Year 2 Spring 1: Explorers

Theme Overview

Lead Subjects Additional Subjects English

History

Geography

Design and Technology

Computing

Mathematics

Music

Stories by the Same Author

Non-chronological Reports

Visits Visitors Experiences Events

Getting Started…

Be Curious Be Knowledgeable Be Adventurous Be Ambitious Be Creative Be Collaborative Be Reflective Be Positive

Engage in first-

hand experiences

Embrace

experiences which

are remarkable to

the individual

Invoke a sense of

awe and wonder

Develop an

appreciation of and

responsibility for

the environment

Engage in multi -

sensory learning Experience

contrasts

(polluted/unspoilt,

light/dark,

urban/rural,

loud/quiet)

Secure strong

Literacy/Numeracy

Skills

Develop subject

specific language

Manage, receive,

record and apply

information

Nurture a thirst for

knowledge

Apply cross -

curricular skills

Develop Information

processing skills

Work within one's

own comfort zone

and outside it

Work in the real world

with first-hand

experiences

Work practically

Work on a large scale

Experience

exhilaration, challenge

and achievement

Develop problem-

solving skills

Develop responsibility

for one's own learning

Link with experts

See possibilities

Strive for

improvement

Seek opportunities

Develop an open

outlook

Develop a 'Growth

Mindset'

Develop relevant

attributes of learning

Choose how to use

free time

Developing hobbies

and interests

Apply skills to new

situations

Explore alternatives

in problem solving

situations

Question 'What if...?'

'Why not....?', etc.

Develop creative

thinking skills

Work with others in

an interactive

learning process

Respect the opinions

and differences of

others

Value one's own

perceptions and

those of others

Challenging one's

own perceptions and

those of others

Work as a team

Develop empathy

Develop social skills

Make lifestyle choices

in response to

thoughts

Identify and use

one's aptitudes and

interests as a vehicle

for learning

Move towards the

understanding of a

wide range of

feelings

(success/failure,

apprehension,

anticipation)

Develop awareness of

individual strengths

and areas of

development Develop reasoning

skills

Listen and respond

to advice

Value pupil voice

Develop self-esteem

Be listened to

Manage one's own

behaviour

Develop own

opinions

Secure and articulate

preferences

Consider one's place

in the world

Foster intrinsic

motivation Develop relevant

attributes of learning

Year 2 Spring 1: Explorers

History

Key Learning

Chronology Show their developing knowledge and understanding of the past by:

Recognising the distinction between present and past in their own and other people's lives (e.g. Christopher Columbus).

Identifying some similarities and differences between ways of life in different periods (e.g. Neil Armstrong and Christopher Columbus).

Know where some people and events fit into a chronological framework by using common words and phrases about the passing of time (before, after, a long time ago,

past…).

Events, People and Changes To tell the difference between past and present in their own and other people’s lives by:

Using and making simple comparisons to parts of stories (such as those about explorers), and features of events (such as the first moon landing).

Recognise that their own lives are different from the lives of people in the past by describing some of the topics, events and people that they have studied.

Recount simple stories accurately and suggest why people and events were important.

Communication To show what they know and understand about the past in different ways (speaking, role-play, drawing and writing).

Understand historical concepts and use them to make simple connections and draw contrasts (such as between explorers and themselves).

Enquiry, Interpretation and Using Sources Ask and answer questions about the past through observing a range of sources, such as pictures, films and written sources.

Begin to understand the importance of basing ideas on source evidence 'I think this because in the picture...'

Begin to understand and form simple hypotheses about the reasons why people in the past acted as they did from a range of sources '...I thought this.... but now I have

listened to the story and looked at the picture I think this...'

Year 2 Spring 1: Explorers

History

Creative Learning Opportunities and Outcomes

What does the word 'explorer' mean? Write 'explorer' up on the board and get groups of pupils to write down on sticky notes what they think it means.

Look up the dictionary version 'somebody who travels to distant or unfamiliar places to find out more about them'. Compare their versions and the dictionary version.

Have they ever explored? Can they think of any famous explorers?

What does an explorer do, and what tools, equipment and essential items might they need for their journey? Watch an extract from 'Dora the Explorer' on the Nickelodeon website (here). How do we know she is an explorer, what does she do?

What items are in her backpack (compass, map, telescope etc)? Ask children to work in pairs to list them.

Show real examples of explorers' equipment and demonstrate how these are used.

Provide the children with a picture of themselves, along with pictures of items, some of which are essential to explorers and some of which are not. Can the children identify

which of the equipment they think would be vital if they were an explorer and cut and stick them to the picture of themselves? Ask children to label the items and add a

caption suggesting why they think that piece of equipment is important.

From their pictures, ask the children to suggest what equipment they would take if they were exploring. Create a class list of essential tools and equipment.

For each item, ask children to identify what would happen if they didn’t have it. Are all of the identified items important to all types of explorers? If explorers were going to

the Amazon jungle, for example, they might not need the same equipment as if they were going to the North Pole.

The explorer resources could be placed in a class role play area so that children can extend their learning through focused play experiences. Teachers may wish to provide

scenario cards to guide children in their roles.

Are there any famous explorers that used similar equipment? Tell the story of Christopher Columbus and his voyages. The BBC Primary History website (here) has some useful information appropriate for primary aged children.

Linked to the geography learning opportunities, show a globe and maps to detail the vast areas covered. Christopher Columbus left Europe on August 3rd

1492 and arrived

in America on October 12th

1492 so his journey took him nearly ten weeks (although he did make a stop to load up on provisions).

From their experience of the story, can children make a list of the equipment that Christopher Columbus used? Compare this list with the list that they made for Dora. Which

items are the same and which are different? Suggest some possible reasons for this.

Ask children to discuss in pairs what they think Christopher Columbus' most important piece of exploring equipment was. It would have been his ship as without this, he

would not have been able to explore at all. Ask the children if they can annotate a picture of his ship, such as this one of the Santa Maria on the Marine Insight website

(here) with key features such as sails, mast, deck, crow's nest, rigging, sailors, bow and stern. Alternatively, the children could build models of the Santa Maria from recycled

materials and label the parts.

