Year 2 – Summer Term
A Brazilian Adventure
Special event: Carnival Day! A showcase for our local community.
Lerryn Class are about to embark on a Brazilian Adventure. They will explore the culture, colours and cooking of Brazil culminating in their own Carnival celebration.
Being Healthy: This topic has a real focus on the Brazilian sports so the children will be increasing their fitness with Capoeira, football and a few other Olympic sports!
Enjoy and Achieve: The focus of a community Carnival as a finale is a great incentive to engage and motivate.
Making a Positive Contribution: The children will use their profits from Carnival sales to enhance our own school community.
Economic Well-being: The children will be making artwork on canvas which will be for sale on Carnival Day.
· Assistance with trips
· Outdoor clothes provided
The children will look at the science of growing. They will plant seeds and bulbs and watch them grow. Through this they will conduct experiments for optimal conditions for growth. They will also study how we use trees and how different animals use them in different ways. They will look at the properties of wood, paper, bar, cork, leaves, etc and discover the vast range of uses that can come from a tree.
Programme of Study
Working scientifically
During years 1 and 2, pupils should be taught to use the following practical scientific methods, processes and skills through the teaching of the programme of study content:
· asking simple questions and recognising that they can be answered in different ways
· observing closely, using simple equipment
· performing simple tests
· identifying and classifying
· using their observations and ideas to suggest answers to questions
· gathering and recording data to help in answering questions.
(Pupils in years 1 and 2 should explore the world around them and raise their own questions. They should experience different types of scientific enquiries, including practical activities, and begin to recognise ways in which they might answer scientific questions. They should use simple features to compare objects, materials and living things and, with help, decide how to sort and group them, observe changes over time, and, with guidance, they should begin to notice patterns and relationships. They should ask people questions and use simple secondary sources to find answers. They should use simple measurements and equipment (for example, hand lenses, egg timers) to gather data, carry out simple tests, record simple data, and talk about what they have found out and how they found it out. With help, they should record and communicate their findings in a range of ways and begin to use simple scientific language.
These opportunities for working scientifically should be provided across years 1 and 2 so that the expectations in the programme of study can be met by the end of year 2. Pupils are not expected to cover each aspect for every area of study.)
Plants
· 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.
Living things and their habitats:
· 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
What could this look like?
· Comparing seeds and bulbs
· Growing a variety of seeds and bulbs
· Experiments on conditions for growth
· Trees as habitats
(-Pupils should use the local environment throughout the year to observe how different plants grow. Pupils should be introduced to the requirements of plants for germination, growth and survival, as well as to the processes of reproduction and growth in plants.
Note: Seeds and bulbs need water to grow but most do not need light; seeds and bulbs have a store of food inside them.
Pupils might work scientifically by: observing and recording, with some accuracy, the growth of a variety of plants as they change over time from a seed or bulb, or observing similar plants at different stages of growth; setting up a comparative test to show that plants need light and water to stay healthy.
- Pupils should be introduced to the idea that all living things have certain characteristics that are essential for keeping them alive and healthy. They should raise and answer questions that help them to become familiar with the life processes that are common to all living things. Pupils should be introduced to the terms ‘habitat’ (a natural environment or home of a variety of plants and animals) and ‘micro-habitat’ (a very small habitat, for example for woodlice under stones, logs or leaf litter). They should raise and answer questions about the local environment that help them to identify and study a variety of plants and animals within their habitat and observe how living things depend on each other, for example, plants serving as a source of food and shelter for animals. Pupils should compare animals in familiar habitats with animals found in less familiar habitats, for example, on the seashore, in woodland, in the ocean, in the rainforest.)
Progression in skills:
· Groups working on own investigation supported by planning format and class teacher.
· Questions and suggestions made by children. Children respond to teacher questions.
· Children are beginning to make a prediction. (More guesses than predictions).
· Teacher and children brainstorm variables then children choose e.g. types of material, amount of water, type of liquid, amount of material.
· Range developed by the children ie three materials chosen.
· Interval discussed where relevant ie 0ml, 50ml, 100ml
· Independent usage of simple equipment provided by teacher ie metre sticks, scales, tape measure.
· Some use of standard units to measure length and mass. More than one reading beginning to be made. Observations used to make comparisons.
· Children make comparisons e.g. “This cloth was more absorbent than that one”. Simple reasons given.
· Writing used to describe what happened. Scientific knowledge and understanding is developed through conclusion..
· Tables with space for repeat reading are introduced. Bar charts are drawn by children. Adult helps with scale if appropriate. Patterns and trends are discussed as a class.
· Children use simple vocabulary to explain results. Adult modelling and displays still very important. Concept maps and keyword lists develop vocabulary.
· Knows about safe and careful working. Follows instructions. Emphasis on teacher to control hazards and risks.
