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Termly Curriculum Coverage Guidance

Teacher: CH/SK Academic Year: 2016/17 Year group: 2

Autumn 1: Topic / theme: Around the worldCore text (talk for write): The First Voyage of Sinbad the Sailor

Autumn 2: Topic / theme: Monsters and MayhemCore text (talk for write): The Jabberwock

Subject Entry point: Children are able to… Exit point: Children will be able to…

Oracy / communication and debate

Speak audibly and fluently in full and mostly accurate sentences asking questions to find out more as well as responding to questions and comments from adults and most peers.

Begin to use forms of research to extend their vocabulary and give reasons for their hypotheses, predictions and opinions

Retell and invent a range of stories, as well as orally recounting past experiences using descriptive language and beginning to express feelings.

Begin to perform in small groups, starting to consider volume and tone of their voice as well as using body language to engage their audience.

Take part in simple debates, listening to and respecting other people’s opinions whilst effectively voicing their own.

Retell and recall a range of stories that they have learned so far, confidently using the story language they have learned to demonstrate understanding for where these particular words are used (i.e. ‘at that moment’ is often used at the point in the story just before the resolution to the problem)

Recall past events using features of ‘non-fiction’ forms that are accurate. They use increasingly adventurous vocabulary when recounting past experiences including adjectives, subordinate clauses and interesting verbs

Use a range of vocabulary in a range of situations that clearly reflects the breadth of their experience.

PSED Talk about themselves in positive ways referring to their strengths, next steps and their likes.

Confidently talk about their family and where they live and come from. Share experiences with close peers and adults demonstrating respect and tolerance of

others’ differences. Display pride when being praised and when given written feedback. Talk about their short term aspirations with support. Demonstrate bravery when taking risks (i.e. riding a two wheeled bicycle) whilst being

able to talk about how to keep themselves safe in school. Begin to talk about how to keep themselves safe outside school (i.e. road safety).

Naturally and openly talk about their strengths and likes with familiar people in a range of contexts throughout the day

Speak about those peers that are closest to them in positive ways including their similarities, differences and why they are a good friend

Begin to respond to verbal and written feedback in their books by making changes to their work (including second drafts where necessary)

Confidently ride a two wheeled bike; jump from a height up to half of their own height; hammer a nail into a piece of wood and try an unfamiliar food to demonstrate their ability to take calculated risks

Always demonstrate an understanding of how to keep themselves safe (i.e. wearing a helmet whilst on a bike)

Identify what they are proud of before an adult points out something that they likeReading Talk about favourite books, favourite texts and continue to demonstrate a love of

reading by accessing it at home and school regularly. Recite, retell and innovate a range of stories as well as beginning to invent interesting,

thoughtful and increasingly well-structured stories and poems of their own through use of small world play.

Access non-fiction texts as a form of research. Respond speedily with the correct sound to graphemes (letters or groups of letters) for

all 40+ phonemes, including, where applicable, alternative sounds for graphemes. Read accurately by blending sounds in unfamiliar words containing GPCs that have

Read previously taught key words with increasing confidence and identify them in a passage of text

Ask WHAT and WHEN questions and begin to ask HOW and WHY question of a friend when reading a book as part of a group

Identify an exclamation mark, speech marks, question marks and apostrophes and refer to their functions in published texts that they come across as well as texts written by themselves, their peers and adults close to them

Talk regularly about their favourite books and other forms of text that they enjoy

been taught and read common exception words, noting unusual correspondences between spelling and sound and where these occur in the word.

Read words with contractions and understand that the apostrophe represents the missing sound.

Read aloud accurately books that are consistent with their developing phonic knowledge and that do not require them to use other strategies to work out words.

Always check that the text makes sense to them as they read, often by tracking the text and correcting inaccurate reading.

Summarise what they have read in their own words. Discuss the significance of the title and events as well as predicting what might happen

on the basis of what has been read so far.

Read with increasing fluency when accessing any text put in front of them which requires them to use their phase 5 phonic knowledge. They will still use overt segmenting and blending when reading

Demonstrate some comprehension of a text that they have read which requires them to use their phase 5 phonic knowledge by asking oral and written questions on the text with support

Writing Use writing as an increasingly powerful tool for communicating as well as classifying, organising and displaying their learning. They will write stories, poems, instructions, predictions, fact files, labels, messages and signs. These forms of writing will all be able to be read by any adult.

Independently dictate and write sentences which lead to passages of text (at least three sentences) ensuring that the whole passage makes sense and can be read by anybody.

Re-read what they have written to check that it makes sense and create second or third drafts where needed.

Always include capital letters, full stops and clear finger spaces. Spell words containing each of the 40+ phonemes already taught as well words

containing alternative pronunciations. Spell all high frequency words taught so far most of the time. Form lower-case letters correctly and on the line, starting and finishing in the right place

and with tall and short letters in proportion.

