Scheme of Work Cambridge Primary English 0058 Stage 2

Version 1

Scheme of Work

Cambridge Primary

English 0058

Stage 2

This Cambridge Scheme of Work is for use with the Cambridge Primary

English Curriculum Framework published in September 2020

for first teaching in September 2021.

 
    2 
 
 
 
Contents 
 
Contents ...................................................................................................................................................................................................................................................... 2 
Introduction .................................................................................................................................................................................................................................................. 3 
Unit 2.1 Information texts: personal information .......................................................................................................................................................................................... 6 
Unit 2.2 Traditional tales from different cultures ........................................................................................................................................................................................ 13 
Unit 2.3 Poems with patterns in sounds .................................................................................................................................................................................................... 20 
Unit 2.4 Stories with familiar themes ......................................................................................................................................................................................................... 27 
Unit 2.5 Poems with patterns in structure .................................................................................................................................................................................................. 35 
Unit 2.6 Explanations ................................................................................................................................................................................................................................. 41 
Unit 2.7 Poems to perform ......................................................................................................................................................................................................................... 49 
Unit 2.8 Stories by well-known writers ....................................................................................................................................................................................................... 55 
Unit 2.9 Information texts: reports about a subject .................................................................................................................................................................................... 61 
Sample lesson 1 ........................................................................................................................................................................................................................................ 67 
Sample lesson 2 ........................................................................................................................................................................................................................................ 69 
 

Cambridge Primary English (0058) Stage 2 Scheme of Work

Introduction

This document is a scheme of work created by Cambridge Assessment International Education for Cambridge Primary English Stage 2.

It contains:

• suggested units showing how the learning objectives in the curriculum framework can be grouped and ordered

• at least one suggested teaching activity for each learning objective

• a list of subject-specific language that will be useful for your learners

• sample lesson plans.

You do not need to use the ideas in this scheme of work to teach Cambridge Primary English Stage 2. It is designed to indicate the types of activities you might use,

and the intended depth and breadth of each learning objective. These activities are not designed to fill all of the teaching time for this stage. You should use other

activities with a similar level of difficulty, including those from endorsed resources.

The accompanying teacher guide for Cambridge Primary English will support you to plan and deliver lessons using effective teaching and learning approaches. You

can use this scheme of work as a starting point for your planning, adapting it to suit the requirements of your school and needs of your learners.

Long-term plan

This long-term plan shows the units in this scheme of work and a suggestion of how long to spend teaching each one. The suggested teaching time is based on 150

hours of teaching for English Stage 2. You can adapt the time, units and order of the units based on the requirements of your school and the needs of your learners.

Unit and suggested order

Suggested teaching time

Unit 2.1 Information texts: personal information

18 hours

Unit 2.2 Traditional tales from different cultures

17 hours

Unit 2.3 Poems with patterns in sounds

16 hours

Unit 2.4 Stories with familiar themes

18 hours

Unit 2.5 Poems with patterns in structure

15 hours

Unit 2.6 Explanations

17 hours

Unit 2.7 Poems to perform

15 hours

Cambridge Primary English (0058) Stage 2 Scheme of Work

Unit and suggested order

Suggested teaching time

Unit 2.8 Stories by well-known writers

18 hours

Unit 2.9 Information texts: reports about a subject

16 hours

Total

150 hours

Sample lesson plans

You will find two sample lesson plans at the end of this scheme of work. They are designed to illustrate how the suggested activities in this document can be turned

into lessons. They are written in more detail than you would use for your own lesson plans. The Cambridge Primary English Teacher Guide has information on

creating lesson plans.

Other support for teaching Cambridge Primary English Stage 2

Cambridge Primary centres receive access to a range of resources when they register. The Cambridge Primary support site at

https://primary.cambridgeinternational.org is a password-protected website that is the source of the majority of Cambridge-produced resources for the programme.

Ask the Cambridge Coordinator or Exams Officer in your school if you do not already have a log-in for this support site.

Included on this support site are:

• the Cambridge Primary English Curriculum Framework, which contains the learning objectives that provide a structure for your teaching and learning

• grids showing the progression of learning objectives across stages

• the Cambridge Primary English Teacher Guide, which will help you to implement Cambridge Primary English in your school

• templates for planning

• worksheets for short teacher training activities that link to the teacher guide

• assessments provided by Cambridge

• a list of endorsed resources, which have been through a detailed quality assurance process to make sure they are suitable for schools teaching Cambridge

Primary English worldwide

• links to online communities of Cambridge Primary teachers.

Resources for the activities in this scheme of work

We have assumed that you will have access to these resources:

• paper, pens and pencils for learners to use

• paper on which learners can record their work

• dictionaries and thesauruses

• access to computers and the internet

• access to a range of paper-based research materials, i.e. in a library

• access to a wide range of fiction, non-fiction and poetry texts that learners can read independently for pleasure.

Cambridge Primary English (0058) Stage 2 Scheme of Work

Other suggested resources for individual units and/or activities are described in the rest of this document. You can swap these for other resources that are available

in your school.

Websites

There are many excellent online resources suitable for teaching Cambridge Primary English. Since these are updated frequently, and many are only available in

some countries, we recommend that you and your colleagues identify and share resources that you have found to be effective for your learners.

Approaches to teaching Cambridge Primary English Stage 2

Repetition of learning objectives

All Stage 2 learning objectives are covered at least once in this scheme of work to demonstrate an example of how it may be taught. It is expected that teachers will

revisit learning objectives multiple times across the year to practise and embed learners’ skills.

Some Stage 2 learning objectives are covered across multiple stages of the Primary programme. Where this is the case, the learning objective will be followed by an

asterisk, for example:

2Ri.10 Explore implicit meanings in simple texts.*

Organisation of learning objectives into units

The learning objectives have been organised into units; however, it is not mandatory to use these contexts in your own teaching. The learning objectives can be

taught in any order. The contexts of the units given in the scheme of work were chosen to support the breadth of textual contexts that learners should be familiar with

and to create links to Lower Secondary. Within the units, some texts are named, but these are only for exemplification and are not mandatory. You are encouraged

to choose texts that are available, appropriate and relevant to your learners.

Rows of suggested teaching activities within each unit are designed to demonstrate how the Reading, Writing, Speaking and Listening skills can be integrated to

support their mutual development. The rows are not a demarcation of lessons. The activities suggested within one row could take part of a lesson or may need a

series of lessons. Any texts listed in the resources are only indicative, with no requirement to read them. You should choose texts that are relevant to your learners

and their context.

Phonics

The phonics learning objectives are not exhaustive and do not provide a comprehensive approach to teaching phonics. In addition to the Cambridge Primary English

Curriculum Framework, it is recommended that you also follow a systematic phonics scheme.

Spelling

The suggested teaching activities for the spelling learning objectives are not comprehensive; not all possible letters and letter combinations are covered. The

suggested teaching activities are designed to provide an exemplification of one approach that could be taken to teaching the learning objectives. If further support is

required with the teaching of spelling, in addition to the Cambridge Primary English Curriculum Framework, you should also follow a systematic spelling scheme.

Cambridge Primary English (0058) Stage 2 Scheme of Work

Unit 2.1 Information texts: personal information

Outline of unit:

In this unit, learners will read and spell words with split digraphs. They will understand the differences between full stops and question marks and use them

correctly in simple sentences, providing relevant information with sufficient detail. They will read a range of simple non-fiction texts, exploring the features of text

structure and discussing this as a class. They will locate relevant information in a text, asking and answering relevant questions. They will use commas to separate

items in a list and organise words into alphabetical order. They will include additional information to develop their ideas, using relevant vocabulary, and deliver a

short presentation using verbal and non-verbal communication techniques.

Recommended prior knowledge:

This unit explicitly builds on the following learning objectives covered in Stage 1:

Reading

Identify the sounds (phonemes) represented by more than one letter (consonant digraphs; vowel digraphs; trigraphs, e.g. th, sh, ch; ai, ee; igh).

Recite the alphabet in order.

Explore in texts, and understand, the use of full stops and different uses of capital letters.

Explore and recognise the features of text structure in a range of different fiction and non-fiction texts, including simple poems.*

Read and explore a range of simple non-fiction text types.*

Answer questions about texts with some explanation of thinking.*

Writing

Identify letters (graphemes) for adjacent consonants (e.g. br, nd) and consonant digraphs, including th, ch and sh.

Use vocabulary relevant to a familiar topic.*

Use a capital letter and full stop to start and end a sentence.

Include some relevant information when writing simple non-fiction texts in familiar real-life contexts.

Speaking and Listening

Provide relevant information, as needed.

Show some use of non-verbal communication techniques.*

Ask simple questions about what is heard or read.

During a discussion, listen to others without interrupting.

Engage in imaginative play, enacting simple characters or situations.

Cambridge Primary English (0058) Stage 2 Scheme of Work

Unit 2.1 Information texts: personal information

Key vocabulary:

title

cover

contents page

index

glossary

information

label

caption

heading

fiction

non-fiction

full stop

sentence

noun

I found out that …

Did you know that …?

first

then

in the end

It was hard/easy.

I did not need / I needed help.

Cambridge Primary English (0058) Stage 2 Scheme of Work

Learning objectives

Suggested teaching activities

Resources

2Rw.02 Read words with split

digraphs, e.g. made, like.

2Ww.02 Explore and use

spellings of words with split

digraphs, e.g. made, like.

Show learners pairs of words, with and without e, with the same vowel, for example cap/cape;

mad/made; plan/plane. Read the word pairs aloud and ask learners to identify what changes

when there is an e at the end of the word. Repeat for words containing the split diagraphs

a-e, i-e, o-e, u-e.

Introduce short vowel sounds and long vowel sounds. The short vowel sounds are the vowel

sounds in pat, pet, pit, pot, put, but. Other stressed vowels are long vowel sounds, such as

bait, beet, bite, boat, boot, part, pert, port, pout, point, pare, peer, pour. Ask learners:

• Is the vowel in the word with the e a long vowel sound or a short vowel sound?

• Is the vowel in the word without the e a long vowel sound or a short vowel sound?

Play games such as Pelmanism (a memory game) with the word cards you have made:

• Organise learners into pairs and place 18 cards (9 pairs of words, with and without an

e) face down on the table. Learner 1 turns over two cards and reads the words aloud.

If the words are a pair – with and without the e – Learner 1 keeps the words.

Otherwise they turn the cards face down again, without moving their position, and

play passes to Learner 2.

• When all the pairs have been identified, ask all learners to read all the words they

have picked up. The learner who has collected, and can read, the most words wins

the game.

Give one learner a set of words without the final e. Ask them to read the word aloud. Their

partner should write the word, then write the word with an e, then say both words.

Mix up the pile of word cards, so that pairs of words are no longer together, and place them

face down on the table. Ask Learner 1 to take the top card and, without showing the card,

read the word. Their partner should write the word they hear. Learner 1 should then show the

card they read out for their partner to check their work. Learner 2 should then read aloud the

next word, and so on.

Pairs of cards showing words

with split digraphs which are

also words if the e is removed,

e.g. cap/cape; can/cane;

hat/hate; man/mane; mad/made;

plan/plane; dim/dime; bit/bite;

hid/hide; rip/ripe; pip/pipe;

slid/slide; strip/stripe; spin/spine;

shin/shine; hope/hope; not/note;

rob/robe; rod/rode; slop/slope;

cub/cube; tub/tube; cut/cute.

2Rg.02 Explore in texts, and

understand, the differences in

use of full stops and question

marks.

2SLm.02 Provide relevant

information with sufficient

detail, as needed.

Together read some simple sentences with questions and answers about personal

information. Ask learners to identify the questions. Before they start, ask learners:

• How can you tell if a sentence is a question?

• What punctuation mark can you find at the end of a question?

If your learners are familiar with a language where question marks also occur at the

beginning of questions, point out that in English they are only written at the end.

Ask learners to identify the statements and ask them:

• What kind of punctuation did the statements end with?

Pieces of paper with sentences

containing questions which seek

personal information, such as:

• What is your name?

• How old are you?

• Where do you live?

• Who lives in your house?

Pieces of paper with answers to

the questions such as:

Cambridge Primary English (0058) Stage 2 Scheme of Work

Learning objectives

Suggested teaching activities

Resources

2Wg.01 Use capital letters, full

stops and question marks

correctly in simple sentences.

Remind learners that statements and questions are both kinds of sentences. Look together at

all of the sentences and ask learners:

• What do all of the sentences start with?

Ask learners to look at the questions for other places where capital letters are used, and elicit

that they are used for names and the name of places (proper nouns) and for the word I.

Confirm that capital letters should always be used in these contexts.

Organise learners into pairs. Give them pieces of paper each with a question or answer

written on them and ask them to match the questions with the answers. Ask learners to read

the questions and answers as a dialogue.

Ask each pair of learners to create their own dialogue of questions and answers about

themselves. They should do this together verbally, with learners taking turns to ask and

answer the questions. Learners should aim to ask at least two questions and answer two

questions each.

Ask learners to write up the dialogue they just had with their partner. Before they start writing,

ask them:

• What will you use at the start of every sentence?

• What punctuation mark will you use at the end of a question?

• What punctuation mark will you use at the end of a statement?

• My name is Lily.

• I am seven years old.

• I live in the city of Buenos

Aires.

• The people in my house

are my mother, my father

and my little brother.

Adapt the sentences to make

them appropriate for your

learners.

2Rs.02 Explore and recognise

the features of text structure in

a range of different fiction and

non-fiction texts, including

simple poems.*

2Ri.04 Read and explore a

range of simple non-fiction text

types.*

2SLg.03 During a discussion,

respond in a way that is

relevant to the task.

Introduce a text written in the first person. Read the text aloud to learners and ask them

whether they think it is fiction or non-fiction. Ask them to explain their responses.

Together look for features of non-fiction texts. Your chosen text might, for example, have:

• a photograph on the cover

• a title that indicates what the text is about

• a contents page

• headings

• a map

• photographs with captions and/or labels

• a glossary and/or index

• ‘Did you know?’ boxes or fact boxes.

A range of non-fiction books,

written in the first person, about

living in different places.

Sticky notes.

Cambridge Primary English (0058) Stage 2 Scheme of Work

Learning objectives

Suggested teaching activities

Resources

Look at the order in which information is given, particularly towards the beginning of the text.

If the text has an introduction, e.g. My name is … I live in …, discuss why this information is

at the beginning of the book.

Ask learners to look at some different books with similar features to those you explored

together. Ask them to use sticky notes to identify features of the books. Once complete, ask

learners to share their book and discuss the features they identified.

2Ri.14 Locate relevant

information in texts, including

using a contents page.

2SLs.02 Ask questions about

what is heard or read to

improve understanding.

2Ri.15 Answer questions

about texts with some

explanation of thinking.*

Look at the contents page of a book you have shared. Remind learners about the information

on the page by asking:

• What do the words show?

• What do the numbers show?

As a class, create a short quiz, exploring information in the book which can be found from the

contents page. The contents page for a book about a child called Inuk who lives in

Greenland, for example, could read:

Say hello to Inuk 2

Welcome to Greenland 4

Inside Inuk’s home 6

Questions could include:

• Who is Inuk?

• Where is Greenland?

• What is inside Inuk’s home?

Show learners how to:

• choose which page to look at to find the answer

• find the answer to the question

• write the answer to the question, using information in the book.

Ask learners to write quizzes for each other about some of the books they have read. Give

them guidelines for their quizzes, for example:

• Questions must have good punctuation, including question marks.

• The contents page should give clues about where to find the answer.

• The answer must be in the text.

Organise learners into groups and ask them to take turns to ask their questions. Learners

should answer the questions and record their answers. Tell them that they should be able to

explain how they found the answer.

A range of non-fiction books,

written in the first person, about

living in different places. Each

book should have a contents

page.

Cambridge Primary English (0058) Stage 2 Scheme of Work

Learning objectives

Suggested teaching activities

Resources

2Rv.03 Use the initial letter to

organise words in alphabetical

order, and to locate words in

simple dictionaries and

glossaries.

2Wg.02 Explore and use

commas to separate items in

lists.

Show learners the alphabet written in the shape of a rainbow. This supports memory of

alphabetical order better than a row of letters because learners can often visualise where in

the rainbow shape the letter is located.

Hold some quick team quizzes where you call out two or three letters and see how quickly

learners can tell you which of them comes first in the alphabet.

Explain that we can use the order of letters in the alphabet to put words in order. Show

learners two words, e.g. animal names like crocodile and zebra, point at the first letters and

ask:

• Which letter comes first in the alphabet?

Explain that when we put words in the order that the first letter appears in the alphabet, we

are putting them in alphabetical order.

Choose a non-fiction book you have been reading with your learners that has a glossary or

index. Look together at the words in the list and ask them to identify whether they are in

alphabetical order.

Introduce a simple dictionary, explaining that the words are listed in alphabetical order. Ask

learners to choose words from the glossary/index and look them up in the dictionary.

Hold some quick team quizzes where you call out two or three animal names and see how

quickly the learners can put them in alphabetical order. Point out that when we write lists of

words, we usually separate the items with commas. Demonstrate this for recording

alphabetically ordered lists, e.g. camel, gorilla, lion, snake.

Ask learners to draw your attention to any lists with items separated by commas like this that

they find in their reading.

The alphabet written in the

shape of a rainbow.

A non-fiction book with a

glossary and/or index that uses

words, not pictures.

Simple dictionaries.

2Wc.05 Include additional

information to develop some

ideas when writing non-fiction

texts.

2Wv.01 Use vocabulary

relevant to a familiar topic.*

Organise learners into groups and ask them to prepare a short presentation on living in their

own country.

Revisit the books about personal experiences of living in another country and look at the

contents page. Ask learners to use this page to make a list of the kinds of topics people talk

about in these books. Once they have a list, ask them:

• Are all of these topics relevant to your own country?

• Are there any other topics you want to talk about?

A range of non-fiction books,

written in the first person, about

living in different places.

Resources that will allow

learners to research into living in

their own country.

Cambridge Primary English (0058) Stage 2 Scheme of Work

Learning objectives

Suggested teaching activities

Resources

2Wv.04 Choose and use

interesting words and phrases,

including to describe people

and places.

2SLp.04 Deliver a short

presentation in a familiar

context about a chosen object

or event.

2SLm.04 Show some use of

non-verbal communication

techniques.*

If necessary, you could suggest some questions they could answer in their presentation, for

example:

• Where is the country?

• Which language(s) do people speak?

• What is special or interesting about the country?

• What is the weather like?

• What kinds of foods do people eat?

• What do people who live in the country like to do?

• Which particular animals or plants live in the country?

Give learners time to research their ideas using appropriate sources. These could include

written texts or opportunities to talk to, and ask questions of, someone else who lives in the

country. Remind learners to make notes about what they find out as they research.

Once learners have information about their topics, ask them to think about what words they

will use to talk about each one. In their groups, learners can think-pair-share ideas for their

topics.

As a class, create clear success criteria for their presentations, which could include, for

example:

• Use interesting words to describe your country.

• Talk loudly enough for your audience to hear.

• Look your audience in the eye.

• Make your voice interesting and look interested.

After each group has delivered their presentation, encourage other learners to ask questions

and to engage in discussion about what they heard. If a learner’s contribution is not useful or

relevant, help to draw the discussion back to the topic and prepare to remind them about

keeping on task during discussions.

Cambridge Primary English (0058) Stage 2 Scheme of Work

Unit 2.2 Traditional tales from different cultures

Outline of unit:

In this unit, learners will explore sentences that contain basic connectives, and use basic connectives in their own sentences while talking about their own

activities. They will explore explicit meanings in text, talking clearly and confidently about patterns in a story. They will show understanding of punctuation when

reading aloud, and will work in groups to explore characters and situations through role-play. They will retell a story verbally, talking about the sequence of events

and showing awareness of the listener. They will recognise that stories can be from different times and places, while they make simple inferences from what is

said or done. They will write for a purpose, including simple descriptions of settings and characters, direct speech and appropriate vocabulary.

Recommended prior knowledge:

This unit explicitly builds on the following learning objectives covered in Stage 1:

Reading

Re-read text showing understanding of capital letters and full stops to indicate sentences, and simple grammatical links between words, e.g. [The girl] [is playing]

with [her ball].

Identify sentences in texts.

Talk about the sequence of events or actions in a text, e.g. what happens at the beginning, in the middle and at the end of a story.

Explore explicit meanings in simple texts.*

Retell a familiar story verbally, including most of the relevant information.

Explore implicit meanings in simple texts.*

Make simple inferences based on events in a text.

Show understanding of rhyme and repetition when joining in with reading familiar simple stories and poems.

Enjoy reading and hearing a range of simple stories, poems and non-fiction texts.*

Begin to identify how contexts and events in stories are the same as or different from real life.

Writing

Write simple sentences.

Develop a short written retelling of a familiar story, e.g. by writing sentences to caption pictures.

Begin to write for a purpose using basic language and features appropriate for the text type.*

Present text in a range of different ways, e.g. diagrams with typed labels, storyboards with handwritten captions.*

Speaking and Listening

Cambridge Primary English (0058) Stage 2 Scheme of Work

Unit 2.2 Traditional tales from different cultures

Speak audibly and clearly with familiar people.

Show some awareness of the listener, e.g. by varying tone to engage them, by responding to their non-verbal cues.*

Work with others in a group.*

Take turns in speaking, expressing own feelings and ideas.

Pause at full stops when reading aloud.

Engage in imaginative play, enacting simple characters or situations.

Key vocabulary:

character

setting

full stop

question mark

speech

capital letter

sentence

connective

verb

I think …

I liked … / I didn’t like …

I felt …

It is the same / different because …

Cambridge Primary English (0058) Stage 2 Scheme of Work

Learning objectives

Suggested teaching activities

Resources

2Rg.03 Explore in texts

sentences that contain and,

but, because, if, when.

2Wg.05 Write simple

sentences, and multi-clause

sentences using and, but, or.

2SLr.01 Talk about own

activities, including why they

made particular choices.

Read a traditional tale together with learners, and ask them to put up their hand whenever

they read a connective. Look at the sentences containing the connectives, one at a time.

Explain that these words are all used to connect, or join. two sentences together, but they do

not all mean the same. We use different connectives to show different ways in which the

meanings of the sentences are linked, for example:

• and – adds new information, e.g. Cinderella had to wash the floor and make the

beds.

• but – adds opposite information, e.g. The three bears were hungry, but their porridge

was too hot to eat.

• because – explains why, e.g. The gingerbread man ran away because he didn’t want

to be eaten up.

• when – gives information about the time, e.g. The three billy goats tried to cross the

bridge when the troll was asleep.

• if – shows what else has to happen, e.g. The tiger agreed not to eat the man if he

gave him a cow.

• or – gives a choice of things, e.g. Jack could take the cow to market or have some

beans to grow.

Explore as many connectives as learners find in texts, talking about the information each

connective gives.

Give each learner a piece of paper with either a sentence or a connective written on it. Ask

learners to compare what they have on their paper with others and to organise themselves

into groups of three: two sentences joined by a connective.

Challenge learners to explain why they think that that connective is the best one to join those

two sentences. Ask other learners whether they agree.

A traditional tale from your own

or another culture that contains

connectives.

Sentences and connectives

written on separate pieces of

paper.

2Ra.01 Enjoy reading and

hearing a range of simple

stories, poems and non-fiction

texts.*

2SLm.01 Speak clearly and

confidently with familiar

people.

2SLg.04 Take turns in

speaking, adding relevant

information.

Introduce the idea of a traditional tale as a story that is well known because it has been told

and retold for many years. Every country and culture has its own traditional tales. Ask

learners if they know of any traditional tales from your culture. Make a list of the tales learners

identify.

Ask groups of learners to tell each other the stories they know. Once learners have had a

chance to share their stories, ask them:

• Did any of you tell the same story?

• Were the versions of the story you told exactly the same?

• Why / why not?

A traditional tale from your own

or another culture.

Optional: videos of some

traditional tales.

Cambridge Primary English (0058) Stage 2 Scheme of Work

Learning objectives

Suggested teaching activities

Resources

2Ri.06 Explore explicit

meanings in simple texts.*

2Ri.16 Talk about patterns in

simple stories and poems, e.g.

rhyme, repetition.

Discuss how some learners will have first been told a version by a family member, others will

have read the stories, and others will have seen films or videos of the stories.

Look at the list of stories learners suggested, together with any other traditional tales you

have explored together. Ask learners to choose their favourite. Ask them to take turns

explaining to others why they chose the story they did.

Read a traditional tale with learners. Review the story by asking simple questions that explore

the explicit information given in the text, for example, if reading Goldilocks and the Three

Bears, you might ask:

• How many bears were there?

• What was the name of the little girl?

Ask learners how they knew the answers to the questions. Discuss links between the words

in the question and the words in the text that they can use to find the right information.

Draw learners’ attention to the patterns of language in the stories. Patterns of three are

particularly common in traditional tales. These could include:

• a description of an action that repeats a word or phrase three times, e.g. They ran

and they ran and they ran.

• a description of an action that is done three times with slightly different outcomes

each time, e.g. She tried the first bowl of porridge, but it was too hot. She tried the

next bowl, but it was too salty. She tried the third bowl and it was just right.

• an action attempted by three characters, with a different outcome for one of the three

characters, e.g. when three billy goats try to cross the bridge, the first two can cross

but the troll challenges the third to a fight.

Ask learners to identify any repeated phrases in the story, e.g. He huffed and he puffed and

he blew the house down, and to identify when in the story these repeated phrases occur.

2Rg.01 Show understanding

of punctuation, including

speech marks, and simple

grammar when re-reading text.

2SLp.03 Extend experiences

and ideas about characters

and situations through role-

play.

Point out speech marks in a text you are reading together. Explain that the speech marks are

a bit like speech bubbles in that the words inside the speech marks are the words the

characters say. Show learners sentences from the story and ask them to underline or

highlight the words the characters actually say.

Model reading part of the text with speech in it. Change your voice for the speech. Ask

learners what they noticed about your reading. Explain that it is important when you are

reading aloud that your listeners know which words are spoken by the character and which

are part of the narrated story. Ask learners:

• How can we tell what a character might sound like?

A traditional tale from your own

or another culture that contains

examples of direct speech.

Copies of sentences from your

chosen story for learners to

annotate. The sentences should

contain direct speech, inside

speech marks.

Cambridge Primary English (0058) Stage 2 Scheme of Work

Learning objectives

Suggested teaching activities

Resources

2SLp.02 Show awareness of

speech marks when reading

aloud.

2SLg.01 Work with others in a

group.*

Discuss how you know what the character might sound like, e.g. from the choice of speech

verb, from the punctuation, from information that we are told about the character.

Organise learners into groups and ask them to act out the story together as the narrator

reads the text, with each learner taking on the role of a different character. Learners should

practise different ways of reading the direct speech to accurately reflect the character.

2Rs.01 Talk about the

sequence of events or ideas in

a text.

2Ri.07 Identify and use the

main events to retell a story

verbally.

2SLm.05 Show some

awareness of the listener, e.g.

by varying tone to engage

them, by responding to their

non-verbal cues.*

2Wp.04 Present text in a

range of different ways, e.g.

diagrams with typed labels,

storyboards with handwritten

captions.*

Discuss a familiar story with learners:

• Can you identify which events occurred at the beginning, in the middle and at the end

of the story?

• If there are more than three events in the story, how can you decide which order they

come in?

Discuss that in stories one thing usually happens as a result of what has happened before,

for example:

Show learners a set of pictures depicting the events of your chosen familiar story. Ask them

to organise the pictures in the order in which they take place in the story and then to practise

using the pictures to retell the story. Ask them to tell their story to a new partner, and ask the

listeners to comment on whether the narrators have omitted anything important. As learners

tell their story, ask them to pay attention to their partner’s reactions. Ask them to consider

how they could respond to different reactions, for example:

Pictures from a familiar story for

learners to sequence, enough

for each learner to have a set.

Long pieces of paper for

learners to fold into a zigzag

book.

To make the book, they stick a

picture on each panel and write

a short caption underneath.

The three bears’

porridge is too hot, so

they go for a walk.

The house is empty,

so Goldilocks goes

inside.

She eats the porridge,

then she is tired.

She breaks the little

chair, so she looks for

a bed and falls

asleep.

The bears come

home and frighten her

away.

Cambridge Primary English (0058) Stage 2 Scheme of Work

Learning objectives

Suggested teaching activities

Resources

• What might be the problem if your listener looks bored?

• What could you do to grab their interest again?

• What might be the problem if your listener looks confused?

• What could you do to help them understand what you are saying?

Ask learners to stick the pictures, in order, on a long piece of paper folded into a zigzag book.

They can then add captions and speech bubbles to the pictures to make their own version of

the story.

2Ra.05 Recognise that stories

may be from different times

and places.

2Ri.10 Explore implicit

meanings in simple texts.*

2Ri.12 Make simple inferences

based on what is said or done

in a text.

Once you have read a range of traditional tales with learners, discuss the times and places

that the stories are set in. Note that some are set in different countries, in different kinds of

places (e.g. forests, mountains, cities, parks, countryside), or even at different times.

Look together at one of the stories you have read and ask learners:

• Does the story say where or when it was set?

Discuss the clues learners can use to work out where and when the story is set. Sometimes,

the information is explicit, for example:

• stories might begin with phrases like Far away and long ago …

• the beginning of stories might also give clues, such as characters’ names or phrases,

e.g. At the edge of the jungle …

Tell learners that sometimes, however, they have to work out where and when a story is set

from clues. Prompt learners to find clues in the story, for example:

• Pictures can give useful clues. Look at the clothes people are wearing. Do people

wear similar clothes where you live?

• Look at the kinds of things the characters do. Do they do the kinds of things that you

and people you know do?

• Think about how the characters get around. Do they walk, or do they use cars, bikes

or planes?

• How do the characters find out information? Do they hear it, read it or go online to

find it?

• Think about the buildings the characters go into. Are they like the buildings where

you live?

Give different books to different learners and ask them to find clues to tell them when and

where the story is set. Ask learners to read the story, look at the pictures, and make notes on

sticky notes to put beside the clues they find.

A range of traditional tales from

your own or other cultures.

Sticky notes or small pieces of

paper.

Cambridge Primary English (0058) Stage 2 Scheme of Work

Learning objectives

Suggested teaching activities

Resources

Once learners have finished looking at their story, give them the chance to look at the notes

others have made.

• Did other learners find different kinds of clues from the ones in your book?

• If others had the same book as you, did they find the same clues?

Talk together about how, sometimes, we know things about a story because they are written

in the text, e.g. High on the mountain top …, but, other times, we have to infer the answer by

looking at all the clues in the book.

2Wc.03 Include simple

descriptions of settings and

characters when writing

stories.

2Wc.04 Begin to write for a

purpose using basic language

and features appropriate for

the text type.*

2Wg.03 Begin to include direct

speech in writing, using a new

line for each speaker.

Ask learners to write their own story in the style of a traditional tale. Their story should be

aimed at other children of the same age, and it could be of their own invention or a retelling of

a familiar traditional tale. Tell them that their story should have:

• an opening sentence that indicates either when or where the story takes place

• descriptions of the characters and the setting

• speech with speech marks and a new line for each character.

Before learners begin to write, ask them to plan their story. They should identify the

characters and settings that will be in their story, and plan the words they will use to describe

them.

Ask learners to share their plan with a partner, using as much of the language that they plan

to write as they can. Ask their partner to give them feedback about whether events are in the

correct order and whether they used interesting words to describe the characters and

settings. Suggest that learners write down interesting words or phrases that their partner

suggests they should use.

When they have finished writing, ask learners to read their story aloud to a different partner,

remembering to change their voices when they read the words the characters say.

Cambridge Primary English (0058) Stage 2 Scheme of Work

Unit 2.3 Poems with patterns in sounds

Outline of unit:

In this unit, learners will explore rhyme and sound patterns in poems. They will identify common ways in which graphemes can be pronounced differently, and they

will use different spellings of common phonemes, ensuring they form their letters consistently. They will extend the range of common words they can recognise on

sight and use words with long vowels that sound the same but have different spellings. They will read and spell some words with common prefixes and suffixes.

They will read poems aloud with fluency and expression, talking about sound patterns and words that appear in the poem. They will discuss poems they have read

or heard, listening and responding appropriately as they talk about their likes and dislikes. They will write their own poem, using words and phrases identified in

other texts.

Recommended prior knowledge:

This unit explicitly builds on the following learning objectives covered in Stage 1:

Reading

Know the name of each letter in the English alphabet and the most common sound (phoneme) associated with it.

Read verbs with endings -s, -ed and -ing.

Begin to recognise a range of common words on sight, including common exception words.

Identify and record interesting and significant words from texts to inform own writing.*

Explore sounds and words in texts, e.g. rhyming words, rhythm.

Show understanding of rhyme and repetition when joining in with reading familiar simple stories and poems.

Talk about texts heard or read, including making links with own experiences and expressing likes and dislikes.

Writing

Identify the most common letter(s) (grapheme(s)) associated with each sound in the English language.

Use own lists of interesting and significant words to extend the range of vocabulary used in written work.*

Begin to write simple stories and poems, including using the structures of familiar stories and poems.*

Develop a comfortable and efficient pencil grip.

Speaking and Listening

Use some relevant vocabulary to describe events and feelings.

Listen and respond appropriately, including following a sequence of simple instructions.

Show understanding of the opinions of others.*

Cambridge Primary English (0058) Stage 2 Scheme of Work

Unit 2.3 Poems with patterns in sounds

Re-read sentences aloud with some fluency and expression.

Suggest how someone’s non-verbal communication reflects their feelings.

Key vocabulary:

vowel

rhyme

rhythm

prefix

adjective

line

perform

I liked … because …

Cambridge Primary English (0058) Stage 2 Scheme of Work

Learning objectives

Suggested teaching activities

Resources

2Rw.01 Identify common ways

in which graphemes can be

pronounced differently,

e.g. how and low; hot and

cold.

2Ww.01 Explore and use

different spellings of common

phonemes, including long

vowel phonemes, e.g. day,

rain, made, great; apple,

travel, metal.

2Wp.01 Ensure consistency in

formation, size and proportion

of letters and the spacing of

words.

Introduce the grapheme or digraph you wish to focus on. Ask learners to tell you the

pronunciation with which they are familiar and suggest some words containing that sound.

Show learners a sentence in which the same grapheme is pronounced differently, e.g.

Carlos’s cat was fast asleep on the grass. Ask learners to identify all the instances of the

grapheme first and then to identify how the grapheme is pronounced in each of the words.

Show learners the word cards you prepared, one card at a time. Ask learners to read the

word and identify which sound the grapheme represents.

Distribute the cards so that each learner has a word. Ask them to go round the class and

make groups with other learners who have words with the same pronunciation of the

grapheme.

Confirm the most common pronunciation of the grapheme, but tell learners they need to be

prepared to try different ways of pronouncing it when they read unfamiliar words.

Read a ‘phoneme spotter’ story aloud, asking learners to raise their hand each time they hear

the target phoneme. Once you have read the story, give learners their own copy and ask

them to underline all the words with the target phoneme. Finally, ask them to list all the words

according to how the target phoneme is spelled, for example:

a-e

other

made

plate

decorated

spaceships

paint

stained

clay

Naomi

aliens

they

When you are reading poems with learners, ask them to note groups of rhyming words and

identify the different ways in which the same sounds – particularly vowel sounds – can be

represented.

When learners are copying words, remind them of the importance of fast, fluent handwriting.

Keep handwriting mats nearby, either as tabletop resources or as wall posters, to reinforce

good formation and comparative size of letters.

Cards showing words with the

same letters but different

sounds, e.g. hat, hand; owl,

down; sea, head. There should

be multiple words containing the

same sound for the grapheme.

Write or download a ‘phoneme

spotter’ story for the phoneme

you want to focus on. Phoneme

spotter stories include many

words with the same vowel

sound (e.g. Naomi made a clay

plate. She didn’t paint it, but she

stained it with blue and

decorated it with images of

aliens and spaceships. They

were …).

Handwriting mats or posters

showing accurate letter

formation.

2Rw.07 Extend the range of

common words recognised on

sight, including homophones

and near-homophones.*

Introduce homophones as words which are pronounced the same, but which have different

meanings. Read sentences containing homophones together. Ask learners to identify the two

words which sound the same.

Discuss the spelling of each word and ask:

Sentences containing pairs of

homophones, such as:

• He has two books too.

• I ate a pair of apples and a

pear.

Cambridge Primary English (0058) Stage 2 Scheme of Work

Learning objectives

Suggested teaching activities

Resources

2Ww.07 Explore and use

words which sound the same

but have different spellings of

long vowels (homophones),

e.g. tail and tale, stare and

stair, blew and blue.

• Which of them uses a more common grapheme?

Give pairs of learners two or three words, e.g. saw, write, here, ate, be. Ask them to find a

homophone for their word and to draw pictures to illustrate each of the homophone words.

Create a display of homophones and learners’ pictures so that they because familiar with

reading and spelling these words.

Challenge learners to find these and other homophones in the poems they read.

Tell learners simple jokes that involve homophones or near-homophones. Once you’ve told

the joke, ask learners:

• Can you find which words are homophones or near-homophones and explain the

meaning of both words?

• I will buy a snack at the

shop by the river.

• Where did you last wear

those shoes?

• The traditional tale is about

a bear’s tail.

Simple jokes that involve

homophones or near-

homophones, such as:

• Why was Six afraid of

Seven? Because Seven

eight Nine.

• What do you call a fish with

no eyes? A fsh.

• Why do dragons sleep

during the day? So they

can fight knights.

• Which colour socks do

bears wear? They don’t

wear socks because they

have bear feet.

• What is a cat’s favourite

colour? Purr-ple.

2Rw.03 Read words with

common prefixes and suffixes,

including un-, dis-, re-, -er,

-est, -ly, -y and -ful.

2Ww.06 Spell some words

with common prefixes and

suffixes, including un-, dis-,

-er, -est, -ful and -ly.

Introduce the idea of a prefix as letters we add to the beginning of a word to change its

meaning. Write a list of words for learners to read such as do, tie, happy, tidy, lucky. Use a

different colour to write the prefix un- in front of each of the words. Ask learners:

• How has the meaning of the word changed?

• Look at all the words. What you do think the meaning of ‘un-’ is?

Ask learners to write down any other words that they know that start with the prefix un-.

Learners can then share their lists with the rest of the class.

Repeat the process:

• writing words such as like, please, agree, appear, obey, then writing the prefix dis- in

front of each one

• writing words such as build, fill, turn, place, write, cycle, then writing the prefix re- in

front of each one.

Pairs of cards showing words

with and without prefixes un-,

dis-, re- for learners to use to

play the memory game

Pelmanism.

Cambridge Primary English (0058) Stage 2 Scheme of Work

Learning objectives

Suggested teaching activities

Resources

Give each group of learners 12 to 18 cards showing 6 to 9 pairs of words with and without a

prefix. Ask them to place the cards face down on the table and play Pelmanism:

• Learner 1 turns over two cards and reads the words.

• If the words on the two cards are a pair (the same word with and without a prefix, e.g.

appear and disappear), the learner keeps the words and play passes to the next

learner.

• If the words are not a pair, the learner turns the cards face down again without

moving their position on the table, and play passes to the next learner.

Challenge learners to find words with these prefixes in the poems they read.

2SLp.01 Read familiar stories

and poems aloud with fluency

and expression.

2Ri.16 Talk about patterns in

simple stories and poems, e.g.

rhyme, repetition.

2Rv.04 Explore and comment

on sounds and words in texts,

including adjectives.

Read poems aloud to learners and ask them to read poems to each other. Give learners the

chance to re-read poems aloud. As they become more familiar with the content, encourage

learners to think about how they are saying the words in the poem to convey the meaning.

Organise learners into groups, and give each group a different simple rhyming poem to read.

Ask learners to highlight or underline pairs of rhyming words and to clap the rhythm as one of

them reads or recites the poem. Discuss where in a line they are likely to find rhyming words.

Choose some tongue-twister poems to share with learners. Initially, read the poem to them

slowly and ask them to read about four to eight lines with you. Gradually increase the pace at

which you read the lines together. Ask learners:

• Which sounds do you hear repeated in the poem?

• Does this make the poem easier or harder to read? Why?

Introduce a nonsense poem or wordplay poem. Talk about the sounds and the words in the

poem. Encourage learners to learn parts of the poem and to talk about what they like or do

not like about it.

Ask learners to discuss what happens in your chosen poem and to identify interesting words.

Encourage them to explain why they chose those words. Reasons could include:

• I like the sound of the word / group of words (e.g. bingerly bongerly boo).

• I like saying words like smooth because I like saying the long ‘oo’ sound.

• The word sounds like an animal speaking (e.g. moo, toowit-a-woo).

• My words make my mouth confused and that’s funny (e.g. pick a peck of pickled

pepper).

Ask learners to write the words and phrases they identify, together with their reason for

choosing them.

A range of poetry books,

including some which learners

can read aloud themselves and

others they can enjoy listening

to.

Tongue-twister poems (e.g. The

Muddy Puddle by Dennis Lee, or

Betty Botter bought some butter

by Carolyn Wells).

Nonsense or wordplay poems

(e.g. On the Ning Nang Nong by

Spike Milligan, Eletelephony by

Laura E. Richards, The Cow by

Jack Prelutsky).

Cambridge Primary English (0058) Stage 2 Scheme of Work

Learning objectives

Suggested teaching activities

Resources

2SLs.01 Listen and respond

appropriately, including

recalling the main points.

2Ra.03 Discuss texts read or

heard, including giving

reasons for likes and dislikes.

2SLm.03 Use relevant

vocabulary to describe events

and feelings.

2SLg.02 Show understanding

of the opinions of others.*

Read humorous poems that you think learners will enjoy. These could include poems which

play with people’s names. After each poem, ask learners:

• What do you think the poem was about?

• Can you recall any of the words or lines or rhymes from the poem?

• Can you recall the names of any of the people or animals in the poem?

After you have read a poem once more, ask learners to say what they like or dislike about the

poem. Encourage them to use words from the poem in their answers and to say how the

poem makes them feel.

Ask learners to choose another poem that they have read to review. In groups, they should

tell others what their chosen poem is about and how it makes them feel, and quote some

words, phrases or lines from the poem that they particularly enjoy.

Once learners have listened to a review, check their understanding of what they just heard.

You can ask questions such as:

• What did Youssef think about his chosen poem?

• Which words from the poem did he like the most?

Humorous poems such as “Fire!

Fire!” Said Mrs McGuire

(anonymous), My Name Is by

Pauline Clarke, Dinnertime

Rhyme by June Crebbin.

2Wc.01 Begin to write simple

stories and poems, including

using the structures of familiar

stories and poems.*

2Rv.02 Identify and record

interesting and significant

words from texts to inform own

writing.*

2Wv.05 Use own lists of

interesting and significant

words to extend the range of

vocabulary used in written

work.*

2SLr.03 Identify whether

someone’s non-verbal

For this activity, nonsense poems and funny poems are often easiest for learners to copy,

because learners can focus on enjoying the rhymes rather than on making sense of the

words.

Revisit a poem that learners enjoyed and begin to look more closely at the structure of the

poem, looking at where the rhymes are. Ask learners to note down pairs of rhyming words

from the poem.

Give learners a topic for their own funny, rhyming poem, e.g. What do animals like? and

together explore some possible lines, for example:

Whales like to sing to snails.

Cats like to wear hats.

Organise learners into groups and give them time to make a list of animals they know about.

Within their groups, ask them to share the names of the animals among themselves. Each

learner should write as many rhyming words as they can think of for each of the animals on

their list. Ask learners:

A poem that learners are familiar

with containing rhymes.

Cambridge Primary English (0058) Stage 2 Scheme of Work

Learning objectives

Suggested teaching activities

Resources

communication matches their

verbal communication.

• Can you use any of the pairs of rhyming words you thought of to make a line of a new

poem?

Ask learners to share their lists of rhyming words with others in their group and to write a few

lines using those words. Ask them to put the lines together to make the group’s poem.

Write the sentence Who am I? on the board. Ask each learner to choose an animal from their

poem and to practise moving how their chosen animal would move. This should include both

body language and facial expressions. Prompt them with questions such as:

• Is your animal very quick?

• Is your animal small?

• Is your animal grumpy?

Ask learners to say the sentence on the board in the way they think their animal would say it:

• Does your animal make a high-pitched sound?

• Is your animal very quiet?

Ask learners to take turns reading the sentence in the role of their animal, incorporating body

language as well. Ask the rest of the class to guess what animal is being acted out.

Tell learners that they are going to perform their poems, as a group, for the class. Each

learner should read at least one line each. Give them time to rehearse their lines. As they

rehearse, remind them how they can change their voice and use non-verbal communication

by using their face and the way they stand to portray the animal they are talking about.

Cambridge Primary English (0058) Stage 2 Scheme of Work

Unit 2.4 Stories with familiar themes

Outline of unit:

Learners will make choices about the books they want to read, beginning to distinguish between fiction and non-fiction texts. They will use phonic knowledge to

decode unfamiliar words and to spell common regular words and common irregular plurals. They will use the -s, -ing and -ed suffixes accurately in their sentences.

They will explore explicit meanings, commenting on sounds and words, and identifying whether someone’s non-verbal communication matches their verbal

communication. They will explore different ways of beginning sentences and begin to vary their own sentence openings. They will identify the characteristics of a

story, using relevant vocabulary to describe the setting and characters. They will plan their writing through discussion, taking turns to speak, and will write their

own simple story, including simple descriptions of setting and characters.

Recommended prior knowledge:

This unit explicitly builds on the following learning objectives covered in Stage 1:

Reading

Use phonic knowledge to sound out some elements of unfamiliar words.

Explore sounds and words in texts, e.g. rhyming words, rhythm.

Identify the characteristics of simple stories.*

Identify the main characters in a story and talk about what happens to them.

Explore implicit meanings in simple texts.*

Begin to make choices about books to read or listen to for pleasure.

Writing

Explore and use plural nouns with endings -s and -es, and understand the effect on the meaning of a noun of adding these endings.

Choose plausible graphemes that match phonemes to write simple regular words and to attempt other words.

