MTP Year 2 Term 6
English Maths
In English we will be learning... Magic Finger
We will be using a range of co-ordination conjunctions, looking and using a variety of modal verbs. Using rhetorical
questions to engage readers. Recapping on using commas in a list.
Big Write: diary entry and persuasive letter
Grace and Family
Setting and character descriptions We will be focussing on character and setting descriptions by using a role on the wall and large pictures of Africa to describe. Scribe ideas about Grace’s inner thoughts inside her role on the wall, using a different coloured pen to track the children’s growing knowledge and changing opinions of Grace. We will be looking at apostrophes for omission and possession.
Looking at the use of questions.
Looking at emotive language in the story. Emotions/feeling thermometer. Using expanded noun phrases.
Big Writes: Postcard from Grace to Dad and Mum. Diary entry. Write story about own family.
Information
Focussing on the features of Africa and what we already know from the story, we will create an information text about Gambia. We will be looking at conjunctions to extend. We will be looking at and composing
statements, exclamations and commands. Creating our own labels and captions for pictures of Africa.
Big Write: Leaflet on Gambia
In Maths we will be learning... Four Operations
We will be learning to solve length, mass, capacity and money questions using the 4 operations. We will be extending our learning to 2 step word problems.
Fractions
In Fractions, we will be learning to recognise equivalent fractions, placing fractions on a number line, counting in fractions and learning how to use the bar model to represent
fractions. Statistics
In Statistics, we will be learning how to read and interpret a simple key to answer questions about categorical data, reading a variety of scales on a graph and sorting objects using more than one criteria using Caroll and Venn diagrams.
Geometry
In Geometry, we will be learning to control movements and describing movements in terms of right angles for turns.
Weekly IT lesson Learning Journey
Week 2 Where have we seen information technology at home?
Week 3 Where have we seen information technology in the world?
Week 4 How does information technology improve our world?
Week 5 Demonstrate safe use of information technology
Week 6 Carousel – best of the rest
Learning journey RE (blocked over
a week)
Christian rites of passage We will be learning... What a rite of passage is
What baptism means, what it involves Why a Baptism is important to Christians.
We will be reading the brief story of Jesus’ baptism and discussing why Christians are baptised.
Looking at what happens at a baptism ceremony and the symbols associated with baptism.
We will also be exploring a Christian marriage ceremony.
What a marriage is and why is it a rite of passage in the Christian religion.
We will be sharing our experiences and ideas of marriages. the traditions involved.
What do Sikhs believe? We will be learning...
What Sikhs believe in and when Sikhism started.
We will be reading the story of Guru Nanak and exploring the word Sikh and Guru.
Looking at how all religions have core beliefs and that these beliefs are like rules that people choose to live their lives by. What does it mean to be equal? What are rights and responsibilities?
Why meditation is important to Sikhs.
Why meditation helps Sikhs to think about God. Learning journey
PSHE We will be preparing children for the transition into their new year group/class. We will be creating a variety of transition activities for Year 2 around the book ‘The Dot.’ Children will be asked a range of questions based around this text to encourage them to develop a growth mindset, resilience, understanding of feelings/ emotions and relationships. Questions we will include will be;
Vashti says that she can’t draw. Has there ever been a time when you thought that you couldn’t do something? How did you overcome it? How did your teacher help you?
How can you help others when they don’t believe that they can do something?
Look at the illustrations. How is Vashti feeling in each picture? How can you tell?
This book is dedicated to the author’s teacher who dared him to make his mark. How could you ‘make your mark’?
What happens to Vashti when she starts to believe that she can draw?
We will be drawing on our own experiences and how we have overcome different situations.
We will also be exploring the artist Vance Kirkland and his painting: Blue Mysteries Near the Sun, No. 4. We will base this around the children's feelings and the feeling of the unknown. Vance Kirkland had once said “I think it is the unknown things that fascinated me.” Science
Animals including humans
Identify and name a variety of common animals that are birds, fish, amphibians, reptiles and mammals
Identify and name a variety of common animals that are carnivores, herbivores and omnivores.
Describe and compare the structure of a variety of common animals (birds, fish, amphibians, reptiles and mammals, and including pets).
Identify, name draw and label the basic parts of the human body and say which parts of the body is associated with each sense.
Notice that animals, including humans, have offspring which grow into adults Plants
Identify and name a variety of common plants, including garden plants, wild plants and trees, and those classified as deciduous and evergreen
Identify and describe the basic structure of a variety of common plants including roots, stem/trunk, leaves and flowers.
Everyday Materials
Distinguish between an object and the material from which it is made. Identify and name a variety of everyday materials, including wood, plastic,
glass, water and rock.
Describe the simple physical properties of a variety of everyday materials. Compare and group together a variety of everyday materials on the basis of
their physical properties.
Big Question Animals - What came first, the chicken or the egg? Plants – Would a plant or tree grow in Antartica?
Materials – Would you rather wear an outfit which is flexible and warm or waterproof and firm?
