English:• read easily, fluently and with good understanding • develop the habit of reading widely and often, for both pleasure and information • acquire a wide vocabulary, an understanding of grammar and knowledge of linguistic conventions for reading, writing and spoken language appreciate our rich and varied literary heritage write clearly, accurately and coherently, adapting their language and style in and for a range of contexts, purposes and audiences use discussion in order to learn; they should be able to elaborate and explain clearly their understanding and ideas are competent in the arts of speaking and listening, making formal presentations, demonstrating to others and participating in debate.

Programme of StudyTopic: An Eye for LondonYear: 2Term: Autumn

Mathematics:become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems over time, so that pupils have conceptual understanding and are able to recall and apply their knowledge rapidly and accurately to problems reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language can solve problems by applying their mathematics to a variety of routine and non-routine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions.

Geography:Understanding geographical similarities and differences through studying the human and physical geography of a small area of the United kingdom (London)Geographical vocabulary to name key human features such as city, town village

Computing:

Have a clear understanding of algorithms as

sequences of instructions.

Convert simple algorithms to programs.

Predict what a simple program will do.

Spot and fix (debug) errors in their programs.

Describe carefully what happens in computer

games.

Use logical reasoning to make predictions of

what a program will do.

Test these predictions.

Think critically about computer games and

their use.

Be aware of how to use games safely and in

balance with other activities.

Science:Identify and compare the suitability of a variety of everyday materials including wood metal plastic glass brick rope 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. Art and Design:

Using a range of materials creatively to

design and make products.

Design and Technology:

Design purposeful, functional appealing

buildings.

Select from a wide range of materials and

components including construction

materials and textiles according to their

characteristics.

Evaluate and explore a range of existing

products.

History:Events beyond living memory that are significant nationally or globally e.g. The Great Fire Of London The lives of significant individuals in the post who have contributed to national and international achievements. Compare aspects of life in different periods.

Music:Perform, listen to, review and evaluate music across a range of historical periods, genres, styles and traditions, including the works of the great composers and musicians.Play and perform in solo and ensemble contexts, using their voices and playing musical instruments with increasing accuracy, fluency, control and expression. Use their voices expressively and creatively by singing songs and speaking chants and rhymes Play tuned and unturned instruments musically Listen with concentration and understanding to a range of high-quality live and recorded music Experiment with, create, select and combine sounds using the inter-related dimensions of music.

Physical Education:

Master basic movements including balance,

agility and coordination and begin to apply

these in a range of activities.

Trips, Visitors and Outdoor Learning:Firefighters, William Morris Gallery, Church, Local sensory walk African musicians, International Day.

RE – Recognise, name and describe some

religious artefacts, places and practices.

Describe some of the teachings of a religion.

Describe some main festivals or celebrations

of a religion.

English:

• Traditional tales – Looking at common traditional tales and traditional

tales from around the world. Children learning the key language features

to enhance their writing, e.g. Sentence starters, conjunctions, adjectives.

• Story writing – creating their own stories with a moral twist using a set

structure of talk for writing, story maps and toolkits.

• Instructional texts – Look at the key features of instructional texts, such

as; title, list, bullet points, imperative verbs, time sentence starters.

• Poetry – Exploring poetry forms and features, such as; similes, repetition,

alliteration, onomatopoeia and rhyme. This will be done through acrostic

forms, persuasive poetry and shape poems.

Science:To investigate materials• Find out how the shapes of solid objects made from some materials can be changed by squashing, bending, twisting and stretching.• Identify and compare the uses of a variety of everyday materials, including wood, metal, plastic, glass, brick/rock, and paper/cardboard

To understand movement forces and magnets• Notice and describe how things move, using simple comparisons such as faster and slower.• Compare how different things move.

Mathematics:

•Geometry – To name 2-d and 3-d shapes and identify their properties.

•Subtraction – To partition and subtract using an empty number line.

•Addition – To partition and add using an empty number line.

•Multiplication – To use repeated addition on a number line to multiply.

•Division – To use repeated subtraction on a number line to divide.

•Data Handling – To collect, tally and record data on a bar graph.

•Co-ordinates – To be able to read coordinates and to position objects numbers

on a grid. To refer to the x and y axes.

Geography:

Types of buildings – Children to look at the different types of iconic

buildings in and around London.

