Behaving and reflecting as a reader

Children will continue to develop a love of reading through hearing, sharing and discussing a wider range of high quality fiction and non-fiction books including some at a level beyond which they can read independently. This will include:

  • Listening to and discussing books, poems and other works that are read to them and those that they can read for themselves
  • Taking turns and listening to what others say about texts that they listen to and those that they read for themselves
  • Listening to feedback on their own views
  • Continuing to extend their understanding of what they have read by participating in role-play and other drama techniques to help them to identify with and explore characters and to try out the language they have listened to. 

Retrieval skills                                        

Children will be increasingly confident in explaining their understanding of what they have read and what is read to them. This will include:

  • Checking that the text makes sense to them as they read and correcting inaccurate reading
  • Being able to retell strongly -patterned stories including a wider range of fairy stories and traditional tales

This could include:

  • Starting to use their understanding of structure and organisation of fiction and non-fiction texts to locate and retrieve information
  • Making reference to quotations from texts

Inferential skills

Children will become more confident in predicting events and making inferences.

  • Being able to draw on what they already know or on background information and vocabulary provided by the teacher to predict what might happen or read between the lines
  • Predicting what might happen on the basis of what has been read so far
  • Making inferences on the basis of what is being said and done
  • Answering and asking questions to secure their predictions and inferences

Purpose and organisation

Children will be familiar with a wider range of different text types and their particular organisational characteristics.

This will include:

  • Becoming increasingly familiar with the structures of a wider range of stories, fairy stories and traditional tales
  • Discussing the sequence of events in books and how items of information are related
  • Understanding the idea of cause and effect in both narrative and non-fiction
  • Becoming familiar with and finding their way around non-fiction books that are structured in different ways
  • Continuing to build up a repertoire of poems learnt by heart, appreciating these and reciting some, with appropriate intonation,  to make the meaning clear

Style and impact

Children will continue to expand their vocabulary and awareness of grammatical structures and literary language. This will include:

  • Being able to discuss and clarify the meanings of words, linking new meanings to known vocabulary
  • Discussing their favourite words and phrases; beginning to recognise and comment on some language choices/ effects and starting to be able to identify some of the types of words these are
  • Recognising simple recurring literary language in stories and poetry
  • Recognising that particular kinds of language are associated with particular text types
  • Understanding the difference between spoken and written language


Children will become increasingly fluent readers with more confident blending and less need for sounding out. This will include:

  • The ability to apply phonic knowledge and skills as the route to decode words until automatic decoding has become embedded and reading is fluent
  • Reading accurately by blending the sounds in words that contain the graphemes taught so far, especially recognising alternative sounds for graphemes
  • Reading accurately words of two or more syllables that contain the same graphemes as above
  • Reading words containing common suffixes
  • Reading further common exception words, noting unusual correspondences between spelling and sound and where these occur in the word
  • Reading most words quickly and accurately, without overt sounding and blending, when they have been frequently encountered
  • Reading aloud books closely matched to their improving phonic knowledge, sounding out unfamiliar words accurately, automatically and without undue hesitation
  • Reading with increasing expression and appropriate intonation

Authorial intent/context

Children will continue to develop awareness that writers have viewpoints and purposes and may begin to have some understanding that texts have contexts that affect meaning. This could include:

  • Identifying the main purpose
  • Recognition of some of the features of the context of texts
  • Beginning to talk about their understanding of what they read or hear making links between texts and text types including film

Statutory terminology for pupils: noun, noun phrase, statement, exclamation, question, command, compound, suffix, adjective, adverb, verb, tense (past and present), apostrophe, comma


Behaving and reflecting as a writer (Plan, draft, edit)

Children choose to write and continue to develop planning, editing and evaluative strategies (including peer and self-assessment) that build from their growing text knowledge and include both oral and personal recorded planning.

This will include:

  • Planning or saying what they are going to write about
  • Thinking aloud as they collect ideas
  • Writing down key words and ideas including new vocabulary
  • Encapsulating what they want to say, sentence by sentence
  • Evaluating their writing with the teacher and other pupils
  • Re-reading to check that their writing makes sense and that verbs to indicate time are used correctly and consistently, including verbs in the continuous form
  • Proof-reading to check for errors in spelling, grammar and punctuation
  • Reading aloud what they have written with appropriate intonation to make the meaning clear

Purpose and audience

Children identify purpose and audience for writing and adopt an appropriate form. The respond positively to feedback from teachers and other children.

