Year 2 Spring Term Curriculum

Intrepid Explorers

Successful Learners

  • As geographers we will investigate different environments and landscapes and discover new places different from ours. Drawing maps and diagrams of the many environments.
  • As historians we will find out about the people that populated the different environments around the world. Also learn about early space exploration and what people thought about it.
  • As scientists we will become astronauts. First we will look at the Moon, how humans have visited it and then look at survival in space. Looking at our solar system and their environments.
  • Then we will learn how to categorise objects into living, dead and never been alive. We will observe and record close-up observations of micro-habitats and ask questions about different habitats.
  • We then look at sources of food for the animals in different habitats.
  • As artists we will explore ideas from our imaginations and use colour and texture to create different worlds. We recreated art from different cultures and created art inspired by different habitats.

Confident Individuals


  • We will be trying to understand our personal impact on the earth and what we can do to improve situations. This will have a positive impact on our confidence in the wider world.
  • How to embrace each other’s views and thoughts in a calm and caring way

Responsible Citizens


  • Studying differing environments and the need to maintain these for future generations. How can we do this??
  • Endangered animals and considering the declining polar lands.
  • Caring for the natural environment by discussing what can be recycled.

Spiritual & Moral

  • How will we ensure that our impact on the world and the universe is a positive one for future generations.
  • Considering the habitat of animals and our responsibility to them.


  • Interview family or friends to record reactions to the lunar landing.
  • Consider any parental links to talk about different cultures and environments.

Year 2  Subject Skills

Literacy Links

Non-fiction and fiction texts about polar lands. Biographical writing, story-writing, information texts, letter writing.

Phonological knowledge and handwriting will continue to be developed throughout Year 2.


  • Read accurately words of two or more syllables that contain familiar graphemes.
  • Read words containing common suffixes.
  • Read further common exception words, noting unusual correspondences between spelling and sound and where these occur in the word.
  • Read most words quickly and accurately, without overt sounding and blending, when they have been frequently encountered.
  • Read aloud books closely matched to their improving phonic knowledge, sounding out unfamiliar words accurately, automatically and without undue hesitation.
  • Pupils will be introduced to non-fiction books that are structured in different ways
  • They will check that the text makes sense to them as they read and correcting inaccurate reading
  • answering and asking questions
  • predicting what might happen on the basis of what has been read so far
  • explain and discuss their understanding of books, poems and other material, both those that they listen to and those that they read for themselves.


  • writing for different purposes
  • consider what they are going to write before beginning by:
  • planning or saying out loud what they are going to write about
  • writing down ideas and/or key words, including new vocabulary
  • encapsulating what they want to say, sentence by sentence
  • Vary their writing to suit the purpose and reader.
  • Use the texts they have read as models for their own writing.
  • Pose questions and record these in writing, prior to reading.
  • Investigate non-fiction books/ICT texts on similar themes to show that they can give different information and present similar information in different ways.
  • Use contents pages/menus and alphabetically ordered texts, for example dictionaries, encyclopedias, indexes, directories, registers.
  • Locate definitions/explanations in dictionaries and glossaries.
  • Scan texts to find specific sections, for example key words or phrases, subheadings, and skim-read title, contents page, illustrations, chapter headings and sub-headings to speculate what a text might be about and evaluate its usefulness for the research in hand.
  • Close read text to gain information, finding the meaning of unknown words by deducing from text, asking someone, or referring to a dictionary or encyclopedia.
  • Make simple notes from non-fiction texts, for example key words and phrases, page/web references, headings, to use in subsequent writing.
  • Write simple information texts incorporating labeled pictures and diagrams, charts, lists as appropriate. Design a simple website.
  • Draw on knowledge and experience of texts in deciding and planning what and how to write.


  • Pupils will be taught to use both familiar and new punctuation correctly, including full stops, capital letters, exclamation marks, question marks, commas for lists and apostrophes for contracted forms and the possessive (singular).
  • They will learn how to use:
  • sentences with different forms: statement, question, exclamation, command
  • expanded noun phrases to describe and specify [for example, the blue butterfly]
  • the present and past tenses correctly and consistently including the progressive form
  • subordination (using when, if, that, or because) and co-ordination (using or, and, or but)
  • features of written Standard English
  • use and understand appropriate grammatical terminology when discussing their writing.

