Hadley Wood School Yearly Overview: Year 2
Autumn 1Great Fire of London / Autumn 2
Going Down Under / Spring 1
Polar Adventures / Spring 2
Heroes and Superheroes / Summer 1
The Space Race / Summer 2
Magical Worlds
English
· genres
· grammar / Non-Fiction-
Information texts
Compare different
sources of
non-fiction texts.
Identifying and
use different
features of
information texts.
Poetry
To write poems that
create an image. Look
at the language used in poetry
and think about how it
makes us feel (using
similes and
personification).
Diary writing.
The children will write
their own diaries from
perspective of a child
alive during the Great
Fire of London.
Grammar
-Past and present tense
-1st and 3rd person
-Use a range of conjunctions
-Consolidate . ! ? ,
-Nouns, adjectives, verbs and adverbs. / Fiction- Traditional tales from different cultures.
Looking at the Australian dreamtime stories told by the indigenous Australians.
Recounts
Write a recount based on personal experiences- such as school trip.
Poetry
Read, enjoy and learn by heart some popular poems for children.
Children compose their own poems that involve repetition.
Grammar
Consolidation of Y2 grammar and spelling. / Fiction- different texts by same author.
Study a selection of work by Dr. Seuss.
Express personal responses and explore aspects of the author's style.
Use familiar settings from Dr. Seuss stories to create our own stories.
Explanation texts
To apply knowledge of non-fiction writing to create explanation pages on how animals adapt to their environments.
Grammar
-Use of conjunctions
-Statement, command, question and exclamation sentences.
-Adding suffixes
-Apostrophe for possession
- Apostrophe for contractions / Non-fiction- non-Chronological
texts
Learning to skim
read and retrieve key
information from
other sources to
produce their own
pieces.
Instruction writing
Children to look at features of instruction writing. Create their own based on looking after the chicks and our superhero topic.
Grammar
-Use of conjunctions
-Statement, command, question and exclamation sentences.
-Adding suffixes
-Apostrophe for possession
- Apostrophe for contractions
- Past and present tense / Fiction-
Extended stories by a significant author
Read The Enchanted Forest by Enid Blyton and use as a basis to write across different text types as SATs preparation.
Grammar
Revision for SATs / Fiction- Fantasy stories
Explore settings used in different stories, focussing on Magical Worlds topic.
Look at character descriptions and how authors bring characters to life.
The children will plan and write their own stories based on a magical land.
Letter Writing
Children will learn how to write both formal and informal letters.
Grammar
-Adding suffixes
-Expanded noun phrases.
-Statement, command, question and exclamation sentences.
-Apostrophe for possession
- Singular and plurals
- Apostrophe for contractions.
-First and third person
Maths
· number
· concept / Number
- Consolidate number bonds to 10 and 20.
- Read and write numbers to 100 in numerals and words.
- Understand the value of each number in a two-digit number.
- Comparing numbers up to 100 using < > =.
- Identify, represent, and estimate numbers using different representations.
- Count in steps of 2, 3 & 5 from 0
- Count in steps of 10 from any number, forwards and backwards.
- To add and subtract 1 and 2-digit numbers to 100.
Measurement
- Telling the time including quarter past/ quarter to, half past and o’clock
- Knowing number of seconds in a minute, minutes in an hour and hours in a day / Number
- Solving problems using place value.
- Partitioning two-digit numbers in different ways.
- Use addition and subtraction facts to 20 and derive and use related facts to 100.
- Multiplication using repeated addition.
- Multiplication facts for the 2, 3, 5 and 10 times tables.
- Division facts for the 2, 3, 5 and 10 times tables.
Geometry
- Draw 2d shapes
- Identify 2D shapes
- Give properties of common 2D shapes
- Lines of symmetry / Number
- Solving problems using number and place value.
- To add and subtract 1 and 2-digit numbers to 100.
- Multiplication & associated division facts
- Understand the commutative rule.
Statistics
- Bar charts, tallies, pictograms
- Interpret and construct graphs & charts
- Sorting and comparing data
Measurement
Money:
- Recognise coins.
- Add and subtract amounts.
