Science: ANIMALS/HUMANS

• Know that animals, inc humans, have offspring which grow into adults.
• Find out & describe basic needs of animals, inc humans for survival.
• Describe the importance for humans of exercise; eating the right amounts of different food and hygiene.

CROSS CURRICULAR

• Divide plate using fractions into healthy portions
• Make a tally about Y2’s favourite foods
• Turn data into a pictogram or block graph
• Write a persuasive leaflet on staying healthy
• Write instructions how to create a healthy meal.

DIGITAL DATA: Use Purple Mash Pictogram to make a pictogram showing results of class surveys on favourite foods

Create simple pictograms using softwareScience: PLANTS

• Observe and describe how seeds & bulbs grow into mature plants.
• Find out how plants need water, light and a suitable temperature to grow and stay healthy.

CROSS CURRICULAR

• Turn data into a pictogram or block graph
• Choose appropriate unit of measure to measure plant length/height
• Compare and order lengths of plants.
• Find out about suitable temperatures for plants using degrees on a thermometer.
• Write instructions on how to care for plants
• Explanation on what plants need to live

DIGITAL MEDIA: Take digital photos of growing plants, print and sequence or add to a template in Purple Mash 2 Publish

Take digital photos for a purpose, review/retakeHistory: THE GREAT FIRE OF LONDON

• Know what happened in the Great Fire of London.
• Know why the fire spread so fast and stayed alight for so long.
• Investigate how we know what happened in Great Fire of London.
• Look at how the Great Fire of London changed ayout of London.
• Evaluate what we have learnt about the Great Fire of London.
• Know why the Great Fire of London was an important part of the history of London.
• Know why we remember Samuel Pepys.
• Use Samuel Pepy’s diaries to learn about Great Fire of London.

CROSS CURRICULAR ACTIVITIES

• Solve simple word problems about the Great Fire of London.
• Interpret data about the great fire.
• Read scales, charts, pictograms about the Great fire.
• Solve problems about the length of time the Great fire lasted for.Geography: THE EQUATOR
• Locate the equator on a map.
• Identify hot areas of the world in relation to the equator.
• Use maps, globes and atlases to locate the equator.
• Locate the North and South Poles and know their proper names.
• Identify the cold areas of the world in relation to the North and South Pole.

CROSS CURRICULAR ACTIVITIES

• Match different thermometer readings to different areas of the globe.
• Solve time word problems relating to hours in a day and minutes in an hour.

DIGITAL RESEARCH: Explore the globe using Google Maps Staelite view and Map view – locate the poles and equator

Navigate websites and online tools using buttons and menusCHALLENGE ACTIVITIES FOR THE MORE ABLE –THE GREAT FIRE OF LONDON.

• What 5 questions could you ask Samuel Pepys to find out more about the Great Fire of London?
• Rank factors that led the fire to spread in order of importance.
• List the positives and negatives about the Great Fire of London.
• Look at a modern-day map of London and colour in the areas the fire hit.

DIGITAL RESEARCH: Explore Pudding Lane and the Monument using Google Street View – take a screen shot and print

• Locate specific images on a website and recordCHALLENGE ACTIVITIES FOR THE MORE ABLE – THE EQUATOR.
• Use a map and order the countries the equator runs through according to size.
• Create a collage of things you would find at North/South Pole.
• Plan a trip to a country the equator runs through – what would you take with you and why?
• Which country that the equator would you most like to live in and why?
• What would be the positives and negatives of living in a country which the equator runs through.Art: MATISSE AND CUTOUTS
• .Cut and shave fabric using scissors/snips.
• Create images from a variety of media.
• Arrange and glue materials to different backgrounds.
• Fold, crumple, overlap and tear paper.
• Work on different surfaces.

CHALLENGE ACTIVITIES FOR THE MORE ABLE PUPILS:

• Experiment with colours to create different shades e.g. adding black and white.
• Use a variety of brush strokes and lines to create movement in a picture.
• Experiment with different tools to apply paint and explain which is the most effective.

D.T: WHERE DOES FOOD COME FROM

• Develop a food vocabulary using taste, smell, texture and feel.
• Group familiar products into the country they came from (link to Geography work)
• Cut, peel, grate and chop a range of ingredients.
• Work safely and hygienically.
• Understand the need for a variety of food in a diet.
• Measure and weigh food items using non-statutory measures (e.g. spoons, cups etc)

CHALLENGE ACTIVITIES FOR THE MORE ABLE PUPILS:

• Explain the best method of preparation for diff types of ingredient
• Create a recipe for a healthy meal using what they have learnt.

DIGITAL PUBLICATION: Create shopping lists using the Purple Mash 2Publish+ list template

Create publications and presentations for a purposeMusic:

• Use voices creatively by singing songs, chants and rhymes
• Play untuned instruments musically.
• Listen with concentration to a range of high quality recorded music.
• Experiment with sounds using interrelated dimensions of music.E (follow the Val Sabin scheme of work)

Games, gymnastics and danceR.E: (Please follow Southwark agreed syllabus)

Why did Jesus tell stories?

• What makes a good story?
• What kind of stories did Jesus tell?
• What can we learn about characters in a parable?
• What other stories did Jesus tell?
• Why did Jesus tell stories?How do we know Easter is coming?
• What is Easter and why is it important?
• What does the bible tell us about Easter?
• What happens on Ash Wednesday?
• What are the events that happened on Maundy Thursday and Good Friday?
• How do we feel when we hear what happened to Jesus?
• What can we learn about Jesus’s death?
• What other symbols are associated with Easter? Computing: CODING, PROGRAMMING AND COMPUTER GAMES
• Understand and create simple everyday step-by-step algorithms.
• Use simple commands to control the movement and actions of a person or onscreen object.
• Use symbols fort direction, distance and turn in a simple program or sequence of actions.
• Explore games and simulations with a drag/drop and basic variables.
• Identify obvious errors and correct them.Entitlement and enrichment: London transport museum/ Kew Gardens/ visit around local park/ visit to Surrey Docks farm/ visit to London Zoo/ visit Brockwell Park miniature railway

Topic writing links: (please teach during Friday’s literacy lesson and work in topic/Science books

• Write a diary about the Great Fire of London.
• Write a letter of apology from the maid who started the fire.
• Write a description of the fire,
• Write an explanation of why the fire started.
• Send a postcard from a hot/cold place.
• Write a recipe.
• Keep a plant diary.
• Create a healthy menu.Literacy books which link to the topic:
• Charlie and the Great Fire of London
• Avoid Being in The Great Fire of London
• The Polar Bear Son.
• Good Night North Pole.
• Lost and Found.
• Nothing Ever Happens at The South Pole.
• Polar Bear, Polar Bear – What Do You Hear?