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Year 2 Curriculum

  • Art

    The Seaside: Exploring observational drawings using a range of media, including printing

    Aboriginal art: Painting

    Green Ridge: Collage and textiles

  • Computing


    Unit 1: Key Skills

    In this unit, the children will revise how to perform key skills on the computer, including logging in, saving and retrieving work and using a keyboard and mouse proficiently. These skills will be developed using both the school computers and on our online learning platform. Pupils will revisit key aspects of the platform, including how to find their online classroom, saving, uploading and retrieving work, and sending messages.

    Unit 2:  Computing systems and networks – IT around us

    How is information technology (IT) being used for good in our lives? With an initial focus on IT in the home, our pupils explore how IT benefits society in places such as shops, libraries, and hospitals, whilst discussing the responsible use of technology, and how to make smart choices when using it.



    Unit 3: Creating media - making music

    Our pupils will explore how music can make them think and feel. They will make patterns and use those patterns to make music with both percussion instruments and digital tools. They will also create different rhythms and tunes, using the movement of animals for inspiration. Finally, pupils will share their creations and compare creating music digitally and non-digitally.

    Unit 4: Data and information – Pictograms

    This unit introduces our pupils to the term ‘data’. Pupils will begin to understand what data means and how this can be collected in the form of a tally chart. They will learn the term ‘attribute’ and use this to help them organise data. They will then progress onto presenting data in the form of pictograms and finally block diagrams. Pupils will use the data presented to answer questions.



    Unit 5: Programming A – Robot algorithms

    This unit develops pupils’ understanding of instructions in sequences and the use of logical reasoning to predict outcomes. Pupils will use given commands in different orders to investigate how the order affects the outcome. Pupils will also learn about design in programming. They will develop artwork and test it for use in a program. They will design algorithms and then test those algorithms as programs and debug them.

    Unit 6: Programming B – An introduction to quizzes

    This unit initially recaps on learning from the Year 1 Scratch Junior unit ‘Programming B - Introduction to animation’. Our pupils begin to understand that sequences of commands have an outcome and make predictions based on their learning. They use and modify designs to create their own quiz questions in ScratchJr and realise these designs in ScratchJr using blocks of code. Finally, pupils evaluate their work and make improvements to their programming projects.

  • Design Technology (DT)

    Seaside RNLI boathouse

    Moving Posters

    Mini-beast Puppets

  • Geography


    Seaside: Trip To Shoreham Harbour

    • Use basic geographical vocabulary to refer to key physical features: beach, cliff, coast, sea, ocean, river
    • As above human features: factory, house, office, port, harbour and shop.
    • Use simple fieldwork and observation skills to study the geography of the seaside and its surrounding environment.


    Australia: focussing on Queensland

    • Use world maps, atlases and globes to identify the United Kingdom and its countries, continents and oceans.
    • Understand geographical similarities and differences through studying the human and physical geography of a small area in a non-EU country (contrast it to Brighton/Westdene).
    • Identify physical and human features: mountains, vegetation, valley, soil. Along with those already taught in year 1 (RECAP)


    Green Ridge

    • Use simple compass directions (north, south, east and west) and locational directional language (e.g. near and far, left and right), to describe the location and features and routes on a map.
    • Use aerial photographs and plan perspectives to recognise landmarks and basic human and physical features.
    • Devise a simple map, use and construct basic symbols in a key.
    • Use simple fieldwork and observation skills to study the geography of the Green Ridge and its surrounding environment
  • History

    Pupils should develop an awareness of the past, using common words and phrases relating to the passing of time.

    • They should know where the people and events they study fit within a chronological framework and identify similarities and differences between ways of life in different periods.
    • They should use a wide vocabulary of everyday historical terms.
    • They should ask and answer questions, choosing and using parts of stories and other sources to show that they know and understand key features of events.
    • They should understand some of the ways in which we find out about the past and identify different ways in which it is represented.

    In planning to ensure the progression described above through teaching about the people, events and changes outlined below, teachers are often introducing pupils to historical periods that they will study more fully at key stages 2 and 3.

    Grace Darling and the RNLI

    Knowledge/understanding of wider world and British history

    Events from beyond living memory that are significant nationally or globally

    Lives of significant individuals in the past who have contributed to national and international achievements.

    • Be aware of the past, using common words & phrases relating to time including some specific vocabulary
    • Fit people/events into a chronological framework and begin to sequence them
    • Ask and answer questions appropriately
    • Choose and use from stories and other sources to show understanding
    • Understand some ways we find out about the past and how it is represented.

