Welcome to Year 2

Welcome to our Year 2 class! In our class, we focus on our school values every day. Teamwork helps us work together on fun activities. We show resilience by not giving up when things are hard. Honesty means we tell the truth to our friends and teachers. Respect is important; we treat everyone nicely. Compassion helps us care for one another. Join us for a year full of fun, learning, and friendship!

End of Year Expectations for Year 2

On this page you'll find information on the end of year expectations for children in Year Two of our school. The National Curriculum outlines these expectations as being the minimum requirements your child must meet in order to ensure continued progress. All the objectives will be worked on throughout the year and will be the focus of direct teaching. Any extra support you can provide in helping your children with maths, reading and writing will be greatly beneficial and valued. Please speak to your child's class teacher for further information.

Mathematics

By the end of Year Two, your child will be able to:

• Compare and order numbers up to 100 and use < > =.

• Read and write all numbers to 100 in digits & words.

• Say 10 more/  less than  any  number to 100.

• Count in steps of 2, 3 & 5 from zero and in 10s from any number (forwards and backwards).

• Recall and use multiplication and division facts for 2, 5 and 10  tables.

• Recall and use +/- facts to 20.

• Derive and use related facts to 100.

• Recognise place value of any 2-digit number.

• Add and subtract: 2-digit numbers and ones; 2-digit numbers and tens; two 2-digit numbers and three 1-digit numbers

• Recognise and use inverse (+/-).

• Calculate and write multiplication and division calculations using multiplication tables.

• Recognise, find, name and write 1/3; 1/4; 2/4; 3/4.

• Write and recognise equivalence of simple fractions.

• Tell time to five minutes, including quarter past/to.

Reading

Word reading

• Apply phonic knowledge and skills as a 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 improving phonics knowledge, sounding out unfamiliar words accurately, automatically and without undue hesitation.
• Re-read these books to build up fluency and confidence in word reading.

Comprehension

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 poems, stories and non-fiction at a level beyond that at which can be 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 and clarifying the meanings of words, linking new meanings to known vocabulary.
• Discussing 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 already read accurately and fluently and those listened to by:

• Drawing on what is already known or on background information and vocabulary provided by the teacher.
•  Checking that the text makes sense and correcting any 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.

Writing

Pupils will be taught to spell by:

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 learning 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 near homophones
• Adding suffixes to spell longer words, for example, ‘-ment’, ‘-ful’, ‘-less’, ‘-ly’
• Applying spelling rules and guidelines, as listed in English Appendix 1
• Writing from memory simple sentences dictated by the teacher that include words using the GPCs, common exception words and punctuation taught so far.

In handwriting pupils will 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 letter.
• Use spacing between words that reflects the size of the letters.

In composition pupils will be able to:

• Develop positive attitudes towards and stamina for writing
• Consider and plan what they are going to write before beginning
• Make simple additions, revisions and corrections to their own writing
• Evaluate their writing with the teacher and other pupils
• Re-read to check that their writing makes sense
• Proofread to check for errors in spelling, grammar and punctuation (for example, ends of sentences punctuated correctly)

Vocabulary, Grammar and Punctuation - pupils will be taught to:

•  Learn how to use both familiar and new punctuation correctly 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
• Use expanded noun phrases to describe and specify [for example, the blue butterfly]
• Use the  present and past tenses correctly and consistently, including the progressive form
•  Use subordination (using when, if, that, or because) and co-ordination (using or, and, or but)