Provide a virtual tour of the Santa Maria by walking the children round an imaginary version of the ship, pointing out the different features they can see. Using the 'tour

guide' approach (in pairs, one child leads their partner by the arm as they walk around 'the ship', pointing out the different features then reverse roles) children can practise the

terms they have learnt. Children could write short descriptions of the ship, using appropriate terminology, perhaps in role as Christopher Columbus. They could also consider how he may have felt

when he looked around his ship for the first time.

Year 2 Spring 1: Explorers

History

Creative Learning Opportunities and Outcomes (contd.)

Christopher Columbus travelled across the ocean in search of new lands. Where else can explorers go today? Revisit the dictionary definition of explorer - visiting distant or unfamiliar places. Using a globe, maps and space posters talk about where else mankind could explore (deep

oceans, space etc). Why couldn’t Christopher Columbus have explored there? What would he have needed?

Who was Neil Armstrong and what is he famous for? Have people ever explored space? Do the children think that the number of people who have been to space is a lot or only a few? The first person who went into space was

a Russian man called Yuri Gagarin.

Another famous person who travelled to space was a man called Neil Armstrong. He was an American astronaut and he went into space on the Apollo 11 spacecraft with

two other men called Buzz Aldrin and Michael Collins. He is the most famous as he was the first man to walk on the moon on July 21st 1969.

Apollo 11 was launched on July 16th

1969 and it landed on the moon on July 20th

1969. Can the children work out how many days it took to get there? They got back to

earth on July 24th

where they landed in the Pacific Ocean. How many days did the mission take in total?

The moon is more than 250 000 miles away from Earth. Christopher Columbus travelled over 4 200 miles. Which is further? Which do they think would be the quicker

journey? Why? Compare the length of time it took Neil Armstrong to get to the moon and back and how long it took Christopher Columbus to get to America. Why do

they think Columbus' journey took longer?

Children could watch film clips such as those on the BBC website (here) and put the voyage events into chronological order.

Put the children into groups. Ask them to retell the events of the story as a series of freeze frames with a narrator, who may have captions to support, such as: On the 16th

July, Apollo 11 was launched; It landed on the moon four days later; Neil Armstrong and Buzz Aldrin walked on the moon and planted a flag; Apollo 11 splashed down in the

Pacific Ocean on July 24th

.

Was Neil Armstrong’s equipment different and why might that be? Look at the equipment and clothing that was used by Neil Armstrong, and compare it to those of Christopher Columbus. What is the same, what is different and why might

that be?

One thing that was particularly different was the food. Why do children think that this might be? On the BBC Primary History website (here), it suggests that the food for

Columbus' voyage was salted fish in barrels, cheese, wine, water, live pigs and chickens, which would have been held in the ship's hold.

Children can compare this with information about space food in this short clip from NASA on YouTube (here). Ask the children to work in pairs to write down three

interesting facts about the video and then to compare their facts with another pair.

Compare the foods for the two voyages, giving reasons as to their differences. Work in groups to make fact files about the food taken by each explorer.

If I were an explorer… Provide children with stimulus pictures including deserts, jungles, space, deep ocean, mountains and polar regions. Ask them to choose one of these areas (or one of their

own) and produce a short text outlining where they would like to go if they were an explorer, how they would get there and what equipment and/or food they would take.

Year 2 Spring 1: Explorers

Geography

Key Learning

Locational and Place Knowledge Name and locate the world’s seven continents and five oceans.

Small area in a contrasting non-European country.

Human and Physical Geography

Identify the location of hot and cold areas of the world in relation to the Equator and the North and South Poles.

Use basic geographical vocabulary to refer to key physical features and key human features (from the key learning).

Mapping

Use a range of maps and globes (including picture maps) at different scales.

Know that maps give information about places in the world (where/what?).

Recognise simple features on maps e.g. buildings, roads and fields.

Recognise that maps need titles.

Recognise landmarks and basic human features on aerial photos.

Enquiry and Investigation Ask simple geographical, ‘where?’, ‘what?’, and ‘who?’ questions about the world and their environment e.g. ‘What is it like to live in this place?’

Investigate through observation and description.

Recognise differences between own and others’ lives.

Communication Speak and write about, draw, observe and describe simple geographical concepts such as what they can see where.

Notice and describe patterns.

Use basic geographical vocabulary relevant to the area being studied.

Use maps and other images to talk about everyday life.

Use of ICT/Technology Use simple electronic globes/maps.

Do simple searches within specific geographic software.

Use the zoom facility of digital maps and understand that zooming in/out means more/less detail can be seen.

Year 2 Spring 1: Explorers

Geography

Creative Learning Opportunities and Outcomes

Purpose of the learning In this theme, children will learn about a small area within a contrasting non-European country. It is likely to be an area similar in size to the children’s own town or village. It

could be a small area in Australia, Africa or Asia but preferably not North or South America as these are covered in KS2. The chosen area might be a place with which some of

the children have links; or a place familiar to the teacher. Although exploring a small area in detail, the children still need to be aware of its broader geographical context, such

as the country/continent in which it is located. Children will explore similarities and differences between the small area being studied and areas with which they are more

familiar. (This builds on the knowledge, skills and understanding from the previous Year Two theme - The Place Where I Live).

Key questions (in relation to the chosen area) Why has this area been chosen to explore? What connections are there to the children in the class?

Where is the area located? How far away is this place? How could people get there?

What is the physical geography like e.g. weather, landscape, rivers, hills etc? What distinctive features does the area have?

What is the human geography like e.g. settlement size, shops, services, local industries, transport links, tourist attractions?

What are the similarities and differences between this area and the small area(s) of the UK that have been explored previously in KS1.

What are the lives of children in this area like? What would it feel like to live in this place?

