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


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 people’s 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).


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 didn’t 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?


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


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 bigger/smaller, near/far.

Know that maps give information about places in the world (where/what?).

Locate land and sea on maps.

Use large scale maps and aerial photos of the school and local area.

Recognise simple features on maps e.g. buildings, roads and fields.

Recognise landmarks and basic human features on aerial photos.

Know that symbols mean something on maps.

Fieldwork Use simple fieldwork techniques such as observation and identification to study the geography of the school and its grounds as well as the key human and physical features

of its surrounding environment.

Use cameras and audio equipment to record geographical features, Use aerial photos and plan perspectives to recognise landmarks and basic human and physical features.

Enquiry and Investigation Ask simple geographical, ‘where?’, ‘what?’, and ‘who?’ questions about the world and their environment e.g. ‘What is it like to live in this place?’

Investigate through observation and description.

Communication Speak and write about, draw, observe and describe simple geographical concepts such as what they can see where.

Interpret and create meaningful labels and symbols for a range of places both in and outside the classroom.

Use basic geographical vocabulary from the PoS.

Use maps and other images to talk about everyday life e.g. where we live, journey to school etc.


Geography

Key Learning (contd.)

ICT/Technology Use simple electronic globes/maps.

Do simple searches within specific geographic software.

Add simple labels to a digital map.

Use the zoom facility of digital maps and understand that zooming in/out means more/less detail can be seen.

Use cameras and audio equipment to record geographical features, changes, differences e.g. weather/seasons, vegetation, buildings etc.


Geography


The Place where I live (and play!)

Discussion Discuss with children where they go to play and have fun and what these places are like.

Which are built places e.g. recreation grounds, swimming pool and which are natural places e.g. woods, beach or fields?

Do they have a garden or other outside space at their home?

Where in the school grounds do they play?

Where do they go to play at the weekends or on holiday?

Activities Children draw and write about the play areas where they live then find these features on large scale maps including digital maps such as Digimap for Schools (here).

Use aerial photos (including online) of the local area to help children find and talk about outdoor play features and local landmarks.

Link these to the same features on maps.

Help children to make connections between human and physical characteristics of their landscape and the kinds of things they can do there.

They could also think about the availability and quality of local play areas and what could be improved.

Fieldwork Print off large scale maps to use outdoors.

Visit some of the places/play areas mentioned by the children in the classroom plus others that they may not be aware of.

Take photos of play areas, or potential play areas, when walking round the local area.

Discuss with children how the things we can do are linked to the kinds of features around us.

What’s special about their neighbourhood?

What would they really want to do if there was somewhere to do it?

What’s not so good about their neighbourhood?

What would children like adding to the neighbourhood to make it better?

Back in the classroom:

Annotate maps with simple labels.

Create their own simple maps or trace school to play area routes.

Add photos that they have taken to large scale digital maps of the area.

http://digimapforschools.edina.ac.uk/cosmo/home


Geography

Creative Learning Opportunities and Outcomes (contd.)

Extending the activities Plan further fieldwork to visit and evaluate local, designated play areas.

Used printed maps of the locality to mark the best/worst places.

Use this information to create a written guide and map.

Visit your local council website to see if they list and map local parks and play areas.

Plan and design a new play feature for your locality.

Use local maps to think where the new feature might go.

Look at a contrasting locality (e.g. by the sea, or in the country etc) and identify where children might go to play, and what they might do there.


Art and Design

Key Learning

Exploring and Developing Ideas Explore the work of artists, craftspeople and designers from different times and cultures for differences and similarities.

Drawing Skills Record and explore ideas from first hand observations.

Experiment with a variety of media; pencils, rubbers, crayons, pastels, felt tips, charcoal, ballpoints, chalk.

Control the types of marks made with the range of media.

Name, match and draw lines/marks from observations.

Invent new lines.

Draw on different surfaces with a range of media.

Investigate tone by drawing light/dark lines, light/dark patterns, light/dark shapes.

Investigate textures by describing, naming, rubbing, copying.

Printing Print with a range of hard and soft materials e.g. corks, pen barrels, sponge.

Make simple marks on rollers and printing palettes.

Roll printing ink over found objects to create patterns e.g. plastic mesh, stencils.

Build repeating patterns and recognise pattern in the environment.

Create simple printing blocks with press print.

Design more repetitive patterns.

Experiment with overprinting motifs and colour.

Make rubbings to collect textures and patterns.

