National Curriculum Non Core Subjects Year 2 Knowledge

National Curriculum- Non Core Subjects Year 2

Knowledge History N/A History Geography Art DT Computing Science PSHE RE Music Kenya Weather Similarities and differences. Where it is in the World. Geography Continents and oceans. Landscapes Explore colour and texture (African Art) African patterns, Bracelets, masks, water pots African Jewellery African food We are Researchers Young Gardeners/Little Masterchefs Topics 5 and 6 – Switched On Science Dreams and Goals Healthy Me How and Why do People Pray? To keep a steady pulse and a rhythmic pattern Art DT Science PSHE Unit 2. 3 We are Vocabularyphotographers Switched On Computing Why Does Easter Matter To Christians? Is Easter. REhappy or sad? Music

N/A Sea Ocean Kenya Africa Seasons Weather Vegetation Names of Oceans Atlas Globe Temperature Names of Continents Colours Sunset Blend Layered background Names of materials used e. g. pastels, paint Masai warrior Colour combination Fastening Names of chosen fruits and vegetables Chop Dice Prepare Hygiene Utensils Digest Manipulate Enhance Posted Images Crop edit Google Mindmap Presentation Research Search Bulb Corms Germinate Properties Root Stem Tuber Annual Seed/seedling Healthy Hygeine/bones/cha nge/cook/dehydrat e/digest/energy/gro w/heat/hot/temper ature

relationship with food and I know which foods are most nutritious for my body. I can express how it feels to share healthy food w with my friends.

Explanation During this unit, no History will be taught The final showcase will be…

Geography Knowledge I can name the different countries in the United Kingdom. I can identify and name the world’s 7 continents. I can find Kenya using the atlas and the globe. I can identify and talk about some of the basic human and physical features I can talk about the contrasting contexts of Kenya eg Capital – Nairobi- bustling city versus the many National Parks I can name some of the rivers in Kenya. I can talk about the landscape of Kenya using the correct vocabulary Eg Vegetation, highlands , low plains etc I can talk about the climate/weather in Kenya and contrast that with the climate/weather in the UK I can explain the difference between climate and weather Vocabulary Sea Ocean Kenya Africa Seasons Weather Vegetation Names of Oceans Atlas Globe Temperature Names of Continents National Curriculum - skill • • • Use maps, atlases, globes to identify the United Kingdom and it’s countries as well as the world’s 7 continents and it’s oceans Use aerial photographs and plan perspectives to recognise landmarks and basic human and physical features to look at and talk about similarities and differences of small areas of the United Kingdom and a contrasting non-European country Use a range of vocabulary to talk about key physical and human features and weather 6

Art Knowledge I can make a clay pot I can suggest how artists have used colour, pattern and shape. I can design and make an African mask. Vocabulary Colours Sunset Blend Layered background Names of materials used e. g. pastels, paint Skill to use a range of materials creatively to design and make products to use drawing to develop and share their ideas, experiences and imagination to use painting to develop and share their ideas, experiences and imagination to use sculpture to develop and share their ideas, experiences and imagination to develop a wide range of art and design techniques in using colour, pattern, texture, line, shape, form and space. 7

Design and technology Knowledge Vocabulary Masai warrior Colour combination I can think of an idea and plan what to do Fastening next. Names of chosen fruits and vegetables I can choose tools and materials and Chop explain why I have chosen them Dice I explain what went well with my work. Prepare I can describe the ingredients I am using Hygiene Eg pizza – link with maths fractions and Utensils sharing Digest Skills Select from and use a wide range of materials and components, including construction materials, textiles and ingredients, according to their characteristics Use the basic principles of a healthy and varied diet to prepare dishes Understand where food comes from 8

Computing – Unit 2. 3 We are Photographers and Unit 2. 4 We are Researchers Knowledge Unit 2. 3 We are Photographers Consider the technical and artistic merits of photographs. • Use a digital camera or camera app. • Take digital photographs. • Review and reject or rate the images they take. • Edit and enhance their photographs. • Select their best images to include in a shared portfolio. 2. 4 We are researchers Develop collaboration skills through working as part of a group. • Develop research skills through searching for information on the internet. • Improve note-taking skills through the use of mind mapping. • Develop presentation skills through creating and delivering a short multimedia Vocabulary Camera Image picassa Pixel Portfolio theme Crop Edit Manipulate Enhance Search Photograph store Google Mindmap Presentation Research Search engines Skills • Use technology purposefully to create, organise, store, manipulate and retrieve digital content. • Recognise common uses of information technology beyond school. • 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. 2. 4 We are researchers Use technology purposefully to create, organise, store, manipulate and retrieve digital content. • Recognise common uses of information technology beyond school. • 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. 9

