Parklands Community Primary School Long Term Curriculum Map – All Subjects
2016-17
Year 2Autumn / Spring / Summer
Topic / Fire and Ice / Travel and Adventure / Homes and Habitats
History / Great Fire of London & Samuel Pepys 1st Half
· Pupils should develop an awareness of the past using common words and phrases relating to the passing of time, they should know where the people and events they study fit within chronological framework and identify similarities and differences between ways of life in different periods. They should use a wide vocabulary of every day historical terms.
· They should ask and answer questions choosing and using parts of stories and other sources to show that they know and understand key features of events.
· They should understand some of the ways in which we find out about the past and identify different ways in which it is represented.
· They should be taught about lives of significant individuals in the past who have contributed to national achievements.
· / History of Transport 1st Half
· They should be taught about events beyond living memory that are significant nationally or globally.
· Pupils should develop an awareness of the past using common words and phrases relating to the passing of time, they should know where the people and events they study fit within chronological framework and identify similarities and differences between ways of life in different periods. They should use a wide vocabulary of every day historical terms.
· They should ask and answer questions choosing and using parts of stories and other sources to show that they know and understand key features of events
· They should understand some of the ways in which we find out about the past and identify different ways in which it is represented
· They should be taught about
· They should be taught about lives of significant individuals in the past who have contributed to national achievements Ford, Wright Brothers, etc. NB – Year 1 is looking at Florence Nightingale, Stephenson, Benz / Local Chichester History - Combined Term
· They should be taught about changes within living memory.
· They should be taught significant historical events, people and places in their own locality
Geography / Arctic & Antarctic 2nd Half
· Name and locate the world’s seven continents and five oceans.
· Identify 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: volcanoes, glacier, iceberg, weather.
· Use world maps, atlases and globes to identify countries, continents and oceans.
· Use simple compass directions and location and directional language to describe the location of features and routes on a map. / Flying around the world 2nd Half
Continents, Oceans and Weather
· Identify seasonal and daily weather patterns in the UK.
· key physical features, including: beach, cliff, coast, forest, hill, mountain, sea, river, soil, valley, vegetation / Local geography – Comparsion
· Name, locate and identify characteristics of the four countries and capital cities of the UK and it’s surrounding seas.
· Understand geographical similarities and differences through studying the human and physical geography of Chichester and Brasilia
· Key human features including city, town, streets, shops.
· Use world maps, atlases and globes to identify the UK and it’s countries
· Use simple compass directions and location and directional language 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 the school and it’s grounds and the key human and physical features of the school’s surrounding environment
· key human features, including:, village, factory, farm, house, office, port, harbour
.
Science / Everyday Materials
· identify and compare the suitability of a variety of everyday materials, including wood, metal, plastic, glass, brick, rock, paper and cardboard for particular uses
· find out how the shapes of solid objects made from some materials can be changed by squashing, bending, twisting and stretching.
()Including ice as a material) / Animals Including Humans
· 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. / Plants
· find out and describe how plants need water, light and a suitable temperature to grow and stay healthy.
· observe and describe how seeds and bulbs grow into mature plants / Living Things and their habitats
· 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
· describe how animals obtain their food from plants and other animals, using the idea of a simple food chain, and identify and name different sources of food.
English / -Diary Writing – Great Fire of London
- Fire poems
- Information Text – Artic/Antarctic Animals
-Ice cream instructions / Pirate Tom - Adventure Stories
Nightshift characters (film)
Explanations – Steam trains and transport / Leaflets (persuasive writing)
Newspaper Reports
Poetry – shape poems on animals/bugs / Short Stories by Janet and Allan Ahlberg (Funny Bones, Burglar Bill, Cops and Robbers, Happy Families) and Julia Donaldson (Gruffalo, Room on a Broom, Gruffalo’s Child)
Maths / SEE MEDIUM TERM PLANS
Computing / Unit 2.2
Computational thinking
We are games testers
Exploring how computer games work
§ understand what algorithms are; how they are implemented as programs on digital devices; and that programs execute by following precise and unambiguous instructions
§ use logical reasoning to predict the behaviour of simple programs
Unit 2.4
Computer networks
We are researchers
Researching a topic / Unit 2.3
Creativity
We are photographers
Taking, selecting and editing digital images
§ use technology purposefully to create, organise, store, manipulate and retrieve digital content
Unit 2.1
Programming
We are astronauts
Programming on screen
§ create and debug simple programs / Unit 2.6
Productivity
We are zoologist
Recording bug hunt data / Unit 2.5
Communication/Collaboration
We are detectives
Communicating clues
§ 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
RE / Special Places and Journeys / Special Stories and Easter / Islam
Art / Sketching &
Painting
Handle powder paint both for expression and contrast – controlling texture and thickness. Work on a large and smaller scale.