Evaluating Review what they and others have done and say what they think and feel about it.

Identify what they might change in their current work or develop in future work.


Art and Design


Extensive drawing will help children manipulate improved images for printmaking. The children’s drawings can be developed into prints using a variety of techniques such

as ‘Quickprint’ and print using textures from found objects to represent buildings and landmarks. The BBC Learning Zone website illustrates the use of ‘Quickprint’ (here)

and exemplifies how an artist creates a cityscape monoprint using found objects with interesting and related textures (here).

Drawing Make observational drawings of the locality and school grounds; experiment with mark-making, charcoal and chalk, graphite sticks and pens on small/large-scale,

group/individual.

Make drawings of local landmarks and experiment making shades and tones in greys using chalk and charcoal, encourage smudging contrasted with detail.

Collect rubbings from surfaces then continue and extend into a drawing, or use as background to a drawing.

Make observational drawings and include wet media such as watercolour.

Printing From drawings develop a simplified printing motif of school or local area etc.

Draw simplified image onto Quickprint using a sharp pencil.

Plan and discuss ways this image could be translated or rotated and repeatedly printed.

Plan and discuss colour choices for print or background; perhaps print on a textured rubbing of a building etc.

Use rollers and printing ink to print image repeatedly; make individual and/or group prints.

Develop drawings further by producing a monoprint of local area; start to collect and sort textures and shapes which can be used to print as seen in class clip.

Use printing rollers to ink up sides and edges of objects and textures from which to print and build up an image of ‘The Place Where I Live’.

When dry, work into print with pastel or watercolours if desired.

Evaluating Give children time to evaluate their work and that of others, describe what they like or might change next time, what materials they preferred using, what advice they may

give another artist.

Give children the opportunity to make their own video to explain their learning and help other groups in school to use similar printmaking techniques with their own set of

instructions and advice and further possibilities for the media of printmaking.

http://www.bbc.co.uk/learningzone/clips/7733.html

http://www.bbc.co.uk/learningzone/clips/7748.html


Music

Key Learning

To understand that sound and music is used for different and specific purposes.

To explore, choose and organise sounds and be able to describe them using signs and symbols.

To use our voices expressively through singing and chanting.

To explore sounds that we can make using our bodies and express our feelings through movement.

To play unturned musical instruments and explore how the musical instruments can be used to make music expressive.

To create musical patterns, rehearse and perform with others and make improvements to our own work.

Performing Use their voices expressively and creatively by singing and speaking chants and rhymes.

Play tuned and unturned instruments musically.

Listening Listen with concentration to a range of high quality live and recorded music.

Creating Experiment with, create, select and combine sounds using the interrelated dimensions of music.


Music


Exploring sounds around us Go on a sound walk, listen to and record sounds around us and what they mean.

Listen to some music for various purposes – suggest what music is used for and why.

Exploring sounds in the weather Listen to recordings of weather sounds – Espresso education resources Music 2 Sound Gallery.

Use pre-set sounds on computer equipment to enhance a story.

Record sounds and make a composition using non-standard symbols.

Explore animal sounds Listen to and discuss animals sound using basic musical vocabulary.

Learn some songs and chants that incorporate animal sounds and use their voices expressively – Lancashire Music Service Interactive - Animals topic and Sounds Topic in

Core Curriculum and Song Centre.

Exploring sounds we can make with our bodies Work in small groups sharing their animal ideas from a previous lesson.

Think about how they can make other noises using their bodies - children represent different animals through movement and dance.

Exploring sounds we can make with untuned instruments Use untuned instruments and explore the elements of music through a range of activities – exciting rhythms, fast rhythms.

Explore how the way instruments are played will affect the way they sound.

Making junk instruments Choose between making a rhythmic instrument; an instrument for dance; and a melodic instrument.

Make musical patterns and short compositions with their instruments (can include electronic instruments i.e. iPads/computers.

Perform their compositions and think about how they can improve their work.

Resources Audio Network via the Lancashire Grid for Learning (here). Music examples to support this unit of work.

Spotify - an online music streaming service that can access any genre of music.

Espresso education - curriculum support materials for music – explore via Espresso staffroom area.

Sound search engine - www.soungle.com for a broad range of free sound effects.

http://www.lancsngfl.ac.uk/


Additional Curriculum Links

Subject Key Learning Creative Learning Opportunities and Outcomes

Mathematics Number - number and place value Read and write numbers to at least 100 in numerals and in words.

