St Augustines

Year 2 curriculum outline

Communication Language and Literacy
Genre to be covered in detail
Narrative Stories with familiar settings; traditional stories; different stories by the same author; extended stories/significant authors
Non-fiction instructions; explanations; information texts; non-chronological reports
Poetry patterns on the page; silly stuff

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 GPCs as above
read words containing common suffixes
read further common exception words, noting unusual correspondence between spelling and sound and where these occur in the word
read most words quickly and accurately when they have been frequently encountered without overt sounding and blending
read aloud books closely matched to their improving phonic knowledge, sounding out unfamiliar words accurately, automatically and without undue hesitation
re-read 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 poetry (including contemporary and classic), stories and non-fiction 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 non-fiction books that are structured in different ways
recognising simple recurring literary language in stories and poetry
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.



St Augustines
Year 2 curriculum outline

WRITING
Transcription
Spelling (see Appendix 1)
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
distinguishing between homophones and near-homophones
add suffixes to spell longer words, e.g. ment, ness, ful,

less, ly
apply spelling rules and guidelines, as listed in Appendix 1
write from memory simple sentences dictated by the teacher that include words and punctuation taught so far.

Handwriting
Pupils should be taught to:
form lower-case 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.

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
re-reading to check that their writing makes sense and that verbs to indicate time are used correctly and consistently, including verbs in the continuous form
proof-reading to check for errors in spelling, grammar and punctuation (e.g. ends of sentences punctuated correctly)
read aloud what they have written with appropriate intonation to make the meaning clear.


Word

Sentence

Text

Punctuation

Formation of nouns using suffixes such as
ness, er and by compounding (e.g.
whiteboard, superman)
Formation of adjectives using suffixes such
as ful, less
(A fuller list of suffixes can be found in the
year 2 spelling appendix.)
Use of the suffixes er, est in adjectives and ly
to turn adjectives into adverbs
Subordination (using when, if, that, because)
and co-ordination (using or, and, but)
Expanded noun phrases for description and
specification (e.g. the blue butterfly, plain flour,
the man in the moon)
How the grammatical patterns in a sentence
indicate its function as a statement, question,
exclamation or command
Correct choice and consistent use of present
tense and past tense throughout writing
Use of the progressive form of verbs in the
present and past tense to mark actions in
progress (e.g. she is drumming, he was shouting)
Use of capital letters, full stops, question marks and
exclamation marks to demarcate sentences
Commas to separate items in a list
Apostrophes to mark where letters are missing in spelling

St Augustines
Year 2 curriculum outline

Mathematical development
NUMBER
Number and place value
read and write numbers to at least 100 in numerals and in words [39]
recognise the place value of each digit in a 2-digit number (tens, ones) [40]
count in steps of 2, 3, 5 and 10, count in tens from any number, and give 10 more or less than a given
number to 100 [41]
compare and order numbers from 0 up to 100; use <, > and = signs [42]
arrange, read and write numbers in increasing and decreasing order [43]
solve word problems using place value and number facts with increasing precision. [44]

Addition and subtraction
rapidly recall and use addition and subtraction facts to 20 [48]
add and subtract numbers with up to two 2-digits including using column addition without carrying and
column subtraction without borrowing [49]
add and subtract numbers mentally including:
- a 2-digit number and ones
- a 2-digit number and tens
- two 2-digit numbers [50]
use subtraction in take away and find the difference problems [51]
recognise and show that addition can be done in any order (commutative) and subtraction cannot [52]
recognise and use addition and subtraction as inverse operations including to check calculations [53]
solve word problems with addition and subtraction of numbers with up to 2-digits.
Multiplication and division
recall multiplication and division facts for the 2, 5 and 10 multiplication tables [59]
use the multiplication (x), division () and equals (=) signs to read and write mathematical statements [60]
write and calculate mathematical statements for multiplication and division within the multiplication tables
[61]
recognise and use the inverse relationship between multiplication and division to check calculations [62]
ensure pupils can recognise and show that multiplication can be done in any order (commutative) and
division cannot [63]
solve word problems involving multiplication and division. [64]

Fractions
recognise, name and write fractions
1
/
4
,
1
/
3
,
1
/
2
,
2
/
3
and
3
/
4
of a whole [67]
count in halves and quarters to ten. [68]




