Year 2 Curriculum Planning document 2021-2022
←
→
Page content transcription
If your browser does not render page correctly, please read the page content below
Year 2 Curriculum Planning document
2021-2022
1
This is the curriculum document for Year 2. Teaching and learning should be based on this content. It has been put together in two main stages – unit topics
have been created based on National Curriculum Geography, History or Science topics. The wider National Curriculum objectives have then been woven
into the units where they fit best.
Each half term’s planning contains a National Curriculum overview of the Science, Geography and History involved in that unit. The National Curriculum
content is statutory and must be taught. Progressive skills are also built into this section, which help deliver the content of the National Curriculum. Also
featured in each half term’s planning is an overview of how the unit fits in within the wider context of the National Curriculum. This consists of suggested
activities that can be delivered to meet the objectives and skills for your year group. However, this section is only a guide – you may want to change the
activity delivered to meet a specific objective or skill (or add further content in order to sufficiently meet a given skill or objective). If so, please annotate the
hard copy and make a note of how the objective or skill was delivered. This is a working document and will be amended and reviewed each year.
After the half-termly planning section are the wider curriculum skills and objectives that form the content of individual units. These must be taught over the
course of the year but if they are not taught in the allocated unit, or have not been allocated, please indicate when you do teach them.
As content has been delivered, please highlight the relevant objective or skill so that it is clear what has been taught and what remains. The wider
curriculum skills and objectives need to be marked with the date or half term in which they were taught as they are not set out term by term.
The Working Scientifically content should run throughout each unit and therefore has not been allocated to specific units. Please annotate as and when the
objectives are delivered. Some objectives may be delivered on more than one occasion – this will allow pupils to become more proficient and demonstrate
a deeper understanding.
Spanish content will be delivered following the Language Angels scheme (www.languageangels.com).
This document will be periodically collected in by subject leaders and senior leaders as part of the monitoring process.
Maths teaching follows the Power Maths scheme.
Reading is based on the Delta Reading Strategy and fluency programme. Whole class ‘story’ time takes place at then end of each day across school.
Writing follows the Greengates writing procedure. Links are made to the curriculum topic where possible and there is an expectation of two formally
assessed pieces per half term. Grammar and punctuation is taught as part of the writing sequence; previous content is consolidated as well as new content
taught (see accompanying overview).
Phonics takes place daily and follows the ELS scheme; spelling follows the Delta Spelling programme.
2
Year 2 units
3
Year 2 Autumn 1 – Dinosaurs
Key
National Curriculum
Further non-statutory guidance
Science – 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 micro-habitats
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
History
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 – Mary Anning
Geography
Locational knowledge: Name and locate the world’s seven continents and five oceans
Know the names of and locate the seven continents of the world. Know the names of and locate the five oceans of the
world.
Geographical skills and fieldwork: Use world maps, atlases and globes to identify the countries, continents and oceans
studied at this key stage
Human and physical geography: Use basic geographical vocabulary to refer to key physical features, including forest,
hill, mountain, river, soil, valley and vegetation
4
Art Year 2 Autumn 1 – Dinosaurs Geography
Develop a wide range of art and Hook – T-Rex visit to school for a day Know the names of and locate the
design techniques in using colour, seven continents of the world. Know the
Outcome – Dinosaur Forest School Day
pattern, texture, line, shape, form and names of and locate the five oceans of
space: Science – Living Things and Their Habitats the world.
Create a rocket using finger painting Explore and compare the differences between things Link to the map of Dinosaurs fossils.
Mix paint to create dinosaur silhouettes that are living, dead, and things that have never been
Use Clay to make own fossils – printing, Link basic geographical vocabulary –
alive.
pressing, rubbing and stamping. hill, mountain, valley etc to fossil sites.
Identify that most living things live in habitats to which
History
they are suited and describe how different habitats
DT provide for the basic needs of different kinds of animals Timeline of Mary Anning’s life – Make
and plants, and how they depend on each other own fossils and collect them and
observe them – Discuss how girls
Identify and name a variety of plants and animals in
weren’t encouraged to be educated.
PE their habitats, including micro-habitats
Multi-sports / sports, agility and Describe how animals obtain their food from plants and Computing
quickness other animals, using the idea of a simple food chain,
Using Technology - Computer Basic
and identify and name different sources of food
Skills- Organise and retrieve and
manipulate digital content.
