Key Stage 2
Pupils following the Pre-Formal pathway are working below the standard of national curriculum assessments and are not engaged in subject-specific study.
Pre-Formal learners are assessed using the engagement model. The engagement model sits comfortably alongside our redeveloped school curriculum, allowing pupils to access learning on a similar theme to their peers, whilst still following their own interests.
Key Stage 2 Long Term Plan Planning Year 2
| 2025-2026 | Myself | My home | My world -people | My Natural World | My Technological world | My world-places |
| Autumn 1 | Autumn 2 | Spring 1 | Spring 2 | Summer 1 | Summer 2 | |
| Subjects/Topic | My body – my senses | Festivals and celebrations | Stranger danger | Our Local area | Space | Holidays |
| Communication and Interaction | Fiction- The Colour Monster (Sensory adapted version) | Non-Fiction – Festivals Information Texts (Sensory adapted version) | Poetry / rap – staying safe (Sensory adapted version) | Fiction- Jack and the Beanstalk (Sensory adapted version) | Poetry- Space poems (Sensory adapted version) | Non-Fiction – Holiday brochures (Twinkl) (Sensory adapted version) |
| Refining Fine Motor Skills Pupils progress from basic grasping activities to more complex activities that involve precision and coordination. Pupils work towards improving hand-eye coordination and development of pincer grasp. | ||||||
| Pinching and grasping | Building and stacking | Posting | Threading | Cutting | Twisting and turning | |
| RHE | Managing own feelings | Economic wellbeing: money | Health and well being: Keeping safe | Relationships: respecting self and others | Aspirations: work and career | Health and well being: Mental health |
| Physical Development | Basketball | Hockey | Health Related Fitness | Orienteering | Gym and Dance | Athletics |
| Mathematics | Mathematics When pupils are confident with concepts using concrete resources, they progress to pictorial representations. Pupils begin to make connections between the physical objects they handle and the abstract symbols they are learning to use. | |||||
| Focus: Number | Focus: Measuring Length | Focus: Weight | Focus: Shape | Focus: Money | Focus: Time | |
| Computing | 4C – Finding Patterns | Logos | Key skills – Typing | 4D – Beebots | 2B – Sound and music | 4E – Scratch Jr |
| The World around Me | My senses (Science) | Local festivals (History) | Seasonal changes (Science) | Maps and Compasses (Geography) | Race to space – Neil Armstrong (History) | Oceans and seas (Geography) |
| RE Pupils will be supported to experience a range of religions and worldviews, different beliefs, sacred books, special festivals and special places, using the 5 key’s – Connection, Knowledge, Sense, Symbols and Values | ||||||
| Islam -Books | Christianity -Festivals | Sikhism -Beliefs | Sikhism – Festivals | Judaism – Places | Faith in the community. | |
| Creative Arts | Mark making | Textiles – patterns | Printing – scenes | Painting -landscapes | Sculptures -models | Collage Seascapes |
| Rainbows (Charanga) | Celebrating culture (Pitcheroak) | 4 seasons (Pitcheroak) | Musical Storyland (BBC Teach) | Blast off! (Pitcheroak) | Sun Sea and song (BBC Teach) | |
| Food | Snack attack Spreading and cutting using a knife | Where foods come from Mixing and measuring – using a spoon | Brilliant bread Rolling and using cutters | Preserved foods Grating and chopping | Summer fruits Using appliances | Foods from the sea Weighing and measuring using scales |
| Outdoor Learning | Fun in the forest | Festivals outdoor activities | Beware of the forest | Attracting wildlife | Planning an expedition | Making water move |
Key Stage 2 Long Term Plan Planning Year 2
| 2025-2026 | Myself | My home | My world -people | My Natural World | My Technological world | My world-places |
| Autumn 1 | Autumn 2 | Spring 1 | Spring 2 | Summer 1 | Summer 2 | |
| Subjects/Topic | My body – my senses | Festivals and celebrations | Stranger danger | Our Local area | Space | Holidays |
| English | Fiction- The Colour Monster Pupils indicate correctly pictures of characters and objects in response to questions such has ‘where is the…? Say a single sound for 10+graphees. Writing –Labels Make up their own phrases or short sentences to express their thoughts aloud, relating to their experiences. Form most lower-case letters correctly. Identify or write the 40+ graphemes on hearing the corresponding phonemes. | Non-Fiction – Festivals Information Texts Show anticipation about what is ging to happen (e.g., by turning the page). Say sounds for 40+ graphemes, including one grapheme for each of the 40+phonemes. Read accurately by blending the sounds in words with up to five known graphemes. Respond to questions that require simple recall. Writing – invitations Make up