Write in a range of forms with increasing accuracy; for different purposes and for different audiences. They have a desire to use writing to communicate their original ideas in forms and genres that they are familiar with (i.e. instructions, letters, stories, information texts)

Dictate and write sentences ensuring that they encapsulate what they want to say, sentence by sentence all the way through their text. They will develop their stamina for writing by beginning to plan, compose and read aloud longer pieces of text (including being resilient enough to return to their work in the future to make improvements as well as reliably proof reading it before showing it to an adult)

Begin to explore writing Year 2 punctuation (e.g. speech marks) Decode and encode accurately ensuring that all words are phonetically plausible and most

taught high frequency words are spelt accurately Begin to accurately use prefixes, suffixes, contractions and possessive apostrophes accurately

while beginning to use homophones Use Year 2 punctuation accurately most of the time and be able to use the correct terminology

for the punctuation used Writing will include expanded noun phrases; present and past forms; subordinate clauses and

conjunctions Form all lower case and upper case letters correctly while letter size is always controlled and in

proportionArithmetic Count up to and down from numbers up to 100 from and to any given number,

identifying one more and one less, as well as reading and writing them. Read and write numbers up to 20 in words and represent a group of objects to 30. Accurately partition numbers into tens and ones using tangible resources. Recite and demonstrate and understanding of number bonds to 10 and 20. Use the language ‘greater than’, ‘less than’ and ‘equal to’ when comparing numbers and

quantities including balancing simple equations with numbers to 10. Solve 2 digit to 1 digit number problems by adding and subtracting in a meaningful

context and then record them in the form of a number sentence. Count forwards or backwards to calculate and then will ‘prove it’ by saying how and

showing how using objects or pictorial representations where necessary. Recall their 2, 5 and 10 times tables accurately to a multiple of 12, identify odd and

even numbers, use repeated addition and arrays to solve multiplication problems and sharing into groups to solve division problems.

Confidently read and write numbers to 100 Confidently identify 1 more, 1 less, ten more and ten less than a number to 100 Confidently count in 2s, 5s and 10s to solve practical problems Demonstrate an embedded ability to use all Year 1 calculation strategies Confidently and accurately partition a two digit number in practical ways demonstrating an

understanding of tens and units Add and subtract two 2 digit numbers (beginning to bridge 10) using pictorial and tangible

strategies Recall number bonds to 10 and 20 and apply these in calculations Multiply and divide confidently by 2, 5 and 10 tangibly, pictorially and mentally

Reasoning / fluency

Recognise, find, name and write Year 1 fractions including demonstrating their understanding in practical and playful ways.

Recognise, find, name and write fractions 1/3, 1/4, 2/4 and 3/4 of a length, shape, set of objects or quantity

Tell the time to the hour Use standard units of measurement to work out real life problems as well as comparing

and ordering length, mass, volume and capacity. Begin to use money to solve real life problems including making a total, finding the

difference between two amounts and talking to a friend about their working out. Construct simple ways of recording data to represent real life and role play situations. Tell and show the time to the hour and half past and begin to relate the correct time to

significant events in the day. Recognise and name common 2-D and 3-D shapes. Recognise, find and name a half as one of two equal parts of an object, shape or

quantity. Compare, describe and solve practical problems for lengths and heights (for example,

long or short, longer or shorter, tall or short, double or half). Compare, describe and solve practical problems for mass or weight (for example, heavy

or light, heavier than, lighter than). When working with capacity, I use the words full or empty, more than, less than, half,

half full and quarter to explain my work. Compare, describe and solve practical problems for time (for example, quicker, slower,

earlier, later). Tell the time to the hour and half past the hour and draw the hands on a clock face to

show these times.

Tell the time to the hour and half past Solve simple problems in a practical context involving addition and subtraction of money of the

same unit, including giving change Compare and sort common 2-D and 3-D shapes and everyday objects, using the correct

mathematical terminology Use mathematical vocabulary to describe position, direction and movement, including

movement in a straight line and distinguishing between rotation as a turn and in terms of right angles for quarter, half and three-quarter turns (clockwise and anti-clockwise)

Ask and answer simple questions about totalling and comparing categorical data.

Science Identify, describe and explore a range of plants, animals and animal habitats. Understand the basic needs of animals and plants including water, food and air and

demonstrate this understanding through using the outdoor provision. Create and construct for a purpose whilst exploring the use of everyday materials

including naming a range of materials and discussing their key properties. Plan, implement and evaluate their own scientific investigations to answer cross

curricula questions with support from an adult. Predict, hypothesize and always use their reasoning skills to say why.

Identify, describe, explore and compare basic similarities and differences between living things, their habitats and food chains; how different habitats co-exist as well as things that are dead and/or have never been alive

Understand the basic needs of animals and plants including water, food and air Begin to explore the uses of everyday materials through creating and constructing for a purpose Begin to plan, implement and evaluate their own scientific investigations to answer cross

curricula questions

Geography Identify key features of Bradford and discuss how Holme Wood is linked to Bradford through comparing similarities and differences and drawing maps.

Begin to investigate other parts of Bradford (such as Mannignham) and begin to understand travel routes and modes of transport.

