Oakwood School Curriculum
Year 2
(Classes 5 & 6)
Autumn Term 2016/2017
Subject area
Literacy
Spelling,
Punctuation
and
Grammar
Maths
Skills
Non-Chronological Reports, Zoo Plaque Information for our own dinosaurs, Poetry, Newspaper
Reports, Commands about mummification, Retelling different stories
Capital Letters and Full Stops, Using a variety of adjectives, Using commas in lists,
Conjunctions – coordination and subordination, Creating plurals, Expanded noun phrases,
Using a range of sentences – statements, commands, questions and exclamations,
Forming the past tense.
Addition & subtraction, Multiplication, Time, Number bonds, Ordering numbers, Odd and even
numbers, Doubles, Shape, Measuring and Weight, Direction and Position, Fractions and Greater
than/less than
Times Table Focus – 2 and 5 times tables
Art and DT
History
I can design a purposeful product and evaluate my own ideas.
I can design a purposeful product selecting a range of tools and evaluate my own ideas.
I can create a mechanism based on a design criteria
I can model and communicate my ideas using a wide range of materials and components
(construction materials, textiles, and ingredients)
I can ask questions about the past
I can answer questions about the past by looking at historical sources.
I can tell you about a time before I was born.
I can understand some of the ways in which we find out about the past and identify different ways in
which it is represented.
I know about events beyond living memory that are significant nationally or globally
I can ask and answer questions choosing and using parts of stories and other sources to show that I
know and understand key features of events
I know where the people and events I study fit within a chronological framework
I know about key events
I can use a wide vocabulary of everyday historical terms
I can compare similar and different aspects of life in different periods
I know about events of local importance
Gymnastics
PE
To develop the skills of jumping with different
shapes
To develop the basic skills of travelling on
hands and feet.
To develop the skill of balancing on different
body parts.
To develop the basic skills of rolling.
To link actions of movement together to
create a simple sequence.
To develop the basic skills of travelling,
balancing, jumping and rolling.
To link actions of movement together to
create a simple sequence.
To adapt a sequence of moves to apparatus.
Squash
To develop the skill of throwing underarm
To develop the skill of catching
To develop the skill of side gallop
To apply the skill of throwing underarm with
accuracy
To know the ready position and how to hold a bat
To develop the skill of striking a ball
To develop simple tactics
To apply striking a ball and tactics in a simple team
game
My emotions
PSHCE
Science
ICT
P4C
I can explain a variety of different emotions I
might feel.
I can tell what various emotions are like and
how they affect me.
I can say who I can share my emotions with.
Managing risk and change
I can take risks and explain how it makes me feel.
I can tell someone my address and phone number
and understand when I might need to give it to
someone.
I can make different friendships within my peer
group.
I can explain how my responsibilities change as I
grow older
I can talk about what it is like to lose something.
I know the difference between herbivores, carnivores and omnivores.
I can use different sources of information.
I can justify my predications.
I can identify that most living things live in habitats to which they are suited.
I can explain how different habitats provide for the different needs of plants and animals and how
they depend on each other.
I know that I should never give out my personal details online without my parents’ or teacher’s
permission.
I am beginning to identify the characteristics of people that are trust worthy and who can help me
make positive choices to keep me safe.
I can identify situations in which it is wise to turn to a trusted adult for help.
I understand that my emotions can be a powerful tool to help me assess unsafe situations.
I can identify some of the physical sensations that alert me to unsafe situations
I understand the importance of checking with an adult before participating in the online environment.
I feel encouraged to be open about my online experiences with a trusted adult.
I am beginning to understand the feelings of someone who is teased or bullied.
I am beginning understand that passwords can help protect computer files and information.
I am beginning understand that a file called a virus can make a computer stop working but parents
and caregivers can help prevent this.
I can ask philosophical questions
I can ask my peers questions
I can challenge my peers on their opinion
I can agree/disagree with my peers
I can answer a question and give my reasons why