Year 2

English

Stories with a familiar setting: Children write a variety of descriptive pieces set in familiar places such as school and home.
Instructional texts: A very practical unit focusing on the features, language and layout of instructions.
Performance Poetry: Children study rhythm, rhyme and explore a selection of poems designed to be performed to an audience.
Traditional stories: Focused around a range of traditional tales such as the Three Little Pigs and Cinderella. The unit culminates with children writing their own ending to a traditional story.
Explanation texts with a cross-curricular link to our Geography Rainforest topic. We create rainforerst booklets with a contents page, index glossary and much more.
Different stories by the same author: The author is Francesca Simon and we focus on the Horrid Henry stories and end the unit by writing our own versions.
Nonsense poems: Children create silly rhymes and rhythms.
Seaside stories linked to the Seaside Rock end of Key Stage 1 production.

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 two-digit 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

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 two-digit number and ones
- A two-digit number and tens
- Two two-digit numbers
- Adding three one-digit 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

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.

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

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.

Identify and describe the properties of 2-D shapes, including the number of sides and line symmetry in a vertical line
Identify and describe the properties of 3-D shapes, including the number of edges, vertices and faces
Identify 2-D shapes on the surface of 3-D shapes, [for 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

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 three-quarter turns (clockwise and anti-clockwise).

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.

What’s in your habitat? - Children look at and identify some of the animals and plants that live in a habitat.
Apprentice Gardener - Children use their observations to describe and identify seeds. They start to plant a series of seeds that they will observe over the next few weeks, plant some bulbs to observe as a class and begin a class book to record their investigations
Growing up – Children identify the needs of a human baby and identify the changes that have occurred as they have grown from a baby into a child. The unit progresses to looking ath the stages of human life. Children find out more about babies by questioning an expert (a parent or health professional). They may also meet a baby.
Take care - Children first think about what they need to do to stay safe and healthy. They then sort food, group into categories and plan a healthy meal. The unit also focuses on physical health and the importance of cleanliness
Materials - Children identify which materials are appropriate for certain objects and which are not based upon their properties. Children carry out a comparative test to find out which types of materials are appropriate or not appropriate to make a teabag.
Shaping up – a unit investigating how we can change the shape of objects. They decide on suitable uses for a range of materials and test different types of elastics to see how well they stretch.