Activities / Enquiry Explore a range of maps and globes throughout this project such as the Barefoot Atlas and the accompanying app which can be found on their website (here). The

Geographical Association has a useful resource with ideas for using an inflatable globe (here).

Use the Living Earth app (here) to locate places; day and night; hot and cold regions etc.

Observe whether the area studied is in the Northern or Southern hemisphere and discuss the area’s weather and any seasonal patterns and differences.

Follow a river course on a map. Compare to a local river with which the children are familiar.

Compare other physical features e.g. hills and mountains. Introduce basic geographical vocabulary linked to the key physical features.

Identify the type(s) of settlement including population figures or changes.

Identify shops, services and industries in the area. Identify tourist attractions. Explore main sources of employment and types of transport used in the area and introduce

basic geographical language linked to these key human features.

Compare and contrast the physical and human features of the area with physical and human features in the UK.

Find out about the lives of children in the contrasting area. Compare schools and play areas. The British Council website (here) may help with linking to a school in the area.

Make a virtual visit to the area using Google Street View, such as in this example of Adelaide on the Virtual Oceania website (here). Use this alongside aerial photos, or a

tool such as Panoramio (here), to find images of the area. Ask children what questions they would like to ask about the images. The Geographical Association’s 'Using

Images with primary children' (here) has some useful prompts.

Investigate whether there are any live webcams in the chosen area. These are useful to see what it is like there, and whether it is day or night.

The Global Dimension website (here) has ideas and resources linking the global dimension of this theme with learning opportunities in other subjects across the curriculum.

Be aware of continental stereotypes and generalisations when teaching about lives in one small area of another country.

Year 2 Spring 1: Explorers

Design and Technology

Key Learning

Evaluation of Existing Products Explore existing products and investigate how they have been made.

Decide how existing products do/do not achieve their purpose.

Focused Tasks Join appropriately for different materials and situations e.g. glue, tape.

Try out different axle fixings and their strengths and weaknesses.

Make vehicles with construction kits which contain free running wheels.

Use a range of materials to create models with wheels and axles e.g. tubes, dowel, cotton reels.

Cut dowel using hacksaw and bench hook.

Attach wheels to a chassis using an axle.

Design Use pictures and words to convey what they want to design/make.

Propose more than one idea for their product.

Use kits/reclaimed materials to develop more than one idea; model ideas with kits, reclaimed materials.

Select pictures to help develop ideas.

Use drawings to record ideas as they are developed.

Talk about their design as they develop and identify good and bad points.

Note changes made during the making process as annotation to plans/drawings.

Add notes to drawings to help explanations.

Describe their models and drawings of ideas and intentions.

Make Discuss their work as it progresses.

Select materials from a limited range that will meet the design criteria.

Select and name the tools needed to work the materials.

Explain what they are making.

Explain which materials they are using and why.

Name the tools they are using.

Describe what they need to do next.

Evaluation (of their finished product) Say what they like and do not like about items they have made and attempt to say why.

Discuss how closely their finished product meets their design criteria and how well it meets the needs of the user.

Year 2 Spring 1: Explorers

Design and Technology

Creative Learning Opportunities and Outcomes

Project Focus: Mechanisms – Wheels and Axles (A Product, for a Stated Purpose and a Stated User) through an Iterative Process

Develop a challenge around product / purpose / user

This will engage the class and/or fit with other contexts of learning such as:

- A vehicle for Bob to explore the moon (Bob on the Moon – Simon Bartram here).

- A vehicle for Dougal to travel on the sea bed (Dougal the Deep-sea Diver – Simon Bartram here).

- A vehicle to tow Dougal’s submarine to the harbour.

- A vehicle for Bob the Builder to carry four wooden bricks.

- A vehicle to test our friction ramps in science.

- A vehicle to carry Barnaby Bear to the airport with his luggage (see Barnaby's page on the BBC Schools website here).

Process for planning a project for your class

Think:

- Product - what could we make?

- Purpose - what is it for?

- User - who is going to use it?

This will make the 'challenge' for the project, e.g. design, make and evaluate a (product) to (purpose) for (user).

What context will this project be set in?

Plan what products for evaluation/resources/tools/materials you are going to offer the children, taking account of previous experiences and current learning readiness.

Ensure all appropriate risk assessments have been undertaken. Make sure prior learning from design and technology and other subject areas is in place. If not, plan specific

learning opportunities prior to the project – focused tasks.

Plan for inclusion of vocabulary development. Are you going to teach this before beginning the project or during the course of the project?

Plan the questions you will ask the children to encourage the iterative process.

Consider the six principles for guiding and evaluating practice for design and technology (available from the School Curriculum Principles for D&T document on the DATA

website (here)). What is the balance for this project? Where are the children being encouraged to make their own choices and decisions? How much are they being

encouraged to be innovative? Projects over the year/key stage should have a good balance.

Year 2 Spring 1: Explorers

Design and Technology

Creative Learning Opportunities and Outcomes (contd.)

Project idea:

Strand: Mechanisms (wheels and axles)

Product: A vehicle Purpose: To explore ... (state a place) User: An explorer (e.g. space, deep sea, desert etc)

Evaluation of existing products Research existing products, investigating actual examples wherever possible. Use

pictures of exploration vehicles (e.g. moon buggies) as well as toys, Lego kit

models etc.

Questions What sort of wheels does it have?

How are they fastened to the chassis?

How does the wheel turn?

Is the axle fixed or free turning?

Is the wheel fixed or loose on the axle?

What would this vehicle be able to carry?

What sort of terrain could it travel on?

How strong do you think it might be?

Focused tasks Teach any skills not already in place including:

Join appropriately for different materials and situations e.g. glue, tape.

Try out different axle fixings and their strengths and weaknesses.

Make vehicles with construction kits which contain free running wheels.

Use a range of materials to create models with wheels and axles e.g. tubes, dowel,

cotton reels.

Cut dowel using hacksaw and bench hook.

Attach wheels to a chassis using an axle.

