Who we are
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
- 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.
- 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
- 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.
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
- 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.
- 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.
- 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.
- 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.
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.
- 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.
- 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.