Year Two (Reading, Writing, Mathematics)
Reading
Word Reading
Pupils should be taught to:
 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 closely matched to their improving phonic knowledge, sounding out unfamiliar words accurately, automatically and without undue hesitation

reread these books to build up their fluency and confidence in word reading.
Reading Comprehension
Pupils should be taught to:
 develop pleasure in reading, motivation to read, vocabulary and understanding by:
 listening to, discussing and expressing views about a wide range of contemporary and classic 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 to make the meaning clear
 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
 participate in discussion about books, poems and other works that are read to them and those that they can 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.
Writing
Spelling
Pupils should be taught to:
 Spell by:
 segmenting spoken words into phonemes and representing these by graphemes, spelling many correctly
 learning new ways of spelling phonemes for which one or more spellings are already known, and learn some words with each spelling, including a few 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 nearhomophones
 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 so far
Handwriting
Pupils should be taught to:
 form lowercase letters of the correct size relative to one another
 start using some of the diagonal and horizontal strokes needed to join letters and understand which letters, when adjacent to one another, are best left unjoined
 write capital letters and digits of the correct size, orientation and relationship to one another and to lower case letters
 use spacing between words that reflects the size of the letters.
Writing Composition
Pupils should be taught to:
 develop positive attitudes towards and stamina for writing by:
 writing narratives about personal experiences and those of others (real and fictional)
 writing about real events
 writing poetry
 writing for different purposes
 consider what they are going to write before beginning by:
 planning or saying out loud what they are going to write about writing down ideas and/or key words, including new vocabulary
 encapsulating what they want to say, sentence by sentence
 make simple additions, revisions and corrections to their own writing by:
 evaluating their writing with the teacher and other pupils
 rereading to check that their writing makes sense and that verbs to indicate time are used correctly and consistently, including verbs in the continuous form
 proofreading to check for errors in spelling, grammar and punctuation [for example, ends of sentences punctuated correctly]
 read aloud what they have written with appropriate intonation to make the meaning clear.
Writing  Vocabulary, Grammar and Punctuation
Pupils should be taught to:
 develop their understanding of the concepts set out in English Appendix 2 by:
 learning 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)
 learn how to use:

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 coordination (using or, and, or but)


the grammar for year 2 in English Appendix 2

some features of written Standard English
 use and understand the grammatical terminology in English Appendix 2 in discussing their writing.
Mathematics
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 twodigit 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.
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 twodigit number and ones
 a twodigit number and tens
 two twodigit numbers
 adding three onedigit 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.
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.
Fractions
Pupils should be taught to:
 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.
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 Shape
Pupils should be taught to:
 identify and describe the properties of 2D shapes, including the number of sides and line symmetry in a vertical line
 identify and describe the properties of 3D shapes, including the number of edges, vertices and faces
 identify 2D shapes on the surface of 3D shapes, [for example, a circle on a cylinder and a triangle on a pyramid]
 compare and sort common 2D and 3D 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 threequarter 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.