Design, make and evaluate

Discuss the context, product, purpose and user.

Develop design criteria with the pupils – use evaluation findings and translate to context / user.

Consider size; function; type of axle; fixing method; chassis construction; parts.

Pupils use discussion, drawings, mock-ups (from kits and/or reclaimed materials) to explore their initial ideas (encourage more than one) then choose one.

Pupils select materials, tools and techniques (using learning from focused tasks).

Guide children through the iterative process, encouraging them at each step to explore their ideas through talk, followed by action as they modify/adapt/attempt to

complete their plans. Guide reflection with questions related to the design criteria such as: is your vehicle achieving your design criteria? If not, is there a way you could

modify your product?

Evaluation of finished product – children try it out on their ‘terrain’ (e.g. use sand tray for desert, add pebbles etc. for moon’s surface, cardboard trees etc. for rainforest /

jungle). Children test their product to see if it will travel over the terrain without spilling its cargo – or passengers!

Would their user be happy with the outcome? Is their product functional?

Evaluation could be recorded as a drawing of the product with labels reflecting on design criteria.

Year 2 Spring 1: Explorers

Additional Curriculum Links

Subject Key Learning Creative Learning Opportunities and Outcomes

Computing

Programming

Skills

Give and follow commands (one at a time) to navigate other children and

programmable toys around a course or a familiar journey, including

straight and turning movements.

Plan, generate and follow a sequence of instructions (actual and on-

screen) to make something happen; or complete a given task or

problem to create a simple program.

Explore and create sequences of commands/instructions in a variety of

programs/devices.

Make predictions and describe the effects when creating programs and

controlling devices.

Identify errors in instructions.

Use logical reasoning to predict what will happen in simple programs.

Knowledge and Understanding

Understand that algorithms are a series of steps or instructions to achieve

a specific goal.

Understand that devices respond to commands.

Understand the meaning of the term program.

Talk about devices in the home that are controlled by commands.

Understand that prediction, trial and error are important considerations

when creating programs or controlling movement.

Understand that there are different ways to create or produce a

sequence of commands, including verbal, recorded, graphical, pressing

buttons and on screen methods.

Understand what debugging is and begin to understand that you can

develop strategies to help find bugs.

Understand what logical reasoning is and how it can be used to predict

what happens in simple programs.

Overview

There is opportunity within this theme to cover all the key learning for

programming and to reinforce the work on algorithms. Opportunities to

study and use algorithms happen often in the primary curriculum. Some

examples could be linking it to number sequences in mathematics or

storyboarding and spelling rules in English. Others activities are instructions

on how to make a car (linked to learning opportunities in design and

technology), a monster or a simple recipe. If the school has iPads then apps

such as Create a Car or Abby Monster Maker HD could be used as stimulus

for these activities. Alternatively the teacher could model making a car or

monster so the children can see what components or parts they need to

consider.

The learning will focus on supporting the children to develop strategies to

find any bugs (errors) in their programs and make sure they work correctly.

Ideally, debugging is a natural part of the process of creating programs but

sometimes debugging exercises can be set up in advance to ensure that

children have more experience of this. The theme will also provide an

opportunity for the children to develop their logical reasoning. Children can

be given as many opportunities as possible to help them figure out what is

happening in programs and solve any issues or errors that might occur.

Activities

Introduce the children to the concept of debugging. This can be done in

several ways, including getting them to relate it to real life examples or

using the support section on debugging on the BBC Bitesize website (here).

Schools with iPads could use Scratch Junior. If this is the first time the

children have used the app then they should be allowed time to explore the

capabilities of it after some brief instruction. It is important to discuss what

they have found out about the software and show them any features they

should be using that they may have not investigated. The software contains

a moon background and a spaceman. Linked to the history learning

Year 2 Spring 1: Explorers

Additional Curriculum Links

Subject Key Learning Creative Learning Opportunities and Outcomes

Computing

(contd.)

opportunities, the children could re-enact the moon landing with Neil

Armstrong. They will have to use the graphic capabilities of the software to

draw the spaceman’s face. The software allows the characters (sprites) to

move and jump and sound can also be recorded. The software allows

backgrounds, objects and characters to be drawn. This means it can also be

used to support work on other explorers such as Christopher Columbus. A

simple animation of a boat moving to land could be produced. Facts about

the explorers can appear on the screen using the ‘say’ block. The children

need to test out their programs and ensure they work correctly (debug).

Teachers can choose to do these scenarios/animations or ones that support

their current work.

The free Scratch software (here) can also be used in a similar way to Scratch

Jr. It can be used online or downloaded and used on a computer. Teachers

need to make an informed decision as to whether they want to use this

software with their Year Two class. The children will need some time to

explore this software before they start to write their programs (scripts) for

the scenarios mentioned above.

Another alternative is the Tynker software available from their website

(here). This is similar to Scratch and a free version is available.

Using iPad apps that provide sets of progressive activities, allow children to

develop their logical reasoning and debugging skills. Apps such as Lightbot

lite and A.L.E.X, which are both free, have this kind of approach. The Lightbot

app is also available for Android devices. If the children get the set task

wrong on their first attempt, they can alter the commands (debug) and try

again. Lightbot gives users a number of steps to complete the exercise. This

ensures that children experiment until they get a more efficient way of

completing the task. Precision in algorithms is an important aspect of this

work.

As an extension, the A.L.E.X app has a create mode allowing children to

make their own programs. These can then be evaluated by other children.

Year 2 Spring 1: Explorers

Additional Curriculum Links

Subject Key Learning Creative Learning Opportunities and Outcomes

Computing

(contd.)

Online Safety

Skills

Use technology safely.

Use technology respectfully.

Recognise situations involving content and contact that are not safe,

(e.g. in emails, text messages, videos) and know where to go for help.

Minimise screen, turn off the monitor, or use back buttons to return to

the home page if anything inappropriate appears on the screen.

Knowledge and Understanding Know what it means to use technology safely.

Know the rules for keeping safe online.

