Mastering

the Year 2
Curriculum
 Introduction
Welcome to our guide to the Year 2 curriculum Contents
Many parents worry that they are unsure what their child should English 04
know in each year group. Are they behind? Are they ahead?
That’s why we created these guides. Maths 12
Each chapter covers a different subject taught in Year 2 and Science 18
is then broken down into the different skills your child should
have mastered by the end of the year. Art and Design 22
You can print this guide out, or keep a digital copy and tick off Computing 24
each skill when your child feels they have mastered it.
Design and Technology 26
We recommend you use this guide regularly to engage with
your child about their education and you can even use it with a Geography 28
tutor to work through the curriculum.
History 30
Happy reading!
Music 32
Physical Education 34
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Introduction // Page 2
 English
By the beginning of year 2, pupils should be able to read all Variations include different ways of spelling the same sound,
common graphemes. They should be able to read unfamiliar the use of so-called silent letters and groups of letters in some
words containing these graphemes, accurately and without words and, sometimes, spelling that has become separated
undue hesitation, by sounding them out in books that from the way that words are now pronounced, such as the ‘le’
are matched closely to each pupil’s level of word reading ending in table. Pupils’ motor skills also need to be sufficiently
knowledge. They should also be able to read many common advanced for them to write down ideas that they may be able
words containing GPCs taught so far [for example, shout, hand, to compose orally. In addition, writing is intrinsically harder than
stop, or dream], without needing to blend the sounds out loud reading: pupils are likely to be able to read and understand
first. Pupils’ reading of common exception words [for example, more complex writing (in terms of its vocabulary and structure)
you, could, many, or people], should be secure. Pupils will than they are capable of producing themselves.
increase their fluency by being able to read these words easily For pupils who do not have the phonic knowledge and
and automatically. Finally, pupils should be able to retell some skills they need for year 2, teachers should use the year 1
familiar stories that have been read to and discussed with them programmes of study for word reading and spelling so that
or that they have acted out during year 1. pupils’ word reading skills catch up. However, teachers should
During year 2, teachers should continue to focus on use the year 2 programme of study for comprehension so that
establishing pupils’ accurate and speedy word reading skills. these pupils hear and talk about new books, poems, other
They should also make sure that pupils listen to and discuss writing, and vocabulary with the rest of the class.
a wide range of stories, poems, plays and information books;
this should include whole books. The sooner that pupils can
Reading - word reading
read well and do so frequently, the sooner they will be able to
increase their vocabulary, comprehension and their knowledge Your Year 2 child should be able to:
across the wider curriculum.
Continue to apply phonic knowledge and skills as the
In writing, pupils at the beginning of year 2 should be able route to decode words until automatic decoding has
to compose individual sentences orally and then write them become embedded and reading is fluent
down. They should be able to spell correctly many of the words
covered in year 1. They should also be able to make phonically Read accurately by blending the sounds in words that
plausible attempts to spell words they have not yet learnt. contain the graphemes taught so far, especially
Finally, they should be able to form individual letters correctly, recognising alternative sounds for graphemes
so establishing good handwriting habits from the beginning. Read accurately words of two or more syllables that
It is important to recognise that pupils begin to meet extra contain the same graphemes as above
challenges in terms of spelling during year 2. Increasingly, they Read words containing common suffixes
should learn that there is not always an obvious connection
between the way a word is said and the way it is spelt.

English // Page 4
 English
Read further common exception words, noting unusual – Discussing and clarifying the meanings of words, linking
correspondences between spelling and sound and where new meanings to known vocabulary
these occur in the word – Discussing their favourite words and phrases
Read most words quickly and accurately, without overt – Continuing to build up a repertoire of poems learnt
sounding and blending, when they have been frequently by heart, appreciating these and reciting some, with
encountered appropriate intonation to make the meaning clear
Read aloud books closely matched to their improving Understand both the books that they can already read
phonic knowledge, sounding out unfamiliar words accurately and fluently and those that they listen to by:
accurately, automatically and without undue hesitation
– Drawing on what they already know or on background
Re-read these books to build up their fluency and information and vocabulary provided by the teacher
confidence in word reading
– Checking that the text makes sense to them as they
read and correcting inaccurate reading
Reading - comprehension – Making inferences on the basis of what is being said
and done
Your Year 2 child should be able to:
– Answering and asking questions
Develop pleasure in reading, motivation to read,
vocabulary and understanding by: – Predicting what might happen on the basis of what has
been read so far
– Listening to, discussing and expressing views about a
wide range of contemporary and classic poetry, stories Participate in discussion about books, poems and other
and non-fiction at a level beyond that at which they can works that are read to them and those that they can read
read independently for themselves, taking turns and listening to what others
say
– Discussing the sequence of events in books and how
items of information are related Explain and discuss their understanding of books, poems
and other material, both those that they listen to and those
– Becoming increasingly familiar with and retelling a wider
that they read for themselves
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

