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Topic Bristol Bristol link with Super Plants Poles apart Knights,
ZA heroes dragons and
castles
Poetry To know familiar poems and their features including theme, language play, pattern and rhyme
Written
Outcomes To write and perform poems
Text level consider what they are going to write before make simple additions, revisions and Revise all year 2
features beginning corrections to their own writing
read aloud what they have written
with appropriate intonation to make
the meaning clear
Sentence Revise capital letters Use expanded noun phrases Revise all year 2
level features exclamation marks, question marks Use an Use different sentence forms progressive form
adjective to modify Use subordination (using when, if, Standard English
Identify different sentence forms (statement, that, or because) and co-ordination
command, question, explanation) (using or, and, or but)
and apostrophes for contracted forms and commas for lists
the possessive
Grammar YR 2 1B/C Use of capital letters, full stops, Yr 2 (1B) Subordination (using when, if, YR 2 (2) Apostrophes to mark singular
question marks and exclamation marks to that, because) and coordination (using possession in nouns (eg,the girls name).
demarcate sentences or, and, but).
Yr 2 (3) Use of -ly in Standard English
Yr 2 (2) Formation of adjectives using suffixes Yr 2 (1C) How the grammatical patterns to turn adjectives into adverbs. Pupils
such as -ful, -less. in a sentence indicate its function as a will be using words such as now, soon,
statement, question, exclamation or away, almost, off, fast and they should
Yr 2 (2) Use of the suffixes -er, -est in
command. understand that these also give
adjectives.
information about when, where or how.
YR 2 (2) Commas to separate items in a
YR 2 (4) Apostrophes to mark where letters
list. Yr 2 (4) Use of the progressive form of
are missing in spelling.
verbs in the present/past tense to mark
Yr 2 (2) Expanded noun phrases for
Yr 2 (2) Formation of nouns using suffixes such actions in progress eg,she is drumming,
description and specification (for
as -ness, -er and by compounding (for example, he was shouting).
example, the blue butterfly, plain flour,
whiteboard, superman).
the man in the moon). YR 3 1C Introduction to inverted
Yr2 (4) Correct choice and consistent use of Yr 2 (5) Correct choice and consistent commas to punctuate direct speech.
present tense and past tense throughout use of present tense and past tense
writing. throughout writing. (Link with teaching
of verbs.)
Spellings Phase 5 GPCs including polysyllabic words. /a/sound spelt y The /l/ or /l/ sound spelt -el at the end of
Homophones (sea/see and be/ bee) Common exception words and high- words
Using segmentation strategy for learning selected frequency words (could, should, would) Adding the endings -ing, -ed, -er, and -
words Contractions (cant, didnt, hasnt, its, est to words ending in -y
couldnt, Ill, theyre) Words including /:/ spelt a before l and
Homophones (blue/blew)
Revise /l/ or /l/ sound spelt ll and /:/ spelt ar after w
Common exception words -le at the end of words and following a Suffixes -ment and -ness
High- frequency words consonant
Common exception words and words
Revise /a/ spelt i in common exception words Adding endings -ing, -ed,
from errors
(find, kind, mind, behind, child, wild, climb) -er, -est to words ending in e with a
consonant before it The /:/ sound spelt or after w
Selected words from personal lists
Adding the ending y to words ending in e The possessive apostrophe (singular
Words from this half term with a consonant before it nouns)
Homophones (to/two/too) Polysyllabic and topic words The /l/ or /l/ sound spelt -al at the end
Revise /d/ sound spelt as ge and dge at the /i/ sound spelt ey of words
end of words, and sometimes as g elsewhere in Near homophones (quite/quiet)
// sound spelt o
words before e, i and y /r/ sound spelt wr
Common exception words (most, both, only) /l/ or /l/ sounds spelt il at the end of
/s/sound spelt c before e, i and y words
Adding -ing, -ed, -er,
Homophones (here/hear, one/ won, -est and -y to words of one syllable ending Spellings and concepts that pupils need
sun/son) in a single consonant after a single vowel to secure
/n/ sound spelt kn and gn at the beginning of Common exception words (move, prove, Revision of all the content from the Year
words improve, should, would, could, most, both, 2 programme
only)
// spelt a after w and qu
Mnemonics
// spelt s, segmentation and syllable
clapping.
Homophones (new/knew
Homophones (there, their, theyre)
Adding -es to nouns and verbs ending
in y
The possessive apostrophe (singular
nouns)
Adding suffixes -ful , -less and -ly
Contractions (cant, didnt,
hasnt, its, couldnt, Ill, theyre)
Words ending -tion
R.E Creation, Prayers, Saints and Feasts, Advent Christmas, Revelation, Lent Easter, Pentecost and Mission, Sacraments
Geog What is the differences between Shirehamton and Inchaga? Can you create a map of the school with obstacles for What animals might you find in Antarctic?
Name and locate the worlds 7 continents and 5 oceans. traction man?
objectives Identify seasonal and daily weather patterns in the UK
Name, locate and identify characteristics of the 4 countries and use simple fieldwork and observational skills to study the
capital cities in the UK geography of their school and its grounds and the key and the location of hot and cold areas in relation to the
Name, locate and identify characteristics of the seas surrounding human and physical features of its surrounding equator.
the UK environment.
Understand the geographical similarities and differences through Geographical skills and fieldwork
studying the human and physical geography of a small area in the UK use simple compass directions (North, South, East and
and of a small area of a contrasting non-European country. West) and locational and directional language [for
Use basic vocabulary to refer to key human features, including: example, near and far; left and right], to describe the
town, village, factory, farm, house, office, port, harbour and shop location of features and routes on a map
Use basic geographical vocabulary to refer to key physical features, use aerial photographs and plan perspectives to recognise
including: beach, cliff, coast, forest, hill, mountain, sea, ocean, landmarks and basic human and physical features; devise a
river, soil, valley, vegetation, season and weather. simple map; and use and construct basic symbols in a key
Science Living things and their habitats Plants Animals including humans
Materials
objectives
Art Develop techniques to join fabrics and apply decorations such as Give reasons for preferences when looking at Represent things remembered, imagined or observed using
over or running stitch. art/craft or design work colours and tools (language: hue, transparent, opaque,
objectives Experiment with tones using pencil, chalk or charcoal.
Use a variety of techniques including carbon printing, relief, press shade, tint)
and fabric printing and rubbings. Represent things remembered, imagined or observed using
colours and tools (language: hue, transparent, opaque,
shade, tint)
Try out several activities and make a sensible choices
about what to do next