Curriculum overview for Year 2/3 Term: Autumn B Topic: Let’s celebrate

English
Reading/comprehension
  • apply their growing knowledge of root words, prefixes and suffixes both to read aloud and to understand the meaning of new words they meet
  • listening to and discussing a wide range of fiction, poetry, plays, non-fiction and reference books or textbooks
  • reading books that are structured in different ways and reading for a range of purposes
  • using dictionaries to check the meaning of words that they have read
  • retrieve and record information from non-fiction
spelling
  • use further prefixes and suffixes and understand how to add them
  • spell further homophones
handwriting
  • use the diagonal and horizontal strokes that are needed to join letters and understand which letters, when adjacent to one another, are best left unjoined
composition
  • discussing writing similar to that which they are planning to write in order to understand and learn from its structure, vocabulary and grammar
  • discussing and recording ideas
  • composing and rehearsing sentences orally (including dialogue), progressively building a varied and rich vocabulary and an increasing range of sentence structures
  • in narratives, creating settings, characters and plot
  • in non-narrative material, using simple organisational devices [for example, headings and sub-headings]
SPAG
  • using conjunctions, adverbs and prepositions to express time and cause
  • using fronted adverbials
  • using commas after fronted adverbials
  • using and punctuating direct speech
Reading/comprehension
  • continue to apply phonic knowledge and skills as the route to decode words until automatic decoding has become embedded and reading is fluent
  • read accurately by blending the sounds in words that contain the graphemes taught so far, especially recognising alternative sounds for graphemes
  • 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
  • discussing the sequence of events in books and how items of information are related
  • becoming increasingly familiar with and retelling a wider range of stories, fairy stories and traditional tales
  • being introduced to non-fiction books that are structured in different ways
spelling
  • segmenting spoken words into phonemes and representing these by graphemes, spelling many correctly
  • learning new ways of spelling phonemes for which 1 or more spellings are already known, and learn some words with each spelling, including a few common homophones
handwriting
  • form lower-case letters of the correct size relative to one another
  • write capital letters and digits of the correct size, orientation and relationship to one another and to lower-case letters
  • use spacing between words that reflects the size of the letters
composition
  • planning or saying out loud what they are going to write about
  • writing down ideas and/or key words, including new vocabulary
  • encapsulating what they want to say, sentence by sentence
SPAG
  • sentences with different forms: statement, question, exclamation, command
  • expanded noun phrases to describe and specify
/ Maths
  • count from 0 in multiples of 4, 8, 50 and 100; find 10 or 100 more or less than a given number
  • recognise the place value of each digit in a 3-digit number (100s, 10s, 1s)
  • compare and order numbers up to 1,000
  • identify, represent and estimate numbers using different representations
  • read and write numbers up to 1,000 in numerals and in words
  • solve number problems and practical problems involving these ideas
  • add and subtract numbers mentally, including: a three-digit number and 1s, 10s, and 100s
  • count in steps of 2, 3 and 5 from 0, and in tens from any number, forward and backward
  • recognise the place value of each digit in a two digit number
  • identify, represent, estimate numbers using different representations
  • compare and order numbers from 0 to 100 using <,> and =
  • read and write numbers to at least 100
  • use place value and number facts to solve problems
  • add a two digit number and ones, tens
  • add three one digit numbers
/ Science
Light
  • recognise that they need light in order to see things and that dark is the absence of light
  • notice that light is reflected from surfaces
  • recognise that light from the sun can be dangerous and that there are ways to protect their eyes
  • recognise that shadows are formed when the light from a light source is blocked by a solid object
  • find patterns in the way that the size of shadows change.
Working scientifically
  • asking relevant questions and using different types of scientific enquiries to answer them
  • setting up simple practical enquiries, comparative and fair tests
  • making systematic and careful observations and, where appropriate, taking accurate measurements using standard units, using a range of equipment, including thermometers and data loggers
  • gathering, recording, classifying and presenting data in a variety of ways to help in answering questions
  • recording findings using simple scientific language, drawings, labelled diagrams, keys, bar charts, and tables
  • reporting on findings from enquiries, including oral and written explanations, displays or presentations of results and conclusions
  • using results to draw simple conclusions, make predictions for new values, suggest improvements and raise further questions
  • identifying differences, similarities or changes related to simple scientific ideas and processes
  • using straightforward scientific evidence to answer questions or to support their findings
/ Design and Technology
Design
  • use research and develop design criteria to inform the design of innovative, functional, appealing products that are fit for purpose, aimed at particular individuals or groups
  • generate, develop, model and communicate their ideas through discussion, annotated sketches, prototypes
Make
  • select from and use a wider range of tools and equipment to perform practical tasks accurately
Evaluate
  • evaluate their ideas and products against their own design criteria and consider the views of others to improve their work
  • evaluate ideas and products against design criteria
Technical knowledge
  • understand and use mechanical systems in their products [for example levers and linkages]
  • exploreand use mechanisms

Physical Education
  • develop flexibility, strength, technique, control and balance [for example, through athletics and gymnastics]
  • swim competently, confidently and proficiently over a distance of at least 25 metres
  • use a range of strokes effectively
  • perform safe self-rescue in different water-based situations
  • master basic movements including running, jumping, throwing and catching, as well as developing balance, agility and coordination, and begin to apply these in a range of activities
/ Music
  • use their voices expressively and creatively by singing songs and speaking chants and rhymes
  • listen with attention to detail and recall sounds with increasing aural memory
  • play and perform in solo and ensemble contexts, using their voices with increasing accuracy, fluency, control and expression
/ Computing
  • use technology safely and respectfully
  • understand what algorithms are, how they are implemented by programs and that programs execute by following precise and unambiguous instructions
  • use search technologies effectively
  • use technology safely, respectfully and responsibly;
  • use logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and programs

PSHE
PATHS
Religious Education
  • see separate LT plan, follow agreed syllabus

Geography
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 / Art/Design
  • To develop a wide range of art and design techniques in using colour, pattern, texture, line, shape, form and space
  • to improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials [for example, pencil, charcoal, paint, clay]
/ Modern Foreign Languages
  • Listen and engage
  • Appreciate stories, songs, poems & rhymes
  • Broaden vocabulary