This will include writing for a range of purposes:

  • Writing personal narratives
  • Writing narratives (real and fictional) about the experiences of others
  • Writing about real events
  • Writing poetry

This could include:

  • Establishing purpose at general level
  • Attempting to adopt viewpoint
  • Some attempt at appropriate style with attention to reader
  • Sometimes using main features of selected form 

Structure and organisation

Children’s independent writing shows that writing is consciously organised in different ways for different purposes, e.g. narrative, non-narrative and poetry.

This will include:

  • Using a sequence of sentences to connect ideas and events
  • Using subordination to develop cohesion within and between sentences including using when, if, that, or because
  • Using co-ordination (including or, and,  but)

This could include:

  • Ordering and sequencing material logically and reflecting reading experiences;
  • Extending sequences of sentences to build sections or paragraphs of text
  • Using fitting openings and ending 

Style including language choice, vocabulary grammar and punctuation

Children’s composing and editing begins to focus on different aspects of style mirroring different text types-including from individual and shared reading

This will include:

  • Using both familiar and new punctuation correctly including full stops, capital letters, exclamation marks, question marks, commas for lists and apostrophes for contracted forms and the possessive (singular)
  • Using sentences with different forms for different purposes including statement, question, exclamation and command
  • Using the present and past tenses correctly and consistently
  • Using the progressive form of verbs in the present and past tense to mark actions in progress (e.g. she is drumming, he was shouting)
  • Using expanded noun phrases to describe and specify
  • Using some features of written Standard English
  • Using the grammar for Year 2 - including the grammatical terminology 


Children will be able to spell correctly many of the words covered in Year 1 and be able to make phonically plausible attempts to spell words they have not yet learnt. They will be capable of increasingly accurate segmentation of spoken words into phonemes, using appropriate graphemes to represent them in single and multi-syllable words.

This will include:

  • Spelling phonemes for which one or more spellings are already known and spelling some words with each spelling including some common homophones
  • Accurate spelling of common exception words
  • Accurate spelling of words with ‘silent letters’
  • Accurate use of the possessive apostrophes (singular)
  • Accurate spelling of words with more contracted forms
  • Forming nouns using suffixes such as – ness and –er and by compounding (for example whiteboard, superman)
  • Forming adjectives using suffixes such as –ful, - less
  • Using suffixes –er, -est in adjectives and the use of –ly in Standard English to turn adjectives into adverbs
  • Apply spelling rules and guidance 


Children will have sufficient motor skills to write down ideas they may be able to compose orally. They will use consistent upper and lower case letter sizes. Letter joins begin to become automatic developing appropriate letter movement and exit strokes.

This will include:

  • Forming lower case letters of the correct size relative to one another
  • Beginning to use diagonal and horizontal strokes to join letters
  • Understanding which letters are best left un-joined
  • Using spacing between words that reflects the size of the letters

Statutory Terminology: noun, noun phrase, statement, question, exclamation, command, compound, suffix, adjective, adverb, verb, tense (past, present), apostrophe, comma


Number and Place Value

Count in steps of 2, 3,and 5 from 0 and in tens from any number, forwards and backwards

  • Count forwards and backwards in steps of 3 to and from 0
  • Count forwards and backwards in steps of 5 to and from 0
  • Count forwards and backwards in steps of 2 to and from 0
  • Count forwards and backwards in steps of 10 from any number
  • Count forwards and backwards in steps of 10 from 0 to 100
  • Count forwards and backwards in steps of 2 from 0 to 20

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

  • Partition and recombine 2 digit numbers into tens and units
  • Be able to identify the value of each digit in a 2 digit number
  • Recognise 0 as a place holder in multiples of 10
  • Show 2 digit numbers using pre-structured materials e.g. place value cards, Numicon, base ten etc
  • Structure materials to show 2 digit numbers e.g. bundles of straws

Identify, represent and estimate numbers using different representations, including the number line

  • Represent larger numbers using mathematical apparatus and show on a number line, hundred square and 200 grid
  • Represent numbers to 50 using mathematical apparatus (e.g. Numicon, bead strings, number rods) and show on a number line and hundred square
  • Estimate objects up to 50 in context where counting is not easy. Suggest an estimate within a sensible range
  • Represent numbers to 20 using objects, a number line and hundred square
  • Estimate objects up to 20

