Year 2 Curriculum



-Reads accurately by blending the sounds in words that contain the graphemes taught so far and start to recognise alternative sounds for graphemes.

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

-Read aloud books closely matched to their improving phonic knowledge, sounding out unfamiliar words accurately.

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


Continued teaching of the ‘Letters and Sounds’ phonics document: supported by ‘Jolly Phonics’ and actions they have previously learnt for sounds.

-Add prefixes and Suffixes: using the spelling rule for adding‘s’ or ‘es’ as the plural marker for nouns and the third person singular marker for verbs.

-Using the prefix ‘un’

-Using ‘ing,’ ‘ed,’ ‘er’ and ‘est’ where no change is needed in the spelling.

-Recap previous phases from year 1

-Introduce phase 5 sounds: silent ‘b,’ ‘silent k,’ ‘silent w,’ ‘wh for w,’ ‘ph for f’ and ‘soft c for s.’


-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.


Following the Scholastic Handwriting scheme:

-Practise and correct letter formation.

-Introduce children to new vocabulary – ‘ascenders and descenders.’


Writing Composition:

Following ‘The Write Stuff’ approach:

-Story Writing – Stories from different cultures.

·         Writing for different purposes.

·         Writing narratives about personal experiences and those of others (fictional)

·         Planning or saying out loud what they are going to write about.

·         Writing down ideas or key words including new vocabulary.


·         Writing poetry.

·         Writing about real events (Bonfire Night and Remembrance Day)

·         Writing down ideas or key words including new vocabulary.

-Letter Writing

·         Writing narratives about personal experiences and those of others (real)

·         Writing about real events.

·         Planning or saying out loud what they are going to write about.

·         Proof reading to check for errors including spelling, punctuation and grammar.

Grammar, Punctuation & Spelling:

Following the Jolly Grammar Scheme -

-Alphabetical Order

-Sentence Writing

-Proper Nouns


-Speech Marks


-Commas in a list


-Identify 2D shapes.

-Recognise, find and name a half as one of two equal parts of an object, shape or quantity.

-Recognise, find and name a quarter as one of four equal parts of an object, shape or quantity.

-Solve one-step problems involving multiplication and division, by calculating the answer using concrete objects, pictorial representations and arrays with the support of the teacher.

Place Value:

-Recognise the place value of each digit in a two digit number (tens, ones)

-Identify, represent and estimate numbers to 100 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 words.

-Use place value and number facts to solve problems.


-Count in steps of 2, 3, 5 and 10 from 0 and in tens from any number, forward or backward.

-Recall and use multiplication facts for 2, 5 and 10 times tables, recognising odd and even numbers.

Vocabulary: Fraction, half, quarter, whole, parts, equal, shape: square, triangle, circle, pentagon, hexagon, octagon, corners, vertices, sides, quantity, problem solving.

Tens, ones, place value, number line, number sentence, symbol, operation, multiple, inverse, divide, array, share.


Mental Health & Wellbeing

Reconnecting and Re-engaging:

-Understand positive and negative feelings.

-To think about change and loss and understand the associated feelings.

-Recognise they might experience conflicting emotions.

-Communicate their feelings to others.

Same but Different:

-Recognise how their behaviour affects others.

-Start to share their opinions on things that matter to them and explain their views with others.

Managing Change:

-Build resilience and kindness.

-Reflect and learn ways of look after their wellbeing.

-Learn some coping skills.

People Around Me:

-Describe their feelings to others.

-Recognise how others show their feelings.

-Recognise similarities and differences in us and others and know that we are all unique in some ways.

Healthy Body, Healthy Mind:

-Identify ways to keep emotionally and physically safe.

-Identify values in others and respect feelings and emotions.

-Identify ways to stay healthy and look after their wellbeing.

-Talk about the meaning of ‘mental health’ and have a clear definition appropriate for their age group.



-Recognise and retell religious stories.

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

-Use religious words and phrases.



Earth, sky, land, sea, dark, trees, sun, moon, plants, animals, Adam, Eve, stars, God, created, creation, beginnings, first, second, third, fourth, fifth, sixth, seventh, rest,

Linked Texts:

-The Creation Story



Animals and Us:

-Identify, name, draw and label the basic parts of the human body and say which part of the body is associated with each sense.

-Identify and name a variety of common animals: fish, amphibians, reptiles, birds, mammals and group them as carnivores, omnivores or omnivores.

-Notice that animals, including humans, have offspring which grow into adults.

-Find out about and describe the basic needs of animals, including humans, for survival (water, food and air)

-Describe the importance for humans of exercise, eating the right amounts of different types of food, and hygiene (Link to Design and Technology)



Body, senses, smell, sight, touch, taste, hear, head, neck, face, arm, chest, hand, leg, foot and muscles, animal groups. Hygiene, life cycle, growth, MRS GREN, respiration, excretion, reproduction, survive, living.



Following the ‘Rising Stars’ PE Scheme – Might Movers Running:

-Do basic movements including running and jumping.

-Participate in team games.


Vocabulary: stretch, muscles, warm-up, cool down, running, record.




Covered in Autumn 2



-Use simple compass directions and locational and directional language to describe the location of features and routes on a map. (Year 1 and 2 objective)

-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.

-To use maps and a globe to locate the UK and identify the 4 countries and capital cities of them.

-Draw own map of a local area and create a map for others to follow.

-Observe and record features around the school e.g. traffic flow.



Landmarks, North, West, South, East, compass, directions, map, key, physical, human, features, route, near, far, left, right, turn, local, St Martha’s, Holy Family Church, Atlas, observe, aerial, photographs, King’s Lynn, investigation, traffic, capital, City, country.



-Use technology purposefully to create, organise, store, manipulate and retrieve digital content.

-Use technology safely and respectfully, keeping personal information private; identify where to go for help and support when they have concerns about content or contact on the internet or other online technologies.



E-Safety, online, digital, laptop, Ipad, Apps.

Design & Technology


Cooking and Nutrients (Linked to Science unit: Animals and Us)

-Use the basic principles of a healthy and varied diet to prepare dishes.

-Understand where food comes from.


Vocabulary: Carbohydrates, protein, fruit, vegetables, fats, dairy, nutrients, meal, healthy.




Covered in Autumn 2


Specialist Music Teacher: Mrs Berners

-Play tuned and un-tuned instruments musically.

-Listen with concentration and understanding to a range of high-quality live and recorded music.  

-Experiment with, create, select and combine sounds using the inter-related dimensions of music.