Year 2 Spring Term 2020

Foundation Subjects  

“ World of difference” 

Science   

Scientific enquiry: 

  • Using their observations and ideas to suggest answers to questions 

  • Gathering and recording data to help in answering questions. 

  • Record results using a simple table 

 

Animals including humans 

  • Can describe the importance or exercise, eating right amounts of different food and hygiene 

  • Can find out and describe the basic needs of animals, including humans, for survival. (water, food, air) 

Living things and their habitats 

  • Can describe how animals gather their food rom plants and other animals, including the idea of a simple food chain, and identify and name different sources of food. 

 

History  

Chronological understanding 

  • Can describe and begin to compare how their own life is different from that of significant figures studied in history 

  • Use a range of vocabulary of everyday historical terms (e.g. decade, century, modern, ancient) 

  • Knows history is still being made 

Knowledge and understanding of events, people and changes in the past 

Explorers 
  • Can describe the achievements of Christopher Columbus, Neil Armstrong and Tim Peake-significant times in UK history 
  • Can compare how exploration has changed over time 
  • Can talk about how Tim Peake’s journey was on the internet and how it is a key historical source 

Historical Interpretation and Enquiry Skills 

  • Is beginning to understand cause and affect 
  • Can use a wider range of resources to answer questions about the past e.g. interviews, photographs, internet, videos 
  • Can use a wider range of resources to ask questions about the past e.g. interviews, photographs, internet, videos 

 

Geography 

Human and Physical  

  • Can compare and contrast the physical features of one UK locality and one outside of Europe 
  • Can compare and contrast the human features of one UK locality and one outside of Europe 
  • Use geographical language to describe the features of a location (e.g. beach, city, harbour, countryside) 

Locational and place knowledge 

  • Can locate hot and cold areas of the world in relation to the equator and the poles 

  • Understands a map and a globe show the same thing 

  • Can locate and name the 7 continents of the world and the 5 oceans on a map and a globe 

Geographical Skill and Fieldwork. 

  • Can draw a simple picture map including basic symbols and a key 

  • Uses simple compass directions to describe the locations of features on a map 

  • Recognises simple human and physical features on an aerial photograph  

Art  

Thinking artistically 

  • Enjoys exploring using a wide range of materials and taught techniques. 

  • Can talk about their art work as they go. 

  • Can use a sketch book to collect and record ideas. 

  • Understands that different materials have different qualities (eg rough, soft, big). 

  • Responds creatively to given starting points. 

 

Skills and techniques 

  • Can recognise and name the primary colours. 

  • Can experiment with mixing colours. 

  • Can draw lines to represent things seen or imagined. 

  • Can use a selection of given materials to make a simple collage. 

Appreciation and evaluation 

  • Can talk about similarities and differences in pieces of art. 

  • Can talk about artists, craft makers and designers studied. 

  • Can make links between art studied and how they used this to produce their own work. 

  • Can talk about their finished art work using taught vocabulary. 

 

PE 

Dance/gymnastics 

  • Can stretch or curl their body 
  • Can roll, curl travel and balance in different ways 
  • Moves and stops safely 
  • Can adjust speed and direction when moving around a space 

  • Jumps safely from two feet to two feet 

  • Can balance on one leg 

  • Climbs safely using hands and feet 

  • Can copy simple sequences and repeat them 

  • Put moves and shapes together to make a short dance 

  • Shows rhythm in dance 

DT 

 

Design 

  • Design purposeful, functional, appealing products for themselves and other users based on design criteria. 

  • Generate, develop, model and communicate their ideas through talking, drawing, emplates, mock-ups and, where appropriate, the use of computers. 

 

Make 

  • select from and use a range of tools and equipment to perform practical tasks (for example, cutting, shaping, joining and finishing). 

  • select from and use a wide range of materials and components, including construction materials, textiles and ingredients, according to their characteristics. 

Evaluate 

  • Explore and evaluate a range of existing products 

  • Evaluate their ideas and products against design criteria 

Cooking and Nutrition 

  • understand where food comes from. 

  • use the basic principles of a healthy and varied diet to prepare dishes. 

 

Computing 

Programming 

Questioning – Storing and Organising data 

  • To learn about data handling tools that can give more information than pictograms.  
  • To use yes/no questions to separate information. To construct a binary tree to identify items.  
  • To use 2Question (a binary tree database) to answer questions.  
  • To use a database to answer more complex search questions.  
  • To use the Search tool to find information. 

  

Effective Searching 

  • To understand the terminology associated with searching.  
  • To gain a better understanding of searching on the Internet.  
  • To create a leaflet to help someone search for information on the Internet. 

  

Creating Pictures 

  • To learn the functions of the 2Paint a Picture tool.  
  • To learn about and recreate the Impressionist style of art (Monet, Degas, Renoir).  
  • To recreate Pointillist art and look at the work of pointillist artists such as Seurat.  
  • To learn about the work of Piet Mondrian and recreate the style using the lines template.  
  • To learn about the work of William Morris and recreate the style using the patterns template  

 E- safety 

  • Uses technology safely 
  • Knows what to do if they feel uncomfortable when using technology (eg inappropriate images) 

RE 

 

Is everybody special? 

 

  • To explore how and why people choose to belong to groups and religions and the difference that makes to their lives. 

 

Music 

 Performance 

  • Enjoys singing, playing, trying out and changing sounds; exploring sounds and music through play. 

  • Sings broadly in tune within a limited pitch range. 

  • Can use percussion to accompany songs or stories. 

  • Enjoys clapping, tapping, playing and marching in time to the music. 

  • Follows simple musical instructions and actions. 

  • Shows a simple awareness of the audience when performing. 

 

Appreciation 

  • Listens to others playing/singing/sharing ideas. 

  • Can describe the music as fast or slow. 

  • Can describe the music as loud or quiet. 

  • Recognises and can name some percussion instruments. 

  • Can comment and respond to recordings of their own voice.