Science – Topics 5. 1 Young Gardeners and 6 Little Masterchefs Switched on Science Knowledge 5. 1 Young Gardeners Observe and describe how seeds and bulbs grow into mature plants. Find out and describe how plants need water, light and a suitable temperature to stay healthy. 6 Little Masterchefs Learnt basic rules for working with food in the kitchen. Sorted kitchen utensils according to a variety of criteria. Sorted everyday foods into suitable storage space to ensure it keeps fresh and safe. Understand the importance of eating and drinking well. Design, prepare and cook a healthy vegetable pizza. Vocabulary Bulb Corms Germinate Properties Root Stem Tuber Compost Soil Seedling Change Chop Clean Cook Food Fork Fruit Germs Heat Hot Hygiene Hygienic Ingredients Knife Spoon Utensils Vegetables National Curriculum Working Scientifically Asking simple questions and recognising that they can be answered in different ways Observing closely, using simple equipment Performing simple tests Identifying and classifying Using their observations and ideas to suggest answers to questions Gathering and recording data to help in answering questions. Identify and describe the basic structure of a variety of common flowering plants, including trees Describe how seeds grow into mature plants and the conditions needed for growth Identify and name a variety of everyday materials, including wood, plastic, glass, metal, water, and rock Describe the simple physical properties of a variety of everyday materials Find out about and describe the basic needs of humans for survival and eating the right amounts of different types of food and hygiene. 10

RE Knowledge How and why do people pray? Why does Easter matter to Christians? Is Easter Happy or Sad? Vocabulary God Praying position Prayers Amen Lords prayer Bible Quran Allah Wish Differences/similarities Hindu - Islam – Christian Disciples Sorrow Disbelief Sunday Friday Died Risen Easter Cross Tomb National Curriculum Identify the importance, for some people, of belonging to a religion and recognise the difference this makes to their lives. Use different creative media to respond simply to questions about religion and belief. Recognise that religious teachings and ideas make a difference to individuals, families and the local community. Know key facts about religions studied including beliefs, key leaders, significant places. Use different creative media to respond simply to questions about religion and belief. Identify and suggest meanings for religious symbols and begin to use a range of religious words. Talk about the meanings of stories and their importance in religion or belief. 11

PSHE Vocabulary Knowledge Dreams and Goals I can choose a realistic goal and think about how to achieve it. I can persevere even when I find tasks difficult. I can recognise who it is easy for me to work with and who it is more difficult to work with. I can work co-operatively in a group to create a end product. I can explain some of the ways I worked co-operatively in my group to create the end product. I know how to share success with other people. • • • goal, Success, realistic Calm Achievement Proud Persevere recognise Co-operatively Healthy Me I know what I need to keep my body healthy. I can show or tell you what relaxed means and I know some things that make me feel relaxed and some that make me feel stressed. I understand how medicines work in my body and how important it is to use them safely. I can sort foods into the correct food groups and know which foods my body needs every day to keep me healthy. I can decide which foods to eat to give my body energy. I can make some healthy snack and can explain why they are good for my body. • • • Healthy Relaxed Stressed Medicines Energy National Curriculum Dreams and Goals I can identify my successes and achievements and know how this makes me feel (proud). I can tell you some of my strengths as a learner. I understand how working with other people can help me to learn. I can work with other people to solve problems. I can express how it felt to be working as part of this group. I know how contributing to the success of a group feels and I can store those feelings in my internal treasure chest (proud) Healthy Me I am motivated to make healthy lifestyle choices. I can tell you when a feeling is week and when it is strong. I feel positive about caring for my body and keeping it healthy. I have a healthy relationship with food and know which foods I enjoy the most. I have a healthy relationship with food and I know which foods are most nutritious for my body. I can express how it feels to share healthy food w with my friends. 12

Music - To hold and play percussion instruments. - To recognise different voices by sound quality. - To recognise different instruments by sound. - To achieve sing with one breath per song phrase. - To develop the aural memory for known song melody - To learn to perform song rhymes - To perform actions to the feel of the pulse - To learn to play rhythms on percussion National Curriculum Vocabulary Knowledge Dynamic Handsigns Metre Phrase Pitch Pulse Rhythm names Singing-names Tempo Timbre Melody Percussion • use their voices expressively and creatively by singing songs and speaking chants and rhymes • play tuned and untuned instruments musically • listen with concentration and understanding to a range of high-quality live and recorded music • experiment with, create, select and combine sounds using the inter-related dimensions of music. 13

Assessment for learning • The assessments should take place at the end of each taught unit or and the end of the topic • Assessments need to be linked to the knowledge objectives that have been taught. 14