Whitmore Primary School and Nursery: Yearly Plan Class: Lavender/Orchid/Sunflower Year: 2 All items in bold are non-negotiable statutory content from the curriculum 2014. The Yearly plan should contain coverage and content for each topic in subject areas. There is no specification at this stage of numbers of lessons or for specific lesson learning objectives. Year 1 Year 2 Autumn 1 st Half Autumn 2 nd Half Spring 1 st Half Spring 2 nd Half Summer 1 st Half Summer 2 nd Half Theme: Knights and castles Pirates and smugglers cave The wild things Visit/Trip/inspiration day Products/Outcomes English Setting the scene (wk1) role play (king, queen, knight, jester ) Mountfitchet castle See English MTP Pirate Experience day Setting the scene (Wk1) Role play life on a pirate ship. Wat Tyler Park (Wk1) KS1 SATS Phonics screening test Mathematics See White Rose document Science Materials distinguish between an object and the material from which it is made identify and name a variety of everyday materials, including wood, plastic, glass, metal, water, and rock describe the simple physical properties of a variety of everyday materials compare and group together a variety of everyday materials on the basis of their simple physical properties. Seasonal changes observe changes across the four seasons observe and describe weather associated with the seasons and how day length varies. Continued throughout the year Plants identify and name a variety of common wild and garden plants, including deciduous and evergreen trees identify and describe the basic structure of a variety of common flowering plants, including trees. 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 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 microhabitats 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. Animals including humans
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. identify and name a variety of common animals including fish, amphibians, reptiles, birds and mammals identify and name a variety of common animals that are carnivores, herbivores and omnivores describe and compare the structure of a variety of common animals (fish, amphibians, reptiles, birds and mammals, including pets) identify, name, draw and label the basic parts of the human body and say which part of the body is associated with each sense. 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. Computing Use a variety of objects made from several different materials, use practical activities to find out the suitability of certain materials, practical investigations to change materials. Digital communication and sharing information Log on and know areas of the screen and know the rules of the room. Use Mouse and Keyboard skills. Locate a file on our shared server. Producing and editing media Yr1&2 Know our way around Microsoft Word Take pictures of ourselves. Insert our pictures from the camera. Use our pictures and Word Skills. Make simple animations. Photos, books, plant a seed, practical investigations on plants growth, plants to look at their different parts Collecting analysing and evaluating real world data Yr1&2 Use ICT to sort items. Use ICT to sort items. Use ICT to sort items. Use ICT to create graphs. Use ICT to create graphs. Use ICT to sort items. Explore websites for information. Explore websites for information. Explore websites for information. Search images on a specific subject. Navigate a virtual map. Sort, photos, film clips, Modelling and simulations Yr1&2 Navigate a virtual map. Use our findings in a project. Use our findings in a project. Simulate different scenarios. Control and programming Yr1&2 Use precise instructions. Create shapes / letters from direction instructions. Build direction codes / Build reaction codes / Build reaction codes / Build reaction codes /
Build reaction codes / Geography Locate a file on our shared server, Keyboard and Mouse skills. Yr1 and Yr2 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 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. Both Yr1 and Yr2 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 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 Locational knowledge name and locate the world s seven continents and five oceans
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 name, locate and identify characteristics of the four countries and capital cities of the United Kingdom and its surrounding seas 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 Google Earth, Photos, books, internet, discussions Compasses, maps, atlases, globes, aerial photos, Atlases, globes, Google Earth, Google Earth, Walk around the school grounds/local area History events beyond living memory that are significant nationally or globally [for example, the Great Fire of London, the first Changes within living memory. Where appropriate, these should be used to reveal aspects of change in aeroplane flight or events commemorated through national life festivals or anniversaries] 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 Photos, books, internet (ICT), film clips RE Yr1 Special people *Personal experience the home Special me ; people who are special to us; love and care about us; family and close friends Festivals birthdays *Christianity Belief that every person is special to God; Respect for parents; Images of Jesus, Mary Yr1 special symbols and objects *Personal experience The home; objects that are special to us; Family heirlooms; Our special clothes; family photographs; family crests. Festivals birthday cake *Christianity Crosses; Rosaries; images of Jesus, Mary and saints in the Yr1 Special things in nature *Personal experience The home Our pets; Flowers, house plants; Our gardens; the seasons; recycling; light and water. *Christianity Stories about St. Francis of Assisi; Grace before meals. *Buddhism Candles, flowers and seven offering bowls placed at the home shrine;
