Year 2 Summer Term 2019

Summer Term – “ Growth”

History – “How our school has grown and is still growing”

Local history:

  • I can describe how people, places and events in the local area have changed over time
  • I can describe changes in the local area during my own life time

Historical Interpretation and Enquiry Skills:

  • I can use a wider range of historical resources to ask and answer questions about the past (e.g. Interviews, photographs, maps, diaries, artefacts)

Chronological understanding:

  • I understand that history is still being made

Science – “How we grow and the world around us grows”  

Scientific enquiry:

  • I can use standard measures
  • I can present results as a pictogram
  • I can present results as a bar graph
  • I can answer comparative questions about two or more values in a pictogram or block graph

Animals including humans:

  • I can compare the differences between things that are living, dead, and things that have never been alive
  • I notice that animals, including humans, have offspring which grow into adults


  • I can observe and describe how seeds and bulbs grow into mature plants
  • I can describe how plants need water, light and a suitable temperature to grow and stay healthy

Geography – “Promoting sustainable growth”

Physical and human geography:

  • I can suggest ways of improving the local environment

Geographical Skills and Fieldwork:

  • I can devise a simple map including basic symbols and a key
  • I can use simple compass directions (North, South, East and West) to describe the location of features on a map.
  • I can identify and describe geographical human and physical features using an aerial photograph
  • I can make simple observational notes during fieldwork

Art – “Sketching nature and creating self-portraits”

Skills and techniques

  • I can recognise and name primary and secondary colours
  • I can mix primary colours to make secondary colours

Appreciation and Evaluation

  • I can explain how they would improve their work next time using a wider range of artistic terminology (eg  line, texture, colour)

Design and Technology: “make a 3D model of our school”


  • I can select from and use a range of tools and equipment to perform tasks (for example, cutting, shaping, joining and finishing).

Technical knowledge

  • I can explore and use mechanisms (for example, levers, sliders, wheels and axles) in their products



  • I understand what algorithms are; how they are implemented as programs on digital devices
  • I know that programs execute by following precise and unambiguous instructions
  • I can use logical reasoning to predict the behaviour of simple programs
  • I can create a simple algorithm to carry out specific actions (eg program a BeeBot to perform a sequence of moves)
  • I can debug a simple program

PE: “Sports that help us grow healthy”


  • I am beginning to identify differences between my own and others’ performances
  • I can describe what has gone well and why
  •  I can suggest how a performance could be improved
  • I can make changes to my work (e.g. a sequence) following feedback