English // Page 6
 English
Start using some of the diagonal and horizontal strokes
Writing - transcription needed to join letters and understand which letters, when
adjacent to one another, are best left unjoined
Your Year 2 child should be able to:
Write capital letters and digits of the correct size and
Spell by:
orientation to each other and lower case letters
– Segmenting spoken words into phonemes and
Use spacing between words that reflects the size of the
representing these by graphemes, spelling many
letters
correctly
– Learning new ways of spelling phonemes for which one
or more spellings are already known, and learn some Writing - composition
words with each spelling, including a few common
Your Year 2 child should be able to:
homophones
Develop positive attitudes and stamina for writing by:
– Learning to spell common exception words
– Writing narratives about personal experiences and
– Learning to spell more words with contracted forms
those of others (real and fictional)
– Learning the possessive apostrophe (singular) [for
– Writing about real events
example, the girl’s book]
– Writing poetry
– Distinguishing between homophones and near-
homophones – Writing for different purposes
Add suffixes to spell longer words, including –ment, –ness, Consider what they write before beginning by:
–ful, –less, –ly – Planning or saying out loud what they are going to write
Apply simple spelling rules and guidance – Writing down ideas and/or key words, including new
Write from memory simple sentences dictated by the vocabulary
teacher that include words using the GPCs and common – Encapsulating what they want to say, sentence by
exception words taught so far sentence
Make simple additions, revisions and corrections to their
Handwriting own writing by:
– Evaluating their writing with the teacher and pupils
Your Year 2 child should be able to:
– Re-reading to check that their writing makes sense
Form lower-case letters of the correct size relative to one
and that verbs to indicate time are used correctly and
another
consistently, including verbs in the continuous form

English // Page 8
 English
– Proof-reading to check for errors in spelling, grammar
and punctuation [for example, ends of sentences

“The more that

punctuated correctly]
Read aloud what they have written with appropriate
intonation to make the meaning clear

Writing – vocabulary, grammar and punctuation you read,

Your Year 2 child should be able to:
Develop their understanding of the concepts by:
the more things
– Learning how to use both familiar and new punctuation
correctly, including full stops, capital letters, exclamation
marks, question marks, commas for lists and
you will know.
apostrophes for contracted forms and the possessive
(singular) The more that you
learn, the more
Learn how to use:
– Sentences with different forms: statement, question,
exclamation, command
– Expanded noun phrases to describe and specify [for
example, the blue butterfly] places you’ll go.”
– 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)
– The grammar for year 2 Dr. Seuss
– Some features of written Standard English
Use and understand the grammatical terminology in
discussing their writing

English // Page 10
 Maths
Mathematics is a creative and highly inter-connected discipline Number – addition and subtraction
that has been developed over centuries, providing the solution
to some of history’s most intriguing problems. Your Year 2 child should be able to:
It is essential to everyday life, critical to science, technology Solve problems with addition and subtraction:
and engineering, and necessary for financial literacy and most
– Using concrete objects and pictorial representations,
forms of employment.
including those involving numbers, quantities and
A high-quality mathematics education therefore provides a measures
foundation for understanding the world, the ability to reason
– Applying their increasing knowledge of mental and
mathematically, an appreciation of the beauty and power of
written methods
mathematics, and a sense of enjoyment about the subject.
Recall and use addition and subtraction facts to 20 fluently,
and derive and use related facts up to 100
Number – number and place value
Add and subtract numbers using concrete objects,
Your Year 2 child should be able to: pictorial representations, and mentally, including:

Count in steps of 2, 3, and 5 from 0, and in tens from any – A two-digit number and ones
number, forward and backward – A two-digit number and tens
Recognise the place value of each digit in a two-digit – Two two-digit numbers
number (tens, ones) – Adding three one-digit numbers
Identify, represent and estimate numbers using different Show that addition of two numbers can be done in any
representations, including the number line order (commutative) and subtraction of one number from
Compare and order numbers from 0 up to 100; use <, > another cannot
and = signs Recognise and use the inverse relationship between
Read and write numbers to at least 100 in numerals and in addition and subtraction and use this to check calculations
words and solve missing number problems
Use place value and number facts to solve problems

