Year 2


List of Topics:

  • 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.


Number and Place Value

  • 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

Addition and Subtraction

  • 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

Multiplication and Division

  • 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 13 , 14 , 24 and 34 of a length, shape, set of objects or quantity
  • Write simple fractions for example, 12 of 6 = 3 and recognise the equivalence of 24 and 12


  • 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.

Geometry - Properties of a Shape

  • 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

Geometry - Position and Direction

  • 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.


List of Topics:

  • 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.

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