Recognise the place value of each digit in a two-digit number (tens,

ones).

Identify, represent and estimate numbers using different representations,

including the number line.

Compare and order numbers from 0 up to 100; use <, > and = signs.

Describe and extend simple sequences involving counting on or back in

different steps (including odd and even numbers).

Geometry - position and direction Use mathematical vocabulary to describe direction and movement.

Statistics Interpret and construct simple pictograms, tally charts, block diagrams

and simple tables.

Ask and answer questions by counting the number of objects in each

category and sorting the categories by quantity.

Ask and answer questions about totalling/comparing categorical data.

Geometry – properties of shapes Identify and describe the properties of 2-d shapes, including the number

of sides and line symmetry in a vertical line.

Identify and describe the properties of 3-d shapes, including the number

of edges, vertices and faces.

Number – number and place value Count in steps of 2, 3, and 5 from 0, and in tens from any number,

forward and backward.

Read and write numbers to at least 100 in numerals and in words.

Describe and extend simple sequences involving counting on or back in

different steps.

Children to think of their house/flat number. Can they write it in numerals

and words and represent their house number in different ways, e.g. using

base 10/straws? Is their house number odd/even; a multiple of 2, 5 or 10?

Do they know anything else about their house number? Compare it with the

other house numbers in their group. Order them from least to greatest for

their table group/whole class and then position them on a number line. Sort

all the house numbers, in different ways. What do they notice when they

look at house numbers in the environment? Can they make an ‘odd and

even’ street? What patterns do they notice?

Children to describe their journey to school and notice the directions they

take, for example when they turn right, left or carry straight on. Can they

estimate how far their journey is? How could they find out? How do they

travel to school: walk, bike, car, bus, taxi? How do other children travel to

school? Do a class/school survey. What transport passes the school gate?

Link to the history learning opportunity and compare this information with

how people travelled in the past.

Take the children on a maths trail around their school or the local area.

What shapes can the children see? How do these compare with any old

photographs of their home or school? What are the similarities and

differences? Which are the most common shapes? Why do you think this is?

Linked to the history learning opportunity on comparison of playgrounds in

the past and present. Which games involve counting? What counting

rules/patterns do they follow, e.g. counting forwards/backwards in ones,

twos, fives, tens. Investigate skipping rhymes, for example 2, 4, 6, 8 who do

we appreciate? Children to ask their parents/grandparents about rhymes

that they know. Produce a class counting rhyme book.


Additional Curriculum Links

Subject Key Learning Creative Learning Opportunities and Outcomes

PSHE Begin to understand about being safe.

Have an awareness of which adults they can trust and who to go to for

help if they feel unsafe.

As pupils begin to understand about the community in which they live and

the ‘geography’ of it they need to begin to understand about being safe.

Read ‘Alfie gets in first’ and talk about getting locked in/out and who might

be able to help. An opportunity may arise to discuss family life and how

parents keep them safe in the place where they live.

Talk about who might be in their ‘networks’ (Use a protective behaviours

approach - do not talk about stranger danger).

Computing Create, Manage and Manipulate Digital Content

Sound

Skills Explore a range of electronic music and sound devices and software. Be able to listen to and to select a sound from a bank of pre-recorded

sounds.

Use sound recorders, both at and away from the computer, to record and

playback sounds e.g. voices, instruments, environmental sounds. Use software to explore and create sound and musical phrases for a

purpose. Use basic editing tools to change recorded sounds (speed up, slow

down, reverse, echo) to alter the mood or atmosphere.

Use recorded sound files in other software applications.

Be able to save sound files.

Be able to share recordings with a known audience.

Knowledge Be aware that sound can be recorded and stored on the

computer as a sound file.

Understand that most devices have stop, record and playback functions.

Start to understand that content needs to be changed according

to the audience. Understand how the mood of a piece can easily be changed

through use of text, graphics and sound.

Sound projects can be incorporated into almost any topic. In this topic

teachers have the opportunity to link this work to a local music, history and

geography activities. For example in geography, portable sound recorders or

microphones could be used to support the recording of observations during

simple fieldwork looking at the geography of the school.

There are many ways that audio files can be created and saved. Schools

need to look at the resources that they already have to support these

activities. Pupils may already have experience of using microphones

attached to the computer or portable ones. Schools may also have mp3

recorders that can be used. These types of device allow pupils to make and

record their own music, stories or interviews. The pupils need to explore the

devices so they know how to stop, pause, record and retrieve the audio files.