Oracy focus Spanish
PSHE Key board skills – learning to log on and
Establish Year 2 Fruit – Language Angels off and general keyboard and mouse
Relationships – Focus on friendships in Discussion Guidelines – Early Language skills.
the playground and behaviour and Teaching section
boundaries in classroom Dinosaur descriptions- E-Safety- know log in details and
using the description and passwords should only be shared with
comparison speaking SMSC and British Values
Writing and Maths opportunities trusted adults.
frames Social development –
Dinosaur description Information Literacy – Research Topic
Music working in new groups,
RE
Dinosaur story with other pupils.
Playing an instrument – Willingness to participate Our World – The Natural world –
Recount of dinosaur forest school day play simple rhythmic in new social situations. Creation of the world
patterns on an Volunteering for class Christanity, Hindusim and Sikhism –
Measuring dinosaur footprints Compare views of the world and
instrument jobs. Dealing with 5
conflict effectively. creation.
Dinosaur tally charts (FS day)
Link to dinosaur footsteps
Year 2 Autumn 2 – Titanic
Key
National Curriculum
Further non-statutory guidance
Science – Animals Including Humans
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
History
Events beyond living memory that are significant nationally or globally - Titanic
Know how life is different to the way it used to be a long time ago. Differentiate between things that were here 100
years ago and things that were not (including buildings, tools, etc.)
Geography
Compare the human and physical geography of Southampton and New York (linked to the Titanic)
Locational knowledge: Name, locate and identify characteristics of the four countries and capital cities of the United
Kingdom and its surrounding seas Know the name of and locate the four capital cities of England, Wales, Scotland and
Northern Ireland.
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
Know the main differences between a place in England and that of a small place in a non-European country
Geographical skills and fieldwork: Use world maps, atlases and globes to identify the countries, continents and oceans
studied at this key stage
6Art Year 2 Autumn 2 – Titanic Geography
Hook – Clips of the film Name and identify all the four the
DT countries of the United Kingdom.
Outcome – 3-D Model of a ship – Present them in a
Design and build a 3D model ship – video Compare the human and physical
using some form of levers, sliders, wheels geography of Southampton and New
and axles in their products. Science – Animals Including Humans
York (linked to the Titanic)
Using range of skills from designing, Notice that animals, including humans, have offspring
which grow into adults History
making, technical knowledge and
evaluating. Know how life is different to the way it
Find out about and describe the basic needs of
animals, including humans, for survival (water, food and used to be a long time ago.
PE air) Differentiate between things that were
here 100 years ago and things that
Racquet skills Describe the importance for humans of exercise, eating were not (including buildings, tools,
the right amounts of different types of food, and etc.)
RE hygiene
Computing
Special Days – Christmas, Diwali, Guru
Oracy focus Spanish
Nanak's Birthday (usually in November) Algorithms – Understand that algorithms
Guru Gobind Singh's Birthday (end of Description and Fruit – Language Angels are used on digital devices.
December or early January) evaluating speaking – Early Language
Preparing for Turtle Logo – Algorithm
frames – 3D model ship Teaching section
Christianity, Hinduism, Sikhism programme
E-safety- Understand that they can be
PSHE connected to many people in their life
SMSC and British Values – Spiritual Development (real life and online)
Relationships – Identity – Focus week
The spiritual development of pupils is shown by their: Information Literacy – Research Topic
Ability to be reflective about their own beliefs, religious
Music or otherwise, that inform their perspective on life and Writing and Maths opportunities
their interest in and respect for different people’s faiths,
Sing or clap increasing and decreasing feelings and values. Letters from family members on the
tempo Sense of enjoyment and fascination in learning about titanic
themselves, others and the world around them.
Perform simple patterns and Use of imagination and creativity in their learning. Instructions to make 3-D model ship
accompaniments keeping a steady Willingness to reflect on their own experiences. Capacity link – boats and water
pulse. – Christmas Nativity Play 7
Christmas Maths activitiesYear 2 Spring 1 – Great Fire of London
Key
National Curriculum
Further non-statutory guidance
Science – Materials
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
Geography – linked to Science
Investigate the use of materials in school and the local area:
Geographical skills and fieldwork: Use simple compass directions (North, South, East and West) and locational and
directional language to describe the location of features and routes on a map
Geography
Geographical skills and fieldwork: Use aerial photographs and plan perspectives to recognise landmarks and basic
human and physical features.