Know that they should not ask to meet anybody from the online world

in the offline world.

Know and abide by the school’s rules for keeping safe online (age

appropriate).

Understand that technology should be used respectfully.

Know where to go for help and support when they have concerns about

content they have seen on the internet or other technologies.

Know where to go for help and support when they have concerns about

contact on the internet or other technologies.

Teachers may also build on children's knowledge and understanding of the

use of devices such as Beebots or Classic Roamers/Roamer-Too with more

complex tasks. Other robots that schools might consider using are Bo and

Yana.

Those schools that have Espresso Coding or 2Code (2Simple) can use the

appropriate activities to cover the relevant key learning areas (e.g. Year Two

activities in Espresso Coding). Sets of debugging exercises are now available

in both of these software tools.

In Year One the children would have carried out activities on keeping

personal information safe. The eSafety input in this theme reviews and

builds on that work. The stimulus film needs to be discussed fully and the

children need to reflect on this work e.g. using role play or creating digital

content such as films or animations.

Useful Resources

The Smart Crew - ‘What should you keep safe? From the Childnet

website (here).

Safer Internet Day is in early February every year and can provide a focus for

work on eSafety for schools. The slogan for 2014 and 2015 has been 'Let’s

create a better internet together’. This provides a wide range of possibilities

for teachers. Resources to support work at this time can be found on the UK

Safer Internet Centre website (here) and a pack of resources for primary

schools can be found (here).

Key message for pupils

'Children and young people can help to create a better internet by being

kind and respectful to others online, by protecting their online reputations and

by seeking positive opportunities to create, engage and share online.'

Safer Internet Day website (link above).

Year 2 Spring 1: Explorers

Additional Curriculum Links

Subject Key Learning Creative Learning Opportunities and Outcomes

Mathematics

Statistics Compare and sort objects, numbers and common 2-D and 3-D shapes

and everyday objects.

Measurement Choose and use appropriate standard units to estimate and measure

length in any direction (m/cm).

Geometry – position and direction Order/arrange combinations of mathematical objects in

patterns/sequences.

Use mathematical vocabulary to describe position, direction and

movement, including movement in a straight line and distinguishing

between rotation as a turn and in terms of right angles for quarter, half

and three-quarter turns (clockwise and anti-clockwise).

Linked to learning opportunities in history, children could use simple sorting

diagrams, such as Venn and Carroll diagrams. They could sort equipment for

explorers into those that would be suitable for exploring hot countries and

those that would be suitable for cold countries. If using Venn diagrams, this

would give rise to good discussion about where to place items that were

suitable for both, leading to the development of understanding of two

intersected circles. To develop their sorting knowledge further, children

could then sort the explorers' equipment to their own criteria in a way that

would require them to use the intersection of a Venn diagram.

[Linked to learning opportunities in design and technology, children will

need to identify an appropriate length for the axles of their wheeled vehicle.

Children can practise their skills of measuring with a ruler to the nearest

centimetre. By having a selection of dowel axles of different lengths, children

could also practise their skills of estimating length by selecting a piece of

dowel to a given length, e.g. find a piece of dowel that is 11cm. They could

then measure to check how close their estimate was.

Linked to learning opportunities in computing, children can reinforce their

work on algorithms by the use of instructions to program the Beebot or

Roamer to follow a prescribed path. Children should be able to identify that

if the instructions are followed in the same way each time, the resulting path

that the programmable toy follows will also be the same.

Year 2 Spring 1: Explorers

Additional Curriculum Links

Subject Key Learning Creative Learning Opportunities and Outcomes

Music Performing Play tuned and untuned instruments.

Rehearse and perform with others (for example, starting and finishing

together, keeping to a steady pulse).

Listening To listen with concentration to a range of high quality live and recorded

music and to internalise and recall sounds with increasing aural memory.

Experience how the combined musical elements of pitch, duration,

dynamics, tempo, timbre, texture and silence can be organised and used

expressively within simple structures (for example, beginning, middle,

end).

Experience how sounds can be made in different ways (for example,

vocalising, clapping, by musical instruments, in the environment) and

described using given and invented signs and symbols.

Creating Experiment with and create musical patterns.

Explore, choose and organise sounds and musical ideas.

Explore and express their ideas and feelings about music using

movement, dance and expressive and musical language.

Make improvements to their own work.

Musical Elements

Pitch Identify high and low sounds.

Duration Respond to sounds of different duration.

Recognise the difference between long and short sounds.

Copy simple patterns of sound of long and short duration.

Recognise the difference between steady beat and no beat.

Identify similar rhythmic patterns.

In this theme, children are going to become ‘Everyday Explorers’ to explore

the various sounds that be created using percussion and everyday objects.

With all of the examples below, allow children to experiment with various

ways of creating sounds (with their hands, with various material beaters –

both from school musical instrument stock and homemade). They should be

given the opportunity to choose and develop different ways of creating

sounds as well as working with others to make improvements.

Children should be encouraged to identify whether pitches sound low or

high, dull or piercing, muddy or light etc, and allow time to practise making

the various sounds short and long. Give children rhythms, alternating with

fast and slow tempos, to both copy and extend.

If children have been learning any songs in school, they could try adding to

them with percussion of their own. Try to use as many contrasting items of

wood, metal and shaker that you can and ask children to sort the

instruments used into their material groups.

Use a violin or any stringed instrument bow to bow across the edge of a

metal chime bar, glockenspiel or vibraphone. Also try this technique

across a cymbal. Allow children to explore making different sounds.

Find wooden and metal beaters such as pencils and teaspoons to play on

instruments like drums and tambourines before exploring what other

everyday materials would also make effective beaters. Discuss how a firm

solid beater will create a fuller sound rather than a softer one and create a

results table to show findings and detail the best examples.

Watch the ‘Table Music’ clip on YouTube (here) to inspire the children to

compose their own piece of table music. Experiment with different ways

to create sounds and compose a set of instructions (a basic music score)

to allow children to perform a written piece as a class. You could also

extend this activity with class stationery.