Audio editing software such as audacity would allow pupils to edit

manipulate audio clips further. Audio can also be incorporated into other

authoring tools such as Microsoft Photostory, Microsoft PowerPoint, Apple

Keynote or Textease Studio CT.

Software such as Microsoft Songsmith (this can be downloaded by schools

for free) provides great opportunities for pupils to make songs about any

topic. They have the opportunity to think about different styles of music and

other the songs tempo and mood. They can also spend time to write their

lyrics or rap to fit with their chosen music.

Free audio files from various can be obtained from media libraries such as

Wikimedia Commons.


English

Key Learning

Unit Stories with Familiar Settings Non-Chronological Reports Poems on a Theme

Outcome

Letters to/from characters.

Innovated narrative based on a model.

Non-chronological report linked to an aspect of

the local area presented as an information

poster/booklet/ICT outcome.

Poem based on a model.

Review of a themed poem(s).

Possible

Duration

3-4 weeks. 2-3 weeks. 1-2 weeks.

Key

Learning

Reading

Apply phonic knowledge and skills to read

words until automatic decoding has become

embedded and reading is fluent.

Listen to a range of texts at a level beyond that

at which they can read independently including

stories.

Sequence and discuss the main events in stories.

Identify, discuss and collect favourite words and

phrases.

Make predictions using evidence from the text.

Demonstrate understanding of texts by asking

and answering questions related to who, what,

where, when, why, how.

Make inferences about characters and events

using evidence from the text e.g. what is a

character thinking, saying and feeling?

Read accurately by blending the sounds in

words, especially recognising alternative sounds

for graphemes.

Read a range of non-fiction texts including

information, explanations, instructions, recounts,

reports.

Discussing how specific information is organised

within a non-fiction text e.g. text boxes, sub-

headings, contents, bullet points, glossary,

diagrams.

Activating prior knowledge and raising

questions e.g. What do we know? What do we

want to know? What have we learned?

Demonstrating understanding of texts by asking

and answering questions related to who, what,

where, when, why, how.

Listen to a range of poems at a level beyond

that at which they can read independently.

Learn and recite poems using appropriate

intonation.

Use tone and intonation when reading aloud.

Participate in discussion about what is read to

them, take turns and listen to what others say.

Make contributions in whole class and group

discussion.

Listen and respond to contributions from

others.

Make personal reading choices and explain

reasons for choices.


English

Key Learning (contd.)

Key

Learning

Writing

Use subordination for time using the word

‘when’.

Select, generate and effectively use nouns.

Plan and discuss what to write about e.g. story

mapping, collecting new vocabulary, key words

and ideas.

Use specific text type features to write for a

range of audiences and purposes e.g. letters and

narrative.

Learn new ways of spelling phonemes for which

one or more spellings are already known.

Form lower-case letters of the correct size

relative to one another.

Use sentences with different forms: statement,

question, exclamation.

Use subordination for reason with ‘because/so’.

Plan and discuss what to write about e.g. text

mapping, collecting new vocabulary, key words

and ideas.

Use specific text type features to write for a

range of audiences and purposes e.g. to inform.

Proofread to check for errors in spelling,

grammar and punctuation.

Select, generate and effectively use adjectives.

Write simple poems based on models.

Edit and improve their own writing in relation to

audience and purpose.

Suggested

Texts

The Jolly Postman by Janet and Allan Ahlberg.

Katie Morag by Mairi Hedderwick.

The Pirates Next Door by Jonny Duddle.

Range of non-chronological report texts,

including ICT.

Poems linked to schools, families or other

familiar settings.


English

Stories with Familiar Settings - Creative Learning Opportunities and Outcomes

Creating interest Use a box of surprises. Pull out items linked to the text and encourage the children to think about whom they belong to.

Play a sound clip or show an image which links to the place where the story is set. Predict who the text will be about

and where it is set.

Learning outcomes Children will be able to identify what they can

see and hear, and make predictions about the

text to be read.

Reading

Grammar: - Warm ups throughout the reading phase – focus on subordination using the time word ‘when’.

Reading and responding Read the text, stopping at certain points for the children to make predictions orally. Record predictions on sticky notes.

Use mini question hands to generate orally who, what, where, when and how questions. Use talk partners to answer.

Model how to write a good question. Children write their own.