Maths // Page 12
 Maths
Number – multiplication and division Measurement
Your Year 2 child should be able to: Your Year 2 child should be able to:
Recall and use multiplication and division facts for the 2, Choose and use appropriate standard units to estimate
5 and 10 multiplication tables, including recognising odd and measure length/height in any direction (m/cm); mass
and even numbers (kg/g); temperature (°C); capacity (litres/ml) to the nearest
Calculate mathematical statements for multiplication and appropriate unit, using rulers, scales, thermometers and
division within the multiplication tables and write them measuring vessels
using the multiplication (×), division (÷) and equals (=) Compare and order lengths, mass, volume/capacity and
signs record the results using >, < and =
Show that multiplication of two numbers can be done Recognise and use symbols for pounds (£) and pence (p);
in any order (commutative) and division of one number by combine amounts to make a particular value
another cannot Find different combinations of coins that equal the same
Solve problems involving multiplication and division, amounts of money
using materials, arrays, repeated addition, mental Solve simple problems in a practical context involving
methods, and multiplication and division facts, including addition and subtraction of money of the same unit,
problems in contexts. including giving change
Compare and sequence intervals of time tell and write the
Number – fractions time to five minutes, including quarter past/to the hour
and draw the hands on a clock face to show these times
Your Year 2 child should be able to:
Know the number of minutes in an hour and the number of
Recognise, find, name and write fractions one third, one hours in a day
quarter, two quarters and three quarters of a length,
shape, set of objects or quantity
Geometry – property of shapes
Write simple fractions for example, half of 6 = 3 and
recognise the equivalence of two quarters and one half Your Year 2 child should be able to:
Identify and describe the properties of 2-D shapes,
including the number of sides and line symmetry in a
vertical line

Maths // Page 14
 Maths
Identify and describe the properties of 3-D shapes,

“Without
including the number of edges, vertices and faces
Identify 2-D shapes on the surface of 3-D shapes [for

mathematics,
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

Geometry – position and direction there’s nothing you

Your Year 2 child should be able to:
Order and arrange combinations of mathematical objects can do. Everything
around you is
in patterns and sequences
Use mathematical vocabulary to describe position,
direction and movement, including movement in a straight

mathematics.
line and distinguishing between rotation as a turn and in
terms of right angles for quarter, half and three-quarter
turns (clockwise and anti-clockwise)

Statistics Everything around

Your Year 2 child should be able to:
Interpret and construct simple pictograms, tally charts,
you is numbers.”
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 Shakuntala Devi
categorical data

Maths // Page 16
 Science
The principal focus of science teaching in key stage 1 is to Living things and their habitats
enable pupils to experience and observe phenomena, looking
more closely at the natural and humanly-constructed world Your Year 2 child should be able to:
around them.
Explore and compare the differences between things that
They should be encouraged to be curious and ask questions are living, dead, and things that have never been alive
about what they notice. They should be helped to develop
Identify that most living things live in habitats to which
their understanding of scientific ideas by using different
they are suited and describe how different habitats provide
types of scientific enquiry to answer their own questions,
for the basic needs of different kinds of animals and plants,
including observing changes over a period of time, noticing
and how they depend on each other
patterns, grouping and classifying things, carrying out simple
comparative tests, and finding things out using secondary Identify and name a variety of plants and animals in their
sources of information. They should begin to use simple habitats, including micro-habitats
scientific language to talk about what they have found out and Describe how animals obtain their food from plants and
communicate their ideas to a range of audiences in a variety other animals, using the idea of a simple food chain, and
of ways. Most of the learning about science should be done identify and name different sources of food
through the use of first-hand practical experiences, but there
should also be some use of appropriate secondary sources,
such as books, photographs and videos.
Plants
‘Working scientifically’ is described separately in the Your Year 2 child should be able to:
programme of study, but must always be taught through and
Observe and describe how seeds and bulbs grow into
clearly related to the teaching of substantive science content in
mature plants
the programme of study. Throughout the notes and guidance,
examples show how scientific methods and skills might be Find out and describe how plants need water, light and a
linked to specific elements of the content. suitable temperature to grow and stay healthy

Pupils should read and spell scientific vocabulary at a level

consistent with their increasing word reading and spelling
knowledge at key stage 1.

