Year Two Curriculum Plan

Speaking and Listening

I can speak clearly and confidently using a range of vocabulary and appropriate intonation.

I can listen carefully, remembering important points.

I can listen to and follow several instructions.

I can ask a range of questions using question stems.

I can listen to the views of others.

I can contribute to a group discussion and be cooperative

I can act out/present parts of traditional tales as well as my own stories.

I can participate in discussions, presentations, performance and role play.

Reading (word/comprehension)

I can read independently and accurately all key words from R-Y2.

I can read non-fiction books, stories and poems (reciting some) accurately, taking note of punctuation.

I can use a range of strategies for decoding unknown words.

I can identify syllables, common prefixes and suffixes and regular verb endings.

I can self-correct when reading.

I can read with understanding and talk about themes, events, characters and feelings in books.

I can predict, infer and ask questions about a text (reciprocal reading)

I can answer questions about a text both orally and written.

I can give reasons for events in a book.

I can explain why I like or dislike a book.

I can explain the purpose of alphabetical order, layout, diagrams, captions, hyperlinks and bullet points in non-fiction texts.

I can use a dictionary to locate specific words.

I can use an index and a glossary to find information.

I can read independently and in silence for 20-30 minutes from a range of texts, familiar and unfamiliar.

Writing (composition/grammar)

I can write an A4 page of meaningful sentences in a particular genre.

I can use full stops, capital letters, exclamation marks and question marks.

I can use commas for lists and description (e.g. He had a long, hairy beard, two gigantic eyes and a bulbous nose)

I can use apostrophes for contraction and possession (I’ll, we’ll, can’t…).

I can use a range of connectives to join two sentences (coordination) (e.g. and, but, so, or, because)

I am beginning to include complex sentences in some of my writing (subordination) (e.g. who, which, what, while, when, where, because, then, so that, if, to, until)

I can start my sentences with different openers (e.g. connectives, adverbs…).

I can write simple texts such as lists, stories, instructions, poems, simple reports and explanations.

I can compose my sentences orally before I begin to write them.

I can use some adventurous vocabulary (e.g. 2A sentences – The boys peeped inside the dark, dank cave. Adverbs – Tom ran quickly down the hill.)

I can use past and present tense accurately.

I can use speech marks to mark direct speech.

I know and use some common prefixes and suffixes including those that create an antonym (opposite) such as ‘un’ and ‘dis’.

I know the term synonym and can locate and use synonyms in my writing.

I am beginning to group sentences with a similar theme together, ready to form paragraphs.

I recognise and am beginning to use high frequency homophones correctly (e.g. to, too, two, there, their, they’re…)

I can use my skills to write across the curriculum.

Handwriting

I can hold a pencil correctly, sit up correctly and steady my work.

I can use and form all letters and numbers correctly.

I can keep handwriting on the line.

I can show consistency in size of letters.

I can begin to join my handwriting.

Phonics/Spelling

I can recognise, read and spell all key words for Reception, year 1 and year 2.

I can read and spell all phonic sounds and blends. (Set 2 and 3 sound)

I can use spelling rules to correctly spell words containing the suffixes: –es, -ed, -ing, -er, -est

I can spell words with contractions (e.g. I’ll, we’ll, can’t…)

I can add suffixes including –ment, -ness, -ful, -less, -ly and understand how suffixes can change a root word.

I can write from memory sentences dictated to me by my teacher containing spellings and punctuation learnt.

Terminology

Consolidate: finger spaces, letter, word, sentence, full stops, capital letter, question mark, exclamation mark, speech bubble, bullet points, singular/plural, adjective, verb, connective, alliteration, simile –‘as/’like’

Introduce: apostrophe (contractions and singular possession, commas for description, speech marks, suffix, verb/adverb, statement, question, exclamation, command (bossy verbs), tense, adjective, noun, noun phrases.

Number – number and place value

Pupils should be taught to:

• count in steps of 2, 3, and 5 from 0, and in tens from any number, forward and backward;
• recognise the place value of each digit in a two-digit number (tens, ones);
• identify, represent and estimate numbers using different representations, including the number line;
• compare and order numbers from 0 up to 100; use <, > and = signs;
• read and write numbers to at least 100 in numerals and in words;
• use place value and number facts to solve problems.

Number – addition and subtraction

Pupils should be taught to:

• solve problems with addition and subtraction:
• using concrete objects and pictorial representations, including those involving numbers, quantities and measures;
• applying their increasing knowledge of mental and written methods.
• recall and use addition and subtraction facts to 20 fluently, and derive and use related facts up to 100;
• add and subtract numbers using concrete objects, pictorial representations, and mentally, including:

a two-digit number and ones;

a two-digit number and tens;

two two-digit numbers;

adding three one-digit numbers;

• show that addition of two numbers can be done in any order (commutative) and subtraction of one number from another cannot;
• recognise and use the inverse relationship between addition and subtraction and use this to check calculations and solve missing number problems.

Number – multiplication and division

Pupils should be taught to:

• recall and use multiplication and division facts for the 2, 5 and 10 multiplication tables, including recognising odd and even numbers;
• calculate mathematical statements for multiplication and division within the multiplication tables and write them using the multiplication (×), division (÷) and equals (=) signs;
• show that multiplication of two numbers can be done in any order (commutative) and division of one number by another cannot;
• solve problems involving multiplication and division, using materials, arrays, repeated addition, mental methods, and multiplication and division facts, including problems in contexts.

Number – fractions

• recognise, find, name and write fractions 1/3, 1/4, 2/4, and 3/4 of a length, shape, set of objects or quantity
• write simple fractions for example, 1/2 6 = 3 and recognise the equivalence of ½ and 2/4

Measurement

Pupils should be taught to:

• choose and use appropriate standard units to estimate and measure length/height in any direction (m/cm); mass (kg/g); temperature (°C); capacity (litres/ml) to the nearest appropriate unit, using rulers, scales, thermometers and measuring vessels;
• compare and order lengths, mass, volume/capacity and record the results using >, < and =;
• recognise and use symbols for pounds (£) and pence (p); combine amounts to make a particular value;
• find different combinations of coins that equal the same amounts of money;
• solve simple problems in a practical context involving addition and subtraction of money of the same unit, including giving change;
• compare and sequence intervals of time;
• tell and write the time to five minutes, including quarter past/to the hour and draw the
• hands on a clock face to show these times;
• know the number of minutes in an hour and the number of hours in a day.

Geometry – properties of shapes

Pupils should be taught to:

• identify and describe the properties of 2-D shapes, including the number of sides and line symmetry in a vertical line
• identify and describe the properties of 3-D shapes, including the number of edges, vertices and faces
• identify 2-D shapes on the surface of 3-D shapes [for example, a circle on a cylinder and a triangle on a pyramid]
• compare and sort common 2-D and 3-D shapes and everyday objects.

Geometry – position and direction

Pupils should be taught to:

• order and arrange combinations of mathematical objects in patterns and sequences
• use mathematical vocabulary to describe position, direction and movement, including movement in a straight line and distinguishing between rotation as a turn and in terms of right angles for quarter, half and three-quarter turns (clockwise and anti-clockwise).

Statistics

Pupils should be taught to:

• interpret and construct simple pictograms, tally charts, block diagrams and simple tables;
• ask and answer simple questions by counting the number of objects in each category and sorting the categories by quantity;
• ask and answer questions about totalling and comparing categorical data.