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YEAR 2

What will my child be doing in Year 2?

 

At the age of 6 and 7 your child will be in Year 2.

 

Year 2 is the second of 2 years where your child will be working at Key Stage 1. At the end of Key Stage 1 your child should have reached a particular level of skills, knowledge and understanding.

 

Schools use targets to check each child’s progress so they can adapt their teaching to best serve the child.

 

Some children will not progress as quickly as others or have special educational needs. Parents and carers have a key role in the educational development of their child. It is important to communicate with your child’s teacher, take an interest in what your child is learning at school and praise your child when they have done well.

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YEAR 2 NUMERACY TARGETS

 

By the end of Year 2, most children should be able to:

 

· Count to at least 100, and read and write numbers to 100

· Know you can undo an addition with a subtraction

· Know that they can do addition in any order and it’s easier to start with the bigger numbers

· Understand that multiplying is the same as adding more of the same number

· Given any 6 numbers up to 100, put them in order

· Count forwards and backwards in ones or tens from any two-digit number eg 26, 36, 46

· Recognise odd and even numbers

· Add and subtract numbers under 20 in their heads

· Know pairs of ‘tens’ numbers that make 100 eg 70 + 30

· Double and halve small numbers eg double 9 is 18 and half of 18 is 9

· Know by heart the 2 and 10 times tables

· Find the total of a handful of coins to £1

· Measure or weigh using metres, centimetres, kilograms or litres

· Use a ruler to draw and measure lines to the nearest centimetre

· Tell the time to the half and quarter hour

· Name and describe common 2-D and 3-D shapes, say how many sides and corners each shape has and if it has any right angles

· Recognise turning movements such as whole turns, half turns and quarter turns or right angles

· Predict how a shape would appear in a mirror

· Solve simple number problems, and explain how to work them out

 

YEAR 2 LITERACY TARGETS

 

There are 12 areas that make up the various aspects of literacy for Year 2. Literacy is a massive subject area and is obviously of extreme importance in your child’s development. Do bear in mind these are only guides to performance. At this very young age there will be a wide range of abilities within each class.

 

1. Speaking

2. Listening and responding

3. Group discussion, interaction

4. Drama

5. Word recognition

6. Word structure, spelling

7. Understand and interpret texts

8. Engage with, respond to texts

9. Creating and shaping texts

10. Text structure and organisation

11. Sentence structure, punctuation

12. Presentation

 

 

Speaking

· Speak with clarity and use appropriate intonation when reading and reciting texts

· Tell real and imagined stories using the conventions of familiar story language

· Explain ideas and processes using imaginative and adventurous vocabulary and non-verbal gestures to support communication

Listening and responding

· Listen to others in class, ask relevant questions and follow instructions

· Listen to talk by an adult, remember some specific points and identify what they have learned

· Respond to presentations by describing characters, repeating some highlights and commenting constructively

Group discussion, interaction

· Ensure that everyone contributes, allocate tasks, and consider alternatives and reach agreement

· Work effectively in groups by ensuring that each group member takes a turn challenging, supporting and moving on

· Listen to each other's views and preferences, agree the next steps to take and identify contributions by each group member

 

Drama

 

· Adopt appropriate roles in small or large groups and consider alternative courses of action

· Present part of traditional stories, their own stories or work drawn from different parts of the curriculum for members of their own class

· Consider how mood and atmosphere are created in live or recorded performance

 

Word recognition

· Read independently and with increasing fluency longer and less familiar texts

· Spell with increasing accuracy and confidence, drawing on word recognition and knowledge of word structure, and spelling patterns

· Know how to tackle unfamiliar words that are not completely decodable

· Read and spell less common alternative graphemes including trigraphs

· Read high and medium frequency words independently and automatically

 

Word structure, spelling

· Spell with increasing accuracy and confidence, drawing on word recognition and knowledge of word structure, and spelling patterns including common inflections and use of double letters

· Read and spell less common alternative graphemes including trigraphs

 

Understand and interpret texts

· Draw together ideas and information from across a whole text, using simple signposts in the text

· Give some reasons why things happen or characters change

· Explain organisational features of texts, including alphabetical order, layout, diagrams, captions, hyperlinks and bullet points

· Use syntax and context to build their store of vocabulary when reading for meaning

· Explore how particular words are used, including words and expressions with similar meanings

 

Engage with, respond to texts

· Read whole books on their own, choosing and justifying selections

· Engage with books through exploring and enacting interpretations

· Explain their reactions to texts, commenting on important aspects

 

Creating and shaping texts

· Draw on knowledge and experience of texts in deciding and planning what and how to write

· Sustain form in narrative, including use of person and time

· Maintain consistency in non-narrative, including purpose and tense

· Make adventurous word and language choices appropriate to the style and purpose of the text

· Select from different presentational features to suit particular writing purposes on paper and on screen

 

Text structure and organisation

· Use planning to establish clear sections for writing

· Use appropriate language to make sections hang together

Sentence structure, punctuation

· Write simple and compound sentences and begin to use subordination in relation to time and reason

· Compose sentences using tense consistently (present and past)

· Use question marks, and use commas to separate items in a list

 

Presentation

· Write legibly, using upper and lower case letters appropriately within words, and observing correct spacing within and between words

· Form and use the four basic handwriting joins

· Wordprocess short narrative and non-narrative texts

 

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