Year 2: Autumn Term Magnificent Miners

Visit/Visitors: Yorkshire Coal Mining Museum Autumn 1: Green, Subject Focus: History and GeographyArtist: L.S Lowry (pencil), Henry Moore (charcoal,) Autumn 2: Red, Subject Focus: History (Famous Person) and Science

Subjects Knowledge Skills VocabularyHistory Chronological Understanding Sequence artefacts closer together in

time, sequence events, sequence photos etc from different periods of their life.Describe memories of key events in lives.

pastpresentthennowrulerchronologybeforeafterlong agoBritain

Can they use words and phrases like: before I was born, when I was younger?Can they use phrases and words like: before, after, past, present, then and now in their historical learning? Can they use past and present correctly?Can they use a range of appropriate words and phrases to describe the past?Can they sequence a set of events in chronological order and give reasons to their order?Challenge:Can they sequence a set of objects in chronological order and give reasons for their order?Can they sequence events about their life in order?Can they sequence the events about the life of a famous person?Can they try to work out how long ago an event happened?

Knowledge and Interpretation Find out about people and events in other timescollections of artefacts — confidently describe similarities and differencesdrama — develop empathy and understanding (hot seating, sp. and listening)

Compare pictures or photographs of people or events in the past, able to identify different ways to represent the past.

Can they recount the life of someone famous from Britain who lived in the past giving attention to what they did earlier and what they did later?Can they explain how their local area was different in the past?Can they recount some interesting facts from an historical event such as where the fire of London started?Can they explain why Britain has a special history by naming some famous events and some famous people?Do they recognise that we celebrate certain events such as bonfire night, because of what happened many years ago?Can they explain what is meant by a Parliament?Challenge:Can they explain why someone in the past acted as they did?Can they explain why their locality (as wide as it needs to be) is associated with a special historical event?Can they explain what is meant by a democracy and why it is a good thing?Historical Enquiry Use a source — why, what, who, how,

where to ask questions and find answers sequence a collection of artefactsUse of time linesDiscuss the effectiveness of sources

Can they find out something about the past by talking to an older person?Can they answer questions using a specific source, such as information books?Can they research the life of a famous Britain from the past using different resources to help them?Can they research the life of someone who used to live in their area using the internet and other sources to find out about them?Challenge:Can they say at least two ways they can find out about the past, e.g using books and the internet?Can they explain why eye witness accounts may vary?Can they research about a famous event that happens somewhere else in the world and why it has been happening for some time?

Geography

Geographical Enquiry Geographical language to describe feature or location e.g.valley/hill/local/a road/coastline/ woods/village/farmland.

Ask geographical questions —where is this place? What is it like? How has it changed?

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Can they label a diagram or photograph using some geographical words?Can they find out about a locality by using different sources of evidence?Can they find out about a locality by asking some questions to someone else?Can they say what they like and don’t like about their locality and another locality like the seaside?Geographical Knowledge Express own views about a place, people,

environment, location. Give detailed reasons to support own likes, dislikes, preferences.

Use simple field sketches and diagrams, use a camera.

Can they name the continents of the world and find them on an atlas?Can they name the world’s oceans and find them in an atlas?Can they name the main cities and capitals of England, Wales, Scotland and IrelandChallenge:Can they name a few towns in the south and north of the UK?

Art Art Knowledge Explore 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.

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Can they say how other artists have used colour, pattern and shape?Can they create a piece of work in response to another artists work?

Drawing Continue to experiment in lightening and darkening without the use of black or white. Begin to mix colour shades and tones.Use a sketchbook to plan and develop simple ideas and continue to store information on colour mixing, the colour

Can they use three different grades of pencil in their drawing (4B, 8B, HB)?Can they use charcoal, pencil and pastels?Can they create different tones using light and dark?Can they show patterns and texture in their drawings?

Can they use a viewfinder to focus on a specific part of an artefact before drawing it?

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Design and Technology

Developing, Planning and Communicating Ideas Start to generate ideas by drawing on their own and other people's experiences.Begin to develop their design ideas through discussion, observation, drawing and modelling.

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Can they think what to do next?Can they choose the best tools and materials?Can they give a reason why these are best?Can they describe their design by using pictures, diagrams, models and words?