Teachers may also watch this 'Everyday Percussion Music' video on

YouTube (here) *not necessarily suitable for children's viewing, and use

similar ideas to encourage children to explore and compose alongside the

Year 2 Spring 1: Explorers

Additional Curriculum Links

Subject Subject Subject

Music

(contd.)

Dynamics Differentiate between loud sounds, quiet sounds and silence.

Tempo Identify the differences between fast and slow tempos.

Identify the tempo of music as fast, moderate, slow, getting faster or

getting slower.

Timbre Recognise the difference between singing and speaking.

Recognise the difference between wood, metal, skin (drum) and ‘shaker’

sounds.

Match selected sounds with their pictured source.

Use sound words or phrases to describe selected sounds and the ways

in which they are produced.

notion of how music can be created from everyday objects. Children

could record their findings or perform their composition in assembly or to

another class.

Fill bottles with varying amounts of water and ask children to use a beater

to create their own pitched instruments. Challenge them to create the

notes necessary to play a well-known song such as Happy Birthday. The

YouTube clips (here) and (here) may provide further inspiration about

how to create music from water bottles.

Place marbles in a cowbell or other suitable instrument. Tape them up

and discuss what sounds can be created when played. Change the

marbles to other materials such as rice, multilink, rubbers (anything from

around the classroom which is small enough) and discuss how the sound

changes. Does it alter in pitch, timbre and volume?

Play a game by taking the notes off glockenspiels and xylophones. Give

children a different note and ask them to spread themselves around the

room. Can they listen to the notes being played firstly in a random order

and then sort themselves into the correct order from lowest to highest,

then highest to lowest?

Watch the YouTube clips (here), noticing the foil and different uses of

metal beaters, and (here) noticing the pegs attached to the instruments.

Prepare a school xylophone or chime bars in a similar way. Ask children to

compose a piece of music, giving it a title, explaining why they think the

music represents the title.

By searching ‘STOMP’ or ‘Junkyard Percussion’ on YouTube, teachers can

find many more examples of how children can explore types of sounds

using everyday objects.

Year 2 Spring 1: Explorers

English

Key Learning

Unit Stories by the Same Author Non-chronological Reports

Outcome Story (or part of a story) based on a model. A class information book on the theme of explorers and exploring for the

school library (linked to learning opportunities in history).

Possible

Duration

3 weeks. 2-3 weeks.

Key

Learning

Reading

Read accurately by blending the sounds in words, especially recognising

alternative sounds for graphemes.

Read further common exception words, noting tricky parts.

Use tone and intonation when reading aloud.

Listen to a range of texts at a level beyond that at which they can read

independently including stories.

Sequence and discuss the main events in stories.

Introduce and discuss key vocabulary within the context of a text.

Identify, discuss and collect favourite words and phrases.

Make predictions using evidence from the text.

Make inferences about characters and events using evidence from the text,

e.g. what is a character thinking, saying and feeling?

Make contributions in whole class and group discussion.

Demonstrate understanding of texts by asking and answering questions

related to who, what, where, when, why, how.

Read frequently encountered words quickly and accurately without overt

sounding and blending.

Read aloud books closely matched to their improving phonic knowledge,

sounding out unfamiliar words accurately, automatically and without undue

hesitation.

Read a range of non-fiction texts including information, explanations,

instructions, recounts, reports.

Discuss how specific information is organised within a non-fiction text, e.g.

text boxes, sub-headings, contents, bullet points, glossary, diagrams.

Activate prior knowledge and raise questions e.g. What do we know? What

do we want to know? What have we learned?

Check that texts make sense while reading and self-correct.

Make contributions in whole class and group discussion.

Listen and respond to contributions from others.

Demonstrate understanding of texts by asking and answering questions

related to who, what, where, when, why, how.

Key

Learning

Writing

Use apostrophes for contracted forms e.g. don’t, can’t, wouldn’t, you’re, I’ll.

Use subordination for time, e.g. build on when (autumn term), and extend

to other time connectives: while, as, before, after.

Use past tense for narrative.

Plan and discuss what to write about, e.g. story mapping, collecting new

vocabulary, key words and ideas.

Write about fictional events.

Proofread to check for errors in spelling, grammar and punctuation.

Read aloud their writing with intonation to make their meaning clear.

Use subordination for reason, e.g. build on because and so (autumn term),

extend to other reason connectives; if, then, for, unless.

Use present tense for non-chronological reports.

Plan and discuss what to write about e.g. text mapping, collect new

vocabulary, key words.

Use specific text type features to write for a range of audiences and

purposes e.g. to inform.

Write about real events.

Edit and improve their own writing in relation to audience and purpose.

Proofread to check for errors in spelling, grammar and punctuation.

Year 2 Spring 1: Explorers

English

Key Learning (contd.)

Suggested

Texts

Books by Simon Bartram:

- Dougal’s Deep Sea Diary.

- The Man on the Moon.

- The Disappearing Moon.

- A Right Royal Disaster.

- The Heartless Robots.

- Clone Chaos.

- Bob’s Best Ever Friend.

- Bob and the Moon Tree Mystery.

Books by Jonny Duddle:

- The King of Space.

- The Pirate Cruncher.

- The Pirates Next Door.

- The Jolley-Rogers and the Ghostly Galleon.

Range of information texts, e.g.

- Instructions to make a den on the Nature Detectives website (here).

- Woodland Adventure Booklet on the Nature Detectives website (here).

- Information texts about explorers – see learning opportunities for history.

Year 2 Spring 1: Explorers

English

Stories by the Same Author – Creative Learning Opportunities and Outcomes

Creating interest

Using the searchlight tool on Smart board, gradually reveal parts of the scanned front cover. Make predictions each

time the spotlight reveals something new. What is being explored? Who might the explorer be?

If using books from the ‘Bob and Barry’s Lunar Adventure’ series, show film footage of a rocket launch and discuss.