Begin to use some formulaic language, e.g. Once upon a time …

Begin to write simple stories and poems, including using the structures of familiar stories and poems.*

Plan writing by speaking aloud, e.g. saying sentences or describing a sequence of events before writing them.

Develop a short written retelling of a familiar story, e.g. by writing sentences to caption pictures.

Speaking and Listening

Use some relevant vocabulary to describe events and feelings.

Show some use of non-verbal communication techniques.*

Cambridge Primary English (0058) Stage 2 Scheme of Work

Unit 2.4 Stories with familiar themes

Show understanding of the opinions of others.*

Take turns in speaking, expressing own feelings and ideas.

Re-read sentences aloud with some fluency and expression.

Suggest how someone’s non-verbal communication reflects their feelings.

Key vocabulary:

fiction

non-fiction

noun

verb

plural

suffix

present tense

past tense

time

character

setting

beginning

ending

describe

adjective

sequence

Cambridge Primary English (0058) Stage 2 Scheme of Work

Learning objectives

Suggested teaching activities

Resources

2Ra.04 Make choices about

books to read for pleasure.

2Ri.01 Begin to distinguish

between fiction and non-fiction

texts.

2SLp.01 Read familiar stories

and poems aloud with fluency

and expression.

2SLg.02 Show understanding

of the opinions of others.*

Throughout the year, read aloud from a range of different fiction books, so learners are

exposed to as wide a range of writers, genres and styles of writing as possible. As you finish

reading each book, talk about the type of book it was and relate it to others that learners

might be familiar with. This should help them to appreciate the range of books available and

to become familiar with the names of writers.

When you talk about books, refer to fiction and non-fiction so learners begin to recognise that

some books are about things that are, or were, real, and other books are about things that a

writer imagined.

Ask learners to talk about books they enjoyed reading. Set up a weekly session in which one

or two learners recommend a book to others by talking about the book and telling the class:

• whether the book is fiction or non-fiction

• what the book is about

• what they liked about it

• why they think their friends should read it.

Give learners the chance to read their favourite book (or an extract from it) aloud to the rest of

the class. As they become more familiar with the content, encourage learners to think about

how they are saying the words to convey the meaning. Learners should, for example, show

the difference between direct speech and narrative by adapting their voice to express

information about a character.

Remind learners that different people like different books, and that they should listen carefully

to other people’s opinions. They do not have to agree with them, but they should listen to

others’ opinions.

A wide range of books, ideally in

a class library, so learners can

browse, borrow and read.

2Rw.05 Use phonic

knowledge to decode

unfamiliar words.

2Ww.08 Use knowledge of

phonemes and spelling

patterns to spell a range of

common regular words

correctly.

2SLm.04 Show some use of

non-verbal communication

techniques.*

Play word games with learners that involve both making and reading words. Give learners a

limited number of letters (e.g. c, d, l, o, u, or a, b, c, e, e, s, u) and ask them to make as many

words as they can using the letters (e.g. could, cloud, cold, loud, old, or because, cause,

sauce, cube, scuba, base, bee, cab, case, cub). When one learner makes a word, another

learner must read it.

Ask learners to work together to set up a spelling bee for each other. One learner says a

word and all the learners have to try to spell it. If they spell it correctly, they get a point. If they

cannot spell the word correctly, the learner who said the word gets the point, but only if they

can spell the word correctly themselves.

Remind learners that plural means more than one of something. Ask learners to tell you

plurals of some common classroom equipment, e.g. chair → chairs, table → tables, asking:

Sets of letter tiles that learners

can manipulate, or letters written

on small pieces of paper.

Cards showing singular and

plural forms of words with

irregular plurals, e.g. man, men;

woman, women; child, children;

person, people; foot, feet; tooth,

teeth; mouse, mice; goose,

geese; fish, fish; sheep, sheep.

Sticky tape.

Cambridge Primary English (0058) Stage 2 Scheme of Work

Learning objectives

Suggested teaching activities

Resources

2Ww.04 Use common

irregular plurals, e.g. mice,

sheep.

• How do we make a noun plural?

Introduce the fact that some words in English have different plurals. Show learners a card

showing an irregular plural, e.g. children, and ask them:

• What is the singular form of ‘children’?

Repeat for other words that have irregular plural forms.

Use sticky tape to stick a card (showing either a singular or a plural) to each learner’s back

and ask them to find a partner with the matching singular/plural form. Learners may ask

questions about what type of word is stuck to their back, for example:

• Is my word singular?

Other learners look at the word on the learner’s back and nod or shake their head to answer

the question. If the word is singular, e.g. child, learners can read it aloud for them, but not if it

is a plural word. In this case, learners can only tell them that they have a plural word on their

back. Once learners have all found their partners, ask them to look together at their words

and identify what is the same about the singular and plural forms and what is different.

Ask learners to think about spelling strategies they could use to remember how to spell the

plural words, for example:

• sound them out for plurals like sheep, teeth

• use split digraphs and rhyming words for words like mice

• say the words as they are spelled for words like child-ren, pe-(o)-ple

• practise writing them for words like women.

2Ww.05 Explore and use

verbs with endings -s, -ed and

-ing where no change is

needed to the root, and

understand the effect on the

meaning of a verb of adding

these endings.

2Wg.07 Begin to use suffixes

-s, -ing and -ed appropriately

for present and past verb

forms in sentences.

Remind learners that verbs tell you about what the characters in a story do, have and are.

Look at part of a story together and ask learners to identify the verbs. Write a list of the

regular verbs with -s, -ed or -ing endings that learners identify. Ask learners to talk about what

information each of these verb inflections gives the reader, for example:

• The -ed ending makes a past tense verb, so it tells us about what has happened.

• An -ing verb form is usually found alongside another verb, e.g. is, are, was, were.

The other verb tells us about the tense, and the -ing form tells us that the activity is or

was ongoing.

• A verb ending in -s is a present tense verb. The -s ending is associated with the

pronouns he, she or it, or with singular nouns.

Give groups of learners cards with sets of regular verbs showing the base form and the -s,

-ed and -ing forms, and ask them to sort the verbs in different ways, for example:

An extract from a story for

learners to annotate.

Cards showing sets of regular

verbs showing the base form

and the -s, -ed and -ing forms

(e.g. walk, walks, walked,

walking; ask, asks, asked,

asking; answer, answers,

answered, answering; call, calls,

called, calling; explain, explains,

explained, explaining).

Cambridge Primary English (0058) Stage 2 Scheme of Work

Learning objectives

Suggested teaching activities

Resources

• Find all the verbs which show the past tense.

• Find all the verbs which you can use after ‘he’ or ‘I’.

• Find all the verbs which you can use after ‘is’ or ‘was’.

Monitor learners’ discussions and the different ways in which they sort the verb forms. Ask

them to explain their decisions.

Ask each learner in each group to choose three verbs with different endings and to think of a

sentence containing each of the verbs. Before they write their sentence, ask learners to

check whether they have used the verbs accurately with others in their group.

2Rv.04 Explore and comment

on sounds and words in texts,

including adjectives.

2Ri.10 Explore implicit

meanings in simple texts.*

2SLr.03 Identify whether

someone’s non-verbal

communication matches their

verbal communication.

As you read stories to and with learners, challenge them look for noun phrases involving

interesting words. These could include:

• alliterative phrases or names, e.g. beautiful beach, sad seagull, crunching crispy

carrots, Noisy Norman, Timid Tim

• onomatopoeic words, e.g. moo, baa, bang, slam, babble, crash, hiccup, choo choo

• invented or silly-sounding words, e.g. gazillion, boo-boo

• rhyming words and phrases in non-rhyming books, e.g. Chicken Licken, the goat in

the coat

• other words that the learners think are interesting for other reasons.

Make a display of the words and phrases you find, asking learners to explain why they think

these words and phrases are particularly interesting.

As learners identify the words and phrases, ask them to think about why the writer chose to

use these words to talk about a character or place, for example:

• If ‘Calm Cow’ becomes ‘Crazy Cow’, what has changed?

• If a character stops ‘crunching crispy carrots’ and instead starts ‘sipping sloppy soup’,

what has changed?

Remind learners that sometimes the writer tells you what happens, but sometimes the reader

has to work out what is going on in the story. Discuss the clues they can use to work out what

is happening. Show learners two pictures of the same character in different moods, e.g. one

of a character crying and one of the character laughing. Read an extract from the text, e.g.

Thomas fell and hurt his arm. Ask learners which picture matches the text and why. This can

be repeated with other pictures and extracts from the text. You can also reverse the activity:

give learners two sentences and one picture, and ask them to choose which of the sentences

it illustrates.

Stories with familiar themes,

such as getting lost, losing a

treasured toy, overcoming a

fear, trying and eventually

succeeding, friendships, family

relationships.

Pictures representing events in

your chosen story.

Cambridge Primary English (0058) Stage 2 Scheme of Work

Learning objectives

Suggested teaching activities

Resources

2Rv.05 Explore different ways

of beginning sentences in

texts, including using language

of time.

2Wv.03 Begin to vary

sentence openings, including

using language of time, e.g.

Suddenly …, That morning …

Give pairs or groups of learners a text to look at and annotate. Revisit the fact that a full stop

or question mark marks the end of a sentence. Ask learners to circle all the full stops or

question marks in the text, and to underline all the words or phrases at the beginning of

sentences. Then ask learners to think about what sort of information the words and phrases

at the beginning of the sentences give them, for example:

• Does the word or phrase tell you who or what is doing something?

• Does the word or phrase tell you when something happens?

Ask learners to sort the words and phrases into the different types of information they give

and write them in a chart, for example:

Type of information

Examples

Who or what is doing something

I, She, It, The dog, An old man, Brer Rabbit

When something happens

Suddenly, Later that day, After his brother

had eaten the apple

Where something happens

In the garden, On the beach

How something happens

Using his sharp teeth, Laughing

Other words

What, And, Hmmm, No

Display all the charts learners make, and talk about which boxes have the most entries.

Discuss why writers sometimes tell us when, where or how an action happens, and elicit that

it is important to help the reader to understand the sequence of events and to know where

they occur.

Make a list together of the sequencing words and phrases that learners think are the most

interesting and useful. Keep the list somewhere where learners can refer to it, and add more

words and phrases to it as learners recognise them in their reading.

Give learners pieces of paper with sentences outlining the main events of a familiar story. Ask

them to sequence the sentences. Once they have the sentences in order, ask learners to

write two or three words or phrases they could add to the beginning of some of the sentences

to show when the events happened.

An extract from a story for

learners to annotate.

Coloured pencils.

Large sheets of paper for

learners to list words.

Pieces of paper with sentences

outlining the main events of a

familiar short story, with no

language of time.

Blank pieces of paper for

learners to write sequencing

words and phrases.

2Ri.03 Identify the

characteristics of simple

stories.*

2Ri.08 Describe story settings

and characters.

Ask learners to remind you of the basic shape of simple stories, for example:

• we meet the character(s) in the story

• there is a problem

• actions develop until something exciting happens

• there is usually a happy ending / the good character wins.

A simple story about a familiar

problem as a model text, e.g.

Dogger by Shirley Hughes.

Copies of the ‘boxing up a story’

grid for learners to complete.

Cambridge Primary English (0058) Stage 2 Scheme of Work

Learning objectives

Suggested teaching activities

Resources

2SLm.03 Use relevant

vocabulary to describe events

and feelings.

Ask learners to suggest additional characteristics they have learned, for example:

• as well as characters, there is a setting

• stories are usually not true but come from people’s imaginations

• they are usually written in the past tense

• they often include speech.

Talk to learners about ‘boxing up’ a story. Choose a familiar story and together list the main

events. Identify how each event fits into the story shape. You could do this using a ‘boxing up

a story’ grid, adding a third column to show the events in a new story with the same shape,

for example:

Original story

Story shape

New story

Dave loved his toy dog and

took it everywhere.

Introduction: Introduces the

characters.

Dave lost his dog. His sister

tried to lend him one of her

teddies, but he didn’t want it.

Conflict: The main character

loses something. Other

characters try to help.

Dave saw another little girl

who had found his toy dog.

She wouldn’t give it back to

him.

Climax: The main character

sees the lost object and tries

to get it back.

Dave’s sister swapped her

new teddy for the toy dog.

She gave the toy dog back

to Dave.

Resolution: The problem is

solved, and the main

character gets the object

back.

Give learners a copy of the ‘boxing up a story’ grid and explain that this is a useful planning

tool for preparing to write their own story. Ask them to think about and identify the vocabulary

used in the familiar story and other interesting and powerful words they could use to describe

how the characters felt at each point. Ask them to write words that describe the characters

and setting on the left-hand side of their ‘boxing up a story’ grid.

2Wc.02 Plan writing through

discussion, e.g. talking about

the setting and characters

before writing a story.

2SLg.04 Take turns in

speaking, adding relevant

information.

Ask learners to use their ‘boxing up a story’ grids from the activity in the previous row to help

them to plan their own story based on the story they are familiar with. Discuss the kind of

detail they might include in the ‘New story’ column, e.g. who the main character could be, the

type of object they lose, who helps and how.

Organise learners into groups. Ask each group to work together to plan the main events of

their own version of the story. As part of their planning, they should think about information

that is not included in the ‘boxing up a story’ grid, such as information about the setting, how

Learners’ ‘boxing up a story’

grids.

Cambridge Primary English (0058) Stage 2 Scheme of Work

Learning objectives

Suggested teaching activities

Resources

old the main character is and what their relationship is to the object they lose. Suggest

learners make notes of any ideas for vocabulary that occur to them as they discuss the story.

Remind learners that they should take turns to speak so that each person has the chance to

contribute their ideas.

2Wc.01 Begin to write simple

stories and poems, including

using the structures of familiar

stories and poems.*

2Wc.03 Include simple

descriptions of settings and

characters when writing

stories.

2Wv.02 In story writing, use a

range of adjectives to describe

characters and settings.

Learners work independently to write their own version of the story they planned in their

groups, using their ‘boxing up a story’ grid as a planning tool.

Remind learners that the boxed-up familiar story was not the whole story you read; the whole

story had descriptions and gave the reader information about the characters and setting. Tell

them that you would like them to use some of the interesting words they have recorded on

their grids in their writing.

As a class, create clear success criteria for their writing, which could include:

• Follow the story shape on the planning grid.

• Use adjectives to describe setting and characters.

• Include sentences which begin with language of time to show the order of events.

• Include some speech.

• Use vocabulary collected throughout the unit.

Learners’ ‘boxing up a story’

grids.

Cambridge Primary English (0058) Stage 2 Scheme of Work

Unit 2.5 Poems with patterns in structure

Outline of unit:

In this unit, learners will read multi-syllabic and compound words. They will explore explicit meanings in a text, showing understanding of punctuation and asking

questions about what they heard or read. They will use interesting words and phrases, and identify possible meanings of unfamiliar words. They will talk about

patterns in poems, relating rhyme to known spelling patterns. They will recognise the features of structure in a poem and talk about the sequence of ideas. They

will begin to write poems for a particular purpose, using appropriate language and features. They will deliver a short presentation about their own activities,

showing awareness of the listener and providing relevant information.

Recommended prior knowledge:

This unit explicitly builds on the following learning objectives covered in Stage 1:

Reading

Begin to show understanding of words and sentences encountered in reading.

Use pictures in texts as cues to support understanding of unfamiliar words.

Re-read text showing understanding of capital letters and full stops to indicate sentences, and simple grammatical links between words, e.g. [The girl] [is playing]

with [her ball].

Talk about the sequence of events or actions in a text, e.g. what happens at the beginning, in the middle and at the end of a story.

Explore and recognise the features of text structure in a range of different fiction and non-fiction texts, including simple poems.*

Explore explicit meanings in simple texts.*

Show understanding of rhyme and repetition when joining in with reading familiar simple stories and poems.

Writing

Relate rhyme to shared spelling patterns, e.g. rock, clock, sock.

Begin to write simple stories and poems, including using the structures of familiar stories and poems.*

Begin to write for a purpose using basic language and features appropriate for the text type.*

Present text in a range of different ways, e.g. diagrams with typed labels, storyboards with handwritten captions.*

Speaking and Listening

Provide relevant information, as needed.

Show some awareness of the listener, e.g. by varying tone to engage them, by responding to their non-verbal cues.*

Ask simple questions about what is heard or read.

Cambridge Primary English (0058) Stage 2 Scheme of Work

Unit 2.5 Poems with patterns in structure

During a discussion, listen to others without interrupting.

Make a simple personal statement in a familiar context.

Talk about own activities, including what they enjoyed.

Key vocabulary:

rhyme

rhythm

repetition

pattern

structure

verse

syllable

speech marks

noun

verb

adjective

connective

… rhymes with …

This is like / different from …

Cambridge Primary English (0058) Stage 2 Scheme of Work

Learning objectives

Suggested teaching activities

Resources

2Rw.06 Read multi-syllabic

and compound words by

segmenting them into

syllables.

Show learners a list of multi-syllabic and compound words related to poems you plan to read

together. Discuss strategies for knowing how to say these words. Agree that sounding them

out using phonics is unlikely to be a good idea because as the words are so long, learners

may have forgotten the beginning when they reach the end.

If learners are unfamiliar with the concept of syllables, introduce them by clapping rhythms of

familiar words, such as their names. Explain that a syllable is a word or part of a word that

has one vowel sound. Explain that knowing about syllables gives us an important strategy for

reading longer words.

Model working out how to read a longer word, such as potato, by dividing it into syllables, for

example:

• Look for vowel sounds (remember that a vowel digraph such as air is one vowel

sound). A syllable can only have one vowel sound.

• Draw a little line after each of the vowel sounds (e.g. po-ta-to).

• Sound out each syllable separately, and then blend the syllables together.

Distribute the multi-syllabic words round the class, so that different pairs or groups of learners

are looking at different words. Ask learners work out how to say the words using

syllabification.

Multi-syllabic and compound

words from poems you intend to

use as models during the unit

(e.g. potatoes, gingerbread,

cauliflower, sausages,

strawberries).

2Ri.06 Explore explicit

meanings in simple texts.*

2Rg.01 Show understanding

of punctuation, including

speech marks, and simple

grammar when re-reading text.

2SLs.02 Ask questions about

what is heard or read to

improve understanding.

Model reading poems containing speech. Ask learners to listen carefully to your reading, and

to raise their hands when you start speaking in character and lower them again when you

finish. Discuss how they knew. Remind them that the words inside speech marks are the

words the characters say, so the reader knows when to make their voice match the

character’s voice.

Ask learners to take turns reading a poem aloud to each other, practising changing their voice

for the speeches.

Once learners have read the poem and are familiar with it, ask them what questions they

have about the poem itself. You can model this by showing one or two questions that you

might have.

Poems that contain speech.

These could include poems

which are pure dialogue (e.g. 1,

2, 3, 4, 5, once I caught a fish

alive or Pussy-cat, pussy-cat,

where have you been?) as well

as poems which include both

narrative and speech.

2Rv.01 Identify possible

meanings of unfamiliar words

encountered in reading.

2Wv.04 Choose and use

interesting words and phrases,

Share a poem containing challenging or unfamiliar vocabulary with learners and discuss their

initial responses to the poem.

Organise learners into groups, and give each group a copy of the poem. Ask them to

underline words if they do not know their meaning and to discuss what they could do to find

out the meaning of the words.

Copies of a poem with some

challenging vocabulary for

groups of learners to annotate.

Learners’ word logs. A word log

can be a small book, or a page

Cambridge Primary English (0058) Stage 2 Scheme of Work

Learning objectives

Suggested teaching activities

Resources

including to describe people

and places.

Ask learners to share the strategies they identified with others. These could include:

• using any pictures

• looking at the words around the unknown word or the verse it is in to see if there is

any information that would help with its meaning

• looking more carefully at the word to see if they know another word that might be

linked to it (particularly if the word has a prefix such as un-, re, dis-, de-, pre-)

• thinking about other words that they could use in place of the unknown word so that

the sentence makes sense, and thinking about which meaning is most likely

• asking someone else what it means

• looking it up in a dictionary

• reading on to see if the meaning of the word becomes clearer.

As you talk through learners’ suggested strategies, and add others, emphasise the

importance of using all the clues you have to make an educated guess. Note that some

strategies, such as looking the word up in a dictionary, interrupt the reading, which could

make it less likely that you will make sense of the whole poem when you read it for the first

time.

Give learners a word log. Ask them to choose at least three interesting words from the poem

that they would like to remember and possibly use in their own writing. Ask learners to say

sentences containing their interesting words.

of paper with boxes, for learners

to write in. Ideally, it should have

a letter of the alphabet on each

page or in each box so that

learners can record and retrieve

words alphabetically.

2Ri.16 Talk about patterns in

simple stories and poems, e.g.

rhyme, repetition.

2Ww.03 Relate rhyme to

known spelling patterns, e.g.

whale, snail.

2Wp.04 Present text in a

range of different ways, e.g.

diagrams with typed labels,

storyboards with handwritten

captions.*

Give learners a copy of a poem you have read aloud and discussed. Ask them to work

together to underline pairs of rhyming words in the text. Ask them to look at where the

rhyming words occur. Ask: and whether they found any of the following:

• Did you find any rhymes within lines?

(e.g. ‘Fire! Fire!’ said Mrs McGuire.)

• Are there rhymes at the end of every line?

(e.g. Humpty Dumpty sat on a wall, / Humpty Dumpty had a great fall.)

• Are the rhymes at the end of every second line?

(e.g. Two little dickie birds / sitting on a wall, / one named Peter, / one named Paul.)

Ask learners to make a list of all the pairs of rhyming words they found in the poem. Ask them

to circle pairs of words which share a spelling pattern, e.g. wall, fall, in one colour, and circle

pairs of words which do not share a spelling pattern, e.g. wall, Paul, in another colour.

Discuss whether there are more pairs with the same spelling pattern or more pairs with

different spellings.

Familiar poems for learners to

annotate.

Coloured pencils.

Large sheets of paper to make

posters.

Cambridge Primary English (0058) Stage 2 Scheme of Work

Learning objectives

Suggested teaching activities

Resources

Clarify that knowing the spelling of a rhyming word can be a useful strategy for spelling: if you

do not know how to spell a word, you can try spelling it the same way as a word it rhymes

with. However, warn learners that there are a lot of rhyming words that do not share a

spelling pattern.

Ask learners to work together to create a poster showing rhyming words with the same

spelling pattern and rhyming words with different spellings. You could allocate different long

vowel sounds to different learners or groups for this. Display the posters they make as they

will be a useful resource of rhyming words for learners to refer to.

2Rs.01 Talk about the

sequence of events or ideas in

a text.

2Rs.02 Explore and recognise

the features of text structure in

a range of different fiction and

non-fiction texts, including

simple poems.*

Re-read a poem that learners are familiar with and discuss the structure of the poem. Ask:

• What is the same in the verses?

• What is different between the verses? Why is it different?

• Could you read the poem in any order? What decides the order in which it is read?

Ask learners to think-pair-share in response to the following questions:

• If you were asked to add another verse to the poems, what would your verse be

about?

• Why?

A poem with a clear structure

that learners are familiar with,

such as a poem with the same

or very slightly different first line

in each verse.

2Wc.01 Begin to write simple

stories and poems, including

using the structures of familiar

stories and poems.*

2Wc.04 Begin to write for a

purpose using basic language

and features appropriate for

the text type.*

Revisit a poem whose structure learners have already explored and commented on. It may

be easier to avoid a rhyming poem for this activity so that learners can concentrate on its

structure, content and vocabulary.

Discuss learners’ ideas about what they could add as a new or replacement verse, for

example:

• if the poem is about the seasons, they could add a verse to describe the rainy season

• if the poem is about using the senses to explore, say, an apple, learners could write a

verse about using one of their senses to explore a different piece of fruit

• if the poem is about things seen on a country walk, learners could make a list of

things they see on their way to school.

Learners can use the original verses as models for their own writing. Before they begin to

plan and write their new verse, discuss the structure of and words used in the original verses:

• Has the writer used noun phrases with adjectives?

• What kinds of things do the adjectives describe?

• Has the writer used interesting verbs?

• What kinds of actions do the verbs describe?

A poem with a clear structure

that learners are familiar with.

Cambridge Primary English (0058) Stage 2 Scheme of Work

Learning objectives

Suggested teaching activities

Resources

Ask learners to work in groups to discuss ideas for their new verses. Challenge them to copy

the structure of the original poem, and remind them that they can use vocabulary from their

word log. When they are ready, ask learners to write their verses independently.

2SLm.05 Show some

awareness of the listener, e.g.

by varying tone to engage

them, by responding to their

non-verbal cues.*

2SLp.04 Deliver a short

presentation in a familiar

context about a chosen object

or event.

Ask groups of learners to discuss and then share their tips for performing a poem. These will

become the success criteria for their performance, and could include:

• Speak loudly enough to be heard.

• Try to look as if you are enjoying it.

• Make your voice interesting to the listener.

• Be aware of how interested learners look. Change your voice if they look bored.

• Learn the poem as well as you can, so that you can read it with expression.

Give learners the opportunity to perform the model poem in groups, before they perform their

own verses, perhaps to smaller groups.

A poem with a clear structure

that learners are familiar with.

Learners’ own verses.

2SLg.03 During a discussion,

respond in a way that is

relevant to the task.

2SLm.02 Provide relevant

information with sufficient

detail, as needed.

2SLr.01 Talk about own

activities, including why they

made particular choices.

Once all learners have had a chance to perform their poem to the rest of the class, ask them

to self-evaluate how successful they were against the identified criteria.

Organise learners into groups and ask them to discuss their experience of writing a new

verse, planning a performance and performing their poem. Support them with questions such

as:

• How did you decide what to include in your verse and which words to use?

• Did you make suggestions? Or did you just do what other people told you to do?

• What did you do to keep your audience interested?

Appoint a ‘chair’ of each group to check that everyone gets a chance to speak. Remind all

learners of the importance of respecting one another’s opinions and of your classroom rules

for good listening, such as looking at the speaker and not interrupting.

Remind speakers to:

• speak loudly enough to be heard when it is their turn to speak

• speak about the same topic that others in the group are speaking about

• say what they want to say as well as they can

• when answering questions, give the information the questioner asked for.

At the end of the discussion, ask learners to tell their group something they are proud of

having done and something they want to do better next time.

Cambridge Primary English (0058) Stage 2 Scheme of Work

Unit 2.6 Explanations

Outline of unit:

In this unit, learners will speak clearly and confidently, listening and responding appropriately to others. They will find information from visual sources and begin to

show awareness that different non-fiction texts have different purposes. They will talk about the sequence of events in a text, exploring and using different ways to

begin a sentence. They will work with others in a group to show ideas through role-play. They will understand the difference between full stops and question marks

and the difference between commands and questions, writing their own clear statements and questions. They will explore sentences that contain simple

connectives and begin to use them in their own writing. They will answer questions about a text with some explanation of their thinking. They will explore the use of

simple quantifiers in a text and use them in their own writing. They will write a sequence of ideas, including appropriate information to develop a point, and share

their work with others.

Recommended prior knowledge:

This unit explicitly builds on the following learning objectives covered in Stage 1:

Reading

Explore in texts, and understand, the use of full stops and different uses of capital letters.

Identify sentences in texts.

Explore in texts sentences that contain and.

Explore in texts examples of nouns and verbs.

Talk about the sequence of events or actions in a text, e.g. what happens at the beginning, in the middle and at the end of a story.

Read and explore a range of simple non-fiction text types.*

Begin to show awareness that different non-fiction text types have different purposes and begin to identify their features.*

Answer questions about texts with some explanation of thinking.*

Enjoy reading and hearing a range of simple stories, poems and non-fiction texts.*

Writing

Begin to use some formulaic language, e.g. Once upon a time …

Write simple sentences.

Use and to join words and clauses.

Use articles the and a or an appropriately in sentences.

Develop a simple sequence of known actions or events, e.g. by ordering sentences and then adding to them.

Include some relevant information when writing simple non-fiction texts in familiar real-life contexts.

Cambridge Primary English (0058) Stage 2 Scheme of Work

Unit 2.6 Explanations

Read own writing aloud and talk about it.

Speaking and Listening

Speak audibly and clearly with familiar people.

Listen and respond appropriately, including following a sequence of simple instructions.

Work with others in a group.*

Engage in imaginative play, enacting simple characters or situations.

Key vocabulary:

explain

non-fiction

sequence

diagram

label

caption

heading

subheading

first

then

finally

sentence

statement

instruction

command

question

noun

noun phrase

verb

adjective

connective

Cambridge Primary English (0058) Stage 2 Scheme of Work

Learning objectives

Suggested teaching activities

Resources

2SLm.01 Speak clearly and

confidently with familiar

people.

2Ra.01 Enjoy reading and

hearing a range of simple

stories, poems and non-fiction

texts.*

2SLs.01 Listen and respond

appropriately, including

recalling the main points.

Read an explanation text as a class and ask learners to think-pair-share:

• What do you think the text was trying to explain?

Remind learners that they need to speak more clearly when they talk to the whole class so

that everyone can hear what they have to say.

Ask learners questions about the explanation text and whether it explained its subject

successfully:

• Did you have a better understanding of … after you had listened than before?

• Did you find the text interesting?

• What were the most important pieces of information in the explanation?

A simple explanation text to read

aloud to learners, ideally linked

to another curriculum area, such

as science, art, music, PE or

digital literacy.

2Ri.04 Read and explore a

range of simple non-fiction text

types.*

2Ri.09 Find information from

simple visual sources,

including tables and labelled

diagrams.

2Ri.05 Begin to show

awareness that different non-

fiction text types have different

purposes and begin to identify

their features.*

Clarify that explanations aim to tell the reader how or why something happens. They are

different from information report texts, which tell you what something is.

Share a range of explanation texts that include visual sources, e.g. a labelled diagram

showing a life cycle or a sequence of captioned images showing change. Discuss what each

visual source tells the reader. For each text, discuss why the writer chose to explain that part

of the topic visually:

• Why do you think the writer chose to use a diagram / pictures rather than sentences

and paragraphs?

• Do you think it was a good choice to explain how or why something happens?

Organise learners into groups, and give a different explanation text to each group. Ask them

to think about the features of the text:

• How do you know this is an explanation text?

Model annotating a text to show the features that make it an explanation. Depending on the

choice of text, features could include:

• a title asking or telling you how or why something happens

• photographs with captions or labelled diagrams to go with the text to make it clearer

and easier to understand

• sentences with connectives such as because, so and when.

A range of simple explanation

texts that contain simple visual

sources.

2Rs.01 Talk about the

sequence of events or ideas in

a text.

Read aloud an explanation text that describes a process. Ask learners what they can say

about the order of ideas in the text, e.g. they are listed in the order in which they happen.

A simple explanation text about

a process.

Cambridge Primary English (0058) Stage 2 Scheme of Work

Learning objectives

Suggested teaching activities

Resources

2Rv.05 Explore different ways

of beginning sentences in

texts, including using language

of time.

2Wv.03 Begin to vary

sentence openings, including

using language of time, e.g.

Suddenly …, That morning …

Organise learners into groups. Give them copies of an explanation text cut up into sections

and ask them to reconstruct the text. Once they have identified an order, ask them:

• How did you choose the order?

• What clues did you use?

If the text already has sequencing words and phrases, e.g. First, After a few weeks, Once the

paint has dried, ask learners to underline them and discuss why they are useful in helping us

to know the order of events.

If there are no sequencing words or phrases, discuss what kinds of words and phrases would

be useful to begin each section. Together, decide which words and phrases to use at the

beginning of each section.

Give each group of learners a different explanation text, still in the correct sequence but with

gaps where there would be the sequencing words and phrases at the beginning of each

section. Ask them to decide which words or phrases would be most helpful at the beginning

of each section and to write them in the gaps.

Once they have written the sequencing words and phrases, ask learners to cut up their text

into sections for another group to sequence.

Once learners have sequenced all the texts, ask them:

• How helpful were the sequencing words in helping you to order the text?

• Can you suggest any improvements?

Copies of a simple explanation

text about a process cut up into

sections for learners to

sequence.

Different simple explanation

texts describing a process, with

gaps where there would be

sequencing words or phrases.

Scissors.

2SLg.01 Work with others in a

group.*

2SLp.03 Extend experiences

and ideas about characters

and situations through role-

play.

Ask learners to work in a group to plan their own re-enactment of an explanation text. They

should include miming or role-playing activities. Depending on the subject of the explanation,

learners may need to make or hold props or pictures.

Before they begin, learners should identify the key points of the text and the order that they

come in. Once they are sure of the key points, they should plan how they will present the

explanation through mime or role-play and decide what roles they will each take.

After they have presented their explanation through mime or role-play, each learner should

be ready to explain what their role was and how it fitted into the overall explanation.

A simple explanation text that

learners are familiar with.

2Rg.02 Explore in texts, and

understand, the differences in

use of full stops and question

marks.

Look together at an explanation text that has questions for the heading and/or subheadings.

Read and discuss the text. Ask learners:

• What type of sentence is the heading?

A simple explanation text that

has questions for the heading

and/or subheadings.

Cambridge Primary English (0058) Stage 2 Scheme of Work

Learning objectives

Suggested teaching activities

Resources

2Rg.04 Explore in texts, and

understand, the grammar of

commands/instructions and

questions.

2Wg.04 Write clear

statements,

commands/instructions and

questions.

• How do you know?

Continue to ask learners for new information until you have explored a variety of ways of

knowing that the headings are questions, for example:

• they end with a question mark

• they may begin with a question word – what, when, where, which, who, why, how

• they may begin with a verb such as is, are, does, do, has, have, can

• part of the verb comes before the noun, whereas the verb usually follows the noun.

Ask learners to scan the text and identify any other questions in it.

Model how to change a simple statement into a question, for example, the statement Bees

make honey could be changed into various questions: Do bees make honey? or What do

bees make? or What makes honey?

As you work, talk out loud and ask rhetorical questions about decisions you make, for

example:

• What information is this question trying to find out?

• How are you going to begin the question?

• Do you need to change the word order?

• Do you need to change the ends of any of the verbs?

• How will you finish your sentence?

Distribute pieces of paper with sentences, word-size pieces of paper and scissors. Ask

learners what they would have to do to transform the statements into questions. Remind them

of the questions they have just been reading. Allow them to cut up the sentences to rearrange

the word order and add any additional words they need on the blank pieces of paper.

Challenge them to find two different ways to change the statements into questions.

Sentence-length pieces of paper

with simple statements linked to

an explanation text you have

been reading.

Small, blank, word-size pieces of

paper.

Scissors.

2Rg.03 Explore in texts

sentences that contain and,

but, because, if, when.

2Wg.06 Begin to write multi-

clause sentences using simple

connectives, e.g. because, if,

when.

Write some multi-clause sentences from a text you have read together. Point out the

connectives and for each one show learners how the word joins two shorter sentences

together. Ask learners to read the two shorter sentences. Discuss the relationships between

the two sentences expressed by the different connectives.

Give learners a few simple sentences and connectives on separate pieces of paper. Ask

them to join the simple sentences into compound sentences with a suitable connective. Ask

learners to explain their choice of connectives in their compound sentences.

Sentence-length pieces of paper

with simple sentences.

Word-size pieces of paper with

connectives.

Cambridge Primary English (0058) Stage 2 Scheme of Work

Learning objectives

Suggested teaching activities

Resources

2Ri.15 Answer questions

about texts with some

explanation of thinking.*

Distribute a different simple explanation text to each pair or group of learners and ask them to

read it together. Ask them to think of and write five questions to ask another group about the

text and, on another piece of paper, to write the answers to their questions.

When all groups have finished compiling their quizzes, ask them to swap texts and questions

with another group. Ask them to read the new text and agree answers to the questions.

When they have finished answering the questions, put groups together to discuss their

quizzes and compare answers. If there are discrepancies, discuss them together as a class,

identifying what the correct answers should be.

Look at the quality of the questions the groups asked and evaluate whether:

• the questions were well formed and punctuated correctly with a question mark

• the answers could be found in the text

• the question-setters chose useful information to ask about.

A range of simple explanation

texts.

2Rg.05 Explore in texts

examples of nouns and noun

phrases, including use of

common adjectives and simple

quantifiers (e.g. some, most,

all).

2Wg.08 Use simple quantifiers

appropriately for the context,

e.g. some, most, all.

Ask learners to remind you what nouns and adjectives are. Ask them to look around the

classroom and name and describe things they see using an adjective as well as a noun, e.g.

a wooden table, a white clock, the plastic boxes, the blue carpet. Write down some of their

ideas and explain that when you have a group of words introduced by a word like a, an or the

followed by an adjective and a noun, the group of words is called a noun phrase.

Ask learners to scan an explanation text and highlight examples of noun phrases.

Choose a sentence from the text that includes a noun phrase introduced by a quantifier.

Explain that a quantifier is a word that tells you how many of something there is. Write down a

simple statement linked to your text, e.g. Small birds build nests in trees. Add different

quantifiers at the start, e.g. All small birds build nests in trees; Most small birds …; Many

small birds …, and ask learners to say how the meaning of the sentence changes each time.

Distribute sets of cards with quantifiers on them. Make some statements about the learners in

your class, e.g. Learners in Class 2 are boys; … wear glasses; … wear shoes to school; …

like ice cream.

As you say each statement, ask learners to hold up one of the quantifier cards. Invite different

learners to explain their choice of quantifier.

Give learners time to scan the text they looked at earlier and to draw boxes around all the

quantifiers they find. Ask learners:

• Which one is used most often in the text?

Copies of a simple explanation

text for learners to highlight or

underline. The text should

include some noun phrases

introduced by simple quantifiers

(e.g. some, most, all).

Coloured pens or highlighters.

Cards showing the quantifiers

all, most, many, some, a few.

Cambridge Primary English (0058) Stage 2 Scheme of Work

Learning objectives

Suggested teaching activities

Resources

2Ww.05 Explore and use

verbs with endings -s, -ed and

-ing where no change is

needed to the root, and

understand the effect on the

meaning of a verb of adding

these endings.

Read and discuss an explanation text. Pick out a sentence which includes a verb with either

an -s, -ed or -ing ending, e.g. The robot smiles at people. Highlight the verb in the sentence

and ask learners to tell you everything they can find out from that one word, for example, they

could mention that:

• the robot can smile

• there is only one robot (because it is not The robots smile)

• it is something that may happen once or it may be something that often happens

• it is something that happens about now (present tense smiles; it is not in the past, as

the verb is not smiled, or the future, as it is not will smile)

• it is not something that has been happening for some time and is continuing to

happen now (as it is not The robot is smiling).

Explain to learners that verbs do more than simply describe the action. They also tell us

whether one person or thing does the action (singular), or more than one (plural); whether the

action is in the present, past or future; and whether the action is simple or continuous.

Ask learners to identify some verbs in the text they are reading. Ask them to complete a verb

grid, for example:

Verb

Singular/Plural

subject

Past / Present /

Future

Simple /

Continuous

smiles

singular

present

simple

were going

plural

past

continuous

Learners share their findings in pairs. They locate the verbs in the text, identify who or what

did/does the action, and talk about any other information they can deduce from the verb

endings.

Copies of a simple explanation

text for learners to highlight or

underline. The text should

contain both plural and singular

verbs.

Coloured pens or highlighters.

Verb grids for learners to

complete.

2Ws.01 Write a sequence of

events or ideas, including

stories with a beginning,

middle and end.

2Wc.05 Include additional

information to develop some

ideas when writing non-fiction

texts.

Show learners images of a process related to another subject in the curriculum and tell them

that they are going to explain the process.

Organise learners into groups and ask them to work together to plan their explanatory text.

First, learners should sequence the images and then write the explanatory detail each image

shows.

Identify clear success criteria for their writing, for example:

• Use the language of sequencing.

A photo sequence showing a

process learners have engaged

in in another subject, such as

making something in art,

composing a piece of music or

doing an experiment in science.

Cambridge Primary English (0058) Stage 2 Scheme of Work

Learning objectives

Suggested teaching activities

Resources

2Wp.05 Read own writing to

others and share ideas for

improvements.

• Use connectives to show how ideas link together.

• Use adjectives in noun phrases,

• Give additional detail to keep the reader interested.

After learners have completed their writing, ask them to read it aloud to themselves to correct

any errors, e.g. spelling and punctuation, and then read it with a partner to look for ways to

improve it.

Cambridge Primary English (0058) Stage 2 Scheme of Work

Unit 2.7 Poems to perform

Outline of unit:

In this unit, learners will use their knowledge of phonemes to read familiar words quickly and accurately and to spell them correctly. They will begin to read a range

of texts silently as well as aloud, and take turns in speaking about texts they enjoy reading and hearing. They will discuss and write about sequences of events,

exploring implicit meanings, and deliver a short presentation using verbal and non-verbal communication techniques. They will show understanding of punctuation

in their reading, reading clearly and confidently with fluency and expression. They will work with others in groups and show understanding of the opinion of others.

They will plan their writing through discussion, grouping together related sentences and sharing writing with others to discuss improvements.

Recommended prior knowledge:

This unit explicitly builds on the following learning objectives covered in Stage 1:

Reading

Use phonic knowledge to read decodable words.

Re-read text showing understanding of capital letters and full stops to indicate sentences, and simple grammatical links between words, e.g. [The girl] [is playing]

with [her ball].

Talk about the sequence of events or actions in a text, e.g. what happens at the beginning, in the middle and at the end of a story.

Read and explore a range of simple stories and poems, including identifying the contribution of any visual elements.*

Explore implicit meanings in simple texts.*

Enjoy reading and hearing a range of simple stories, poems and non-fiction texts.*

Read aloud simple texts independently.

Writing

Choose plausible graphemes that match phonemes to write simple regular words and to attempt other words.

Develop a simple sequence of known actions or events, e.g. by ordering sentences and then adding to them.

Plan writing by speaking aloud, e.g. saying sentences or describing a sequence of events before writing them.

Form lower-case and upper-case letters correctly.

Read own writing aloud and talk about it.

Speaking and Listening

Speak audibly and clearly with familiar people.

Show some use of non-verbal communication techniques.*

Cambridge Primary English (0058) Stage 2 Scheme of Work

Unit 2.7 Poems to perform

Work with others in a group.*

Show understanding of the opinions of others.*

Take turns in speaking, expressing own feelings and ideas.

Re-read sentences aloud with some fluency and expression.

Make a simple personal statement in a familiar context.

Key vocabulary:

rhyme

rhythm

repetition

verse

sequence

verse

narrative

story

poem

syllable

speech marks

noun

verb

adjective

connective

Cambridge Primary English (0058) Stage 2 Scheme of Work

Learning objectives

Suggested teaching activities

Resources

2Rw.04 Read familiar words

quickly and accurately, usually

without audible sounding and

blending.

2Ww.08 Use knowledge of

phonemes and spelling

patterns to spell a range of

common regular words

correctly.

Gives pairs of learners a list of common words to read. Learners should take turns to read as

many words as they can in a given time period, e.g. 30 seconds. Their partner should count

the number of correctly read words before they swap roles.

Discuss strategies learners used to read the words:

• Did you sound them out?

• Is sounding out a useful strategy when you are trying to read words quickly?

• Did you guess? If you did, how accurate were your guesses?

• What clues did you use?

• Did you recognise the words?

Clarify your expectation that learners should be beginning to read more and more words

without sounding them out.

Ask pairs of learners to agree four or five words they want to focus on from those they did not

recognise. Some of the words are likely to be chosen by everyone, but other words might

only be a focus for one or two learners. Ask each learner to write their words on cards. They

should write each word twice.

Teach learners to play games with the cards, such as the memory game Pelmanism.

Learners mix the cards up and place them face down on the table. One learner turns over two

cards and reads the words. If the words are not the same, they turn the cards back over in

the same place, and play passes to their partner. If the cards show the same word, the

learner picks them up and keeps the pair. Learners try to memorise the locations of words so

that they can match them more easily when it is their turn.

Revisit the list of words regularly, ideally altering the order so that learners have more

opportunities to respond instantly to them. Monitor the number of words learners can

recognise in the time given.

Ask learners to work in pairs to complete different spelling activities, such as missing words,

word searches and anagrams, and test each other’s spelling of four to five words.

List of common words for

learners to read and spell,

including common exception

words that cannot be sounded

out.

Cards for learners to write the

words they want to focus on.

A range of progressively less

supported spelling activities, for

example:

• looking for words in word

searches

• completing the same word

with different missing letters

(e.g. sa_d, s_id, sai_)

• unscrambling anagrams of

words (e.g. a, d, i, s for

said)

• writing the missing words in

sentences (e.g. ‘Oh no!,’

____ Mia.).

2Ri.02 Read and explore a

range of simple stories and

poems, including identifying

the contribution of any visual

elements.*

Give learners opportunities to read and share poems with each other as well as with you. Try

setting aside a few minutes several times a day for learners to read aloud a poem they enjoy

and to say why they enjoy it.

Discuss the images that accompany the poems:

• Do you like the images?

A range of illustrated poetry

books that learners can read

with a degree of independence

once the poems have been

introduced.

Cambridge Primary English (0058) Stage 2 Scheme of Work

Learning objectives

Suggested teaching activities

Resources

2SLg.04 Take turns in

speaking, adding relevant

information.

2Ra.01 Enjoy reading and

hearing a range of simple

stories, poems and non-fiction

texts.*

2Ra.02 Begin to read texts

silently as well as aloud.

• Are images necessary for you to enjoy and understand the poem, or are they just

there to look pretty?

• Do the images help you to understand unfamiliar words?

As learners offer their contributions to the discussion, remind them not to call out over each

other but to take turns to speak. They should either wait until you ask them to speak or they

should put their hand up.

Once learners have read and heard some poems several times, encourage them to read the

poems silently inside their heads. Give learners guidance for reading silently, for example:

• Say the words inside your head so that no one else can hear them.

• Don’t try to read too fast. You still need to read all of the words even if no one else

can hear you.

• Think about what you are reading. If it doesn’t make sense, try re-reading it. You can

whisper a word to work out what it is if you need to.

2Rs.01 Talk about the

sequence of events or ideas in

a text.

