Year 2 Term 6: What I Am Learning Now

How We Express Ourselves

Central Idea

Imagination may lead to innovation.

Lines of Inquiry: An inquiry into…

  • How imagination and creativity can influence design (form).
  • The role of evaluation in the design process (function).
  • How aesthetics may influence choice (perspective).
Subject Focus
Arts, Design & Technology

During this inquiry we will look specifically at how products are designed, made and evaluated to improve performance. We will also be looking at how aesthetics influence our decisions within design and also within the choices that we make.


Year 2 were visited by a selection of exciting vehicles! The children had the chance to investigate four different vehicles, looking at how the form and function of each car was the same and how it differed! Children were asked to talk about the cars and select a favourite – giving reasons for their choice.

Home Learning Opportunities
  • Can you create a new household product? Or improve one that you have at home?
  • Show us your designs, write an advert or create an ad for TV!
Class Texts
  • Charlie Changes Into a Chicken
  • Izzy Gizmo and the Invention Convention
Transferable Skills (Approaches to Learning)
  • Thinking
  • Social interactions and connections
  • Research
Links to PSHE, SMSC & Wellbeing

Within this unit, we will be looking at human development and change. During RSE children will begin to name the different body parts and begin to understand that boys and girls are physically different.

Key Vocabulary


Transparent, opaque, flexible, aluminium, copper, tin, zinc, stainless.


Aesthetics, analysis, design, evaluate, improve, creativity, innovation, invention.

Career Links

We are looking into the following careers:

  • Automotive Designer
  • Mechanical Engineer
  • Automotive Engineer
  • Marketing and Advertising
  • Inventors
Sharing Success
  • We can ‘request a selfie’ to share our work on Dojo.
  • We can share our work in our class floorbook for visitors to see.
  • Children will be designing their own cars, they will then make them and have the chance to evaluate their performance. Alongside this the children will be creating their own adverts to promote and persuade you to buy them!

Milestones covered in this inquiry…

English – Writing:

  • I can use a range of sentence types.
  • I can use exclamation marks.
  • I can use appropriate features of standard English.
  • I can write narratives maintaining a narrative form.
  • I can re-read and check my own writing.
  • I can use sentence demarcation with increasing accuracy.

English – Spoken Language:

  • I am able to express characters’ thoughts and feelings using appropriate words, phrases and sentences.
  • I can contribute purposefully to discussions and use some imaginative and adventurous vocabulary.
  • I can recognise that there are other viewpoints.
  • I can make a simple comment in response to others’ viewpoints and say whether I agree or disagree and why.
  • I can understand 2-3 part instructions.
  • I can ask for the meaning of unknown words.
  • I can use more complicated grammar to explain or justify opinion.

Lead Inquiry Subject – DT:

  • I can use knowledge of existing products to help come up with ideas.
  • I can develop and communicate ideas by talking and drawing.
  • I can select from a range of materials and components according to their characteristics.
  • I can suggest how my products could be improved.
  • I know how and where products are used.
  • I know what materials products are made from.
  • I can say what I like and dislike about products.
  • I can talk about my design ideas and what I am making.
  • I can make simple judgements about my products and ideas against design criteria.
  • I can make a product that moves using wheels and axles.

Other Subjects – Art:

  • I can begin to demonstrate ideas through photographs and in my sketchbook.
  • I can set out ideas, using ‘annotation’ in my sketchbook.


  • I can find out about people who developed useful new materials (such as John Dunlop).
  • I can describe the properties of different materials using words like transparent, opaque and flexible.
  • I can identify and compare the suitability of a variety of everyday materials.


  • I can use a range of appropriate words and phrases to describe the past.
  • I can sequence a set of events/objects in chronological order.


  • I can capture still and moving images.
  • I can record sounds into software and playback.