Make imaginative observation studies.
Create own images, for example, using geometric shapes. Add layers to a design by adding cut out silhouettes.
Suggested Artists:
Pictures of the great fire of London / Ice Sculptures
Make hollow bowls, allow to become leather hard. Carve a pattern or texture. These could be abstract or realistic.
Suggested Artists:
Barbara Hepworth – Abstract sculptures / Paper pirate crafts drawing portraits
Introduce shading; light and dark using charcoal and chalk. Provide simple shaped objects, offer freedom of choice from a range of drawing materials. Children should state reasons for choice.
Draw a series of studies from different viewpoints: above, below, front back. Of peoples heads. Move on to teach how to fill a space and use different sizes of papers. Ensure pupils use correct terminology. Focus on portraits famous people who made journeys.
Suggested Artists:
Pictures of famous ships/ famous people linked to journeys / Home Printing
Develop a drawing of a building done in own sketchbook into a design for a print. Transfer design to make a printing block from a polystyrene tile. Make the design fit the block; avoid empty space on the block. Print as a simple repeating pattern. Use a blend of colours. Try printing on to fabric and add texture with beads, seeds etc.
Suggested Artists:
Print Artists Examples of lino cut print / Collage
Pupils to use observational drawings e.g., flower heads to develop a design. Minibeasts in habitats or close up. Use other objects to add details and to create textures. Embelish with beads, simple weaving, pieves of fabric, tissue paper, etc
DT / Food Design Ice cream
· purposeful, functional, appealing products for themselves and other users based on design criteria
· select from and use a wide range of materials and components, including ingredients, according to their characteristics
· explore and evaluate a range of existing products
· evaluate their ideas and products against design criteria
· use the basic principles of a healthy and varied diet to prepare dishes
· understand where food comes from. / Paper Mechanisms – modes of tansport
· generate, develop, model and communicate their ideas through talking, drawing,
· templates, mock-ups and, where appropriate, information and communication technology
· Make select from and use a range of tools and equipment to perform practical tasks
· Evaluate explore and evaluate a range of existing products
· evaluate their ideas and products against design criteria
· build structures, exploring how they can be made stronger, stiffer and more stable
· explore and use mechanisms [for example, levers, sliders, wheels and axles], in their products / Sewing Puppets
· explore and evaluate a range of existing products
· design purposeful, functional, appealing products for themselves and other users based on design criteria
· select from and use a range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing]
· select from and use a wide range of materials and components, including construction materials, textiles and ingredients, according to their characteristics
· explore and evaluate a range of existing products
· evaluate their ideas and products against design criteria
Music / Composing – Choose and order long and short sounds within simple structures
§ experiment with, create, select and combine sounds using the inter-related dimensions of music. / Christmas Show Singing – Sense of melody, sing in two parts
§ use their voices expressively and creatively by singing songs and speaking chants and rhymes / Listening and responding – world music
§ listen with concentration and understanding to a range of high-quality live and recorded music / Composing – Using a graphic score / Ocarinas – learn to play musically
§ play tuned and untuned instruments musically / Ocarinas – learn to play musically
§ play tuned and untuned instruments musically
§
PE / Fire dance
Net & Wall games
Chi College – Invasion Games
perform dances using simple movement patterns.
§ participate in team games, developing simple tactics for attacking and defending
§ master basic movements including running, jumping, throwing and catching, as well as developing balance, agility and co-ordination / Gymnastics – pathways
Chi College – Invasion Games
World dance / Athletics/ Sports Day
Habitat Dancing
Striking and Fielding
PSHCE / New Beginnings / Getting On and Falling Out / Going for Goals / Good To Be Me / Relationships / Changes
Visits/Visitors / Ice sculptor / Amberley Museum
Science week / Fire station
Local Walk
Novium
Sewing with parents
1 YEAR 2 - Parklands Community Primary School Long Term Curriculum Plan