    Journeys- Captain Cook and Neil Armstrong

    Knowledge/understanding of wider world history and British history

    Events from beyond living memory are significant nationally or globally

    Lives of significant individuals in the past who have contributed to national and international achievements. Compare aspects of life in different periods

    • Be aware of the past, using common words & phrases relating to time including some specific vocabulary
    • Fit people/events into chronological framework and begin to sequence them
    • Ask and answer questions appropriately
    • Choose and use from stories and other sources to show understanding
    • Understand some ways we find out about the past and how it is represented
    • Identify similarities and differences between periods
    • Identify different ways in which the past is represented and begin to compare them
  • Literacy


    Poetry: Observational poetry based on seaside objects

    Fiction: Fantasy story linked to geography topic using the text The Sandcastle by MP Robertson and Flotsam by David Wiesner

    Poetry: Rhyming poetry inspired by Bonfire Night

    Non-Fiction: Explanations linked to Grace Darling and the RNLI and science topic on materials



    Fiction: Traditional Tales - Little Red Riding Hood

    Fiction: Fantastic Mr Fox by Roald Dahl- Which themes does this share with Traditional Tales?

    Non-Fiction: Non-chronological reports linked to science topic on nocturnal animals             



    Poetry: Patterned poetry based on The Magic Box by Kit Wright

    Significant author study: Babette Cole

    Non-Fiction: Recounts linked to visits to Woods Mill and  Green Ridge

  • Maths

    Compare and order length, mass, volume/capacity.

    Compare and sequence intervals of time.

    Compare and sort common 2D and 3D shapes.

    Identify 2D shapes on the surface of 3D shapes.

    Identify and describe the properties of 2D shapes.

    Identify and describe the properties of 3D shapes.

    Identify lines of symmetry in 2D shapes.

    Know the number of minutes in an hour and hours in a day.

    Order and arrange combinations of objects in patterns and sequences.

    Read relevant scales to the nearest numbered unit.

    Recognise and use symbols for pounds and pence.

    Solve simple money problems in a practical context.

    Tell and write the time to the nearest 5 minutes.

    Use different equipment to measure accurately.

    Use maths vocab to describe position, direction and movement.

    Use the correct standard units to estimate and measure.

    Add and subtract 2-digit numbers and tens & two 2-digit numbers.

    Add and subtract a 2-digit number and ones and tens.

    Apply mental strategies to problems.

    Apply written strategies to problems.

    Calculate mathematical statements for / (within the x tables).

    Calculate mathematical statements for X (within the x tables).

    Know that / of 1 number by another cannot be done in any order.

    Recall and use + and - facts to 20 and use number facts to 100.

    Recall and use X and division facts for the 2, 5 and 10 x tables.

    Recognise and use inverse relationships between + and -

    Recognise and use inverse relationships between x and /

    Recognise odd and even numbers.

    Show that addition can be done in any order, subtraction can't.

    Show that multiplication of 2 numbers can be done in any order.

    Solve one step problems involving multiplication and division.

    Solve simple one step problems with addition and subtraction.

    Compare and order numbers from 0 to 100.

    Count forwards and backwards in tens from any number.

    Count in fractions up to 10 starting from any number.

    Count in steps of 2, 3 and 5 from 0.

    Find, name and write fractions of a set of objects.

    Identify, represent and estimate numbers.

    Know the place value of each digit in a 2-digit number.

    Read and write numbers to at least 100 in words and numerals.

    Recognise, find, name and write fractions of a length.

    Recognise, find, name and write fractions of a quantity.

    Recognise, find, name and write fractions of a shape.

    Solve simple problems involving fractions.

    Use place value and number facts to solve problems.

    Use the signs: <, > and =

    Write simple fractions and recognise equivalence.

    Ask & answer simple questions by sorting categories by quantity.

    Ask and answer questions about totalling.

    Ask and answer questions when comparing data.

    Interpret and construct simple block diagrams.

    Interpret and construct simple pictograms.

    Interpret and construct simple tables.

  • Music


    Exploring Duration

    • Discriminate between longer and shorter sounds.
    • Use them to create sequences of sound.

    Exploring Pulse & Rhythm

    • Confidently identify the difference between pulse and rhythm.
    • Perform with a strong sense of pulse.


    Exploring Pitch

    • Discriminate between higher and lower sounds.
    • Create melodic patterns.
    • Use tuned percussion extensively to help understand how pitch is created.

    Exploring Instruments & Symbols

    • Recognise different ways sounds can be made, changed & notated.
    •  Name and know how to play, a wide variety of instruments from around the world.


    Exploring Timbre, Tempo & Dynamics

    • Recognise how sounds and instruments can be used expressively and combined to create music in response to a stimulus.

    Exploring Sounds

    • Confidently identify different sounds.
    • Change, use, create & notate sounds expressively in response to a variety of stimuli.
  • Personal, Social & Health Education (PSHE)


    Global citizenship: Celebrating a multicultural Britain and finding out about the British values of democracy, rule of law, mutual respect, individual liberty and tolerance.

    Internet safety: Taught through computing

    New beginnings: Creating class rules and exploring ways of ensuring everyone is included

    Protective behaviours: Feeling of safety and what to do if we feel unsafe

    Getting on and falling out: Seeing other’s points of view and working positively with others

    Say no to bullying: Taught during anti-bullying week


    Disability equality education: Celebrating the ways we are the same and different and discussing what fair means

    Healthy eating: Taught through science and PE

    Going for goals:  Setting realistic goals and breaking them down into steps

    Gender and careers: Exploring jobs and gender equality

    Money management: Taught during Finance fortnight

    Good to be me: Feeling good about myself and exploring ways to relax


    Safety: Our safety rights, spotting the warning signs of risk and protective behaviours

    Relationships: Exploring love and feeling cared for

    Growing and caring for ourselves: Life cycles and naming body parts

    Changes: Understanding what a habit is and how to change them

  • Physical Education (PE) & Sport


    • Indoor Athletic Circuits


    • Multi-skills activities focussing on the development of the fundamental movement skills of agility, balance and coordination.