History
Events beyond living memory that are significant nationally or globally - The Great Fire of London
• Know about an event or events that happened long ago, even before their grandparents were born
• Know what we use today instead of a number of older given artefacts
• Know that children’s lives today are different to those of children a long time ago
8Art Year 2 Spring 1 – The Great Fire of London Geography
Skill – Drawing – Look at Tudor houses Hook – Baking Bread/bakery items Create a map of school and grounds
and copy specific parts and details in and identify different materials used.
Outcome – Burning the 3D model houses in Forest
sketch book Link compass directions and language
School – Invite parents in
of features and routes.
DT – Design and build a Tudor house. Science – Materials – lin Use aerial photographs and plan
ked to houses perspectives to recognise landmarks in
Using range of skills from designing,
making, technical knowledge and London and see where the fire spread.
Identify and compare the suitability of a variety of
evaluating. everyday materials, including wood, metal, plastic, History
glass, brick, rock, paper and cardboard for particular
Food Technology- bake
PE bread / bakery Know about an event or events that
uses.
products happened long ago, even before their
Gymnastics grandparents were born
Find out how the shapes of solid objects made from
some materials can be changed by squashing,
RE Know what we use today instead of a
bending, twisting and stretching.
Spanish number of older given artefacts
PSHE
Vegetables – Language Angels – Early Language Know that children’s lives today are
Living in the Wider World, Economic different to those of children a long time
Teaching section
Wellbeing & Being a Responsible Citizen ago
– Economic
SMSC and British Values – Cultural Development
Computing
The cultural development of pupils is shown by their:
Music Create programs – Write a simple
Understanding and appreciation of the wide range of cultural
influences that have shaped their own heritage and those of program and test it.
Listening and appreciating – make
others.
connections between notations and Understanding and appreciation of the range of different Turtle Logo – Scratch Junior
musical sounds. Video of Great Fire – cultures within school and further afield as an essential element
discuss the music. of their preparation for life in modern Britain. E-Safety – Be Polite and respectful when
Knowledge of Britain’s democratic Parliamentary system and its communicating & playing games
central role in shaping our history and values, and in continuing online.
Writing and Maths opportunities
to develop Britain.
Willingness to participate in and respond positively to artistic, Information Literacy – Research Topic
Diary entry
musical, sporting and cultural opportunities.
Descriptions and comparisons of old Interest in exploring, improving understanding of and showing
Oracy focus
respect for different faiths and cultural diversity and the extent
objects to which they understand, accept, respect and celebrate
Retelling and Sequencing speaking9
diversity, as shown by their tolerance and attitudes towards
Measuring houses in cm frames
different religious, ethnic and socio-economic groups in the
3D and 2D shapes when model making local, national and global communities.
Retelling the story of The Great Fire.Year 2 Spring 2 – Space
Key
National Curriculum
Further non-statutory guidance / previous planning ideas
Science – Materials (continued)
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
History
Significant people in the past who have contributed to national and international achievements - Apollo 11 moon
landings
The lives of significant individuals in the past. Some should be used to compare aspects of life in different periods - Know
about a famous person from outside the UK and explain why they are famous
10Art Year 2 Spring 2 - Space Geography
Develop a wide range of art and design Hook – Astronaut Videos and Space Station live
techniques in using colour, pattern, History
Outcome – Role play going to space – Assembly
texture, line, shape, form and space
Research the first man who travelled to
Create a rocket using finger painting. Science – Materials – continued the moon – make a fact file about the
launch and make a timeline of his life.
Create planets using crumpets as
Identify and compare the suitability of a variety of
sponges.
everyday materials, including wood, metal, plastic,
glass, brick, rock, paper and cardboard for particular Computing
Create large planets for a display using
balloons, paper mache and mud rock. uses. Reasoning – Predict what the outcome
of a simple program will be (logical
Use IT paint package to make space Find out how the shapes of solid objects made from
reasoning).
pictures – link to computing some materials can be changed by squashing,
bending, twisting and stretching. E-Safety – Talk to a trusted adult before
sharing information about themselves
Oracy focus Spanish
online.