2Ri.10 Explore implicit

meanings in simple texts.*

2Ws.01 Write a sequence of

events or ideas, including

stories with a beginning,

middle and end.

2SLp.04 Deliver a short

presentation in a familiar

context about a chosen object

or event.

2SLm.04 Show some use of

non-verbal communication

techniques.*

Look together at a poem that has a clear narrative structure. Read the poem through together

and discuss what happens in the narrative. As learners recount the narrative, record each

event in the order that learners say them. Once they have finished recounting the narrative,

ask them to review the events they identified and say whether or not they are listed in the

correct sequence. If they are not in the correct sequence, ask learners to reorder the events

they just identified and answer the following questions:

• How did you know the events were in the wrong order?

• What clues did you use to re-sequence the events?

Talk about the information used to sequence a poem. Warn them that sometimes the

information will be easy to find, but at other times they may need to use clues to work it out.

Ask questions such as:

• Does the poem use expressions of time to sequence events?

• Does something have to happen before something else can?

Organise learners into groups, and give each group a different narrative poem that they can

read independently. Ask them to identify and write down the narrative events in the poem in

the order in which they happen. This could be done as a storyboard, with pictures and

images.

Ask learners to present the narrative events of their poem to the rest of the class. As they are

presenting, they can show their storyboard and point to the relevant sections as they mention

them.

Simple narrative poems, e.g.

The Tale of Custard the Dragon

by Ogden Nash; The Owl and

the Pussy-cat by Edward Lear,

What the Ladybird Heard by

Julia Donaldson.

Cambridge Primary English (0058) Stage 2 Scheme of Work

Learning objectives

Suggested teaching activities

Resources

2Rg.01 Show understanding

of punctuation, including

speech marks, and simple

grammar when re-reading text.

2SLp.01 Read familiar stories

and poems aloud with fluency

and expression.

2SLm.01 Speak clearly and

confidently with familiar

people.

Give learners a simple narrative poem that they should be able to read independently, and

ask them to practise reading it aloud.

Once they have read the poem at least twice, ask them to go through the poem and circle

any punctuation marks. They should make a list of the punctuation marks they identified, and

say what effect the punctuation should have on their reading. Ask them to read the poem

again, adapting their reading to show understanding of the punctuation. Remind learners that

the words inside speech marks are the words the character actually speaks. They should

highlight these words so they remember to say them as they think the character would say

them.

Tell learners that they are going to read their poem aloud to a group. Remind them that when

they are performing the poem, they have to speak loudly and clearly enough for their

audience to hear them, and they must use their voices to make the poem sound interesting.

Give learners the opportunity to read their poems aloud to a small group.

A simple narrative poem that

learners can read independently.

2SLg.01 Work with others in a

group.*

2SLg.02 Show understanding

of the opinions of others.*

2Wc.02 Plan writing through

discussion, e.g. talking about

the setting and characters

before writing a story.

2Ws.02 Group together

sentences relating to similar

ideas.

2Wp.05 Read own writing to

others and share ideas for

improvements.

2Wp.02 Know how to join

letters and which letters are

best left unjoined.

Ask learners to work together in groups to role-play a narrative poem they are familiar with,

but to alter one of the events or characters. If role-playing The Owl and the Pussy-cat, for

example, the characters could go on a train journey, rather than in a boat, or they could be

different animals, such as an ant and an elephant.

Learners should initially discuss their ideas, exploring how the changes they propose affect

the development of the story. Remind them that they may not always agree with the opinions

of others in their group, but they should always listen and be constructive in their responses.

You can support this by giving learners sentence openers that they can use when responding

to others, for example:

• I understand your opinion, but …

• That’s a good idea. We could make it even better by …

• I agree with you because …

Give learners time to role-play their ideas for their updated narrative.

Tell learners that you want them to write their own version of the poem, using the ideas they

have explored through their role-play. Tell them that they should write their ideas as a poem

with verses, but clarify that you do not expect the poem to have rhythm or rhyme.

Working together in their groups, learners should decide which part of their narrative each of

them is going to write. Remind them to keep their writing focused on the part of the poem

they have been allocated, so they should group their sentences around the same idea.

A simple narrative poem that

learners are familiar with.

Cambridge Primary English (0058) Stage 2 Scheme of Work

Learning objectives

Suggested teaching activities

Resources

Ask learners to read their verses aloud to each other, with learners reading their parts in

order, and to discuss whether they need to make any improvements so that the whole poem

tells the narrative clearly.

Once learners have finished their poems, ask them to read them aloud for the rest of the

class to enjoy and comment on.

Create a class anthology of the poems learners have created. Ask each learner to copy out

their verse in their best handwriting for inclusion in the anthology, reminding them that their

handwriting should be readable, have letters that are the same size, but with ascenders and

descenders where necessary, and have clear spaces between words.

Cambridge Primary English (0058) Stage 2 Scheme of Work

Unit 2.8 Stories by well-known writers

Outline of unit:

In this unit, learners will listen and respond appropriately to a story they hear, exploring the features of text structure. They will read and spell words with common

prefixes and suffixes, using common adjectives appropriately in their sentences. They will spell a range of common exception words accurately. They will explore

the use of nouns and noun phrases, identifying and using pronouns in their own writing. They will identify the main events of a story, discussing the characters and

situations in order to predict the story ending. They will provide relevant information, using interesting words and phrases and grouping together related sentences

in their own writing. They will begin to proofread for errors in their own writing.

Recommended prior knowledge:

This unit explicitly builds on the following learning objectives covered in Stage 1:

Reading

Read verbs with endings -s, -ed and -ing.

Explore in texts examples of nouns and verbs.

Explore and recognise the features of text structure in a range of different fiction and non-fiction texts, including simple poems.*

Read and explore a range of simple stories and poems, including identifying the contribution of any visual elements.*

Retell a familiar story verbally, including most of the relevant information.

Anticipate what happens next in a story.

Writing

Spell familiar words accurately, including common exception words.

Speaking and Listening

Provide relevant information, as needed.

Listen and respond appropriately, including following a sequence of simple instructions.

During a discussion, listen to others without interrupting.

Pause at full stops when reading aloud.

Engage in imaginative play, enacting simple characters or situations.

Cambridge Primary English (0058) Stage 2 Scheme of Work

Unit 2.8 Stories by well-known writers

Key vocabulary:

writer

illustrator

narrator

theme

fiction

character

setting

speech marks

dialogue

adjective

suffix

compare

pronoun

noun

verb

present tense

past tense

singular

plural

predict

sequence

describe

Cambridge Primary English (0058) Stage 2 Scheme of Work

Learning objectives

Suggested teaching activities

Resources

2Ri.02 Read and explore a

range of simple stories and

poems, including identifying

the contribution of any visual

elements.*

2SLs.01 Listen and respond

appropriately, including

recalling the main points.

2Rs.02 Explore and recognise

the features of text structure in

a range of different fiction and

non-fiction texts, including

simple poems.*

2SLp.02 Show awareness of

speech marks when reading

aloud.

Begin to read a story aloud to learners. Ask them to draw a picture to match what they have

just heard.

Once they have finished their picture, ask them to discuss the similarities and differences

between their pictures and explain their design choices. Encourage learners to refer back to

what they heard in the story when explaining their picture.

Show learners the illustration that accompanied the text in the book. Discuss the function of

the pictures, asking learners:

• Why does the book include pictures?

• Can the pictures help you to understand unfamiliar words and ideas?

• Do you have to look at the pictures to understand what is happening in the story?

• Do the pictures include any writing? What is the purpose of writing in pictures?

• Does the illustrator’s idea of what the characters and settings look like match yours?

Continue to read your chosen book. Draw learners’ attention to dialogue and ask them to

practise reading the dialogue aloud, taking turns to be different characters, including the

narrator. Ask them to think about how they are going to read the words their character says

before reading them:

• What we can learn about characters from what they say?

• Is [a particular character] kind or unkind to the other characters?

• Does what they say tell you how they are feeling?

An illustrated story by a well-

known children’s writer.

Enlarged copies of pages with

dialogue for discussion and for

learners to read aloud.

2Rw.03 Read words with

common prefixes and suffixes,

including un-, dis-, re-, -er,

-est, -ly, -y and -ful.

2Ww.06 Spell some words

with common prefixes and

suffixes, including un-, dis-,

-er, -est, -ful and -ly.

2Wg.10 Use common

adjectives appropriately in

sentences, including simple

comparative and superlative

forms.

Show learners two pencils, one longer than the other, and ask:

• Which pencil is longer?

Repeat the exercise with other pairs of objects, for example, show two different books and

ask:

• Which book is thicker?

Write the adjectives you used in your questions on the board, for example, long and longer.

Clarify that long tells you about one pencil, but longer allows you to compare two pencils. Ask

learners to identify the suffix that is added to adjectives and allows you to compare (-er).

Organise learners into pairs, and give them more pairs of objects. Ask them to identify

questions they can ask about the objects, such as Which pencil is longer? Ask them to take

turns to ask and answer questions for each other.

Groups of similar objects for

learners to compare (e.g.

pencils, ribbons, crayons, books,

toy cars).

Cambridge Primary English (0058) Stage 2 Scheme of Work

Learning objectives

Suggested teaching activities

Resources

Show learners three pencils of different lengths and ask them to identify the longest one.

Write a long pencil and the longest pencil on the board and ask learners:

• Which suffix allows you to compare more than two objects and say which one has the

extreme of something?

Ask learners to identify who is the oldest and youngest or tallest and shortest in the class,

and to write the sentences, e.g. Angelique is the tallest in the class; Pierre has the biggest

shoes.

Give learners groups of objects and ask them to ask each other questions in sentences using

adjectives with the suffixes -er and -est. Learners should take turns to ask and answer

questions.

2Ww.09 Spell a range of

common exception words

accurately.

Create lists of common exception words These could either come from a structured spelling

scheme or from words which learners use in their writing.

To develop learners’ familiarity with the words, use them to play games such as a memory

game or lotto.

To play lotto, learners are each given six to eight words which they read and place face up on

the table in front of them. Additional copies of all the words are shuffled and placed face down

in a pile on the table. One by one, the words in the pile are turned over. If a learner

recognises the top word as one they have in front of them, they say the word, then take the

card and place it on top of the word in front of them. If no one claims the word, it is placed

back at the bottom of the pile in the centre of the table. The first learner to cover all their

words wins the game if they can read all their words aloud.

Once learners are familiar with the common exception words, challenge them to spell the

words by:

• writing the words several times in different sizes and

using different colours; as they write the word, they

should say aloud the word, and the name of each letter

as they write it, and finally the word again (e.g. people –

pee – ee – oa – pee – el – ee – people)

• rearranging a set of letter tiles or plastic letters to spell

the words

• writing the words in a tray of salt or sand

• writing the words in sentences.

Pairs of flash cards showing

common exception words (words

which cannot be sounded out),

e.g. their, people, something,

anyone, mother, friend, because.

Sets of letter tiles that learners

can manipulate to make

common exception words.

A range of colours and types of

writing implements.

Trays of salt or sand.

Cambridge Primary English (0058) Stage 2 Scheme of Work

Learning objectives

Suggested teaching activities

Resources

2Rg.05 Explore in texts

examples of nouns and noun

phrases, including use of

common adjectives and simple

quantifiers (e.g. some, most,

all).

2Rg.06 Explore examples of

pronouns in texts, including

their purpose and how they

agree grammatically with

verbs.

2Wg.09 Use pronouns in

writing, and ensure

grammatical agreement of

nouns and pronouns with

verbs.

Read aloud from the enlarged text. Ask learners to identify some noun phrases. Remind them

that noun phrases:

• usually begin with an article such as a, an or the,

or a quantifier such as some, most, all

• always contain a noun

• often include one or more adjectives before the

noun.

In a nearby sentence, point out a pronoun that refers to the noun phrase, for example:

Some fat, black cats slept on the wall. They liked sleeping in the sun.

Carlos saw a fat, black cat. It was asleep on the wall.

Clarify that pronouns like he, she, it, they, we, I and you take the place of an entire noun

phrase and that stops us from having to repeat the noun phrase too many times.

Give learners copies of the text and two different coloured pencils. Ask them to use one

colour to highlight noun phrases and the second colour to highlight the pronouns that refer to

the noun phrases.

Once complete, learners can compare their annotated text with a partner’s. Discuss any

disagreements with the whole class.

Give each learner a card showing a noun phrase or a card showing a pronoun. Ask learners

with noun phrases to find a partner with a pronoun that could be used instead of the noun

phrase (e.g. the boy / he; All the alligators / they; Peter / he / I).

Model writing some of the noun phrases in sentences and remind learners of how the verbs

show whether the linked noun is singular or plural. Explain that pronouns affect the verb in

exactly the same way, e.g. He was … They were … . Ask learners to look for the verbs

associated with the noun phrases and pronouns they found.

Give learners simple activities to do where they need to decide which pronouns and verb

forms to use. For example, give them some sentences to complete with verbs and pronouns.

Enlarged text and copies of part

of a familiar text for learners to

annotate. The text should

include both noun phrases and

pronouns.

Coloured pencils.

Cards with noun phrases and

other cards with pronouns.

Incomplete sentences linked to

the text for learners to complete

with verbs and pronouns, for

example:

The animals ________ when

_____ saw food.

Jamila ______ sad as _____

stands at the door.

‘Oliver?’ called Mama.

‘Yes?’ _____ ________ .

2Ri.07 Identify and use the

main events to retell a story

verbally.

Begin to read a new story to learners, but stop before the end. Together, identify the main

events in the story so far, identifying those that:

• introduce the characters and setting

• introduce the problem

• contribute to solving the problem.

An unfamiliar story, if possible

linked by writer/theme/genre to

previous stories you have read.

Cambridge Primary English (0058) Stage 2 Scheme of Work

Learning objectives

Suggested teaching activities

Resources

2SLp.03 Extend experiences

and ideas about characters

and situations through role-

play.

2Ri.11 Predict story endings.

2SLg.03 During a discussion,

respond in a way that is

relevant to the task.

Create a visual reminder of the main events to support learners to retell the story so far.

Organise learners into groups and ask them to role-play the story so far, acting out events

and discussing the motivations and feelings of the main characters.

Remind learners of all the work they have done in understanding story shape. Ask them to

use their understanding to role-play different ways in which the story could continue and end.

Give learners time to explore different scenarios for the story’s ending.

Ask learners to choose which scenario they predict will be the real ending and perform it for

the rest of the class.

Once all groups have had the opportunity to role-play their predictions, ask them to discuss

which they think is most likely and why. Groups can defend their reasons for their predictions.

2SLm.02 Provide relevant

information with sufficient

detail, as needed.

2Wv.04 Choose and use

interesting words and phrases,

including to describe people

and places.

2Ws.02 Group together

sentences relating to similar

ideas.

2Wp.06 Begin to proofread for

errors by re-reading own

writing aloud (e.g. sentence

punctuation, verb forms).

Ask learners to create a storyboard using images and words to show how they think the story

they role-played endings for (in the activity in the previous row) will end. They could use an

idea from their group role-plays, an idea from another group or a new idea entirely. The

storyboard should give information about the characters and settings using interesting words

and phrases, including noun phrases.

Give learners the opportunity to explain their idea to a new partner. Remind them that they

will need to make clear links between their idea of the story ending and events from the story.

Encourage partners to ask questions if they do not feel that they have sufficient detail or if

they do not think the links between known actions and new actions are sufficiently clear.

Ask learners to write their idea of the story ending, reminding them to group together

sentences to describe one event at a time, giving details which show what is happening and

how it links to what has happened before.

Ask learners to re-read their completed story ending aloud. As they read, ask them to reflect

on whether they found it easy or difficult to read. You can highlight particular issues by asking

questions such as:

• Did you miss out any words?

• Was your spelling accurate?

• Did you use punctuation to organise your sentences?

Give learners time to check and proofread their work, making improvements as necessary.

Cambridge Primary English (0058) Stage 2 Scheme of Work

Unit 2.9 Information texts: reports about a subject

Outline of unit:

In this unit, learners read information books on a range of topics, identifying key features of the text type. They ask and answer questions about the information,

recording their answers in lists, charts or single words. In groups, they research topics, finding information in books. They then present their findings as part of a

spoken presentation as well as in an alternative presentation (e.g. using captions, labels, charts). Finally, they write their own booklet to share the information their

group found.

Recommended prior knowledge:

This unit explicitly builds on the following learning objectives covered in Stage 1:

Reading

Explore and recognise parts of a book, including cover, title and contents.

Begin to show awareness that different non-fiction text types have different purposes and begin to identify their features.*

Explore explicit meanings in simple texts.*

Respond verbally to simple questions about texts read or heard.

Read aloud simple texts independently.

Writing

Ask for support in spelling unfamiliar words and use spelling logs to support future writing.*

Use simple organisational features appropriate to the text type, e.g. subheadings, labelled diagrams.*

Begin to write for a purpose using basic language and features appropriate for the text type.*

Include some relevant information when writing simple non-fiction texts in familiar real-life contexts.

Record answers to simple questions about texts, e.g. in lists.

Present text in a range of different ways, e.g. diagrams with typed labels, storyboards with handwritten captions.*

Speaking and Listening

Use some relevant vocabulary to describe events and feelings.

Show some awareness of the listener, e.g. by varying tone to engage them, by responding to their non-verbal cues.*

Ask simple questions about what is heard or read.

Show understanding of the opinions of others.*

Talk about own activities, including what they enjoyed.

Cambridge Primary English (0058) Stage 2 Scheme of Work

Unit 2.9 Information texts: reports about a subject

Key vocabulary:

syllable

title

cover

contents page

index

glossary

information

diagram

label

caption

heading

Cambridge Primary English (0058) Stage 2 Scheme of Work

Learning objectives

Suggested teaching activities

Resources

2Ww.10 Ask for support in

spelling unfamiliar words and

use spelling logs to support

future writing.*

Introduce spelling logs. Explain to learners that when they are not sure how to spell a word,

they can try it out on a piece of paper, check it and then write the correct spelling in their

spelling log. They should keep their spelling log available when they write.

Discuss different strategies for each part of the process.

Try it out:

• Sound it out using phonics or syllables.

• Use phoneme frames to try out different spellings for long

vowel phonemes and decide which spelling ‘looks right’.

• Write as much as possible and seek help only for the difficult bit.

• Think about rhyming words.

Check it:

• Introduce 3B4Me (‘three before me’ – three ways of checking before learners ask you

or another adult).

• The 3Bs and ‘Me’ are:

- Brain: Ask learners to see whether the word looks right, whether the letters they

have written could spell the word, and whether they know anything else that

could help them.

- Book: Ask learners to revisit their spelling logs. Teach them to use simple

dictionaries to check their spelling, or electronic spell checkers.

- Buddy: Ask learners to check with their friends.

- Me: If learners still need help after the 3Bs, they can ask you or another adult in

the classroom.

Spelling logs for each learner.

These can be small notebooks

with alphabetically labelled

pages or A4 paper divided into

alphabetically labelled squares.

2Ra.02 Begin to read texts

silently as well as aloud.

2SLg.02 Show understanding

of the opinions of others.*

2Ri.06 Explore explicit

meanings in simple texts.*

2Ri.13 Answer simple

questions from reading a short

text.

Introduce a range of non-fiction information books for learners to browse and enjoy. Give

them time to practise reading the books silently to themselves as well as sharing them with

friends. Give learners time to share their opinions on the different books they read.

Encourage learners to discuss where they agree and disagree with each other’s opinions.

Revisit using the contents page and index as a way of finding information quickly. Ask

learners to prepare simple quizzes about a book they enjoyed. They should:

• write about four or five questions, the answers for which are in the book

• make sure that the answer can be easily found using the contents page or index

• write the answer to their questions on another piece of paper.

Ask learners to answer each other’s quizzes, recording their answers and then checking with

the answer sheet provided by the quiz-setter.

Non-fiction report texts that

contain a contents page or an

index. These books could be

related to a curriculum topic, or

to learners’ own interests.

Cambridge Primary English (0058) Stage 2 Scheme of Work

Learning objectives

Suggested teaching activities

Resources

2Ri.05 Begin to show

awareness that different non-

fiction text types have different

purposes and begin to identify

their features.*

2Rs.03 Explore and recognise

organisational features that

help the reader to find

information in texts, including

subheadings and labelled

diagrams.

2Ws.03 Use simple

organisational features

appropriate to the text type,

e.g. subheadings, labelled

diagrams.*

2SLr.01 Talk about own

activities, including why they

made particular choices.

Read a non-fiction report text as a class. Clarify that sometimes we read these books

because we are interested in the topic, so we read them all the way through; but other times

we are searching for a piece of information and the books can often help us to find the

information.

Ask learners:

• What do you think the purpose of this text is?

Elicit from learners that it tells you about how things are.

Looking at both this text and other non-fiction report texts learners are familiar with, identify

some of the common features of this type of text and discuss their purpose, for example:

• book title

• contents page

• photographs or illustrations with captions

• labelled diagrams, maps and timelines

• headings and subheadings – talk about why these are often questions

• fact boxes

• glossary

• index.

Organise learners into groups and give each group a different non-fiction text. Ask them to

look through the books and add sticky notes to label any features they notice that might help

a reader to find information efficiently.

Give learners a piece of paper containing information on a given topic. Ask them to select and

organise the information to make a page or pages in a report text. They do not have to use all

of the information provided, but should use at least three of the organisational features that

they identified earlier.

Once they have finished, ask them to compare their work with a partner. They should be able

to talk about why they chose to use particular organisational features and what effects they

have.

A range of non-fiction report

texts.

Sticky notes.

Blocks of information about a

topic for learners to organise and

design into a page.

Large pieces of paper, glue and

pens.

2Wp.03 Record key

information drawn from a non-

fiction text, e.g. listing key

topic words.

Tell learners that they are going to work in groups to research information on a given topic.

Before they start their research, ask learners to identify the key questions that their research

is going to answer. Once they have their questions, ask them:

• How are you going to find the information that you need?

Access to a range of sources

that will allow learners to

research a given topic.

Note-taking scaffolds.

Cambridge Primary English (0058) Stage 2 Scheme of Work

Learning objectives

Suggested teaching activities

Resources

2SLs.02 Ask questions about

what is heard or read to

improve understanding.

Discuss different strategies that learners can use in order to find the relevant information in

their research, for example:

• reading (or listening to) the resources carefully

• asking each other questions about what they learn, to verify and extend

understanding

• identifying the main ideas, information and details they want to record

• listing key words and ideas.

Remind learners that they will need to keep a record of the information that they find. Provide

a couple of scaffolds as options for learners to use.

2Wc.04 Begin to write for a

purpose using basic language

and features appropriate for

the text type.*

2Ws.02 Group together

sentences relating to similar

ideas.

2Wc.05 Include additional

information to develop some

ideas when writing non-fiction

texts.

2Wp.04 Present text in a

range of different ways, e.g.

diagrams with typed labels,

storyboards with handwritten

captions.*

Ask learners to use the notes from their group research (from the activity in the previous row)

as the basis for planning a piece of report writing. Remind them of the designs they made for

pages in a non-fiction book in an earlier activity, and to use it as a model for this piece of

work.

Ask them to plan their writing by:

• writing some headings and subheadings

• writing lists of key words under each heading and subheading

• writing at least one interesting detail or piece of information under each heading and

subheading

• identifying which images or diagrams they want to use and showing where on the

paper they might use them.

Introduce the success criteria to learners and remind them of the main language features of

report texts. Remind them that the sentences under each of their headings and subheadings

should be on the topic described in the heading or subheading.

As they plan and create their report texts, ask learners:

• Does all the information have to be presented in the same way?

• What other presentation styles do you know?

• Which do you think would be most appropriate for presenting this information?

• Why?

Learners’ planning notes from

the research activity.

Planning sheet giving features

for learners to include and

success criteria for the writing.

Blank paper, scissors and glue.

2SLm.05 Show some

awareness of the listener, e.g.

by varying tone to engage

them, by responding to their

non-verbal cues.*

Ask learners to plan a verbal presentation based on their written research (from the previous

rows). Each group should work together to decide who is going to present which bits of

information. As part of their discussion, remind them to listen to each other’s opinions, to take

turns in speaking, and to recognise that they cannot all give the same information. Encourage

learners to work out for themselves as far as possible how to distribute the roles.

Learners’ planning notes from

the research activity.

Cambridge Primary English (0058) Stage 2 Scheme of Work

Learning objectives

Suggested teaching activities

Resources

2SLr.02 Talk about others’

presentations, including what

they enjoyed and why.

2SLm.03 Use relevant

vocabulary to describe events

and feelings.

Give learners an opportunity to organise their ideas, prepare any visuals they think might be

useful, and rehearse what they want to say.

You can decide whether they should all give their presentations to the whole class, or

whether to divide the class so that a few groups present to each other. Remind learners of

the importance of using non-verbal communication techniques to engage their audience,

particularly if they see that they are fidgety.

Once each group has had a chance to deliver their presentation, ask learners to work with

someone who watched them deliver their presentation but was not in their planning group. In

their pairs, ask each learner to discuss:

• what they enjoyed about each other’s presentations any why

• their contributions, with learners explaining how they chose the information they

included and reflecting on the outcome

• their feelings before, during and after the presentation.

Cambridge Primary English (0058) Stage 2 Scheme of Work

Sample lesson 1

CLASS:

DATE:

Learning objectives

2Rg.04 Explore in texts, and understand, the grammar of commands/instructions

and questions.

2Wg.04 Write clear statements, commands/instructions and questions.

Lesson focus

To identify statements, commands and questions and to transform a statement into

a question.

Previous learning

Learners should already have heard and read questions, be familiar with question

words (e.g. what, when, where, which, who, why, how), and recognise question

marks and know that they are found at the end of sentences.

Plan

Timing

Planned activities

Notes

Beginning

Choose a simple statement (target statement) to model the activity, for

example, Drones are flying robots. Ask learners:

• Is this a statement or a question?

Ask learners to talk briefly in pairs about how they know that it is a

statement. Ask some learners to share their answers, for example:

• It tells you something.

• It doesn’t ask anything.

• There isn’t an answer because it’s not a question.

Repeat the same activity with a question.

Main activities

Demonstrate turning the statement into a question to find out what

drones are. Put What at the beginning of the statement and replace the

full stop with a question mark: What drones are flying robots? Ask

learners:

• Does this make sense as a question? Why not?

Explain that when you ask a question about a statement, you do not

need to use all the words in the question. Some of the words will be in

the answer.

Give cards with each word of the target sentence to learners to hold up

so that the class can read the words. Ask learners holding words to

organise themselves to make the sentence Drones are flying robots.

Ask different learners to hold the word What and the question mark.

Explain that when question words are used, they are usually at the

beginning of the question. Ask learners to look at the rest of the words in

the statement and say which word should come next. Learners holding

the cards should arrange themselves as directed. When they have

formed the whole question, What are drones? and the answer, Flying

robots, congratulate them.

Point out that, in the question, the verb follows the question word.

Explain that for most questions that begin with a question word, verbs

like are, can, have and do come after the question word.

Give pairs of learners sentence-length pieces of paper with simple

sentences, word-size pieces of paper with question words, and scissors.

Ask them to cut up the sentences and make questions beginning with

the question words.

Periodically, pause the lesson so that learners can go to different tables

and see the questions that other learners have made. If they are not

sure whether a question is properly formed, ask them to tell you so that

you can all look together and decide.

Words on

separate cards.

Word cards with

question words

and question

marks.

Pieces of paper

with simple

statements and

question words.

Scissors.

Cambridge Primary English (0058) Stage 2 Scheme of Work

Timing

Planned activities

Notes

End/Close/

Reflection/

Summary

Ask learners to stand in a circle. Give one learner a question word card

to read aloud. Ask the next learner to suggest a word that could follow

that question word in a question. Successive learners should add one

word at a time until a learner says, ‘Question mark’, to show that the

sentence is complete.

Give the next learner in the circle another question word card and

continue as above.

If possible, write the words as the learners say them so that you can

review the sentences they make.

Question word

cards.

Reflection

Use the space below to reflect on your lesson. Answer the most relevant questions for your lesson.

Were the learning objectives and lesson focus realistic? What did the learners learn today?

What was the learning atmosphere like?

What changes did I make from my plan and why?

If I taught this lesson again, what would I change?

What two things really went well (consider both teaching and learning)?

What two things would have improved the lesson (consider both teaching and learning)?

What have I learned from this lesson about the class or individuals that will inform my next lesson?

Next steps

What will I teach next based on learners’ understanding of this lesson?

Cambridge Primary English (0058) Stage 2 Scheme of Work

Sample lesson 2

CLASS:

DATE:

Learning objectives

2Ri.06 Explore explicit meanings in simple texts.*

2SLs.02 Ask questions about what is heard or read to improve understanding.

Lesson focus

To read texts, think of questions to ask and make quizzes for others to answer.

Previous learning

Learners should already be able to ask questions of various types (including

questions with question words and those starting with an auxiliary verb), use a

contents page or index to find information in a non-fiction text, scan a text for

information to answer a question, and write information to answer questions.

Plan

Timing

Planned activities

Notes

Beginning

Ask one learner to think of a character in a book or poem you have read

recently and to whisper the name of the character to you so that you can

confirm that the other learners should know it.

Challenge the rest of the class to ask the learner questions to find out

the character’s name. Tell the learner to answer their questions in the

role of the character. They cannot say the name of their character, but

they can answer any other question.

Repeat the activity with another learner in the role of a different

character.

Main activities

Organise learners into groups and give each group a copy of the same

text. Ask them to read the text aloud to each other.

Once they have read the text, ask learners to think of questions about it

to make a quiz. Tell them that each learner should think of one or two

questions, and that it must be possible to find the answers to them in the

text.

Ask learners to share their questions with one another in their groups

first, to make sure that they have all thought of different questions.

Once learners have agreed their questions, ask them to write (or word-

process) them. Ask them to write the answers on a separate piece of

paper.

Once learners have written their questions and answers, ask them to

swap texts and questions with another group.

Ask groups to read their new text aloud to each other and then do the

quiz, taking turns to find the answers. When they have recorded all their

answers, the group who set the questions shows them the answer sheet

they made at the start. If there are any disagreements about the

answers, discuss them as a whole class in order to explore any

misunderstandings.

(You could extend this activity by limiting learners to asking and

answering questions which begin with question words, particularly how

and why as these questions cannot be answered with Yes or No.)

Short texts

relevant to the unit

you are studying.

If required, you

could give longer,

less familiar texts

to some learners,

or texts that

contain more

challenging

vocabulary.

End/Close/

Reflection/

Summary

Ask learners questions to reflect on the activity:

• Did you prefer asking questions or answering them? Why?

• Were there any questions that were easier/harder for you to ask

or answer?

• Why do you think that was?

Cambridge Primary English (0058) Stage 2 Scheme of Work

Reflection

Use the space below to reflect on your lesson. Answer the most relevant questions for your lesson.

Were the learning objectives and lesson focus realistic? What did the learners learn today?

What was the learning atmosphere like?

What changes did I make from my plan and why?

If I taught this lesson again, what would I change?

What two things really went well (consider both teaching and learning)?

What two things would have improved the lesson (consider both teaching and learning)?

What have I learned from this lesson about the class or individuals that will inform my next lesson?

Next steps

What will I teach next based on learners’ understanding of this lesson?

Version 2.0

Scheme of Work

Cambridge Primary

Mathematics 0096

Stage 2

This Cambridge Scheme of Work is for use with the Cambridge Primary

Mathematics Curriculum Framework published in September

2020 for first teaching in September 2021.

 
72 
 
Contents 
 
Contents ................................................................................................................................................................................................................................................... 72 
Introduction .............................................................................................................................................................................................................................................. 74 
Unit 2.1 Numbers to 100, addition and subtraction ............................................................................................................................................................................. 78 
Unit 2.1 Topic 1 Counting and estimating ............................................................................................................................................................................................. 79 
Unit 2.1 Topic 2 Using and comparing numbers ................................................................................................................................................................................... 85 
Unit 2.1 Topic 3 Addition and subtraction ............................................................................................................................................................................................. 90 
Unit 2.2 Time ............................................................................................................................................................................................................................................ 96 
Unit 2.2 Topic 1 Units of time ................................................................................................................................................................................................................ 97 
Unit 2.2 Topic 2 Knowing the time ........................................................................................................................................................................................................ 99 
Unit 2.3 Exploring shapes and movement .......................................................................................................................................................................................... 102 
Unit 2.3 Topic 1 Describing shapes .................................................................................................................................................................................................... 103 
Unit 2.3 Topic 2 Symmetry and reflecting shapes ............................................................................................................................................................................... 107 
Unit 2.3 Topic 3 Angles, turning and moving shapes .......................................................................................................................................................................... 110 
Unit 2.3 Topic 4 3D shapes ................................................................................................................................................................................................................. 113 
Unit 2.4 Number patterns and place value .......................................................................................................................................................................................... 115 
Unit 2.4 Topic 1 Understanding place value ....................................................................................................................................................................................... 116 
Unit 2.4 Topic 2 Finding patterns ........................................................................................................................................................................................................ 120 
Unit 2.5 Multiplication and division ..................................................................................................................................................................................................... 124 
Unit 2.5 Topic 1 Understanding multiplication ..................................................................................................................................................................................... 125 
Unit 2.5 Topic 2 Understanding division .............................................................................................................................................................................................. 129 
Unit 2.6 Measurement ............................................................................................................................................................................................................................ 131 
Unit 2.6 Topic 1 Measuring length ...................................................................................................................................................................................................... 132 
Unit 2.6 Topic 2 Mass and capacity .................................................................................................................................................................................................... 136 
Unit 2.7 Fractions ................................................................................................................................................................................................................................... 139 
Unit 2.7 Topic 1 Finding quarters ........................................................................................................................................................................................................ 140 

Unit 2.7 Topic 2 Building with fractions ............................................................................................................................................................................................... 146

Unit 2.8 Statistical methods and chance ............................................................................................................................................................................................. 149

Unit 2.8 Topic 1 The statistical cycle ................................................................................................................................................................................................... 150

Unit 2.8 Topic 2 Chance ...................................................................................................................................................................................................................... 154

Sample lesson 1 ..................................................................................................................................................................................................................................... 157

Sample lesson 2 ..................................................................................................................................................................................................................................... 160

Changes to this Scheme of Work ........................................................................................................................................................................................................ 162

Changes to this Scheme of Work

For information about changes to this Scheme of Work, go to page 93.

The latest Scheme of Work is version 2.0, published January 2021.

Cambridge Primary Mathematics (0096) Stage 2 Scheme of Work

Introduction

This document is a scheme of work created by Cambridge Assessment International Education for Cambridge Primary Mathematics Stage 2.

It contains:

o suggested units showing how the learning objectives in the curriculum framework can be grouped and ordered

o at least one suggested teaching activity for each learning objective

o a list of subject-specific language that will be useful for your learners

o common misconceptions

o sample lesson plans

o links to relevant NRICH activities to enrich learners’ mathematical experiences, https://nrich.maths.org/

You do not need to use the ideas in this scheme of work to teach Cambridge Primary Mathematics Stage 2. Instead use them as a starting point for your planning

and adapt them to suit the requirements of your school and the needs of your learners. The schemes of work are designed to indicate the types of activities you

might use, and the intended depth and breadth of each learning objective. These activities are not designed to fill all the teaching time for this stage. You should use

other activities with a similar level of difficulty, for example, those from endorsed resources.

The accompanying teacher guide for Cambridge Primary Mathematics suggests effective teaching and learning approaches. You can use this scheme of work as a

starting point for your planning, adapting it to suit the requirements of your school and needs of your learners.

Long-term plan

This long-term plan shows the units in this scheme of work and a suggestion of how long to spend teaching each one. The suggested teaching time is based on

learners having about 4 to 5 hours of Mathematics per week (about 120 to 150 hours per stage). The actual number of teaching hours may vary according to your

context.

Unit

Suggested teaching time

Unit 2.1 Numbers to 100, addition and subtraction

17% (25 hours)

Unit 2.2 Time

10% (15 hours)

Unit 2.3 Exploring shapes and movement

13% (20 hours)

Unit 2.4 Number patterns and place value

10% (15 hours)

Unit 2.5 Multiplication and division

10% (15 hours)

Unit 2.6 Measurement

10% (15 hours)

Unit 2.7 Fractions

17% (25 hours)

Unit 2.8 Statistical methods and chance

13% (20 hours)

Total

150 hours

Cambridge Primary Mathematics (0096) Stage 2 Scheme of Work

Sample lesson plans

You will find two sample lesson plans at the end of this scheme of work. They are designed to illustrate how the suggested activities in this document can be turned

into lessons. They are written in more detail than you would use for your own lesson plans. The Cambridge Primary Mathematics Teacher Guide has information on

creating lesson plans.

Other support for teaching Cambridge Primary Mathematics Stage 2

Cambridge Primary centres receive access to a range of resources when they register. The Cambridge Primary support site at

https://primary.cambridgeinternational.org is a password-protected website that is the source of the majority of Cambridge-produced resources for the

programme. Ask the Cambridge Coordinator or Exams Officer in your school if you do not already have a log-in for this support site.

Included on this support site are:

o the Cambridge Primary Mathematics Curriculum Framework, which contains the learning objectives that provide a structure for your teaching and learning

o grids showing the progression of learning objectives across stages

o the Cambridge Primary Mathematics Teacher Guide, which will help you to implement Cambridge Primary Mathematics in your school

o templates for planning

o worksheets for short teacher training activities that link to the teacher guide

o assessments provided by Cambridge

o a list of endorsed resources, which have been through a detailed quality assurance process to make sure they are suitable for schools teaching Cambridge

Primary Mathematics worldwide

o links to online communities of Cambridge Primary teachers.

Resources for the activities in this scheme of work

We have assumed that you will have access to these resources:

o paper, pens and pencils for learners to use

o rulers, set squares, protractors and calculators.

Other suggested resources for individual units and/or activities are described in the rest of this document. You can swap these for other resources that are available

in your school.

Websites

We recommend NRICH to support Cambridge Primary Mathematics at https://nrich.maths.org/

NRICH publishes free and challenging mathematics activities for learners of all ages. The resources assist teachers to embed thinking and working mathematically

with mathematics content. NRICH is based in both the University of Cambridge's Faculty of Education and the Centre for Mathematical Sciences.

There are many excellent online resources suitable for teaching Cambridge Primary Mathematics. Since these are updated frequently, and many are only available

in some countries, we recommend that you and your colleagues identify and share resources that you have found to be effective for your learners.

Cambridge Primary Mathematics (0096) Stage 2 Scheme of Work

Approaches to teaching Cambridge Primary Mathematics Stage 2

Thinking and Working Mathematically

Thinking and Working Mathematically supports the mathematical concepts and skills in all strands of the Cambridge

Primary Mathematics curriculum. When learners think and work mathematically, they actively engage with their

learning of mathematics. They try to make sense of ideas and build connections between different facts, procedures

and concepts. Learners who do not think and work mathematically can carry out processes that their teacher has

shown them, but them may not understand why the processes work or what the results mean. Noticing inconsistencies,

patterns and particular representations encourages learners to think and work mathematically. Practice, reflection and

questioning will help them to improve.

Thinking and Working Mathematically has eight characteristics that are presented in four pairs:

• Specialising and Generalising

• Conjecturing and Convincing

• Characterising and Classifying

• Critiquing and Improving.

The eight Thinking and Working Mathematically characteristics are all closely connected and interdependent. A high-

quality mathematics task may include one or more of them. The characteristics provide learners with the language they need to think and work mathematically.

Learners can then decide what mathematical knowledge, procedures and strategies to use in order to gain a deeper understanding of mathematical questions.

Throughout this scheme of work, there are examples of classroom activities that link the Thinking and Working Mathematically characteristics with content learning

objectives. We recommend you use the ideas in these examples to create further classroom activities.

Thinking and Working Mathematically characteristics:

Unit

2.1

Unit

2.2

Unit

2.3

Unit

2.4

Unit

2.5

Unit

2.6

Unit

2.7

Unit

2.8

TWM.01

Specialising – Choosing an example and checking to see if it satisfies or does not satisfy

specific mathematical criteria

✓

TWM.02

Generalising – Recognising an underlying pattern by identifying many examples that satisfy

the same mathematical criteria

✓

TWM.03

Conjecturing – Forming mathematical questions or ideas

✓

TWM.04

Convincing – Presenting evidence to justify or challenge a mathematical idea or solution

✓

TWM.05

Characterising – Identifying and describing the mathematical properties of an object

✓

TWM.06

Classifying – Organising objects into groups according to their mathematical properties

✓

TWM.07

Critiquing – Comparing and evaluating mathematical ideas, representations or solutions to

identify advantages and disadvantages

✓

TWM.08

Improving – Refining mathematical ideas or representations to develop a more effective

approach or solution

✓

Cambridge Primary Mathematics (0096) Stage 2 Scheme of Work

Misconceptions

Mathematical misconceptions are usually incorrect generalisations made by learners. Misconceptions should not be avoided, but instead used for teaching purposes

to reveal learners’ thinking. Research suggests that asking learners open-ended questions about mathematical concepts is the most appropriate way to uncover

misconceptions. Once a learner’s misconceptions have been identified, the next step is to know how to correct them. One approach is to give learners a variety of

mathematical strategies to draw upon when finding solutions so that they can gain a deeper understanding of each mathematical concept.

Mental strategies and calculators

Mental calculation is a skill needed for everyday life, especially when paper or calculators are not available. Mental calculation relies on working memory, the

organisation of thoughts and the use of efficient mathematical strategies when solving mathematical computations. It is important for learners to practise mental

calculations and have a range of strategies as this improves understanding and recall as well as increasing confidence and proficiency.

Calculators are useful teaching aides. Although learners need to practise doing mental and written calculations, calculators can help them to notice patterns. They

are also useful when learners are solving problems where non-calculator calculations would take the focus away from strategies. When well used, calculators can

help learners to learn about numbers and the number system. Use calculators as a teaching aid to promote mental calculation and mental strategies and to explore

mathematical patterns. Learners should understand when it is best to use calculators to help them calculate, and when to calculate mentally or using written

methods.

As Cambridge International includes calculator-based assessments at Stages 5, 6, 7, 8 and 9, we recommend that learners begin to use calculators for performing

and checking calculations from Stage 4. At Stages 5 and 6, learners should be developing effective use of calculators so that they are familiar with the buttons and

functions of a basic calculator.

Cambridge Primary Mathematics (0096) Stage 2 Scheme of Work

Unit 2.1 Numbers to 100, addition and subtraction

Learning objectives covered in Unit 2.1 and topic summary:

2.1 Topic 1

Counting

and

estimating

2.1 Topic 2

Using and

comparing

numbers

2.1 Topic 3

Addition

and

subtraction

Thinking and Working

Mathematically

2Nc.01

Count objects from 0 to 100.

✓

2Nc.02

Recognise the number of objects presented in unfamiliar patterns up to

10, without counting.

✓

TWM.04 Convincing

2Nc.03

Estimate the number of objects or people (up to 100).

✓

TWM.03 Conjecturing

TWM.04 Convincing

TWM.07 Critiquing

TWM.08 Improving

2Nm.01

Recognise value and money notation used in local currency.

✓

2Nm.02

Compare values of different combinations of coins or notes.

✓

TWM.03 Conjecturing

TWM.04 Convincing

2Ni.01

Recite, read and write number names and whole numbers (from 0 to

100).

✓

2Ni.02

Understand and explain the relationship between addition and

subtraction.

✓

TWM.03 Conjecturing

TWM.04 Convincing

2Ni.03

Recognise complements of 20 and complements of multiples of 10 (up to

100).

✓

2Ni.04

Estimate, add and subtract whole numbers with up to two digits (no

regrouping of ones or tens).

✓

TWM.07 Critiquing

TWM.08 Improving

2Np.03

Understand the relative size of quantities to compare and order 2-digit

numbers.

✓

2Np.04

Recognise and use ordinal numbers.

✓

Cambridge Primary Mathematics (0096) Stage 2 Scheme of Work

Unit 2.1 Topic 1 Counting and estimating

Outline of topic:

In this topic, learners develop their understanding of counting and estimating objects to 100. They will explore the number of objects represented in unfamiliar

ways for up to 10 objects without counting. Learners will read and write numbers as words and whole numbers from 0 to 100.

Language:

Key vocabulary:

estimate

tens, fives, twos, ones, units

one, two, three, four, five, six, seven, eight, nine

ten, twenty, thirty, forty, fifty, sixty, seventy, eighty, ninety, hundred

numerals, figures, digits

Key phrases:

Make an estimate of …

Estimate how many …

What is the difference between …?

Recommended prior knowledge:

o Count objects from 0 to 20 using one-to-one correspondence

o Recognise conservation of number

o Estimating quantities of objects up to 20

o Recognise, read and recite number names and symbols from 0 to 20

o Know numbers have a fixed stable order

Cambridge Primary Mathematics (0096) Stage 2 Scheme of Work

Learning objectives

Suggested teaching activities and resources

Mental strategies, possible misconceptions

and comments

2Nc.01 Count objects from 0

to 100.

Show learners a container filled with 20 to 100 objects e.g. marbles. Ask

learners to discuss in pairs before sharing answers with the class:

How many objects do you think are in this container and what is the easiest

way to count them?

Discuss strategies for counting in groups of twos, fives or tens and then ones.

Ask learners:

Which way is the best? Counting in twos, fives or tens?

Count the objects, saying the numbers out loud, in groups of tens and then the

remaining objects either as fives, twos or ones to find the total. Ask learners to

stand in a line, count the objects together giving each learner in the line a

group of ten objects, then the ones remaining. Check this with learners by

counting the number of tens in a different order. Explain that the total is the

same even when you count in a different order (conversation of number).

Give each pair of learners two dice (1-6 or 1-9) and a set of objects such as

multi-link cubes or counters. Learners throw the two dice to create a two-digit

number (e.g. 23). Then they make the corresponding number of objects by

counting out the groups of tens and the units. Learners then change the dice

order round to make the other possible number. (e.g. 32)

Resources

Container of objects such as marbles.

Sets of two dice.

Sets of objects such as multi-link cubes, counters or pebbles.

