Year 2 – What am I learning now? (Term 4 2021-22)

How we organise ourselves

Central idea

The lives of significant individuals affect society today.

Lines of Inquiry –  an inquiry into

  • Lives of significant people (Form).
  • How individuals may impact societies today (Connection).
  • How we can influence today’s society (Responsibility).

Subject Focus – History

We will explore significant individuals form the past, such as Martin Luther King, Florence Nightingale and Mary Seacole, to determine their effect on our lives today. We will also investigate their similarities and differences to current individuals who have made a societal difference.


We will go on a timeline walk. Each of our three classes will be set up to represent the life of a significant individual. We will be able to explore their life and begin to wonder about the impact they may have had on us.

Home Learning Opportunities

  • Use our home learning website to explore significant people.
  • Choose an organisation to research and create a campaign to help raise money.

Class Stories

  • ‘The Fantastic Mr. Fox’ by Roald Dahl
  • ‘The Twits’ by Roald Dahl

Transferable skills (approaches to learning)

  • Research: consuming & processing – I can use online platforms to find information.
  • Communication: literacy – I can take notes and rewrite information I read, in my own words.
  • Communication: literacy – I can write for different purposes and audiences.

Links to PSHE / SMSC

During this unit of inquiry, we will explore nursing, doctors and hospitals. We will discuss what it means to be caring individuals and how we can make a positive difference to those around us and in the global community.

Key Vocabulary

Significant, past, present, primary source, secondary source, artefacts, before, now.

Textiles, puppet, portrait.

Perspective, responsibility, causation, global.

Christianity, Bible, faith, belief, Islam, muslim

Career Links

  • We are healthcare workers
  • We are nurses
  • We are doctors
  • We are fundraisers
  • We are human rights activists

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 voice and share my desire for an equal world. Children may be inspired to raise money, argue for something I believe in or help those less fortunate.
  • Children will write a letter to our Principal requesting that the school take action by raising money for significant events.

Milestones covered in this Inquiry

  • I can use phrases and words like: ‘before’, ‘after’, ‘past’, ‘present’, ‘then’ and ‘now’; in my historical learning.
  • I can use the words ‘past’ and ‘present’ accurately.
  • I can sequence a set of events in chronological order and give reasons for my order.
  • I can sequence events about the life of a famous person.
  • I can recount the life of someone famous from Britain who lived in the past giving attention to what they did earlier and what they did later.
  • Do I appreciate that some famous people have helped our lives be better today?
  • I can explain why Britain has a special history by naming some famous events and some famous people.
  • I can explain why someone in the past acted in the way they did.
  • I can research the life of a famous Briton from the past using different resources to help them.
  • I can answer questions using a range of artefacts/ photographs provided.
  • I can find out more about a famous person from the past and carry out some research on him or her.


  • I use the drafting process to gather and write down ideas and key words.
  • I write appropriate narratives about personal experiences or those of others, whether real or imagined, maintaining narrative form.
  • I write about real events, maintaining form and purpose.
  • I re-read and check own writing.
  • I proof-read for errors.
  • I can evaluate word choice, grammar and punctuation; make revisions.
  • I use simple present tense, showing subject-verb agreement: Infinitive (add “s” to the third person).
  • I use compound nouns: noun + noun (football), adjective + noun (whiteboard).
  • I can use apostrophes of omission: he didn’t, he couldn’t.
  • I can use apostrophes to mark singular possession in nouns [for example, the girl’s name].
  • I can use past continuous (progressive) tense: He was playing at school.
  • I can use present continuous (progressive) tense: “to be” + “-ing”.

Spoken Language

  • I can use more complicated grammar to explain or justify opinion e.g. “It was fun and even the grumpy old man was laughing, so I’d like to go again.”
  • I can sustain the attention of the listener e.g. will use eye contact and ask questions to involve and engage others.
  • I can use a range of conjunctions to join clauses and sentences and to help explain and justify events e.g. so, because, if, when.
  • I am able to work in role and take on some of the characteristics and/or the voice of the character being played.
  • I can extend simple roles by expressing emotions.
  • I contribute purposefully to discussions and am able to use some imaginative and adventurous vocabulary.
  • I can make a simple comment in response to others’ viewpoints and say whether I agree or disagree and why.

Multiplication and Division

  • Can I use arrays?
  • Can I use my 2, 5 and 10 times tables?
  • Can I use multiplication sentences using x?
  • Can I make equal groups?
  • Can I recognise odd and even numbers?
  • Can I divide by 2?
  • Can I divide by 5?
  • Can I divide by 10?


  • Can I make tally charts?
  • Can I use, draw and interpret pictograms?
  • Can I use and interpret block diagrams?
  • I can explain that animals grow and reproduce.
  • I can explain why animals have offspring which grow into adults.
  • I can describe the life cycle of some living things. (e.g. egg, chick, chicken)
  • I can explain that animals reproduce in different ways.
  • I can use the scientific vocabulary relating to this programme of study correctly.
  • I can read and spell scientific vocabulary at a level consistent with my increasing word reading and spelling knowledge.
  • I can work scientifically by asking simple questions and suggesting ways to find answers to their questions.
  • I can experiment with paint and add the tonal value of a colour e.g. adding one colour gradually to white.
  • I can mix and match colours, predict outcomes.
  • I can develop skills in stitching, cutting and joining.
  • I can colour fabric using natural dyes such as: beetroot, tea, onion skins and berries.
  • I can describe a place using geographical words.
  • I can describe the key features of a place, using words including ocean, coast, cliff, forest, river, soil, valley, vegetation.
  • I can describe the key features of a place, using words including port, harbour, office, city and factory.
  • I can point out where the Equator, North Pole and South Pole are on a globe or atlas.
  • I can perform with others.
  • I can play simple rhythmic patterns on an instrument.
  • I can order sounds to create a beginning, middle and end.
  • I can choose sounds which create an effect.
  • I can use symbols to represent sounds.
  • I can make connections between notations and musical sounds.
  • I can improve their own work.
  • I can make a 3-D textiles product that is assembled from two identical fabric shapes.
  • I can model ideas by exploring materials, components and construction kits.
  • I can say what I like and dislike about products.
  • 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.
  • ‘Little People, Big Dreams: Mother Teresa’ by Isabel Sanchez Vegara
  • ‘Vlad and the Florence Nightingale Adventure’ by Kate Cunningham
  • ‘Little People, Big Dreams: Martin Luther King Jr.’ by Isabel Sanchez Vegara