During shared reading, model and involve children in practicing word building and blending. Re read to practise speedy

word reading.

Use drama techniques to explore characters in more detail. e.g. hot seating, magic mirror, magic microphone. Link to a

short writing opportunity e.g. postcard from the main character to another.

Identify new, unfamiliar or exciting words/phrases from the text. Check meanings using dictionaries. Create a word

bank.

Develop character circles (write around each character all they have learnt about them so far) and add to them as they

learn more about them.

Read other stories with the similar settings independently at their own level.

Sequence parts of the story using a storyboard with images from the text. Write under each image what is happening.

Use drama techniques to explore what characters might be thinking, saying and feeling; record in bubbles.

Reading and analysing Teach children the story via oral storytelling. Modify the text, if necessary, so it is suitable for learning.

Use story maps, images, props and key vocabulary to support re-telling orally e.g. in the beginning, after that, a bit later.

Create a checklist of features e.g. two characters, setting, events, time connectives.

Learning outcomes

Children will be able to identify characters,

settings and plots.

Children will be able to infer character

thoughts and feelings.

Children will be able to draw on their

knowledge of the story an use inference to

respond in role as a character.

Children will be able to make predictions.

Children will be able to sequence the story.

Children will be able to re-tell a story orally.

Children will know and understand the

features of a simple narrative text.

Gathering content

Grammar - Warm ups throughout the gathering content phase – focus on subordination using the time word ‘when’.

Using the whole class story map, innovate by changing the setting to the place where they live. Some children may

innovate the characters or ending also.

Prepare new story maps in groups or individually with new setting/ending/characters.

Orally rehearse new stories several times to embed the pattern of narrative.

Learning outcomes

Children will be able to create own story

maps/plans with events in order.

Children will be able to orally re-tell their story.


English

Stories with Familiar Settings - Creative Learning Opportunities and Outcomes (contd.)

Writing Using the innovated story map, use shared writing techniques to model a section at a time with the children. Focus on

skills – subordination using the word ‘when’.

Children follow the modelling each day from the whole class focus and/or use their own plan to inform writing.

Use AFL, marking and feedback to adjust shared writing focus daily.

Learning outcomes Children will be able to construct their own

short narrative, based on a model, which

includes:

- subordination using the word ‘when’.

- effective use of nouns.

Outcome Innovated short story based on a model.

Presentation Present narrative to an audience using oral re-telling e.g. class assembly.

Share the completed narrative with peer/s to enjoy.

Publish narrative in a small booklet or on display.


English

Non-Chronological Reports - Creative Learning Opportunities and Outcomes

Creating interest Show an image, object, film clip or sound clip to promote interest in the text selected.

Activate prior knowledge - What do you know already about the chosen subject? (Discussion).

Introduce and discuss key vocabulary.

Learning outcomes Children will be able to identify the

information presented via different media and

develop key vocabulary.

Reading

Grammar: Warm ups throughout the reading phase – focus on subordination for reason using because and so.

Reading and responding Read a quality non-chronological text linked to theme. Stop, build and blend words with alternate graphemes linked to

phonic phase, whilst reading the text.

Model reading text in any order.

Generate key questions about what you want to know about the topic of the text being read? Children generate own

key questions and write on sticky notes or sentence strips. Display on a class KWL grid.

Match pictures/statements to work out which picture is matched with which heading, caption and information. Label.

Write simple facts in sentences to record the information found out so far.

Demonstrate to the children how an ICT text can also be used to locate information e.g. Yahooligans, National

Geographic. Discuss text features. Introduce idea of NOT reading a text in a linear way. Discuss hyperlinks. Look at

similarities and differences with printed text.

Whilst reading, use key questions generated to structure responses. Use talk partners/get up and go - to ask and

answer questions then record in writing.

Demonstrate how to use a non-fiction text to locate answers e.g. appropriate text, contents page, index.

Children read differentiated non-fiction texts in groups and pairs with key questions to challenge their ability to find the

appropriate information and record in writing.

Reading and analysing Box-up a non-chronological report, modelling the creation of a planning and writing frame e.g. heading, two or three

sections, picture, caption and fascinating facts box. Create a simple whole class checklist of features to include in our non-chronological report e.g. headings, questions,

information, facts, captions, pictures.

Learning outcomes

Children will be able to read and identify key

facts.

Children will be able to gather information

from a range of sources, asking and answering

questions e.g. film, ICT texts, books and

information exchange with others.