DT
Prediction speaking Vegetables – Language
Information Literacy – Research Topic
frames – plants Angels – Early Language
PE experiment Teaching section
Multisports – tournament Explaining, hypothesis
and deduction- Writing and Maths opportunities
speaking frames –
RE Space Poems
explain plant experiment
Special Days – Easter Post cards, passports, log book entries
SMSC and British Values
PSHE Space story
The spiritual development of pupils is shown by their:
Living in the Wider World, Economic (continued) Fact Files
Wellbeing & Being a Responsible Citizen Ability to be reflective about their own beliefs, religious
Time link – (comparing time)
– Citizenship or otherwise, that inform their perspective on life and
their interest in and respect for different people’s faiths,
Music feelings and values.
Sense of enjoyment and fascination in learning about
Listening and appreciating – make themselves, others and the world around them.
connections between notations and Use of imagination and creativity in their learning. 11
sounds – Star Trek soundtrack Willingness to reflect on their own experiences.Year 2 Summer 1 – Florence Nightingale
Key
National Curriculum
Further non-statutory guidance
Science – Plants
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
History
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
Significant historical events, people and places in their own locality
Geography
Geographical skills and fieldwork: Use world maps, atlases and globes to identify the United Kingdom and its countries
12Art Year 2 Summer 1 – Florence Nightingale Geography
Develop a wide range of art and design Hook – _____________________________ Use world maps, atlases and globes to
techniques in using colour, pattern, identify the United Kingdom and its
Outcome – life cycle observations – video
texture, line, shape, form and space countries, as well as other countries,
continents and oceans.
Create a portrait of Florence Science – Plants
Nightingale. Create a comparative Map where Florence travelled
picture of nurses in the past and Observe and describe how seeds and bulbs grow into throughout her life.
nowadays. mature plants
History
Find out and describe how plants need water, light and
DT
a suitable temperature to grow and stay healthy Compare hospital life in the time of
Florence Nightingale to modern
PSHE – Health and Wellbeing
Oracy focus Spanish hospitals.
Health – hygiene, diseases and
medicines Argument speaking I can… – Language Significant historical events, people and
frame – Should animals Angels – Early Language places in their own locality (look at
Music be kept in a zoo? Teaching section hospitals and nurses in Bradford – The
history of Bradford Royal Infirmary)
Compose and play simple repeating Comparison speaking
beats and phrases to accompany a frame – compare Writing and Maths opportunities
simple dance depicting Florence and hospital life in the time of
her nurses carrying out duties, e.g. Florence to modern Persuasive letter writing
scrubbing the floor, making the beds hospitals
Newspaper report
etc.
SMSC and British Values – Cultural Development Description of hospitals and
Computing (continued) comparisons
Use technology purposefully to create, The cultural development of pupils is shown by their: Animal fact files – life cycles
organise, store, manipulate and retrieve Understanding and appreciation of the wide range of
digital content. cultural influences that have shaped their own heritage Instructions how to be healthy
and those of others.
Write, save, open and edit simple Understanding and appreciation of the range of RE
computer-based presentations about different cultures within school and further afield as an
Special people – Christianity, Hinduism,
Florence Nightingale and The Crimean essential element of their preparation for life in modern
Sikhism
War. Britain.
Knowledge of Britain’s democratic Parliamentary PE
Information Literacy – Research Topic system and its central role in shaping our history and 13
values, and in continuing to develop Britain. RoundersYear 2 Summer 2 – Pirates
Key
National Curriculum
Further non-statutory guidance
Science – Plants (continued)
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
Geography
Human and physical geography: Use basic geographical vocabulary to refer to key physical features, including
beach, cliff, coast, sea and ocean - Identify the following physical features: mountain, lake, island, valley, river, cliff,
forest and beach; explain some of the advantages and disadvantages of living in a city or village.