Entry Point (Hook) Animals – Baby pictures, can we match up the pictures. Plants – Plant the sunflower seeds
Materials – Complaints to a toy company – the cars don’t go down the ramp well.
Key skills To be able to pose simple scientific questions.
To be able, with help, to conduct scientific investigations. To be able to use simple equipment.
To be able to identify different ways of finding out about scientific issues.
To be able, with help, to gather information from simple texts. To be able to gather and record data to help answer questions.
Key knowledge I know that animals are classified into groups called reptiles, mammals, birds, fish and amphibians.
I know the name of some common reptiles, mammals, birds, fish and amphibians.
I know what a carnivore, herbivore and omnivore are.
I know the name of some animals that are carnivores, herbivores and omnivores.
I know the position and name of the basic body parts and which body parts are associated with each of the senses.
I know that animals have offspring that grow into adults. I know the names of a variety of common trees and plants. I know the names of some evergreen and deciduous trees. I know the names of the parts of a tree and plant (roots, branch, trunk, stalk, leaf, flower, petal, seeds, bulbs and twigs).
I know what material an object is made from.
I know the properties of everyday materials. (glass, wood, plastic, rock)
Cultural capital Explore key scientists in the field of plants: Barbara McClintock (1902 – 1992)
Joseph Banks (1743 – 1820) Gregor Mendel (1822 -1884) Carl Linnaeus (1707 – 1778) George Forrest (1873 – 1932)
Carl Linnaeus (1707-1778) - The inventor of modern scientific classification.
Amy Vedder (1951 -) – Wildlife biologist and conservationist Key scientists for materials:
John Boyd Dunlop (1840 – 1921) Charles Macintosh (176 – 1843) John McAdam (1756 – 1836)
Learning Journey Key Skills to be covered Week 1 1) Big Question – What came first
the chicken, or the egg?
Hook – can we work out who the baby pictures are? What do you notice? Talk about how we grow and some features may stay the same but we may look very different too. Photo sheet.
2) Linked to yesterday, I know that animals have offspring that grow into adults.
3) Body parts.. Labelling body parts.
1) To be able to gather and record data to help answer questions. To be able to identify different ways of finding out about scientific issues. To be able to gather and record data to help answer questions
2) To be able to identify different ways of finding out about scientific issues.
To be able, with help, to gather information from simple texts. 3) To be able to pose simple scientific questions.
I know the position and name of the basic body parts and which body parts are associated with each of the senses.
To be able, with help, to conduct scientific investigations.
To be able to use simple equipment. To be able to gather and record data to help answer questions.
Week 2 1) Linked to last week, investigation into senses. I know the position and name of the basic body parts and which body parts are associated with each of the senses. Photo sheet. 2) I know that animals are classified into groups called reptiles,
mammals, birds, fish and
amphibians. Carl Linnaeus (1707-1778) - The inventor of modern scientific classification.
I know the name of some common reptiles, mammals, birds, fish and amphibians.
3) I know what a carnivore, herbivore and omnivore are. I know the name of some animals that are carnivores, herbivores and omnivores.
- Amy Vedder (1951 -) – Wildlife biologist and conservationist
1) To be able to gather and record data to help answer questions. To be able to identify different ways of finding out about scientific issues. To be able to gather and record data to help answer questions
2) To be able to identify different ways of finding out about scientific issues.
To be able, with help, to gather information from simple texts. 3) To be able to identify different ways of finding out about scientific issues.
To be able, with help, to gather information from simple texts.
Week 3 1) I know the names of the parts of a tree and plant (roots, branch, trunk, stalk, leaf, flower, petal, seeds, bulbs and twigs).
2) I know the names of a variety of common trees and plants.
I know the names of some evergreen and deciduous trees. 3) Trip out to explore trees in the local area.
Photo sheet
- Explore key scientists in the field of plants:
- Barbara McClintock (1902 – 1992)
- Joseph Banks (1743 – 1820)
1) To be able, with help, to gather information from simple texts. To be able to gather and record data to help answer questions.
To be able, with help, to conduct scientific investigations.
2) To be able to pose simple scientific questions.
To be able to use simple equipment. 3) To be able to identify different ways of finding out about scientific issues.
- Gregor Mendel (1822 -1884) - Carl Linnaeus (1707 – 1778) - George Forrest (1873 – 1932) Week 4
1) Investigation - I know what material an object is made from. I know the properties of everyday materials. (glass, wood, plastic, rock) Photo Sheet
2) Investigation – changing of shape focussing on bending, twisting, squishing and stretching. Photo Sheet
3) Investigation - beach walk? Collect materials. What should be there? What shouldn’t? Sort the materials into material groups. Link to recycling. Photo sheet.
John Boyd Dunlop (1840 – 1921) Charles Macintosh (176 – 1843) John McAdam (1756 – 1836
1, 2, 3) To be able to pose simple scientific questions.
To be able, with help, to conduct scientific investigations.
To be able to use simple equipment. To be able to identify different ways of finding out about scientific issues. To be able to gather and record data to help answer questions.