their own sentences and say them aloud, after discussion with an adult. Spell words (known graphemes) by identifying the phonemes and representing the phonemes with graphemes (e.g., in, cat, pot). | Fiction- The three little pigs Join in with predictable phrases or refrains. Retell some of the story. Read accurately by blending sounds in words with two or three known graphemes. Writing- Setting descriptions/Change settings Pupils say a clause to complete a sentence that is said aloud. Form correctly, most of the 10+ lower case letters. Identify or write 10+ graphemes on hearing corresponding phonemes | Fiction- Jack and the Beanstalk Demonstrate understanding e.g., by answering questions such as, ‘where is he/she/it?’ ‘What is this?’ ‘Who is this?’ ‘What is he/she doing?’ Read aloud books that are consistent with their phonic knowledge, without guessing words from pictures or the context of the sentences. Recount short sequence of events (e.g., by sequencing images or manipulating objects). Instructions- Growing plants/T4W Say an appropriate word to complete a sentence when an adult pauses, e.g. ‘We’re going to the ….). Spell words identifying the phonemes and representing the phonemes with graphemes, including words with consonant clusters and simple digraphs (e.g. frog, hand, see, shop, storm, splash). | Poetry- Space poems Join in with some actions or repeat some words, rhymes and phrases when prompted. Read words by blending sounds with known graphemes with adult support. Say a single sound for 20+ graphemes. Writing – Shape poems. Write down one of the sentences that they have rehearsed. Correctly form most of the 20+ lower case letters. Identify or write 20+ graphemes on hearing the corresponding phonemes. | Non-Fiction – Holiday brochures (Twinkl) Pupils to talk about events in text and link them to their own experiences. Read some common exception words. Writing –Postcards Pupils say an appropriate word to complete a sentence when an adult pauses, e.g. ‘We’re going to the ….). Spell words identifying the phonemes and representing the phonemes with graphemes, including words with consonant clusters and simple digraphs (e.g. frog, hand, see, shop, storm, splash). |
| Maths | Number and place Value (within 20) Say number names to 20 in the correct order Group objects 0-20 Identify how many in a group of up to 20 objects. Identify the big or small object from a selection of two Geometry- Properties of Shapes Sort objects according to stated characteristic (e.g. small and big balls, triangles and circles) Recognise some common 2-D shapes | Number- Addition & Subtraction Understand that the last number counted represents the total number of the count Use real-life materials to add and subtract 1 from a group of objects and indicate how many now Understand the mathematical symbols of add, subtract and equal to Measurement- Length & Height compare, describe and solve practical problems for lengths and heights using non-standard units of measure. Measure and begin to record lengths and heights using non-standard units of measure. | Number and place Value (within 50) Say number names to 50 in the correct order Group objects 0-50 Identify how many in a group of up to 50 objects. Read, write, count and compare numbers to 50 Measurement- Mass & Volume Compare, describe and solve practical problems for mass/weight, capacity/volume using non-standard units of measure. Measure and begin to record mass/weight, capacity/volume using non-standard units of measure. | Number- 4 Operations Solve number problems involving addition and subtraction of single-digit numbers above 10. Solve one step problems involving multiplication and division, using concrete objects and arrays. Geometry- position and direction Copy and continue simple patterns using real-life materials. Describe simple positions, directions, and movements. | Number- Fractions Recognise, find and name a half as one of two equal parts of an object, shape or quantity Recognise, find and name a quarter as one of four equal parts of an object, shape, or quantity. Measurement- Money Recognise different denominations of coins | Number and place Value (within 100) Say number names to 100 in the correct order Group objects 0-100 Identify how many in a group of up to 100 objects. Read, write, count and compare numbers to 100 Measurement- Time Compare, describe and solve practical problems for time e.g. now, next, quicker, slower) Measure and begin to record time (hours, minutes and seconds) Sequence events in chronological order using appropriate language. Recognise and use language relating to dates, including days of the week, weeks, months, and year. Tell the time to the hour and half past the hour and draw the hands on a clock face to show these times. |