and Christian saints; Christian stories; Family saints; Christian Festivals Christmas. *Buddhism the home Respect shown by children to adults and duties; Buddha image associated devotional practices; stories on life of the Buddha. *Hinduism the home Birth and naming ceremonies: love and loyalty between all members of the extended family; Role of the mother in performing family puja; murtis and devotion show to these; stories about Hindu gods and goddesses. Festivals Divali. *Islam the home Birth ceremonies; Respect for parents and elders; stories about Muhammad *Judaism the home Nameing ceremonies; Festivals Seder meal at Pesach *Sikhism Birth ceremonies; Love and loyalty between al family members and respect for parents and grandparents; images of the Gurus (Guru Nanak and Guru Gobind); Stories about the Gurus (Guru Nanak and Guru Gobind Singh). Yr2 Personal experience The community Special people in the local community; Famous people; Statues, memorials, wall plaques, street names, school names etc. commemorating wellknown people. Festivals Celebrations honouring people. *Christianity Baptisms/Christienings; Weddings; Funerals: headstones commemorating the dead and visiting the graves of loved ones; Local priests/ministers and their role in the community; Patron saints; Local churches, schools, hospitals etc. named after saints. Festivals Christmas, Epiphany, Candlemas, All Saint s Day, Saints Day, All Souls Day home; The fish symbol on clothing, cars, etc.; Certificate of baptism. Festivals Symbols associated with Easter incl. hot cross buns eaten on Good Friday. *Buddhism The Buddha image; Mudras; Prayer beads; Prayer wheels; Picture of the Tibetan Wheel of Life and mandalas. *Hinduism Murtis; Objects making up the home shrine; Objects used for family puja; Aum symbol; Garlands placed around images of gods and goddesses and worshippers; Divas, especially during Divali; Bindi; Festivals Raksha Bandhan Islam Quatations from the Qur an decorating the home. Yr2 *Personal experience Symbols that are special to us; Symbols of England; Crown jewels. Christianity The cross; Communion vessels; Liturgical colours (linked to the church year); Vestments worn by priests; Bishop s mitre, ring and crook; Symbols and objects found in churches and other places of worship. Festivals Palm crosses given out on Palm Sunday. *Buddhism Eight-spoked wheel; Lotus symbol; Buddha image; Mudras; Dorje and bell; Yellow/saffron robes of bhikkus and bhikkunis; The kathina ceremony marks the end of the rains retreat in Therevada countries, when bhikkus and bhillunis are presented with new robes. Stories shared with ch about the Buddha s compassion for animals. *Hinduism Light, water, food and flowers used in family Puja; Arti; Images of animal gods and heroes in the home; Images of gods embodying elemental forces of nature (Angi fire); Images of Krishna with cows in the home; the lotus symbol in the home; Many Hindu homes (in India) have a courtyard containing a sacred tulsi plant; Divas at Divali. Festivals Divali *Islam Stories shared about Muhammad and animals; Wudu before prayer *Judaism Blessings related to gifts bestowed by nature; Bread and wine at start of Shabbat. Festivals Hanukkaj; Symbolic foods eaten at the Seder meal at the start of Pesach; Festival foods. *Sikhism Stories shared about the young Guru Nanak and the natural world. Yr2 *Personal experience Trees, parks, woods, countryside, rivers, sea etc.; Wildlife parks, bird gardens etc.; The need to look after our school/ local environment; The seasons; Recycling and sustainability; Light and water. Festivals Flower shows *Christianity Belief in God as a creator and our responsibility to look after the world God has given us; Biblical creation stories; Stories Jesus told in relation to the natural world; Hymns/songs sung ar church and in school in praise of the natural world; Bread and wine at Holy Communion; Light, Jesus the light of the world.
*Buddhism The Buddha image and devotion shown to it at local Buddhist centre; The Theravada countries of south-east Asia, the local community supports bjikkhus and bhikkunis, providing them with food daily. Festivals Wesak/Vaisakha *Hinduism weddings; Hindu priests and their role in the community; Murtis in the mandir and devotion show to murtis; The importance of spiritual teachers; Cremation of the dead. Festivals Rama Navami and Janmashtami; Many other Hindu festivals focus on different gods and goddesses and stories associated with them incl Divali, Saraswati Puja, Mahashivratri, Holi, Jagannatha, Ganesh Chuturthi and Durga Puja. *Islam Weddings; The imam and his role in the community; The mu aadhin who calls the people to prayer; Respect shown to a hafiz; Hajji and Hajja someone who has completed the hajj; Funerals and visiting graves of the dead Festivals Laylat-ul-Qadr *Judaism Weddings, the rabbi and their role in the community; Bar/Bat Mitzvah; Funerals and visiting graves of the dead; Yahrzeit. Festivals Shavout; Purim. *Sikhism Naming ceremonies; Amrit Pahul or Amrit Sanskar ceremony Sikhs are initiated into the khalsa; The significance of the Panj Piare for Sikhs; Title Singh bestowed on all male Sikhs and Kaur bestowed on all female Sikhs; Weddings; Equality in Sikhism; Special people at the gurdwara; Images of the Gurus at the gurdwara,, especially Guru Nanak and Guru Gobind Singh; Cremation of the dead. Festivals Gurpurbs, ccelebrating