Mass, capacity, temperature and length:
- Reading and using scales (cm/m, l, ml and kg/g, ˚C)
- Comparing measures / Number
- Solving addition and subtraction problems mentally.
- Using the inverse.
Fractions:
¼ 1/3, ½ ¾
- Understand that all parts of a fraction are equal.
-Finding fractions of amounts and shapes
-Recognise equivalent fraction ½ = 2/4
- Comparing fractions
Geometry
- Identify 3D shapes and their properties.
- Compare and sort 2D and 3D shapes.
Position & Direction:
Clockwise and anti-clockwise and rotations as turns
- Using vocabulary to describe position and movement
Measurement
Time:
- 5 minute intervals
- Ordering and comparing times / Revision Unit
- Revision for SATs based on teacher assessment of pupils’ needs.
- Reasoning and problem solving.
- Mental arithmetic strategies. / Consolidation.
- Maths investigations and problem solving.
- Efficient methods and working systematically.
- Developing reasoning and explanations.
- Real life mathematics.
Science
· knowledge
· skills / Everyday Materials
- Identify and compare everyday materials, e.g wood, metal, plastic, glass, brick, stone, clay, paper, rock, cardboard etc.
- Understand and suggest different possible uses for each material.
- To know that some materials may have more than one use.
- To suggest why a material is appropriate for particular uses.
- To know and find out about inventors. / Everyday Materials
- Find out how shapes of solid objects can be changed by squashing, twisting, bending and stretching.
- Investigate how materials go through irreversible changes and what materials experience reversible changes.
- To compare how things move on different surfaces. / Living Things and their Habitats
- Identify living things and their habitats.
- Describe how these habitats provide the basic need for the animals and plants.
- Identify and name a variety of plants and animals.
- Understand simple food chains and name different sources of food. / Animals including humans
- Know that animals have offspring and these grow into adults.
- Find out about the basic needs of animals for survival. - Look after chicks, use to understand life-cycles and basic reproduction/growth.
- Know and understand the importance of exercise, healthy eating and good hygiene. / Living things and their habitats.
- Habitats and microhabitats.
- Explore and compare living things, things that once lived and things that have never lived.
- Identify and name a variety of plants and animals across different habitats. / Plants
- To observe how pants and seeds grow into mature plants.
- Know and be able to name a plant’s requirements for survival.
- Record observations of seeds and bulbs over different stages of growth.
Computing
· knowledge
· skills / Coding - Predicting behaviour and using repeat command
Add text strings, show and hide objects and change the features of an object.
Specify the nature of events (such as a single event or a loop)
Specify user inputs (such as clicks) to control events.
Create conditions for actions by waiting for a user input (such as responses to questions like: What is your name?)
Editing and debugging instructions. / Computer science. Using programs to recreate shapes
Control when drawings appear and set the pen colour, size and shape
Generate a sequence of instructions including ‘right angle’ turns.
Create a sequence of instructions to generate simple geometric shapes (oblong/ square)
Discuss how to improve/ change their sequence of commands. / Creativity - Sound recording and creating music to accompany pictures
Select series of pictures
Use sound recorders, at and away from, a computer to capture and playback sound
Use software to record music and sounds.
Change sounds they have recorded.
Save, retrieve and edit sounds.
Create music to accompany pictures. / Learning about development of world wide web
Creating an online presentation
Find out about Tim Berners-Lee (inventor of the world wide web)
Carry out research using internet.
Create presentation to present information. / Esafety
Emailing as a class
Recognise an email address.
Find the @ key on the keyboard.
Contribute to a class email.
Open and select to reply to an email as a class.
Understand online risks and the age rule for sites
E-safety. / Writing and filming a recipe
Write instructions for healthy recipe
Capture video
Discuss which videos to keep and why
Arrange clips to make a short film that conveys meaning
Add simple titles and credits
Select text and make simple changes including bold, italic and underlined
History
· knowledge
· skills / Great Fire of London
To know the events leading up to and during the Great Fire of London. To be able to explain how the fire started and why it spread so quickly. To know the difference between Primary and secondary sources and give an example of each. Be able to place The Great Fire in a chronological sequence. To know what the impact of the fire was on the future building materials used in London.
Label time lines with words or phrases such as:past, present, older and newer.