MechanismsCan they join materials together as part of a moving product?Can they add some kind of design to their product?

Working with Tools, Equipment, Materials and Components to make Quality Products

Identify a purpose for what they intend to design and make. Gather and use arrange of tool.Can they join things (materials/components) together in

different ways?

Use of MaterialsCan they measure materials to use in a moving or structure?Can they join material in different ways?Can they use joining, folding or rolling to make it stronger?

Evaluating Processes and Products Evaluate their work against their design criteria.Look at a range of existing products explain what they like and dislike about Products and why.

What went well with their work?If they did it again what would they want to improve?

ConstructionCan they make sensible choices as to which materials to use for their constructions?Can they develop their own ideas from initial starting points?Can they incorporate some type of movement into models?Can they consider how to improve their construction?

Science Uses of Everyday Materials Describe their observations using some scientific vocabulary.Suggest how to find things out.Identify key features and ask questions.Compare objects.Begin to recognise when a test or comparison is unfair.Use first hand experiences to answer questions.Suggest how they could collect data to answer questions.Collect and record data (supported by the teacher).Use simple equipment provided to make observations.Begin to select equipment from a limited range.Say what has happened.Say what their observations show and whether it was what they expected.Begin to draw simple conclusions and explain what they did.Begin to suggest improvements in their work.

material – brick, wood, metal, plastic, glass, papersuitableproperties – e.g. hard, soft, smooth, rough, strong, transparent, waterproofchangeinvestigatefair testpredictobserverecordresultsconclusion

Can they describe the properties of different materials? E.g. hard, soft, rough, smooth, waterproof, transparent, strong.Can they explain why a material may or may not be suitable for a specific job? (relating to simple properties).Can they test a range of materials for different properties?

Can they squash, bend, twist and stretch different objects and explain how they change? (Extend to heating and cooling).Can they find out about people who developed useful new materials? (John Dunlop, Charles Macintosh, John McAdam) – link to investigation work.Can they explain why a material may or may not be suitable for a specific job? (relating specifically to what happened when the materials changed / didn’t change).

Year 2: Spring Term Eco Warriors

Visit/Visitors: South Kirkby Recycling Plant Spring 1: Green, Subject Focus: GeographyArtist: Banksy, Henri Rousseau Spring 2: Red, Subject Focus: D+TFamous Person: Charles Darwin

Subjects

Knowledge Skills Vocabulary

History Chronological Understanding Sequence artefacts closer together in time, sequence events, sequence photos etc from different periods of their life.Describe memories of key events in lives

Class display/ museum annotated photographsICT

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Can they use words and phrases like: before I was born, when I was younger?Can they use phrases and words like: after, past, present, then and now in their historical learning? Can they use past and present correctly?Can they use a range of appropriate words and phrases to describe the past?Can they sequence a set of events in chronological order and give reasons to their order?Challenge:Can they sequence a set of objects in chronological order and give reasons for their order?Can they sequence events about their life in order?Can they sequence the events about the life of a famous person?Can they try to work out how long ago an event happened?Knowledge and Interpretation Find out about people and events in other

timescollections of artefacts — confidently describe similarities and differencesdrama — develop empathy and understanding (hot seating, sp. and listening)

Compare pictures or photographs of people or events in the pastable to identify different ways to represent the past

Can they recount the life of someone famous from Britain who lived in the past giving attention to what they did earlier and what they did later?Can they explain why Britain has a special history by naming some famous events and some famous people?Challenge:Can they explain why someone in the past acted as they did?Can they explain why their locality (as wide as it needs to be) is associated with a special historical event?Can they explain what is meant by a democracy and why it is a good thing?Historical Enquiry Use a source — why, what, who, how,

where to ask questions and find answers sequence a collection of artefactsUse of time linesDiscuss the effectiveness of sources

Can they answer questions using a specific source, such as information books?Can they research the life of a famous Britain from the past using different resources to help them?Can they research about a famous event that happens in

Britain and why it has been happening for some time?Can they research the life of someone who used to live in their area using the internet and other sources to find out about them?Challenge:Can they say at least two ways they can find out about the past, e.g using books and the internet?Can they explain why eye witness accounts may vary?Can they research about a famous event that happens somewhere else in the world and why it has been happening for some time?