Name, locate and identify the 4 countries in the UK including capital cities Name the UK’s surrounding seas. Identify seasonal and daily weather patterns in the UK. Be able to label the hot and cold areas on a world map in relation to the Equator,

North Pole and South Pole. Broaden their geographical vocabulary to include subject specific language (e.g.

human, physical, land, sea, country, capital city, world, map)

Use simple fieldwork and observational skills to study the geography of their school Name and locate the world’s seven continents and 5 oceans with support Broaden their geographical vocabulary to support them in making comparisons between human

and physical features of an area Begin to compare the human and physical similarities and differences between a small area in the UK and a small area in a non-European country using suitable apparatus such as aerial photographs and maps

Begin to use world maps and atlases to identify the UK and know what maps and atlases can be used for

History Use research and find out about how things they are interested in has changed in the past thirty years (i.e. their parent’s lifetimes) including asking and answering questions

Find out about great Bradfordians of the past sixty years (e.g. Members of their family, David Hockney, Zayn Malik, The Brownlee Brothers, Nafees, Kimberley Walsh, Moin Ashraf, Naveeda Ikram, Ian Clough, Dynamo) whilst discussing their achievements in the past tense.

Develop an awareness of the past and be able to speak clearly in past tense Begin to discuss changes within living memory – focussing primarily on theirs and their parents’

lifetimes Produce a concise historical recount of an event that has occurred using common words and

phrases related to the passing of time

Find out about and compare the lives of a range of significant individuals from the past 50 years on a national and global scale.

Discuss the differences between ‘local’, ‘national’ and ‘global’ in terms of scale Discuss changes within living memory (since 1948) paying particular attention to how

aspects of national life have change since World War II using a compare and contrast approach.

RE and citizenship

Children will be able to explain their basic understanding of the four main religions as well as beginning to compare similarities and differences. They will begin to look at different religious texts and prominent people within them. Children will be able to talk about themselves in positive ways including something that makes them special and why.

Say what makes themselves unique and special Name the 5 main religions in the UK and state where they worship Discuss their own beliefs and understand that different people believe different things Be tolerant to the beliefs and decisions of others

PE Apply their running, jumping, throwing and catching skills in a range of independent and collaborative contexts with support where needed.

Participate in some team games with support (football, hockey, cricket, rounders and basketball) whilst beginning to develop rules without adult support.

Develop their own obstacle courses and circuits in order to demonstrate their agility, balance and co-ordination individually and with others whilst recording their improvements over a short period of time.

Negotiate space effectively showing using a variety of movements and balances Develop their strength, coordination and balance to support with their running, jumping,

throwing and catching skills in a range of independent and collaborative contexts Begin to participate in team games (football, hockey, cricket, rounders and basketball)

ICT / computing and E-Safety

Use a range of handheld devices to capture and record their learning on a day to day basis.

Begin to use these devices to research and develop their knowledge of which applications are suitable for specific purposes.

Complete these tasks whilst demonstrating a good understanding of E-Safety including password security.

Sequence specific instructions to carry out everyday activities (brushing teeth, making a drink).

Spot any problems within a simple set of instructions and explain why they will not work, identifying any problems and points at which something could go wrong (debugging).

Explore programmable toys (Beebots, Probots), understanding that a set of instructions (algorithm) need to be created to reach an end point or goal.

Use apps on IPads (Beebot) to reinforce that one space/turn is one command.

Save Word and Paint documents onto a shared drive Access and retrieve documents and photographs and print them with increasing independence Remember personal passwords without the need for a reminder and know to keep these private Create simple programs using a BeeBot Always use a safe search engine when searching on the internet Know to never speak to strangers online and to tell a parent / carer / teacher if they do

Art and DT Design, create and construct by making prototypes and improving them over time through careful evaluation and peer critique.

Create with purpose and will share their ideas through discussion. Show increasing skill and understanding of art and design techniques using colour,

pattern, texture, line, shape, form and space.

Design, create and construct using a range of materials and resources for a specific purpose (e.g. a compass to draw a curve)

Create with increasing purpose and will share ideas through discussion and simple presentation as well as referring to and celebrating a range of familiar or local artists and designers

Show increasing skill and understanding of art and design techniques using colour, pattern, texture, line, shape, form and space.

Music and performing

Accurately copy a range of pitches, volumes and tempos by repeating and learning songs, rhymes and chants.

Use hands, feet and other forms of body percussion to represent different rhythms of words and styles of music as well as being able to sound out a four beat phrase.

Experiment with a range of musical instruments in playful ways which enhance other forms of media (e.g. art work, storytelling and dance).