Science // Page 18
 Science
Animals, including Humans
Your Year 2 child should be able to:
“Look up at the stars
Notice that animals, including humans, have offspring
which grow into adults and not down at your
feet.
Find out about and describe the basic needs of animals,
including humans, for survival (water, food and air)

Try to make sense of

Describe the importance for humans of exercise, eating
the right amounts of different types of food, and hygiene

what you see, and

Use of everyday materials
Your Year 2 child should be able to:
Identify and compare the suitability of a variety of everyday
materials, including wood, metal, plastic, glass, brick, rock,
paper and cardboard for particular uses
wonder about what
Find out how the shapes of solid objects made from some
materials can be changed by squashing, bending, twisting makes the universe
exist. Be curious.”
and stretching

Stephen Hawking

Science // Page 20
 Art and Design
Art, craft and design embody some of the highest forms of
human creativity. A high-quality art and design education
should engage, inspire and challenge pupils, equipping them

“I found I could say

with the knowledge and skills to experiment, invent and create
their own works of art, craft and design.
As pupils progress, they should be able to think critically and

things with color

develop a more rigorous understanding of art and design.
They should also know how art and design both reflect and

and shapes that I

shape our history, and contribute to the culture, creativity and
wealth of our nation.

couldn’t say any

Your Year 2 child should be taught:
To use a range of materials creatively to design and make

other way - things I

products
To use drawing, painting and sculpture to develop and
share their ideas, experiences and imagination

had no words for.”

To develop a wide range of art and design techniques in
using colour, pattern, texture, line, shape, form and space
About the work of a range of artists, craft makers and
designers, describing the differences and similarities
between different practices and disciplines, and making
links to their own work

Georgia O’Keeffe

Art and Design // Page 22

 Computing
A high-quality computing education equips pupils to use Your Year 2 child should be taught to:
computational thinking and creativity to understand and Understand what algorithms are; how they are
change the world. Computing has deep links with mathematics, implemented as programs on digital devices; and that
science, and design and technology, and provides insights into programs execute by following precise and unambiguous
both natural and artificial systems. instructions
The core of computing is computer science, in which pupils Create and debug simple programs
are taught the principles of information and computation, how
digital systems work, and how to put this knowledge to use Use logical reasoning to predict the behaviour of simple
through programming. programs

Building on this knowledge and understanding, pupils are Use technology purposefully to create, organise, store,
equipped to use information technology to create programs, manipulate and retrieve digital content
systems and a range of content. Computing also ensures that Recognise common uses of information technology
pupils become digitally literate – able to use, and express beyond school
themselves and develop their ideas through, information and Use technology safely and respectfully, keeping personal
communication technology – at a level suitable for the future information private; identify where to go for help and
workplace and as active participants in a digital world. support when they have concerns about content or contact
on the internet or other online technologies

Computing // Page 24
 Design and Technology
Through a variety of creative and practical activities, pupils Technical knowledge
should be taught the knowledge, understanding and skills
needed to engage in an iterative process of designing and Build structures, exploring how they can be made stronger,
making. They should work in a range of relevant contexts [for stiffer and more stable
example, the home, school, leisure, culture, enterprise, industry
Explore and use mechanisms [for example, levers, sliders,
and the wider environment].
wheels and axles], in their products.
When designing and making, your Year 2 child
should be taught to:
Cooking and nutrition
Design As part of their work with food, pupils should be taught how to
cook and apply the principles of nutrition and healthy eating.
Design purposeful, functional, appealing products for Instilling a love of cooking in pupils will also open a door to
themselves and other users based on design criteria one of the great expressions of human creativity.
Generate, develop, model and communicate their ideas Learning how to cook is a crucial life skill that enables pupils
through talking, drawing, templates, mock-ups and, where to feed themselves and others affordably and well, now and in
appropriate, information and communication technology later life.
Use the basic principles of a healthy and varied diet to
Make prepare dishes
Understand where food comes from
Select from and use a range of tools and equipment to
perform practical tasks [for example, cutting, shaping,
joining and finishing]
Select from and use a wide range of materials and
components, including construction materials, textiles and
ingredients, according to their characteristics

Evaluate
Explore and evaluate a range of existing products
Evaluate their ideas and products against design criteria

