running, chasing, fleeing and dodging. Take part in co-operative and competitive activities that include the FMS include on running, chasing, fleeing and dodging.

Use the fundamental movement skills of running, jumping and throwing in small activities and begin to combine these movements. Use equipment correctly during different activities.

FMS: Locomotor and Manipulative

Athletics: running, jumping and throwing, dribbling and bouncing.

The children will;

Develop FMS with a focus on throwing and catching a larger ball with increased consistency. Bounce and catch the ball successfully consistently with movement. Take part in co-operative and competitive activities that include the FMS of throwing and catching a larger ball

FMS: Non- Manipulative

Gymnastics and Dance

The children will;

Show control when travelling using hands and feet on the floor as well as using simple travelling on apparatus. Use simple apparatus safely and with confidence when performing basic movements. Develop controlled actions of turning, rolling, jumping, balancing and climbing. Use states of the body in controlled gymnastic actions e.g. body tense, relaxed, curled and stretched.

Explore what the body can do; experience and develop the basic actions of travelling, jumping, and turning, gesture and stillness. Explore and combine the different ways the body can move e.g. dynamics such as speed, weight and flow. Explore where the body can move e.g. direction, pathways and levels and begin to understand the space in which they are moving

FMS: Manipulative

Striking with rackets (Tennis)

Football: Dribbling and striking.

The children will;

Refine FMS with a focus on striking with rackets, throwing and catching a small ball. Take part in co-operative and competitive activities that include striking with rackets, throwing and catching a small ball.

Refine FMS with a focus on kicking, striking, dribbling, controlling the ball.Take part in co-operative and competitive activities that include the FMS of on kicking, striking, dribbling, controlling the ball.

FMS: Manipulative

Throwing and catching a small ball

Football: Dribbling and striking.

The children will;

Refine FMS skills of throwing, catching, collecting and striking with a bat. Take part in co-operative and competitive activities that include the FMS skills of throwing, catching, collecting and striking with a bat.

FMS: Locomotor

Tag games: chasing and dodging. Athletics: running, jumping & throwing.

The children will;

Use the fundamental movement skills of running, jumping and throwing in small activities and begin to combine these movements. Use equipment correctly during different activities.

Refine FMS with a focus on running, chasing, fleeing and dodging. Take part in co-operative and competitive activities that include the FMS include on running, chasing, fleeing and dodging.

Music

Piece of music Study

BBC 10 pieces Florence Price- symphony no 1

The children will;

Use their voices expressively and creatively by singing songs and speaking chants and rhymes

Performance

TVMS- Bob

Hand bells and notation

The children will;

Play tuned and untuned instruments musically. They will also use their voices expressively and creatively by singing songs and speaking chants and rhymes.

Creating

Use chrome music maker to create their own melody

The children will;

Experiment with, create, select and combine sounds using the inter-related dimensions

of music.

Topic link

The Young ‘Uns – Local folk music linked to Hartlepool history

The children will;

Listen with concentration and understanding to a range of high-quality live and recorded music. Children will find out what is folk music and why was it popular in north east England. What instruments are being used in folk music? Also the history of famous composers/musicians from the North East of England.

RE

Hinduism

Revisit Hinduism from year 1.

The children will;

Children will investigate and explore beliefs from through the religion of Hinduism. Find out how Hindus show their beliefs, Celebrate Diwali and show belonging.

Discover Hindu deities, Hindu stories (Diwali, the birth of Ganesha, the story of Raksha Bandhan) Hindu worship (mandir/church)

They will also find out about ceremonies of belonging, how beliefs affect people’s values and actions - festival of Raksha Bandhan (which will have taken place in August

Christian festivals – Christmas

How and why is light important at Christmas?

What is the meaning of Christmas?

The children will;

Children will learn about the importance of Christmas and why light is important at Christmas time. Introducing the Christmas story, Christian beliefs and practices associated with Christmas (advent calendars & candles, Christingles, Nativity).

The bible

Why is the Bible special to Christians?