Human and physical geography: Use basic geographical vocabulary to refer to key human features, including: city,
town, village, factory, farm, house, office, port, harbour and shop
Geographical skills and fieldwork: Use simple compass directions (North, South, East and West) and locational and
directional language to describe the location of features and routes on a map
14Art Year 2 Summer 2 – Pirates Geography
Study a range of artists, craft and Hook – Pirate day Human and Physical Geography
designers – Andy Goldsworth nature
sculptures, textiles artist Gunta Stolzl, Outcome – Seaside trip Key words (beach, cliff, coast, sea and
Claude Monet, Vincent van Gogh and ocean etc.)
Jean Metzinger landscapes – link to Science – Plants (continued)
Geography Geographical skills and fieldwork: Use
Observe and describe how seeds and bulbs grow into simple compass directions – map skills –
DT mature plants pirate treasure maps
Food Technology – Pirate biscuits/picnic Find out and describe how plants need water, light and History
food a suitable temperature to grow and stay healthy
Computing
Oracy focus Spanish
PE Uses of IT beyond school – Know how
Opinion and argument I can… – Language technology is used in school and
Athletics & Dance Angels – Early Language
speaking frame – Is it outside school.
right to steal? – link to Teaching section
Pirates and SMSC E-Safety – Know that some of the
RE people they interact with online may
Special people – Christianity, Hinduism, not be who they say they are.
Sikhism (continued) Information Literacy – Research Topic
SMSC and British Values – Moral Development
The moral development of pupils is shown by their:
PSHE
Ability to recognise the difference between right and Writing and Maths opportunities
Health and Wellbeing – Risk – Link to E-
safety wrong and to readily apply this understanding in their
Pirate descriptions for wanted posters
own lives, recognise legal boundaries and, in so doing,
respect the civil and criminal law of England. Pirate stories
Music Understanding of the consequences of their behaviour
and actions. Position, direction and movement linked
Compose and play simple repeating
Interest in investigating and offering reasoned views to pirate treasure maps
beats and phrases to make own sea about moral and ethical issues and ability to
shanties. understand and appreciate the viewpoints of others on
these issues.
Singing – pirate songs – seaside songs
15Wider curriculum
16English writing purposes
17Whole school grammar and punctuation (pupils should be taught the content from their year group and consolidate previous
year’s content)
18Year 2 Science Working Scientifically
19Year 2 History skills
20Year 2 Geography skills
21Year 2 Art
Delta Art project
Each year group also does a skills-based progressive art project, in conjunction with a professional artist.
22Year 2 DT
23Year 2 Music
24Year 2 Computing
25Safeguarding
The following links are NSPCC teaching resources (except ‘Bullying’). Other resources can also be used to supplement teaching of
Safeguarding.
PANTS (the underwear rule)
PANTS resources for schools and teachers | NSPCC Learning
Online safety (see also E-safeguarding below)
Share Aware resources for schools and teachers | NSPCC Learning
Net Aware: Your guide to social networks, apps and games (net-aware.org.uk)
E-safety for schools | NSPCC Learning
Bullying
Childline
Childline posters and wallet cards | NSPCC Learning
26E-safeguarding
Know login details and passwords should only be shared with trusted adults - Discuss what a login is and why they often have a password. Why is
it important to use logins and passwords? Discuss the need to protect the content they are creating or accessing from others and that to do this
they need a secure password that can only be shared with a trusted adult. What might happen if somebody else has their login details?
Understand that they can be connected to many people in their life (real life and online) - Understand that when they are playing games or
online the characters they are interacting with could be computer generated characters or real people in other parts of the world and they
should be able to identify if they are real or fictitious. Play some online games and ask the children to identify if the characters are real people or
computer generated, can they always tell?
Be polite and respectful when communicating & playing games online - Identify appropriate online communication that is polite and respectful.
Understand that just because they cannot see the person they are communicating with it doesn’t mean that they should communicate
differently. The person will still be hurt or upset by things you say or do online that are unpleasant.
Talk to a trusted adult before sharing information about themselves online - Begin to understand the idea of personal information and that this
includes their full name, address, school name, phone number and date of birth and why using a nickname is a safer way to interact online.
Know to talk to a trusted adult before submitting or sharing their full name, address, school name, phone number and date of birth online.
Ensure a trusted adult is aware of who they are interacting with online and has approved the interactions because some people online may not
be who they say they are.
