Year 2 2016/17
|All About Us||Light and Fire||Our World||Water and Ice||Great Moments||Power and Energy|
|Topic Title||My Parents||Fire of London||Bradford||Who Needs Water?||Life||Machines|
What do we need to survive?How do animals and humans use water, food, air and exercise?
Children are taught about the dangers of fire and look at the best ways to keep safe when we are near it.
|How forces can change materials
Identifying and classifying materials and discussing their properties.
|The needs of plants.
Children observe and describe how the seeds and bulbs they grow mature into plants while considering what they need to be healthy.
|Habitats of living things
Children explore the difference between the habitats of animals.Children revisit and develop their understanding of what animals need to survive.
|Properties of materials Children look at how different materials are suited to different jobs.|
|Science AT1 opportunity||Heart Rate investigation
Children ask questions and observe changes to see what effect exercise has on our bodies.
|Asking Questions and finding ways to answer them
Children conduct an investigation to find out the best ways to cool down sparklers.
Which materials change the most under the same forces?
|Investigate growing conditions
Children grow plants in different conditions and evaluate which was the best.
|Animals favourite foods
Children conduct an investigation into which foods worms like to eat the most.
|Wheel friction investigation
Children investigate the best materials to use to lower friction and increase the efficiency of vehicles.
|History||My Parents and their Parents
Children look at how our families are different. Parent visitors share different aspects of their cultures with the children.Children develop an understanding about how life has changed over time around the world.
|Fire of London
Children learn about this historically significant event and then focus on how life has changed for people over time. Children use buildings and building materials as a focus for their learning
|Changes within living memory
The children look at the rise and fall of the milling industry in Bradford and Leeds.
|Changes to habitats in local area.
Children consider how the habitats in our local area have changed over time.
|The lives of significant people
Children look at the life of famous inventors and the machines they invented as well as evaluating the impact of their work on people’s lives.
|Geography||Where do I live?
Children use maps and aerial pictures to compare different countries, focussing on physical and human features.Children use compass directions to describe the locations of the features they identify.
|UK Regions and Cities
Children use maps to locate London and discuss how The united Kingdom is divided into countries, regions and cities.
|Local geographical study
Children use maps and pictures to identify the features of Bradford and use their knowledge of maps and compass directions to navigate a local walk.
|Where is water?
Children look at different types and bodies of water and consider the different ways in which people use water.
Children consider where habitats are found and what is found in different habitats around the world.Children compare North, South and Equatorial regions
|Continents and Oceans
Children think about where inventors and inventions are from and label maps to show this information
Children think about how to keep themselves safe online by developing an understanding about what is and is not right to share
|Understanding algorithms Children begin to think about how real and virtual devices can be controlled using instructions (algorithms)||Research and Making meaningful digital content Children produce digital presentations to use on a local geography walk||Debug simple programs.
Children consider why algorithms are not working and use computational thinking to correct inaccuracies.
Children use audio and visual equipment to document the lives of animals.
|Data bases and Modelling Children use data bases to hold information and carry out surveys.|
|Art and Design||Self Portraits
Children use their pencil control and drawing skills to produce self-portraits that reflect who they are.
|Sketching, Colour mixing and mixed media
Children create artistic impression of buildings dating back to 1666 using a range of mediums and techniques.
Children develop their ability to create textures to reflect the physical and human geographical features of our local area.
Children look at how water can affect colour mixing and pattern making.
|Mixed Media Collage
Children use a variety of mediums to create accurate collages of animal habitats.
|Machine Junk Modelling
Children use larger items to create junk models and sculptures in groups
Children revisit work on pencil skills and sketching to create realistic drawings of transport machines
|Design and Technology||Healthy Food
Children make foods that reflect the cultures represented in the year group. Children reflect on the health benefits of the chosen foods.
|How does shape and size effect strength of structures Children explore how large buildings and structures changed in London following 1666. Children link their ideas to the work of Christopher Wren||Weaving Textiles
Children use their knowledge of weaving from the class trip to produce their own weaving designs.
|Planning and designing vessels
Children use a variety of materials and shapes to design vessels that float.
|A home for a living thing.
Children design and build a Wormery and then monitor how the habitat changes over time.
|Modelling and testing designs for vehicles
Children make vehicles using wheels and evaluate their effectiveness.
|Opportunities for English||Non-fiction Reports about the countries visited in our experiences.
Instructions on how to make culturally significant foods
Recounts about the Great Fire of LondonNote makingFiction:
Fire poetry Diary entriesNarrative writing linked to Temple Newsam.Speaking and listening
Real History Live experience
Invitations to local history walkReports about local mills FictionDay in the life of a Mill Child
|Speaking and listening
Play in a day with Sian and SimonFictionRetelling known stories.Non-FictionReports on bodies of water
Diary writing (first day on earth/ a day in the life of…)
|Non-fiction Newspaper reports.