Maps– Children looked at the city they live in and labelled maps using a

compass. Children looked at the different countries which make up the

UK.

Changes to the City – Children to explore how the city changed after

1666.

Computing:

Firework picturesTo develop ideas• Respond to ideas and starting points.• Explore ideas and collect visual information.• Explore different methods and materials asideas develop.Sculpture• Use a combination of shapes.• Include lines and texture.• Use rolled up paper, straws, paper, card andclay as materials.• Use techniques such as rolling, cutting,moulding and carving.Drawing • Show pattern and texture by adding dots and lines.• Show different tones by using coloured pencils.Digital media• Use a wide range of tools to create different textures, lines, tones, colours and shapes.To take inspiration from the greats.• Describe the work of notable artists,artisans and designers.• Use some of the ideas of artists studied tocreate pieces.

Design and Technology:

Designing houses from 1666 – using different materials.

Create a collage of fireworks using different mediums.

RE – Christianity - the churchKnow that - The church or chapel is a place where Christians usually meet to worship.Special ceremonies take place there, e.g. weddings.Prayer and worship is often led by a priest, minister or pastor.Sunday is often the special day for worship.Christians read the Bible and believe Jesus is special.Hinduism – DiwaliHindu beliefs about one God, who is seen in different ways and represented through different forms(deities) such as Rama, Ganesh and Lakshmi. The Ramayana is the source of stories about Rama.The story of Rama and Sita is recalled at Diwali. Worship in the Temple (Mandir): Festival of Diwali.Festival foods. Worship of Lakshmi and Ganesh. Respect is shown during worship by removingshoes and sitting on the floor.

History:To investigate and interpret the past• Ask questions such as: What was it like for people? What happened? How long ago?• Use artefacts, pictures, stories, online sources and databases to find out about the past.• Identify some of the different ways the past has been represented.To build an overview of world history• Describe historical events.• Describe significant people from the past.To understand chronology• Place events and artefacts in order on a time line.• Label time lines with words or phrases such as: past, present, older and newer.• Recount changes that have occurred in their own lives.• Use dates where appropriate.To communicate historically• Use words and phrases such as: a long time ago, recently, when my parents/carers were children, years, decades and centuries to describe the passing of time.• Show an understanding of the concept of nation and a nation’s history.• Show an understanding of concepts such as civilisation, monarchy, parliament, democracy, and war and peace

Languages:

Music:Dynamics:Introduce the concept of sound & silence, respond to a conductor’s directions, singing-legato & staccato, singing and playing by ear and from notation, solo singing, compose and notate rhythm patterns, communicating with an audience, echoing, using contrasting dynamics, choosing the appropriate timbre or tone quality, vocal control of dynamics, tempo and timbre, combining & notating sounds, improvise an accompaniment, controlling dynamics, notation-‘hairpins’, two part singing, more sustained composing, Pitch:High & low pitch, play tuned percussion, compose pitch patterns, introduce sensitivity into performance, steps & leaps in melodies, perform a short melodic pattern by ear and from symbols, perform a drone, show an understanding of melodic contour through physical movement, recognizing steps and leaps, compose with a set of sounds, understand melodic direction: higher, lower, by step, leap, or staying in one place,

Physical Education:

Gymnastics – Children to create shapes with their bodies, balance

correctly and learn how to perform different sequences as part of a

group.

Tennis – Children to learn the different stances within tennis e.g.

Forehand pass, backhand pass, how to hold a tennis racket and to bat

a ball using the above techniques.

Subject SummariesTopic: An Eye for LondonYear: 2Term: Autumn

English:

Traditional tales, character descriptions, word

banks, pictures of characters, masks for role

play, toolkits, story maps.

ResourcesTopic: An Eye For LondonYear: Year 2 Term: Autumn

Mathematics:

Cubes, rulers, shapes, boxes, nets

Geography:

Information book on the Great Fire of London

London tourist maps

Tube maps

Computing:

Laptops, programmes

Science:

Blue tack, cardboard, string, paper clips, wood,

plastic, wool,

Art and Design:

Paint, paper, pencils, tissue paper

Design and Technology:

Cereal boxes, tissue paper, glue, scissors,

lollypop sticks,

History:

Information book on the Great Fire of London

Videos

Clips

Artefacts

Music:

Instruments

Physical Education:

CD’s, CD player, benches, apparatus, mats