Geography

Human Geography Geographical language to describe feature or location e.g.valley/hill/local/a road/coastline/ woods/village/farmland

Recognise how places have become the way they are e.g. shops (patterns and processes).

Ask geographical questions —where is this place? What is it like? How has it changed?Express own views about a place, people, environment, location. Give detailed reasons to support own likes, dislikes, preferences.

Use simple field sketches and diagrams, use a camera

landwateroceanrivernorth, east, south, westglobe mapcountryvillagetowncityhumanphysical

Can they describe some human features of own locality such as jobs people do?Can they explain how the jobs people do may be different in different parts of the world?Do they think that people ever spoilt the area? How?Do they think people try to make the area better? How?Can they explain what facilities a town or village might need?ChallengeCan they explain how the weather affects different people?Challenge: Can they make inferences by looking at a weather chart?Can they make plausible predictions about what the weather may be like in different parts of the world?

Art Art Knowledge Explore 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.

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Can they say how other artists have used colour, pattern and shape?Can they create a piece of work in response to another artists work?

Painting and Drawing Begin to control the types of marks made with a range of painting techniques e.g. layering, mixing media, and adding texture.Continue to experiment in lightening and darkening without the use of black or white. Begin to mix colour shades and tones.Use a sketchbook to plan and develop simple ideas and continue to store information on colour mixing, the colour

Painting Can they mix paint to create all the secondary colours?Can they mix and match colours, predict outcomes?Can they mix their own brown?Can they make tints by adding white?Can they make tones by adding black?

Drawing

Can they use three different grades of pencil in their drawing (4B, 8B, HB)?Can they use charcoal, pencil and pastels?Can they create different tones using light and dark?Can they show patterns and texture in their drawings?Can they use a viewfinder to focus on a specific part of an artefact before drawing it?

wheel and colour spectrums.Continue to control the types of marks made with the range of media. Use a brush to produce marks appropriate to work. E.g. small brush for small marks.Explore 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.Discuss own work and others work, expressing thoughts and feelings.

primarysecondary

Textiles Begin to identify different forms of textiles.Match and sort fabrics and threads for colour, texture, length, size and shape.Gain confidence in stitching two pieces of fabric. Explain how to thread a needle and have a go.Continue to gain experience in weaving, both 3D and flat i.e. grass through twigs, carrier bags on a bike wheel.Use a sketchbook to plan and develop simple ideas and making simple informed choices in media.Change and modify threads and fabrics, knotting, fraying, fringing, pulling threads, twisting, plaiting.Gain experience in applying colour with printing, dipping, fabric crayons.Create and use dyes i.e. onion skins, tea, coffeeDiscuss own work and others work, expressing thoughts and feelings.Identify changes they might make or how their work could be developed further.

Can they join fabric using glue?Can they sew fabrics together?Can they create part of a class patchwork?

CollageCan they create individual and group collages?Can they use different kinds of materials on their collage and explain why they have chosen them?Can they use repeated patterns in their collage?

Design and Technology

Developing, Planning and Communicating Ideas Start to generate ideas by drawing on their own and other people's experiences.Begin to develop their design ideas through discussion, observation, drawing and modelling.Identify a purpose for what they intend to design and make.Understand how to identify a target group for what they intend to design and make based on a design criteria.

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Can they think what to do next?Can they choose the best tools and materials?Can they give a reason why these are best?Can they describe their design by using pictures, diagrams, models and words?

Develop their ideas through talk and drawings and label parts. Make templates and mock ups of their ideas in card and paper or using ICT.

Working with Tools, Equipment, Materials and Components to make Quality Products

Identify a purpose for what they intend to design and make. Gather and use arrange of tools specifically surrounding the use of textiles.

Use of MaterialsCan they measure materials to use in a moving or structure?Can they join material in different ways?Can they use joining, folding or rolling to make it stronger?

TextilesCan they measure textiles?Can they join textiles together to make something?Can they cut textiles?Can they explain why they chose a certain textile?Evaluating processes and products What went well with their work?If they did it again what would they want to improve?