Possible misconceptions:

Learners may not be counting each object

reliably. Reinforce the one-to-one

correspondence when counting.

Learners may not understand conservation of

numbers. Reinforce this principle by asking

them to count and check the total in a different

order.

2Nc.02 Recognise the number

of objects presented in

unfamiliar patterns up to 10,

without counting.

Show a set of objects that are arranged in a familiar pattern. For example

Show the objects for approximately 5 to 10 seconds.

Possible misconceptions:

Learners focus on counting one-to-one but

might forget to look for patterns in the overall

group. Subitizing is important for developing a

concept of the whole as a sum of its parts.

Encourage learners to look for groups of two,

three or four within the overall group.

Cambridge Primary Mathematics (0096) Stage 2 Scheme of Work

Learning objectives

Suggested teaching activities and resources

Mental strategies, possible misconceptions

and comments

Then ask learners:

o How many are there all together?

o How do you know?

o Did you count them individually?

Discuss strategies such as recognising groups of two, or three, or that there is

a group of four and a group of two.

Now, show a set of objects that are arranged in an unfamiliar pattern. For

example:

Show the objects for approximately 5 to 10 seconds.

Then ask learners:

o How many were there?

o How did you know?

o Did you count them individually?

o What other strategies can you use to recognise the number of objects?

Discuss strategies such as recognising groups of two, or that there is a group

of four and a group of two (similar to what they might do with a familiar pattern)

Do this with more shapes or objects in different arrangements of up to 10

objects each time. Ask learners to try to say how many there are all together

without counting them individually.

Cambridge Primary Mathematics (0096) Stage 2 Scheme of Work

Learning objectives

Suggested teaching activities and resources

Mental strategies, possible misconceptions

and comments

TWM.04 Convincing

Presenting evidence to justify or

challenge a mathematical idea or

solution

Give pairs of learners ten-frames and counters.

Ask learners:

How many different ways can you arrange four, five, six, seven or eight

counters on a ten-frame?

Tell each group of learners to focus on one of the numbers of counters to

arrange. Ask learners:

How do you know you have all the possible ways?

Learners will show they are convincing (TWM.04) when they justify

why they know all the ways of representing their number on the ten-

frame.

Resources:

Sets of up to 10 objects arranged in different ways on large cards

Sets of objects such as multi-link cubes, counters or uni-fix cubes

Ten-frames

Counters

2Nc.03 Estimate the number

of objects or people (up to

100).

Discuss with learners what estimating means and remind them of work they did

in Stage 1. Show a handful of objects (up to 20) on a plate. Ask learners:

o Without counting the objects, how many objects do you think are on the

plate?

o How did you estimate?

Next, show a container with more than 20 objects but less than 100 objects

(e.g. marbles). Ask learners to discuss in pairs first:

How many objects do you think are in this container and how did you estimate?

Ask learners to tell you their estimate and how they decided. Discuss individual

strategies and ask:

• Which total can it definitely not be? (e.g. 5)

Learners sometimes find it difficult to make

estimates because of the fear of being

incorrect. Encourage making estimates without

focusing on the actual total as a right or wrong

answer. Encourage approaches to making

estimates that are based on strategies such as

scaling up or relating to a smaller known

amount.

Cambridge Primary Mathematics (0096) Stage 2 Scheme of Work

Learning objectives

Suggested teaching activities and resources

Mental strategies, possible misconceptions

and comments

TWM.07 Critiquing

Comparing and evaluating

mathematical ideas,

representations or solutions to

identify advantages and

disadvantages

TWM.08 Improving

Refining mathematical ideas or

representations to develop a more

effective approach or solution

TWM.03 Conjecturing

Forming mathematical questions

or ideas

TWM.04 Convincing

Presenting evidence to justify or

challenge a mathematical idea or

solution

• What total is too few or too many?

• Whose strategies do you think you can use so that your estimate is nearest

to the correct total?

Learners will show they are critiquing (TWM.07) when they can

evaluate the strategies for making estimates.

Count the objects in the container. Discuss again how they estimated and their

strategies. Ask learners:

How can you improve your strategies for estimating?

Learners will show they are improving (TWM.08) when they can

improve their strategies for making estimates.

Repeat this with another container of objects.

Ask learners:

How many children do you think we can fit into this classroom?

How can you be convinced your estimate is close to the actual total?

Learners will show they are conjecturing (TWM.03) when they make

estimates for the number of children that will fit in the classroom. They

will show they are convincing (TWM.04) when they suggest ways that

they can check their estimates.

Resources:

Containers with different quantities of objects (20 to 99)

2Ni.01 Recite, read and write

number names and whole

numbers (from 0 to 100).

As a class, ask learners to start at a number and count together in ones. For

example, starting at 71, learners would recite together 71, 72, 73, 74, 75…

Repeat this several times starting at different numbers. For support, ensure

learners are counting slowly and join in with the counting. For additional

challenge, speed up the pace of the counting.

Prepare a set of cards which are labelled with numbers from 20 to 99 and a

corresponding set which are labelled with the number words from twenty to

ninety-nine.

Ensure sure each learner has at least one card. Choose one learner to read

their card out loud. Ask the other learners:

Possible misconceptions:

Children misread the teen numbers (11 to 19)

because the way they are verbalised does not

follow the same convention as numbers from

20. For example, learners may confuse 14 with

41 because 14 is said with the 4 first.

Focus on numbers from 20 to 99 in order to

develop an understanding of place value with

the pattern before then going back to reinforce

numbers from 11 to 19.

Cambridge Primary Mathematics (0096) Stage 2 Scheme of Work

Learning objectives

Suggested teaching activities and resources

Mental strategies, possible misconceptions

and comments

Who has the matching card?

Give pairs of learners a set of digit cards from 0 to 9. In pairs, leaners choose

two digit cards to form a two-digit number (e.g. 72). Learners then read the

number out loud and write the number in words (e.g. seventy-two). They also

write the next number that follows it (e.g. 73, seventy-three) and the number

that is before it (e.g. 71, seventy-one).

Resources:

Sets of cards with a number from 20 to 99 written in numerals on each

A corresponding set of cards with a number from 20 to 99 written in words

0-9 digit cards

Cambridge Primary Mathematics (0096) Stage 2 Scheme of Work

Unit 2.1 Topic 2 Using and comparing numbers

Outline of topic:

In this topic, learners will recognise money values and notation and explore different combinations of coins or notes. Learners will compare the relative sizes

between different quantities to order two-digit numbers. This topic will also develop understanding of ordinal numbers.

Language:

Key vocabulary:

value, size

greater, bigger, more

smaller, less

or first, 2

or second … to 12

or twelfth

ordinal numbers

Vocabulary of local currency including coins and notes

Currency colours such as bronze, copper, silver, gold, green, blue, brown

Key phrases:

… is greater than …

… is less than …

Recommended prior knowledge:

o Knowing the size and colour of notes and coins in the local currency

o Comparing the relative size of quantities up to 20

o Comparing and ordering numbers to 20

o Recognise ordinal numbers to 10

Cambridge Primary Mathematics (0096) Stage 2 Scheme of Work

Learning objectives

Suggested teaching activities and resources

Mental strategies, possible misconceptions

and comments

2Nm.01 Recognise value and

money notation used in local

currency.

Give learners pictures of local currency. Using play money, take a coin or note

and ask learners to point to the currency that corresponds to the coin being

shown.

Ask learners:

o What colour and shape is this coin?

o What is the same and what is different from other coins?

Encourage answers that refer to the characteristics including colour, size and

relative value.

In all examples below, replace the currency of dollars and cents with your

own currency within the questions and explanations.

Show a range of pictures of objects with price labels. For example: a sweet for

1 cent and a pencil for 5 cents. Show one item for each value of coin or note

available.

For each coin or note for your local currency, ask learners:

What is the value of this coin?

What item can I buy with this coin?

Start with low value coins and then show the larger value coins or notes in the

local currency. Encourage learners to focus on the value of a coin such as,

with 5 cents I can buy five sweets that are 1 cent each or I can buy one pencil

for 5 cents.

This activity can be extended by setting up a pretend shop with items for sale.

Give small groups of learners sets of different coins or notes in your local

currency and sets of objects with price labels.

Ask learners questions about how they can pay for the items, for example:

How many ways can I pay for the ball costing 50 cents from these coins?

If you have 1 dollar (or local currency), what can you buy at the shop?

Resources:

Sets of play money in the local currency

Sets of cards with a picture of a different coin on each one

Sets of cards with the value and currency symbol for each coin

Pictures of objects or real objects with price labels (or a classroom shop)

Possible misconceptions:

Learners do not always understand that a

picture of the corresponding concrete object is

essentially a representation of the same thing.

For example, a coin showing $1 has the same

value as a pictorial representation of it,

although only the real concrete object of $1 can

be taken and spent. Encourage learners to see

concrete examples of money (from the plastic

toy money) alongside pictorial representations

and the corresponding symbols together. It is

also important for learners to see and

experience real money as well as plastic toy

versions.

Learners sometimes find it difficult to know the

difference between the value of a coin and a

number of coins. This is because one thing

represents two concepts (a quantity and a

value).

Learners sometimes also confuse value with

size. In some countries a higher value coin is

smaller in size than a lower value coin. For

example in England the 5 pence coin is higher

in value but smaller in size than the 2 pence

coin. Ensure learner focus on the value rather

than the relative size of coins.

Cambridge Primary Mathematics (0096) Stage 2 Scheme of Work

Learning objectives

Suggested teaching activities and resources

Mental strategies, possible misconceptions

and comments

2Nm.02 Compare values of

different combinations of coins

or notes.

TWM.03 Conjecturing

Forming mathematical questions

or ideas

TWM.04 Convincing

Presenting evidence to justify or

challenge a mathematical idea or

solution

Ask learners to describe coins or notes that are different in colour and shape.

Ask learners to compare different coins by shape, colour and relative sizes.

Ask learners to compare the relative values for lower value coins or notes.

In all examples below, replace the currency of dollars and cents with your

own currency within the questions and explanations.

Give small groups of learners sets of different coins or notes in your local

currency. Ask learners:

o How many ways can you make 50 cents from the coins?

o How can you check that you have made 50 cents?

o How do you know you have found all the ways of making 50 cents?

Now show coins and notes of larger value such as $1 and $5 and ask learners:

o What is this coin or note and what is it value?

o What is the difference between $1 and 1 cent?

o How many cents are equal to $1?

Repeat this for several coins up to $1 in local currency.

Ask learners:

How many ways can I make $3 by only using coins?

Ask learners to conjecture about the number of ways. Learners will be

conjecturing (TWM.03) when they can suggest how many ways they

think there will be to make $3.

Ask learners:

How can convince me that you have found all the different ways?

Learners will show they are convincing (TWM.04) when they justify

why they think they have found all the ways of making a particular

amount.

Resources.

Sets of play money in the local currency

Sets of cards with a picture of a different coin on each one

Sets of cards with the value and currency symbol for each coin.

Possible misconceptions:

Learners do not always understand that a

picture of the corresponding concrete object is

essentially a representation of the same thing.

For example, a coin showing $2 is the same

value as a pictorial representation of it,

although only the real concrete object of $2 can

be taken and spent. Encourage learners to see

concrete examples of money (from the plastic

toy money) alongside pictorial representations

and the corresponding symbols together. It is

also important for learners to see and

experience real money as well as plastic toy

versions.

Learners sometimes find it difficult to tell the

difference between the value of a coin and a

number of coins. This is because one thing

represents two concepts (a quantity and a

value).

Learners sometimes also confuse value with

size. In some countries a higher value coin is

smaller in size than a lower value coin. For

example in England the 5 pence coin is higher

in value but smaller in size than the 2 pence

coin. Ensure learner focus on the value rather

than the relative size of coins.

Cambridge Primary Mathematics (0096) Stage 2 Scheme of Work

Learning objectives

Suggested teaching activities and resources

Mental strategies, possible misconceptions

and comments

2Np.03 Understand the

relative size of quantities to

compare and order 2-digit

numbers.

Show a large number line or washing line in the classroom which is marked in

10s between 0 and 100. Prepare a set of cards with different 2-digit numbers

on each. Show the 2-digit number cards two at a time and ask learners:

o Which is the bigger number and which is the smaller one? How do you

know?

o Which is greater than the other?

o Which is smaller than the other?

Ensure learners use familiar vocabulary as well as introducing more formal use

of greater than and less than.

Select learners to place each of the pairs of cards on the number line.

Ask the other learners:

o Do you agree?

o How do you know it goes there?

Ensure learners’ explanations involve the place value of the tens digit to

position between the groups of 10, and the place value of the ones digit in

order to position the number nearer to the closest group of 10. For example, 43

will be placed nearer to 40 than to 50.

With each new pair of cards ask learners:

o Where will this number go on the line now?

o Which numbers is it greater than?

o Which numbers is it less than?

Give small groups of learners a smaller number line marked from 0 to 100 and

a set of 0-9 digit cards. Ask learners to choose two of the digit cards and make

them into two different numbers and write them on their number line.

Ask learners to discuss with their group which number is the smallest, which is

the biggest and how they know.

As a whole class, ask learners questions such as:

o Which is bigger: 20 or 30?

o How do you know?

o Where will this number be on the number line?

o Which is taller: 35cm or 39cm?

o How do you know?

o Which is more money: 55 cents or $55? How do you know?

Use a range of units to compare numbers in

different contexts.

Cambridge Primary Mathematics (0096) Stage 2 Scheme of Work

Learning objectives

Suggested teaching activities and resources

Mental strategies, possible misconceptions

and comments

2Nm.02 Compare values of

different combinations of coins

or notes.

o Which is more money: three 5 cents coins or two 10 cents coins? How do

you know?

Resources.

Sets of cards with different values marked from 10 to 99

Large number line from 0 to 100 marked in 10s

Smaller number lines marked from 0 to 100

Sets of 0-9 digit cards

2Np.04 Recognise and use

ordinal numbers.

Read a story about a running race, a queue or a line of characters which could

involve learners using ordinal numbers to describe the plot. For example, you

may wish to tell the story or show a short video of the Russian folktale ‘The

Enormous Turnip’.

At each point in the story use the language of ordinals to consolidate those

already known from 1

to 10

. Use language alongside both representations

as numbers and words. Encourage learners to say who is 1

, 2

etc. in the

line of characters pulling the turnip from the ground. Have character cards for

each character and place on the number line (0-20) along with the related

cards with ordinal number and words.

Extend the story to include more characters to include up to 12. Use number

cards and ask learners to put these on the number line each time.

Ask learners to work in pairs to make up a story using their own characters for

a race or a similar story plot for up to 12 characters. Tell learners to explain

their story to another pair of learners.

Select one pair of learners to retell their story to the rest of the class.

Encourage other learners to then ask questions such as:

Who is first? Who came last? Who was 6

These questions are then answered by another learner.

Resources.

Story such as ‘The Enormous Turnip’ with focus on lines, queues or races

Character cards for each character in the chosen story

Ordinal cards up to 12 with both number and word form on each

Large number line marked from 0 to 20

Cambridge Primary Mathematics (0096) Stage 2 Scheme of Work

Unit 2.1 Topic 3 Addition and subtraction

Outline of topic:

In this topic, learners will understand and explain the relationship between addition and subtraction. They will recognise the complements of 20 and the

complements of multiples of 10 up to 100. Learners will add and subtract whole two-digit numbers without regrouping.

Language:

Key vocabulary:

add, altogether, extra, total

difference, subtract, take away, less than

estimate

tens, units, ones, digits

number bonds, complements

multiples of ten

Key phrases:

The total of … and … is …

The difference between … and … is …

Recommended prior knowledge:

o Experience of addition and subtraction using concrete apparatus and pictorial representations with numbers up to 10

o Use vocabulary of ‘difference’ in the form of ‘how many more…’ or ‘how many less….’

o Use the complements to 10 as number bonds to a total of 10, including zero

o Estimate simple calculations to reason why some answers to calculations cannot be correct

o Experience using the +, - and = sign

o Know that = means that both sides of the sign have the same value. For example, 3 + 4 = 2 + 5

Cambridge Primary Mathematics (0096) Stage 2 Scheme of Work

Learning objectives

Suggested teaching activities and resources

Mental strategies, possible misconceptions

and comments

2Ni.02 Understand and

explain the relationship

between addition and

subtraction.

TWM.03 Conjecturing

Forming mathematical questions

or ideas

TWM.04 Convincing

Presenting evidence to justify or

challenge a mathematical idea or

solution

Give between one and five counters to one learner. Then give between one

and five counters to another learner and ask them to stand next to the first

learner. Ask learners:

o If I add these two groups of counters together what will be the total

altogether?

o How many different ways can I add these two numbers?

o What will your answer be?

o What do you notice?

Use digit cards to show the number of counters and pin the digit cards to a

board as a number sentence such as:

2 + 5 = 7

5 + 2 = 7

Draw attention to the fact that the total is the same each time. Ask learners:

o Does this always happen?

o How do you know and how can you be convinced?

Look for responses that show understanding that the learners holding counters

can swap places, but the total remains the same. Check understanding of

conservation of number.

Learners will show they are conjecturing (TWM.03) when they suggest

that the answers will be the same both ways round for addition. They

will show they are convincing (TWM.04) when they justify why they

think this will always be true.

Choose two more learners and repeat this using a different number of counters

and different digit cards. For example, give the first learner four counters and

the second learner five counters, and show this can be written using the

number sentences:

4 + 5 = 9

5 + 4 = 9

Then ask the two learners to give their counters to a third learner.

Ask learners:

All the counters are with learner 3 (name). If learner 2 (name) takes back his

counters, how many will learner 3 have?

Possible misconceptions:

Learners sometimes do not understand

addition and subtraction as the inverse but see

them as separate operations.

Cambridge Primary Mathematics (0096) Stage 2 Scheme of Work

Learning objectives

Suggested teaching activities and resources

Mental strategies, possible misconceptions

and comments

Model the answers with the digit cards as number sentences that relate to

subtraction. For example:

9 – 5 = 4

9 – 4 = 5

Repeat this with more examples using different numbers of counters and digit

cards.

Give each pair of learners two dice and ask them to work together to produce

their own number sentences. For example, if they roll a 6 and a 1, their number

sentences will be:

1 + 6 = 7

6 + 1 = 7

7 – 6 = 1

7 – 1 = 6

Bring the class together and ask:

What do you notice about your number sentences?

Draw attention to the link between the three numbers in each set of number

sentences. Read them forwards and backwards so that learners understand

the relationship between addition and subtraction.

Resources:

Digit cards from 0 to 9

Counters

Dice

2Ni.03 Recognise

complements of 20 and

complements of multiples of

10 (up to 100).

2Ni.02 Understand and

explain the relationship

between addition and

subtraction.

Using digit cards from 0–9, turn one over and ask learners:

How many more do I need to make 10 altogether?

Repeat this several times, and then ask learners:

How many different ways can you make 10 by adding two numbers?

In pairs, ask learners to discuss and record as many complements of 10 as

they can. Then ask learners to suggest ways to make 10 and collate the

answers from the whole class on the board.

Using the 0–9 digit cards again, turn one over and ask learners:

How many more will I need to make 20?

Possible misconceptions:

Learners might believe that addition means

starting with the first number and adding the

second number.

Learners might not remember to count on by

‘holding’ one number they are starting with and

then counting on from that number. For

example they might count 1, 2, 3 and then 4, 5

rather than starting from 3 and then counting 4,

With subtraction, learners similarly sometimes

include the number when counting back. For

Cambridge Primary Mathematics (0096) Stage 2 Scheme of Work

Learning objectives

Suggested teaching activities and resources

Mental strategies, possible misconceptions

and comments

Write the numbers on a board as a number sentence, for example:

8 + 12 = 20

Remind learners of their previous learning and ask:

How else can you write this? What else do you know?

Draw attention to the different ways the number sentence can be written. For

example, 12 + 8 = 20 but also 20 – 12 = 8 and 20 – 8 = 12

Give each pair of learners a set of 0–9 digit cards and ask them to reveal a

card and each find the complement to 20. They should also write the four

different number sentences that connect the number complements to 20 and

then compare these with their partner.

Then as a whole class, using a set of cards with 10, 20, 30, …, 90 written on

each, turn one over and ask learners:

How many more will I need to make 100?

Write the number sentences on the board, for example:

10 + 90 = 100

90 + 10 = 100

100 – 90 = 10

100 – 10 = 90

Repeat this several times, and then ask learners:

How many different ways can you make 100 using only these cards?

Give learners a set of cards with 10, 20, 30, …, 90 written on each and in pairs,

ask learners to discuss and record as many examples as they can. Then ask

learners to suggest ways to make 100 from the multiples of 10 and collate the

answers from the whole class on the board.

Draw learners’ attention to patterns that link the complements to 10 and

complements to 100, for example 1 + 9 = 10 and 10 + 90 = 100

Resources:

Digit cards from 0 to 9

Tens cards 10, 20, 30 etc. up to 90

example, for 8 – 3 they count 8, 7, 6 and say

8 – 3 = 6.

Cambridge Primary Mathematics (0096) Stage 2 Scheme of Work

Learning objectives

Suggested teaching activities and resources

Mental strategies, possible misconceptions

and comments

2Ni.04 Estimate, add and

subtract whole numbers with

up to two digits (no regrouping

of ones or tens).

Begin by asking learners questions within a total of 10 such as:

o If Mia has 3 counters and Rajiv has 5 counters, how many counters are

there altogether?

o If Mia has 9 counters and Rajiv takes away 5 counters, how many will Mia

have left?

o If Mia has 9 counters and Rajiv has 4 counters, what is the difference

between them? How many more counters does Mia have?

o How do you know?

o How did you work it out?

o What is a good way to add 5 more?

o What is a good way to take away 5?

o How can you check your answer?

Discuss strategies for adding and subtracting units by partitioning the units. For

example, adding or subtracting 5 can be done by adding or subtracting 2 first

and then 3 next so the total change is 5. Discuss which strategies are easiest

and most effective and whether they will change their method next time.

Discuss how they could check their answer and how they know an answer

cannot be correct.

Now give learners similar questions which have tens and units between 20 and

99 but adding or subtracting only within the group of 10 (no regrouping). Only

move to numbers in the teens when learners are confident within 20 to 99.

o If Carlos has 23 counters and Naomi has 7 counters, how many counters

are there altogether?

o If Carlos has 59 counters and Naomi takes away 18 counters, how many

will Carlos have left?

o If Carlos has 39 counters and Naomi has 34 counters, what is the

difference between them? How many more counters does Carlos have?

o How do you know?

o How did you work it out?

o What is a good way to add 7 more?

o What is a good way to take away 18?

o How can you check your answer?

Possible misconceptions:

Learners are sometimes confused by number

sentences, instead expecting to find the

answer to a calculation with all the numbers

given before the = sign. For example, for

? + 3 = 10 they might add 3 and 10 to make 13

rather than read it as a number sentence.

Sometimes learners add or subtract by

including counting the starting number. For

example, 4 + 5 = 8 by counting the first number

as 4 then counting on 4, 5, 6, 7, 8.

Learners sometimes do not remember that

subtraction is not commutative in the way that

addition is.

Cambridge Primary Mathematics (0096) Stage 2 Scheme of Work

Learning objectives

Suggested teaching activities and resources

Mental strategies, possible misconceptions

and comments

TWM.07 Critiquing

Comparing and evaluating

mathematical ideas,

representations or solutions to

identify advantages and

disadvantages

TWM.08 Improving

Refining mathematical ideas or

representations to develop a more

effective approach or solution

Learners will show they are critiquing (TWM.07) when they can

suggest effective ways of adding and subtracting tens and units from

tens and units. They will also be critiquing when they evaluate their

answers by estimation. Learners will show they are improving

(TWM.08) when they modify their strategies and check their answers

are approximately correct.

Cambridge Primary Mathematics (0096) Stage 2 Scheme of Work

Unit 2.2 Time

Learning objectives covered in Unit 2.2 and topic summary:

2.2 Topic 1

Units of time

2.2 Topic 2

Knowing the

time

Thinking and Working

Mathematically

2Gt.01

Order and compare units of time (seconds, minutes, hours, days, weeks, months and

years).

✓

2Gt.02

Read and record time to five minutes in digital notation (12-hour) and on analogue

clocks.

✓

TWM.02 Generalising

2Gt.03

Interpret and use the information in calendars.

✓

Cambridge Primary Mathematics (0096) Stage 2 Scheme of Work

Unit 2.2 Topic 1 Units of time

Outline of topic:

In this topic, learners develop their knowledge of different units of time, and the relationship between them.

Language:

Key vocabulary:

second, minute, hour

day, week, month, year

Monday, Tuesday, Wednesday, Thursday, Friday, Saturday, Sunday

January, February, March, April, May, June, July, August, September, October, November, December

Key phrases:

… is longer than …

… is shorter than …

… is the same as …

Recommended prior knowledge:

• Counting to 60

Cambridge Primary Mathematics (0096) Stage 2 Scheme of Work

Learning objectives

Suggested teaching activities and resources

Mental strategies, possible misconceptions

and comments

2Gt.01 Order and compare

units of time (seconds,

minutes, hours, days, weeks,

months and years).

Provide learners with cards with the following written on them. ‘1 second’, ‘1

minute’, ‘1 hour’, ‘1 day’, ‘1 week’, ‘1 month’ and ‘1 year’. Ask them to work in

pairs to order them, starting with the shortest duration. Then ask learners to

discuss together the relationship between the different units of time that they

have been given. For example, a year is longer than a month. They should

know there are 60 minutes in 1 hour, but do not need to know any other

equivalences at this stage.

Learners play a game of ‘more or less’ with the cards in pairs. Ask learners to

shuffle the cards and lay them in a row face down. Learners take it in turns to

turn the first card and then guess whether the next card will be more time or

less time than this. If they guess correctly, they continue along the row to see

how far they can get. If they guess incorrectly, they shuffle the cards and start

again.

Tell learners which month you were born in. Select learners to share which

month of the year they were born in too. As learners share their birth months,

write them on the board.

Ask learners:

o Which months haven’t I written up yet?

o How many months are there altogether?

Once all the months are written on the board, challenge learners to write these

in order.

Give learners mini whiteboards to write and hold up their answers, and ask

them quick questions about the months of the year such as:

o Which month comes after April?

o Which month comes before November?

Repeat this activity for days of the week and ask questions such as:

o Which day comes after Tuesday?

o Which day comes before Saturday?

Resources:

Cards with units of time written on them

Possible misconceptions:

Due to their familiarity with the base 10 system

of number, learners may incorrectly think that

there are 100 minutes in an hour. Ensure

learners know there are 60 minutes in an hour

as they will need this information to be able to

accurately read and record the time.

Cambridge Primary Mathematics (0096) Stage 2 Scheme of Work

Unit 2.2 Topic 2 Knowing the time

Outline of topic:

In this topic, learners develop their knowledge of reading the time using both analogue and 12-hour digital clocks to the nearest 5 minutes. Learners also begin to

explore and solve problems with calendars.

Language:

Key vocabulary:

to, past

12-hour clock

analogue clock

hour hand

minute hand

Key phrases:

The time is …

… on an analogue clock is the same as … on a digital clock.

Recommended prior knowledge:

• Reading time to the nearest hour and half hour

• Order of the days of the week

• Counting in 5’s from 0

Cambridge Primary Mathematics (0096) Stage 2 Scheme of Work

100

Learning objectives

Suggested teaching activities and resources

Mental strategies, possible misconceptions

and comments

2Gt.02 Read and record time

to five minutes in digital

notation (12-hour) and on

analogue clocks.

TWM.02 Generalising

Recognising an underlying pattern

by identifying many examples that

satisfy the same mathematical

criteria

Ask learners to create their own clock face. Provide learners with a pre-printed

circle with 12 equal divisions marked around the edge. Learners can then write

the numbers on the clock face and cut out and label the hour hand and minute

hand, drawing their attention to the relative size of each hand. These can then

be attached to the clock face using split pins or sticky tack.

Then, support learners in recording the minute element of the time in words (in

one colour) and digits (in another) around the side of the clock face. For

example, next to the number 1, they can record ‘five past’ and ‘5’ and next to

the number 8 ‘twenty to’ and ‘40’.

Once learners have created their own clocks, challenge learners to create

times on their clocks that you give them, or which are displayed on the

classroom board as the time in digital notation.

The NRICH task: What Is the Time? (https://nrich.maths.org/7377) can also be

used to help learners practise reading the time on an analogue clock.

Learners can then be challenged to write the time that would be shown on a

digital clock (12-hour) for each analogue clock face from the activity.

The NRICH task: Stop the Clock (https://nrich.maths.org/6071) can be

used to develop learners understanding of both units of time and

reading and recording time on an analogue clock. In this activity

learners advance the time, as shown on an analogue clock, by set

intervals, aiming to be the player who makes the time read 12:00.

Learners will show they are generalising (TWM.02) as they begin to

consider, apply and refine strategies for success in this game.

Reading and recording the time on analogue and digital clocks is an ideal area

of maths to practise and use as part of your day to day classroom activities and

teaching. At various times during the day, invite learners to read the time on an

analogue clock that is clearly displayed in your classroom, ensuring that any

digital clocks, for example, on your classroom interactive display, are hidden.

Another learner can then be challenged to write this time as it would be shown

on a digital clock. With regular practice and exposure to the language of time,

learners will develop their proficiency in reading the time to the nearest five

minutes.

Resources:

NRICH tasks

Printed clock faces and hands, scissors, split pins etc. to make paper clocks

Possible misconceptions:

Learners may confuse the hour and minute

hand on an analogue clock.

Learners may incorrectly record the analogue

time on a digital clock for times that are after

half past the hour. For example, they may

record ‘twenty to 5’ as either 20:5 or 5:20.

Cambridge Primary Mathematics (0096) Stage 2 Scheme of Work

101

Learning objectives

Suggested teaching activities and resources

Mental strategies, possible misconceptions

and comments

2Gt.03 Interpret and use the

information in calendars.

Recap the order of the days of the week and months of the year. Present

learners with a calendar which shows all months of the current year. Ask them

to discuss in small groups what they notice about the calendars. Share ideas

together and draw out key features and structures from the calendars, linking

this to their knowledge of the number of days in a week, month and year.

Learners can reason and problem solve using their knowledge of the structure

of calendars and units of time, in the NRICH task: Calendar Sorting

(https://nrich.maths.org/10322). Ask learners to solve the problem presented in

the activity using the colour coded cards which are available in the ‘possible

support’ section of the teachers’ resources. Once learners have solved this

version of the problem, they can then progress to solving the problem as

presented in the main section of the task, which uses a different set of

calendars from the additional support task.

Resources:

NRICH task

It is important that learners have a secure

knowledge of the order of the days of the week

before beginning work on using and

interpreting calendars. Learners’ knowledge of

the order of days of the week can be practised

and reinforced using the NRICH task: Snap

(https://nrich.maths.org/6082).

You can amend the NRICH task and create a

calendar that includes key local or national

events.

Cambridge Primary Mathematics (0096) Stage 2 Scheme of Work

102

Unit 2.3 Exploring shapes and movement

Learning objectives covered in Unit 2.3 and

topic summary:

2.3 Topic 1

Describing

shapes

2.3 Topic 2

Symmetry

and

reflecting

shapes

2.3 Topic 3

Angles,

turning and

moving

shapes

2.3 Topic 4

3D shapes

Thinking and Working

Mathematically

2Gg.01

Identify, describe, sort, name and sketch 2D shapes by

their properties, including reference to regular

polygons, number of sides and vertices. Recognise

these shapes in different positions and orientations.

✓

TWM.05 Characterising

TWM.06 Classifying

2Gg.02

Understand that a circle has a centre and any point on

the boundary is at the same distance from the centre.

✓

TWM.02 Generalising

2Gg.05

Identify, describe, sort and name 3D shapes by their

properties, including reference to number and shapes

of faces, edges and vertices.

✓

TWM.05 Characterising

TWM.06 Classifying

2Gg.08

Identify 2D and 3D shapes in familiar objects.

✓

TWM.05 Characterising

TWM.06 Classifying

2Gg.09

Identify a horizontal or vertical line of symmetry on 2D

shapes and patterns.

✓

2Gg.10

Predict and check how many times a shape looks

identical as it completes a full turn.

✓

2Gg.11

Understand that an angle is a description of a turn,

including reference to the terms whole, half and quarter

turns, both clockwise and anticlockwise.

✓

2Gp.01

Use knowledge of position and direction to describe

movement.

✓

TWM.07 Critiquing

TWM.08 Improving

2Gp.02

Sketch the reflection of a 2D shape in a vertical mirror

line, including where the mirror line is the edge of the

shape.

✓

Cambridge Primary Mathematics (0096) Stage 2 Scheme of Work

103

Unit 2.3 Topic 1 Describing shapes

Outline of topic:

In this topic, learners will explore the properties of 2D shapes and begin to sort, classify and describe them using an increasing range of mathematical vocabulary.

Learners will also begin to explore circles and the relationship between the centre of the circle and any point on its boundary.

Language:

Key vocabulary:

2D shape

side, vertex, vertices

polygon, pentagon, hexagon, octagon

regular

orientation, position

Key phrases:

This shape has … sides and … vertices.

This shape is regular because….

This shape is irregular because….

Recommended prior knowledge:

• Learners should have some familiarity with basic 2D shapes and should be able to identify them by name (for example, square, rectangle, circle and triangle)

Cambridge Primary Mathematics (0096) Stage 2 Scheme of Work

104

Learning objectives

Suggested teaching activities and resources

Mental strategies, possible misconceptions

and comments

2Gg.01 Identify, describe, sort,

name and sketch 2D shapes

by their properties, including

reference to regular polygons,

number of sides and vertices.

Recognise these shapes in

different positions and

orientations.

TWM.05 Characterising

Identifying and describing the

mathematical properties of an

object

TWM.06 Classifying

Organising objects into groups

according to their mathematical

properties

Show learners two regular hexagons on the class board, for example:

Ask learners to discuss in pairs:

What is the same and what is different between the two shapes?

Select pairs of learners to share their ideas with the class. Begin to model,

explain and encourage mathematical language such as:

o Both shapes are polygons (a 2D shape formed with straight lines).

o Both shapes have 6 sides and 6 vertices (where two lines meet, corners).

o Both shapes are hexagons.

o One hexagon is in a different orientation to the other.

Next, show a 2D shape, for example a rectangle on the class board. Ask

learners to discuss in pairs:

How can you describe this shape?

Select pairs of learners to share their descriptions with the class. Encourage

learners to use mathematical language, including sides, vertices, polygon and

regular.

Repeat with a range of 2D shapes, including pentagons and octagons,

ensuring you provide each shape in different positions and orientations.

Learners will show they are characterising (TWM.05) when they

describe shapes by their specific properties using mathematical

vocabulary. Learners will show they are classifying (TWM.06) when

they are able to specify which shapes are pentagons, octagons, etc.

even when they are oriented differently.

The NRICH task: Shapely Lines (https://nrich.maths.org/7009) provides an

interesting way for learners to gain more practice at recognising and classifying

shapes.

Resources:

NRICH task

Possible misconceptions:

Learners often have misconceptions related to

a shape’s prototypical image and orientations.

Many learners believe that a square for

example is different if it is presented resting on

a corner. Some learners call this a diamond

and believe it is different to a square. It is

important to characterise and classify shapes

using specific properties.

The following NRICH resources provide useful

activities and questions to help learners

develop confidence in their ability to recognise

and describe shapes:

Exploring 2D Shapes:

(https://nrich.maths.org/8852)

Shapes in the Bag:

(https://nrich.maths.org/10387)

A polygon is regular when all angles are equal

and all sides are equal.

Cambridge Primary Mathematics (0096) Stage 2 Scheme of Work

105

Learning objectives

Suggested teaching activities and resources

Mental strategies, possible misconceptions

and comments

2Gg.02 Understand that a

circle has a centre and any

point on the boundary is at the

same distance from the centre.

TWM.02 Generalising

Recognising an underlying pattern

by identifying many examples that

satisfy the same mathematical

criteria

Provide each learner with a printed copy of a circle. Ensure each circle is

identical, has the centre marked and the radius is a whole number. For

example 3cm..

Ask learners to choose any point on the circle boundary and to cut a piece of

string so that it measures the same as the distance between this point and the

centre of the circle.

Then invite learners to compare their length of string with several other

learners. Ask learners:

What do you notice?

You may choose to repeat this for another different sized printed circle. Ask

learners to reflect on their experiences in groups to see if they can begin to

form a generalised statement about the relationship between any point on a

circle and the centre of the circle.

Learners will show they are generalising (TWM.02) when they notice

for each example that their lengths of string are the same and that the

distance from the centre to any point on the boundary of a circle is the

same.

This activity can be extended by asking learners to repeat this for shapes other

than circles, for example, a square. Learners should notice that their lengths of

string measuring the distance from the centre of the square to different points

on the edge are not the same. This will emphasise that a circle is the only

shape with this property.

Resources:

Printed circles

String

Scissors

Possible misconceptions:

Some learners may not understand

conservation of length and believe that

something is a different length when it is

moved, especially if it changes shape from

being straight. Draw attention to the fact that

the string being moved away is still the same

length even though it was not necessarily

straight when it was moved away.

Cambridge Primary Mathematics (0096) Stage 2 Scheme of Work

106

Learning objectives

Suggested teaching activities and resources

Mental strategies, possible misconceptions

and comments

2Gg.08 Identify 2D and 3D

shapes in familiar objects.

TWM.05 Characterising

Identifying and describing the

mathematical properties of an

object

TWM.06 Classifying

Organising objects into groups

according to their mathematical

properties

Challenge learners to go on a shape hunt around the school in small groups,

ensuring each group is accompanied by an adult. Ask learners to spot as many

2D shapes as they can on their shape hunt. If available, provide learners with

digital cameras (or equivalent photograph-taking devices) to record the shapes

they have seen. If cameras are unavailable, encourage learners to draw

pictures or make notes to describe the shapes they have seen.

You may wish to provide learners with a tick list of the shapes they should try

to find, such as:

Shape

Tick when found

Circle

✓

Square

Rectangle

✓

…

Once all learners have returned from the shape hunt, invite learners to share

some of the shapes they have found with the class, encouraging the use of

mathematical language.

Learners will show they are characterising (TWM.05) when they

describe shapes by their specific properties using mathematical

vocabulary. They will show they are classifying (TWM.06) when they

are able to specify which shapes are rectangles, squares, etc. even

when they are oriented differently.

Resources:

Equipment to take photographs if available

Whilst learners are participating in the shape

hunt, the accompanying adult should continue

to model and encourage mathematical

language to describe the shapes that learners

have found.

This activity can easily be adapted into an

interesting home-learning activity, with learners

challenged to identify as many 2D shapes in

their house as possible.

Cambridge Primary Mathematics (0096) Stage 2 Scheme of Work

107

Unit 2.3 Topic 2 Symmetry and reflecting shapes

Outline of topic:

In this topic, learners explore symmetry in both patterns and 2D shapes.

Language:

Key vocabulary:

symmetry

line of symmetry

horizontal, vertical

Key phrases:

This shape has a line of symmetry.

This shape does not have a line of symmetry.

Recommended prior knowledge:

• Learners should be confident with the basic concept of symmetry before commencing work on this topic

Cambridge Primary Mathematics (0096) Stage 2 Scheme of Work

108

Learning objectives

Suggested teaching activities and resources

Mental strategies, possible misconceptions

and comments

2Gg.09 Identify a horizontal or

vertical line of symmetry on 2D

shapes and patterns.

Show learners the patterns below:

Ask learners:

What is the same and what is different about the two patterns?

Learners may notice they both are made from 16 squares (4x4 grid) and that

they both use the same number of blue, yellow, orange, green and pink

squares. However, learners may notice the second pattern has a horizontal line

of symmetry, whereas the first does not.

Ask learners:

How can you check whether a pattern has a line of symmetry?

Use the NRICH task: Colouring Triangles (https://nrich.maths.org/171) to

provide further opportunities for learners to explore and investigate symmetrical

patterns.

Once learners have a secure understanding of symmetry, provide them with a

range of 2D shapes (some with a horizontal line of symmetry, some with a

vertical line of symmetry, and some with no lines of symmetry). Ask learners to

work together using a mirror and a ruler to discover any lines of symmetry

within the shapes.

Resources:

NRICH task

Mirrors

Cambridge Primary Mathematics (0096) Stage 2 Scheme of Work

109

Learning objectives

Suggested teaching activities and resources

Mental strategies, possible misconceptions

and comments

2Gp.02 Sketch the reflection

of a 2D shape in a vertical

mirror line, including where the

mirror line is the edge of the

shape.

Give learners a selection of shapes drawn on plain paper for them to reflect

over a given vertical mirror line. For example:

Include examples where the mirror line is the edge of the shape, for example:

You may wish to include examples of reflection from the environment, for

example a butterfly or a leaf:

Ask learners:

How can you check your reflections are correct?

Resources:

Selection of shapes or pictures for learners to sketch the reflection

Mirrors to check reflections

Learners should sketch the shapes on plain

paper rather than on grids because it is the

concept of reflection that is important rather

than accuracy of the shape at this stage of

learning.

Cambridge Primary Mathematics (0096) Stage 2 Scheme of Work

110

Unit 2.3 Topic 3 Angles, turning and moving shapes

Outline of topic:

In this topic, learners will investigate turns and begin to make the connection between turns and angles. Learners will also begin to investigate the rotational

symmetry of 2D shapes. Learners will then use their knowledge of position and direction to describe movement.

Language:

Key vocabulary:

turn

rotate

quarter turn, half turn

clockwise, anticlockwise

left, right, forward, back

Recommended prior knowledge:

• Learners should have a basic understanding of turns and position/direction, including clockwise and anticlockwise and left and right.

Cambridge Primary Mathematics (0096) Stage 2 Scheme of Work

111

Learning objectives

Suggested teaching activities and resources

Mental strategies, possible misconceptions

and comments

2Gg.11 Understand that an

angle is a description of a turn,

including reference to the

terms whole, half and quarter

turns, both clockwise and

anticlockwise.

The NRICH task: Turning Man (https://nrich.maths.org/5560) provides an

interesting way to introduce learners to turning.

Ask learners to use the interactivity (or print off and cut out a man) to explore

the relationship between quarter, half and whole turns. During the activity,

encourage learners to begin to use the terminology ‘quarter turn’, ‘half turn’,

‘full turn’ and ‘clockwise’ and ‘anticlockwise’, and begin to explain to learners

that these terms describe the turn, or the angle of the turn.

Relate the turns to clocks and time from Unit 2.2. Ask learners:

o Where have you seen these turns before?

o What will a quarter turn look like on a clock?

o Is there more than one way of getting a quarter turn? (clockwise and

anticlockwise)

o What will half a turn and three quarter turns look like on a clock?

Resources:

NRICH task

It is important for learners to see turns in

different ways and contexts, such as a car or

bicycle making a turn to face a different

direction, and clock hands making a turn round

the circle.

For learners who are not confident with the

concept of turning, ensure that you provide

plenty of practical opportunities for learners to

explore turning themselves. For example, ask

learners to stand and turn themselves a half

turn, or a full turn.

2Gg.10 Predict and check how

many times a shape looks

identical as it completes a full

turn.

Provide learners with a range of tactile resources representing 2D shapes. Ask

learners to choose a 2D shape and to rotate it through a full turn. Challenge

learners to count how many times the shape looks identical during the turn.

Invite learners to share their findings with a partner, before discussing them as

a class, drawing attention to the differences in the number of times a shape

looks identical as it is completing a full turn. For example, learners should

notice that a square looks identical after each quarter turn, whereas the shape

below only looks identical after a full turn.

Finally, provide learners with a range of 2D shapes printed on paper and ask

them to predict how many times the shape will look identical during a full turn,

before inviting learners to cut out the shapes and to check their predictions.

Resources:

2D shapes

2D shapes printed on paper, and scissors

For learners who are not confident with the

concept of turning, ensure that you provide

plenty of practical opportunities for learners to

explore turning themselves. For example, ask

learners to stand and turn themselves a half

turn, or a full turn.

Cambridge Primary Mathematics (0096) Stage 2 Scheme of Work

112

Learning objectives

Suggested teaching activities and resources

Mental strategies, possible misconceptions

and comments

2Gp.01 Use knowledge of

position and direction to

describe movement.

TWM.07 Critiquing

Comparing and evaluating

mathematical ideas,

representations or solutions to

identify advantages and

disadvantages

TWM.08 Improving

Refining mathematical ideas or

representations to develop a more

effective approach or solution

Set up a simple obstacle course using cones or other objects, which involves

several turns. Show learners the course (or a photograph of the course) and

explain that they will be challenged to provide instructions to their partner

explaining how to navigate the course without touching any of the obstacles.

Ask learners to discuss in pairs the key language and phrases that they may

need to use to help their partner navigate the course. Share ideas as a class.

Explore equivalent movements, for example, two quarter turns clockwise is

equivalent to a half turn clockwise, and reverse descriptions, such as two steps

forwards is the reverse of two steps backwards.

Challenge learners to work in pairs to navigate their partner around the course.

The partner who is on the course should only move as instructed by the partner

giving directions. You may choose to ask the learner who is completing the

course to close their eyes, to ensure that they rely solely on their partner’s

instructions.

Set pairs of learners off on the course one at a time, ensuring there is a gap

between each pair. Whilst learners are waiting to start, encourage them to

listen to the directions being given by learners who are completing the course.

Learners will show they are critiquing (TWM.07) when they consider

what is and is not effective about the other groups’ directions and how

they can use similar language when they are navigating the course.

Learners will show they are improving (TWM.08) when they consider

how their directions can be improved.

Once all learners have navigated the course, invite them to switch roles, so

that the learner who was providing instructions is now navigating the course,

based on the instructions of the other learner.

This activity can be extended by asking learners to use their experiences to

write a set of instructions for how to navigate the course. Once the instructions

have been written, encourage learners to test out their instructions to ensure

that they work and that they describe the position and direction of movement

needed, and to make refinements to them as necessary.

Resources:

Cones or obstacles

Show turns in different contexts so that they

see turns as also involving facing a different

direction or a different orientation.