Begin to use voices at a range of pitches, volumes and tempos by repeating and learning songs, rhymes and chants, mimicking tone and pitch and beginning to explore these in their own singing

Continue to use hands, feet and other forms of body percussion to represent different rhythms of words and styles of music as well as being able to sound out a four beat phrase

Begin to play a range of musical instruments in purposeful ways which enhance other forms of

media (e.g. art work, storytelling and dance)

Spring 1: Topic / theme: Taking risks and breaking barriersCore text (talk for write): The Wright Brother’s first flight

Spring 2: Topic / theme: Disaster!Core text (talk for write): The Bradford floods


Oracy / communication and debate

Retell and recall a range of stories that they have learned so far, confidently using the story language they have learned to demonstrate understanding for where these particular words are used (i.e. ‘at that moment’ is often used at the point in the story just before the resolution to the problem)

Recall past events using features of ‘non-fiction’ forms that are accurate. They use increasingly adventurous vocabulary when recounting past experiences including adjectives, subordinate clauses and interesting verbs

Use a range of vocabulary in a range of situations that clearly reflects the breadth of their experience.

Recall and retell an increasing range of stories and historical recounts using a broadening vocabulary that includes key words and phrases

Show ‘good listening’ by tracking the speaker with their eyes and faces and put what they have been told into their own words when prompted

Be able to disagree with others sensitively and respond to arguments and suggestions from others

Ask and answer a range of one and two part questions and use key question words regularly (who, what, when, how, why, where)

Speak articulately and fluently in front of a small audience in a range of playful situationsPSED Naturally and openly talk about their strengths and likes with familiar people in a range

of contexts throughout the day Speak about those peers that are closest to them in positive ways including their

similarities, differences and why they are a good friend Begin to res[pond to verbal and written feedback in their books by making changes to

their work (including second drafts where necessary) Confidently ride a two wheeled bike; jump from a height up to half of their own height;

hammer a nail into a piece of wood and try an unfamiliar food to demonstrate their ability to take calculated risks

Always demonstrate an understanding of how to keep themselves safe (i.e. wearing a helmet whilst on a bike)

Identify what they are proud of before an adult points out something that they like

Present ideas to a familiar group confidently and beginning to develop the resilience to take criticism and critique

Respond to feedback and advice (verbal and written) by editing and improving their work with increasing independence

Confidently talk about the effects that exercise, food and water have on their bodies Talk about what keeps them safe and how they can help to keep others safe Show pride when they meet the expectations of their peers Demonstrate increasing respect and tolerance to the differences of others

Reading Read previously taught key words with increasing confidence and identify them in a passage of text

Ask WHAT and WHEN questions and begin to ask HOW and WHY question of a friend when reading a book as part of a group


Talk regularly about their favourite books and other forms of text that they enjoy Read with increasing fluency when accessing any text put in front of them which

requires them to use their phase 5 phonic knowledge. They will still use overt segmenting and blending when reading

Demonstrate full comprehension of a text that they have read which requires them to use their phase 5 phonic knowledge by asking oral and written questions on the text

Read previously taught key words with increasing confidence and identify them in a passage of text

Ask WHAT, WHEN, HOW and WHY questions of a friend when reading a book as part of a group


Talk regularly about their favourite books and other forms of text that they enjoy Use increasing expression when reading aloud, particularly when encountering Year 2

punctuation (e.g. speech marks) Begin to refer to authors that they are familiar with and why they enjoy a range of texts that they

have written Read with increasing fluency when accessing any text put in front of them which requires them

to use their phase 5 and 6 phonic knowledge. They will still use overt segmenting and blending when reading however this will decrease

Demonstrate full comprehension of a text that they have read which requires them to use their phase 5 or 6 phonic knowledge by asking oral and written questions on the text

Begin to demonstrate comprehension through forming predictions with reference to evidence in the text, illustrations or blurb

Writing Write in a range of forms with increasing accuracy; for different purposes and for different audiences. They have a desire to use writing to communicate their original ideas in forms and genres that they are familiar with (i.e. instructions, letters, stories,

Write in a range of forms accurately; for different purposes and for different audiences. They have a desire to use writing to communicate their original ideas in forms and genres that they are familiar with (i.e. instructions, letters, stories, information texts)

information texts) Dictate and write sentences ensuring that they encapsulate what they want to say,

sentence by sentence all the way through their text. They will develop their stamina for writing by beginning to plan, compose and read aloud longer pieces of text (including being resilient enough to return to their work in the future to make improvements as well as reliably proof reading it before showing it to an adult)

Begin to explore writing Year 2 punctuation (e.g. speech marks) Decode and encode accurately ensuring that all words are phonetically plausible and

most taught high frequency words are spelt accurately Begin to accurately use prefixes, suffixes, contractions and possessive apostrophes

accurately while beginning to use homophones Use Year 2 punctuation accurately most of the time and be able to use the correct

terminology for the punctuation used Writing will include expanded noun phrases; present and past forms; subordinate

clauses and conjunctions Form all lower case and upper case letters correctly while letter size is always

controlled and in proportion

Begin to spell words correctly according to tense and understand the concept of tense in their speaking and writing

Correctly spell most of their key vocabulary in their writing (e.g. story language, high frequency words etc)

