GEOGRAPHY To use simple compass directions (North, South, East and West) and locational and directional language [for example, near and far; left and right], to describe the location of features and routes on a map. To use aerial photographs and plan perspectives to recognise landmarks and basic human and physical features; devise a simple map; and use and construct basic symbols in a key. To 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. ENGLISH Speaking & Listening: *To listen and respond appropriately to adults and their peers. *To ask relevant questions to extend their understanding and knowledge. *To use relevant strategies to build their vocabulary Reading *To apply phonic knowledge and skills as the route to decode words until automatic decoding has become embedded and reading is fluent. *To read accurately by blending the sounds in words that contain the graphemes taught so far, especially recognising alternative sounds for graphemes. *To read further common exception words,. *To re-read these books to build up their fluency and confidence in word reading *To be introduced to non-fiction books that are structured in different ways. *To discuss and clarify the meanings of words, linking new meanings to known vocabulary. *To check that the text makes sense to them as they read and correct inaccurate reading. *To make inferences on the basis of what is being said and done, to answer and ask questions about what they have read, predicting what might happen on the basis of what has been read so far Writing. * To apply the spelling rules for adding suffixes (Phase 6 phonics) *To spell by segmenting spoken words into phonemes and representing these by graphemes, spelling many correctly. *To write using the features of specific genres (lists, story, instructions) *To consider what they are going to write before beginning. *To make simple additions, revisions and corrections to their writing. *To read aloud what they have written with intonation to make the meaning clear. Handwriting. *To form lower-case letters of the correct size relative to one another. *To start using some of the diagonal and horizontal strokes needed to join letters *To write capital letters and digits of the correct size, orientation and relationship to one another and to lower case letters. *To use spacing between words that reflects the size of the letters. MATHS Number and place value Read and write numbers to at least 100 in numerals and in words. Identify, represent and estimate numbers using different representations, including the number line, Compare and order numbers from 0 up to 100, use and = signs. Recognise the place value of each digit in a two-digit number (tens, ones) *Use place value and number facts to solve problems. Addition and Subtraction. Recall and use addition and subtraction facts to 20 fluently. Show that addition of two numbers can be done in any order (commutative) and subtraction of one number from another cannot. Add and subtract numbers using concrete objects, pictorial representations and mentally including a 2- digit number and ones, adding three one-digit numbers. Recognise and use the inverse relationship between + and – and use this to check calculations and solve missing number problems. Solve problems with + and -, applying their knowledge of mental and written methods. Measures. Recognise and use symbols for pounds (£) and pence (p), combine amounts to make a particular value. Find different combinations of coins that equal the same amount of money. Solve simple problems in a practical context involving + and – of money of the same unit, including giving change,. Solve problems with + and -, in the context of length, weight and capacity. Shape *Identify and describe the properties of 2D shapes, including the number of sides and line symmetry in a vertical line. *Identify and describe the properties of 3D shapes, including the number of edges, vertices and faces. *Order and arrange combinations of mathematical objects in patterns and sequences. *Identify 2D shapes on the surface of 3D shapes, compare and sort common 2D and 3D shapes and everyday objects. SCIENCE Living things and their habitats. *To explore and compare the differences between things that are living, dead, and things that have never been alive. *To 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. *To identify and name a variety of plants and animals in their habitats, including microhabitats. *To 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. Working Scientifically. *To ask simple questions and recognise that they can be answered in different ways. *To observe closely, using simple equipment. *To perform simple tests. *To identify and classify. *To use their observations and ideas to suggest answers to questions. *To gather and record data to help answer questions. RE and PSHE Discovery RE Enquiry - Is it possible to be kind to everyone all of the time? *To re-tell Bible stories that show kindness *To explore how this makes Christians behave towards other people. *To remember something Jesus said or did to be kind. *To suggest ways Christians try to follow Jesus’ example of being kind. *To say why I think Christians should be kind and understand why this might sometimes be difficult. PE *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. *To participate in team games, developing simple tactics for attacking and defending. *To perform dances using simple movement patterns. FRENCH To use and respond to the spoken language. To count to 10 in French. To use and learn French greetings. ART/DT DT Design. *To design purposeful, functional, appealing products for themselves and other users based on design criteria. Make *To select from and use a range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing]. *To select from and use a wide range of materials and components, including construction materials, textiles and ingredients, according to their characteristics. Evaluate *To explore and evaluate a range of existing products. *To evaluate their ideas and products against design criteria COMPUTING *To understand what algorithms are; how they are implemented as programs on digital devices; and that programs execute by following precise and unambiguous instructions. *To create and debug simple programs. *To use logical reasoning to predict the behaviour of simple programs. *To use technology purposefully to create, organise, store, manipulate and retrieve digital content. *To recognise common uses of information technology beyond school. *To 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. Objectives for Year 2 Autumn 1 “Monster Madness!” MUSIC *To use their voices expressively and creatively by singing songs and speaking chants and rhymes. *To play tuned and untuned instruments musically. *To listen with concentration and understanding to a range of high-quality live and recorded music. *To experiment with, create, select and combine sounds using the inter-related dimensions of music.