If learners struggle to transfer their verbal

instructions to a written description of the

movement, it may be helpful to record them

giving the verbal instructions, so that they can

replay this to help them create written

instructions.

Cambridge Primary Mathematics (0096) Stage 2 Scheme of Work

113

Unit 2.3 Topic 4 3D shapes

Outline of topic:

In this topic, learners will explore a range of 3D shapes and begin to describe them according to their properties and names. They will also investigate the

presence of 2D and 3D shapes in their physical environment.

Language:

Key vocabulary:

2D, 2-dimensional, 3D, 3-dimensional

vertex, vertices

edge

face

Key phrases:

This shape has … edges, … faces and … vertices.

Recommended prior knowledge:

• Learners should have had some experience with 3D shapes from their Stage 1 learning and be able to understand the difference between a 2D and 3D shape

Cambridge Primary Mathematics (0096) Stage 2 Scheme of Work

114

Learning objectives

Suggested teaching activities and resources

Mental strategies, possible misconceptions

and comments

2Gg.05 Identify, describe, sort

and name 3D shapes by their

properties, including reference

to number and shapes of

faces, edges and vertices.

TWM.05 Characterising

Identifying and describing the

mathematical properties of an

object

TWM.06 Classifying

Organising objects into groups

according to their mathematical

properties

Provide learners with a range of 3D shapes and ask them to work in

groups to sort the shapes. Learners will show they are characterising

(TWM.05) when they identify properties of shapes and classifying

(TWM.06) when they sort the shapes by these properties.

Explore the different ways that learners have sorted the shapes, whilst

modelling the use of and encouraging learners to begin to use mathematical

language such as faces, edges and vertices.

Then challenge learners to sort their shapes in a different way and to describe

the way they have sorted their shapes using mathematical language. Repeat

this process, asking learners to sort their shapes in a different way again.

This activity can be extended by using the NRICH task: Shadow Play

(https://nrich.maths.org/2350). This investigation challenges learners to identify

3D shapes based on the shapes of their faces.

Show learners a shadow of a square and ask:

o Which 3D shapes could make this shadow?

o Which 3D shapes could not?

Resources:

3D shapes or objects (or pictures of these)

NRICH task

Possible misconceptions:

When looking at a picture of a 3D shape,

learners may not count or identify the faces

and vertices which they cannot see. To help

address this, encourage learners to physically

handle representations of the 3D shapes that

are shown in the picture.

2Gg.08 Identify 2D and 3D

shapes in familiar objects.

Challenge learners to go on a shape hunt around the school in small groups,

ensuring each group is accompanied by an adult. Ask learners to notice as

many 3D shapes as they can on their shape hunt. If available, provide learners

with digital cameras (or equivalent photograph-taking devices) in order to

record the shapes they have seen. If cameras are unavailable, encourage

learners to draw pictures or make notes to describe the shapes they have

seen.

Once all learners have returned from the shape hunt, invite learners to share

some of the shapes the have found with the class, encouraging the use of

mathematical language.

Resources:

Equipment to take photographs (if available)

Whilst learners are participating in the shape

hunt, the accompanying adult should continue

to model and encourage mathematical

language to describe the shapes that learners

have found.

This activity can easily be adapted into an

interesting home-learning activity, with learners

challenged to identify as many 3D shapes in

their house as possible.

Cambridge Primary Mathematics (0096) Stage 2 Scheme of Work

115

Unit 2.4 Number patterns and place value

Learning objectives covered in Unit 2.4 and topic summary:

2.4 Topic 1

Understanding

place value

2.4 Topic 2

Finding

patterns

Thinking and Working

Mathematically

2Nc.04

Count on and count back in ones, twos, fives or tens, starting from any number (from 0

to 100).

✓

TWM.05 Characterising

2Nc.05

Recognise the characteristics of even and odd numbers (from 0 to 100).

✓

TWM.05 Characterising

TWM.06 Classifying

2Nc.06

Recognise, describe and extend numerical sequences (from 0 to 100).

✓

2Np.01

Understand and explain that the value of each digit in a 2-digit number is determined by

its position in that number, recognising zero as a place holder.

✓

TWM.01 Specialising

TWM.02 Generalising

2Np.02

Compose, decompose and regroup 2-digit numbers, using tens and ones.

✓

2Np.05

Round 2-digit numbers to the nearest 10.

✓

TWM.02 Generalising

Cambridge Primary Mathematics (0096) Stage 2 Scheme of Work

116

Unit 2.4 Topic 1 Understanding place value

Outline of topic:

In this topic, learners explore the impact the position of a digit in a number has on its value. They begin to compose, decompose and regroup two-digit numbers

into tens and ones. Learners are then introduced to rounding numbers and explore rounding two-digit numbers to the nearest 10.

Language:

Key vocabulary:

tens, ones

tens place, ones place

place value, position, digit

decompose, compose, regroup

round, rounded, rounding

Key phrases:

… has … tens and … ones

Round … to the nearest 10

… rounded to the nearest 10 is …

Recommended prior knowledge:

• Learners should be confident in recognizing and reading numbers up to 100

Cambridge Primary Mathematics (0096) Stage 2 Scheme of Work

117

Learning objectives

Suggested teaching activities and resources

Mental strategies, possible misconceptions

and comments

2Np.01 Understand and

explain that the value of each

digit in a 2-digit number is

determined by its position in

that number, recognising zero

as a place holder.

TWM.01 Specialising

Choosing an example and

checking to see if it satisfies or

does not satisfy specific

mathematical criteria

TWM.02 Generalising

Recognising an underlying pattern

by identifying many examples that

satisfy the same mathematical

criteria

Write the following numbers on the board:

23 32

Ask learners:

What is the same and what is different about these numbers?

Encourage learners to discuss in small groups, before discussing as a class.

Establish that both numbers have the same digits, but the value of the digits

are different. Discuss how the value of the digit is given by its position in a

number. Invite learners to discuss what each digit represents in the two

numbers written on the board and establish their values.

Then write the following digits on the board:

7, 6, 3, 2

Ask learners to create the biggest and smallest two-digit numbers possible

using these digits, inviting them to share their thinking with their partner before

discussing as a class.

During this activity, learners will be specialising (TWM.01) when

trying and testing the specific examples presented. They will show

they are generalising (TWM.02) when they notice a strategy for

making the biggest or smallest number from any sets of digits.

The NRICH task: 6 Beads (https://nrich.maths.org/152) can be used to

encourage learners to further investigate place value, including the use of zero

as a place holder.

Resources:

NRICH task

Possible misconceptions:

Learners may be unsure of the concept of

exchange and that each place within a number

can only hold a digit between 0 and 9. The

NRICH task: Snail One Hundred

(https://nrich.maths.org/8303) provides a useful

way to begin to address this misconception.

2Np.02 Compose, decompose

and regroup 2-digit numbers,

using tens and ones.

Write the number 63 on the board and ask learners to write 63 as the sum of

other numbers in as many ways as possible. You may choose to give learners

a couple of examples, such as 63 = 50 + 13 and 63 = 30 + 30 + 3. Repeat this

several times with different 2-digit numbers, asking learners to regroup these in

as many ways as possible.

Possible misconceptions:

Learners may incorrectly think that they can

only regroup a number into tens and ones. It is

important they understand that there are many

different ways a 2-digit number can be

regrouped, as well as focussing on composing

and decomposing numbers into tens and ones.

Cambridge Primary Mathematics (0096) Stage 2 Scheme of Work

118

Learning objectives

Suggested teaching activities and resources

Mental strategies, possible misconceptions

and comments

Ask learners to tell you the value of each digit in 63 i.e. the 6 represents 60 and

the 3 represents 3. Record this on the board, by writing the number sentence

63 = 60 + 3.

Repeat this with a range of different numbers, until learners show confidence in

decomposing two-digit numbers into tens and ones.

Then support learners to compose and decompose numbers by asking

questions such as:

If I’ve got 6 ones and 7 tens, what two-digit number do I have?

Encourage discussion and establish that this number is 76.

This can be developed into a ‘guess my number’ style game. Tell learners you

are thinking of a two-digit number, and ask them to ask questions about the

number, encouraging them to ask questions relating to its size and the

composite parts of the number (for example ‘Is the number larger than 40?’ or

‘If you decomposed the number, will one part be 50?’) until they have guessed

your number.

This activity can be extended by using the NRICH task: What Number?

(https://nrich.maths.org/984). Learners can then be supported to create their

own ‘mystery number’ questions, in the same style as presented in the NRICH

task, for their partner.

Resources:

NRICH task

Regrouping should focus on expressing a

number in different ways to assist with

calculations.

e.g. 35 can be expressed as:

35 = 32 + 3

35 = 10 + 10 + 10 + 5 and in many other ways

Compose and decompose should focus on

every individual place value position of

numbers: 10s (tens) and 1s (ones).

10s1s = 10s + 1s

e.g. 45 = 40 + 5

10s + 1s = 10s1s

40 + 5 = 45

2Np.05 Round 2-digit numbers

to the nearest 10.

Introduce learners to the concept of rounding to the nearest 10 by using printed

number lines which go from 0-100 in ones.

Ask learners to identify where 54 is on their number line and to circle it. Ask

learners to discuss together which tens number is closest to 54.

To support learners, you could ask:

Is 54 closer to 50 or 60?

Discuss together, establishing that 54 is 4 away from 50 and 6 away from 60,

and therefore that 50 is the nearest 10 to 54.

Ensure learners have a secure understanding

of place value and composing and

decomposing numbers before covering this

learning objective.

It may be helpful to learners if the physical

number lines have each ‘ten’ written in a

different colour or size.

Cambridge Primary Mathematics (0096) Stage 2 Scheme of Work

119

Learning objectives

Suggested teaching activities and resources

Mental strategies, possible misconceptions

and comments

TWM.02 Generalising

Recognising an underlying pattern

by identifying many examples that

satisfy the same mathematical

criteria

Introduce the terms ‘rounding’, ‘round’ and ‘rounded’ and explain that when

numbers are rounded to the nearest 10, we identify which 10 is nearest to that

number.

Explain that ‘54 rounded to the nearest 10 is 50.’

Encourage learners to repeat this back to you so that they become familiar with

using the phrase.

Repeat this with a range of different numbers, initially avoiding numbers with a

5 in the ones column, inviting learners to identify the nearest 10 and to

verbalise this in the same structure.

Then ask learners to round 45 to the nearest 10. Encourage them to discuss

this with their partners, and then discuss this as a class. Identify that 45 is 5

steps away from both 40 and 50 and ask learners for suggestions as to what

we should do in this situation. After some discussion explain that the rule in

maths when rounding is that when a number is an equal number of steps away

from two numbers we always round up.

Continue to ask learners to round a range of numbers using their number lines,

and then ask learners:

What do you notice about the ones digit in all the numbers we round down or

up?

Learners will show they are generalising (TWM.02) when they notice

rules about rounding 2-digit numbers. For example, they may be able

to explain that when the ones digit is 4, 3, 2, or 1 we round to the ten

below and when the ones digit is 5, 6, 7, 8, or 9 we round to the ten

above.

Resources:

Number lines from 0-100

Cambridge Primary Mathematics (0096) Stage 2 Scheme of Work

120

Unit 2.4 Topic 2 Finding patterns

Outline of topic:

In this topic, learners explore a range of patterns involving numbers. Learners first explore counting in steps of one, two, five and ten and the patterns that are

formed. Learners then explore odd and even numbers, exploring various characteristics of odd and even numbers and begin to make generalisations about them.

Learners then begin to explore a wider range of number sequences.

Language:

Key vocabulary:

count

odd, even

pattern

sequence

Key phrases:

The next number in the sequence is …

Recommended prior knowledge:

• Learners should be confident in recognising and reading numbers up to 100

Cambridge Primary Mathematics (0096) Stage 2 Scheme of Work

121

Learning objectives

Suggested teaching activities and resources

Mental strategies, possible misconceptions

and comments

2Nc.04 Count on and count

back in ones, twos, fives or

tens, starting from any number

(from 0 to 100).

TWM.05 Characterising

Identifying and describing the

mathematical properties of an

object

This objective is best achieved through frequent practice and activities. Aim to

include counting in steps of ones, twos, fives or tens as a regular part of your

maths lessons, using a range of different activities.

Assign a value of one, two, five or ten to a marble or small stone. Ask learners

to close their eyes so they can focus on the sound, and slowly drop a number

of the marbles one at a time into a metal container. For example, you could

drop 9 marbles into the container, with a value of 10 each. Then ask learners

to tell their partner what the total value of the marbles is in the container (90 in

the previous example). Discuss strategies with learners.

As learners become more confident in counting in steps of one, two, five or ten,

increase the pace at which the marbles are dropped to challenge learners.

Repeat the activity but with the count from a non-zero starting point. Rather

than starting with the container being empty, fill it with a number of marbles and

tell learners how many marbles you have added and their collective value. For

example, if the marbles have a value of 2, you could fill it with 9 marbles so that

the container has a starting value of 18. Then add further marbles to the

container one at a time and ask learners to tell you the new value in the

container.

You could also assign the container a value of 100 to begin with, and ask

learners to count back in ones, twos, fives or tens from 100 each time they

hear a marble enter the tin.

Learners can be encouraged to compare counting in ones, twos, fives

and tens. The NRICH tasks: Constant Counting

(https://nrich.maths.org/184) and Clapping Times

(https://nrich.maths.org/5482) encourage learners to explore patterns

and relationships within different counts. Learners will begin

characterising (TWM.05) different counts by making connections

between them and exploring which numbers appear in different

counts.

Resources:

Marbles, small stones or counters which make a noise when dropped

Metal container which makes a noise when marbles are dropped into it

NRICH tasks

Possible misconceptions:

Learners may believe that a count must always

start at 0. To help address this, ensure learners

are exposed to a range of different starting

points when counting.

Cambridge Primary Mathematics (0096) Stage 2 Scheme of Work

122

Learning objectives

Suggested teaching activities and resources

Mental strategies, possible misconceptions

and comments

2Nc.05 Recognise the

characteristics of even and

odd numbers (from 0 to 100).

TWM.05 Characterising

Identifying and describing the

mathematical properties of an

object

TWM.06 Classifying

Organising objects into groups

according to their mathematical

properties

Learners can be supported to explore the characteristics of even and odd

numbers through the NRICH task: Even and Odd

(https://nrich.maths.org/6895).

Learners explore the structure of even and odd numbers through a range of

representations. If available, encourage learners to use multilink cubes to build

a visual representation of some small even and odd numbers. Particularly build

the visual representation as pairs of cubes so it appears as arrays of multiples

of 2. Build up from small numbers first. For example:

2 is even 3 is odd 4 is even …

Ask learners:

o What is the same and what is different between each representation?

o Do you see a pattern?

o Can you explain the pattern?

Then build up to larger numbers over 20.

Ask learners:

o Is 23 even or odd? How do you know?

o Is 38 even or odd? How do you know?

Learners will show they are characterising (TWM.05) when they

identify properties of even and odd numbers and their representations.

They will show they are classifying (TWM.06) when they apply this to

determine whether a number from 0 to 100 is even or odd.

Once learners are confidently able to identify even and odd numbers, they

should begin to reason about these numbers. Give each pair of learners a

selection of digit cards such as 0, 4, 5, 7 and 9. Ask learners to use two of the

digit cards to create:

• the largest even number possible

• the smallest even number possible

• the largest odd number possible

• the smallest odd number possible.

Possible misconceptions:

Learners may incorrectly think that numbers

ending in 0 are not even. To help address this,

encourage learners to represent a two digit

number that ends in 0 (for example 10 or 20)

using a range of representations and compare

this representation to a known even number

(for example 8) and a known odd number (for

example 9). Ask learners to consider what

representation the two-digit number which ends

in ‘0’ is most similar to. Ten frames or number

shapes can be particularly effective for this.

Also, arrays based on multiples of two (such as

Numicon) show the structure of odd and even

numbers. It is important to relate to the visual

representation of an even number being an

array of multiples of 2, whereas an odd number

has one less or one more than an even

number.

Cambridge Primary Mathematics (0096) Stage 2 Scheme of Work

123

Learning objectives

Suggested teaching activities and resources

Mental strategies, possible misconceptions

and comments

This activity can be extended by using the NRICH task: Largest Even

(https://nrich.maths.org/7431). The teachers’ resources provide some

interesting ways in which this idea can be further developed.

Resources:

NRICH tasks

Sets of 0-9 digit cards

Multilink cubes or other cubes

2Nc.06 Recognise, describe

and extend numerical

sequences (from 0 to 100).

Play a game of ‘Guess the number sequence’ to help learners to recognise

and describe numerical sequences. Before starting this activity, write a

sequence on paper, out of sight of the learners, for example: 8, 10, 12, 14, 16,

18, 20.

On the class board, record blank places that represent the secret sequence,

for example:

___ ____ ____ ___ ___ ___ ___

Ask learners to guess which numbers appear in the sequence, with any

numbers that are in the sequence being recorded in their place in the

sequence, and any numbers which do not appear being recorded on a

separate part of the board. Give the class ten opportunities to guess the

numbers and each time learners incorrectly guess a number, record this on the

board too. Learners win if they manage to complete the whole sequence in 10

guesses or less, and you win if they do not.

Once learners are confident they can identify the sequence, they can then

attempt to describe the sequence. For this example, they may notice it is the

sequence of even numbers from 8 to 20. If they are correct, they should be

invited to fill in the remaining places in the sequence on the board. Learners

can then be invited to continue the sequence for a further 5 steps.

Once learners have experienced this game as a group, they can then be

supported to play it in pairs or small groups, with each learner taking it in turns

to set the sequence and to guess the numbers in the sequence.

You may choose to provide either the first or

last number in the sequence at the start of this

activity, to support learners in their

understanding. When they develop in

confidence you can remove this additional

support.

Cambridge Primary Mathematics (0096) Stage 2 Scheme of Work

124

Unit 2.5 Multiplication and division

Learning objectives covered in Unit 2.5 and topic summary:

2.5 Topic 1

Understanding

multiplication

2.5 Topic 2

Understanding

division

Thinking and Working

Mathematically

2Ni.05

Understand multiplication as:

- repeated addition

- an array.

✓

TWM.04 Convincing

2Ni.06

Understand division as:

- sharing (number of items per group)

- grouping (number of groups)

- repeated subtraction.

✓

2Ni.07

Know 1, 2, 5 and 10 times tables.

✓

Cambridge Primary Mathematics (0096) Stage 2 Scheme of Work

125

Unit 2.5 Topic 1 Understanding multiplication

Outline of topic:

In this topic, learners explore the concept of multiplication. They are first supported to explore the different ways in which multiplication be represented, including

looking at multiplication as repeated addition and as an array. Learners are also encouraged to make connections between different multiplication representations

and structures and to represent multiplication in different ways. Learners are then supported to develop a secure knowledge, and rapid recall of the 1, 2, 5 and 10

times tables.

Language:

Key vocabulary:

multiplication

(equal) groups

array

Key phrases:

… multiplied by … is …

… groups of … is …

Recommended prior knowledge:

• Counting in steps of 1, 2, 5 and 10

• Adding single digit numbers

Cambridge Primary Mathematics (0096) Stage 2 Scheme of Work

126

Learning objectives

Suggested teaching activities and resources

Mental strategies, possible misconceptions

and comments

2Ni.05 Understand

multiplication as:

- repeated addition

- an array.

Introduce learners to the symbol for multiplication (×) and multiplication as

repeated addition, for example:

5 added together 3 times is 5 + 5 + 5 or 3 lots of 5 or 5 × 3

Introduce learners to multiplication as an array, for example:

2 × 3 = 6

3 × 2 = 6

Draw attention to the structure and that the total is 6 both ways (commutativity)

by drawing rings around to highlight two groups of 3 and three groups of 2.

Write the statement 5 × 4 = ? on the class board.

Provide learners with a range of practical resources and ask learners to work in

pairs to represent this multiplication in as many different ways as they can,

encouraging learners to continue to record and create representations so that

the statement is represented in at least four different ways.

For example, learners may represent the statement in some of the following

ways:

Continue to explore different representations of

multiplication throughout learners’ multiplication

learning journey.

Possible misconceptions:

Learners may believe that multiplication can

only be represented in one way. The NRICH

task: Catrina’s Cards

(https://nrich.maths.org/203) can be used to

help overcome this misconception, as this

activity exposes learners to different ways of

representing multiplication.

Cambridge Primary Mathematics (0096) Stage 2 Scheme of Work

127

Learning objectives

Suggested teaching activities and resources

Mental strategies, possible misconceptions

and comments

TWM.04 Convincing

Presenting evidence to justify or

challenge a mathematical idea or

solution

Once a range of representations have been created, ask learners to

compare their representations with another pair. Learners will show

they are convincing (TWM.04) when they explain how their

representation shows 5 × 4.

Ask learners:

What is the same and what is different about these representations?

Through these discussions check learners’ understanding that multiplication is

linked to repeated addition, and that this can be represented in many different

ways, including through arrays. Explore with learners the link between the

array and repeated addition, which can be shown by recording the repeated

addition alongside the array, as shown below.

Resources:

A range of practical resources, such as counters and cubes

2Ni.07 Know 1, 2, 5 and 10

times tables.

Learners practise recall of the 1, 2, 5 and 10 times table through a range of

games. To play, first decide on a focus times table, for example the 2 times

table. Learners should play in pairs, and after chanting “one, two, three” they

should each show between 1 and 5 fingers. Learners should then total the

number of fingers that they show between them, and multiply this total by the

chosen times table, calling out the answer.

For example, if learner A shows 4 fingers and learner B shows 3 fingers, they

would each try to multiply 7 by 2 and call out the correct answer of 14. The first

learner to call out the correct answer wins a point, and learners should play

either until a defined number of points or for a set amount of time.

This activity can be extended by using the NRICH task: Tables Teaser

(https://nrich.maths.org/14242). This task contains an interactivity which

encourages learners to apply their knowledge of the 2, 5 and 10 times tables to

identify the missing numbers based on numbers that have been revealed.

Learners should be encouraged to regularly

practise 1, 2, 5 and 10 times tables through a

range of activities. Learners should also be

encouraged to make links between the 1, 2, 5

and 10 times tables and counting. The

activities suggested for learning objective

2Nc.04 can also be used to develop

confidence and familiarity with the 1, 2, 5 and

10 times tables.

Cambridge Primary Mathematics (0096) Stage 2 Scheme of Work

128

Learning objectives

Suggested teaching activities and resources

Mental strategies, possible misconceptions

and comments

Resources:

NRICH task

Cambridge Primary Mathematics (0096) Stage 2 Scheme of Work

129

Unit 2.5 Topic 2 Understanding division

Outline of topic:

In this topic, learners develop their understanding of division and how division can be seen as repeated subtraction, grouping and sharing. Learners are

encouraged to make connections between the different representations and structures of division.

Language:

Key vocabulary:

sharing, shared

group, grouping

equal groups

repeated subtraction

remainders

Key phrases:

… divided by … is …

… shared between … is …

… in groups of … is …

Recommended prior knowledge:

• Subtracting single digit numbers

• Multiplication and different representations for multiplication

Cambridge Primary Mathematics (0096) Stage 2 Scheme of Work

130

Learning objectives

Suggested teaching activities and resources

Mental strategies, possible misconceptions

and comments

2Ni.06 Understand division as:

- sharing (number of items per

group)

- grouping (number of groups)

- repeated subtraction.

The NRICH task: Let Us Divide! (https://nrich.maths.org/8308) provides a

useful introduction to the concept of division and encourages learners to

explore different ways in which division can be represented. Each successive

problem in this activity draws learners’ attention to division as sharing, grouping

and repeated subtraction. The activity also encourages learners to make

connections between multiplication and division.

Learners should explore the activity in small groups and be encouraged to

focus on one problem from the activity at a time. When learners do this activity,

ensure that they have a range of representations available as they may wish to

use practical resources, such as counters or cubes to represent the situation.

Initially observe the different approaches learners take to solving the different

problems which are contained within the activity.

Invite learners to compare and contrast the different approaches taken by

different groups, and to make connections between them. Draw learners’

attention to the different structures within each problem, exploring how division

can be represented as sharing, grouping and repeated subtraction. Introduce

learners to the symbol for division (÷).

This activity can be extended by asking learners to create their own set of

division stories, focusing on division as sharing, grouping and repeated

subtraction.

Once learners have a secure understanding of division, the concept of

remainders can be introduced using the NRICH task: Grouping Goodies

(https://nrich.maths.org/232).

Resources:

NRICH tasks

A range of practical resources, such as counters and cubes

The NRICH article: Difficulties with Division

(https://nrich.maths.org/5450) provides a useful

review of different approaches to both thinking

about and teaching division and will make good

background reading prior to teaching this

objective.

Possible misconceptions:

Learners may believe that division can only be

represented in one way. To help address this,

draw learners’ attention to different ways in

which other learners have represented division

and ask them:

What is the same and what is different about

these representations?

Cambridge Primary Mathematics (0096) Stage 2 Scheme of Work

131

Unit 2.6 Measurement

Learning objectives covered in Unit 2.6 and topic summary:

2.6 Topic 1

Measuring

length

2.6 Topic 2

Mass and

capacity

Thinking and Working

Mathematically

2Gg.03

Understand that length is a fixed distance between two points. Estimate and measure

lengths using non-standard or standard units.

✓

TWM.07 Critiquing

TWM.08 Improving

2Gg.04

Draw and measure lines, using standard units.

✓

2Gg.06

Understand that mass is the quantity of matter in an object. Estimate and measure

familiar objects using non-standard or standard units.

✓

TWM.07 Critiquing

TWM.08 Improving

2Gg.07

Understand that capacity is the maximum amount that an object can contain. Estimate

and measure the capacity of familiar objects using non-standard or standard units.

✓

2Gg.12

Understand a measuring scale as a continuous number line where intermediate points

have value.

✓

Cambridge Primary Mathematics (0096) Stage 2 Scheme of Work

132

Unit 2.6 Topic 1 Measuring length

Outline of topic:

In this topic, learners are invited to explore the concepts of distance and length, initially by creating, comparing and using non-standard units, before being

supported to explore centimetres and metres as standard units for length. Learners are then supported to use a ruler to accurately measure and draw lines.

Language:

Key vocabulary:

length

distance, furthest

longest, shortest

longer, shorter

centimetre, metre

Key phrases:

The length of … is … (units)

The … is shorter than …

The … is longer than …

Recommended prior knowledge:

• Use familiar language to describe length, including long, longer, longest, thin, thinner, thinnest, short, shorter, shortest, tall, taller and tallest

Cambridge Primary Mathematics (0096) Stage 2 Scheme of Work

133

Learning objectives

Suggested teaching activities and resources

Mental strategies, possible misconceptions

and comments

2Gg.03 Understand that length

is a fixed distance between

two points. Estimate and

measure lengths using non-

standard or standard units.

TWM.07 Critiquing

Comparing and evaluating

mathematical ideas,

representations or solutions to

identify advantages and

disadvantages

TWM.08 Improving

Refining mathematical ideas or

representations to develop a more

effective approach or solution

Introduce learners to the NRICH task: Car Journey

(https://nrich.maths.org/10350). This task provides an interesting practical

context for learners to explore the concept of length, and involves learners

experimenting to see the difference distances toy cars travel when dropped

down a slope.

Encourage learners to develop their own ways of measuring and recording the

lengths that the different cars have travelled. Invite learners to develop other

ways of measuring and recording by asking:

• Is there another way you can measure the lengths the cars have travelled?

• What equipment can you use to help you?

After learners have explored a range of different methods of measuring and

recording length, as a class discuss and explore the different ways of

measuring that they have used.

Learners will show they are critiquing (TWM.07) when they evaluate

the approaches and ideas to consider which way(s) of measuring may

be the most helpful and why. They will show they are improving

(TWM.08) when they are able to explain the need for more accurate

ways to measure length.

Once learners have explored a range of self-created non-standard

measurement units, introduce the concept of a standard unit for measure.

Explain that standard units are used to help people to compare measurements,

giving the example that if we use a person’s hand or foot that each person’s

hands or feet are different sizes so we will get different answers for the same

distance. Introduce two standard units for measuring length: the centimetre

(cm) and metre (m). Then show learners a range of rulers and measuring

tapes.

Model to learners how to use an appropriate standard measurement tool, such

as a tape measure or ruler to measure the distance travelled by the cars and

explore with learners how these distances can be recorded.

Resources:

NRICH task

Toy cars or other vehicles on wheels

A ramp or slope

Rulers or measuring tapes

This activity provides a good opportunity for

learners to practise and rehearse a wide range

of vocabulary related to distance. To help

develop this, ask questions such as:

o Which car travelled the furthest distance?

o Which car travelled the shortest distance?

o How far did that car go? How do you

know?

o How much further did that car travel than

the next car?

Cambridge Primary Mathematics (0096) Stage 2 Scheme of Work

134

Learning objectives

Suggested teaching activities and resources

Mental strategies, possible misconceptions

and comments

2Gg.04 Draw and measure

lines, using standard units.

2Gg.12 Understand a

measuring scale as a

continuous number line where

intermediate points have

value.

Provide learners with a range of different lines drawn on paper, initially

ensuring that each line is an exact whole number of centimetres.

Ask learners:

o Which line is the shortest?

o Which is the longest?

o How do you know?

Discuss learners’ responses together. Then ask learners:

How much longer is the longest line than the shortest line?

Explore learners’ initial responses and discuss together how we could answer

this question. Establish that we will need to know the length of the different

lines, using a standard unit, and remind learners that a standard unit of length

is centimetres.

Provide learners with a ruler that is clearly marked in centimetres. Ask learners

to work in pairs to measure the length of the lines, initially without any

modelling. Observe the approaches learners take to measuring with the ruler,

and discuss the different approaches together, drawing out any common errors

or misconceptions. Through this discussion establish that the ‘0’ mark on the

ruler must line up with the start of the line.

Once learners have measured the length of the shortest and longest line, ask

learners to find the difference in length between them. Then ask learners to

measure the length of the remaining lines.

Then, ask learners to draw their own straight lines of set lengths. They can be

encouraged to create their own geometric artwork by changing the angle and

orientation of the different length lines, creating a design similar to the image

below:

Possible misconceptions:

When using a ruler, learners may not always

line up the start point of the scale (0) with the

line being measured or drawn. Some learners

might incorrectly line up with the end of the

ruler and others might line up with the 1.

To help address this, show two different

measurements of items side by side, with one

not starting at 0, such as the image below, and

ask them to discuss which item will be

measured accurately and why.

Cambridge Primary Mathematics (0096) Stage 2 Scheme of Work

135

Learning objectives

Suggested teaching activities and resources

Mental strategies, possible misconceptions

and comments

Once learners are confident with reading and measuring lines which are an

exact whole number of centimetres, ensure learners are able to interpret the

values that lie between whole number divisions on the ruler by using language

of approximation. For example, learners may read a value as ‘more than 3

centimetres but less than 4 centimetres’ or ‘slightly more than 1 centimetre’.

Resources:

Worksheets with different length lines drawn on

Learners are not introduced to decimals

numbers until Stage 5. So at this stage,

learners should just know that the line is

slightly longer or shorter than a whole number.

Cambridge Primary Mathematics (0096) Stage 2 Scheme of Work

136

Unit 2.6 Topic 2 Mass and capacity

Outline of topic:

In this unit, learners explore the concepts of mass and capacity, initially by creating and using non-standard units, before being supported to explore standard units

and the benefits that these bring.

Language:

Key vocabulary:

mass

heavy, light, heaviest, lightest, heavier, lighter

capacity

full, empty

grams, kilograms

millilitres, litres

Key phrases:

The mass of … is … (units)

The capacity of … is … (units)

Recommended prior knowledge:

• Use familiar language to describe mass, including heavy, light, less and more

Cambridge Primary Mathematics (0096) Stage 2 Scheme of Work

137

Learning objectives

Suggested teaching activities and resources

Mental strategies, possible misconceptions

and comments

2Gg.06 Understand that mass

is the quantity of matter in an

object. Estimate and measure

familiar objects using non-

standard or standard units.

TWM.07 Critiquing

Comparing and evaluating

mathematical ideas,

representations or solutions to

identify advantages and

disadvantages

TWM.08 Improving

Refining mathematical ideas or

representations to develop a more

effective approach or solution

Provide each small group of learners with a balance scale along with items

which can be used as non-standard units, such as beads or cubes. Ask

learners to measure and compare the mass of objects they can find around the

classroom such as an exercise book, a pencil case and a story book. Invite

suggestions from learners as to how they can measure and compare the mass

and encourage learners to use a range of non-standard units to record the

mass. For example, they may find the mass of the exercise book is the same

as 19 cubes and the mass of the pencil case is 35 cubes.

Ask learners:

Is there another way you can measure the mass?

What else can you use to compare the mass of the items?

Learners may also begin to use direct comparisons (i.e. placing one item on

one side of the balance and another on the other side). After learners have had

plenty of opportunity to investigate, ask them to share the different ways in

which they recorded and compared the mass of the items.

Discuss the benefits and drawbacks of the different ways learners

have recorded and compared the mass. Learners will show they are

critiquing (TWM.07) when they evaluate the approaches and ideas to

consider which way(s) of measuring may be the most helpful and why.

They will show they are improving (TWM.08) when they are able to

explain the need for more accurate ways to measure mass.

Establish with learners that, just like length and distance, there are standard

units for mass which enable us to easily measure and compare the mass of

different items. Introduce that two of these units are grams and kilograms.

Provide learners with some small value masses (e.g. 5g, 10g) to hold so they

can begin to appreciate the feel of different masses. Ask learners to try

ordering the different objects by estimating the mass first by feel and say which

is heaviest, lightest and in the middle. Then ask learners to measure and

record the mass of the classroom items from earlier in standard units and

check whether they were correct in placing heaviest and lightest.

Learners should also be exposed to opportunities to estimate the mass of

objects. For example, you could provide a range of different objects, including

objects which are physically large but low in mass. Ask learners to record their

idea of the order of the mass of the items, initially without touching them. Then

ask learners to hold the items and to adjust the order if they wish. Finally, work

Through discussions, establish with learners

that mass is the measure of the quantity of

matter in an object. Building on learning from

Stage 1, they should be able to use language

such as heavy, light, heavier, lighter, heaviest

and lightest to describe and compare the mass

of objects.

Possible misconceptions:

Learners may believe that physically large

items always have a higher mass than

physically small items. To help address this

provide learners with a range of different items

to estimate and measure the mass of, including

physically small but heavy items, such as a

paperweight, and physically large but light

items, such as an empty box.

Cambridge Primary Mathematics (0096) Stage 2 Scheme of Work

138

Learning objectives

Suggested teaching activities and resources

Mental strategies, possible misconceptions

and comments

together to measure the mass of the items using standard units and to order

them. Ask learners to reflect on the difference(s) between their estimated order

and the actual order.

Resources:

Balance scales

Items which can be used as non-standard units, such as beads or cubes

Items with small masses such as 5g and 10g

Selection of objects of different masses

Measuring weights for use with balance scales

2Gg.07 Understand that

capacity is the maximum

amount that an object can

contain. Estimate and

measure the capacity of

familiar objects using non-

standard or standard units.

2Gg.12 Understand a

measuring scale as a

continuous number line where

intermediate points have

value.

The NRICH task: Bottles (1) (https://nrich.maths.org/10337) provides a good

introduction to the notion of capacity. Ideally, provide learners with a range of

containers such as those pictured in the problem, and encourage them to

practically explore the capacities of the different items, using the prompts in the

teacher guidance to support learners.

The follow up NRICH task: Bottles (2) (https://nrich.maths.org/10382) can then

be introduced, which encourages learners to create their own non-standard

units and compare the capacity of different containers.

After learners have explored both of these activities, discuss with learners the

benefits of a standard unit to measure capacity. Explain that a standard unit for

capacity is millilitres and litres and provide a range of different measuring

cylinders and jugs which have scales marked in millilitres up to 100 millilitres.

Ask learners to explore the containers provided during the earlier activities

alongside the measuring cylinder and jugs. Support learners to use the

measuring cylinders and jugs to calculate the capacity of the different bottles

and containers presented.

Ensure learners are able to interpret the values that lie between whole number

divisions on the measuring cylinders by using language of approximation. For

example, learners may read a value as ‘more than 3 but less than 4’ or ‘slightly

more than 1’.

Resources:

NRICH tasks

Selection of containers of different capacities

Measuring cylinders or jugs marked with millilitres

Possible misconceptions:

Learners may believe that the taller the

container, the larger its capacity. The NRICH

task: Compare the Cups

(https://nrich.maths.org/10656) can be used to

help address this, as well as providing further

opportunities for learners to practise and

develop their language relating to capacity.

Ask learners to measure capacities between 1

and 100 millilitres. Learners are not introduced

to numbers greater than 100 until Stage 3.

Learners are not introduced to decimals

numbers until Stage 5. So at this stage,

learners should just know that the values are

larger or smaller than a whole number.

Cambridge Primary Mathematics (0096) Stage 2 Scheme of Work

139

Unit 2.7 Fractions

Learning objectives covered in Unit 2.7 and topic summary:

2.7 Topic 1

Finding

quarters

2.7 Topic 2

Building with

fractions

Thinking and Working

Mathematically

2Nf.01

Understand that an object or shape can be split into four equal parts or four unequal

parts.

✓

TWM.05 Characterising

TWM.06 Classifying

2Nf.02

Understand that a quarter can describe one of four equal parts of a quantity or set of

objects.

✓

TWM.04 Convincing

2Nf.03

Understand that one half and one quarter can be interpreted as division.

✓

2Nf.04

Understand that fractions (half, quarter and three-quarters) can act as operators.

✓

2Nf.05

Recognise the relative size of

and 1, and the equivalence of

and

, and

and 1.

✓

2Nf.06

Understand and visualise that wholes, halves and quarters can be combined to create

new fractions.

✓

Cambridge Primary Mathematics (0096) Stage 2 Scheme of Work

140

Unit 2.7 Topic 1 Finding quarters

Outline of topic:

Learners begin this topic by exploring quarters and how shapes can be split into four in a way that creates equal and unequal groups. Learners are supported to

establish that quarters are formed when objects are split into four equal parts and then to transfer this learning into finding quarters of objects and quantities.

Learners are then asked to consider the link between fractions and division, and how fractions can act as operators.

Language:

Key vocabulary:

equal, unequal

fraction

quarter, three-quarters, half

Key phrases:

of … is …

The shape is split into four equal/unequal parts.

Recommended prior knowledge:

• Learners should be confident at finding a half of a shape, object or quantity before commencing work on this topic

Cambridge Primary Mathematics (0096) Stage 2 Scheme of Work

141

Learning objectives

Suggested teaching activities and resources

Mental strategies, possible misconceptions

and comments

2Nf.01 Understand that an

object or shape can be split

into four equal parts or four

unequal parts.

TWM.05 Characterising

Identifying and describing the

mathematical properties of an

object

Give each learner a sheet of paper and a pair of scissors and ask them to cut

the sheet of paper into four parts. Ask learners to compare the ways that they

have split their paper into four parts in a small group.

Ask learners:

What is the same and what is different about the ways you cut the paper?

Discuss the different ways that learners cut their paper together as a class.

Show learners a piece of paper that has been cut into four equal parts. Ask

learners to consider:

What is the same and what is different about this way of cutting the paper and

other ways learners cut their paper?

Draw learners’ attention to the fact that the parts are the same size and that all

four pieces are equal.

Ask learners:

• Is there more than one way to cut the paper into four equal pieces?

• How many different ways can you think of?

Give each small group of learners some more pieces of paper and ask them to

cut each into four equal pieces in different ways. Ask learners how they can

check that the pieces are the same size and discuss this as a class.

In groups, ask learners to sort how they cut the paper into ways that result in

four equal parts, or four parts that are not equal. Establish that we call things

that are not equal, unequal.

Next, provide learners with a range of different shapes drawn on paper,

ensuring that learners have two copies of each shape. Ask learners to cut each

shape into four parts, asking them to cut one copy of the shape into four equal

parts and the other into four unequal parts.

Finally, on the class board, show learners a range of different shapes, some

cut into four equal parts and some cut into four unequal parts. Ask learners to

discuss together and to classify these shapes into those that are have equal

parts and those that have unequal parts.

Learners will show they are characterising (TWM.05) when they

identify and describe the properties of the pieces of paper which have

four equal or unequal parts. They will show they are classifying

(TWM.06) when they organise their pieces of paper and shapes into

Possible misconceptions:

Learners may believe that shapes that are split

unequally may be split equally. To help

address this, encourage learners to physically

compare the sizes of each piece of the shape

by placing them on top of each other.

Cambridge Primary Mathematics (0096) Stage 2 Scheme of Work

142

Learning objectives

Suggested teaching activities and resources

Mental strategies, possible misconceptions

and comments

TWM.06 Classifying

Organising objects into groups

according to their mathematical

properties

those that have four equal parts and those that have four unequal

parts.

Resources:

Scissors

Shapes drawn on paper

2Nf.02 Understand that a

quarter can describe one of

four equal parts of a quantity

or set of objects.

TWM.04 Convincing

Presenting evidence to justify or

challenge a mathematical idea or

solution

Show learners a shape that has been cut into four equal parts and explain to

learners that when things are cut into four equal parts, we can say they are

quarters of the shape.

Provide learners with the shapes below and ask them to work in pairs to cut the

shapes into quarters, reminding learners that this means four equal parts.

Once learners have cut each shape into quarters, ask each pair to

explain to another pair how they know that their shapes have been cut

into quarters. Learners will show they are convincing (TWM.04) when

they show how they know each of the four pieces are equal and justify

why their pieces are quarters.

Next, gather a group of eight learners at the front of the class. Ask learners

how they can split this group of eight into quarters. Establish this means they

need to be split into four equal groups. Share ideas together, and then model

splitting the eight learners into four equal groups of two.

Then, show learners a group of 12 counters on the board. Ask them to discuss

together how these counters can be split into four equal parts.

You can help learners make the connection

between finding quarters of a shape and a

quantity by providing learners with a square cut

into quarters. They can then share physical

representations of a quantity or set of objects

between the four quarters of the shape in order

to find a quarter.

You may choose to relate this learning back to

time, showing learners a clock and asking

learners:

How can you cut the clock into quarters?

Cambridge Primary Mathematics (0096) Stage 2 Scheme of Work

143

Learning objectives

Suggested teaching activities and resources

Mental strategies, possible misconceptions

and comments

Model this by showing the four counters split into four equal parts of a square,

to help learners make the connection between quartering shapes and objects.

Provide learners with a range of different quantities (e.g. 4, 16, 20) to split into

quarters, encouraging learners to use a range of representations, for example

counters, cubes or bead strings to help them.

Ensure learners understand that parts of a set can also be put back together to

make a whole set. Give learners questions such as:

This is one-quarter of a set of counters. How many counters are in the set?

Resources:

Printed shapes to be split into quarters

Counters, cubes or bead strings

2Nf.03 Understand that one

half and one quarter can be

interpreted as division.

Provide learners with eight counters each and ask them to work with a partner

for this activity. Ask one learner from each pair to split the eight counters into

quarters. Ask the other learner to divide the eight counters by four.

Ask learners to compare their answers with their partner.

What do you notice?

Discuss as a class what learners notice about dividing by four and splitting a

quantity into quarters and the ways that learners have both split the eight

counters into quarters and divided them by four. Establish that finding a quarter

of a quantity is the same as dividing the quantity by four.

Possible misconceptions:

Some learners do not understand the link

between fractions and division. It is important

to contextualise the fractions and division with

stories, especially social stories of sharing into

equal parts. Books such as The Doorbell Rang

by Pat Hutchins can help make these links.

Cambridge Primary Mathematics (0096) Stage 2 Scheme of Work

144

Learning objectives

Suggested teaching activities and resources

Mental strategies, possible misconceptions

and comments

Next, ask learners to find half of the eight counters. Ask learners to discuss

together what number they are dividing the eight counters by when they are

finding half of the counters, establishing that they are dividing the quantity by

two, and that finding a half of a quantity is the same as dividing the quantity by

two.

Use word problems to give a context for finding half and quarters, for example:

Chen has 12 biscuits. Then his friend Eva knocks on the door, so he decides to

share them equally with Eva.

How many biscuits do Chen and Eva have each?

Then Chen’s sisters, Samira and Jamila arrive and also want to share the

biscuits equally with Chen and Eva.

How many biscuits do they have each now?

How many different ways can they share them equally?

How can you check your answer?

Ask learners to create their own story for sharing 8 or 16 biscuits or toys etc.

Learners can work in small groups of two or three and then retell or show their

stories to the whole class.

Resources:

Counters

2Nf.04 Understand that

fractions (half, quarter and

three-quarters) can act as

operators.

Provide each pair of learners with 12 cubes. Ask learners to split the 12 cubes

into two halves and discuss the answer. Write on the class board:

of 12 = 6

Then ask learners to split the 12 cubes into four quarters and ask learns if they

can write the fraction number sentence that represents this. Share learners’

ideas and discuss them, establishing that the fraction number sentence will be:

of 12 = 3

Write the fractions

and

on the class board. Ask learners:

What do you notice about the two fractions?

Possible misconceptions:

When asked to find

of a quantity, learners

may give the answer as the value of

of the

quantity. To help address this, provide learners

with a square split into quarters. They can then

share physical representations between the

four quarters of the shape, and then see that

is 3 of these quarters of the shape, and

therefore 3 lots of

Cambridge Primary Mathematics (0096) Stage 2 Scheme of Work

145

Learning objectives

Suggested teaching activities and resources

Mental strategies, possible misconceptions

and comments

What is the same and what is different?

Establish that

is referred to as ‘one-quarter’ and

is referred to as ‘three-

quarters’ as the top number on

is 1 and the top number on

is 3.

Ask learners what they think the relationship is between

and

and establish

that

is 3 lots of

. Then ask learners to find

of 12, discuss their ideas with a

partner, before discussing answers and approaches with the class. Establish

that

of 12 is 3 and that

is 3 lots of one-quarter, and therefore

of 12 is 3 + 3

+ 3 = 9.