Use Year 2 punctuation with increasing accuracy Use prefixes, suffixes, contractions and possessive apostrophes accurately while beginning to

use homophones in their day to day writing Use Year 2 punctuation accurately most of the time and be able to use the correct terminology

for the punctuation used Writing will include increasingly interesting expanded noun phrases as well as subordinate

clauses and conjunctions Start experimenting with joining up their handwriting when they are forming all lower and upper

case letters accurately and consistently

Arithmetic Confidently read and write numbers to 100 Confidently identify 1 more, 1 less, ten more and ten less than a number to 100 Confidently count in 2s, 5s and 10s to solve practical problems Demonstrate an embedded ability to use all Year 1 calculation strategies Confidently and accurately partition a two digit number in practical ways demonstrating

an understanding of tens and units Recall number bonds to 10 and 20 and apply these in calculations Add and subtract two 2 digit numbers (beginning to bridge 10) using pictorial and

tangible strategies Multiply and divide confidently by 2, 5 and 10 tangibly, pictorially and mentally

Demonstrate an understanding of < > and = through comparing values and simple equations Confidently add two 1 digit and two 2 digit numbers using a range of tangible, pictorial and

abstract strategies, both not bridging and bridging 10 Accurately write number up to 20 and each ‘ten’ number in words Demonstrate an understanding of the inverse relationship between mathematical operations Prove or disprove a range of calculations using alternate strategies Partition 3 digit numbers into hundreds, tens and ones tangibly and pictorially Multiply and divide by 2, 3, 5 and 10 accurately using mental and pictorial strategies Use a broadening range of mathematical vocabulary confidently and accurately Use addition and subtraction number facts within 20 with increasing fluency

Reasoning / fluency

Recognise, find, name and write fractions 1/3, 1/4, 2/4 and 3/4 of a length, shape, set of objects or quantity

Tell the time to the hour and half past Solve simple problems in a practical context involving addition and subtraction of money

of the same unit, including giving change Compare and sort common 2-D and 3-D shapes and everyday objects, using the

correct mathematical terminology Use mathematical vocabulary to describe position, direction and movement, including



Recognise, find, name and write fractions 1/3, 1/4, 2/4 and 3/4 of a length, shape, set of objects or quantity and be able to represent these using objects and pictorial representation.

Tell the time to the hour, half past, quarter to and quarter past Solve increasingly complex problems in a practical context involving addition and subtraction of

money of the same unit, including giving change Compare and sort common 2-D and 3-D shapes and everyday objects, using the correct

mathematical terminology as well as beginning to describe and classify irregular 2D shapes. Use mathematical vocabulary to describe position, direction and movement, including


Ask and answer simple questions about totalling and comparing categorical data.Science Identify, describe, explore and compare basic similarities and differences between living

things, their habitats and food chains; how different habitats co-exist as well as things that are dead and/or have never been alive

Understand the basic needs of animals and plants including water, food and air Begin to explore the uses of everyday materials through creating and constructing for a

purpose Begin to plan, implement and evaluate their own scientific investigations to answer

cross curricula questions


Understand the basic needs of animals and plants including water, food and air Continue to explore the uses of everyday materials through creating and constructing for a

purpose Continue to plan, implement and evaluate their own scientific investigations to answer cross

curricula questions

Geography Use simple fieldwork and observational skills to study the geography of their school Name and locate the world’s seven continents and 5 oceans with support Broaden their geographical vocabulary to support them in making comparisons between

human and physical features of an area Begin to compare the human and physical similarities and differences between a small area in the UK and a small area in a non-European country using suitable apparatus such as aerial photographs and maps

Begin to use world maps and atlases to identify the UK and know what maps and atlases can be used for

Use simple fieldwork and observational skills to study the geography of their school and the surrounding area

Name and locate the world’s seven continents and 5 oceans independently Continue to broaden their geographical vocabulary to support them in making comparisons

between human and physical features of an area Identify seasonal and daily weather patterns in the UK and the location of hot and cold areas of

the world in relation to the Equator and North and South Poles Use world maps, globes and atlases to identify the UK and know what maps , globes and

atlases can be used for Begin to use simple compass directions and locational language to describe the location of

features and routes on a mapHistory Develop an awareness of the past and be able to speak clearly in past tense

Begin to discuss changes within living memory – focussing primarily on theirs and their parents’ lifetimes

Produce a concise historical recount of an event that has occurred using common words and phrases related to the passing of time

Begin to differentiate between ways of life – both locally and nationally – in different periods within living memory

Be able to give a detailed historical recount of a key event beyond living memory Be able to discuss significant events and individuals within and beyond living memory (e.g. the

Wright Brothers) and start to discuss how they fit within a chronological framework Begin to understand some of the ways in which we find out about the past

RE and citizenship

Say what makes themselves unique and special Name the 4 main religions in the UK and state where they worship Discuss their own beliefs and understand that different people believe different things Be tolerant to the beliefs and decisions of others

Name the 4 main religions in the UK, state where they worship and what key religious texts they use

Discuss their own beliefs and understand that different people believe different things Celebrate others’ differences and show respect to other peoples’ opinions and beliefs