Speaking and Listening
|Opportunities for mathematics||Comparing numbers
Distance, ageWeights and MeasuresCooking
DistancesShapes used in construction
|Dates and times
Children use timetables and their knowledge of time to discuss the day of a Victorian Mill Child.
|Time and area||Speeds
Children record time taken to travel distances when they evaluate the success of their transport machines.
|RE||Precious things from other countries
Visit to the Hindu Mandir.
|Special places (Religion in Bradford)
Children look at the number and use of religious buildings in our local area
Children investigate religious significant places that involve water.
|Creation in religions
Children look at how different religions deal with creation stories.
|PE||Popular sports in other countries
Striking and fielding
Hockey – Pakistan
|Ball skills (throwing and catching)
Games played by Stuart Children
|Invasion Games Sports in Bradford (rugby, football)||Dance and gymnastic
Children use movement to mirror the actions of machines
|Music||Music in other countries
(Charanga Unit 1) African Music
Learning Proclaimers (I’m on my Way) for Christmas Production
|Charanga Unit 3||Charanga unit 4
Children also experiment with the sounds of water used in music as well as songs and music about water.
|Charanga unit 5||Charanga Unit 6
Children learn about how they can keep their bodies healthy and how to contribute as an effective citizen.
Children discuss their responsibility for themselves and others.
Children think about the significant of special places in our locality and which places they consider to be special.
|What makes us proud
Children think about moments in their lives that they, and others, should be proud of.
Several parent visitors share their experiences of growing up and living in different countries:
|Real History Alive
Trip to Temple Newsam
Finding out how people’s lives and the buildings they live in have changed over time.
|Leeds industrial Museum
Children will see what mills were like and the jobs people used to do in them.
Local area walk
Parents are invited to accompany the children on a child. guided walk around our local area.
|Sian and Simon play-in-a-Day
The children work with professional actors to put on an underwater themed play-in-a-day.
|Zootopia Film Screening
Children attend a film premier of Zootopia and use it as a basis for their work on habitats.
|Manchester Museum of Science and industry
Children find out more about machines and see examples of working steam engines.
One thing that really stood out for the children on the local area walk was the volume of traffic on Manchester Road. Hundreds of cars went whizzing past under our feet as we stood on the big red bridge.
At the Leeds industrial Museum, we learned how to use weaving techniques to create spring lambs
We got to practice the weaving techniques that children would have used when the worked in the mills.
Here are some of our finished woven sheep.
Year 2 Curriculum Updates
Mrs Fulton lighting a sparkler before cooling it down.
Mrs Fulton using a thermometer to measure the temperature of the sparkler after it has gone out.
Mrs Fulton holding the indoor sparkler at arm’s length to be safe.
Daisy from Real History Alive took all of the children on a roller-coaster-ride back in time to 1666.
The children worked with Samuel Pepys to make a fire chain to help put out the Great Fire of London.
Half Term 4 was probably our best one yet!
We got off to a mighty bang, or should I say SPLASH, with our performance of ‘The Mermaids Purse’. We worked with real life actors Sian and Simon to put on a play in a day. Our show was set under the water where a Mermaid, who had lost her most prized possession, had to search the seas in order to be reunited with her magical purse.
The children worked exceptionally hard on the show and it was a pleasure to perform it for lots of the parents. After the event, the children set about turning the play into a story. We produced some fantastic writing that really captured the under-water setting and the weird and wonderful sea-creatures the Mermaid came across on her journey.
Here are some photos of the performance and some examples of the wonderful writing the children produced.
Things are heating up in Year 2
It’s the start of a new half term and that means a new topic for year 2. For the next six weeks, the Great Fire of London will be at the centre of all sorts of exciting activities for Year 2. This really exciting topic has grabbed the children’s attention from the very beginning and we can’t wait to see where our learning takes us.
In order to understand the Great Fire of London we decided to first look at what London was like in the 17th Century. We have found out lots about the buildings of London and how filthy it could be in the capital city before 1666. We used our sketching skills to make some observations about the buildings including their tall narrow shape and the way wooden beams created patterns on their fronts.
Here are some of the sketches we have done in 2B and 2G
But that’s not all! We have been finding out about some of the people who lived through the Great Fire. Samuel Pepys is a very important character as he managed to keep a record of the whole horrid event and recorded it his diary! We were lucky enough to meet Samuel Pepys in person! He paid us a visit from 1666 to tell us all about the fire and how it affected London and the people that lived there!
Meeting Mr Pepys has really sparked our interest and now we can’t wait to find out even more about the the Great Fire of London! Stay tuned to find out how we get on and make sure you check back to see some of our diaries later on this half term.
It has been a great start to the year in 2 Green and 2 Blue. It was fantastic to see everyone at the start of term so full of energy and ready to begin a new challenge. It is a big jump from Year 1 to Year 2 but the children have risen to it and have been a fantastic group to teach.
Our first job when we came back to school was to think about the type of class that we wanted to be. We did this by first reading the book “The Very Ugly Monster”. From the book we learned all about a monster that just wanted to have friends but couldn’t find any because of how he looked. We talked a lot about whether this was fair or not and decided that, really, it’s what is inside a person that counts and not what they look like. This helped us to think about what makes a good friend. Listening to each other and making sure we look out for and help one another was a good place to start! But our learning didn’t stop there.
The book had some fantastic descriptions of the Very Ugly Monster so we decided we would make some monsters of our own and then use our literacy skills to describe them. And didn’t we do well! We tried to use a range of adjectives to describe the monsters and tried to use words like and, because and so to improve our sentences. The adults and children are really proud of the results and think that the writing looks almost as good as the monsters themselves!
Have a look at these pictures which show some of the work we have been up to!