Repeat this with two more numbers, finding

and then

of 8 and 16. Ask

learners to draw a picture to show these so that they relate them to a visual

representations.

Then provide learners with a range of fraction number sentences to solve,

which use fractions as an operator, encouraging them to use physical

representations to help them. Encourage learners to draw their solutions with

the representations to convince others that their solutions are correct.

Resources:

Cubes, counters or objects

Learners are not expected to use the terms

numerator and denominator at this stage.

Cambridge Primary Mathematics (0096) Stage 2 Scheme of Work

146

Unit 2.7 Topic 2 Building with fractions

Outline of topic:

In this topic, learners explore the relationships between different fractions and how fractions can be combined to make new fractions.

Language:

Key vocabulary:

fraction

one-quarter, two-quarters, three-quarters, four-quarters

half, two-halves

whole

Key phrases:

… is the same as …

Recommended prior knowledge:

• Learners should be confident in finding

and

of a shape, object or quantity before commencing work on this topic

Cambridge Primary Mathematics (0096) Stage 2 Scheme of Work

147

Learning objectives

Suggested teaching activities and resources

Mental strategies, possible misconceptions

and comments

2Nf.05 Recognise the relative

size of

and 1, and the

equivalence of

and

, and

and 1.

Provide learners with 5 strips of paper which are all the same size.

Ask learners to cut three strips of paper into quarters (writing

on each

quarter), cut one strip in half (writing

on each half) and leave one whole.

Then, using their strips of paper, ask learners to show you

and then ask

them to represent 1,

, and

in different ways.

Ask learners:

Which of the fractions is largest?

Which is smallest?

Ask learners to share their thinking and reasoning with their partner, before

discussing as a class. Establish that the fractions, in order of size from smallest

to largest are

and 1.

Next, ask learners to use their strips of paper to investigate how many halves

are equal in size to 1, and how many quarters are equal in size to 1. Establish

through discussion that

is the same as 1, as is

Next, ask learners to show you

using their strips of paper and ask:

Can you find any other fraction that is the same size as two-quarters?

Provide time for learners to explore this, before discussing together and

establishing that

and

are the same size.

Resources:

Strips of paper which are all the same size

Scissors

Possible misconceptions:

Learners may think that the larger the

denominator of a fraction, the larger the

fraction is. Help to address this by using

physical representations of fractions, for

example using strips of paper.

2Nf.06 Understand and

visualise that wholes, halves

and quarters can be combined

to create new fractions.

Provide learners with some strips of paper that are the same size.

Ask learners to cut a few strips of paper into quarters (writing

on each

quarter), cut a few strips of paper into halves (writing

on each half) and leave

some strips whole.

If learners still have the strips of paper they

created during the activity suggestion for

2Nf.05, these can be re-used for this activity.

Cambridge Primary Mathematics (0096) Stage 2 Scheme of Work

148

Learning objectives

Suggested teaching activities and resources

Mental strategies, possible misconceptions

and comments

Ask learners to put three halves together. Ask learners to discuss what fraction

they created.

Then ask learners to use these strips to create a range of other fractions and

then discuss what fraction they created. Challenge learners to see how many

different fractions they can create using their strips.

If learners have not combined their strip(s) that represent 1 with other fractions,

challenge learners to do so..

Resources:

Strips of paper which are all the same size

Scissors

Cambridge Primary Mathematics (0096) Stage 2 Scheme of Work

149

Unit 2.8 Statistical methods and chance

Learning objectives covered in Unit 2.8 and topic summary:

2.8 Topic 1

The

statistical

cycle

2.8 Topic 2

Chance

Thinking and Working

Mathematically

2Ss.01

Conduct an investigation to answer non-statistical and statistical questions

(categorical data).

✓

2Ss.02

Record, organise and represent categorical data. Choose and explain which

representation to use in a given situation:

- lists and tables

- Venn and Carroll diagrams

- tally charts

- block graphs and pictograms.

✓

TWM.07 Critiquing

TWM.08 Improving

2Ss.03

Describe data, identifying similarities and variations to answer non-statistical and

statistical questions and discuss conclusions.

✓

2Sp.01

Use familiar language associated with patterns and randomness, including regular

pattern and random pattern.

✓

2Sp.02

Conduct chance experiments with two outcomes, and present and describe the

results.

✓

Cambridge Primary Mathematics (0096) Stage 2 Scheme of Work

150

Unit 2.8 Topic 1 The statistical cycle

Outline of topic:

In this topic, learners explore how they can conduct investigation to answer statistical questions, and then explore a range of ways in which data can be presented.

They interpret the results of their investigation, identifying similarities and differences in the data, and discuss conclusions.

Language:

Key vocabulary:

investigation

Venn diagram, Carroll diagram

block chart

pictogram

tally chart

Key phrases:

I am going to investigate …

I am going to present my results using …

Based on my investigation, I know that …

Recommended prior knowledge:

o Describe data, using familiar language including reference to more, less, most or least to answer non-statistical questions and discuss conclusions

o Answer non-statistical questions (categorical data)

o Draw and interpret Venn and Carroll diagrams with one criterion

o Draw and interpret pictograms and block graphs where one object or drawing represents one data value

Cambridge Primary Mathematics (0096) Stage 2 Scheme of Work

151

Learning objectives

Suggested teaching activities and resources

Mental strategies, possible misconceptions

and comments

2Ss.01 Conduct an

investigation to answer non-

statistical and statistical

questions (categorical data).

Pose a statistical question for learners to investigate, such as:

What colour is the most popular favourite colour in our class?

Ask learners to work in pairs to discuss how they can answer this question.

Then select pairs of learners to share their ideas with the class, drawing out the

various different stages needed for the investigation, and how their results can

be recorded.

Then ask learners to carry out the investigation. Depending on the type of

question asked, it may be more efficient if you collect the data needed in order

to answer the statistical question as a whole class.

Once the investigation is complete and the question answered, ask learners to

discuss in small groups what other (statistical) questions they could investigate

and answer. Discuss with learners what makes an effective question. Then ask

groups of learners to choose a question and to plan how they will answer the

question before carrying out the investigation.

This learning objective can be effectively

explored through cross-curricular work, for

example, when answering statistical questions

in a science lesson.

Learners should conduct simple statistics

investigations as part of a four-part statistical

enquiry cycle:

2Ss.02 Record, organise and

represent categorical data.

Choose and explain which

representation to use in a

given situation:

- lists and tables

- Venn and Carroll diagrams

- tally charts

- block graphs and

pictograms.

Give learners a list of data such as:

Blue

Green

Blue

Brown

Blue

Ask learners:

What do you think this list of data refers to?

How can we present it more clearly?

Learners may suggest reorganising the data or grouping the same colours

together. Explore different ways of representing the data, including tally charts.

The NRICH task: Sticky Data (https://nrich.maths.org/7687) may be used to

introduce learners to block graphs.

Learners should conduct simple statistics

investigations as part of a four-part statistical

enquiry cycle. Recoding data is the second

step in the statistical enquiry cycle:

Cambridge Primary Mathematics (0096) Stage 2 Scheme of Work

152

Learning objectives

Suggested teaching activities and resources

Mental strategies, possible misconceptions

and comments

During this activity learners work as a class to create a block graph out of

sticky notes, and then explore the types of questions that block graphs can

help you to answer.

Resources:

NRICH task

Sticky notes

2Ss.02 Record, organise and

represent categorical data.

Choose and explain which

representation to use in a

given situation:

- lists and tables

- Venn and Carroll diagrams

- tally charts

- block graphs and

pictograms.

TWM.07 Critiquing

Comparing and evaluating

mathematical ideas,

representations or solutions to

identify advantages and

disadvantages

TWM.08 Improving

Refining mathematical ideas or

representations to develop a more

effective approach or solution

Provide learners with two categories which have an overlap, for example, ‘he is

a boy’ and ‘he is 6 years old’. Assign each category to a hoop or circle drawn

on the floor, initially presenting the circles as separate circles. Give each

learner a piece of paper and ask them to write their name on it. Then ask

learners, one at a time, to place their piece of paper in the hoop that describes

them.

When a learner who meets both categories, for example a boy who is 6, is

chosen to place their piece of paper, use this as an opportunity to discuss

where this learner can place their paper.

Ask learners:

Where is the best place for this learner to place their piece of paper?

Can we change our diagram to enable this learner to show us that they are a

boy and six years old?

Learners will show they are critiquing (TWM.07) when they evaluate

the appropriateness of the original Venn diagram, noticing that there is

no place for the learner to place their piece of paper which captures

both pieces of information. They will show they are improving

(TWM.08) when they understand and suggest how to adapt the Venn

diagram to more effectively display the data.

Through discussion, establish that you can move the hoops or circles so that

they overlap, and then the learner could place their sticky note in the space

where the two circles overlap.

Repeat a similar discussion with a learner who does not fit into either category,

for example a 7-year-old girl, establishing that this learner can place their piece

of paper note outside all of the circles.

Learners should conduct simple statistics

investigations as part of a four-part statistical

enquiry cycle. Recoding data is the second

step in the statistical enquiry cycle:

Cambridge Primary Mathematics (0096) Stage 2 Scheme of Work

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Learning objectives

Suggested teaching activities and resources

Mental strategies, possible misconceptions

and comments

This activity can be extended by using the NRICH task: Data Shapes

(https://nrich.maths.org/7523)

Resources:

Large hoops or circles

NRICH task

2Ss.01 Conduct an

investigation to answer non-

statistical and statistical

questions (categorical data).

2Ss.02 Record, organise and

represent categorical data.

Choose and explain which

representation to use in a

given situation:

- lists and tables

- Venn and Carroll diagrams

- tally charts

- block graphs and

pictograms.

2Ss.03 Describe data,

identifying similarities and

variations to answer non-

statistical and statistical

questions and discuss

conclusions.

Pose a statistical question for learners to investigate, such as:

What book genre is the most popular of learners in our class?

Ask learners:

How can we find out the answer to this question?

What question can we ask? What sort of answers might be given?

Who do we need to ask?

Then ask learners to carry out the investigation. Depending on the type of

question asked, it may be more efficient if you collect the data needed in order

to answer the statistical question as a whole class.

Once learners have collected this data, they should record, organise and

represent the data in an appropriate way. Ask learners to share and compare

their ideas of how they will present the data with a partner. Encourage learners

to pose questions about each other’s data. For example:

What is the least popular…?

Learners should then interpret their data. Encourage learners to answer the

original question and to also identify similarities and variations within their data.

For example, learners might say:

The most popular genre of book was adventure.

More learners liked mystery books than fantasy books.

The same number of learners liked mystery and science fiction books.

Only one learner liked fantasy books. This was the least popular genre.

Learners should conduct simple statistics

investigations as part of a four-part statistical

enquiry cycle:

Cambridge Primary Mathematics (0096) Stage 2 Scheme of Work

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Unit 2.8 Topic 2 Chance

Outline of topic:

In this topic, learners explore the concept of regular patterns and randomness, before beginning to explore the notion and language of chance.

Language:

Key vocabulary:

regular pattern

random

repeating pattern

most likely, least likely

chance

Key phrases:

I know these objects are arranged into a pattern because …

I know these objects are arranged randomly because …

… is the most likely because …

… is the least likely because …

Recommended prior knowledge:

• Understand how to record information in lists, tables and tally charts

Cambridge Primary Mathematics (0096) Stage 2 Scheme of Work

155

Learning objectives

Suggested teaching activities and resources

Mental strategies, possible misconceptions

and comments

2Sp.01 Use familiar language

associated with patterns and

randomness, including regular

pattern and random pattern.

Provide learners with a selection of different objects with which they can create

a pattern, for example coloured cubes, counters or shapes.

Ask learners to arrange their objects in a line, in any way they like. Then ask

learners to look at the ways that other learners on their table or in their group

arranged their objects.

Ask learners:

What is the same and what is different about the ways you arranged your

objects?

Draw learners’ attention to the arrangement of one learner who has arranged

their objects into a regular pattern, and to one who has arranged their objects

randomly.

Ask learners:

What do you notice about the way that these objects have been arranged?

Through discussion establish that one learner has arranged their objects into a

regular pattern, so that the same colours or objects repeat in the same order.

Ensure learners understand that in regular patterns it is possible to predict

what will be the next object in the pattern. Establish that the other learner has

arranged their objects in a way that does not follow a regular pattern, and

therefore we can say that they have arranged their objects randomly.

Then, invite learners to rearrange their objects so that they form a regular

pattern, or, if learners’ objects already formed a regular pattern, to arrange

them in a way that forms a different regular pattern.

Resources:

Objects such as counters, cubes or shapes

The NRICH resource: Pattern Making

(https://nrich.maths.org/13250) provides some

useful ideas of how to support children to

develop their awareness of and ability to create

patterns.

The NRICH article: Pattern Power

(https://nrich.maths.org/2148) provides some

further information on teaching patterns and

additional teaching suggestions, which can be

adapted to this stage of learning.

2Sp.02 Conduct chance

experiments with two

outcomes, and present and

describe the results.

Ask learners to roll a six-sided die, and to record the result of their roll in two

categories: ‘1-3’ and ‘4-6’. Ask learners to say if their number fitted into the ‘1-3’

category and then if their number fitted into the ’4-6’ category. Record the

number of learners in each category:

Dice roll

Number of learners

1-3

4-6

Cambridge Primary Mathematics (0096) Stage 2 Scheme of Work

156

Learning objectives

Suggested teaching activities and resources

Mental strategies, possible misconceptions

and comments

Ask learners:

What do you notice about the number recorded in each category?

Can you describe the results?

Then invite learners to draw their own table with the same categories and to

roll their dice 30 times recording the results of each roll. Learners may wish to

use a tally chart to record their data.

Ask learners to describe their results to a partner.

Encourage learners to create another table with categories of their choice. For

example, learners may choose to use the categories ‘6’ and ‘not a 6’. Learners

repeat the chance experiment, recording, presenting and describing the results

of another 30 rolls of the die.

Resources:

Six-sided dice

Cambridge Primary Mathematics (0096) Stage 2 Scheme of Work

157

Sample lesson 1

•

CLASS:

DATE:

Learning objectives

2Nf.02 Understand that a quarter can describe one of four equal parts of a quantity

or set of objects.

TWM.04 Convincing

Lesson focus /

success criteria

Learners will understand and interpret quarters.

o I can explain that when shapes or objects are split into four equal parts, we can

say they are split into quarters.

o I can interpret quarters as comparing a part of a set of objects.

o I can show how parts of a set can be put back together to make a whole set.

Prior knowledge /

previous learning

Learners should understand that an object or shape can be split into four equal

parts or four unequal parts. They should also understand that a half can describe

one of two equal parts of a quantity or set of objects.

Plan

Lesson

Planned activities

Notes

Introduction

Show learners the learning objectives and lesson focus and agree the

success criteria:

o know that when shapes or objects are split into four equal parts, we

can say they are split into quarters

o interpret quarters as comparing a part of a set of objects.

o show that parts of a set can be put back together to make a whole

set.

Review prior learning about splitting shapes or objects into four equal or

four unequal parts.

Show learners a shape cut into four equal parts and the same shape cut

into four unequal parts, for example:

Ask learners:

What is the same and what is different about the ways this shape has

been cut?

Explain to learners that when things are split into four equal parts, we

can say they are split into quarters. In the example above, the shape on

the left is split into quarters, but the shape on the right is not.

Resources:

Example of a

shape split into

four equal parts

and the same

shape split into

four unequal parts

Cambridge Primary Mathematics (0096) Stage 2 Scheme of Work

158

Lesson

Planned activities

Notes

Main activities

Provide learners with the shapes below and ask them to work in pairs to

split the shapes into quarters, reminding learners that this means four

equal parts.

Once learners have split each shape into quarters, ask each pair to

explain to another pair how they know that their shapes have been split

into quarters. Learners will show they are convincing (TWM.04) when

they show how they know each of the four pieces are equal and justify

why their pieces are quarters.

Next, gather a group of eight learners at the front of the class. Ask

learners how they can split this group of eight into quarters. Establish

this means they need to be split into four equal groups. Share ideas

together, and then model splitting the eight learners into four equal

groups of two.

Next, show learners a group of 12 counters on the board. Ask them to

discuss together how these counters can be split into four equal parts.

Model this by showing the four counters split into four equal parts of a

square, to help learners make the connection between quartering

shapes and objects.

Provide learners with a range of different quantities (e.g. 4, 16, 20) to

split into quarters, encouraging learners to use a range of

representations, for example counters, cubes or bead strings to help

them.

Ensure learners understand that parts of a set can also be put back

together to make a whole set. Give learners questions such as:

This is one-quarter of a set of counters. How many counters are in the

set?

You can help

learners make the

connection

between finding

quarters of a

shape and a

quantity by

providing learners

with a square split

into quarters.

They can then

share physical

representations of

a quantity or set of

objects between

the four quarters

of the shape in

order to find a

quarter.

Resources:

Shapes to be split

into quarters

Counters, cubes

or bead strings

Cambridge Primary Mathematics (0096) Stage 2 Scheme of Work

159

Lesson

Planned activities

Notes

End

Ask learners some true or false quick questions about different

representations of quarters. For example:

1. This circle is split into quarters:

2. These counters are split into quarters:

Revisit the learning objective and success criteria. Ask learners to

explain whether they have met the success criteria and if they have any

questions or comments.

Resources:

A selection of true

or false quick

questions about

different

representations of

quarters

Reflection

Use the space below to reflect on your lesson. Answer the most relevant questions for your lesson.

Were the learning objectives and lesson focus realistic? What did the learners learn today?

What was the learning atmosphere like?

What changes did I make from my plan and why?

If I taught this lesson again, what would I change?

What two things really went well (consider both teaching and learning)?

What two things would have improved the lesson (consider both teaching and learning)?

What have I learned from this lesson about the class or individuals that will inform my next lesson?

Next steps

What will I teach next based on learners’ understanding of this lesson?

Cambridge Primary Mathematics (0096) Stage 2 Scheme of Work

160

Sample lesson 2

•

CLASS:

DATE:

Learning objectives

2Gp.01 Use knowledge of position and direction to describe movement.

TWM.07 Critiquing

TWM.08 Improving

Lesson focus /

success criteria

Learners will understand position and direction to give and follow movement

instructions.

o I can describe movement using clockwise and anti-clockwise, left, right,

forwards, backwards etc.

o I can interpret movement instructions to follow directions.

Prior knowledge /

previous learning

Learners should be able to use familiar language to describe position and direction

such as left, right, up, down, under, above, below, in front of, behind.

Plan

Lesson

Planned activities

Notes

Introduction

Show learners the learning objectives and lesson focus and agree the

success criteria:

o I can describe movement using clockwise and anti-clockwise, left,

right, forwards, backwards etc.

o I can interpret movement instructions to follow directions.

Set up a simple obstacle course using cones or other objects, which

involves several turns. Show learners the course (or a photograph of the

course) and explain that they will be challenged to provide instructions to

their partner explaining how to navigate the course without touching any

of the obstacles.

Ask learners to discuss in pairs the key language and phrases that they

may need to use to help their partner navigate the course. Share ideas

as a class.

Explore equivalent movements, for example, two quarter turns clockwise

is equivalent to a half turn clockwise, and reverse descriptions, such as

two steps forwards is the reverse of two steps backwards.

Resources:

Cones or

obstacles

Main activities

Challenge learners to work in pairs to navigate their partner around the

course. The partner who is on the course should only move as instructed

by the partner giving directions. You may choose to ask the learner who

is completing the course to close their eyes to ensure that they rely

solely on their partner’s instructions.

Set pairs of learners off on the course one at a time, ensuring there is a

gap between each pair. Whilst learners are waiting to start, encourage

them to listen to the directions being given by learners who are

completing the course.

Learners will show they are critiquing (TWM.07) when they consider

what is and is not effective about the other groups’ directions and how

they can use similar language when they are navigating the course.

Learners will show they are improving (TWM.08) when they consider

how their directions can be improved.

Resources:

Cambridge Primary Mathematics (0096) Stage 2 Scheme of Work

161

Lesson

Planned activities

Notes

Once all learners have navigated the course, invite them to switch roles,

so that the learner who was providing instructions is now navigating the

course based on the instructions of the other learner.

This activity can be extended by asking learners to use their experiences

to write a set of instructions for how to navigate the course. Once the

instructions have been written, encourage learners to test out their

instructions to ensure that they work and that they describe the position

and direction of movement needed, and to make refinements to them as

necessary.

If learners struggle

to transfer their

verbal instructions

to a written

description of the

movement, it may

be helpful to

record them giving

the verbal

instructions, so

that they can

replay this to help

them create

written

instructions.

End

Ask learners:

Can you think of any real-life situations where giving accurate

descriptions of direction and position is important?

Discuss as a class a real-life situation where they may need to describe

or follow a movement, such as navigation.

Revisit the learning objectives and success criteria. Ask learners to

explain whether they have met the success criteria and if they have any

questions or comments.

Reflection

Use the space below to reflect on your lesson. Answer the most relevant questions for your lesson.

Were the learning objectives and lesson focus realistic? What did the learners learn today?

What was the learning atmosphere like?

What changes did I make from my plan and why?

If I taught this lesson again, what would I change?

What two things really went well (consider both teaching and learning)?

What two things would have improved the lesson (consider both teaching and learning)?

What have I learned from this lesson about the class or individuals that will inform my next lesson?

Next steps

What will I teach next based on learners’ understanding of this lesson?

Cambridge Primary Mathematics (0096) Stage 2 Scheme of Work

162

Changes to this Scheme of Work

This Scheme of Work has been amended. The latest Scheme of Work is version 2.0, published January 2021.

• The definition of the Thinking and Working Mathematically characteristic TWM.03 Conjecturing has been changed to: Forming mathematical questions or

ideas.

• The definition of the Thinking and Working Mathematically characteristic TWM 04 Convincing has been changed to: Presenting evidence to justify or

challenge a mathematical idea or solution.

There may be other minor changes that do not affect teaching and

Version 1.0

Scheme of Work

Cambridge Primary

Science 0097

Stage 2

This Cambridge Scheme of Work is for use with the

Cambridge Primary Science Curriculum Framework published in September 2020 for first teaching in September 2021.

Cambridge Assessment International Education is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of the University of

Cambridge Local Examinations Syndicate (UCLES), which itself is a department of the University of Cambridge.

UCLES retains the copyright on all its publications. Registered Centres are permitted to copy material from this booklet for their own internal use. However, we

cannot give permission to Centres to photocopy any material that is acknowledged to a third party, even for internal use within a Centre.

 
    165 
Contents 
 
Contents ................................................................................................................................................................................................................................................. 165 
Introduction ............................................................................................................................................................................................................................................ 166 
Unit 2.1 Materials in our world ............................................................................................................................................................................................................. 171 
Unit 2.2 Living things in different places ............................................................................................................................................................................................ 179 
Unit 2.3 Light from different sources ................................................................................................................................................................................................... 189 
Unit 2.4 Growing and keeping healthy ................................................................................................................................................................................................ 199 
Unit 2.5 Make a change ......................................................................................................................................................................................................................... 206 
Unit 2.6 Polar explorer........................................................................................................................................................................................................................... 213 
Sample Lesson 1 ................................................................................................................................................................................................................................... 223 
Sample Lesson 2 ................................................................................................................................................................................................................................... 226 
 

Cambridge Primary Science (0097) Stage 2 Scheme of Work

166

Introduction

This document is a scheme of work created by Cambridge Assessment International Education for Cambridge Primary Science Stage 2.

It contains:

• suggested units showing how the learning objectives in the curriculum framework can be grouped and ordered

• at least one suggested teaching activity for each learning objective

• a list of subject-specific language that will be useful for your learners

• some possible models and representations that are relevant to the learning objectives

• some possible misconceptions learners may have, or develop

• sample lesson plans.

You do not need to use the ideas in this scheme of work to teach Cambridge Primary Science Stage 2. This scheme of work is designed to indicate the types of

activities you might use, and the intended depth and breadth of each learning objective. These activities are not designed to fill all of the teaching time for this stage.

You should use other activities with a similar level of difficulty, including those from endorsed resources.

The accompanying teacher guide for Cambridge Primary Science will support you to plan and deliver lessons using effective teaching and learning approaches. You

can use this scheme of work as a starting point for your planning, adapting it to suit the requirements of your school and needs of your learners.

Long-term plan

This long-term plan shows the units in this scheme of work and a suggestion of how long to spend teaching each one. The suggested teaching time is based on 45

total hours of teaching for Science Stage 2 at 1.5 hours a week. The actual number of teaching hours may vary according to your context.

Unit and suggested order

Suggested teaching time

Unit 2.1 Materials in our world

17% (7.5 hours)

Unit 2.2 Living things in different places

19% (8.5 hours)

Unit 2.3 Light from different sources

17% (7.5 hours)

Unit 2.4 Growing and keeping healthy

17% (7.5 hours)

Unit 2.5 Make a change

13% (6.5 hours)

Unit 2.6 Polar explorer

17% (7.5 hours)

Total

45 hours

Cambridge Primary Science (0097) Stage 2 Scheme of Work

167

Sample lesson plans

You will find two sample lesson plans at the end of this scheme of work. They are designed to illustrate how the suggested activities in this document can be turned

into lessons. They are written in more detail than you would use for your own lesson plans. The Cambridge Primary Science Teacher Guide has information on

creating lesson plans.

Other support for teaching Cambridge Primary Science Stage 2

Cambridge Primary centres receive access to a range of resources when they register. The Cambridge Primary support site at

https://primary.cambridgeinternational.org is a password-protected website that is the source of the majority of Cambridge-produced resources for the

programme. Ask the Cambridge Coordinator or Exams Officer in your school if you do not already have a log-in for this support site.

Included on this support site are:

• the Cambridge Primary Science Curriculum Framework, which contains the learning objectives that provide a structure for your teaching and learning

• grids showing the progression of learning objectives across stages

• the Cambridge Primary Science Teacher Guide, which will help you to implement Cambridge Primary Science in your school

• templates for planning

• worksheets for short teacher training activities that link to the teacher guide

• assessments provided by Cambridge

• a list of endorsed resources, which have been through a detailed quality assurance process to make sure they are suitable for schools teaching Cambridge

Primary Science worldwide

• links to online communities of Cambridge Primary teachers.

Resources for the activities in this scheme of work

We have assumed that you will have access to these resources:

• paper, graph paper, pens, pencils, rulers and calculators for learners to use

• clean water

• the internet.

Other suggested resources for individual units and/or activities are described in the rest of this document. You can swap these for other resources that are available

in your school.

Activities that require a resource that may be more difficult to find are marked ‘Requires additional resources’, with a suggested alternative activity immediately

below.

The Cambridge Primary Science Equipment List provides a list of recommended scientific equipment that your school should have access to in order to teach all

stages of Cambridge Primary Science. It is available on the support site.

Websites

There are many excellent online resources suitable for teaching Cambridge Primary Science. Since these are updated frequently, and many are only available in

some countries, we recommend that you and your colleagues identify and share resources that you have found to be effective for your learners.

Cambridge Primary Science (0097) Stage 2 Scheme of Work

168

Approaches to teaching Cambridge Primary Science Stage 2

There are three components to the Cambridge Primary Science Curriculum:

• four content strands (Biology, Chemistry, Physics, and Earth and Space)

• one skills strand (Thinking and Working Scientifically)

• one context strand (Science in Context).

When planning lessons, the three components should work together to enable you to provide deep, and rich, learning experiences for your learners.

We recommend you start your planning with a learning objective from one of the four content strands. This determine the focus of the lesson. Once there is a

content learning objective lesson focus you can consider what Thinking and Working Scientifically learning objectives can be integrated into your teaching so

learners are developing their scientific skills alongside their knowledge and understanding of science.

This approach is exemplified in this scheme of work by providing activities that cover the content learning objectives while also developing selected Thinking and

Working Scientifically learning objectives. Some Thinking and Working Scientifically learning objectives are covered multiple times over the scheme of work which

reflects the need for learners to have several opportunities to develop skills.

The selection, and frequency, of Thinking and Working Scientifically learning objectives in this scheme of work may match the needs of your learners. However, the

selection of Thinking and Working Scientifically learning objectives needs suit the requirements of your school and needs of your learners. Any changes to what

Thinking and Working Scientifically learning objectives are selected to be developed when teaching the content learning objectives will require activities to be

reviewed and edited.

Once you are confident with the combination of content and Thinking and Working Scientifically learning objectives, you then have the option to integrate context into

your lessons to show how the learning objectives and/or skills relate to the world the learners know and experience. The Science in Context learning objectives

provide guidance on doing this. As including context is dependent on your learners and your context, the scheme of work does not give contextual links to an

activity. Possible ways to contextualise units are provided in the unit introductions, aligned to the relevant Science in Context objectives.

Further support about integrating Thinking and Working Scientifically and Science in Context into lessons can be found in the Cambridge Primary Science Teacher

Guide.

Models and representations

Scientists use models and representations to represent objects, systems and processes. They help scientists explain and think about scientific ideas that are not

visible or are abstract. Scientists can then use their models and representations to make predictions or to explain observations. Cambridge Primary Science includes

learning objectives about models and representations because they are central to learners’ understanding of science. They also prepare learners for the science

they will encounter later in their education.

To support the integration of models and representations into your teaching, for each learning objective we have suggested possible models you may wish to use.

Cambridge Primary Science (0097) Stage 2 Scheme of Work

169

Misconceptions

Scientific misconceptions are commonly held beliefs, or preconceived ideas, which are not supported by available scientific evidence. Scientific misconceptions

usually arise from a learner’s current understanding of the world. These ideas will informed by their own experiences rather than evidence. To support you in

addressing misconceptions, for each learning objective in each unit we have suggested, where relevant, possible misconceptions to be aware of.

Due to the range of misconceptions that learners can hold not all misconceptions have been provided and you may encounter learners with misconceptions not

presented in this scheme of work.

Misconceptions may be brought to the lesson by the learners, reinforced in the lesson, or created during a lesson. It is important that you are aware of

misconceptions that learners may exhibit so that you can address them appropriately.

It is important to note that not all misconceptions are inappropriate based on the conceptual understanding learners are expected to have at different stages of their

education. Therefore, some misconceptions may be validly held by learners at certain stages of their learning. A misconception of this type is known as an age-

appropriate concept. Trying to move learners away from age-appropriate concepts too soon may give rise to other, more significant, misconceptions or barriers to

their understanding of science. Over time age-appropriate concepts can become misconceptions when they start to interfere with the expected level of

understanding learners need to have.

The misconceptions flagged in this scheme of work are considered to be either inappropriate concepts for a learner at this stage of understanding science or

important age-appropriate concepts to be aware of so they are not challenged too early.

Health and safety

An essential part of this curriculum is that learners develop skills in scientific enquiry. This includes collecting primary data by experiment. Scientific experiments are

engaging and provide opportunities for first-hand exploration of phenomena. However, they must, at all times, be conducted with the utmost respect for safety,

specifically:

• It is the responsibility of the teacher in charge to adhere and conform to any national, regional and school regulation in place with respect to safety of

scientific experimentation.

• It is the responsibility of the teacher in charge to make a risk assessment of the hazards involved with any particular class or individual when undertaking a

scientific experiment that conforms to these regulations.

Cambridge International takes no responsibility for the management of safety for individual published experiments or for the management of safety for the

undertaking of practical experiments in any given location. Cambridge International only endorses support material in relation to curriculum content and is not

responsible for the safety of activities contained within it. The responsibility for the safety of all activities and experiments remains with the school.

The welfare of living things

Throughout biology, learners study a variety of living things, including animals. As part of the University of Cambridge, Cambridge International shares the approach

that good animal welfare and good science work together.

Learners should have opportunities to observe animals in their natural environment. This should be done responsibly and not in a way that could cause distress or

harm to the animals or damage to the environment.

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If living animals are brought into schools then the teacher must ensure that any national, regional and school regulations are followed regarding animal welfare. In all

circumstances, the teacher responsible must ensure all animals have:

• a suitable environment, including being housed with, or apart from, other animals (as required for the species)

• a suitable diet

• the opportunity to exhibit normal behaviour patterns

• protection from pain, injury, suffering and disease.

There is no requirement for learners to participate in, or observe, animal dissections for Cambridge Primary. Although dissection can provide a valuable learning

opportunity, some learners decide not to continue studying biology because they dislike animal dissection. Several alternatives are available to dissection (such as

models and diagrams) which you should consider during your planning.

If you decide to include animal dissection then animal material should be obtained from premises licensed to sell them for human or pet consumption, or from a

reputable biological supplier. This approach helps to ensure animal welfare standards and also decreases the risk from pathogens being present in the material.

Neither you nor your learners should kill animals for dissection.

When used, fresh material should be kept at 5 °C or below until just before use. Frozen material should be defrosted slowly (at 5 °C) without direct heat. All fresh or

defrosted material should be used within 2 days. Preserved animal materials should only be handled when wearing gloves and in a well-ventilated room.

The responsibility for ensuring the welfare of all animals studied in science remains with the school.

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Unit 2.1 Materials in our world

Unit 2.1 Materials in our world (7.5 hours)

Outline of unit:

This explores materials and their properties within the context of rocks (including their extraction). It begins with a look at how rocks can be different from, and

similar to each other, then explains where rocks come from and how humans use them for a range of different purposes. Learners then consider the origins of other

natural and manufactured materials. The unit finishes by taking a closer look at why materials are chosen for different purposes based on their properties; learners

consider why some materials are much better suited to certain uses than others.

With a lot of activities in this unit, there should be discussion around materials and their properties with opportunities for learners to hear and apply a broad range of

scientific vocabulary.

Recommended prior knowledge or previous learning required for the unit:

Learners will benefit from previous experiences of:

• identifying, naming, describing, sorting and grouping common materials (e.g. wood, plastic, metal, glass, rock, paper, fabric)

• understanding the difference between an object and a material

• understanding that all materials have a variety of properties and describing common materials in terms of their properties

• knowing that Earth is the planet on which we live and land is made of rock and soil.

Suggested examples for teaching Science in Context:

2SIC.01 Talk about how some of the scientific knowledge and thinking now was different in the past.

While learning about rock extraction, learners could look at the difference that advances in technology and scientific understanding have made to the life of a miner

by finding out more about the lives of miners both in the past and now.

2SIC.02 Talk about how science explains how objects they use, or know about, work.

It is likely that learners will be familiar with rocks but may never have thought about their origin, the difference between different rocks and the reasons for these

differences. Discussion of different rocks and their uses in our everyday lives will highlight the science behind these common objects.

2SIC.03 Know that everyone uses science and identify people who use science professionally.

Studying rock extraction provides an opportunity to learn about the people involved in this work, as well as what is then done with the rocks that are extracted. If

possible, a visit to a quarry or similar setting would allow learners to see the science in action. Learners could also find out more about people working with rocks

(e.g. archaeologist, geologist).

2SIC.04 Talk about how science helps us understand our effect on the world around us.

Quarries and mines provide a context for discussion about how humans have altered the natural environments around them and the impact on the plants and

animals that inhabit them.

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Learning objective

Key vocabulary

Possible models and representations

Possible misconceptions

2ESp.01 Describe and

compare different

types of rock.

Rock, stone, pebble,

boulder, compare,

same, similar,

different, difference,

size, rough, smooth,

shiny, dull, waterproof,

crystals

Learners can draw pictures of different rocks and focus

on how to represent the differences between them.

Learners can think that a ‘rock’ and a ‘stone’ or

‘pebble’ are different things, rather than understanding

that ‘stone’ and ‘pebble’ are words commonly used for

small rocks. Make it clear to your learners that stones

and pebbles are rocks, they are just sometimes called

stones or pebbles because we use different words to

differentiate rocks by size. For example, pebbles and

stones are small rocks and a large rock could be called

a boulder.

Learners can also assume the word ‘similarity’ implies

things are identical, rather than just alike. Ensure you

make clear the difference between things that are

identical and things that are similar.

2Cp.01 Describe a

property as a

characteristic of a

material and

understand that

materials can have

more than one

property.

Material, property,

characteristic, feature,

hard, soft, rough,

smooth, dull, shiny,

rigid, flexible, bendy,

waterproof,

permeable, opaque,

transparent

Learners can create simple diagrams on which they

draw an image of a material, then label a number of

characteristics of that material. For example, they

could label an image of a piece of metal as rigid, shiny,

smooth and waterproof.

Learners can assume that the term ‘material’ refers

only to fabric. Ensure you use the term correctly many

times and give learners lots of opportunities to practise

the correct use while carrying out activities that explore

materials and their properties.

2Cp.02 Explain why

materials are chosen

for specific purposes

on the basis of their

properties.

2ESp.02 Know rocks

are extracted from the

Earth in different ways,

including from

quarries, mines and

riverbeds.

Rock, Earth, extract,

extracted, extraction,

quarry, mine, riverbed

Labelled diagrams of working quarries, mines and

riverbeds (showing the equipment and processes

necessary for rock extraction) can help learners

understand how the rocks we use are extracted from

the Earth.

Learners can think that rocks were made by humans,

rather than correctly understanding that they are

formed naturally. This misconception will be addressed

as Learners consider the different ways rocks can be

extracted from the Earth.

2Cm.01 Understand

that some materials

occur naturally and

others are

manufactured.

Material, natural,

manufactured

Learners can study a diagram of an outdoor

environment which includes manufactured materials;

they label which materials are naturally occurring and

which ones are manufactured.

Learners can assume everything exists because a

human made it. Address this misconception by making

the distinction between natural and manufactured very

clear to learners, and repeatedly using this vocabulary

to describe materials when carrying out the activities in

this unit.

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Learning objective

Key vocabulary

Possible models and representations

Possible misconceptions

2ESp.03 Know that

human activity can

affect the environment.

Environment, affect,

impact, change,

natural, manufactured

Learners could use drama to demonstrate their

understanding of human activity affecting the

environment.

Learners can assume that every environment they

encounter has been made that way by humans, rather

than understanding that some areas have naturally

formed. Make learners aware of environments that

have been created and shaped by nature as well as

those that have been altered or entirely manufactured

by humans, pointing out the differences between them.

2Cp.03 Know that

materials can be

tested to determine

their properties.

Material, property,

hard, soft, rough,

smooth, dull, shiny,

rigid, flexible, bendy,

waterproof,

permeable, opaque,

transparent

Learners can represent the testing of a material

through a series of diagrams or a comic strip.

Learners can assume that ‘smooth’ means the same

as ‘soft’, and ‘rough’ means the same as ‘hard’. To

address this misconception, allow learners to feel a

range of materials with different combinations of these

properties, for example something that is smooth and

hard or an object that is soft and rough, repeatedly

modelling the correct vocabulary throughout.

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Unit 2.1 Suggested activities

Learning objective

Thinking and Working

Scientifically opportunities

Suggested teaching activities and resources

2ESp.01 Describe and

compare different

types of rock.

2Cp.01 Describe a

property as a

characteristic of a

material and

understand that

materials can have

more than one

property.

2TWSp.01 Ask questions

about the world around us

and talk about how to find

answers.

2TWSc.01 Sort and group

objects, materials and living

things based on observations

of the similarities and

differences between them.

2TWSc.06 Collect and

record observations and/or

measurements by annotating

images and completing

simple tables.

Comparing rocks (requires additional resources)

Allow learners to explore a range of different types of rocks. They could use simple equipment to make

close observations (e.g. magnifying glasses or hand lenses).

What can you observe about this rock?

What similarities/differences are there between these rocks?

Discuss with learners what they would like to find out about rocks; prompt them to consider how they could

find out the answers.

Could we investigate that ourselves in the classroom?

Where might we find more information in order to answer your question?

Record learners’ questions and refer back to them when carrying out other activities that address them.

Explain the term ‘property’ as a characteristic (a feature) something has. Ask learners for examples of

properties based on the observations of rocks that they have made (e.g. hard, smooth, shiny). Give

learners a set of sorting criteria based on properties they can see or feel (e.g. smooth or rough, those that

have crystals and those that do not, and shiny or dull) and ask them to sort their rocks. Afterwards,

encourage learners to come up with their own sorting criteria.

After sorting according to a number of different properties, highlight the fact that materials, including rocks,

can have more than one property. Demonstrate by choosing one rock and listing its properties. Learners

then draw a simple image of one or more rocks and label it with the properties they have observed.

Resources: Assortment of different rocks, magnifying glasses or hand lenses

2TWSp.01 Ask questions

about the world around us

and talk about how to find

answers.

2TWSc.01 Sort and group

objects, materials and living

things based on observations

of the similarities and

differences between them.

Comparing rocks

Show learners photographs of a range of rocks with observable differences (e.g. different colours, clear

differences in texture).

What can you observe about this rock?

What similarities/differences are there between these rocks?

Discuss with learners what they would like to find out about rocks; prompt them to consider how they could

find out the answers.

Could we investigate that ourselves in the classroom?

Where might we find more information in order to answer your question?

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Learning objective

Thinking and Working

Scientifically opportunities

Suggested teaching activities and resources

2TWSc.05 Use a given

secondary information

source to find an answer to a

question.

Record learners’ questions and refer back to them when carrying out other activities that address them.

Explain the term ‘property’ as a characteristic something has (e.g. hard, shiny, waterproof). Give learners

cards, each displaying a photograph of a type of rock and a brief list of its properties. Ask learners to sort

their cards according to given properties of the rock (by carefully observing the picture or reading the list).

Afterwards, encourage learners to come up with their own sorting criteria.

After sorting according to a number of different properties, highlight the fact that materials, including rocks,

can have more than one property; demonstrate by choosing one rock and listing its properties.

Resources: Rock cards

2ESp.02 Know rocks

are extracted from the

Earth in different ways,

including from

quarries, mines and

riverbeds.

2ESp.03 Know that

human activity can

affect the environment.

2TWSc.05 Use a given

secondary information

source to find an answer to a

question.

Finding out where rocks come from

Tell learners that we are going to learn where rocks come from and discuss their initial ideas. Explain that

rocks are not manufactured by anyone, they are natural. In this context, ‘natural’ means it has been

formed by nature, rather than having been created by people. Humans extract many rocks from the Earth.

Show learners photographs of quarries, mines and riverbeds, ideally showing workers and machinery, and

talk about what can be seen.

Where is the rock being taken from in this picture?

What are the workers doing?

Why do you think they need machinery to help?

Divide learners into three groups and give each group a set of photographs and simple information texts

about a particular environment (quarries, mines or riverbeds). Explain that their task is to find out more

about the environment they have been given and feedback what they have learned to the other groups.

This could include what kind of rocks are extracted there, what role workers and/or machinery play in rock

extraction and whether rock extraction helps or harms the plants and animals living in the area. Learners

can consider the effect of both the initial creation and working of the site (which may disrupt wildlife in the

area) and the new habitats provided by some disused quarries where plant and animal life is thriving.

After giving learners sufficient time to research their environment, ask them to share with the other groups

what they have learned. Reiterate that rocks are formed naturally, humans are able to extract them from

the Earth in a variety of different ways and summarise the environmental impact of these sites.

Resources: Photographs, simple texts about rock extraction

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Learning objective

Thinking and Working

Scientifically opportunities

Suggested teaching activities and resources

2Cm.01 Understand

that some materials

occur naturally and

others are

manufactured.

2TWSc.05 Use a given

secondary information

source to find an answer to a

question.

2TWSc.06 Collect and

record observations and/or

measurements by annotating

images and completing

simple tables.

Where do materials come from?

Show learners a range of familiar materials including some that occur naturally and some that are

manufactured (e.g. plastic, metal, wood, cotton, paper, and rock). Ask them to share their ideas about

where the materials came from.

Where do you think these materials come from?

How do you think they were made?

Note: It may be appropriate to explain that objects can be made of multiple materials. Objects can be

manufactured from a range of materials and each material can be natural or, themselves, manufactured.

For each material, ask learners to decide whether they think the material is naturally occurring or

manufactured (i.e. made by people); they should explain their reasoning and record their ideas in a simple

table.

Then give learners simple information texts that explain the origins of their materials. They research

whether their materials are naturally occurring or manufactured. As they work, learners complete another

column on their table to indicate whether or not they were correct.

After learners have done their own research, bring them back together. Go through each material and

make clear whether they are naturally occurring or manufactured.

Resources: Samples of familiar materials, simple information texts

2Cp.02 Explain why

materials are chosen

for specific purposes

on the basis of their

properties.

2TWSc.06 Collect and

record observations and/or

measurements by annotating

images and completing

simple tables.

Materials in our school

Discuss with learners how materials can have more than one property, and make this clear by selecting a

material they are familiar with (e.g. metal) and listing its properties. Ask learners to do the same, using

materials that are present in the classroom.

Explain that materials are chosen for different purposes based on their properties. Give an example using

an object they are familiar with (e.g. our tables are made of wood because wood is strong, rigid, and can

be cut to the shape we need).

Learners then annotate a picture of the classroom (or pictures of objects in the classroom). They list the

materials that have been used to make different objects, and why the materials are suitable for that

purpose (e.g. glass for windows, metal for chairs, fabric for their clothing).

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Learning objective

Thinking and Working

Scientifically opportunities

Suggested teaching activities and resources

When learners have completed labelling their diagrams, ask them to share their explanations of the

properties that make different materials suitable for familiar objects. Then suggest alternative materials

and discuss whether they would also be suitable based on their properties.

Would paper be a good material to make windows out of? Why?

Are there any other materials that would be suitable to make a table out of? Why do you think this is?

Resources: Photographs of the classroom

2Cp.03 Know

materials can be

tested to determine

their properties.

2TWSp.02 Make predictions

about what they think will

happen.

2TWSc.02 Use given

equipment appropriately.

2TWSa.01 Describe what

happened during an enquiry

and if it matched their

predictions.

Choosing a material for a lunchbox (requires additional resources)

Show learners an image of a quarry worker who needs their help to find the best material to make a new

lunchbox. Tell them we will decide what properties the material will need to have and then carry out an

investigation to test a range of materials.

What properties will this material need to have?

Which material will be a good fit?

Which material do you think would be unsuitable for this purpose?

Tell learners that the most important thing to this person is that their lunch does not get damaged when

they work outside. This includes making sure their lunch does not get wet.