Learning outcomes Children will be able to make predictions

about what might happen in the text and who

the main character(s) is/are.

Children will be able to participate in

discussion.

Reading

Grammar: Warm ups throughout the reading phase – focus on using subordination for time. Revise the use of when;

extend to include other time connectives, e.g. while, as, before, after.

Reading and responding Choose an additional quality text by the same author to read throughout the theme – i.e. to run over the half term,

independently to the texts covered in this English unit.

Once the book cover is revealed completely, children should use the question hand to orally generate who, what, where,

when and how questions about the text. Following teacher modelling, children to write their own questions. Display on

working wall for reference throughout the unit.

During shared reading, model and involve children in practising word building and blending, drawing attention to

alternative sounds for graphemes. Identify common exception words within the text and with the children, note the

tricky parts and devise strategies to aid.

Use magic microphone to model tone and intonation at suitable points when reading aloud. Invite children to imitate.

Identify and discuss new vocabulary and exciting words and phrases within the context of the story. Orally rehearse

using the same vocabulary in different sentences. Create an ongoing word bank to be added to and referred to

throughout the teaching sequence.

Begin shared reading of another text by the same author. Repeat a selection of the above strategies as appropriate. Use

book talk to allow children to make comparisons between the two texts.

Stop reading at key points in this second text to make predictions and use drama strategies to explore character

choices, e.g. hot-seating, thought tunnel, freeze frames, magic microphone and magic mirror. Link to short writing

opportunities, e.g. think, say, feel bubbles, role-on-the-wall, diary entries, etc.

Reading and analysing Sequence the story using a storyboard with images from the text. Write under each what is happening or match with

captions.

‘Chunk the plot’ of one of the stories by summarising it in to a series of events, e.g. A Right Royal Disaster:

Learning outcomes Children will be able to generate and write

questions.

Children will be able to listen to stories by the

same author and apply phonic skills to decode

extracts of these stories in shared reading.

Children will be able to imitate sections read

aloud using tone and intonation.

Children will be able to identify and discuss

new and/or exciting vocabulary.

Children will be able to use their knowledge of

characters to use inference and respond in

role.

Children will be able to sequence a story.

Children will know and understand the

features of a narrative text by a particular

author.

Children will be able to retell a story orally.

Year 2 Spring 1: Explorers

English

Stories by the Same Author – Creative Learning Opportunities and Outcomes (contd.)

Annual birthday party of Queen Battleaxe III to be held on the Moon.

What birthday gift should Bob buy the Queen?

Sir Lucien sculpts statue of the Queen.

Bob knocks the statue head off and sculpts a new one.

Queen is surprisingly delighted with the gift.

Create a checklist of features for use during the writing phase.

Collect character names, settings from the original story that may later feature in their own.

Teach the children the story via oral storytelling, using story maps, images, props and key vocabulary to support. Modify

the text if necessary, such as the version below which is adapted from Dougal’s Deep Sea Diary:

Once upon a time there was a diver who loved to explore under the sea.

Early one morning he woke up and went out in his boat.

After he had gone a long way from land, he dived under the sea.

There he found some treasure, fantastic treasure, golden crowns, money and maps!

The next day the King and Queen gave him a reward for finding the treasure.

Wow! They gave him the finest submarine you had ever seen.

Straight away he went under the sea in the finest submarine.

The first thing he saw was a city under the sea.

The next things he saw were mermaids and mermen.

Finally he saw the King of the Sea who was called Neptune.

The next day the diver decided to look for more treasure.

What would he look for under the sea? Pearls!

Gathering content

Grammar: Warm ups throughout the gathering content phase – focus on apostrophes for contracted forms e.g. don’t,

can’t, wouldn’t, you’re, and I’ll.

Using the plot which has been ‘chunked’ during the reading and analysing phase, model how to extract the generic or

basic plot e.g. A Right Royal Disaster:

Learning outcomes

Children will be able to innovate their own

story, story section or story ending, keeping

many features from the original, e.g. the main

characters.

Children will be able to sequence the events in

their own story.

Year 2 Spring 1: Explorers

English

Stories by the Same Author – Creative Learning Opportunities and Outcomes (contd.)

Original Story Generic/Basic Plot Plot New Story

Annual birthday party of Queen Battleaxe III to

be held on the Moon.

Important person’s celebration to be held on

the moon/planet/ocean bed.

What birthday gift should Bob buy the Queen? What gift should the main character buy them?

Sir Lucien sculpts statue of the Queen. Perfect gift solution is found.

Bob knocks the statue head off and sculpts a

new one.

Main character damages gift. What should they

do? (Keep the solution secret!)

Queen is surprisingly delighted with the gift. Important person is surprisingly happy with the

gift and all ends happily.

Use the generic plot to create a new class story using teacher modelling. Draw a new story map. If using a longer text,

another option is to innovate an alternative ending or innovate from a given point in the story, e.g. where a character

makes a significant choice. Provide alternative possibilities ready for the class to discuss. Select one possibility for the

class version and ask children to select another for their own. Children prepare new story maps in groups, pairs or individually with new characters/settings/ending. Children could

reuse settings, characters and new or exciting vocabulary from the original story in their own versions.

Writing Using the innovated plot, use shared writing techniques to model a section at a time. Focus on applying subordination

using a range of time words, (e.g. while, as, before, after) and using apostrophes for contracted forms, (e.g. don’t, can’t,

wouldn’t, you’re, I’ll.) Model proofreading to check for errors in spelling, grammar and punctuation, using a puppet to

assist or make the mistakes.

Children follow the modelling each day from the whole class focus and use their own plan to inform writing.

Use AFL, marking and feedback to adjust shared writing focus daily.

Learning outcomes Children will be able to write their own

explorer story or story ending based on a

model from an existing series, which includes;

- subordination using a range of time words.

- apostrophes for contracted forms.

- features of the original story series.

Outcome An explorer story based around the character(s) and settings from an existing series.

