Year 2

Below is the curriculum overview for year 2


Yearly Overview  Year 2
Topic Heroes and Villains


How are people special?

Game Changers

(Great Fire of London – Samuel Pepys)

Celebrate the good times.

(Holidays with Blackpool focus)

Question Why do humans explore? What is an extreme explorer? How do we know about the Great Fire?

How did the Great Fire change London?


What did people do at home and on holiday?
  Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2
Off curriculum units       Start to gather evidence for SATs. Start to gather SATs evidence in preparation for possible moderation.   SATS prep.  
E- Twinning             School in France to compare holiday features. E.g. no beach but has a tower. Send them postcards.

Discuss building types. Send PowerPoint.

Compare their lifestyle to ours.

French picnic with seaside features.


Skills, Knowledge, Understanding

Book unit:

The Day the Crayons Quit. Children to write a letter as a piece of stationary. See route planner.



Biography – Neil Armstrong.

Hook – to Skype somebody who is dressed up as Tim Peake. Person to explain that N.A is his hero and would like their help writing about his life.

See route planner.

Recount from Jodrell Bank

      The Way Back Home. Narrative. Chn to write their own using T4W.



Links with stories by the same author.

Maths story also by Oliver Jeffers.

See route planner.




Samuel Pepys.

See route planner.


Trip to Staircase House.


Main unit:

Instructions: Batik/making bread

See route planner.


Chn to cook.





  Non-Chronological Report:


See route planner.


A week on local area to be completed here.

Chn to take a walk around the area and draw map of this.

Look at blue plaques and what they are about.

Chn to design their own blue plaque.

Chn to describe how they would improve our environment – what could they build or do?



Michael Rosen’s

‘The World’s Greatest’

‘Down Behind the Dustbin’

See route planner.




Maths First unit for Autumn 1

Using Oliver Jeffers book children to raise money to buy a star for their class. See route planner.


Skills, Knowledge, Understanding

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.





  Animals, including humans – bread experiment


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

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.

    Plants – experiments

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.


Skills, Knowledge, Understanding

To understand the historical significance of the lives of Christopher Columbus and Neil Armstrong and to compare and contrast their lives.

Why were they significant? (1st man on the moon)

Compare the landings.

Different centuries Different equipment

Compare age and training

Did they both receive medals? National and international achievements and who they were received from.


Time line of N.A’s life.

Timeline of C.C’s life.


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


  Answer questions using different sources.

(books, internet, newspaper, photographs, videos)


Language focus.

Did Columbus really discover America? What was he looking for?

How did people feel about him compared to N.A?


Compare early life and schooling. (tops)



To understand the historical significance of the Great Fire of London and how it changed London.

Events beyond living memory that are significant nationally or globally [for example, the Great Fire of London]


Timeline of the events

Plague doctor

Cures for diseases

Fire detectives – why did the fire spread so quickly?

How has London changed?




Significant historical events, people and places in their own locality.


Design their own blue plaque.


To understand that Blackpool has changed over the years and the reasons it became popular in the 19th century.



Skills, Knowledge, Understanding

To locate Europe and America on a map. Compare continents for stating missions.


name and locate the world’s seven continents and five oceans




Compass points




America – describing a place outside of the EU.

Photographs, maps – to help.

Larger size, buildings, America also known as USA. 2 continents America and America.



To understand the UK and London as a capital city.

Name, locate and identify characteristics of the four countries and capital cities of the United Kingdom and its surrounding seas

skills: using an atlas


    To place Blackpool on a map of UK and recognise physical and human characteristics


Use aerial photographs and plan perspectives to recognise landmarks and basic human and physical features; (natural and human)


Compass points

Where is Blackpool? What type of town?

Compare differences between seaside and harbour.

Locate seaside towns and harbour town.


Skills, Knowledge, Understanding

Painting of outer space, using Nasa pictures as inspiration


Artist – Peter Thorpe


Drawing & painting skills, artists making night sky art, painting onto black paper:

to develop art and design techniques in using colour, pattern, texture, line, shape, form and space.




For instructions

Batik work:

to develop a wide range of art and design techniques in using colour, pattern, texture, line, shape, form and space



  Blackpool Tower drawing using view finders for focus. To be able to use the camera option on ipad to take a photo and use different effects.




Skills, Knowledge, Understanding



    A moving book


Moving Book – Mechanisms – levers and sliders


 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     Making Trams: Design  and use cardboard boxes to make a moving tram.


Wheels and axles

Technical knowledge

 build structures, exploring how they can be made stronger, stiffer and more stable

 explore and use mechanisms [for example, levers, sliders, wheels and axles], in their products.

Skills: using a saw, hand drill safely

Measuring skills.



Skills, Knowledge, Understanding


Poster – top tips, staying safe.


Skills, Knowledge, Understanding

To be able to keep the pulse and rhythm to different examples of music.

Space focus – ‘Zoom, Zoom, Zoom we’re going to the moon’


listen with concentration and understanding



Learning and singing songs for Nativity


listen with concentration and understanding to a range of high-quality live and recorded music

Learning an instrument – glocks


experiment with, create, select and combine sounds

Learning an instrument – glocks   To be able to design a simple pattern using untuned instruments To be able to follow simple notation and design a pattern using untuned instruments.

Skills, Knowledge, Understanding

Dance – rhythm and movement with links to space.

perform dances using simple movement patterns.


    Gymnastics over whole term:

developing balance, agility and co-ordination, and begin to apply these in a range of activities

To devise a short sequence that uses the hall equipment and incorporates different turns, rolls and travelling skills.

developing balance, agility and co-ordination, and begin to apply these in a range of activities

  To be able to adapt running styles for long or short distances.

master basic movements including running, jumping,

Rounders – throwing and catching. Rules of a game.

master basic movements including running, jumping, throwing and catching,

 participate in team games, developing simple tactics for attacking and defending



Skills, Knowledge, Understanding

What is Judaism?   Understanding how other people live their lives   Other places of worship

To discover where other religions pray and how similar and different they are to Churches.

Comparing places of worship


Parables from the Bible

The children to learn the stories of some parables and understand that they were used to teach people how to behave.


How parables helped people

Stories from Other Religions

To learn stories from other religions and how they are similar to Christianity.


Creation story in different religions



To  understand the different parts of a church and what celebrations take place.


What is in a church and what is it used for?


Do other religions celebrate Christmas? Being able to learn about Hanukkah and how similar and different it is to Christmas


Comparing places of worship

SMSC Rules and responsibility




everybody’s different

            Moving up to Y3


E- Twinning: Cooking: use the basic principles of a healthy and varied diet to prepare dishes   understand where food comes from.




Need to look at coverage regarding local area. These in particular:

  1. Devise a simple map; and use and construct basic symbols in a key . Exceeding – longest and shortest routes.
  2. To recognise blue plaques in the local area and their significance: to research the lives of local people.
  3. Use simple fieldwork and observational skills to study the geography of their school and its grounds and the key human and physical features of its surrounding environment.
  1. Significant historical events, people and places in their own locality.


  1. Can they explain what makes a locality special?


  1. Do they think that people spoil the area? How?


  1. How could the area be improved?


  1. Facilities needed for a town or a village.


  1. Can they research the life of someone who lived in their area using the internet and other sources to find out about them? (Blue Plaques?)