How could we test materials to see which are waterproof?

Show learners how to test whether a material is waterproof or not, by covering a small, clear cup with the

material and dropping water onto the top using a pipette. Learners need to observe the cup beneath to

see if the water goes through the material. Use paper (or thick fabric) for the demonstration material and

explain that that they may need to be patient as it can take some time for the water to pass through the

material. Link this to the ‘real life’ context of the investigation; the worker’s food will need to be in the

lunchbox for several hours before it is eaten, so the material must keep out water over a long period of

time.

Provide a range of materials (e.g. card, paper, fabric, wood, metal, rock, rigid plastic, flexible plastic) for

learners to test. Ask them to make a prediction about which materials will be waterproof and which will not.

Then allow learners to carry out the investigation themselves and record their observations in a table.

Come back together to discuss findings and see if learners’ predictions were correct. Discuss which of the

waterproof materials would be best for a lunchbox. Highlight that not all waterproof materials would be

suitable (e.g. a lunchbox made of rock would be too heavy to carry around all day).

Resources: Clear cups, pipettes, range of different materials

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Learning objective

Thinking and Working

Scientifically opportunities

Suggested teaching activities and resources

2TWSc.05 Use a given

secondary information

source to find an answer to a

question.

Choosing the most suitable rock

Explain to learners that different kinds of rocks can have very different properties. Show them two very

different rocks (e.g. soft, light chalk, hard, dark slate). Pictures of rocks could also be used. Tell them that,

when new kinds of rock are discovered, scientists carry out tests to find out the properties of these new

rocks. This research done by scientists can be used to choose the best rocks for a range of different jobs.

Give learners a table which lists a number of uses for rocks (e.g. statues carved by hand, decorative

columns, drawing materials, roof tiles). Learners then use simple ‘fact files’ about different kinds of rock to

select which kind of rock will be best suited for each purpose.

Resources: Two different kinds of rock, fact files for different rocks, table listing uses of rocks

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Unit 2.2 Living things in different places

Unit 2.2 Living things in different places (8.5 hours)

Outline of unit:

This unit uses the school environment as a stimulus for learning about different plants and animals and the spaces they live in. It begins with exploration of the

different environments within the school grounds (e.g. playing fields, pavements, flowerbeds, ponds, trees, concrete areas, tarmac areas).

Then learners consider animals and their offspring. Initially, this should be taught using animals that can be found in local habitats and therefore familiar to learners,

although other animals that interest the learners could also be included. Unit 2.6, Polar explorer, builds on the learning in this unit, and covers a broader range of

habitats.

This unit could be greatly enhanced by bringing animals into the classroom for learners to observe over time (e.g. chicks hatching from eggs, frogs developing from

frogspawn, caterpillars becoming butterflies). Please note the advice on the welfare of living things in the Introduction to this scheme of work.

If your school grounds have a very limited range of different environments, we suggest you use environments in the areas surrounding the school.

Recommended prior knowledge or previous learning required for the unit:

Learners will benefit from previous experience of:

• recognising and naming the main external parts of the human body

• describing ways in which humans are similar and different to each other

• identifying their senses (limited to sight, hearing, taste, smell and touch) and linking them with the correct body part

• recognising that animals, including humans, need water, air and suitable food to survive

• identifying things that are living and things that have never been alive

• recognising and naming the major parts of a flower (limited to roots, leaves, stem and flower)

• knowing that plants need light and water to grow.

Suggested examples for teaching Science in Context:

2SIC.03 Know that everyone uses science and identify people who use science professionally

Learning about animals and how they change as they grow provides a good opportunity for learners to find out more about people who raise animals professionally

(e.g. farmers). They could visit a farm to observe animals at different stages in their lives and how the young animals resemble their parents.

2SIC.04 Talk about how science helps us understand our effect on the world around us

The activities in which learners investigate the number of plants and animals in the different environments within their school could provide a good stimulus for

discussion about how human activity has impacted these environments and the wildlife that resides in them. For example, learners could discuss why they found

more animals in the greener parts of their school and consider what the plant and animal life was like in that area before a playground space was created.

Cambridge Primary Science (0097) Stage 2 Scheme of Work

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Learning objective

Key vocabulary

Possible models and representations

Possible misconceptions

2Be.01 Know that an

environment in which a

plant or animal

naturally lives is its

habitat.

Animal, plant, wildlife,

environment, habitat,

area, inhabit

Diagrams of different habitats that include

representations of relevant environmental features.

For example, an ocean habitat is made of a body of

salt water.

Learners can assume that plants (and animals) are in

certain places because humans put them there.

Throughout this unit, highlight to learners the reasons

why plants and animals can be found in certain spaces

(e.g. they are sheltered, there is plenty of food).

2Be.02 Know that

different habitats

contain different plants

and animals.

Animal, plant, wildlife,

environment, habitat,

area, inhabit, compare,

difference, different,

similar, similarity,

same

Additional vocabulary

that may be relevant

depending on the

examples used

includes: mammal,

fish, bird, amphibian,

reptile, insect

Diagrams of habitats could be shown, or made by

learners. Learners could identify, and label, different

plants and animals on these diagrams.

Learners often assume insects and other small

animals are not in fact animals. Similarly, they do not

consider humans to be animals.

Learners may not consider grass or trees to be plants

as they do not have the structure of common flowering

plants, they are very familiar with.

To support learners in overcoming these

misconceptions, repeatedly demonstrate the correct

use of ‘animal’ and ‘plant’ vocabulary to name these

living things and give them lots of opportunity to

experience a diverse range of plants and animals.

2Bs.01 Compare how

animals, including

humans, are similar

and different in their

external body parts

and skin covering.

Arm, leg, head, body,

ears, eyes, nose,

mouth, hands, claws,

nails, paws, hair, fur,

skin, scales

Toy and model animals can be used as scientific

models to represent animals in the classroom when

learners cannot observe them first hand; learners can

take a closer look and refer to them when describing

and comparing animals. Discuss with learners the

ways in which these toy animals are accurate and how

they differ from the real ones, e.g. a toy spider may be

larger than a real one and have more visible eyes; a

toy tiger will be smaller and may not have soft fur and

other toys may exaggerate the features of an animal.

2Be.03 Identify

similarities and

differences between

local environments in

terms of hot, cold, dry,

wet, many plants, few

plants, many animals

and few animals.

Environment,

compare, similar,

similarity, difference,

different, lots, many,

few, temperature, hot,

hotter, hottest, warm,

warmer, warmest,

cold, colder, coldest,

wet, dry, damp

Learners could draw diagrams of different

environments to support them in identifying key

differences.

Learners may link the term ‘temperature’ to having a

fever when ill due to the common use of the word.

Discuss the meaning of the word and acknowledge its

scientific and common uses, highlighting how it will be

used in science lessons. Learners can also assume

the word ‘similarity’ implies things are identical, rather

than just alike. Ensure you make clear the difference

between things that are identical and things that are

similar.

Cambridge Primary Science (0097) Stage 2 Scheme of Work

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Learning objective

Key vocabulary

Possible models and representations

Possible misconceptions

2Bp.03 Describe how

the offspring of

animals, including

humans, change as

they become older.

Grow, change, parent,

child, baby, offspring,

young, old, elderly,

age

Toy and model animals can be used as scientific

models to represent real animals. Baby dolls can be

compared with other toys modelled on humans at

different stages in life; help learners observe that baby

dolls tend to look relatively true-to-life, whereas dolls

and action figures based on teenage and young adult

characters may have unrealistic features (e.g. longer

legs).

Learners often think that humans and other animals

continue growing throughout their lives, as this is the

experience they have personally had so far. To deal

with this misconception, you could invite adults of

different ages into your classroom, stand side by side

with them and highlight that older people are not

always taller than younger ones.

2Bp.04 Know that

animals, including

humans, produce

offspring that have a

combination of

features from their

parents.

Parent, child, offspring,

features, inherit,

similar, different

The similarities between parents and offspring could

be represented by a simple diagram such as a family

tree. For example, a white cat and a ginger cat shown

as the parents and below them three kittens with

different coats of ginger and white fur.

Learners can think that when we ‘inherit’ something it

refers to receiving money or property from a deceased

relative, due to the common use of the word. In this

unit, the word is used to refer to features that animals

(including) humans have that their parents also have.

Give learners lots of opportunities to hear and use this

word in context, as well as discussing the common use

of the word to help them become clear on its meaning.

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Unit 2.2 Suggested activities

Learning objective

Thinking and Working

Scientifically opportunities

Suggested teaching activities and resources

2Be.01 Know that an

environment in which a

plant or animal

naturally lives is its

habitat.

2Be.02 Know that

different habitats

contain different plants

and animals.

2TWSc.04 Follow instructions

safely when doing practical

work.

2TWSc.02 Use given

equipment appropriately.

Searching for plants and animals (requires additional resources)

This activity focuses on the different plants and animals you would expect to find in local habitats.

Introduce the word ‘habitat’ and explain that it means the environment that a plant or animal naturally lives

in. Throughout the activity, make sure to model the use of this new term in context to help learners

become familiar with it.

Discuss with learners which plants and animals they would expect to find in the habitats around the school

grounds. Ensure learners understand that insects and other similar, small creatures (e.g. spiders, worms,

slugs) are also animals.

What animals have you seen on the school field?

Have you ever seen any animals in the playground?

Where can you find lots of plants?

Can you name any of the plants you have seen?

Tell learners we are going to become explorers and investigate what wildlife can be found in different

school habitats. If possible, learners should collect and make closer observations of smaller animals (e.g.

caterpillars, snails). Explain that we need to be very gentle with any animals we collect and return them to

their habitat when we have finished our observations.

Demonstrate the equipment learners will use to make their observations and collect small animals. (E.g.

magnifying glasses, small, clear containers, paintbrushes for collecting insects, pooters or pond nets).

Take learners to two contrasting areas of the school grounds (e.g. a field/grassed area, a playground, a

dark, sheltered area behind some buildings, a pond, an area with lots of trees and shrubs). If you do not

have two distinct areas within the school grounds, you could visit local parks or gardens. Learners can

record their findings by pictures, photographs or by listing the names of the animals they find.

Following the activity, discuss what learners have found out. This should include consideration of the

differences between different habitats.

Which habitat had the most plants?

Were there any animals that you found in more than one habitat?

Which animals were only found in one habitat?

Why do you think you did not find many plants on the playground?

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Suggested teaching activities and resources

For health and safety reasons, remind learners that some animals may bite or sting if threatened.

Additionally, if you are taking the learners outside of the school grounds and/or to an area with water (e.g.

a pond), follow school procedures including carrying out a full risk assessment of the activity beforehand

and alert everybody to any risks.

Resources: Equipment for collecting and observing small animals and plants

2TWSm.01 Know that a model

represents an object or idea in

a clear way.

2TWSm.03 Describe the

difference between a diagram

and a picture.

Creating scientific diagrams

Tell learners that they are going to create some scientific diagrams to help others learn about animals (or

plants) in our local habitat. Show learners a photograph and a scientific diagram, side by side, of an

animal (or plant) that can be found locally. To make the difference clear, ensure the diagram is accurate

and labelled.

What is the difference between these two images?

Which one gives us more information about the animal?

Why might the diagram be more useful for someone who has never seen this animal before?

Highlight to learners that a diagram is not what we really see; it is a representation of something real.

There is some detail missing. We call a diagram a model as it helps us think about the real thing.

Learners create their own scientific diagrams using real animals (e.g. insects) or plants from the school

environment; clear photographs could also be used. This activity can be done in the classroom or outside.

To cover a range of habitats, it is recommended groups of learners focus on wildlife from one specific

location and then move to wildlife from another location. Encourage learners to make close observations

to ensure their labelled diagrams are as accurate as possible.

To finish the activity, ask learners to assess each other’s drawings, commenting on which elements are

the most accurate and suggesting ways the diagrams could be improved. Remind learners that a diagram

is not what we really see, but a representation of something real. Look at the range of diagrams and talk

about how we find different animals and plants inhabiting (i.e. inhabiting) different environments.

Resources: Photograph and scientific diagram to show learners, small animals collected from the school

environment, magnifying glasses or hand lenses

2TWSc.01 Sort and group

objects, materials and living

things based on observations

of the similarities and

differences between them.

Comparing plants

Show learners images of different plants from at least two different environments, including two

photographs on which the environment is clearly visible, some familiar plants which can be found in the

school grounds (or surrounding area) and some very different plants (e.g. desert plants with small, spiky

leaves; rainforest plants with broad, flat leaves and bright flowers).

Do you know the names of any of these plants?

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Suggested teaching activities and resources

Can you see any similarities/differences between the plants?

Where would you expect to see this plant?

Give out a selection of smaller images of these plants and ask the learners to describe them.

What shape are the leaves on your plant?

Is your plant tall or short?

Does your plant have any flowers?

Then play ‘Guess the Plant’ to help learners focus in on the differences between leaves. One learner

secretly chooses a plant from those on the photographs and the others must guess which it is by asking

yes or no questions. E.g. ‘Are the leaves pointed at the end?’ ‘Does it have flowers?’

Learners then suggest their own criteria (e.g. shape, colour, size) and sort the plants into groups

according to these criteria. Their sorted plants could be recorded with simple drawings or photographs. To

make this activity less challenging, you could suggest the criteria for learners.

Finally, ask the learners to sort the plants according to whether they could be found on the school grounds

or not. After sorting, remind learners that different plants can be found in different environments. Make this

clear by showing photographs of two different plants in their own habitats.

This activity can be extended by asking learners to choose criteria for a Venn diagram and then sorting the

plants.

Resources: Photographs of plants

2Bs.01 Compare how

animals, including

humans, are similar

and different in their

external body parts

and skin covering.

2TWSc.05 Use a given

secondary information source

to find an answer to a

question.

2TWSc.01 Sort and group

objects, materials and living

things based on observations

of the similarities and

differences between them.

2TWSc.06 Collect and record

observations and/or

measurements by annotating

images and completing simple

tables.

Comparing features of animals

Show learners a range of images of familiar animals that can be found in the local environment (including

humans and one animal that does not have legs). Tell learners they will be looking closely at similarities

and differences between these animals, and check that all learners understand the vocabulary ‘similar’

and ‘different’. Draw learners’ attention to the legs of each animal and discuss how these differ from each

other.

How many legs does this animal have?

How do these legs move?

How does the animal with no legs move?

Are all of the legs on this animal the same shape?

Tell learners that their task today is to compare specific features of some of the animals we have been

looking at. Model choosing two animals and completing a simple three column table:

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Suggested teaching activities and resources

First animal…

Features to look for…

Second animal…

eyes

legs

skin or covering

etc.

Learners then select their own animals and complete their own tables.

Discuss as a class what the learners have noticed in terms of similarities and differences between different

animals.

Which body parts do all (or most) of the animals have?

How do the feet differ on different animals?

What do these two animals have in common?

Explain that animals, in general, have standard body parts but they might look different on different

animals; this is one of the reasons humans are classed as animals, as we share key features with other

animals.

This activity can be extended by asking the learners to select their own features to compare, rather than

having them already listed in the table.

Resources: Photographs of animals

2Be.03 Identify

similarities and

differences between

local environments in

terms of hot, cold, dry,

wet, many plants, few

plants, many animals

and few animals.

2TWSc.05 Use a given

secondary information source

to find an answer to a

question.

2TWSc.06 Collect and record

observations and/or

measurements by annotating

images and completing simple

tables.

Comparing environments

Show learners photographs of two environments within the local area, one environment is relatively dry

and the other environment is relatively wet (e.g. a field and cave, a meadow and a forest). Discuss the

similarities and differences.

Do you think we would find the same animals and plants in these two environments?

Do you think the temperature would be the same in both of these environments?

Which would be drier?

Discuss with learners how we can describe environments by the living things in them (e.g. quantity, type)

and the environmental conditions (e.g. temperature, if it is dry or wet).

Tell learners they will be comparing the features of two different environments that can be found in their

local area. Encourage them to think of their own ideas for comparison as well as the terms listed in the

learning objective.

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Suggested teaching activities and resources

Provide learners with photographs and simple fact files containing information about a range of different

environments in the local area (e.g. numbers of plants and animals in the area, the temperature and how

wet/dry the areas are). Learners research similarities and differences, and record their findings in a simple

table.

Bring learners back together to discuss their findings about the similarities and differences in different

environments.

Which environment is home to the most plant life?

Are there any animals found in both environments?

How do the environments differ in temperature?

Which environments are considered to be dry and which ones wet?

Resources: Photographs of environments, fact files containing information about a range of different

environments.

2Bp.03 Describe how

the offspring of

animals, including

humans, change as

they become older.

2TWSc.01 Sort and group

objects, materials and living

things based on observations

of the similarities and

differences between them.

2TWSc.05 Use a given

secondary information source

to find an answer to a

question.

Changes with age

Ask learners to think about how they have changed since they were babies.

Have you changed size?

What can you do now that you could not do before?

Then think about how they might change as they get older.

How do you think your body will be different in 20 years’ time?

What will you be able to do then that you cannot do now?

Explain that, like humans, other animals have offspring that change as they grow. Encourage learners to

share examples of any animals they know that have had offspring or have changed as they have aged.

How could we find out how animals change as they become older?

Draw the conclusion that we could either make some first-hand observations of animals or use secondary

sources (e.g. diagrams, information books).

Give learners sets of pictures showing young and adult animals (including humans). Ask them to identify

which pictures are of the same animal (e.g. puppy and dog, lamb and sheep, kitten and cat, foal and

horse). Then ask them to discuss the changes as the animal gets older.

How is the older animal different to the younger animal?

Resources: Pictures of young and old animals

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Learning objective

Thinking and Working

Scientifically opportunities

Suggested teaching activities and resources

2TWSm.01 Know that a model

represents an object or idea in

a clear way.

2TWSm.03 Describe the

difference between a diagram

and a picture.

Diagrams that show animals getting older

Show learners a series of photographs and a scientific diagram, both showing an animal at different

stages in its life; the diagram should be accurate, labelled and include arrow(s) from the younger to the

older animal)

What is the difference between these two images?

Which one gives us more information about how the animal changes as it grows?

Why might the diagram be more useful for someone who has never seen this animal before?

Highlight to learners that a diagram is not exactly what we really see; it is a representation of something

real. There is some detail missing. We call a diagram a model as it helps us think about the real thing.

Learners then create diagrams showing how animals change as they grow. They can use photographs,

information books and/or draw on first-hand experience of farm (or zoo) animals and pets. To make their

diagram clear, instruct learners to draw the young animal first and include an arrow pointing to the older

animal.

This activity could be enhanced by bringing animals into the classroom for learners to see the changes or

differences between young and old (e.g. hatching chicks, growing frogs from frogspawn). If you do bring

animals into the classroom, make sure to follow your school risk assessments for any activities involving

animals and ensure all learners practise good hygiene after handling the animals.

Resources: Pictures of young and old animals, labelled scientific diagram showing the aging of an animal,

information books

2Bp.04 Know that

animals, including

humans, produce

offspring that have a

combination of

features from their

parents.

2TWSc.01 Sort and group

objects, materials and living

things based on observations

of the similarities and

differences between them.

Animals and their parents

If appropriate, ask learners to think about how their appearance is similar to their parents’; this

conversation may not be appropriate for some learners due to their family background (e.g. learners who

have been adopted).

In what ways are you similar to your parents?

Show learners some pictures of celebrity families.

In what ways does the child look like the father?

In what ways does the child look like the mother?

Tell learners that humans inherit a combination of features from their parents, and this is the same for

other animals. Display a range of young and their parents, from the same species, that show clearly how

the features of the offspring have been inherited from the parents; use animals (and/or breeds of animals)

that are relevant to your learners. For example, kittens whose fur colouring is a mixture of both parents; a

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Thinking and Working

Scientifically opportunities

Suggested teaching activities and resources

breed of dog (e.g. a cockapoo) that has been bred from two other distinct breeds (i.e. a cocker spaniel and

a poodle).

End with a discussion about how the learners can group animals, drawing their attention to the fact that

animal offspring have a combination of features inherited from their parents.

How would you sort these animals into groups?

How might we sort these animals into their family groups?

How did you know that child belonged to those parents?

Which features do the parent animals have that can be seen in the children?

Resources: Images of a celebrity family, images of animals and their offspring

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Unit 2.3 Light from different sources

Unit 2.3 Light from different sources (7.5 hours)

Outline of unit:

This unit begins by introducing learners to the concept of ‘light sources’ and ‘darkness’ (i.e. the absence of light). Learners then consider our main source of light,

the Sun, and how it appears to move across the sky during the course of the day. It is important that learners understand that it is dangerous to look directly at the

Sun and they should never do so, even when wearing sunglasses.

Following the theme of light, learners then consider objects that use electricity and the construction of simple circuits in order to make a lamp light up. The use of

practical equipment to explore simple circuits within this unit allows learners to develop their understanding of electricity. They will discover how a circuit must be

complete in order to work.

Recommended prior knowledge or previous learning required for the unit:

Learners will benefit from prior experience of:

• identifying things that are powered by electricity

• knowing that Earth is the planet on which we live

• describing the Sun as a source of both heat and light, and knowing that it is one of many stars.

Suggested examples for teaching Science in Context:

2SIC.01 Talk about how some of the scientific knowledge and thinking now was different in the past.

Learners could find out what different cultures in the past have believed about the night and day, what evidence scientists have gathered and how, over time, their

scientific understanding about night and day has changed (based on the evidence available). Additionally, identifying objects from our everyday lives that need

electricity to work can help learners to think about how life was different before the discovery of electricity.

2SIC.02 Talk about how science explains how objects they use, or know about, work.

For those learners that use a range of electrical items in their everyday lives, this unit provides a context for discussion about the science behind familiar objects.

Learning about the apparent movement of the Sun across the sky will give learners an explanation for an everyday occurrence that they may have not thought

about before.

2SIC.03 Know that everyone uses science and identify people who use science professionally.

Discussing the daily activities (e.g. food preparation, communication, entertainment) that rely on electricity will help learners to understand the relevance of this

science to their own lives; they could consider how different their day would be if they did not have electricity. It may be appropriate for learners to meet and talk to

an electrician. If a power plant is close to your school, a visit to a power plant (or a power-plant worker coming to the classroom) may support learners in their

understanding of people who use science professionally.

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Learning objective

Key vocabulary

Possible models and representations

Possible misconceptions

2Ps.02 Know that

darkness is the

absence of light.

Dark, darkness,

darker, light, light

source, absence

Learners can use simple diagrams to represent

darkness inside a box being dark and it being light

outside the box. There is no expectation for learners to

use ray diagrams at this stage.

Learners can think that they only need their eyes to

see, sometimes assuming that their eyes send out

‘rays’. They have not understood that light from light

sources is necessary; This is because many learners

have rarely been in completely dark rooms. This

misconception can be addressed by taking the

learners to a completely dark area where no light at all

can get in, and highlighting the fact that nothing can be

seen even with their eyes open. (Note: some learners

may be uncomfortable in a totally dark space.)

2Ps.01 Know that

there are many light

sources, including the

Sun.

Light, light source,

Sun, emit

Additional vocabulary

that may be relevant

depending on the

examples used

include: torch, lamp,

bulb, candle

Learners may use simple diagrams to represent light

sources. There is no expectation for learners to be use

ray diagrams at this stage.

Learners can think that objects that reflect light (e.g.

reflective strips on clothing, the Moon) are light

sources, as they can appear to give off their own light.

This misconception can be addressed by learners

observing that shiny, reflective objects do not create

their own light when they are in a completely dark

area. This misconception will also be addressed in

later stages of Cambridge Primary Science.

2ESs.01 Describe the

apparent movement of

the Sun during the

day.

Sun, Earth, light, light

source, move,

movement, day, night,

morning, noon,

evening, horizon

Learners can use a simple diagram to show how the

Sun appears to move during the day and to explain

night and day in terms of the apparent absence or

presence of the Sun.

It is likely that learners will think the Sun moves around

the Earth, as it appears to do so in the sky (rather than

understanding that the Earth moves around the Sun).

This misconception will be addressed in Stage 4. In

Stage 2 the aim is to identify the observable pattern of

the movement of the Sun.

2Pe.01 Identify how

we use electricity and

describe how to be

safe with it.

Electricity, electric,

power, energy, mains

electricity, charge,

rechargeable, battery,

cell, wire, plug, plug

socket/power outlet

Learners can role-play being safe, and unsafe, with

electricity and the possible effects unsafe use can

have.

Learners can think that all forms of electricity (and

electrical equipment) are dangerous, as they will have

been warned at home that sources of electricity are

dangerous and must not be played with. It is important

to repeatedly make clear the distinction between

objects that are safe to handle (e.g. batteries) and

those that should not be touched.

2Pe.02 Recognise the

components of simple

circuits (limited to

cells, wires and

lamps).

Circuit, component,

complete, cell, battery,

wire, lamp

Simple pictures (or diagrams) can be used to represent

circuits. There is no expectation that learners will use

or create circuit diagrams at this stage.

Due to their common use, learners may refer to lamps

as ‘bulbs’. While this is not an incorrect use of this

words, it is important to also teach learners the

scientific terms and give them lots of opportunity to

hear and use this vocabulary in context.

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Learning objective

Key vocabulary

Possible models and representations

Possible misconceptions

2Pe.03 Explore the

construction of simple

series circuits (limited

to cells, wires and

lamps).

Circuit, component,

complete, cell, battery,

wire, lamp, series

Simple pictures (or diagrams) can be used to represent

circuits. There is no expectation will learners will use or

create circuit diagrams at this stage.

Learners can be confused about how components

need to be ordered and connected in a series circuit;

for example thinking that both wires can touch the

same end of the battery, or that a lamp can be lit by

simply connecting one end of a wire to the lamp and

the other to a battery. Misconceptions like these can

be addressed by learners having lots of opportunities

to experiment with this equipment so that they can see

for themselves what works as a complete circuit and

what does not.

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Unit 2.3 Suggested activities

Learning objective

Thinking and Working

Scientifically opportunities

Suggested teaching activities and resources

2Ps.02 Know that

darkness is the

absence of light.

2Ps.01 Know that

there are many light

sources, including the

Sun.

2TWSc.01 Sort and group

objects, materials and living

things based on observations

of the similarities and

differences between them.

Exploring what is and is not a light source

Discuss with learners their different ideas about where light comes from and make a list of their

suggestions; include the Sun (adding it as your idea if none of the learners suggest it) and any objects

they suggest as light sources that, in fact, reflect light (e.g. the Moon).

Tell learners that the scientific name for something that emits light is ‘light source’ and that ‘darkness’

refers to the absence of light. Explain that a place where there are no light sources (i.e. there is no light)

will be completely dark and so we will not be able to see anything. If possible, close any blinds (or

curtains) in the classroom and turn out the main lights to show learners how the room is now darker; the

room will not be completely dark as there will be light coming in around the blinds or from small light

sources (e.g. computers, other small electronic devices).

Can you see where light from light sources is getting into our classroom?

Which parts of the room are darkest?

Then, for contrast, take learners to an area that is completely dark; you may need to use some material

(e.g. paper, thick fabric) to block out all external light in a small room. Be aware that some learners may

not be comfortable in a completed dark space.

Return to the classroom and show learners a range of objects including light sources (e.g. torches, toys

with lights), reflective objects (e.g. mirrors, reflective clothing strips) and some items that are neither light

sources nor reflective. Ask learners to sort the objects according to whether or not they think they are light

sources. While learners are sorting, talk to them about their ideas.

Why do you think this is a light source?

Can you explain why you think this one is not a light source?

After sorting, take the objects to the completely dark area and show learners which are (and which are

not) light sources.

Which ones were you right about?

Finally, return to the list of light sources that learners suggested at the start of the activity. Discuss their

suggestions; clarify which are (and which are not) light sources, allowing learners time to make

improvements to their original ideas.

Resources: Selection of objects (including light sources, highly reflective objects, other objects),

completely dark area

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Learning objective

Thinking and Working

Scientifically opportunities

Suggested teaching activities and resources

2TWSc.06 Collect and

record observations and/or

measurements by annotating

images and completing

simple tables.

Searching for light sources

Remind learners that a light source is something that emits light.

Can you see any light sources in this room?

What light sources do you have at home?

Use this discussion to ensure all learners understand what a light source is and can identify some familiar

objects that are light sources. Clarify that transparent objects (e.g. windows) are not light sources, they let

light pass through them.

Take learners to at least two different areas of the school grounds to look for light sources; include one

outdoor area so learners can identify the Sun as a light source. Learners record their findings on a two-

column table (i.e. name of area, light sources found in that area). They could also photograph the light

sources.

As a class, discuss their findings; compile a list of every light source found to show learners that there was

a broad range.

In which area did you find the most light sources?

Were all of the light sources giving off light that was the same colour?

Were some light sources creating brighter light than others?

For health and safety reasons, ensure all learners know that it is not safe to look directly at the Sun

because it can damage our eyes.

2ESs.01 Describe the

apparent movement of

the Sun during the

day.

2TWSc.05 Use a given

secondary information

source to find an answer to a

question.

2TWSa.02 Identify simple

patterns in results, e.g.

increasing and decreasing

patterns.

Describing the movement of the Sun

Begin with a discussion about the movement of the Sun to gather learner’s prior knowledge.

Is the Sun always at the same point in the sky?

Have you ever seen a sunrise or sunset?

What happens to the Sun over the course of a day?

What safety measures do we need to take when learning about the Sun?

Explain that it is not safe to look directly at the Sun because it can damage our eyes, so we are going to

use secondary information sources to find out how the Sun appears to move during the day. Show

learners a picture (or photograph) showing the Sun and the horizon at midday. Tell them that the picture

shows the position of the Sun at 12 o’clock midday.

How do you think the Sun’s position will be different earlier in the morning?

Then show learners another picture of the same horizon, this time showing the Sun’s position at 9 o’ clock

in the morning.

How is it different?

Where do you think the Sun would be at 10 o’ clock in the morning? Why?

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Learning objective

Thinking and Working

Scientifically opportunities

Suggested teaching activities and resources

Where do you think it will be at 3 o’ clock in the afternoon? Why?

Give learners sets of pictures showing the Sun at different times of the day; ask them to sequence them

from morning to night.

Why have you placed this picture first?

When is the Sun highest in the sky?

Can you see a pattern in the position of the Sun as the day passes?

When the pictures have been sequenced, discuss the apparent movement of the Sun with learners.

Explain that the Sun appears to move in an arc-like shape from one side of the horizon to the other over

the course of the day. If possible, show learners a time-lapse (or sped up video) showing the Sun’s

apparent movement across the sky during the day.

Ask learners to write a description of how the Sun appears to move during the day based on their

sequenced pictures (and, if appropriate, what they observed in the video). Encourage them to make a

clear link between the time of day and the Sun’s position in the sky.

For health and safety reasons, ensure all learners know that it is not safe to look directly at the Sun

because it can damage our eyes.

Resources: Pictures of the Sun in different positions in the sky

2Pe.01 Identify how

we use electricity and

describe how to be

safe with it.

2TWSa.03 Present and

interpret results using tables

block graphs.

How do we use electricity?

Discuss with learners how we use electricity in our everyday lives.

Have you used any objects that need electricity today?

Can you see any electrical items in the classroom?

What safety rules should we remember when using electrical items?

Tell learners that electrical objects can create heat, light, sound and/or movement; explain that some

electrical objects create more than one of these outputs (e.g. a television can create light and sound).

Provide examples of each and then encourage learners to think of their own examples.

Can you see something electrical that creates sound?

What electrical items do you have in your home that create movement?

Tell learners they will be gathering information about what electrical outputs in our school produce different

output; ask learners to select heat, light, movement or sound. Visit 3 to 5 different areas of the school,

learners keep a tally table of the number of objects that use electricity to create their chosen output in

each area.

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Learning objective

Thinking and Working

Scientifically opportunities

Suggested teaching activities and resources

Support them representing this information as a block graph where blocks can be used to create a 3D

block graph.

When the block graphs are complete, discuss the results.

In which area did you find the most electrical objects?

Which area had the fewest?

Did you find more electrical objects for sound or light?

Why do you think this is?

This activity can be extended by asking learners to draw their own axes. They can add their own scale and

labels.

For health and safety reasons, remind learners that electrical outlets can be dangerous and so the holes

should not be touched. Learners should also be made aware that some electrical items (e.g. kettles,

electric ovens) may be very hot and so should not be touched.

Resources: Blocks for creating a 3D block graph.

2TWSc.01 Sort and group

objects, materials and living

things based on observations

of the similarities and

differences between them.

Electrical objects

Show learners some familiar electrical objects (use pictures if electrical objects are not available to show)

and discuss.

How do these items use electricity?

How are they powered?

Then discuss safety considerations we must take when using electrical items.

Is it always safe to play with electrical objects?

What can we do to make sure we are safe around electricity?

Discuss with learners the dangers of electricity (and electrical objects) and steps we can take to stay safe

(e.g. the correct use of electrical outlets, the dangers of using electrical objects when wet).

Learners then sort a range of pictures showing the use of electrical items into those that are being used

safely and those that are not.

What can you see in this picture that is unsafe? How could he/she do that in a safer way?

Learners reflect on the sorted pictures and then create their own posters about electrical safety.

Resources: Electrical objects, pictures of electrical objects being used in safe and unsafe ways

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Learning objective

Thinking and Working

Scientifically opportunities

Suggested teaching activities and resources

2Pe.02 Recognise the

components of simple

circuits (limited to

cells, wires and

lamps).

2Pe.03 Explore the

construction of simple

series circuits (limited

to cells, wires and

lamps).

2TWSc.02 Use given

equipment appropriately.

Exploring circuit components (requires additional resources)

Discuss the different ways that electrical objects are powered:

Which electrical objects in our classroom need to be plugged in to work?

How do the other electrical objects work (i.e. those without plugs)?

Can you think of any other objects that need batteries to work?

Explain that batteries are made up of units called ‘cells’. Show learners some examples of batteries. If

possible, provide learners with a range of batteries that are different shapes, sizes and voltages; learners

could identify the voltage of these batteries and see that some batteries contain more cells than others.

Then show them a wire and a lamp; reinforce the correct terminology. Tell them that their task is to explore

the electrical equipment we have to find combination/(s) that makes the lamp light.

Give learners, in small groups or pairs, sets of equipment (including lamps, batteries and wires) and allow

them to explore the different ways to connect the components in order to make the lamp light up. While

learners are working, ensure they are discussing what they are doing and using the correct terminology to

describe the electrical components. This activity can be made less challenging by giving out the minimum

amount of equipment required to make the lamp light (i.e. the number of possible combinations is

reduced).

After some time exploring, ask learners who have been successful to support others to help them find an

appropriate solution. When all learners have found a way to make their lamp light, discuss how this was

achieved.

What did you do to make your circuit work?

What changes did you have to make to your partner’s circuit to make the lamp light?

Make it clear that a complete loop (including a battery and a lamp) is needed to make the lamp light.

Explain to learners that the equipment they are using is safe to handle but it must not be inserted into

power outlets. Remind them that we must take care around dangerous electrical objects (e.g. power

outlets, electricity pylons.

Resources: Batteries, wires, lamps

2TWSp.02 Make predictions

about what they think will

happen.

2TWSa.01 Describe what

happened during an enquiry

Will it work? (requires additional resources)

Show learners some batteries, lamps and wires (i.e. the components of a simple series circuit). Explain

that these components need to be arranged to form a complete circuit so that the lamp will light up. Put

together a demonstration circuit. Ask learners to help by explaining where to put each component, arrange

the components correctly as directed by learners, but leave a gap in the circuit. Ask learners to identify the

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Learning objective

Thinking and Working

Scientifically opportunities

Suggested teaching activities and resources

and if it matched their

predictions.

2TWSa.02 Identify simple

patterns in results, e.g.

increasing and decreasing

patterns.

mistake you have made. Tell learners that there is more than one arrangement that will result in the lamp

lighting up. Their task is to investigate other possible arrangements to find out which work.

Give learners a series of drawings (or photographs of the equipment) in which lamps, wires and batteries

are arranged in different ways. Some arrangements will create a complete circuit in which the lamp will

light, some will not. These can be made up of different numbers of the different components (e.g. a very

large complete circuit with a number of wires and two batteries placed in a row, no batteries at all). The

drawings do not need to be use conventional circuit symbols.

For each picture, ask learners to predict whether the lamp will light up and explain why they think so.

Give learners enough equipment and ask them to build each circuit and find out if their predictions were

correct. After they have completed their investigation, gather feedback on which circuits made the lamp

light up and which did not.

What did the working circuits have in common?

Make it clear that the circuit will only work if there is a complete circuit and at least one battery to provide

energy to light the lamp.

Explain to learners that the equipment they are using is safe to handle but it must not be inserted into

power outlets. Remind them that we must take care around dangerous electrical objects (e.g. power

outlets, electricity pylons.

Resources: Pictures of a range of different circuits, batteries, wires, lamps

2TWSp.02 Make predictions

about what they think will

happen.

2TWSa.01 Describe what

happened during an enquiry

and if it matched their

predictions.

Will it work?

Show learners pictures of batteries, lamps and wires (i.e. the components of a simple series circuit).

Explain that these components need to be arranged to form a complete circuit so that the lamp will light

up. Show a picture of a complete series circuit with the lamp lit. Tell learners that there is more than one

arrangement that will result in the lamp lighting up; their task is to investigate other ways to find out which

work.

Give learners a series of drawings (or photographs of the equipment) in which lamps, wires and batteries

are arranged in different ways; some arrangements will create a complete circuit in which the lamp will

light, some will not. These can be made up of different numbers of the different components (e.g. a very

large complete circuit with a number of wires and two batteries placed in a row, no batteries at all). The

drawings do not need to be use conventional circuit symbols.

Ask learners to sort the pictures according to whether they think the lamp will light up, explaining their

choices as they go.

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Learning objective

Thinking and Working

Scientifically opportunities

Suggested teaching activities and resources

Why do you think that one will not work?

How do you know the lamp will light in this circuit?

How could you change that circuit so that the lamp would light up?

After learners have sorted their pictures and justified their answers, reveal which circuits would work.

Reiterate that the circuits that work do so because they are a complete loop without breaks and include a

battery to provide the energy.

Resources: Pictures of a range of different circuits

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Unit 2.4 Growing and keeping healthy

Unit 2.4 Growing and keeping healthy (7.5 hours)

Outline of unit:

This unit begins with studying what humans must do in order to stay fit, healthy and well. It includes considerations of diet and hygiene. Learners can develop

misconceptions about food so discussion about a healthy diet must be done carefully to prevent learners developing misconceptions around food (e.g. foods that

contain high amounts of fat or sugar must never be eaten, to be healthy you must always eat less food and lose weight) so it is important that they understand that a

healthy diet is a balanced one, with a range of different types of foods being eaten in moderation.

Then, learners consider what happens to the body during illness, including the common signs of illness. Discussions about illness will need to be handled sensitively

as some learners may have family members who are very ill.

Finally, learners look at the different kinds of teeth humans have, what their functions are and what we can do to care for our teeth.

Recommended prior knowledge or previous learning required for the unit:

Learners will benefit from previous experience of:

• recognising and naming the external parts of the body

• identifying the senses (limited to sight, hearing, taste, smell and touch) and what they do, linking each sense to the correct body part

• recognising that animals (including humans) need water and suitable food to survive.

Suggested examples for teaching Science in Context:

2SIC.03 Know that everyone uses science and identify people who use science professionally.

Learning about illness and healthy lifestyles provides a context for thinking about the work of healthcare professionals (e.g. doctors, nurses, dentists). Learners

could role-play doctors and diagnose their peers, giving them an opportunity to apply their learning about human health in a ‘real life’ context. You could also invite a

doctor into the classroom to discuss their work and share their advice on staying healthy.

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Learning objective

Key vocabulary

Possible models and representations

Possible misconceptions

2Bp.01 Know that

humans need to

manage diet, maintain

hygiene and move

regularly to be healthy.

Healthy, unhealthy,

diet, hygiene, hygienic,

unhygienic, clean,

germs, move,

movement, regular,

regularly

Learners can represent their understanding of a

balanced diet through diagrams and images (e.g. a

balanced plate of food).

Learners can think that the word ‘diet’ refers to

restricting calorie intake or omitting certain food types

in order to lose weight, as this is a common use of the

word. Explain the scientific meaning of the word ‘diet’

when it is first introduced and give learners lots of

opportunities to hear and use the word in the correct

context. Learners can think that ‘unhealthy’ foods, such

as those containing lots of sugar are fat, should never

be eaten. To address this misconception, be clear

when discussing healthy diets that to be healthy foods

should be eaten in the appropriate amounts.

Similarly, as learners are often told fruits and

vegetables are healthy, they can think that a diet

composed purely of fruit and vegetables would be

healthy, whereas all diets require a source of protein.

Explain to learners that a balanced diet is important

and should include nutrients from a range of different

foods. Learners can also think that the purpose of

eating food is ‘to grow big and strong’. Explain clearly

that food is needed for the body to move and for good

health; point out that adults who have stopped growing

still need to continue eating a healthy balanced diet.

2Bp.02 Describe what

illness is and describe

the common signs of

illness in humans.

Ill, illness, disease,

infection, germs, signs

Labelled diagrams showing a person with common

symptoms can be used. This is helpful if children find

images upsetting.

Learners can think that germs are visible and so

something that appears to be clean must be clean (e.g.

they do not need to wash their hands if they do not

have any visible dirt on, or food that has been dropped

on the floor but appears clean is safe to eat). Address

this misconception by telling learners that germs are

too small for us to see with our eyes, and they can be

present on a surface even when it looks clean.

2Bs.02 Identify the

different types of

human teeth, explain

how they are suited to

their functions and

describe how to care

for teeth.

Mouth, gums, teeth,

chew, bite, tear, rip,

chop, incisors,

canines, molars,

premolars, toothbrush,

plaque

Large-scale models of teeth (and labelled diagrams of

teeth on which the different shapes can clearly be

seen) can help learners understand the shape of teeth;

it can be difficult for them to clearly see all the teeth in

their own mouths.

Due to learners losing their first set of teeth and

growing their ‘adult’ teeth around this age, they can

think this will happen again in future and they will lose

and grow another set of teeth. Make it clear that

humans only have two sets of teeth across their

lifetime when teaching this objective.

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Unit 2.4 Suggested activities

Learning objective

Thinking and Working

Scientifically opportunities

Suggested teaching activities and resources

2Bp.01 Know that

humans need to

manage diet, maintain

hygiene and move

regularly to be healthy.

2TWSc.01 Sort and group

objects, materials and living

things based on observations

of the similarities and

differences between them.

Healthy eating

This activity focuses on managing diet. Introduce the term ‘diet’ and explain that it means everything we

eat. Discuss with learners what is in their diets.

What foods do you eat a lot of?

What foods do you eat little of?

Why do you think this is?

Explain that, in order to stay healthy, we need to eat the right amount of food and ensure there are a range

of different types of food in our diet.

Show learners a range of familiar foods of different types (e.g. meat, fruit and vegetables, grains, dairy

foods) and include foods that not healthy (i.e. contain lots of fat, sugar, salt). This could be done with

actual food or with pictures. Allow learners to sort the foods into groups of their own choosing then ask

them to sort the foods into those which are healthy and those which are not.

When learners have finished sorting, choose a food they have identified as healthy and ask:

This [banana] is healthy, so will I be healthy if I only eat [bananas]?

If it is healthy, can I eat 100 of them for lunch?

Discuss learners’ answers, explaining that our diet will only be healthy if it is balanced and we eat

appropriate amounts of each type of food. Make it clear that it is appropriate to eat foods that contain fat,

sugar and salt as long as the quantities are controlled to ensure a balanced diet.

For health and safety, make sure you are aware of any food allergies in the class before bringing in any

items of food to be handled.

Resources: Range of familiar foods

2TWSm.01 Know that a

model represents an object

or idea in a clear way.

Keeping clean

This activity focuses on maintaining hygiene. Ask two learners to wet their hands then dip them in glitter

(or flour), then, before they wash their hands, ask them to carry out a range of everyday tasks (e.g.

pushing a chair under a table, tidying up a desk, handing out some exercise books).

Where has the glitter/flour ended up?

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Learning objective

Thinking and Working

Scientifically opportunities

Suggested teaching activities and resources

Discuss how the glitter/flour has spread to everything that was touched. Then ask other learners to touch

the objects that have glitter/flour on them and then touch new ‘clean’ objects. Discuss how the glitter/flour

can be spread even further.

Introduce the idea of germs as very small things that can make us ill if they get inside our bodies. Discuss

with learners how this might happen (e.g. through our nose, mouth or a cut in our skin). Explain that we

used the spread of glitter/flour to model the spread of germs but be clear that real germs are too small for

us to see with our eyes alone.

How can we avoid spreading germs?

Explain that we should wash our hands with soap as well as water to make them clean.

Display some statements about personal hygiene; include some common misconceptions (e.g. ‘I can tell if

my hands have germs on them by looking’, ‘I do not need a bath or shower because I do not look dirty’).

Ask learners to decide if they think each statement is true or false. They could show their answer by

moving to one side of the classroom for ‘true’ and another side for ‘false’. After everyone has decided,

select some learners to explain their reason for choosing true or false.

Learners then record their learning by creating posters that encourage good personal hygiene practices

such as washing hands.

Resources: Glitter/flour, range of statements about hygiene

2TWSc.03 Take

measurements in non-

standard units.

2TWSc.06 Collect and

record observations and/or

measurements by annotating

images and completing

simple tables.

2TWSa.02 Identify simple

patterns in results, e.g.

increasing and decreasing

patterns.

Keeping active

This activity focuses on moving regularly. Tell learners that, in order to be healthy, we need to move

regularly. Discuss different ways of keeping active (e.g. walking, playing sports, dancing, helping family

members with housework) and make a list of learners’ ideas.

How did you come to school this morning?

What have you done today that got your body moving?

Did you do any moving that made you feel out of breath?

Explain to learners that they are going to investigate how moving affects their bodies. They will observe

how they feel after different amounts of movement, measuring our movement in steps.