An alternative resolution or ending to an existing explorer story.

Presentation

Publish their own story or story ending in a book format for their peers to enjoy throughout the rest of the theme.

Year 2 Spring 1: Explorers

English

Non-chronological Reports – Creative Learning Opportunities and Outcomes

Creating interest

Create a scenario which provides the children with a real audience for their writing, e.g. a letter has arrived addressed to

Year Two. Ask a member of staff to personally deliver it to the classroom at the start of the lesson and open it with the

children. The school library service have heard that Year Two are becoming experts on ‘Explorers’, they would like them

to share their expertise by writing a book on explorers that can then be published and used as a real book to be loaned

out in the school library.

Visit the school library and look at different examples of information books. Children could select one and share it with

a partner, saying what they like about it.

Children discuss initial ideas for their book: What should the cover look like? How big should it be? What title might it

have? What should the pictures be like?

Learning outcomes Children will be able to compare different

information books, identifying features they

like and dislike.

Children will be able to discuss their initial

ideas for their own books.

Reading

Grammar: Warm ups throughout the reading phase – focus on subordination for reason. Revise because and so

(Autumn term), extend to include other reason connectives; if, then, for, unless.

Reading and responding Generate a class KWL grid as a starting point. What do we already know (K) about explorers or exploring? Ask them to

work in pairs to suggest what they want to know (W). Use the question hand and teacher modelling to review oral

rehearsal and writing of questions. Use the think-pair-share technique to discuss and share facts they already know about the topic. Following modelling,

provide children with sentence strips to record their known facts. Collate sentence-strip facts and read them together. Organise facts under different headings. Which headings do we

still need to find information for? What do we need to research in order to write our book? Keep referring back to the

audience and purpose of the end product. Pick one or two questions from the original KWL grid. Model how to use a non-fiction text in a non-linear way to locate

answers, e.g. selecting an appropriate text, using the contents page, index, sub-headings. Include use of an ICT text. During shared reading, continue to model word building and blending when reading unfamiliar words. Draw attention

to frequently encountered words and in these cases, demonstrate quick and accurate reading without overt sounding

and blending.

Model the collection of new vocabulary and key words. Orally rehearse in other contexts and invite the children to do

the same. Display for reference throughout the unit.

In response to key questions, children read differentiated non-fiction texts in groups/ pairs to challenge their ability to

locate the required information and to record their findings in writing.

Learning outcomes Children will be able to generate key questions

with a specific purpose in mind.

Children will be able to use speaking and

listening techniques to discuss, share facts and

to plan their research.

Children will be able to gather information

from a range of non-fiction sources, including

books, film, ICT texts and each other.

Children will be able to identify and explore

new vocabulary.

Year 2 Spring 1: Explorers

English

Non-chronological Reports – Creative Learning Opportunities and Outcomes (contd.)

Reading and analysing Using an information book on an unrelated topic, box-up a page, modelling the creation of a planning and writing

frame that the children can then recreate in their own version, e.g. main heading, two/three sections (paragraphs), a

picture, captions, section for fascinating facts or did you know?

Create a simple checklist of features for their page within the whole book – e.g. main heading, information, facts,

captions, pictures, present tense.

Learning outcomes

Children will be able to produce a simple plan

based on a model of an existing non-

chronological report.

Children will be able to identify the features of

a non-chronological report.

Gathering content

Grammar: Warm ups throughout the gathering content phase – focus on present tense for non-chronological reports.

Decide on specific content that needs to be gathered to write their class book(s) on exploring or explorers.

Refine or provide new key questions to be answered; discuss and display.

Use the jigsaw technique to support and organise discussion as follows:

- First, organise the children into ‘expert’ groups. Present each expert group with a topic area, e.g. a particular explorer;

equipment; where they travelled; what they discovered.

- Expert groups discuss their topic area and decide on information to share with their ‘home’ group.

- Provide a variety of differentiated texts to facilitate this, including film clips, information fact cards, web pages, audio

books and whole class texts. (Note: ensure that the books/texts provided will answer some of their questions).

- Next, children move to their home group - mixed groups made up of an expert from each topic area. In turn, each

‘expert’ shares their information.

Model how to make notes, jotting only the key words and phrases. Teacher and teaching assistant to work with each of

the ‘expert’ groups in turn, assisting in the gathering of information, collection of new vocabulary and key words and in

making relevant notes.

Enrich the gathering content phase and provide further content and information through visits (real and virtual) and

inviting visitors in to school. Alternatively, use the technique of teacher-in-role.

Model organising notes into the designed page layout.

Learning outcomes

Children will be able to gather information

from a range of sources.

Children will be able to record their findings,

making key notes.

Children will be able to plan where information

should be placed within the page layout of the

class book.

Writing Using the boxed-up page plan, use shared writing techniques to model a section at a time with the children. Focus on

applying the skills – subordination using the words because, so, if, then, for, unless and use of the present tense.

Children follow the modelling each day from the whole class focus and use their own page plan and notes to inform

their own writing. Remind the children every day of their audience and purpose.

Model proofreading, improving spelling, grammar and punctuation. Emphasise the need for texts to make sense when

reading and how to self-correct.

Use AFL, marking and feedback to adjust shared writing focus daily.

Learning outcomes Children will be able to construct their own

non-chronological report that will form the

page of an information book with a real

audience and purpose. This will include:

− subordination using because, so, if, then, for,

unless.

− correct use of the present tense.

Year 2 Spring 1: Explorers

English

Non-chronological Reports – Creative Learning Opportunities and Outcomes (contd.)

Outcome A non-chronological report which forms the page of a class book or collection of books on the theme of exploring and explorers.

Presentation

Children to publish their own page before all the pages are collated and bound into a class book / collection of books.

Use ICT to publish some or all of the information.

Children to work collaboratively to design a front cover for their book, and write a contents and index page.

Invite a librarian into school to review the finished product with the children and to register the book on the school library system.

Show the published book at a whole school assembly and invite children from other classes to borrow it.