| Science | Humans – My senses Identify the different senses. Identify, name, draw, and label the basic parts of the human body and say which part of the body is associated with each sense. | Energy – light and sound Recognise that they need light to see things and that dark is the absence of light. To notice that light is reflected from surfaces. recognise that shadows are formed when the light from a light source is blocked by an opaque object. | Seasonal changes Observe changes across the four seasons. Observe and describe weather associated with the seasons and how day length varies. | Plants – Growing wild Identify and name a variety of common wild and garden plants, including deciduous and evergreen trees. Identify and describe the basic structure of a variety of common flowering plants, including trees. | Space Identify the planets in the Solar system. Describe the movement of the Earth, and other planets, relative to the Sun in the solar system Describe the movement of the Moon relative to the Earth | Habitats: water habitats Identify and name a variety of common habitats Identify and name a variety of common animals, that are carnivores, herbivores, and omnivores. Identify that most living things live in habitats to which they are suited and describe how different habitats provide for the basic needs of different kinds of animals, and how they depend on each other. |
| Art and Design | Drawing – Picasso Pupils begin to develop a wide range of art techniques, drawings, colour and shapes. Pupils begin to develop their knowledge of differences and similarities and use their imagination to make links to their own work. | Textiles – patterns Pupils learn to improve their design techniques with patterns and textures, using a range of materials. Pupils will take inspiration from cultural practices and discipline, applying this to their own artwork. | Printing – surreal scenes Pupils explore the works of different artists, to feel emotions in dangerous situations. Pupils explore different techniques using paint to develop and share their ideas and experiences. | Painting –landscapes Pupils begin to develop a wide range of art techniques using colour lines and form. Pupils use a range of materials creatively to design and produce a painting. | Sculptures –models Pupils begin to develop a wide range of art techniques using form and manipulation. Pupils begin to use a range of materials creatively to make a space project. | Collage Seascapes Pupils begin to develop a wide range of art techniques using a range of materials to design and make a piece of work using collage skills. Pupils begin to develop a wide range of art techniques using a variety of textures and colour. |
| Citizenship | School rules To be able to communicate about what rules are, why they are needed, and why different rules are needed for different situations To show an understanding of the basic rules to keep safe online, including what is meant by personal information and what should be kept private; the importance of telling a trusted adult if they come across something that scares them | Different cultures To begin to recognize the similarities, differences and diversity among people of different race, culture, ability, sex, gender identity, age and sexual orientation To be able to recognise their individuality and personal qualities | Rules protect us To begin to show and understand basic rules and age restrictions that keep us safe To be able to recognise things appropriate to share and things that should not be shared on social media; rules surrounding distribution of images | Meet and talk with people To be able to demonstrate how to respond safely to adults they don’t know To be able to demonstrate how to treat themselves and others with respect; how to be polite and courteous | Finding information and advice To be able to meet and talk to people whose job is to help keep us safe locally. To be able to show how to listen to other people and play and work cooperatively | Prepare for change To be able to know how to talk about and share their opinions on things that matter to them To begin to develop and understanding about change and its impact on mental health and wellbeing and to recognise the need for emotional support during life changes and/or difficult experiences |
| Computing | 4C – Finding Patterns Pupils copy simple repeating patterns and short sequences. Pupils to identify and create simple patterns. | Logos (Digital marketing) Pupils research and identify existing logos. Pupils design simple logos. | Key skills – Typing Pupils demonstrate the correct touch-typing technique. Pupils to identify the meaning of basic service keys. | 4D – Beebots Pupils explore floor robots. Pupils input at least 1 instruction to control a Beebot. | 2B – Sound and music Pupils create music and sounds using computers or tablets. Pupils understand why we use computers to make music. | 4E – Scratch Jr Pupils engage in using a simple programme coded by others. Pupils practice creating simple codes. |