Key vocabulary: habitat, plant, bulb, grow, germinate, materials, properties, uses, hard, strong, rigid, flexible, waterproof, smooth,
Attainment targets: By the end of each key stage, pupils are expected to know, apply and understand the matters, skills and processes specified in the relevant programme of study.
· I know the conditions for plant growth
· I can explain how animals use trees as habitats
History
As part of our rolling programme the children will look at family trees of significant historical figures and research the key achievements and works of these individuals – focus on Trevithick.
Linked to Brazil and Rio 2016 they will also make a short study of Marathon and the Ancient Olympic Games..
Programme of Study
During their historical studies children need:
· 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 periods [for example, Elizabeth I and Queen Victoria, Christopher Columbus and Neil Armstrong, William Caxton and Tim Berners-Lee, Pieter Bruegel the Elder and LS Lowry, Rosa Parks and Emily Davison, Mary Seacole and/or Florence Nightingale and Edith Cavell]
· Significant historical events, people and places in their own locality.
What could this look like?
· Looking at different family trees
· Research famous individuals
· Biography writing
Progression in skills:
· Find out about people and events in other times
· Use drama to develop empathy and understanding – hot seating
· Use a single source to answer who, what, when, where, why, how questions
· Communicate information by annotating pictures and photographs
· To sequence photos of artefacts.
· To compare and contrast pictures and photos of events, objects and people of the past and present.
· Use an internet source to ask and answer questions.
· To recognize their lives are different from people of the past.
· They begin to discuss the effectiveness of sources of information.
· They use terms related to the passing of time with consistency.
· They recognise that what is left of a civilization needs questioning to fill the gaps.
Key vocabulary: family tree, achievements, legacy, generation, Ancient Olympics, Marathon
Attainment targets: By the end of each key stage, pupils are expected to know, apply and understand the matters, skills and processes specified in the relevant programme of study.
· I can describe the key achievements of the individuals I have studied
· I can create a simple family tree
· I can explain the significance of Marathon to the Olympic Games
Geography
The children will do lots of work comparing and contrasting key physical, human and climatic features between out locality and Brazil. They will look at the weather and temperature on a daily basis and compare and contrast.
Programme of Study
Locational knowledge
§ name, locate name and locate the world’s seven continents and five oceans
§ name and identify characteristics of the four countries and capital cities of the United Kingdom and its surrounding seas
Place knowledge
§ understand geographical similarities and differences through studying the human and physical geography of a small area of the United Kingdom, and of a small area in a contrasting non-European country
Human and physical geography
· identify seasonal and daily weather patterns in the United Kingdom and the location of hot and cold areas of the world in relation to the Equator and the North and South Poles
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
Geographical skills and fieldwork
§ use world maps, atlases and globes to identify the United Kingdom and its countries, as well as the countries, continents and oceans studied at this key stage
§ use simple compass directions (North, South, East and West) and locational and directional language [for example, near and far; left and right], to describe the location of features and routes on a map
§ 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
§ use simple fieldwork and observational skills to study the geography of their school and its grounds and the key human and physical features of its surrounding environment.
What could this look like?
· Daily UK / Brazil weather data collection
· Children mapping locations of trees around grounds and locality
· Children marking physical and human features on their maps
· Children completing woodland / forests on UK maps
· Children researching forest regions of UK
Progression in skills:
· To ask simple geographical questions about different localities.
· To make observations of simple features of places and compare them.
· To use geographical language to describe features of places and maps (river/
· sea/desert/forest…)
· To offer descriptive observations about simple recognizable features of places.
· They make simple comparisons between places – at home and abroad and their own locality.
· They recognize simple patterns in environmental features.
· They observe physical and human features.
· They are beginning to observe physical and human processes.
Key Vocabulary: UK, county, England, Scotland, Wales, Northern Ireland, physical features, human features, locations, locality, continent, forest, weather, climate, season
Attainment Targets:
By the end of each key stage, pupils are expected to know, apply and understand the matters, skills and processes specified in the relevant programme of study.
· I can make accurate maps of tree locations
· I can accurately locate wood / forest regions of the UK on maps
· I can describe key features of these regions
· I can describe physical features and human features of locations
· I can compare and contrast weather data.
Computing
Constantine’s rolling programme for ICT Controlling a Floor Turtle will be continued along with the information around us (we are artists) and pictograms, graphs and charts – all part of the rolling programme. Internet research and Google Earth will be key to discovering about Brazil. A variety of presentation packages will be used to display findings. The children will also use ICT to make Olympic Rings with their own Olympic Values. E-Safety is an aspect of any ICT topic.
Programme of Study
During their computing studies pupils:
· 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
· recognise common uses of information technology beyond school
· use technology safely and respectfully, keeping personal information private; identify where to go for help and support when they have concerns about content or contact on the internet or other online technologies.
What could this look like?