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The Great Fire of London

Autumn 2

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Poetry

  • Can I enjoy reading and performing poems?
  • Can I talk about some of the features of poetry writing?
  • Can I spell verbs correctly, choosing the correct verb ending?
  • Can I group words with similar meaning?
  • Can I read and spell Y2 common exception words correctly?
  • Can I plan my own poem?
  • Can I draft my own poem based on the Great Fire of London?
  • Can I edit my spelling?
  • Can I choose the best words for my poem?
  • Can I review my poem, editing and improving as needed?
  • Can I perform my poem for others?

Recounts

  • Can I talk about the key features of a diary entry?
  • Can I use adjectives to describe the fire?
  • Can I read and spell Y2 common exception words correctly?
  • Can I add the correct suffix to the root word?
  • Can I use conjunctions to extend my sentences?
  • Can I plan my diary entry?
  • Can I write a draft of my diary entry?
  • Can I self-assess my writing?
  • Can I assess the work of my friend?

Instructions

  • Can I talk about the key features of instructions?
  • Can I use verbs to instruct?
  • Can I read and spell Y2 common exception words correctly?
  • Can I use time conjunctions to order events?
  • Can I plan my own instructions?
  • Can I draft my own instructions?
  • Can I self-assess my writing?
  • Can I assess the work of my friend?

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Multiplication and Division – 2, 5 and 10

  • To be able to understand that grouping is a way of dividing and use the division (÷) and equals (=) signs.
  • To be able to understand that sharing is a way of dividing and discover the relationship between division and multiplication.
  • To be able to use division facts for the 2, 5 and 10 times table and relate them to multiplication facts.
  • To be able to solve word problems involving division within the division facts of the 2, 5 and 10 times table.
  • To be able to recognise and understand odd and even numbers.

Time/Temperature

  • To read time to the hour.
  • To read times to show half past the hour.
  • To begin to recognise quarter past and quarter to the hour.
  • To be able to accurately read temperature in Celsius.
  • To be able to estimate temperature and read thermometers to confirm the estimate.

Length

  • To be able to measure length in metres.
  • To be able to measure length in centimetres.
  • To be able to compare and order lengths using >, < and = .
  • To be able to compare different lengths using centimetres as the unit of measure.
  • To be able to measure and compare the lengths of lines in centimetres.

Picture Graphs

  • To be able to read and interpret a picture graph with a scale of 1:1.
  • To be able to read and interpret a picture graph with confidence.
  • To be able to read and interpret a picture graph with a scale of 1:2.
  • To be able to read and interpret a picture graph with a scale of 1:5.
  • To be able to read and interpret a picture graph with a scale of 1:10.

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Uses of Everyday Materials

  • To understand that some materials can be made into different materials, by researching information.
  • To understand how materials are sorted for recycling, and the testing that is involved in some of this.
  • To know how different solids can change shape.
  • To plan an investigation around ice and melting.
  • To carry out an investigation to answer the class question about ice lollies.
  • To plan and carry out any further investigations that that children have asked questions about.

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Basic Skills

  • Create a document and save it.
  • Change the font size and colour.
  • To open my saved work.
  • Add a picture to my work.
  • Understand online risks and the age rules for sites.
  • Participate in class social media.
  • Be able to print and save my work

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Multi Skills 

  • Dance - Move with careful control and coordination.  
  • Choose movements to communicate a mood, feeling or idea.  
  • Copy and remember moves and positions.  
  • Link 2 or more actions to perform a sequence. 

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Keeping Myself Safe

  • To find out what information my children know about drugs and medicines.
  • I understand that all drugs can be harmful if not used properly.
  • I know how to ask for help when I need it.
  • I know simple rules about medicines and other substances used in the homes, including solvents and can be harmful if they are not used properly.
  • I use simple skills which will help to maintain my personal safety.
  • I can recognise and say what is right and wrong.
  • I understand that pressure to behave in an unsafe way can come from a range of people, including people I know.
  • I have an understanding of a range of risks when communicating online and I can demonstrate ways of reducing the risk to ensure I am safe online when using websites, playing games, using email/text/video chat.
  • I know the difference between secrets and surprises and understand not to keep adults secrets.

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The Great Fire of London

  • Ask questions such as: What was it like for people? What happened? How long ago?
  • Use artefacts, pictures, stories to find out about the past.
  • Place events and artefacts in order on a time line.
  • Recognise that there are reasons why people in the past acted as they did.
  • Use artefacts, pictures, stories, online sources and databases. Describe significant people from the past.
  • Label time lines with words or phrases such as: past, present, older and newer.

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UK Geography (London)

  • Name and locate the four countries and capital cities of the United Kingdom and its surrounding seas.
  • Use world maps, atlases and globes to identify the United Kingdom and its countries.
  • Name and locate the capital city of England.
  • Use maps and atlases to locate London and Scarborough.
  • Identify characteristics of London.
  • Use basic geographical vocabulary to refer to human features including city and town and physical features such as rivers.
  • Use aerial photos and plan perspectives to recognise landmarks.

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Textiles/Printing 

  • Use thick and thin brushes.   
  • Mix primary colours to make secondary.  
  • Use repeating or overlapping shapes. 
  • Mimic print from the environment (e.g. wallpapers). 
  • Press, roll, rub and stamp to make prints 
  • Join materials using glue and/or a stitch.

 

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Christmas Around the World

  • Learn the meaning of the word ‘remember’ and relate this to their own memories.
  • Find out about events and people that are special to their friends.
  • Have the opportunity to share, if they wish, how their memories make them feel in a safe environment.
  • Develop understanding of Hanukkah, a key festival in Judaism and some of the celebrations involved.
  • Notice that people celebrate different things and in different ways.
  • Children will reflect on their learning about celebrations and will have the opportunity to share this learning with others.
  • Children will ask questions and research their own questions about Christmas around the world.

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London’s Burning

 

  • Use voices expressively.
  • Rehearse and perform for others.
  • I can tap song phrases with a 4 beat rhythm ‘drive’.
  • Follow instructions on how and when to sing.
  • Identify the beat of a tune.
  • I can hear and ‘feel’ song phrases with a 4 beat rhythm ‘drive’.
  • Clap rhythms.
  • Recognise changes in dynamics, timbre and pitch.
  • I can use singing-names [solfa] to identify specific pitch relationships.
  • I can associate ‘soh’ and ‘me’ with their supporting hand signs.
  • Imitate changes in pitch.
  • Take part in singing, accurately following the melody.
  • I can listen to a specific interval between 2 levels of pitch in song.
  • I can recognise some symbols and use them to sing a phrase.
  • I can hear when the pitch changes and match it.
  • Use symbols to help with a performance.
  • Work towards creating short, rhythmic phrases. 

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