    • Gymnastics activities:
      • Floor work
      • Low-High Level Apparatus Work.


    • Invasion style games skill development.
    • Striking and fielding style games skill development.


    • Dance - topic based dances using simple movement patterns.


    • Athletics activities skill development.
    • Multi-skills activities – further development of the fundamental movement skills of agility, balance and coordination.
  • Religious Education (RE)

    Unit 1 What is the Torah and why is it important to Jewish people?

    • Children and teacher bring in books special to them and explain why.
    • Look at the Torah scroll and understand that it is a special book to Jewish people.
    • Learn about the history of the Torah scroll.
    • Learn some facts about the Torah scroll.
    • Look at Hebrew writing.
    • Think about items in their or relatives homes which they are not allowed to touch and relate to the Yad. Learn about the yad.
    • Compare the Torah and the Bible – remind children of the story of creation from year 1 which is in both books.
    • Retell the story of the 10 commandments – relate to their behaviour/school rules.

    Unit 2 Hanukkah

    • Build on work on creation story from year 1 and last term and the 10 commandments from last term and relate these to Jewish celebration of Shabbat. Compare to their own weekends.
    • Hear and retell the story of Hanukkah.
    • Discuss ordinary holidays and religious holidays.
    • Look at a time line of Christian and Jewish holidays.
    • Investigate how Jewish people celebrate Hanukkah – play dredials.
    • Learn about what a symbol is in relation to the menorah – relate to their own holiday souvenirs. Introduce the word artefact.

    Unit 3 Why did Jesus tell stories?

    • Examine what the word story means to them.
    • Learn that Jesus told stories, parables, which held meanings.
    • Hear and retell the story of the Prodigal son.
    • Identify key ideas from the story – forgiveness and reconciliation.
    • Repeat with other parables.

    Unit 4 Celebrations – a focus on Easter

    • Hear and retell the story of Jesus visit to the Temple when he was 12 years old to celebrate Passover.
    • Build on work from year 1 comparing their family celebrations and things they do with celebrations at Passover. Make posters with written explanations.
    • Reflect on and consider religious and spiritual feelings, experiences and concepts such as worship, praise, thanks, joy, concern and sadness.
    • Build on work from year 1 (Christmas) and last term (Hanukkah) and think about how Easter compares to ordinary holidays.
    • Hear and discuss the East story and its importance to Christians.
    • Discuss how Easter affects them.
    • Investigate how Easter is celebrated around the world.
    • Invite local minister in to discuss Easter in their Church.
    • Discuss the cross as a Christian symbol and compare to other symbols they know about.


    Unti 5 -  Pilgrimage 

    • Our Lady of Lourdes – hear and retell the story of Bernadette 
    • Discuss the concept of pilgrimage 
    • Relate the story to own feelings – unhappy, left out. 
    • Relate the story to a personal long journey. 
    • Talk about the meaning of the story. 
    • Examine why the story is important to Christians 
    • Explore and compare symbols used in different religions. 

    Unit 6 Judaism and visit to Synagogue

    Discuss places of worship in general and any personal experiences.

    • Find out about the inside and outside of a Synagogue.
    • Prepare some questions for visit.
    • Think about words – symbol, artefact, respect
    • Look at various aspects of synagogues,  furniture and what happens in a Synagogue
    • Visit a Synagogue and hear from minister what happens in church, why people go to church
    • Look at and draw parts of the inside and outside of a Synagogue.
    • Reflect on visit and compare to building important to themselves.
    • Build on work from last term rites of passage and find out about Bamitzver.
  • Science


    Seaside Science

    Uses of everyday 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.

    They should think about the properties of materials that make them suitable or unsuitable for particular purposes and they should be encouraged to think about unusual and creative uses for everyday materials. Pupils might find out about people who have developed useful new materials, for example John Dunlop, Charles Macintosh or John McAdam.


    Survival & Explorers

    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.

    Pupils should be introduced to the basic needs of animals for survival, as well as the importance of exercise and nutrition for humans. They should also be introduced to the processes of reproduction and growth in animals. The focus at this stage should be on questions that help pupils to recognise growth; they should not be expected to understand how reproduction occurs.


    Wonderful Westdene

    Living things and their habitat: Minibeasts

    • 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 eg.plants serving as a source of food and shelter for animals
    • identify and name a variety of plants and animals in their habitats, including micro-habitats(a very small habitat, for example for woodlice under stones, logs or leaf litter).
    • 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.

    Pupils should compare animals in familiar habitats with animals found in less familiar habitats, for example, on the seashore, in woodland, in the ocean.

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