Children will be able to identify a simple

structure and features of a non-chronological

report


English

Non-Chronological Reports - Creative Learning Opportunities and Outcomes (contd.)

Gathering content

Grammar: Warm ups throughout the gathering content phase - focus on subordination for reason using because, so.

Decide on specific content which needs to be gathered to write a non-chronological report and introduce this to

children.

Generate and provide new key questions to be answered; discuss and display.

Explore a mixture of sound files, film clips, information fact cards and whole class text/s to provide the content needed

to answer key questions and gather information for writing.

If appropriate, use a visit or visitor to provide content and information.

Model gathering the information – use prepared photographs and images to support each aspect.

Children to write key facts found out on sticky notes; display these.

Model organising key facts on sticky notes into a whole class non-chronological layout.

Learning outcomes

Children will be able to gather information

from a variety of sources.

Children will be able to identify where

information should be placed within a non-

chronological structure.

Writing Using the innovated story map, use shared writing techniques to model a section at a time with the children. Focus on

skills – subordination using the words because and so.

Children follow the modelling each day from the whole class focus and/or use their own plan to inform writing.


Model checking spelling, grammar and punctuation of own work.

Learning outcomes Children will be able to construct their own

non-chronological report which includes:

- subordination using because and so.

- different forms of sentence – statements,

questions and exclamations.

Outcome Non-chronological report in the form of an information poster or booklet, linked to an aspect of the local area, e.g. the church, the school, the park.

Presentation Publish a poster or booklet for display and/or to share in class.

Use ICT to publish some or all of the information.

Prepare a spoken presentation to present outcome and record with ICT e.g. iPad, flip camera. Children can evaluate and improve if necessary.


English

Poems on a Theme - Creative Learning Opportunities and Outcomes

Creating interest Perform a poem with a familiar theme (e.g. school) to the children and ask them to listen and spot what the poem is

about - guess the theme. Repeat, asking the children to join in where appropriate.

Learning outcomes Children will be able to understand what a

poem is about and join in with saying a poem.

Reading

Grammar: Warm ups throughout the reading phase – focus on adjectives.

Reading and responding Model reading a different poem with the children, encouraging good listening skills.

Let the children listen to someone else i.e. visiting poet, or recorded versions.

Pass a signifier round for the children to hold. Whilst holding it they must state what they liked/disliked about the poem

and make general points. Other children listen and respond.

Use Book Talk to explore responses.

Selection of poetry books within reading area available for children to access independently.

Reading and analysing Pick out key adjectives from the original poem and then working in pairs children play adjective spotters on other

poems on the same theme. Create a word bank.

Discuss the format of the selected poem to innovate.

Choose a poem from the theme for the children to learn off by heart. Map it out and, using props/actions to enhance

learning, recite to each other.

Learning outcomes

Children will be able to listen to a range of

poems.

Children will be able to state preferences.

Children will be able to read poetry using

decoding skills.

Children will be able to recite a familiar poem

on a theme.

Children will be able to identify interesting

adjectives used within a poem.

Children will be able to identify the features of

their chosen poem.

Gathering content

Grammar: Warm ups throughout the gathering content phase – focus on adjectives.

Select words about the chosen theme.

Discuss with a partner using mini microphones what they can see and hear in this setting and what happens there.

Begin to add to adjectives to a word bank (improve using a thesaurus).

Continue with further examples and then select which new words we will put into our poem – place these on a specific

part of the display.

Learning outcomes

Children will be able to select and generate

interesting adjectives for their poem.

Children will be able to make vocabulary

choices to gather content for a new poem.


English

Poems on a Theme - Creative Learning Opportunities and Outcomes (contd.)

Writing Using the whole class poetry frame, use shared writing techniques to model with the children. Focus on skills – effective

use of adjectives.

Children may need poetry frame scaffolds and word banks to support independent writing.


Edit the poem in relation to audience (Keep reading out loud to check for sense and identify improvements needed).

Learning outcomes Children will be able to create their own poem

based on a model, which includes:

- effective use of adjectives.

- careful selection of vocabulary.

Outcome Innovated poem based on a theme.

Presentation Publish a poem and make a whole class book to place in reading area or in library.

Poetry on a postcard – present your poem on a postcard and send it to family/friend.

Upload a poem to the Perform a poem website (here).

Perform the poem in a school assembly.

http://performapoem.lgfl.org.uk/

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

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