Observe or handle evidence to ask questions andfind answers to questions about the past.
Use artefacts, pictures, stories, online sources anddatabases to find out about the past.
Use evidence to ask questions and find answers toquestions about the past.
Suggest causes and consequences of some of themain events and changes in history.
Use sources of evidence to deduce informationabout the past.
Show an understanding of concepts such ascivilisation, monarchy, parliament, democracy,and war and peace. / Real Life Heroes
Children will learn about the lives of significant individuals in the past who have contributed to national and international achievements.
Children to compare aspects of life in different periods (Christopher Columbus and Neil Armstrong, William Caxton and Tim Berners-Lee, Rosa Parks and Emily Davison, Mary Seacole and/or Florence Nightingale and Edith Cavell)
Children will learn to locate events on a timeline and describe key events in the life of a significant person.
Children will think about the reasons for and against an innovative idea.
Children will discuss the challenges these individuals faced.
Children will look at significant historical events, people and places in their own locality. / Changes within living memory
Children think about what they do when they leave school at the end of the day or on the weekend. They create pictures and write captions to represent their lives today and start a timeline to represent a typical day.
Children discuss and write down what they think their parents did at the end of their school day and how this is similar or different to today’s children
Read ‘Peepo!’ by Janet and Allan Ahlberg and compare and contrast similarities and differences between then and now.
Create a time capsule using their pictures and writing.
Suggest causes and consequences of some of themain events and changes in history.
Suggest suitable sources of evidence for historical enquiries.
Use more than one source of evidence for historical enquiry in order to gain a more accurate understanding of history.
Geography
· knowledge
· skills / Australia
Investigate the world’s continents and oceans and locate Australia on a map/globe.
To know the difference between life in London and life in a rural Australian farm To be able to compare landscape and cultural differences.
To know how people live in each country.
Use maps, atlases, globes and digital/computermapping to locate countries and describe features.
Understand key physical features, including: beach,coast, forest, hill, mountain, ocean.
Identify and describe how the physical featuresaffect the human activity within a location. / Arctic Adventures
Locating the Arctic Circle on a world map.
Investigating the countries in the Arctic Circle, describing the appearance of Arctic cities.
Describe the difference between summer and winter in the Arctic.
Understanding information can be recorded in charts.
Understanding what physical features are.
Investigating physical features found in the Arctic. Exploring the physical landscapes of the Arctic.
Explore Arctic cities and the countries they are in. Investigate human features in Arctic cities.
View and describing city images.
Understanding where Greenland is in relation to the United Kingdom.
Investigate physical and humans features in two cities. Compare and contrasting two cities’ features. / Around the World
To be able to name and locate the world's seven continents and five oceans.
Name and locate the Equator, Northern Hemisphere, Southern Hemisphere, the Tropics of Cancer and Capricorn, Arctic and Antarctic Circle and date time zones.
Use basic geographical vocabulary to refer to key human features, including: city, town, village, factory, farm, house, office, port, harbour and shop
use world maps, atlases and globes
To identify the United Kingdom and its countries.
Art
· knowledge
· skills / Creating Silhouettes
To be able to use charcoal and chalk to create silhouette images of London during The Great Fire. Draw lines of different sizes and thickness.
Colour (own work) neatly following thelines.
Show pattern and texture by adding dotsand lines.
Sketch lightly (no need to use a rubber tocorrect mistakes).
Use shading to show light and shadow. Use different hardness’s of pencils to showline, tone and texture.
Use a variety of techniques to addinteresting effects (e.g. reflections, shadows,direction of sunlight). / Paul Signac and Pointillism
To learn about the work of a range of artists, craft makers and designers, describing the differences and similarities between different practices and disciplines, and making links to their own work.
Link Paul Signac’s style to Aboriginal Art, where there is always a continuous use of dotting, patterns, lines or hatching. Create patterns and symbols using only the colours seen in nature / Aurora Borealis formations
Understanding what the Aurora Borealis is and where it occurs. Identifying colours and shapes in the Auroara Borealis events.
Creating the Aurora Borealis with different art materials.
Develop a wide range of art and design techniques in using colour, pattern, texture, line, shape, form and space / Landscape paintings