the birth of Guru Nanak and Guru Gobind Singh; Baisakhi; Divali/Bandi Chhorh Divas. Festivals Asala Perahara *Hindu AUM symbol; Murtis and associated symbolism; Symbols and objects found in mandirs; Sacred thread. Festivals Clay images of Ganesh are immersed in water at Ganesha Chaturthi; Images of Durga immersed in water; *Islam Cresent moon; Clocks showing prayer times; Quotations from the Qur an decoring the mosque; Ihram. *Judaism Star of David; Objects used to dress Torah scrolls; Yad; Clothes; Menorah. Festivals Shofar, ram s horn blown at Rosh Hashanah. *Sikhism Khanda symbol in the gurwara; Ik Onkar symbol in the gurdwara; Chauri; Khanda and steel bowl used at the Amrit Pahul or Amrit Sanskar ceremony; Five Ks Festivals Candlemas. *Buddhism Canfles, flowers and seven offering bowls placed at the shrin the local Buddhist centre; Reverence shown to Bodhi tree; Zen gardens. *Hinduism Creation stories; Light, water, food and flowers used in Communal puja; Arti; Haven; Images of animal gods and heroes at the mandir; Images of gods embodying elemental forces of nature at the mandir; Images of Krishna with cows at the mandir; The lotus symbol at the mandir; Divas at Divali; Respect for cows. Festivals Divali. *Islam Creation story; Muslims believe that sings of Allah s creation are seen in the natural world; Wudu before prayer. *Judaism Belief in God as creator and our responsibility to look at the world God has given us; Biblical creation stories; Psalms praising the natural world. Festivals Rosh Hashanah *Sikhism Belief in God as creator and our responsibility to look after the world God has given us; Many passages from the Guru Granth Sahib extol the beauty of nature; Festivals Divali/Bandi Chorh Divas (Not the Hindu festival of Divali). (Matthew 13.3-8, Mark 4.3-8, Luke 8.5-8), the growing seed (Mark 4.26-29), the mustard seed (\ Matthew 13.31-32, Mark 4.30-32, Luke 13.18-19), the birds of the air and the lilies of the field (Matthew 6.26-30, Luke 22.24-28)) Use stories, books, photos, Espresso, Food tasting, objects to feel and look at, discussions
Music Yr1 Hey you Yr2 Hands feet heart Yr1 Little angel gets her wings Yr2 Babooshka Yr1 in the groove Yr2 Glockenspiel stage 1 Yr1 Rhythm in the way Yr2 I want to play in a band Yr1 round and round Yr2 Zoo time Yr1 reflect rewind and replay Yr2 reflect rewind and replay Art and Design Collage, drawing and painting Yr 1 & 2 To use a range of materials creatively to design and make products To use drawing, painting and sculpture to develop and share their ideas, experiences and imagination To develop a wide range of art and design techniques in using colour, pattern, texture, line, shape, form and space To know 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. Printing and textiles T-shirt print a pirate pattern/scene and sew onto a T-shirt. Yr 1 & 2 To use a range of materials creatively to design and make products To use drawing, painting and sculpture to develop and share their ideas, experiences and imagination To develop a wide range of art and design techniques in using colour, pattern, texture, line, shape, form and space To know 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. Sculpture of an animal Yr 1 & 2 To use a range of materials creatively to design and make products To use drawing, painting and sculpture to develop and share their ideas, experiences and imagination To develop a wide range of art and design techniques in using colour, pattern, texture, line, shape, form and space To know 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. draw, paint, sculpt, look at work from an artist. draw, paint and sculpt Sculpt, design, look at a range of work from an artist.
Design Technology Building structures build structures, exploring how they can be made stronger, stiffer and more stable Yr1 & 2 Design design purposeful, functional, appealing products for themselves and other users based on design criteria 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 [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 Evaluate explore and evaluate a range of existing products evaluate their ideas and products against design criteria Build a structure - Design, make and evaluate their work. *explore and use mechanisms [for example, levers, sliders, wheels and axles], in their products. Yr1 & 2 Design design purposeful, functional, appealing products for themselves and other users based on design criteria generate, develop, model and communicate their ideas through talking, drawing, templates, mockups and, where appropriate, information and communication technology Make 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 Evaluate explore and evaluate a range of existing products evaluate their ideas and products against design criteria Use mechanisms - Design, make and evaluate their work. PSHE (HW) Healthy lifestyle Core 1 Unit 1 HW) Hygiene Core 1 Unit 2 (HW) Changing and growing Core 1 Unit 3 (HW) Emotions Core 1 Unit 4 (R) Communication Core 2 Unit 1 (HW) Keeping safe Core 1 Unit 5 (R) Fairness Core 2 Unit 3 (R) Bullying Core 2 Unit 2 (LWW) Family and friends Core 2 Unit 4 (LWW) Rules and responsibilities Core 3 Unit 1 (LWW) Communities Core 3 Unit 2 (LWW) Money and finance Core 3 Unit 3 PE VS Games unit 1 VS Dance Unit 1 VS Gymnastics Unit H VS Games Unit 1 VS Gymnastics Unit D VS Games Unit 2 VS Dance Unit 1 VS Games Unit 2 VS Dance Unit 2 VS Games Unit 3 & 4 VS Dance Unit 2 VS Games Unit 3 VS Gymnastics Unit E Fitness VS Gymnastics Unit 1 Basketball VS Dance Unit 3 VS Rounders (Basic) VS Gymnastics Unit J Rounders VS Gymnastics Unit F Sports Day VS Dance Unit 3 Sports Day