Know that some of the people they interact with online may not be who they say they are - Talk to the children about what they do online and
who they communicate with, do they know them in the real world? How can you be sure the people online are who they say they are or
appear to be? Reinforce the fact that children should have the approval of a trusted adult before interacting or communication with others
online and to tell a trusted adult if others are communicating / interacting with them in an unpleasant manner.
Information Literacy
Identify information through a range of appropriate forms of media - Recognise information in its different forms (pictures, text, sounds and video)
and use it to answer questions and understand that not all information found is useful.
Recognise the layout of a web page and interact with it appropriately - Navigate within a website using links and menus to locate information
and understand that websites have a specific address e.g. www.bbc.co.uk.
Search for information using child friendly search engines - Enter text into a child friendly search engine to find specific given web sites
understanding that the internet contains a large amount of information. Develop questions about a specific topic and use information to
answer those questions.
27Year 2 PE
28Year 2 RE (Bradford Agreed Syllabus) Christianity, Hinduism, Sikhism
Special Days
1. Be able to reflect on days and the passing of time (AT2)
• Be able to reflect on the concept of ‘day’ – dawn to dusk, light and dark, day and night
• Demonstrate understanding of an empathy with the religious practice of marking parts of the day with prayer or worship
• Demonstrate understanding of and empathy with the religious practice of marking parts of the day with prayer or worship
2. Know about special days in religions (AT1)
• Know that religions have special days every week which are marked in a special way
• Know that some religions have special days which celebrate the birthday of special people
• Know and re-tell the story of at least one of these special people
• Know that festival days are celebrated by followers of religions
3. Be able to reflect on the meaning of special religious days (AT2)
• Understand the value of special days and festival celebrations for members of faith communities
• Explain interpretations and meanings of key symbols associated with special days
Special People
1. Demonstrate understanding of ‘special people’ (AT2)
• Know that we all have people who are special to us
• Explain what makes people special
• Express their own ideas about special people
2. Know that some people are special to many (AT1)
• Identify people who are believed to be special by many people
• Know that people are considered to be special for a variety of reasons
• Know that some people are special for religious reasons
3. Know about significant people in two religious traditions (AT1)
• Know the main events in the lives of significant people in two religious traditions
• Know why these people are believed to be special
4. Understand the meaning and significance of stories (AT2)
• Be able to reflect on the meaning and significance of stories
Our World
1. Be able to reflect on individual response to the world (AT2)
• Be able to reflect on the beauty of the natural world
• Express their own responses to the natural world
2. Know that the environment needs our care (AT1 and 2)
• Know that there are threats to the environment and the survival of people and animals in some parts of the world
• Know that religious and secular organisations work to protect the world
3. Know that religions have teachings about creation and the world (AT1)
• Know that religions have stories about the creation of the world
• Know what one or two religions teach about the natural world
29Year 2 SMSC & British Values
Spiritual Development
The spiritual development of pupils is shown by their:
• Ability to be reflective about their own beliefs, religious or otherwise, that inform their perspective on life and their interest in and respect for different people’s
faiths, feelings and values.
• Sense of enjoyment and fascination in learning about themselves, others and the world around them.
• Use of imagination and creativity in their learning.
• Willingness to reflect on their own experiences.
Moral Development
The moral development of pupils is shown by their:
• Ability to recognise the difference between right and wrong and to readily apply this understanding in their own lives, recognise legal boundaries and, in so
doing, respect the civil and criminal law of England.
• Understanding of the consequences of their behaviour and actions.
• Interest in investigating and offering reasoned views about moral and ethical issues and ability to understand and appreciate the viewpoints of others on these
issues.
Social Development
• The social development of pupils is shown by their:
• Use of a range of social skills in different contexts, for example working and socialising with other pupils, including those from different religious, ethnic and socio-
economic backgrounds.
• Willingness to participate in a variety of communities and social settings, including by volunteering, cooperating well with others and being able to resolve
conflicts effectively.
• Interest in, and understanding of, the way communities and societies function at a variety of levels.
Cultural Development
• The cultural development of pupils is shown by their:
• Understanding and appreciation of the wide range of cultural influences that have shaped their own heritage and those of others.
• Understanding and appreciation of the range of different cultures within school and further afield as an essential element of their preparation for life in modern
Britain.
• Knowledge of Britain’s democratic Parliamentary system and its central role in shaping our history and values, and in continuing to develop Britain.