. GEOGRAPHY * Use and follow maps. Using compass points and directional language. Direct the monster around the map. Using co-ordinates to move across a map. Studying aerial photographs, maps and plans from a bird’s eye view. To create a classroom map and complete an aerial school map. * ICT – Programming the BeeBots across a maze, Move the Remote car around the maze. ENGLISH * Reading and Writing Stories with familiar settings. Morris the mankiest monster, Monstersaurus, Monster shopping trip, monster at school, Instructions to catch a monster. ) *Using Adjectives to make our writing more interesting. Create setting and character descriptions. *Poetry – looking at rhyming patterns. Finding rhyming words and extending rhyming patterns. *Instructions – using an imperative verb at the beginning of each instruction. *Using Conjunctions to extend or explain our Instructions and shorter sentences. *Reading and listening to stories for pleasure, answering questions about what I have read, predicting what might happen next. *Trace, follow and copy handwriting letters and patterns, trying hard to keep the size consistent. ICT – Creating our own story settings, adding characters and scenery. Using word processor to create descriptive sentences. To save, retrieve and edit their own work. MATHS Greater familiarity with the 100 square layout, rows, columns, patterns, missing numbers. Place value – understanding what each digit in a number is worth (tens and ones). Arrow cards, number participation. * Counting in patterns of 2’s, 5’s and 10’s. Strategies to help with addition problems – counting on, number line, 100 square. Addition and subtractions facts to 20, use of ten frames to help visual additions. 2D and 3D shape awareness – names and properties Measures – money – learn different ways to make the same amounts, converting p amounts into £. Solve problems using + and – of money. * ICT – creating 2D shape monster pictures. Education city. RE and PSHE * What does it mean to be kind? Study the stories of the Good Samaritan and Jesus heals the paralyzed man and link to how they show kindness. Create their own kindness stories. *What makes a good friend? Create a WANTED poster for a new friend. How can you be a better friend? PE *Gymnastics – Apparatus and Sequence work. Performing repeating skills at different speeds, levels and directions. Linking actions to create their own sequences. Evaluate their work and make positive comments about others work. *Dance – Monster moves. Create a class dance with their own monster Movements and actions. ICT – record, play back and evaluate dance. FRENCH *Colours *Greetings *Numbers to 10 ART/DT Colour mixing to create their own monster. Use paint to create a blob monster, link to writing a description using adjectives. Design and make their own junk monster. Try to include moving parts. ICT - Using the computer to create art work. Create your own monster, listening to and following the instructions. Activities for Year 2 Autumn 1 “Monster Madness!” MUSIC *Using and naming instruments. *Exploring beat and rhythm. *Devising our own notations for our own compositions * ICT – Listening to and Recording our music SCIENCE *Living things and their Habitats. *Sorting objects that are alive, not alive or were once alive. * What are the characteristics of living things - MRS NERG - movement, reproduction, sensitivity, nutrition, excretion, respiration & growth. *Matching plants and animals to their habitat, name features of habitats. Create a habitat for their monster. *Animal care – how to care for pets compared to wild animals. *Explore how animal and plants depend on each other. *Study micro-habitats for mini-beasts around our school. *Complete a mini-beast hunt. *Learn about simple food chains. *IPAD - monster food, habitat clips, food chains.