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Year 2
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| Autumn 1 | Autumn 2 | Spring 1 | Spring 2 | Summer 1 | Summer 2 |
| Core text | The Velveteen Rabbit | Frog is a Hero Alfred Noyes, ‘Daddy Fell into the Pond (Poem) | King Arthur stories - The sword and the stone
| Robert Louis Stevenson, ‘Bed in Summer’, ‘Good and Bad Children’ (Poem) Jack and the Beanstalk | Theseus and the Minotaur | The True Story of The Three Little Pigs ‘The Jumblies’, ‘The Pobble Who Has No Toes’ (Poem) |
| Science | Chemistry Substances and mixtures | Human biology Living things around us | Physics Waves - making and hearing sound | Physics Forces and motion | Physics Everyday uses of energy | Computer science Programming logo |
| History | The Stone Age Stone Age hunter-gatherers Stone Age tools and weapons Burials and what these reveal about stone age life Stonehenge | The Bronze Age Bronze Age warfare, including the Battle of Armageddon The Phoenicians, including their alphabet Mycenaean Crete and the Palace of Knossos The Trojans and the city of Troy | The Iron Age Iron Age tools and society The Celts in Britain Celtic art and religion Celtic stories | Mesopotamia The farming revolution The legend of Gilgamesh Cuneiform writing Mesopotamian cities and society | The Great Fire of London Timelining in context of Year 1 history already taught Samuel Pepys How London changed History of the fire | Family / Local History The Victorian seaside in Great Yarmouth Victorian houses in Norwich Visit to the Time and Tide Museum |
| Geography No change detailed as yet | Settlements Villages, towns and cities More depth about Norfolk places | World Geography Oceans Seas Lakes | Farming Where our food comes from | Kenya Map work Population Climate | World Geography Weather conditions Seasons | Local geography Coasts Physical and man-made features (following on from year 1) |
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| Think positive Health and Wellbeing | Respecting rights Living in the Wider World | VIPs relationships | One World Living in the Wider World | Growing up relationships | Safety First Health and Wellbeing |
| Music | Call & response clapping patterns Tapping 4/4 & 2/4 pulse Singing a variety of nursery rhymes and action songs | Call & response clapping patterns Tapping 4/4 & 2/4 pulse using untuned percussion Singing a variety of nursery rhymes, counting and action songs Ch to perform using vocab - slowly, quickly, loudly, quietly Introduce minims and semibreves Ch to read non-standard notation from graphic scores | ||||
| Art/DT | Formal Elements: Line Subject Matter: Human Form/portraits/hands
Artist Focus: Vincent Van Gogh Art History:
Materials:
Assessment: Primary Observational Drawing | Painting
Subject Matter: Nature/Plants
Artist Focus: Georgia O'Keeffe
Art History: American Modernism
Materials: poster paint, acrylic paint, coloured papers | Drawing
Subject Matter: Still Life/ Fruit Bowl Artist Focus:
Paul Cezanne Art History:
Post Impressionism Materials: Pens,pencils,charcoal ,chalk
Assessment: Primary Observational Drawing | Printing
Subject Matter: Iron Age Artist Focus: N/A Art History: Iron Age Materials: Bronze / metallic printing of artefacts,coins, jewellry, stonehenge Range of coloured paints Metallic paints Colouring pencils Paint brushes Cartridge paper Sketching pencils | Mixed Media
Subject Matter: Animals/Plants Artist Focus: Henri Rousseau Art History: avant-garde Materials: Observational painting, pare, card, printing,3D relief
Assessment: Primary Observational Drawing | Sculpture
Subject Matter: Classical Art Theseus and the Minotaur Artist Focus: Relief Sculpture Recreating ancient Greek wall designs/ key patterns / telling stories / myths. Art History: Ancient Greek Materials: range of coloured paints Paint brushes Cartridge paper Sketching pencils Charcoal Modeling clay,Mod roc, Photo pack, Clay, |
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| Clay tools, Clay mats |
| PE (PPA) | Rugby | Hockey | Circuit training | Basketball | Rounders | Athletics |
| PE (Teacher) | Gymnastics Describe and explain how performers can transition and link gymnastic elements Perform with control and consistency basic actions at different speeds and on different levels Create and perform a simple sequence that is judged using simple gymnastic scoring | Dance Describe and explain how performers can transition and link shapes and balances Perform basic actions with control and consistency at different speeds and on different levels Work as part of a group to create and perform short movement sequences to music | Attack, Defend, Shoot Can send a ball using feet and can receive a ball using feet. Refine ways to control bodies and a range of equipment. Recall and link combinations of skills, e.g. dribbling and passing. | Hit, Catch, Run To developing hitting skills with a variety of bats Practice feeding/bowling skills Hit and run to score points in games | Send & Return Be able to track the path of a ball over a net and move towards it Begin to hit and return a ball using a variety of hand and racquet with some consistency Play modified net/wall games throwing, catching and sending over a net | Run, Jump, Throw Develop power, agility, coordination and balance over a variety of activities Can throw and handle a variety of objects including quoits, beanbags, balls, hoops Can negotiate obstacles showing increased control of body and limbs |
| PSHE + RSHE | Families and people who care for me | Caring friendships
| Online relationships – including Internet safety | My body
| Healthy eating | Basic first aid |