• Willingness to participate in and respond positively to artistic, musical, sporting and cultural opportunities.
• Interest in exploring, improving understanding of and showing respect for different faiths and cultural diversity and the extent to which they understand, accept,
respect and celebrate diversity, as shown by their tolerance and attitudes towards different religious, ethnic and socio-economic groups in the local, national
and global communities.
British Values
• Democracy
• Individual liberty
• Mutual respect and tolerance
• The rule of law
30Year 2 PSHE
Health and Wellbeing
Health
Can they understand the importance of personal hygiene and how to maintain it?
Do they know how diseases are spread and controlled?
Do they know that medicines help us if used correctly; know about the people who look after us?
Risk
Do they know the difference between surprises and secrets, including when to say yes, no, I’ll ask or I’ll tell?
Do they have simple strategies for managing feelings?
Do they understand how to keep themselves physically and emotionally safe?
Relationships
Relationships
Do they understand that there are different types of teasing, which are all unacceptable?
Do they know how to resist teasing or bullying; what to do if they experience it and how to get help?
Can they recognise how others show feelings and how to respond?
Can they judge what kind of physical contact is acceptable and how to respond, including who to tell?
Do they know that feelings as well as bodies can be hurt; including what makes people feel uncomfortable?
Identity
Can they understand the process of growing from young to old and how peoples’ needs, opportunities and responsibilities grow?
Can they say some of the similarities and differences between boys and girls?
Can they understand feelings that come from change or loss e.g. moving home, losing toys, pets or friends)?
Living in the Wider World, Economic Wellbeing & Being a Responsible Citizen
Economic
Can they recognise that money comes from different sources and can be used for different purposes?
Do they understand the concepts of spending and saving; can manage money and keep it safe?
Do they understand the role that money plays in their lives?
Can they recognise what influences how people spend money?
Citizenship
Can they contribute to the life of the classroom e.g. monitor?
Can they understand that they have responsibilities e.g. taking turns, returning property, looking after school property?
Can they describe the different groups to which they belong e.g. family, class, school, team?
Can they offer constructive support and feedback to others?
31Year 2 Oracy
The intended purpose of this material is to support planning, teaching and learning across the curriculum, with opportunities to
develop skills in different contexts and subjects through both exploratory and presentational talk.
Alongside specific experiences listed below, there should be presentational talk outcomes built into the curriculum: podcast, vlog,
sports commentary, advert, Skype conversation, interview, news bulletin, weather forecast, expert talk, tour guide, debate, mock
trial.
Talk in classrooms to be structured by the creation of Discussion Guidelines by pupils and their teacher. These provide ground rules
for talk and should also be used to give feedback and set success criteria. Guidelines should be revisited and adapted as pupils’
skills progress.
See https://thinkingtogether.educ.cam.ac.uk/ for more information on Discussion Guidelines
3233
34
Speaking and Listening - a progression in speaking frames (based on the Tower Hamlets scheme)
Argument – agreeing and disagreeing Comparison - comparing and contrasting Deduction – making an assumption based on prior
• No, because... • They are the same/similar because... knowledge
• Yes, because... • They are different because...is...and...is,,, • I think that...because...
• I agree/disagree because... • They are alike because they are both... • This happened...because...
• I think...because, and also because... • It is different because this one...and that one... • I know this...
• However...
• Also...
Description Evaluating Explanation
• It is...and... • I think it is...because... • I...because...
• This has...and... • Next time I could... • When I...because...
• The...is...and... • I found...hard/easy because... • After I...because...
• They are...and... • I like/dislike...because... • The...because...
• I feel...because... • It was interesting because...
• I like this because...
• I like the part where...
Explaining Hypothesis Opinion
• I...because... • I think this...because... • I think...because...
• ...and...are both... • I know this, so I think... • I prefer...because...
• ...and...are different in that... • This will happen because... • My partner thinks... I agree/disagree because...
• This makes...so I...
• So then I...because...
• I know...because...
Prediction Retelling Sequencing
• I think...because... • My partner said... • First...
• I predict that...because... • First/next/then/after that/finally... • Next...
• I think they will be different/alike because they.... • At last... • After that...
• Suddenly... • Finally/last of all...
35You can also read
