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The Lonely Beast

Spring 2

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  • Using the question mark correctly
  • Developing creative responses to the text through drama and play
  • Write character descriptions
  • Use coordinating and subordinating conjunctions to join ideas
  • Editing, improving and redrafting own writing
  • Forming lower case letters of the correct size, orientation and relation to uppercase letters
  • Retell the story using a range of adverbials
  • Create a story map
  • Explore instructions
  • Follow and read instructions
  • Understand terms verbs and commands
  • Understand instructions must be complete in a certain order
  • Use punctuation actually to demarcate sentences.
  • Retell part of the story.
  • Write ideas coherently to form a simple narrative.
  • Use different types of sentences
  • Use expanded noun phrases to describe
  • Write about their own experiences
  • Use a range of strategies to spell words correctly, including the Y2 common exception words
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  • Find different combinations of coins that equal the same amounts of money

  • Recognise and use symbols for pounds (£) and pence (p); combine amounts to make a particular value
  • Solve simple problems in a practical context involving addition and subtraction of money of the same unit, including giving change
  • Find different combinations of coins that equal the same amounts of money
  • Count in multiplies of 2, 3, 5 and 10, starting at different points and counting both forwards and backwards
  • Add and subtract numbers crossing a tens boundary
  • Find pairs which total 10 and use this to add and subtract

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    Compare two sets of objects to show the difference
  • Understand that difference is one of the structures of subtraction
  • Explore the difference between numbers
  • Explore difference within data
  • Add two–digit numbers and single-digit numbers
  • Use known number facts for the numbers within ten and apply this to the addition and subtraction of a single-digit number to/from a two-digit number
  • Identify and describe the properties of 2-D and 3-D shapes
  • Compare and sort common 2-D and 3-D shapes and everyday objects
  • Identify, represent and estimate numbers using different representations, including the number line
  • Choose and use appropriate standard units to estimate and measure length/height in any direction (m/cm); mass (kg/g); temperature (°C); capacity (litres/ml) to the nearest appropriate unit, using rulers, scales, thermometers and measuring vessels
  • Compare and sequence intervals of time
  • Tell and write the time to five minutes, including quarter past/to the hour and draw the hands on a clock face to show these times
  • Know the number of minutes in an hour and the number of hours in a day
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  • Find out about and describe the basic need of animals, including humans, for survival (water, food and air)

  • Identify a habitat and explain what may live in that habitat
  • 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
  • Comparing different microhabitats investigation. Do all mini beasts like living in the same microhabitats? Does the location of the microhabitat affect which minibeast can live there?
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  • Understand what algorithms 

    are; how they are implemented as programs on digital devices; and that programs execute by following precise and unambiguous instructions
  • Create and debug simple programs
  • Use logical reasoning to predict the behaviour of simple programs
  • Use technology purposefully to create, organise, store, manipulate and retrieve digital content
  • Recognise common uses of technology beyond school
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  • Change speed and direction on a command

  • Move safely looking for spaces
  • Apply co-ordination and balance skills to basic football skills
  • Move safely & with control
  • Develop co-operation / working with others
  • Co-operate with a partner to work as a team
  • Develop co-ordination, and control of ball
  • Discuss tactics as part of a team
  • Copy and remember actions
  • Move with some control and awareness of space
  • Show contrasts (such as small/tall, straight/curved and wide/narrow)
  • Link two or more actions to make a sequence
  • Hold a position whilst balancing on different points of the body
  • Climb safely on equipment

  • Travel by rolling forwards, backwards and sideways
  • Jump in a variety of ways and land with increasing control and balance
  • Stretch and curl to develop flexibility
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  • I can make simple choices to improve my physical and emotional health
  • I have developed my vocabulary to describe my feelings to others
  • I have simple strategies to manage my feelings
  • I know that a healthy lifestyle includes being physically active, rest, healthy eating, dental health and emotional health and I can give examples of what to do to keep myself healthy
  • I know how diseases are spread and how they can be controlled and my responsibilities for own and others health
  • I am able to wash my hands properly
  • I have developed my vocabulary to describe my feelings to others
  • I have simple strategies to manage my feelings
  • I know what improves and harms the environment and about some of the ways people look after them

     
  • I know some ways to look after my environment
  • I know that people and other living things have needs and recognise my own responsibility to meet those needs
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  • Identify the location of hot and cold areas of the world in relation to the Equator and the North and South Poles
  • Identify the 7 continents and 5 oceans around the world
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  • Describe the work of notable artists, artisans and designers

  • Use repeating or overlapping shapes
  • Mimic print from the environment
  • Use objects to create prints
  • Press, roll, rub and stamp to make prints
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  • Describe some of the main festivals or celebrations of a religion.  (Easter)

  • Name some religious symbols
  • Explain the meaning of some religious symbols
  • Recognise, name and describe some religious artefacts, places and practices
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  • Explore puppets and how they have been created

  • Recognise and identify the different materials used 
  • Design products that a have clear purpose and an intended user
  • Generate, develop, model and communicate their ideas through talking, drawing and templates
  • Make products, refining the design as work progresses
  • Cut materials safely using tools provided
  • Measure and mark out to the nearest cm
  • Select from and use a range of tools and equipment to perform practical task
  • Select from and use a wide range of materials and components
  • Suggest improvements to existing designs
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  • I recognise and respond to changes in starting pitch
  • I can identify a lower or higher pitch
  • Take part in singing, accurately following the melody
  • I can walk and keep the pulse
  • I can perform core songs
  • I perform actions to the feel of the pulse
  • Recognise the beat of a song
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