Evaluate their work against their design criteria.Look at a range of existing products explain what they like and dislike about Products and why.Construction

Can they make sensible choices as to which materials to use for their constructions?Can they develop their own ideas from initial starting points?Can they incorporate some type of movement into models?Can they consider how to improve their construction?

Science Living Things and Their Habitats Describe their observations using some scientific vocabulary.Suggest how to find things out.Identify key features and ask questions.Compare objects.Begin to recognise when a test or comparison is unfair.Use first hand experiences to answer questions.Suggest how they could collect data to answer questions.Collect and record data (supported by the teacher).Use simple equipment provided to make observations.Begin to select equipment from a limited range.Say what has happened.

living, dead, non-livinghabitatmicro-habitatfood chainsourceconsumerproducerpredatorpreysurvivesortchangesurviveinvestigatetestpredictobserverecord

Can they describe what animals need to survive? (water, food, air)Can they sort things into categories – living, dead, never been alive?Can they explain what a habitat is?Can they identify and name a variety of habitats such as woodland, desert, arctic (including micro-habitats such as hedgerows)?Can they explain how some animals and plants are suited to their habitat? Can they interpret a simple food chain?Can they label / create a simple food chain?AnimalsCan they show and explain simple life cycles of common animals e.g. butterfly?Can they match the animals with their offspring?

Say what their observations show and whether it was what they expected.Begin to draw simple conclusions and explain what they did.Begin to suggest improvements in their work.

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Year 2: Summer Term One World

Visit/Visitors: Yorkshire Sculpture Park Summer 1: Green, Subject Focus: GeographyArtist: Barbara Hepworth Summer 2: Red, Subject Focus: D+TFamous Person: Captain Cook

Subjects Knowledge Skills VocabularyHistory Chronological Understanding Place the time studied on a time line

sequence events or artefacts.Use dates related to the passing of time

pastpresentthennowrulerchronologybeforeafterlong agoBritain

Can they use words and phrases like: before I was born, when I was younger?Can they use phrases and words like: after, past, present, then and now in their historical learning? Can they use past and present correctly?Can they use a range of appropriate words and phrases to describe the past?Can they sequence a set of events in chronological order and give reasons to their order?Challenge:Can they sequence a set of objects in chronological order and give reasons for their order?Can they sequence events about their life in order?Can they sequence the events about the life of a famous person?Can they try to work out how long ago an event happened?Knowledge and Interpretation Find out about everyday lives of people in

time studied.Compare with our life today.Identify reasons for and results of people's actions understand why people may have

Can they recount some interesting facts from an historical event such as where the fire of London started?Can they explain why Britain has a special history by naming some famous events and some famous people?

Challenge:Can they explain why someone in the past acted as they did?Can they explain why their locality (as wide as it needs to be) is associated with a special historical event?

had to do something.Study change through the lives of significant individuals. Identify and give reasons for different ways in which the past is represented.Distinguish between different sources and evaluate their usefulness.Look at representations of the period — museum,

Historical Enquiry Use a range of sources to find out about a period observe small details — artefacts, pictures.Select and record information relevant to the study,begin to use the library, e-learning for research ask and answer questions.Communicate knowledge and understanding in a variety of ways — discussions, pictures, writing, annotations, drama, mode.

Can they answer questions using a specific source, such as information books?Can they research the life of a famous Britain (Elizabeth 1) from the past using different resources to help them?Can they research about a famous event that happens in Britain and why it has been happening for some time?Challenge:Can they say at least two ways they can find out about the past, e.g using books and the internet?Can they explain why eye witness accounts may vary?Can they research about a famous event that happens somewhere else in the world and why it has been happening for some time?

Geography

Physical Geography Geographical language to describe feature or location e.g.valley/hill/local/a road/coastline/ woods/village/farmland

Recognise how places have become the way they are e.g. shops (patterns and processes)

Ask geographical questions: where is this location? What do you think about it?

