ST BERNARDS Catholic Primary School

YEAR 2 WHOLE CURRICULUM MAP

2017-2018
 Whole Curriculum Year 2 2017-2018

Term Term 1 Term 2 Term 3

Topic Bristol Bristol link with Super Plants Poles apart Knights,
ZA heroes dragons and
castles

Narrative Traditional tale Recount Adventure Description Fiction Fiction

Know a Know a Know a
TEXTS Jack and the Meer cat Mail novel Traction man Tin Forest novel Emperors Tell me a novel
Beanstalk/ (2 weeks) (2 weeks) egg Dragon (2 weeks)
Goram and Written Written Written
Ghyston outcomes outcomes outcomes
linked with linked with linked with
Written To write a similar To write a letter To write a To write for Several Several
modules modules modules
Outcomes traditional tale home from South story based in different narratives narratives using
already already using different different styles already
based on the Africa from the covered. a familiar purposes covered. covered.
styles of of writing
Bristol Giants Meer cats POV setting (recount,
writing
story, diary
entry)
developing
description.

Non Fiction Newspaper NC report Instructions NC report NC report NC report

report
Instructions Instructions Instructions

Written Write a Write an Write a set of Write To write a variety of non-

Outcomes newspaper report information instructions instructions fiction text types
on the giant report on Meer on how to be a and NC
beanstalk cats superhero report

Poetry To know familiar poems and their features including theme, language play, pattern and rhyme

Written
 Outcomes To write and perform poems

Whole Curriculum Year 2 2017-2018

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,
question marks and exclamation marks to
demarcate sentences
Yr 2 (2) Formation of adjectives using suffixes
such as -ful, -less.
Yr 2 (2) Use of the suffixes -er, -est in
adjectives.
YR 2 (4) Apostrophes to mark where letters
are missing in spelling.
Yr 2 (2) Formation of nouns using suffixes such
as -ness, -er and by compounding (for example,
whiteboard, superman).
Yr 2 (1B) Subordination (using when, if,
that, because) and coordination (using
or, and, but).
Yr 2 (1C) How the grammatical patterns
in a sentence indicate its function as a
statement, question, exclamation or
command.
YR 2 (2) Commas to separate items in a
list.
Yr 2 (2) Expanded noun phrases for
description and specification (for
example, the blue butterfly, plain flour,
the man in the moon).
YR 2 (2) Apostrophes to mark singular
possession in nouns (eg,the girls name).
Yr 2 (3) Use of -ly in Standard English
to turn adjectives into adverbs. Pupils
will be using words such as now, soon,
away, almost, off, fast and they should
understand that these also give
information about when, where or how.
Yr 2 (4) Use of the progressive form of
verbs in the present/past tense to mark
actions in progress eg,she is drumming,
he was shouting).
YR 3 1C Introduction to inverted
 Yr2 (4) Correct choice and consistent use of
present tense and past tense throughout
writing.
Whole Curriculum Year 2 2017-2018
Spellings Phase 5 GPCs including polysyllabic words.
Homophones (sea/see and be/ bee)
Using segmentation strategy for learning selected
words
Homophones (blue/blew)
Common exception words
High- frequency words
Revise /a/ spelt i in common exception words
(find, kind, mind, behind, child, wild, climb)
Selected words from personal lists
Words from this half term
Homophones (to/two/too)
Revise /d/ sound spelt as ge and dge at the
end of words, and sometimes as g elsewhere in
words before e, i and y
/s/sound spelt c before e, i and y
Homophones (here/hear, one/ won,
sun/son)
/n/ sound spelt kn and gn at the beginning of
words
Yr 2 (5) Correct choice and consistent
use of present tense and past tense
throughout writing. (Link with teaching
of verbs.)
/a/sound spelt y
Common exception words and high-
frequency words (could, should, would)
Contractions (cant, didnt, hasnt, its,
couldnt, Ill, theyre)
Revise /l/ or /l/ sound spelt
-le at the end of words and following a
consonant
Adding endings -ing, -ed,
-er, -est to words ending in e with a
consonant before it
Adding the ending y to words ending in e
with a consonant before it
Polysyllabic and topic words
/i/ sound spelt ey
Near homophones (quite/quiet)
/r/ sound spelt wr
Common exception words (most, both, only)
Adding -ing, -ed, -er,
-est and -y to words of one syllable ending
in a single consonant after a single vowel
Common exception words (move, prove,
improve, should, would, could, most, both,
only)
// spelt a after w and qu
Mnemonics
// spelt s, segmentation and syllable
commas to punctuate direct speech.
The /l/ or /l/ sound spelt -el at the end of
words
Adding the endings -ing, -ed, -er, and -
est to words ending in -y
Words including /:/ spelt a before l and
ll and /:/ spelt ar after w
Suffixes -ment and -ness
Common exception words and words
from errors
The /:/ sound spelt or after w
The possessive apostrophe (singular
nouns)
The /l/ or /l/ sound spelt -al at the end
of words
// sound spelt o
/l/ or /l/ sounds spelt il at the end of
words
Spellings and concepts that pupils need
to secure
Revision of all the content from the Year
2 programme
 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

Written Story Recount Story

Outcomes Instructions NC report Instructions
Recount
History/ Brunel, Bristol, Nelson Mandela Knights, castles and dragons
fiction

Written Brunel diary entry Diary entry

NC report
Outcomes Personal recount of trip
NC report
Recount
Instructions
Whole Curriculum Year 2 2017-2018

Geog What is the differences between Shirehamton and Inchaga?
Name and locate the worlds 7 continents and 5 oceans.
objectives
Name, locate and identify characteristics of the 4 countries and
capital cities in the UK
Name, locate and identify characteristics of the seas surrounding
the UK
Understand the geographical similarities and differences through
Can you create a map of the school with obstacles for What animals might you find in Antarctic?
traction man?
Identify seasonal and daily weather patterns in the UK
use simple fieldwork and observational skills to study the
geography of their school and its grounds and the key and the location of hot and cold areas in relation to the
human and physical features of its surrounding equator.
environment.
Geographical skills and fieldwork
 studying the human and physical geography of a small area in the UK
and of a small area of a contrasting non-European country.
Use basic vocabulary to refer to key human features, including:
town, village, factory, farm, house, office, port, harbour and shop
Use basic geographical vocabulary to refer to key physical features,
including: beach, cliff, coast, forest, hill, mountain, sea, ocean,
river, soil, valley, vegetation, season and weather.
Science Living things and their habitats
objectives
Whole Curriculum Year 2 2017-2018
Art Develop techniques to join fabrics and apply decorations such as
over or running stitch.
objectives
Use a variety of techniques including carbon printing, relief, press
and fabric printing and rubbings.
use simple compass directions (North, South, East and
West) and locational and directional language [for
example, near and far; left and right], to describe the
location of features and routes on a map
use aerial photographs and plan perspectives to recognise
landmarks and basic human and physical features; devise a
simple map; and use and construct basic symbols in a key
Plants Animals including humans
Materials
Give reasons for preferences when looking at Represent things remembered, imagined or observed using
art/craft or design work colours and tools (language: hue, transparent, opaque,
Experiment with tones using pencil, chalk or charcoal.
shade, tint)
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