PE Negotiate space effectively showing using a variety of movements and balances Develop their strength, coordination and balance to support with their running, jumping,

throwing and catching skills in a range of independent and collaborative contexts Begin to participate in team games (football, hockey, cricket, rounders and basketball)

Negotiate space effectively showing an awareness of their surroundings Develop their strength, coordination and balance to support with their running, jumping,

throwing and catching skills in a range of independent and collaborative contexts Participate in team games (football, hockey, cricket, rounders and basketball) whilst beginning

to develop rules Begin to record their own achievements over time and compare these with their peers and their

own previous recordsICT / computing and E-Safety

Save Word and Paint documents onto a shared drive Access and retrieve documents and photographs and print them with increasing

independence Remember personal passwords without the need for a reminder and know to keep

these private Create simple programs using a BeeBots Always use a safe search engine when searching on the internet Know to never speak to strangers online and to tell a parent / carer / teacher if they do

Take photographs and short videos and upload, save and print them with support Use iPads and cameras independently to record and enhance their learning Create simple programs using age appropriate ICT software (e.g. BeeBots and Scratch) Always use a safe search engine when searching on the internet and have a good

understanding of how to stay safe online Know to never speak to strangers online and to tell a parent / carer / teacher if they do

Art and DT Design, create and construct using a range of materials and resources for a specific purpose (e.g. a compass to draw a curve)




Show increasing skill and understanding of art and design techniques using colour, pattern,


texture, line, shape, form and space. Begin to understand the role of critique in improving and developing artwork over a period of

time.Music and performing

Begin to use voices at a range of pitches, volumes and tempos by repeating and learning songs, rhymes and chants, mimicking tone and pitch and beginning to explore these in their own singing


Begin to play a range of musical instruments in purposeful ways which enhance other forms of media (e.g. art work, storytelling and dance)

Continue to explore and experiment with using voices at a range of pitches, volumes and tempos by repeating and learning songs, rhymes and chants, mimicking tone and pitch and beginning to explore these in their own singing


Begin to play a range of musical instruments in purposeful ways which enhance other forms of media (e.g. art work, storytelling and dance) – Glockenspiels.

Summer 1: Topic / theme: GrowthCore text (talk for write): James and the Giant Peach

Summer 2: Topic / theme: Magical landsCore text (talk for write): The Magic Faraway tree


Oracy / Recall and retell an increasing range of stories and historical recounts using a Speak in increasingly complex sentences that include a range of ideas linked together

communication and debate

broadening vocabulary that includes key words and phrases Show ‘good listening’ by tracking the speaker with their eyes and faces and put what

they have been told into their own words when prompted Be able to disagree with others sensitively and respond to arguments and suggestions

from others Ask and answer a range of one and two part questions and use key question words

regularly (who, what, when, how, why, where) Speak articulately and fluently in front of a small audience in a range of playful

situations

Use expression to support their oral presentations or debates to draw in the audience Orally recount a range of stories and historical recounts using exciting and imaginative

language alongside accurately used technical vocabulary Alter the tone and volume of their voice after considering the audience that they are addressing

(e.g. raising their voice to address a larger group of peers) Confidently and sensitively debate with others whilst showing resilience when their work or

ideas are scrutinised

PSED Present ideas to a familiar group confidently and beginning to develop the resilience to take criticism and critique


Confidently talk about the effects that exercise, food and water have on their bodies Talk about what keeps them safe and how they can help to keep others safe Show pride when they meet the expectations of their peers Demonstrate increasing respect and tolerance to the differences of others

Confidently present ideas to a large familiar group and further developing the resilience to take criticism and critique


Confidently talk about the effects that exercise, food and water have on their bodies Talk about what keeps them safe and how they can help to keep others safe Show pride when they meet the expectations of their peers and can articulate how they have

met these expectations Demonstrate respect and tolerance to the differences of others and ask questions to find out

moreReading Read previously taught key words with increasing confidence and identify them in a

passage of text Ask WHAT, WHEN, HOW and WHY questions of a friend when reading a book as part

of a group Identify an exclamation mark, speech marks, question marks and apostrophes and refer

to their functions in published texts that they come across as well as texts written by themselves, their peers and adults close to them

Talk regularly about their favourite books and other forms of text that they enjoy Use increasing expression when reading aloud, particularly when encountering Year 2

punctuation (e.g. speech marks) Begin to refer to authors that they are familiar with and why they enjoy a range of texts

that they have written Read with increasing fluency when accessing any text put in front of them which

requires them to use their phase 5 and 6 phonic knowledge. They will still use overt segmenting and blending when reading however this will decrease

Demonstrate full comprehension of a text that they have read which requires them to use their phase 5 or 6 phonic knowledge by asking oral and written questions on the text

Demonstrate comprehension through forming predictions with reference to evidence in the text, illustrations or blurb