The children will;

Children will learn about why the bible is important to Christians. Introducing the Bible, how it is treated and beliefs about God shown in the Bible.

Christian festivals – Easter

What is the meaning of Easter?

How do Christians celebrate Easter?

The children will;

Children will learn about why Christian’s celebrate Easter and the importance of this religious festival. Introducing the Easter story (basic chronology of Holy Week – Palm Sunday to Easter Monday) Beliefs about Jesus and Christian practices associated with Easter.

Hindu beliefs and belonging

What can we find out about Hindu beliefs?

The children will;

Children will investigate and explore beliefs from through the religion of Hinduism. Hindu beliefs about God, worship.

Christianity: Belonging

What does it mean to belong in Christianity?

The children will;

Children will investigate and explore beliefs from through the religion of Christianity.

St Hild

What can we learn from the story of St Hild?

The children will;

Children will learn about the story of St Hild and her influence.

PSHCE

Ready

Are you ready to learn?

Are you ready to listen?

Are you ready to be part of a team?

Are you ready to get active?

Are you ready to learn about the rule of law?

Are you ready to see the world through different eyes?

What is respect?

Respectful

Are manners important?

How can we care for our planet?

Are we all the same?

What is racism?

What is empathy?

How can we keep ourselves safe online?

Who is the NSPCC?

What are random acts of kindness?

Safe

What are your new years resolutions?

What is individual liberty?

What is a safe relationship?

Safe on the internet?

What is peer pressure?

How can we stay safe when we are feeling angry?

Are you ready to learn to stay safe on the internet?

Ready

Are you ready for your future?

Are you ready to help others?

Are you ready to communicate in different ways?

Are you ready to talk?

Do you respect yourself?

Are you ready to learn?

Respectful

Do you respect yourself?

Do you respect your body?

What are ANTs?

How can we cope when things feel bad?

What are disabilities?

What is vandalism?

Safe

Alcohol/drugs

How can we be safe on the streets?

What is road safety?

How can we keep ourselves safe at home?

How can we be safe at the beach?

What is fire safety?

French

Numbers

The children will;

Count to 10 then 20 in French using corresponding pictures & objects.

Play number and counting games in French.

Children should be exposed to the written version of the number.

Colours

The children will;

Learn rhymes and songs about colours in French.

Learn to match colour names to the correct colour and begin to match French to English words.

Name some colours from memory

Greetings

The children will;

Listen to and watch videos of French greetings from a range of sources.

Begin to repeat familiar words and phrases such as: bonjour, salut, au revoir.

Be exposed to a range of others in songs and rhymes such as: bonsoir, bonne nuit, a demain, a bientot.

Classroom instructions

The children will;

Learn a range of simple classroom instructions Ecoutez, Regardez, Repetez, Attention, Silence, Asseyez vous and Lavez-vous

See the words written down in English and French and differentiate between them.

Computing

Internet safety

What is the internet and how does it help us in everyday life?

How can we remain safe and kind when using the internet

The children will;

Identify what is appropriate and inappropriate behavior on the internet.

Agree and follow sensible online safety rules, e.g. taking pictures, sharing information, storing passwords.

Understand the importance of seeking help from an adult when they see something that is unexpected or worrying.

Demonstrate how to safely open and close applications and log on and log off from websites.

Using Technology

What is word and how can we use it to present work?

The children will;

Create, save and print a “Word” document.

Retrieve a document and edit it further before producing a final draft to print.

Add text strings, text boxes and show and hide objects and images, manipulating the features.

Use applications and devices in order to communicate ideas, work, messages and demonstrate control.

Coding

What happens when we change an algorithm?

The children will;

Design and debug a set of instructions (e.g. Scratch junior, iLearn2 for other options).

Give commands one at a time to control direction and movement, including straight, forwards, backwards, turn. clockwise, anti-clockwise

Control the nature of events: repeat, loops, single events and add and delete features

Give a set of instructions to follow and predict what will happen; improve/change their sequence of commands by debugging

Solve problems within a program: