Year 2 – What am I learning now? (Term 1 2021-22)

Who we are

Central idea

Health and wellbeing can be affected by relationships

Lines of Inquiry –  an inquiry into

  • How we all have different needs (perspective).
  • How a balanced lifestyle leads to a healthy one (connection).
  • How people can support others in being healthy (responsibility).

Subject Focus – Science

Year 2 will explore a range of subjects in this unit of inquiry. Our lead subjects are Science & Geography. We will explore what it means to be physically, socially, spiritually and mentally healthy.  We will also explore Islam in RE and using data and retrieval skills within Computing.

Provocation: How healthy am I? What’s in my food?

  • To begin our unit of inquiry, we will explore the amount of sugar in our favourite foods and drinks.  
  • We will also be challenged to find out how fit and active we are. 
  • This will help us create our questions to help lead our inquiry. 
  • Keep a look out for photos on ClassDojo.

Home Learning Opportunities

  • Daily reading – try to read every night
  • Try to create a healthy. balanced meal at home
  • Look at food packaging and explore how much sugar and salt they contain

Class Stories

  • Planet Omar – Zanib Mian

Transferrable skills (approaches to learning)

  • Thinking skills – I can connect and combine knowledge and skills for use in different situations, in and outside school.
  • Social skills – I care for the needs of others. 
  • Communication – I can write for different purposes and audiences.

Links to PSHE / SMSC

In PSHE, children will explore goals, dreams and relationships within the classroom.  They will learn how to identify good work partners and practice how to work collaboratively and effectively together.

Key Vocabulary

  • Needs: basic needs, water, food, air, breathing, survival
  • Food: fruit, vegetables, bread, rice, potatoes, pasta, milk, dairy, food high in fat, sugar, meat, fish, egg, beans
  • Body: heart, beating, healthy, exercise

Career Links

  • Chefs
  • Personal trainers
  • Healthcare professionals

Sharing Success

  • Take a selfie – we will use ClassDojo to share images of work we are proud of. 
  • Principal’s certificate – we may be awarded certificates for our learning at the end of each week. 
  • We will be awarded Dojo points to celebrate our Learner Profile Attributes.

Outcome

Year 2 have been challenged to become experts on health and wellbeing.  They will use their family, school and community relationships to produce a guide to being healthy for families and students new to our school and local area.

Milestones covered in this Inquiry

English: Spoken Language
  • I show interest and ask lots of questions to find out specific information. 
  • I use newly introduced topic words appropriately in a sentence.
  • I express personal feelings.
English: Writing
  • I can use capital letters, full stops, question marks and exclamation marks to demarcate sentences.
  • I use coordinating conjunctions to create a compound sentence: or,  and, but.
  • I can use expanded noun phrases.
  • I use subordinate conjunctions to create a complex sentence:  when, if, that, because.
Science
  • I can describe what animals need to survive.
  • I can explain the basic needs of animals, including humans for survival (water, food, air).
  • I can work scientifically by asking questions about what humans need to stay healthy.
  • I can describe why exercise, balanced diet and hygiene are important for humans.
Geography
  • I can label a diagram or photograph using some geographical words.
  • I can use aerial photographs and plan perspectives to recognise landmarks and basic geographical features.
  • I can use tally charts and field sketches to record information.
  • I can find out about a locality by asking some relevant questions to someone else.
  • I can say what I like and don’t like about my locality and another locality.
  • I can devise a map with basic symbols and a key.
  • I can describe some physical features of my own locality.
  • I can explain what makes a locality special. I can describe the key features of a place, using words including  ocean, coast, cliff, forest, river, soil, valley, vegetation.
  • I can explain what facilities a town or village might need.
  • I can describe some ways the lives of people in hot and cold places are different to their own.
  • I can describe the key features of a place, using words including port, harbour, office, city and factory.
  • I can find where they live on a map of the UK.
  • I can use North, East, South and West and locational and directional language to describe the location of features and routes on a map.
Religious Education

Who is a Muslim and what do they believe?

  • I can discuss how religious communities can support our health and wellbeing.
  • I can talk about the fact that Muslims believe in God (Allah) and follow the example of the Prophet Muhammad.
  • I can identify some ways Muslims mark Ramadan and celebrate Eid-Ul- Fitr.
  • I can recognise that Muslims do not draw Allah or the Prophet but use calligraphy to say what God is like.
  • I can talk about some simple ideas about Muslim beliefs about God, making links with some of the 99 names of Allah.
  • I can retell a story about the life of Muhammad.
  • I can recognise some objects used by Muslims and suggest why they are important. 
  • I can identify some ways Muslims mark Ramadan and celebrate Eid-Ul-Fitr and how this might make them feel.
Computing
  • I can find information on a website.
  • I can click links in a website.
  • I can print a web page to use as a resource.
  • I can experiment with text, pictures and animation to make a simple slideshow.
  • I can use the shape tools to draw.
Design and Technology
  • I know that food has to be farmed, grown elsewhere or caught.
  • I know how to name and sort foods into the five groups in the eatwell plate.
  • I know how to prepare simple dishes safely and hygienically, without using a food source.
  • I know how to use techniques such as cutting, peeling and grating.