Numeracy Links

Pupils will be taught to:

  • interpret and construct simple pictograms, tally charts, block
  • diagrams and simple tables
  • ask and answer simple questions by counting the number of
  • objects in each category and sorting the categories by quantity
  • ask and answer questions about totalling and comparing categorical data
  • approach problems involving number and data presented in
  • a variety of forms in order to identify what they need to do.
  • develop flexible approaches for solving and look for ways to overcome difficulties.


Pupils will;

  • 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


The Apollo Landing and Neil Armstrong

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

They will focus on;

  • changes within living memory. Where appropriate, these should be used to reveal aspects of change in national life
  • the lives of significant individuals in the past who have contributed to national and international achievements.
  • recognise why people did things, why events happened and what happened as a result
  • identify differences between ways of life at different times
  • find out about the past from a range of sources
  • ask and answer questions about the past
  • recognise the past is represented and interpreted in different ways and give reasons for this.


Different Landscapes

Pupils will;

  • name and locate the world’s seven continents and five oceans
  • identify seasonal and daily weather patterns in the United Kingdom and the location of hot and cold areas of the world in relation to the Equator and the North and South Poles
  • use basic geographical vocabulary to refer to key physical features, including: beach, cliff, coast, forest, hill, mountain, sea, ocean, river, soil, valley, vegetation, season and weather

They will;

  • ask geographical questions
  • observe and record
  • express/use own views about people, places and environments
  • use secondary sources of information
  • identify and describe what places are like
  • recognise how places compare with other places
  • recognise how places are linked to other places in the world Latchmere School
  • make observations about where things are located and about other features in the environment
  • recognise changes in physical and human features
  • recognise changes in the environment
  • recognise how the environment may be improved and sustained


We are zoologists- Data hunt unit and We are astronauts- Programing

Pupils will;

  • understand what algorithms are; how they are implemented as programs on digital devices; and that programs execute by following precise and unambiguous instructions
  • create and debug simple programs
  • use logical reasoning to predict the behaviour of simple programs
  • use technology purposefully to create, organise, store, manipulate and retrieve digital content
  • recognise common uses of information technology beyond school
  • use technology safely and respectfully, keeping personal information private; identify where to go for help and support when they have concerns about content or contact on the internet or other online technologies.

Art/ Design and Technology

  • Record from first hand experience and imagination.
  • Try out tools and techniques including drawing.
  • Plan by suggesting what to do next as ideas develop.
  • Select tools, techniques and materials from a range selected by the teacher.
  • Assemble, join and combine materials.
  • Talk about ideas, saying what they like and dislike.
  • Identify what they could have done differently or how they could improve work in the future.


  • Design purposeful, functional, appealing products for themselves and other users based on a design criteria
  • Generate, develop, model and communicate their ideas through talking, drawing, templates, mock-ups and, where appropriate, information and communication technology


  • Select from and use a range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing]


  • Explore and evaluate a range of existing products. Evaluate their ideas and products against design criteria.

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.

PE / Games

Pupils will develop fundamental movement skills, become increasingly competent and confident and access a broad range of opportunities to extend their agility, balance and coordination, individually and with others.

They should be able to engage in competitive (both against self and against others) and co-operative physical activities, in a range of increasingly challenging situations.

Pupils will learn to:

  • master basic movements including running, jumping, throwing and catching, as well as developing balance, agility and co-ordination, and begin to apply these in a range of activities
  • participate in team games, developing simple tactics for attacking and defending
  • perform dances using simple movement patterns.

They will:

  • explore basic skills actions, and ideas with increasing understanding
  • remember and repeat simple skills and actions with increasing control and coordination
  • explore how to choose and apply skills and actions in sequence and in combination
  • vary the way they perform skills by using simple tactics and movement phrases
  • describe what they have done
  • observe, describe and copy what others’ have done
  • use what they have learnt to improve the quality and control of their work
  • how important it is to be active
  • to recognise and describe how their bodies feel during different activities

MFL Links

  • Respond to what they see and hear with short simple responses.
  • Start to express simple likes and dislikes.
  • Recognise difference in French grammar. Consider other peoples’ experiences.

Music Links

Space and around the world

Composing and singing

Pupils will be taught to:

  • use their voices expressively and creatively by singing songs and speaking chants and rhymes,
  • create musical patterns and explore, choose and organise sounds and musical ideas,
  • sing expressively,
  • play tuned and untuned instruments,
  • rehearse and perform with others,
  • explore, choose and organise sounds and musical ideas,
  • learn how musical elements can be combined within simple structures.

Year 2 Spring Term 2019 Overview