Read all Key Stage 1 key words accurately in a passage of text Ask WHAT, WHEN, HOW and WHY questions of a friend when reading a book as part of a

group and begin to ask 2 part questions Identify an exclamation mark, speech marks, question marks and apostrophes and refer to their

functions in published texts that they come across as well as texts written by themselves, their peers and adults close to them

Talk regularly about their favourite books and other forms of text that they enjoy Use expression when reading aloud, particularly when encountering Year 2 punctuation (e.g.

speech marks) Talk about favourite authors and say why they like them in particular with reference to key texts Read with increasing fluency when accessing any text put in front of them which requires them

to use their phase 5 and 6 phonic knowledge Read fluently without the need to overtly segment and blend unless encountering unfamiliar

words Read with a fluency rate of 90 words per minute Read with an accuracy rate of 95%+ with age appropriate texts Demonstrate full comprehension of a text that they have read which requires them to use their

phase 5 or 6 phonic knowledge by asking oral and written questions on the text Demonstrate comprehension through forming predictions with reference to evidence in the text,

illustrations or blurbWriting Write in a range of forms accurately; for different purposes and for different audiences.

They have a desire to use writing to communicate their original ideas in forms and genres that they are familiar with (i.e. instructions, letters, stories, information texts)

Begin to spell words correctly according to tense and understand the concept of tense in their speaking and writing

Correctly spell most of their key vocabulary in their writing (e.g. story language, high frequency words etc)

Accurately write for a range of purposes and audiences and use appropriate formatting and language to support this (e.g. newspaper articles)

Dictate and write their own sentences and write those dictated by others accurately Spell with increasing accuracy, only using phonics to break down unfamiliar words Spell all high frequency and key language accurately most of the time Begin to use dictionaries to spell check and never dodge a tricky word Accurately punctuate all writing using Year 2 punctuation

Use Year 2 punctuation with increasing accuracy Use prefixes, suffixes, contractions and possessive apostrophes accurately while

beginning to use homophones in their day to day writing Use Year 2 punctuation accurately most of the time and be able to use the correct

terminology for the punctuation used Writing will include increasingly interesting expanded noun phrases as well as

subordinate clauses and conjunctions Start experimenting with joining up their handwriting when they are forming all lower

and upper case letters accurately and consistently

Explore joining handwriting together where appropriate Plan longer pieces of writing using mind maps and set planning formats to support their stamina

for writing Proof read work before submitting it for marking Self and peer critique with direct reference to learning objectives and success criteria

Arithmetic Demonstrate an understanding of < > and = through comparing values and simple equations

Confidently add two 1 digit and two 2 digit numbers using a range of tangible, pictorial and abstract strategies, both not bridging and bridging 10

Accurately write number up to 20 and each ‘ten’ number in words Demonstrate an understanding of the inverse relationship between mathematical

operations Prove or disprove a range of calculations using alternate strategies Partition 3 digit numbers into hundreds, tens and ones tangibly and pictorially Multiply and divide by 2, 3, 5 and 10 accurately using mental and pictorial strategies Use a broadening range of mathematical vocabulary confidently and accurately

Accurately read and write any number up to 100 in words Solve 3 part addition and subtraction number sentences Multiply and divide by 4, 6, 7, 8, 9, 11 and 12 tangibly and pictorially and discuss the patterns

that they notice Discuss number patterns and identify the Nth term in a sequence Solve oral mental questions, sometimes using their fingers to support (e.g. 5 x 5 solved by

counting in 5s on fingers) Fill in missing numbers and fractions on number lines and say how they know Recognise odd and even numbers Select appropriate and efficient strategies to solve problems and say why they chose a specific

method Estimate totals by rounding numbers

Reasoning / fluency

Recognise, find, name and write fractions 1/3, 1/4, 2/4 and 3/4 of a length, shape, set of objects or quantity and be able to represent these using objects and pictorial representation

Tell the time to the hour, half past, quarter to and quarter past Solve increasingly complex problems in a practical context involving addition and

subtraction of money of the same unit, including giving change Compare and sort common 2-D and 3-D shapes and everyday objects, using the

correct mathematical terminology as well as beginning to describe and classify irregular 2D shapes.

Use mathematical vocabulary to describe position, direction and movement, including movement in a straight line and distinguishing between rotation as a turn and in terms of right angles for quarter, half and three-quarter turns (clockwise and anti-clockwise)


Begin to explore two part number problems Tell the time to the hour, half past, quarter to and quarter past and begin to explore 5 minute

intervals Recognise, find, name and write fractions 1/3, 1/4, 2/4 and 3/4 of a length, shape, set of

objects or quantity and be able to represent these using objects and pictorial representation. Solve increasingly complex problems in a practical context involving addition and subtraction of

money of the same unit, including giving change Compare and sort common 2-D and 3-D shapes and everyday objects, using the correct

mathematical terminology as well as beginning to describe and classify irregular 2D shapes. Use mathematical vocabulary to describe position, direction and movement, including


Ask and answer simple questions about totalling and comparing categorical data.Science Identify, describe, explore and compare basic similarities and differences between living

things, their habitats and food chains; how different habitats co-exist as well as things that are dead and/or have never been alive