| Design and Technology | Mechanical toys Opposite swimming Pupils design, make and evaluate, based on design criteria. Pupils select from and use a range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining, and finishing]. Pupils begin to evaluate their ideas when using fabrics. | Digital worlds Opposite swimming Pupils generate, develop, model and communicate their ideas through talking, drawing, templates, mock-ups and, where appropriate, information and communication technology. Explore and evaluate a range of existing products. Pupils begin to develop their ideas through talking and sharing their ideas for their digital design. | Constructing models Opposite swimming Pupils begin to design, make, and evaluate their work when selecting and exploring different mechanisms. Pupils begin to develop their ideas through talking and selecting tools for simple constructions. Pupils begin to evaluate their ideas and products against their design criteria. | |||
| Humanities | The Battle of Worcestershire: English Civil War 1651. (History) Pupils will begin to learn about events beyond memory. Pupils will learn about significant historical events, people, and places in their locality. | Local Festivals (History) Pupils will begin to identify similarities and differences between ways of life in different periods Pupils will develop an awareness of the past, using common words and phrases, relating to the passing of time. | Landmarks (Geography) Pupils should develop knowledge about the world, the UK, and their localities. Pupils use aerial photographs and plan perspectives to recognise landmarks. | Reading maps and compasses (Geography) Pupils use world maps, atlases, and globes to identify the UK and other countries. Pupils use simple compass directions, and directional language to describe the location of features and routes on a map. | Significant Individuals: Neil Armstrong (History) Pupils learn about the lives of significant individuals in the past who have contributed to national and international achievements. Pupils know and understand key features of events. | The 5 oceans (Geography) Pupils name and locate the world’s 7 continents and 5 oceans. Pupils understand basic vocabulary relating to human and physical geography. |
| Music | Rainbows (Charanga) Pupils will experiment with creating, selecting and combining sound, with different pulses and beats. Pupils listen with concentration to a range of high-quality recorded music | Celebrating culture (Pitcheroak). Pupils listen to and respond to different musical traditions using differing tempos. Pupils begin to learn to sing or sing along with rhymes and songs and encounter different instruments. Pupils begin to share and perform the learning that has taken place. | 4 seasons (Pitcheroak). Pupils listen to and respond to loud and quiet sounds. Pupils begin to learn to sing or sing along with nursery rhymes and action songs and encounter different instruments. Pupils begin to share and perform the learning that has taken place. | Musical Storyland (BBC Teach) Pupils listen to and create compositions with varying rhythms. Pupils begin to learn to sing or sing along with nursery rhymes and action songs and encounter different instruments. Pupils begin to share and perform the learning that has taken place. | Blast off! (Pitcheroak) Pupils will experiment with using technology to make sounds related to a topic. Pupils begin to share and perform the learning that has taken place. | Sun Sea and song (BBC Teach) Pupils listen to and respond to the beat. Pupils begin to learn to sing or sing along with nursery rhymes and action songs and encounter different instruments. Pupils begin to share and perform the learning that has taken place. |
| Physical Education | Basketball To play competitive games modified where appropriate and apply basic principles suitable for attacking and defending. | Hockey Participate in team games developing simple tactics for attacking and defending. Understanding the transition from defense to attack. | Health Related Fitness To compare their performances and demonstrate improvement to achieve their personal best. | Orienteering To introduce the concepts of using a map or a plan and be able to use a key correctly, to help navigate. Taking part in outdoor and adventurous activity challenges both individually within a team. | Gym and Dance Respond to stimuli and movement through dance. Perform a dance using simple dance patterns. Develop balance agility and coordination. Develop linking movements together using apparatus. | Athletics Master basic movements including running, jumping, throwing, and catching. Combine basic movements in athletic events. |