In a large space (e.g. playground) learners take 10 energetic steps (i.e. jog, brisk walk) and then consider

how they feel.

Do you feel any different to how you felt before you started moving?

What has changed about your body?

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Learning objective

Thinking and Working

Scientifically opportunities

Suggested teaching activities and resources

Repeat after taking 20 steps, 50 steps, 100 steps then 200 steps. Each time ask learners to scan their

body and think about how they feel and how their body is reacting to the movement. Provide learners with

a simple table in which they record their results (i.e. number of steps jogged, a brief note on their

observations of their own body and feelings after each amount).

Can you see any changes in your friends?

How do you think you would feel after 500 steps?

Discuss how their bodies changed while doing the different kinds of movement.

How did you feel when you were jogging around?

How did your breathing change when you were moving?

How did your heartbeat change when you did each set of steps?

Did you notice any patterns in how warm you felt and the number of steps you had taken?

Explain that it is important to move regularly, such as walking or jogging, in order to stay healthy; our

bodies will become unfit if we spend too much time being still.

What could you do if you have been sitting still for over an hour? E.g. working in the classroom, watching

television

Resources: Results table

2Bp.02 Describe what

illness is and describe

the common signs of

illness in humans.

2TWSc.06 Collect and

record observations and/or

measurements by annotating

images and completing

simple tables.

Identifying common signs of illness

Discuss the things that happen to our bodies when we are ill.

How do you know when you are not well?

Tell learners that these things (e.g. high body temperature, aches, pains, stomach upsets) are ‘signs’ that

we have an illness. Explain that, when we have an illness, our bodies do not work in the way they usually

do and this can lead to unpleasant effects like the ones they have described.

Learners then label an outline of a human body with the possible signs of illness they have suggested.

Bring learners back together to share and discuss ideas and to address any misconceptions.

Will we feel every single one of these things when we are ill?

Is being ill the same as being hurt?

What signs did you have last time you were ill?

Be aware that learners may have relatives who are very ill. Conversations about illness may be difficult for

them and will need to be handled sensitively.

Resources: Outline shapes of human bodies

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Learning objective

Thinking and Working

Scientifically opportunities

Suggested teaching activities and resources

2Bs.02 Identify the

different types of

human teeth, explain

how they are suited to

their functions and

describe how to care

for teeth

2TWSm.01 Know that a

model represents an object

or idea in a clear way.

2TWSm.03 Describe the

difference between a

diagram and a picture.

Exploring our teeth

This activity focuses on the different types of teeth and their functions. Ask learners to look at their teeth in

mirrors to use their tongue to feel their teeth and to discuss what they notice.

Are all your teeth the same shape?

How are they different from each other?

How many teeth do you have?

Using a large model (or diagram) of human teeth, show learners the different types of teeth and their

functions, introducing and discussing the terms ‘incisors’, ‘canines’, ‘premolars’ and ‘molars’. Ask them to

use their mirrors to find these different kinds of their teeth in their own mouths.

You could give learners a piece of food to eat that is large enough to require taking a bite out of it using

incisors and canines (e.g. a piece of bread, a cracker/biscuit, a piece of fruit). As they bite and chew,

discuss which teeth are doing which jobs: firstly, the incisors bite off chunks or canines rip food, then the

premolars and molars grind down the food so it is small and soft enough to swallow.

Explain that, as teeth are all quite small and similarly coloured, we are going to create diagrams that make

clear where the four different types of teeth are inside our mouths. Explain that a diagram is not what we

see exactly, it is a representation of something real. We call a diagram a ‘model’ as it helps us think about

the real thing.

On a black and white drawing of a human set of teeth, learners colour in the different types of teeth

different colours. Learners create a key at the side so it is clear which teeth have been given which colour.

Then they label the diagram with the function of each type of tooth. Finally, highlight how the diagrams are

useful as they clearly show the locations of the different types of teeth, but they differ from the real thing as

our teeth are not many different colours.

This activity can be extended by looking at images of the teeth of different animals (or dinosaurs) and

discussing the differences between these teeth and human teeth.

For health and safety reasons, be aware of any allergies and/or special dietary requirements learners may

have before sharing food.

Resources: Mirrors, black and white diagrams of human teeth

2TWSm.01 Know that a

model represents an object

or idea in a clear way.

Caring for our teeth

This activity focuses on caring for our teeth. Explain that it is important to take good care of our teeth and

discuss the reasons why.

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Learning objective

Thinking and Working

Scientifically opportunities

Suggested teaching activities and resources

2TWSm.02 Make and use a

physical model of a familiar

system or idea.

What do you do to take care of your teeth?

What might happen if we do not take care of our teeth?

Using the learners’ suggestions, create a list of all the things we can do to care for our teeth (e.g. regular

brushing, avoiding eating or drinking too many sugary foods). Explain germs in the plaque on our teeth eat

the sugar in our foods. This process produces substances that damage our teeth. Regular brushing of our

teeth removes these germs (and plaque) to make sure our teeth are not damaged.

Ask learners to use their tongues to try and feel their gums and every single one of their teeth. Explain that

their gums and every one of these teeth need to be cleaned when brushing. Tell them that we are going to

make a model to help demonstrate a good technique for brushing teeth. Show learners an example model

of a mouth made out of modelling clay. The clay should be marked (or scored) in some way to make it

clear that both gums and teeth are being represented. Explain that a model is not what we really see, and

so our models do not need to look exactly like our teeth, but it is a representation of something real that

will help us think about the real thing.

Learners then make models of a set of teeth and gums and practise ‘brushing’ making sure they brush

each tooth as well as lightly brushing the gums. To support the model making, learners could use mirrors

to get a better look at their own teeth.

Resources: Modelling clay, toothbrushes

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Unit 2.5 Make a change

Unit 2.5 Make a change (6.5 hours)

Outline of unit:

This unit begins with a look at how forces can be used to change the movement of objects (e.g. speed, direction). Learners then consider how different materials

have different properties, how the shape of these materials can be changed by forces in different ways and for a range of purposes.

Finally, the unit looks at changes to materials in which a new material is made, such as when wood is burned or an egg is cooked.

Ensure, when carrying out activities that involve heat, that learners are not exposed to temperatures hot enough to burn themselves.

Recommended prior knowledge or previous learning required for the unit:

Learners will benefit from previous experience of:

• exploring, talking about and describing the movement of familiar objects

• recognising that forces are pushes or pulls

• identifying, naming, describing, sorting and grouping common materials (including plastic, metal, glass, rock, paper and fabric)

• understanding the difference between an object and a material

• understanding that all materials have a variety of properties

• describing common materials in terms of their properties

• describing how materials can be changed by physical action.

Suggested examples for teaching Science in Context:

2SIC.02 Talk about how science explains how objects they use, or know about, work.

This unit provides learners with the opportunity to think about, and discuss, how forces can change the shape and movement of objects they are familiar with in their

everyday lives. In physical education classes, you could draw learners’ attention to the forces they exert which cause balls (or other sporting equipment) to change

speed (i.e. start moving, stop moving, slow down, speed up) or change direction.

2SIC.03 Know that everyone uses science and identify people who use science professionally.

Learners could choose the best material, based on its properties, for a ‘real life’ context (e.g. a gymnast’s kit). The use of forces to change the shape of materials

can also be applied to a number of contexts (e.g. sculptors moulding their clay to create art, bread dough being shaped into special celebration shapes, cars being

crushed).

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Learning objective

Key vocabulary

Possible models and representations

Possible misconceptions

2Pf.01 Know that

forces can change the

movement of an

object.

Force, push, pull, act

on, change,

movement, direction,

speed up, slow down

A force acting on an object can be represented with a

simple diagram: an arrow points in the direction that

the force is acting, ‘push’ or ‘pull’ is added as a label.

Formal force diagrams are not required at this stage.

Learners can think that the term ‘force’ refers to

something that has been forcefully done due to the

common use of the word. To address this

misconception, frequently model the correct use of the

term in this context and give learners lots of

opportunities to practise using it themselves.

It is also likely that learners will assume if an object is

not moving then no forces are acting on it. This

misconception will be addressed in Stage 5.

2Pf.03 Recognise that

things will only speed

up, slow down or

change direction when

something else causes

them to do so.

Force, push, pull, act

on, change,

movement, direction,

speed up, slow down

2Pf.02 Know that

forces can change the

shape of an object.

Force, change, shape,

push, pull, bend,

squeeze, twist

2Cp.03 Know that

materials can be

tested to determine

their properties.

Material, property,

hard, soft, rough,

smooth, dull, shiny,

rigid, flexible, bendy,

waterproof,

permeable, opaque,

transparent

Diagrams representing the tests applied to materials

can be used to support learning.

Learners can assume that ‘smooth’ means the same

as ‘soft’, and ‘rough’ means the same as ‘hard’. To

address this misconception, allow learners to feel a

range of materials with different combinations of these

properties, for example something that is ‘smooth and

hard’ or an object that is ‘soft and rough’, repeatedly

modelling the correct vocabulary throughout.

2Cp.02 Explain why

materials are chosen

for specific purposes

on the basis of their

properties.

Material, property,

purpose, suitable,

hard, soft, rough,

smooth, dull, shiny,

rigid, flexible, bendy,

waterproof, stretchy,

permeable, opaque,

transparent

Diagrams can show the ways in which materials are

used in objects and used by humans.

Learners can assume that the term ‘material’ refers

only to fabric. Ensure to use the term correctly

repeatedly and give learners many opportunities to

practise the correct use while carrying out activities

that look at materials and their properties.

2Cc.01 Know that

some changes can

turn a material into a

different material.

Material, change

different, create

Learners can create simple diagrams to represent a

change of materials, e.g. the burning of paper. They

draw paper, fire, and a pile of ashes and then an arrow

that goes from the paper through the fire to the ashes.

Learners may think that materials do not change from

one type of material from another. For example, they

may think toast still has the full slice of bread

underneath, or that a raw material (e.g. oil) cannot be

turned into another one (e.g. plastic). Allowing learners

to witness these changes first hand (or on a video) and

make close observations of the materials created will

help to address this misconception.

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Unit 2.5 Suggested activities

Learning objective

Thinking and Working

Scientifically opportunities

Suggested teaching activities and resources

2Pf.01 Know that

forces can change the

movement of an

object.

2Pf.03 Recognise that

things will only speed

up, slow down or

change direction when

something else causes

them to do so.

2TWSa.02 Identify simple

patterns in results, e.g.

increasing and decreasing

patterns.

Moving objects

Show learners a ball placed on the floor (or a table).

How can we make the ball move?

For each suggested action from the learners, identify whether the force is a push or a pull.

Roll the ball a number of times to different learners. They change the speed, change the direction or stop

the ball. Learners discuss the movement of the ball including how it changes. Explain that all these ideas

are examples of forces (or pushes and pulls), which could act on the ball to make a change to its

movement. Tell learners that, like the ball, objects will only speed up, slow down or change direction when

something else causes them to do so.

Allow learners to explore the movement of a range of different familiar objects that roll/slide easily (e.g. toy

cars, pencils), including some that are light enough to be blown (e.g. ping-pong balls). Ask them to find

different ways of making the movement of the object change and to look for patterns in movement.

Throughout learners’ exploration, ask questions to allow them to discuss their ideas and demonstrate

understanding:

How did you make the toy car move faster?

What could you do to stop the pencil from rolling off the table?

How is the movement different if you give a hard push or a soft push?

How did you make the tin can change direction?

Resources: Ball, range of familiar objects that can be moved easily

2Pf.02 Know that

forces can change the

shape of an object.

2TWSc.01 Sort and group

objects, materials and living

things based on observations

of the similarities and

differences between them.

Changing the shape of objects (requires additional resources)

Give learners a small piece of modelling clay (or other malleable material) and ask them to find different

ways of changing its shape.

Can you stretch your clay?

What happens if you squeeze your clay?

How can you make it into a long, thin shape?

Explain that we are changing the shape of our clay using forces (i.e. pushes and pulls) and tell learners

that forces can change the shape of lots of other materials and objects.

Can you think of any other objects that change shape if we use pushes or pulls?

Are some objects harder to change than others?

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Learning objective

Thinking and Working

Scientifically opportunities

Suggested teaching activities and resources

Make clear the distinction between changing the position of an object (e.g. pushing a door open) and

changing the shape of an object (e.g. scrunching up a piece of paper).

Learners then explore different ways to change the shape of materials (e.g. paper, tin foil, elastic bands,

modelling clay, plastic from a carrier bag, fabric). Learners record their findings on a prepared sheet with

headed boxes (e.g. bend, squash, twist, stretch) Throughout their exploration, discuss the different ways

to change the shape of the objects.

Are there any materials that can go in more than one place?

Is a stretch a push or a pull?

Are there any materials you can squash but not stretch?

Are there any materials you cannot change the shape of?

After the learners have investigated the materials, reiterate that all the ways we have changed the shapes

of objects have used forces (pushes and pulls).

Resources: Prepared sheets for sorting, modelling clay, a range of other objects with different malleability

2TWSc.01 Sort and group

objects, materials and living

things based on observations

of the similarities and

differences between them.

Can we change its shape?

Show learners a piece of paper.

How could we change the shape of this piece of paper?

Have a few pieces to hand so learners can demonstrate their different ideas (e.g. scrunching, folding).

Explain that all of their ideas are examples of changing the shape of something using forces. Then show

learners an object made of strong metal (e.g. a pair of scissors, a chair).

How about this object made of metal?

Could we change the shape of this object using forces?

Discuss how the shape of the metal object could be changed (e.g. bending, using tools or machinery).

Reiterate that these ways of changing its shape all use forces; explain that forces can change the shape of

lots of other materials and objects.

Can you think of any other objects that change shape if we use pushes or pulls?

Are some objects harder to change than others?

Make clear the distinction between changing the position of an object (e.g. pushing a door open) and

changing the shape of an object (e.g. scrunching up a piece of paper).

Give learners sets of pictures of familiar objects. Include some objects whose shape could easily be

changed with their hands, and some which would require machinery/tools (i.e. made of stronger material).

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Learning objective

Thinking and Working

Scientifically opportunities

Suggested teaching activities and resources

Ask learners to sort the objects into those whose shape can be changed easily using bare hands, and

those that cannot.

When learners have finished sorting their objects, discuss their choices and ask them to suggest other

materials that could belong in each group.

End by showing videos of forces changing the shape of objects made of harder materials (e.g. a car being

crushed, a metal shield being hammered into shape).

Resources: Pictures of familiar objects with different malleability

2Cp.03 Know that

materials can be

tested to determine

their properties.

2Cp.02 Explain why

materials are chosen

for specific purposes

on the basis of their

properties.

2TWSp.02 Make predictions

about what they think will

happen.

2TWSa.01 Describe what

happened during an enquiry

and if it matched their

predictions.

2TWSc.03 Take

measurements in non-

standard units.

Uniform for gymnasts (requires additional resources)

Show learners a video of professional gymnasts taking part in a competition and discuss their clothing.

What properties will their clothing need to have?

What materials would be unsuitable to make their kit out of?

Explain that their clothes need to be comfortable, flexible and able to stretch and then return to their

original shape.

Tell learners we are going to investigate some possible materials for our national gymnastics team so we

can recommend which material would be the best to make their kit out of. The range of materials should

include: some stretchy materials that will return to their original shape, some stretchy materials that will not

return to their original shape and some materials that are not stretchy at all; it should also include

materials that are not fabrics (e.g. paper, very thin plastic or elastic) to prevent reinforcing the common

misconception that the term ‘material’ refers to fabric alone. Show the learners the range of materials

available to test and ask them to make a prediction about which will be best at stretching and then

returning to its original form.

Why do you think this one will be best?

Have you seen this sort of material used for anything else before?

Learners then investigate the materials by stretching each, if possible, and seeing if it returns to its original

shape. Learners should measure the difference in size when the material is stretched (compared to when

it is unstretched) using non-standard measures (e.g. small building blocks, paperclips). They should

record their results in a simple table which shows the material and the difference in size when stretched.

When learners have explored all the different materials, discuss their results and ask them to consider

whether, or not, they predicted the best material correctly.

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Learning objective

Thinking and Working

Scientifically opportunities

Suggested teaching activities and resources

This activity can be extended by asking learners to think about other properties that the material should

have (e.g. ability to be coloured to show team affiliations, resistance to rips and tears, ability to keep the

athlete cool).

Resources: Range of materials with different stretch properties, item to use as a non-standard measure

e.g. small building blocks, paperclips.

2TWSc.05 Use a given

secondary information

source to find an answer to a

question.

Matching materials to their purposes

Discuss how a material can have a number of different properties. Explain, using familiar examples, how

materials are chosen for different purposes based on these properties.

What properties does a fabric have that make it a suitable material for a shirt?

What types of material would not be suitable for a shirt?

What properties make them unsuitable?

Explain that different materials have different properties and that scientists carry out tests on new

materials, as they are discovered or created, to find out the properties of these materials so that they can

be put to the best uses possible. Tell learners that they are going to use some scientists’ research into

materials to find the best ones for a range of different purposes.

Show them images of copper and steel. Describe copper as a relatively flexible metal and steel as a very

hard metal.

Which material would be best for making tools with?

Once answers have been discussed:

Can you explain why copper would not be the best metal for the job?

Which metal would be best for making wires?

Provide learners with a list (words or pictures) of common materials with a brief description of their

properties; include more than one example of each different type of material (e.g. wool and cotton as

fabrics, copper and steel as hard metals). Ask learners to decide which material would be best to make a

range of ‘less familiar’ items (e.g. aeroplane, submarine). Learners should not know the answers

immediately from their own experience.

Resources: Images of copper and steel, list of materials with a brief description of their properties, list of

‘less familiar’ objects

2Cc.01 Know that

some changes can

turn a material into a

different material.

2TWSm.01 Know that a

model represents an object

or idea in a clear way.

Changing materials

Through discussion, help learners identify clear, observable changes (e.g. colour, texture) that help us tell

if a material changes into another one. Show learners two pieces of iron (e.g. non-coated iron nails); they

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Learning objective

Thinking and Working

Scientifically opportunities

Suggested teaching activities and resources

2TWSm.03 Describe the

difference between a

diagram and a picture.

should be similar in shape and colour; one piece has rusted and the other has not. Set up the rusting of

the iron beforehand, if possible, so that learners can witness the rusted iron being removed from water.

This activity could also be done with pictures of two pieces of iron.

What is the difference between the two pieces of iron?

How has one changed?

Have you seen this happen before?

Explain that the material (i.e. the iron) changed when it came into contact with air and water, creating a

new material (i.e. rust). Tell learners that it is difficult to represent this change in a picture. Explain that we

are going to create a scientific diagram; it will not show exactly what has happened, but will be a clear

representation that helps us think about what has happened. Demonstrate to learners how to draw a

diagram showing a piece of iron, then an arrow, over which is written ‘air, water’, pointing to a piece of

rusted iron.

Tell learners this clearly shows the material we had before, what change has happened and the new

material.

Explain there are lots of changes where one material turns into a different material, then allow learners to

observe some of these changes by watching demonstrations in the classroom, carrying out practical work

themselves and/or watching videos. Examples could include paper (or bread or wood) burning, eggs being

cooked, cakes being baked, cream becoming butter or leaves turning brown. After each example, ask

learners to create a diagram, like the one above, that shows the initial material, the change that has

happened and the resulting material.

For health and safety reasons, learners should take care with rusted metal, which should have no sharp

edges. They should not come into contact with objects (or substances) that are hot enough to cause a

burn (or scald).

Resources: Pictures, videos or first-hand examples in which a new material is formed, two pieces of iron

(e.g. non-coated iron nails)

Iron

Iron with rust

Air and water

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Unit 2.6 Polar explorer

Unit 2.6 Polar explorer (7.5 hours)

Outline of unit:

This unit is based around an imaginary journey to the South Pole, allowing learners to apply their science learning in a motivating ‘real life’ context. The activities

could easily be adapted to a different environment (e.g. the rainforest, desert) if that better reflects your learners’ interests and experiences.

The unit is designed to be taught after the other units to allow learners to revise and consolidate their previous learning and apply it in different contexts. With this in

mind, we recommend that this unit is taught last. Where a learning objective comes up that has been taught previously explicitly make the link to what was learned

before and the context learners applied it in, to allow them to clearly see the connections in their learning and how the same knowledge and understanding can be

applied in different contexts.

Learners carry out research into environmental conditions, plant and animal life and the practicalities of working in such a harsh environment. Learners build up a

good understanding of what carrying out scientific investigations in the Antarctic would be like and how it would differ from their own everyday lives.

Then learners have the opportunities to use their previous learning on electricity and materials, applying it in ‘real life’ problem-solving contexts.

Recommended prior knowledge or previous learning required for the unit:

Learners will benefit from previous experience of:

• recognising that animals, including humans, need water and suitable food to survive

• identifying things that are living and things that have never been alive

• identifying, naming, describing, sorting and grouping common materials (including wood, plastic, metal, glass, rock, paper and fabric)

• understanding the difference between an object and a material

• understanding that materials have a variety of properties

• describing common materials in terms of their properties

• identifying things that are powered by electricity.

In addition to this prior learning, it would be helpful for learners to have completed the other units in this stage so that they have already had experience of the

learning objectives that have been designed to be repeated within this unit.

Suggested examples for teaching Science in Context:

2SIC.01 Talk about how some of the scientific knowledge and thinking we have now was different in the past.

Learners could see the impact that the advances in technology and scientific knowledge have made by comparing scientific exploration in the past (e.g. Ernest

Shackleton’s expedition to the South Pole in 1911) with the experience of scientists involved in field research now.

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Unit 2.6 Polar explorer (7.5 hours)

Learners could also consider how, in the time before cameras and video recording equipment existed, the discovery of new plants and animals were shared with

those who could not witness them first hand. This could be used to reinforce learning about the importance of scientific diagrams (i.e. clear representations of living

things, objects and processes).

2SIC.03 Know that everyone uses science and identify people who use science professionally.

The context of exploration provides many opportunities to think about scientists who carry out research in harsh environments and/or those who develop

technologies associated with exploration e.g. insulated clothing designers, tent/shelter designers. Learners could find out more about investigations that are

currently being carried out in the Antarctic and the scientists involved.

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Learning objective

Key vocabulary

Possible models and representations

Possible misconceptions

2Be.03 Identify

similarities and

differences between

local environments in

terms of hot, cold, dry,

wet, many plants, few

plants, many animals

and few animals.

Environment,

compare, similar,

similarity, difference,

different, lots, many,

few, temperature, hot,

hotter, hottest, warm,

warmer, warmest,

cold, colder, coldest,

wet, dry, damp

Learners could draw diagrams of different

environments to help identify key differences between

them.

Learners may link the term ‘temperature’ to having a

fever when ill due to the common use of the word.

Discuss the meaning of the word and acknowledge its

scientific and common uses, highlighting how it will be

used in science lessons.

Learners can also assume the word ‘similarity’ implies

things are identical, rather than just alike. Ensure you

make clear the difference between things that are

identical and things that are similar to help learners

understand the use of the term ‘similar’.

2Be.01 Know that an

environment in which a

plant or animal

naturally lives is its

habitat.

Animal, plant, wildlife,

environment, habitat,

area, inhabit

Diagrams highlighting the key environmental features

of an unfamiliar habitat can be helpful for learners.

Learners can assume that plants (and animals) are in

certain places because humans put them there.

Throughout this unit, highlight to learners the reasons

why plants and animals can be found in certain spaces

(e.g. they can survive in very cold places).

2Bs.01 Compare how

animals, including

humans, are similar

and different in their

external body parts

and skin covering.

Arm, leg, head, body,

ears, eyes, nose,

mouth, hands, claws,

nails, paws, hair, fur,

skin, scales

Toy and model animals can be used as scientific

models to represent animals in the classroom when

learners cannot observe them first hand; learners can

take a closer look and refer to them when describing

and comparing animals. Discuss with learners the

ways in which these toy animals are accurate and how

they differ from the real ones, e.g. a toy penguin may

be furry and smaller than a real penguin; some toys

exaggerate the features of an animal.

Learners often assume insects (and other small

animals) are not in fact animals. Similarly, they do not

consider humans to be animals. To support learners in

overcoming this misconception, repeatedly model the

correct use of ‘animal’ vocabulary to name these living

things and give them lots of opportunity to experience

a diverse range of animals.

2Bp.01 Know that

humans need to

manage diet, maintain

hygiene and move

regularly to be healthy.

Healthy, unhealthy,

diet, hygiene, hygienic,

unhygienic, clean,

germs, move,

movement, regular,

regularly

Learners can represent their understanding of a

balanced diet through diagrams and images (e.g. a

balanced plate of food).

Learners can think that the word ‘diet’ refers to

restricting calorie intake or omitting certain food types

in order to lose weight, as this is a common use of the

word. Explain the scientific meaning of the word ‘diet’

when it is first introduced and give learners lots of

opportunities to hear and use the word in the correct

context. Learners can think that ‘unhealthy’ foods, such

as those containing lots of sugar are fat, should never

be eaten. To address this misconception, be clear

when discussing healthy diets that to be healthy foods

should be eaten in the appropriate amounts.

Similarly, as learners are often told fruits and

vegetables are healthy, they can think that a diet

composed purely of fruit and vegetables would be

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Learning objective

Key vocabulary

Possible models and representations

Possible misconceptions

healthy, whereas all diets require a source of protein.

Explain to learners that a balanced diet is important

and should include nutrients from a range of different

foods. Learners can also think that the purpose of

eating food is ‘to grow big and strong’. Explain clearly

that food is needed for the body to move and for good

health; point out that adults who have stopped growing

still need to continue eating a healthy balanced diet.

2Cp.03 Know that

materials can be

tested to determine

their properties.

Material, property,

hard, soft, rough,

smooth, dull, shiny,

rigid, flexible, bendy,

waterproof,

permeable, opaque,

transparent

Learners can represent the procedure for testing a

material through a series of diagrams (or comic strip).

Learners can assume that ‘smooth’ means the same

as ‘soft’, and ‘rough’ means the same as ‘hard’. To

address this misconception, allow learners to feel a

range of materials with different combinations of these

properties, for example something that is ‘smooth and

hard’ or an object that is ‘soft and rough’, repeatedly

modelling the correct vocabulary throughout.

2Cp.02 Explain why

materials are chosen

for specific purposes

on the basis of their

properties.

Material, property,

purpose, suitable,

hard, soft, rough,

smooth, dull, shiny,

rigid, flexible, bendy,

waterproof,

permeable, opaque,

transparent

Learners can label an image of an object with the

different materials in the object and the reason each

material has been chosen.

Learners can assume that the term ‘material’ refers

only to fabric. Use the term correctly and repeatedly;

give learners many opportunities to practise the correct

use of the term while carrying out activities that look at

materials and their properties.

2Pe.03 Explore the

construction of simple

series circuits (limited

to cells, wires and

lamps).

Circuit, component,

complete, cell, battery,

wire, lamp

Simple pictures (or diagrams) can be used to represent

circuits. There is no expectation will learners will use or

create circuit diagrams at this stage.

Learners can be confused about how components

need to be ordered and connected in a series circuit.

For example, thinking that both wires can touch the

same end of the battery, or that a lamp can be lit by

simply connecting one end of a wire to the lamp and

the other to a battery. Misconceptions like these can

be addressed by learners having lots of opportunities

to experiment with this equipment so that they can see

for themselves what works as a complete circuit and

what does not.

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Unit 2.6 Suggested activities

Learning objective

Thinking and Working

Scientifically opportunities

Suggested teaching activities and resources

2Be.03 Identify

similarities and

differences between

local environments in

terms of hot, cold, dry,

wet, many plants, few

plants, many animals

and few animals.

2TWSp.01 Ask questions

about the world around us

and talk about how to find

answers.

2TWSc.05 Use a given

secondary information

source to find an answer to a

question.

Researching Antarctica

Tell learners that we will be taking an imaginary trip to the South Pole which is in a large area called

Antarctica; to prepare ourselves we will do some research about what it is like there. Show learners a

globe and ask if they can find where they are, then show them where Antarctica is. Encourage learners to

ask their own questions about the environment, keeping a note of these so that they can be explored in

future lessons if not covered today.

What would you like to know about the weather in Antarctica?

How do you think the environment might be different to ours?

What clothing might we need to take?

When you have gathered questions, tell learners that we will need to find the answers to some of these

questions before we set off so that we know what to expect from the harsh environment.

How could we find the answers to our questions before we go?

Explain that, although sometimes scientists find answers by carrying out their own investigations, when we

are unable to go to Antarctica to carry out an investigation for ourselves, we can answer the questions by

carrying out secondary research.

Learners then use simple information texts and photographs of Antarctica to find out about the

temperature, weather, number and types of plant and animal life; they also look for the answers to their

own questions.

When learners have completed their research, discuss the differences between the polar environment and

their local one.

How is the temperature different in Antarctica?

Are there any similarities in the weather between here and there?

Are there any plants in Antarctica that can also be found in our local environment?

Resources: Globe, information texts and photographs of Antarctic environments

2Be.01 Know that an

environment in which a

plant or animal

2TWSc.01 Sort and group

objects, materials and living

things based on observations

Researching polar animals

Ask learners to compare their local environment with the Antarctic environment (i.e. around the South

Pole) with a focus on the animals and plants they expect to live there.

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Learning objective

Thinking and Working

Scientifically opportunities

Suggested teaching activities and resources

naturally lives is its

habitat.

2Bs.01 Compare how

animals, including

humans, are similar

and different in their

external body parts

and skin covering.

of the similarities and

differences between them.

2TWSc.05 Use a given

secondary information

source to find an answer to a

question.

What animals do you think you would find in this habitat that do not live near to our school?

How is that habitat different to our own?

Do you think those animals would like it here?

What sort of plants do you think live in Antarctica?

Explain that we are going to carry out some research into animals that live around the South Pole and

make some comparisons between them. Look at some photographs of animals found in Antarctica and, if

possible, watch some videos of them moving, finding food and interacting with other animals.

How do the animals move?

How are they similar and different?

Ask learners that to compare specific features of some of the animals that live around the South Pole.

Model choosing two animals from this habitat and, using photographs and short fact files about the

animals, complete a simple three column table;

First animal…

Features to look for…

Second animal…

Skin covering

Number of legs

How it moves

Etc.

This activity can be extended by learners choosing their own criteria for comparison for the central column

in the table, or making a detailed comparison of similar animals of different species (e.g. colouring, size

and behaviour of Emperor and Adélie penguins).

Resources: Information texts and photographs (and/or videos) of Antarctic animals

2Bp.01 Know that

humans need to

manage diet, maintain

hygiene and move

regularly to be healthy.

2TWSp.01 Ask questions

about the world around us

and talk about how to find

answers.

2TWSc.05 Use a given

secondary information

source to find an answer to a

question.

Staying healthy at the South Pole

This activity considers the things humans need to do in order to stay healthy, revisiting earlier learning and

allowing learners to apply what they know in a new context.

Discuss with learners the things that humans need to do in order to stay healthy; include managing diet,

maintaining hygiene and moving regularly. Ask how this might be difficult on an expedition to the South

Pole. Discuss some of the challenges (e.g. freezing temperatures, the requirement to take all the food they

need with them and of having to ‘move home’ all the time rather than live in one place. Encourage them to

come up with their own questions about specific elements of keeping healthy, such as:

How will I wash my hands if the water has frozen?

How will I pack enough healthy food into a small bag?

How will I have a bath/shower?

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Learning objective

Thinking and Working

Scientifically opportunities

Suggested teaching activities and resources

Add in your own questions if learners do not cover the aspects of managing diet, maintaining hygiene or

movement with their own questions.

Learners then find the answers to their questions using information texts, pictures and/or videos about

daily life for scientists who work in difficult conditions in Antarctica. If possible, learners could also watch

interviews (or live chat) with polar scientists as part of their research.

Resources: Information texts, pictures, videos about daily life for scientists work in Antarctica

2Cp.03 Know that

materials can be

tested to determine

their properties.

2Cp.02 Explain why

materials are chosen

for specific purposes

on the basis of their

properties.

2TWSc.02 Use given

equipment appropriately.

2TWSc.04 Follow

instructions safely when

doing practical work.

2TWSa.03 Present and

interpret results using tables

and block graphs.

Finding the best material for a coat (requires additional resources)

Discuss the weather and temperature in Antarctica; ask learners to consider what kind of clothing might be

needed for our expedition.

What properties will our coats need?

What materials would not be good to use for our coats? Why?

How would the clothes you would wear at the South Pole be different to the clothes you are wearing now?

Tell learners we are going to investigate which material will be best for our coat using cups of warm water

(to represent us) and small pieces of different materials (to represent the coat). Show learners a data

logger and explain that this equipment can be used to take measurements including temperature. Explain

how to read the temperature and ask learners to use the data logger to measure, and record, the room

temperature. Explain that this will allow us to see when our water has cooled down to the same

temperature as the room. (If data loggers are not available, non-mercury, plastic thermometers can be

used. Learners may need support in reading the scale.)

Wrap a number of identical cups in different materials (e.g. clear plastic film, metal tin foil, plastic bubble

wrap and different kinds of fabrics) then add warm water to the cups and remind learners that these cups

represent humans who need to keep warm, and the materials represent the coats. Place the cups into

bowls of ice and explain this represents the very cold conditions in Antarctica. Explain that the best

material for a coat for Antarctica will keep the water warm for longest, just as it would keep us warm for the

longest. Place the data loggers’ temperature probes to the water and ask learners to observe carefully at

intervals of one minute to see how long it takes for the temperature to drop down to the noted temperature

of the room.

Learners then record their results on a block graph, showing how many minutes each material kept the

water warm for. Use these results to discuss which would be the best material. Discuss with learners why

the tallest bar on the graph would relate to the best material for keeping warm.

Which material would not be suitable for a coat for Antarctica?

Why do you think this material would be the best?

How much longer did it keep the water warm than that material?

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Learning objective

Thinking and Working

Scientifically opportunities

Suggested teaching activities and resources

This activity can be extended by discussing other properties our coats would need to have (e.g. being

comfortable, being waterproof, not being too bulky).

For health and safety reasons, ensure that learners use warm water that is not hot enough to scald them.

Cambridge International does not recommend the use of glass thermometers or thermometers that

contain mercury for Cambridge Primary Science. If thermometers are to be used, carry out a risk

assessment for this activity and ensure learners are made aware of the health and safety considerations

of using the thermometers.

Resources: Set of identical cups, warm water, data loggers with temperature probes, range of different

materials for testing

2TWSc.01 Sort and group

objects, materials and living

things based on observations

of the similarities and

differences between them.

Clothes for cold environments

Discuss the weather and temperature in Antarctica and ask learners to consider what kind of clothing

might be needed for our expedition.

What properties will our coats need?

What materials would not be good to use for our coats? Why?

How would the clothes you would wear at the South Pole be different to the clothes you are wearing now?

Learners then sort a range of real items of clothing (or photographs of familiar items of clothing) according

to whether or not they’d be suitable for wearing while outdoors in Antarctica. The range should include

clothes and accessories (e.g. footwear, hats, gloves) some of which are suitable for cold weather and

some that are appropriate for warm/hot weather. Ask learners to justify their choices using vocabulary

associated with the properties of materials.

Do you think a sunhat would be appropriate for wearing at the South Pole?

Which shoes do you think would be suitable? Why?

Resources: Selection of clothes and accessories

2Pe.03 Explore the

construction of simple

series circuits (limited

to cells, wires and

lamps).

2TWSc.02 Use given

equipment appropriately.

Make a torch/flashlight (requires additional resources)

This activity looks at constructing series circuits; it revisits earlier learning and allows learners to apply

what they know in a new context.

Tell learners that, as there are no street lights at the South Pole, it can be very difficult to see at night time.

We need to make torches (or flashlights) that will allow us to see at night time. Look at some real torches

(or photographs of torches) and discuss.

Where does the light come from?

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Learning objective

Thinking and Working

Scientifically opportunities

Suggested teaching activities and resources

There is no plug, so how is the torch powered?

Where do you think the rest of the circuit is?

Point out the reflective material around the light source that reflects the light and helps us to see even

more; we will put reflective material (e.g. tin foil) around the lamp in our torches. Recap with learners the

components they will need to create a circuit (i.e. wires, batteries, lamps). Tell learners that the casing of

torches is often made of hard plastic, but we do not have the equipment to build with hard plastic at

school, so we are going to build a model using materials that are easier to shape (e.g. flexible card,

plastic). Once learners have seen the materials and equipment available, give them time to create a

design for a torch that incorporates a working circuit.

Support learners through the process of constructing their circuits, creating a casing and putting reflective

material around the lamp. Ensure that they understand that their circuit must form a complete loop with

wires attached to each end of the battery and lamp.

When the models are finished, give learners the opportunity to try out their torches in a darkened room so

that they can evaluate their finished products and suggest any improvements.

Resources: Flexible card, reflective material, wires, batteries, lamps

2TWSc.06 Collect and

record observations and/or

measurements by annotating

images and completing

simple tables.

Fixing broken equipment

This activity looks at the construction of series circuits; it revisits earlier learning and allows learners to

apply what they know in a new context.

Discuss with learners the types electrical equipment we use in our everyday lives (e.g. hand-held gaming

systems and portable music players) which we might also like to have as Antarctic explorers. Using

pictures explain that scientists working at the South Pole need similar, battery-powered items to make life

more comfortable as well as additional equipment to carry out their investigations (e.g. torches, portable

weighing scales, calculators, cameras, microscopes).

Tell learners we would be too busy to fix equipment on an Antarctic expedition and so it is important to

check all of our equipment is working properly before we set off. Show learners images of the items

above, consisting of an outline of the object’s shape and a simple series circuit with an error depicted

inside (e.g. incomplete circuits, both wires leading to one end of the battery, only one wire connects a

battery and a lamp). At this stage, the pictures should be accurate representations of the equipment rather

than conventional circuit symbols. After a brief discussion of what could be wrong with these circuits,

learners annotate the pictures with explanations of how the circuit can be fixed in order to make the

equipment work.

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Learning objective

Thinking and Working

Scientifically opportunities

Suggested teaching activities and resources

Resources: Pictures of battery-powered electronic equipment, pictures of the same equipment showing

incorrectly-made series circuits.

Sample Lesson 1

CLASS:

DATE:

Learning objectives

2Bs.02 Identify the different types of human teeth, explain how they are suited to their functions and describe how to

care for teeth.

2TWSm.01 Know that a model represents an object or idea in a clear way.

2TWSm.02 Make and use a physical model of a familiar system or idea.

Lesson focus /

success criteria

I can create a model of human teeth

I can explain how a model helps us

I can identify the different types of teeth

I can explain the functions of the different types of teeth

Learners can describe how to care for teeth.

Prior knowledge / Previous learning

Learners should have already learned about the different types of human teeth and had the opportunity to look at their

own teeth using mirrors.

Plan

Timing

Planned activities

Notes

Introduction

Begin the lesson with a brief discussion of previous learning about the different types of teeth.

How are the teeth inside your mouth shaped differently?

Why are they different shapes?

Do all our teeth do the same job?

Then discuss how humans have two sets of teeth only. The first set fall out, typically, between the

ages of 4 and 6 years old and are replaced with adult teeth.

Have you ever lost a tooth?

Have you got any adult teeth yet?

Explain that the second set of teeth will not be replaced so if it is vital that we keep good care of them.

In addition to this, problems with our teeth can be very painful. Tell learners that today we will be

learning about how to take care of our teeth. Discuss ways in which this can be done.

What do you do to take care of your teeth?

What might happen if we do not take care of our teeth?

A discussion about oral

hygiene will need to be

carried out sensitively as

learners may have different

personal hygiene habits.

Timing

Planned activities

Notes

Using the learners’ suggestions, create a list of all the things we can do to care for our teeth, making

sure to discuss the importance of regular brushing and avoiding eating too many foods that are high in

sugar.

Main activities

Ask learners to use their tongues to try and feel every single one of their teeth and their gums. You

could give them mirrors to take a really good look at their teeth.

Can you count your teeth?

Explain that every one of these teeth and their gums need to be cleaned when brushing. Tell them

that we are going to make a model to help demonstrate good technique for brushing teeth, brushing

every one including those far at the back of our mouths and lightly brushing our gums.

Show learners a model of a mouth made out of modelling clay, on which there is a clear difference

between the teeth and gums. This can be done by using two different colours of modelling clay (or

mould and mark the clay in some way to make it clear that both gums and teeth are being

represented). Explain that a model is not exactly what we really see, and so our models do not need

to look exactly like our teeth. A model is a representation of something real that will help us think

about the real thing. Discuss how the model is similar and different to our real teeth.

Are our teeth made out of modelling clay?

In what ways is our model the same as your real teeth?

Learners then use modelling clay to make their own model of a set of teeth and gums. Encourage

them to make their models as close to ‘real life’ as possible.

Are all of your teeth the same shape?

Do you have any gaps in your teeth?

Could you show this in your model?

To support the model making, learners could use mirrors to get a better look at their own teeth.

Plaque-disclosing tablets

and solutions could be

used to clearly show which

areas have been missed

when brushing teeth; they

are available from

pharmacists and they

temporarily stain plaque

bright colours.

To avoid learners feeling

embarrassed, this may

sensitively done by an

adult who has intentionally

missed an area when

brushing that morning or

who has eaten some food

recently.

End/Close/ Reflection/

Summary

Learners practise brushing their completed teeth models, making sure they brush each tooth as well

as lightly brushing the gums. Ask others to observe and point out if any areas have been left

unbrushed.

Discuss the length of time it takes to ensure every tooth and the gums are brushed, highlighting that it

cannot be done in a few seconds and it takes time to get it right.

To ensure understanding, ask learners to describe how they can take care for their teeth and explain

what may happen if they do not take proper care of their teeth.

Reflection

Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson.

Were the learning objectives and lesson focus realistic? What did the learners learn today?

What was the learning atmosphere like?

What changes did I make from my plan and why?

If I taught this lesson again, what would I change?

What two things went really well (consider both teaching and learning)?

What two things would have improved the lesson (consider both teaching and learning)?

What have I learned from this lesson about the class or individuals that will inform my next lesson?

Next steps

What will I teach next, based on learners’ understanding of this lesson?

Sample Lesson 2

CLASS:

DATE:

Learning objectives

2Cp.03 Know that materials can be tested to determine their properties.

2TWSp.02 Make predictions about what they think will happen.

2TWSc.02 Use given equipment appropriately.

2TWSa.01 Describe what happened during an enquiry and if it matched their predictions.

Lesson focus /

success criteria

Learners followed a given investigation method.

Learners determined the properties of a range of materials by testing them.

Prior knowledge / Previous learning

Learners should be able to understand that all materials have a variety of properties, and be able to describe common

materials in terms of these properties.

Learners should also have begun to understand that materials are chosen for different purposes based on their

properties, following recent lessons on this subject.

Plan

Timing

Planned activities

Notes

Introduction

Show learners an image of a quarry worker and discuss.

What do you think this person’s job is?

Where do you think they are?

Why might they by wearing a helmet?

Tell them we are going to carry out an investigation to solve a problem this person has. They need a

new lunchbox as their old one has broken, and they need to know the best material to make the new

one out of. Show them a paper bag and say this is what they have been using to take their lunch into

work.

What might be the problems with using a paper bag to carry lunch in?

What would happen to their lunch of it was raining heavily?

Or if they dropped their lunch by accident and someone stood on it?

Explain we are going to help by carrying out an investigation into which material will be best for the

job.

Timing

Planned activities

Notes

What properties will this material need to have?

What types of materials might be good for this purpose?

What types of materials do you think would be unsuitable for this purpose?

Tell learners that the most important thing to this person is that their lunch does not get wet, as they

often have to work outside in the rain. How could we test our different materials to see which are

waterproof?

Gather learners’ ideas, discussing how each may or may not be effective.

Main activities

Demonstrate to learners how to test to see whether a material is waterproof by covering a small, clear

container with a material that water passes slowly through (e.g. paper, thick fabric) and using a pipette

to drop water onto the top. Learners observe if the water goes through the material and drops into the

container beneath; explain that this can be a slow process for some materials so they may need to

wait. Link this to the ‘real life’ context of the investigation; the worker’s food will need to be in the

lunchbox for several hours before it is eaten, so the material must keep out water over a long period of

time.

Show learners the range of different materials that they will be testing. Ask them to make a prediction

about which materials will be waterproof and which will not.

Why do you think that material will be waterproof?

Have you seen it used for any other objects that need to be waterproof?

Why do you expect that material not to be waterproof?

Allow learners to carry out the investigation themselves. While they are working, discuss their

investigations with them in relation to their predictions, allowing them to practise using scientific

vocabulary.

Was that material waterproof like you predicted?

How do you know?

Are there any other tests you would like to do to be sure?

This activity can be extended by asking learners to consider other material properties that would be

beneficial for a lunchbox (e.g. relatively strong so the food does not get squashed, light so it can be

easily carried, not porous so it would be easy to clean).

Resources for the

investigation include: Clear

container (or cups),

pipettes, range of different

materials to test (e.g. card,

paper, fabric, wood, metal,

rock, rigid plastic and thin,

flexible plastic).

End/Close/ Reflection/

Summary

When learners have finished their investigation, come back together to discuss findings and see if

their predictions were correct.

Was that material waterproof as you predicted?

Did any of your results surprise you?

Discuss which of the waterproof materials would be best for a lunchbox, highlighting that just because

the material is waterproof does not necessarily make it the most suitable (e.g. a lunchbox made of

rock would be too heavy to carry around all day).

You could end the lesson

with a look at some real

lunchboxes and the

different materials they are

made of; discuss which

would be the most suitable

for our quarry worker’s

needs.

Reflection

Use the space below to reflect on your lesson. Answer the most relevant questions for your lesson.

Were the learning objectives and lesson focus realistic? What did the learners learn today?

What was the learning atmosphere like?

What changes did I make from my plan and why?

If I taught this lesson again, what would I change?

What two things went really well (consider both teaching and learning)?

What two things would have improved the lesson (consider both teaching and learning)?

What have I learned from this lesson about the class or individuals that will inform my next lesson?

Next steps

What will I teach next, based on learners’ understanding of this lesson?