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Nursery | Reception | Year 1 | Year 2 | YEAR 3 | Year 4 | Year 5 | Year 6

YEAR 2 LEARNING PLAN

The following is a summary of the Year 2 curriculum for 2016/17.

 

For more information, including overviews for subject areas, download the full Year 2 learning plan (PDF 123kb).

Term titles and FEATURED AUTHORS

Term

  • Autumn
  • Spring
  • Summer

Title

  • Changes
  • Animals and Environments
  • London

Featured authors

  • Roger Hargreaves
  • Francesca Simon/Colin McNaughton
  • Paul Geraghty/Roald Dahl

Writing year objectives

  • Segmenting spoken words into phonemes and representing these by graphemes, spelling many correctly
  • Learn new ways of spelling phonemes for which one + spellings are known; learn some words with each spelling, including common homophones
  • Learning to spell common exception words
  • Learning to spell more words with contracted forms
  • Learning the possessive apostrophe (singular) (for example, the girl’s book)
  • Distinguishing between homophones and near-homophones
  • Add suffixes to spell longer words, including –ment, –ness, –ful, –less, –ly
  • Apply spelling rules and guidance, as listed in English Appendix 1
  • Write from memory simple sentences dictated by the teacher that include words using the GPCs, common exception words and punctuation taught
  • Learn how to use both familiar and new punctuation correctly (see English Appendix 2), including:
    • full stops, capital letters, exclamation marks, question marks, commas for lists and apostrophes for contracted forms and the possessive (singular)
  • Sentences with different forms: statement, question, exclamation, command
  • Expanded noun phrases to describe and specify (for example, the blue butterfly)
  • The present and past tenses correctly and consistently including the progressive form
  • Subordination (using when, if, that, or because) and co-ordination (using or, and, or but)

Reading year objectives

  • Continue to apply phonic knowledge and skills as the route to decode words until automatic decoding has become embedded and reading is fluent
  • Read accurately by blending the sounds in words that contain the graphemes taught so far, especially recognising alternative sounds for graphemes
  • Read accurately words of two or more syllables that contain the same graphemes as above
  • Read words containing common suffixes
  • Read further common exception words, noting unusual correspondences between spelling and sound and where these occur in the word
  • Read most words quickly and accurately, without overt sounding and blending, when they have been frequently encountered
  • Read aloud books matched to their improving phonic knowledge, sounding out unfamiliar words accurately, automatically and without hesitation
  • Re-read these books to build up their fluency and confidence in word reading
  • Develop pleasure in reading, motivation to read, vocabulary and understanding by:
    • listening to and discussing a wide range of poetry, stories and nonfiction at a level beyond that at which they can read independently
  • Discussing the sequence of events in books and how items of information are related
  • Becoming increasingly familiar with and retelling a wider range of stories, fairy stories and traditional tales
  • Being introduced to nonfiction books that are structured in different ways
  • Recognising simple recurring literary language in stories and poetry
  • Discussing and clarifying the meanings of words, linking new meanings to known vocabulary
  • Discussing their favourite words and phrases
  • Continuing to build up a repertoire of poems learnt by heart, appreciating these and reciting some, with appropriate intonation for clear meaning
  • Understand both the books that they can already read accurately and fluently and those that they listen to by:
    • drawing on what they already know or on background information and vocabulary provided by the teacher
  • Checking that the text makes sense to them as they read and correcting inaccurate reading
  • Making inferences on the basis of what is being said and done
  • Answering and asking questions
  • Predicting what might happen on the basis of what has been read so far
  • Discuss books, poems and other works read to them and those they read for themselves, taking turns and listening to what others say
  • Explain and discuss their understanding of books, poems and other material, both those that they listen to and those that they read for themselves

Mathematics year objectives

  • 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
  • Recall and use multiplication and division facts for the two, five and 10 multiplication tables, including recognising odd and even numbers
  • Calculate mathematical statements for multiplication/division within the multiplication tables and use 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, and include problems in contexts, using:
    • materials
    • arrays
    • repeated addition
    • mental methods
    • multiplication and division facts
  • 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 of 6 = 3 and recognise the equivalence of 2/4 and 1/2
  • Use appropriate standard units to estimate and measure to the nearest appropriate unit, using rulers, scales, thermometers and measuring vessels:
    • length/height in any direction (m/cm)
    • mass (kg/g)
    • temperature (°C)
    • capacity (litres/ml)
  • 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
  • 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
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