Understand the basic needs of animals and plants including water, food and air Continue to explore the uses of everyday materials through creating and constructing

for a purpose Continue to plan, implement and evaluate their own scientific investigations to answer

cross curricula questions


Have a good understanding of food chains and energy transfer Have a good understanding of how habitats impact on life through comparing Holme Wood to

another non-European country (Kenya) Understand the basic needs of animals and plants including water, food and air Continue to explore the uses of everyday materials through creating and constructing for a

purpose Continue to plan, implement and evaluate their own scientific investigations to answer cross

curricula questionsGeography Use simple fieldwork and observational skills to study the geography of their school and Name and locate the world’s seven continents and 5 oceans independently

the surrounding area Name and locate the world’s seven continents and 5 oceans independently Continue to broaden their geographical vocabulary to support them in making

comparisons between human and physical features of an area Continue to compare the human and physical similarities and differences between a

small area in the UK and a small area in a non-European country using technical apparatus such as aerial photographs and maps

Identify seasonal and daily weather patterns in the UK and the location of hot and cold areas of the world in relation to the Equator and North and South Poles

Use world maps, globes and atlases to identify the UK and know what maps , globes and atlases can be used for

Begin to use simple compass directions and locational language to describe the location of features and routes on a map

Name and locate the 4 countries and capital cities in the UK and its surrounding seas Continue to compare the human and physical similarities and differences between a small area

in the UK and a small area in a non-European country using technical apparatus such as aerial photographs and maps

Identify seasonal and daily weather patterns in the UK and the location of hot and cold areas of the world in relation to the Equator and North and South Poles

Use world maps, globes and atlases to identify the UK and know what maps , globes and atlases can be used for

Confidently use simple compass directions and locational language to describe the location of features and routes on a map

Clearly differentiate between human and physical features and articulate how they know they are human or physical

History Begin to differentiate between ways of life – both locally and nationally – in different periods within living memory

Be able to give a detailed historical recount of a key event beyond living memory Be able to discuss significant events and individuals within and beyond living memory

(e.g. the Wright Brothers) and start to discuss how they fit within a chronological framework

Begin to understand some of the ways in which we find out about the past

Confidently differentiate between ways of life – both locally and nationally – in different periods within living memory

Be able to give a detailed historical recount of some key events beyond living memory Be able to discuss significant events and individuals within and beyond living memory (e.g. the

Wright Brothers) and start to discuss how they fit within a chronological framework Understand some of the ways in which we find out about the past and identify ways in which

this information could be presentedRE and citizenship

Name the 4 main religions in the UK, state where they worship and what key religious texts they use

Discuss their own beliefs and understand that different people believe different things Celebrate others’ differences and show respect to other peoples’ opinions and beliefs

Name the 4 main religions in the UK as well as key stories from these religions Identify the origins of these 4 main religions Identify the places of worship, key texts and influential figures from these 4 main religions and

speak about them sensitively and respectfullyPE Develop their strength, coordination and balance to support with their running, jumping,

throwing and catching skills in a range of independent and collaborative contexts Participate in increasingly competitive team games (football, hockey, cricket, rounders

and basketball) whilst beginning to develop simple tactics and rules Continue to develop their own increasingly challenging obstacle courses and circuits in

order to demonstrate their agility, balance and co-ordination individually and with others whilst beginning to record their achievements over time

Apply their running, jumping, throwing and catching skills in a range of independent and collaborative contexts

Participate in competitive team games (football, hockey, cricket, rounders and basketball) whilst developing and applying simple tactics and rules

Continue to develop their own increasingly challenging obstacle courses and circuits in order to demonstrate their agility, balance and co-ordination individually and with others whilst beginning to record their achievements over time

ICT / computing and E-Safety

Take photographs and short videos and upload, save and print them with support Use iPads and cameras independently to record and enhance their learning Create simple programs using age appropriate ICT software

Use a range of handheld devices to capture, record, process and enhance their learning on a regular basis

Independently research and problem solve using a range of child friendly, safe websites Understand the need for e-safety

Art and DT Design, create and construct using a range of materials and resources for a specific purpose (e.g. a compass to draw a curve)


Show increasing skill and understanding of art and design techniques using colour,




pattern, texture, line, shape, form and space. Begin to understand the role of critique in improving and developing artwork over a

period of time.

Develop an understanding of the role of critique in improving and developing artwork over a period of time with reference to Austin’s Butterfly

Speak about the work of others whilst vocalising their thoughts and opinions respectfullyMusic and performing



Begin to play a range of musical instruments in purposeful ways which enhance other forms of media (e.g. art work, storytelling and dance) – Glockenspiels.


Develop an understanding of how to perform in front of an audience through whole school and phase performances throughout the academic year


Begin to play a range of musical instruments in purposeful ways which enhance other forms of media (e.g. art work, storytelling and dance) – Glockenspiels (consider the use of recorders)

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