Year 2 Autumn 1: The Place Where I Live - Year 2 Autumn 1: The Place Where I Live History Key...

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Transcript of Year 2 Autumn 1: The Place Where I Live - Year 2 Autumn 1: The Place Where I Live History Key...

  • Year 2 Autumn 1: The Place Where I Live

    Theme Overview

    Lead Subjects Additional Subjects English

    History

    Geography

    Art and Design

    Music

    Mathematics

    PSHE

    Computing

    Letters to/from characters

    Innovated narrative based on a model

    Non-chronological report

    Poem based on a model; review of a themed poem

    Visits Visitors Experiences Events

    Getting Started

    Be Curious Be Knowledgeable Be Adventurous Be Ambitious Be Creative Be Collaborative Be Reflective Be Positive

    Engage in first-

    hand experiences

    Embrace

    experiences which

    are remarkable to

    the individual

    Invoke a sense of

    awe and wonder

    Develop an

    appreciation of and

    responsibility for

    the environment

    Engage in multi -

    sensory learning Experience

    contrasts

    (polluted/unspoilt,

    light/dark,

    urban/rural,

    loud/quiet)

    Secure strong

    Literacy/Numeracy

    Skills

    Develop subject

    specific language

    Manage, receive,

    record and apply

    information

    Nurture a thirst for

    knowledge

    Apply cross -

    curricular skills

    Develop Information

    processing skills

    Work within one's

    own comfort zone

    and outside it

    Work in the real world

    with first-hand

    experiences

    Work practically

    Work on a large scale

    Experience

    exhilaration, challenge

    and achievement

    Develop problem-

    solving skills

    Develop responsibility

    for one's own learning

    Link with experts

    See possibilities

    Strive for

    improvement

    Seek opportunities

    Develop an open

    outlook

    Develop a 'Growth

    Mindset'

    Develop relevant

    attributes of learning

    Choose how to use

    free time

    Developing hobbies

    and interests

    Apply skills to new

    situations

    Explore alternatives

    in problem solving

    situations

    Question 'What if...?'

    'Why not....?', etc.

    Develop creative

    thinking skills

    Work with others in

    an interactive

    learning process

    Respect the opinions

    and differences of

    others

    Value one's own

    perceptions and

    those of others

    Challenging one's

    own perceptions and

    those of others

    Work as a team

    Develop empathy

    Develop social skills

    Make lifestyle choices

    in response to

    thoughts

    Identify and use

    one's aptitudes and

    interests as a vehicle

    for learning

    Move towards the

    understanding of a

    wide range of

    feelings

    (success/failure,

    apprehension,

    anticipation)

    Develop awareness of

    individual strengths

    and areas of

    development Develop reasoning

    skills

    Listen and respond

    to advice

    Value pupil voice

    Develop self-esteem

    Be listened to

    Manage one's own

    behaviour

    Develop own

    opinions

    Secure and articulate

    preferences

    Consider one's place

    in the world

    Foster intrinsic

    motivation Develop relevant

    attributes of learning

  • Year 2 Autumn 1: The Place Where I Live

    History

    Key Learning

    Chronology Show their emerging knowledge and understanding of the past by:

    Recognising the distinction between past and present.

    Identifying some similarities and differences between their own present and aspects of the past.

    Placing a few events and objects in order by using common phrases to show the passing of time (old, new/young, days and months).

    Show their developing knowledge and understanding of the past by:

    Recognising the distinction between present and past in their own and other people's lives.

    Identifying some similarities and differences between ways of life in different periods.

    Know where some people and events fit into a chronological framework by using common words and phrases about the passing of time (before, after, a long time ago,

    past).

    Events, People and Changes To tell the difference between past and present in their own and other peoples lives by:

    Using and making simple comparisons to parts of stories, and features of events.

    Recognise that their own lives are different from the lives of people in the past by describing some of the topics, events and people that they have studied.

    Use simple stories and other sources to show that they know and understand key features of events.

    Communication To show what they know and understand about the past in different ways (speaking, role-play, drawing and writing).

    Understand historical concepts and use them to make simple connections and draw contrasts.

    Enquiry, Interpretation and Using Sources Use sources to answer simple questions about the past.

    Ask and answer questions about the past through observing and handling a range of sources, such as, objects, pictures, people talking about their past, buildings, written

    sources. Identify some of the basic ways the past can be represented. To begin to understand the reasons why people in the past acted as they did from a range of sources (pictures, plays, films, written accounts, songs, museum displays,

    stories).

  • Year 2 Autumn 1: The Place Where I Live

    History

    Creative Learning Opportunities and Outcomes

    What is the name of the place where I live?

    What is the name of the school that I go to?

    Did my home/school always look like it does today?

    What might my area/home/school have been like a long time ago?

    How can we find out about what our area/home/school was like in the past?

    What does this tell us about what life might have been like in the past?

    Was our playground like in the past?

    Maps, photos of street signs, envelopes with addresses on, school sign, examine the

    school website with 'how to find us map'.

    Pupils use photos and maps and digital maps to locate their home and school. What

    clues can help them to find the names? Is their home near the school? What else does

    the map show us (roads, fields, rivers, houses) etc. Can they show the route they take

    to school? How do they travel to school and why do they travel in such a way?

    On an envelope, write their address, but instead of a person that lives there today,

    address it to 'An interesting person from the past'. Write a letter asking them questions

    about what your house, area and school was like a long time ago (or choose a specific

    date or time).What might we want to ask them and why?

    Pupils hypothesise about what their area/home/school might have been like a long

    time ago. They write/draw in groups what it might have been like, and make some

    suggestions as to why they think that.

    Pupils become 'time detectives' and look down their imaginary time telescopes (by

    cupping their hands to make an imaginary telescope) and discuss where the best

    places would be to look for evidence. Using appropriate maps, photographs, pictures

    of people and written sources, explore relevant sources and talk about what is the

    same, different and why that might be.

    Using the questions sent to an interesting person from the past, get the pupils to

    open their envelope and read their initial questions. They become that 'Interesting

    person from the past' and they answer the questions by using the appropriate

    evidence. Pupils then imagine what it would have been like to live in the local area

    then, and describe what they liked and what they didnt like and why.

    Using photos from the past look at the school playground and how it has changed.

    What is different? Can they give reasons for this? What is the same? What is new?

  • Year 2 Autumn 1: The Place Where I Live

    History

    Creative Learning Opportunities and Outcomes (contd.)

    What games did children play in school playgrounds in the past?

    Did children use playground equipment like us a long time ago?

    Using sources such as rhymes (ring a ring of roses) games (clapping, hopscotch,

    marbles) and equipment (footballs, slides, hoops, skipping ropes etc) design a

    playground area for children in the 1950s, 60s (or when the school was built e.g.

    Victorian) with relevant games and equipment.

    Internet search for photos from playgrounds in the past.

    Using this image of children on a see-saw at Heptonstall c1920 from the David Martin

    Photography website (here), explore the picture from a hotseating perspective,

    imagining they are a character from the picture playing on this very see-saw a long

    time ago.

    Draw - 'This is a picture of me, this is what I wear and how I look.

    Draw/write - 'This is my name, this is where I live, this is what I eat, these are some of

    my favourite things, I share my home with...'

    http://dmartinhb.zenfolio.com/p854770343/h1A1D2BD7#h1a1d2bd7

  • Year 2 Autumn 1: The Place Where I Live

    Geography

    Key Learning

    Place Knowledge Small area of the United Kingdom.

    Human and Physical Geography Use basic geographical vocabulary to refer to key physical features and key human features.

    Mapping Use a range of maps (including picture maps) at different scales.

    Use vocabulary such as big