Design and Technology // Page 26

 Geography
Pupils should develop knowledge about the world, the United Human and physical geography
Kingdom and their locality.
They should understand basic subject-specific vocabulary Identify seasonal and daily weather patterns in the United
relating to human and physical geography and begin to Kingdom and the location of hot and cold areas of the
use geographical skills, including first-hand observation, to world in relation to the Equator and the North and South
enhance their locational awareness. Poles
Use basic geographical vocabulary to refer to:
Your Year 2 child should be taught to: – Key physical features, including: beach, cliff, coast,
forest, hill, mountain, sea, ocean, river, soil, valley,
vegetation, season and weather
Locational knowledge
– Key human features, including: city, town, village,
Name and locate the world’s seven continents factory, farm, house, office, port, harbour and shop
and five oceans
Name, locate and identify characteristics of the four Geographical skills and fieldwork
countries and capital cities of the United Kingdom and its
surrounding seas Use world maps, atlases and globes to identify the United
Kingdom and its countries, as well as the countries,
continents and oceans studied at this key stage
Place knowledge
Use simple compass directions (North, South, East and
Understand geographical similarities and differences West) and locational and directional language [for
through studying the human and physical geography of example, near and far; left and right], to describe the
a small area of the United Kingdom, and of a small area in location of features and routes on a map
a contrasting non-European country Use aerial photographs and plan perspectives to recognise
landmarks and basic human and physical features; devise a
simple map; and use and construct basic symbols in a key
Use simple fieldwork and observational skills to study the
geography of their school and its grounds and the key
human and physical features of its surrounding
environment

Geography // Page 28
 History
Pupils should develop an awareness of the past, using common Your Year 2 child should be taught about:
words and phrases relating to the passing of time. Changes within living memory. Where appropriate, these
They should know where the people and events they study fit should be used to reveal aspects of change in national life
within a chronological framework and identify similarities and Events beyond living memory that are significant nationally
differences between ways of life in different periods. or globally [for example, the Great Fire of London, the first
They should use a wide vocabulary of everyday historical terms. aeroplane flight or events commemorated through
They should ask and answer questions, choosing and using festivals or anniversaries]
parts of stories and other sources to show that they know and The lives of significant individuals in the past who have
understand key features of events. They should understand contributed to national and international achievements.
some of the ways in which we find out about the past and Some should be used to compare aspects of life in
identify different ways in which it is represented. different periods [for example, Elizabeth I and Queen
In planning to ensure the progression described above through Victoria, Christopher Columbus and Neil Armstrong,
teaching about the people, events and changes outlined William Caxton and Tim Berners-Lee, Pieter Bruegel
below, teachers are often introducing pupils to historical the Elder and LS Lowry, Rosa Parks and Emily Davison,
periods that they will study more fully at key stages 2 and 3. Mary Seacole and/or Florence Nightingale and Edith
Cavell]
Significant historical events, people and places
in their own locality

History // Page 30
 Music
Music is a universal language that embodies one of the highest
forms of creativity. A high-quality music education should
engage and inspire pupils to develop a love of music and

“As a rock star, I

their talent as musicians, and so increase their self-confidence,
creativity and sense of achievement.

have two instincts,

As pupils progress, they should develop a critical engagement
with music, allowing them to compose, and to listen with
discrimination to the best in the musical canon.

Your Year 2 child should be taught to: I want to have fun,

and I want to
Use their voices expressively and creatively by singing
songs and speaking chants and rhymes
Play tuned and untuned instruments musically
Listen with concentration and understanding to a range of
high-quality live and recorded music change the world.
I have a chance to
Experiment with, create, select and combine sounds using
the inter-related dimensions of music

do both.”

Bono

Music // Page 32
 Physical Education
A high-quality physical education curriculum inspires all pupils
to succeed and excel in competitive sport and other physically-
demanding activities. It should provide opportunities for pupils
to become physically confident in a way which supports their
health and fitness. Opportunities to compete in sport and other
activities build character and help to embed values such as
fairness and respect.
Pupils should develop fundamental movement skills, become
increasingly competent and confident and access a broad
range of opportunities to extend their agility, balance and
coordination, individually and with others. “There is no way
around the hard
They should be able to engage in competitive (both against
self and against others) and co-operative physical activities, in a
range of increasingly challenging situations.

Your Year 2 child should be taught to:

Master basic movements including running, jumping,
work. Embrace it.”
throwing and catching, as well as developing balance,
agility and co-ordination, and begin to apply these in a
range of activities
Participate in team games, developing simple tactics for
Roger Federer
attacking and defending
Perform dances using simple movement patterns

Physical Education // Page 34

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