Analyse evidence and draw conclusions e.g. make comparisons between locations using maps, photos/pictures, temperatures in different locations.

landwateroceanrivernorth, east, south, westglobe mapcountryvillagetowncityhumanphysical

Can they describe some physical features of own locality?Can they explain what makes a locality special?Can they describe some places which are not near school?Can they describe a place outside Europe using geographical words?Can they describe some of the features associated with an island?Can they describe the key features of a place, using words like, beach, coast, forest, hill, mountain, hill, ocean, valley?Challenge:Can they find the longest and shortest route using a map?Can they use a map, photographs, film or plan to describe a contrasting locality outside of Europe?

Geographical Knowledge Express own views about a place, people, environment, location. Give detailed reasons to support own likes, dislikes, preferences.

Identify and explain different views of people including themselves e.g. views of different sections of community when

Can they name the continents of the world and find them in an atlas?Can they name the world’s oceans and find them in an atlas?

developing holiday resort/new housing estate, hold geographical issues through drama role play

Use simple field sketches and diagrams, use a camera.

Art Art Knowledge Explore 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.

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Can they say how other artists have used colour, pattern and shape?Can they create a piece of work in response to another artists work?

Printing and 3D Sculpture Use equipment and media with increasing confidence.Shape, form, construct and model from observation and imagination.Use a sketchbook to plan and develop simple ideas and making simple informed choices in media.Demonstrate experience in surface patterns/ textures /print and use them when appropriate.Explore carving as a form of 3D art with printing.Explore the work of a range of artists, craft makers and designers, describing the differences and similarities and making links to their own work.Discuss own work and others work, expressing thoughts and feelings.Identify changes they might make or how their work could be developed further.

Can they create a print using pressing, rolling, rubbing and stamping?Can they create a print like a designer?PaintingCan they mix paint to create all the secondary colours?Can they mix and match colours, predict outcomes?Can they mix their own brown?Can they make tints by adding white?Can they make tones by adding black?SculptureLinks to Yorkshire Sculpture Park – Barbara Hepworth

Design and Technology

Developing, Planning and Communicating Ideas With growing confidence generate ideas for an item, considering its purpose and the user/s.Start to order the main stages of making a product.Identify a purpose and establish criteria for a successful product.Understand how well products have been designed, made, what materials have been used and the construction technique.Learn about inventors, designers, engineers, chefs and manufacturers who have developed ground-breaking products.

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Can they think if idea and plan what to do next?Can they choose the best tools and materials?Can they give a reason why these are best?Can they describe their design using pictures, diagrams, models and words?

Start to understand whether products can be recycled or reused.Know to make drawings with labels when designing.When planning explain their choice of materials and components including function and aesthetics.

Cooking and Nutrition Understand that all food comes from plants or animals.Know that food has to be farmed, grown elsewhere (e.g. home) or caught.Understand how to name and sort foods into the five groups in 'The Eat well plate'Know that everyone should eat at least five portions of fruit and vegetables every day.Demonstrate how to prepare simple dishes safely and hygienically, without using a heat source.Demonstrate how to use techniques such as cutting, peeling and grating.

Can they describe the properties of the ingredients they are using?Can they explain what it means to be hygienic?Are they hygienic in the kitchen?

Evaluating Processes and Products Start to evaluate their product against original design criteria e.g. how well it meets its intended purpose.Begin to disassemble and evaluate familiar products and consider the views of others to improve them.Evaluate the key designs of individuals in design and technology has helped shape the world.

What went well with their work?If they did it again, what would they want to improve?

Science Plants Describe their observations using some scientific vocabulary.Suggest how to find things out.

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Can they describe the life cycle of a plant?Can they explain what germination is?

Can they talk about how plants change over time, using first hand experiences?Can they say what plants need to grow and survive?Can they investigate what would happen to a plant if it did not have all that it needed to survive?

Identify key features and ask questions.Compare objects.Begin to recognise when a test or comparison is unfair.Use first hand experiences to answer questions.Suggest how they could collect data to answer questions.Collect and record data (supported by the teacher).Use simple equipment provided to make observations.Begin to select equipment from a limited range.Say what has happened.Say what their observations show and whether it was what they expected.Begin to draw simple conclusions and explain what they did.Begin to suggest improvements in their work.

reproducedietexercisehygiene

HumansCan they name the different stages of human life?Can they explain how humans change through each life stage?Can they describe why exercise, balanced diet and hygiene are important for humans?