GEOMETRY AND MEASURES
Properties of shapes
recognise and name common 3-D and 2-D shapes [71]
identify and describe the properties of 2-D shapes, including the number of sides, right angles and line
symmetry [72]
identify and describe the properties of polygons and non-polygons [73]
identify and describe the properties of 3-D shapes including the number of edges, vertices and faces [74]
identify 2-D shapes on the surface of 3-D shapes, for example rectangle and square on a cuboid, circle on a
cylinder, triangle on a pyramid [75]
compare and sort common 2-D and 3-D shapes and everyday objects. [76]
Position, direction, motion
use mathematical vocabulary to describe position, direction and movement, including rotation as a turn and in
terms of right angles for quarter and half turns (clock-wise and anti-clockwise), and movement in a straight line.
[79]
Measures
choose and use appropriate standard units to estimate and measure length/height in any direction (m/cm/mm);
mass (kg/g); temperature (C); volume and capacity (litres/ml) to the nearest appropriate unit using rulers,
scales, thermometers and measuring vessels [81]
compare and order lengths, mass, volume/capacity and record the results using >, < and = [82]
read relevant scales to the nearest numbered unit [83]
tell and write the time to 5 minutes including quarter past/to the hour and draw hands on a clock face to show
these times [84]
recognise and use symbols for pounds () and pence (p); recognise coins and notes of different values;
combine amounts to make a particular value and match different combinations of coins to equal the same
amounts of money; add and subtract money of the same unit.
Data
construct and interpret pictograms, tables and simple graphs.














St Augustines
Year 2 curriculum outline


ICT STU CD

Create pictures.
Input data into prepared spreadsheet and use to answer questions.
Film short scenes and edit with others.
Predict outcomes of set of instructions when using control.
Create simple series of instructions: using right angle turns and simple
repeats. Test and amend a series of instructions.
Use pre-saved selection of websites and resources to answer research
questions.

Contribute to group email.
Create group presentation, including recording narration.
Save work to a personal folder.



Principles of scientific enquiry should be taught through the following content:
All living things
Plants
Animals including humans
Habitats
Everyday materials
Movement

Technology generate and change ideas descr4ibe plans
using words pictures and models decide on appropriate tools
techniques and materials to use understand need for food
safety and hygiene including storage use all sense to describe
materials accurate weighing and measuring to cm, g, m, kg
join materials using stitching stapling tying strengthen
materials- cut materials using scissors saw etc. use variety of
materials and add detail suggest improvements for own work
be clear of properties of materials and their suitability for tasks
Create ideas from imagination and from stimulus investigate and use
different materials describe differences between pieces of art suggest
improvements to own work explore different pencil grades charcoal
pencil pastels tones of light and dark pattern and texture in drawings
viewfinder mix paint to create secondary colours- mix colour to match
create tints and tones press prints, rolling, rubbing stamping join fabric
using glue and sewing create pot join two pots add line and shape to 3d
work work individually and as a group explore using different materials
for effect on collage- repeated patterns in collage edit ICT picture link
colours to natural and manmade objects comment on other artists use of
shape line and colour
HSEU UPHWB Spirituality
Geog -Use geog. vocab to label plan or picture use evidence to find out
about location ask others questions about a location-longest shortest
routes map or plan to describe contrasting locations (UK and non-
European) noting similarities and differences simple grid references
identify and locate landmarks and physical features on a map make simple
map using symbols know main continents and oceans of the world use
globes and maps and atlases to find UK and other countries studied know
NSEW and other locational language

Hist vocab: past, present, before I was born, when I was younger put
objects & events in chron order and give reasons sequence own life events
sequence life events of famous person facts of historical event
differences between own life and life of someone from past why did
someone/group in the past act in a particular way how was local area
different in the past- how long ago- how do we find out about the past -
using different simple sources talk to older person to find out about past
eye witness accounts and how they can vary nation and nationhood





See separate overview Festivals QCA Unit 2C Celebrations
What are the special days/festivals for:
Jews
Christians
Muslims
Hindus
Religious stories/Sacred texts
What are the sacred texts of:
Muslims
Hindus
Jews
Christians
What stories do people from different faiths love to tell?
QCA Unit 2B Why did Jesus tell stories?
QCA Unit 6C Why are sacred texts important?
QCA Unit 6D What is the Quran and why is it important to Muslims?
What can we learn from people of faith?
Stories of religious heroes
Powerpoint and DVD on server (from TES Connect)
Belonging
What does it mean to belong?
QCA Unit 1A What does it mean to belong?
Places of Worship
Where do people from different religions worship and why?
What do they do in these places?
Where are your special places?
What do special places feel like?
What can you see, hear, taste or touch in a holy building?
VISITS ESSENTIAL!!
QCA Unit 2D Visiting a place of worship