| Religious Education | RE Pupils should develop their knowledge and understanding of religions and worldviews, different beliefs, sacred books, special festivals and special places. Pupils develop key vocabulary. Pupils will begin to express their own views, in response to the material they learn about. Pupils begin to develop key skills in relation to different religions. | |||||
| Islamic- Books | Christianity- Festivals | Sikhism- Beliefs | Sikhism- Festivals | Judaism- Places | Faith in the Community | |
| RHE | Managing own feelings To be able to make choices about a healthy lifestyle; routines that support good quality sleep; the effects of lack of sleep on the body, feelings, behaviour and ability to learn To be able to describe how feelings can affect people’s bodies and how they behave. | Economic wellbeing: money To know what money is; forms that money comes in; that money comes from various sources To be able to describe how money needs to be looked after; different ways of doing this | Health and well-being: Keeping safe/drugs/ alcohol To be able to demonstrate how to keep safe at home (including around electrical appliances) and fire safety (e.g. not playing with matches and lighters To develop strategies for keeping safe in the local environment or unfamiliar places (rail, water, road) and firework safety; safe use of digital devices when out and about | Relationships: respecting self and others To be able to describe what constitutes a positive healthy friendship (e.g. mutual respect, trust, truthfulness, loyalty, kindness, generosity, sharing interests and experiences, support with problems and difficulties); that the same principles apply to online friendships as to face-to-face relationships To be able to show how to respect the differences and similarities between people and recognising what they have in common with others e.g. physically, in personality or background | Aspirations: work and career To recognize that everyone has different strengths To be able to understand that jobs help people earn money to pay for things | Health and well-being: Mental health To be able to recognise and name different feelings To be able to describe a range of ways of sharing feelings; a range of words to describe feelings |
| Food | Snack attack Spreading and cutting using a knife Pupils begin to spread different textures of food on items, e.g., crumpets. Pupils begin to use the correct grip whilst chopping using a bridge, holding e.g., a cucumber. | Where foods come from Mixing and measuring – using a spoon Pupils experience making simple items, using a variety of food. Pupils experience measuring and presenting using tools, i.e. measuring spoons and ice cream scoop, etc. | Brilliant bread Rolling and using cutters Pupils begin to experience using different rolling pins and different size cutters, e.g., sourdough. Pupils construct dough recipes, using appropriate kitchen utensils, e.g., bread makers. | Preserved foods Grating and chopping Pupils begin to experience the preparation of different root vegetables. Pupils to make dishes involving chopping, e.g., beetroot | Summer fruits Using appliances Pupils experience summer fruits prepared in different ways, e.g., smoothies, ice cream, etc. Pupils to be able to prepare their favourite fruit dish using appliances. | Foods at the seaside Weighing and measuring using scales Pupils begin to experience making simple seaside food, e.g. making fruit ice-lollies using measuring scales. Pupils to weigh ingredients and use appliances to make a range of dishes |
| Outdoor Learning | Fun in the forest Pupils begin to experience the environment and climates in their natural environment. Pupils begin to explore different nature trails. | Festivals outdoor activities Pupils explore and experiences colours and textures. Pupils begin to use senses to explore the natural environment – (Touch- hug a tree. Sight- colour matching, Smell- to be able to make woodland perfumes, sticks and woodland materials. | Beware of the forest Pupils begin to explore the different climates and changes of seasons. Pupils begin to explore the natural environment and begin to reference safety. Pupils use tools safely with a purpose. | Attracting wildlife Pupils begin to use tools appropriately. Pupils begin to follow instructions in a structured outdoor activity. Pupils begin to make a choice in set tasks. | Planning an expedition Pupils to experience fictional and non-fictional stories about expeditions. Pupils to begin to experience simple exploration activities | Making water move Pupils begin to create their own 2D/3D pieces of work. Pupils begin to make simple comparisons between their own work and nature. |
