Year 2 Curriculum





-Reads accurately by blending the sounds in words that contain the graphemes taught so far especially recognising alternative sounds for graphemes.

-Reads accurately words of two or more syllables that contain the same graphemes as above.

-Reads most words at an instructional level 93-95 per cent quickly and accurately without overt sounding and blending, when they have been frequently encountered.

-Reads aloud books closely matched to their improving phonic knowledge, sounding out unfamiliar words accurately, automatically and without undue hesitation.

-Re-reads these books to build up their fluency and confidence in word reading.


-Answer simple questions about familiar and unfamiliar books.

-Explain what has happened so far in what they have read.

-Start to make inferences based on what they have read.

-Make predictions about characters and story lines.


Composition: Newspaper Articles and Instruction writing.

Phonics: Continued teaching of how to read and write using the ‘Letters and Sounds’ phonics document that is taught in reception and year 1. This is supported by the ‘Jolly Phonics’ and reinforcing the actions they have previously learnt for sounds.

Grammar, punctuation and vocabulary: Adverbs, Verbs (present and past), Regular past tense, Using a dictionary, Proof reading sentences and expanding sentences. (Jolly Grammar Scheme)

Spelling: Year 2 common exception words and sounds following the Jolly Phonics scheme.


Multiplication and Division:

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

-Identifying odd and even numbers.

-Calculate multiplication and division number sentences, using the correct signs.

-Show the multiplication of two numbers can be done in any order and division of one number by another cannot.

-Solve multiplication and division word problems, using arrays, mental methods and multiplication and division facts.


-Identify and describe the properties of 2D and 3D shapes.

-Compare and sort common 2D and 3D shapes and everyday objects.

-Identify 2D shapes on the surface of 3D shapes.


- Say what they wonder about.

-Ask questions and respond to them.

-Recognise some questions are difficult to answer.

-Talk about personal feelings and experiences.

-Respond to pictures and stories.

The Old and New Testament:

-Recognise religious stories

-Retell in any form a narrative that corresponds to the scriptures source used.

-Recognise key figures in the history of the People of God.

-Describe the life and work of some key figures in the history of the People of God.

-Recognise the difference between religious and non-religious stories.




Gymnastics and Yoga :

-Learn basic movements and create a sequence.

-Develop balance, agility and co-ordination.

-Perform dances using simple movement patterns.



- Study the lives of significant individuals in the past (Christopher Columbus, Ernest Shackleton and Amelia Earhart) and present (Neil Armstrong and Dian Fossey) and compare and contrast aspects of their lives.

-Identify significant historical events (e.g. discovery of the Caribbean Islands, first man on the moon etc…), people (explorers above as well as significant crew members e.g. Buzz Aldrin and Michael Collins) and places (‘The New World – Bahamas’, Space and moon, Atlantic Ocean – linked to geographical map work).

-Identify events beyond living memory that are significant nationally or globally.

-Create a timeline of events for Columbus, Shackleton, Earhart, Armstrong and Fossey and place their contributions to national and international achievements on it.

-Explore similarities and differences in the methodology of explorations (e.g. uses of compasses, telescopes, stars and sun to determine time and direction, aviation etc…) and compare them to what would be used now (e.g. maps, advances in technology etc…)

-End of unit project – children to express learning in a presentation using any method they choose e.g. PowerPoint, poster, documentary IMovie (linked to Computing unit), song, letter to organisation/charity re: explorers e.g. Russian Space Station or Dian Fossey’s gorilla protection charity.


Location knowledge:

- Use maps, atlases, globes and digital/computing mapping e.g. google earth to locate countries and describe their features studied.

-Learn the four points of a compass (linked to Christopher Columbus explorer) and build locational knowledge of the countries in the UK.

- Create map to find a ‘discovery’ using this knowledge and key symbols seen in atlases.

- Name and locate the world’s five oceans and seven continents.

-Locate and identify characteristics of the four countries of the UK and their capital cities.

-Identify the surrounding seas of the UK.

Place knowledge:

-Compare similarities and differences through the study of human (impact and behaviour of humans) and physical (natural processes) geography of a small local area of the UK e.g. King’s Lynn to a contrasting non-European country e.g. small town in Rwanda, Africa (Linked to the explorer: Dian Fossey)

-Use basic geographical vocabulary to refer to:

Key physical features - including: beach, cliff, coast, forest, hill, mountain, sea, ocean, river, soil, valley, vegetation, season and weather.

Key human features - including: city, town, village, factory, farm, house, office, port, harbour and shop, cultural differences.


Documentary making:

-Learn to use technology safely, respectfully and responsibly.

-Understand the credibility of certain websites when carrying out research. Linked to researching Explorers in History - Why are some websites e.g. Wikipedia not always appropriate to base research on?

-Identify ways to report concerns about content.

-Use technology purposefully to create digital content e.g. IMovie – Making a documentary linked to Explorers unit in History – children able to record and edit interviews between ‘explorer and interviewer’; PowerPoint – Using different devices to make presentation engaging to audience.

Design &


Link to English:

-Design and make a healthy smoothie.

-Explore and evaluate a range of ingredients and existing products.

-Explore equipment needed to make smoothie and know how to use these safely.