Compare and order numbers from 0 up to 100:use <,>, and = signs

  • Use symbols and language to compare groups of objects and numbers
  • Identify < and relate to numbers and quantities that are less than, smaller than, fewer than etc
  • Identify > and relate to numbers and quantities that are greater than, bigger than, more than etc
  • Relate the = sign to equal to, equivalent to using balance scales and other structured apparatus
  • Order numbers with their images up to 100
  • Begin to order a selection of non-consecutive numbers or images up to 100

Read and write numbers to at least 100 in numerals and in words

  • Read and write number words and numerals to 100
  • Match number words and numerals to 100
  • Read and write numbers to 50 in words
  • Match number words and numerals to 50
  • Read and write numbers in words to 30
  • Consolidate reading and writing numerals to 100 from year 1

Use place value and number facts to solve problems  

Number Addition & 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

  • Know number bonds of 100
  • Begin to use known facts to calculate e.g. using 3 + 7 = 10; 10 – 7 = 3 and 7 = 10 – 3 to calculate 30 + 70 = 100; 100 – 70 = 30 and 70 = 100 – 30.
  • Consolidate addition and subtraction facts to 20 from year 1

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 2 digit numbers
  • adding three one digit numbers 
  • Begin to develop mental strategies to add and subtract (using number lines, hundred squares) and connect to the concrete/pictorial images
  • Use pictorial representations and own drawings to accurately add and subtract
  • Use concrete objects to add and subtract accurately

Show that addition of two numbers can be done in any order (commutative) and subtraction of one number from another cannot.(e.g. 5 + 2 + 1 = 1 + 5 + 2 = 1 + 2 + 5)

  • Understand that subtraction is not commutative and that changing the order of the numbers gives a different answer
  • Begin to add numbers in different orders to check addition
  • Understand the terms sum and difference and apply them to concrete objects to illustrate that addition is commutative

Recognise and use the inverse relationship between addition and subtraction and use this to check calculations and solve missing number problems

  • Begin to check calculations including adding to check subtraction and adding numbers in different orders to check addition
  • Use structured apparatus to explore inverse
  • Explore patterns and relationships between addition and subtraction using concrete objects

Number Multiplication, Division & Fractions

Recall and use multiplication and division facts for the 2, 5, and 10 multiplication tables, relate to grouping and sharing, including recognising odd and even numbers

  • Learn 5 times table and link to the divisions on a clock face. Explore connections to 10 times table and odd/even multiples
  • Learn 10 times table and include discussions about the effect of multiplying and dividing by 10 on the place value of the digits
  • Become fluent with doubling and halving and link to 2 times table

Calculate mathematical statements for multiplication and division within the multiplication tables and write them using the multiplication, division and equals signs

  • Know the symbol for division and link to group, share equally, divide
  • Consolidate multiplication and division understanding from year 1

Show that multiplication of two numbers can be done in any order (commutative) and division of one number from another cannot

  • Use commutativity and inverse relations to develop multiplicative reasoning (for example, 4 × 5 = 20 and 20 ÷ 5 = 4)
  • Understand a range of vocabulary for multiplication and division and apply the to concrete objects
  • Use concrete objects to understand that division is not commutative and changing the order of the numbers gives a different answer
  • Use concrete objects to explore how multiplication can be done in any order

Solve problems involving multiplication and division, using materials, arrays, repeated addition, mental methods, and multiplication and division facts, including problems in context

Recognise, find, and name and write fractions 1/3, ¼, 2/4, ¾  of a length, shape, set of objects or quantity

  • Pupils should count in fractions up to 10, starting from any number and using the ½ and 2/4equivalence on the number line (for example, 1 ¼ , 1 2/4 (or 1 ½ ) 1 ¾ , 2) to reinforce the concept of fractions as numbers that can be greater than one
  • Understand the equivalence of 2/4 and ½ in practical contexts
  • Connect unit fractions to equal sharing finding fractions of lengths, quantities, sets of objects or shapes
  • Recognise ¾ as an example of a non-unit fraction
  • Understand the role of the numerator & denominator – link to multiplication & division

Write simple fractions for example ½ of 6 =3 and recognise the equivalence of 2/4 and ½

  • Connect unit fractions to equal sharing and to numbers when they can be calculated, and to measures
  • Know the terms numerator and denominator and what each digit represents through practical activities


Identify and describe the properties of 2-D shapes, including the number of sides and line symmetry in a vertical line (including quadrilaterals and polygons)

  • Begin to draw lines and shapes using a straight edge
  • Read and write names for shapes that are appropriate for their word reading and spelling
  • Find lines of symmetry by folding shapes
  • Begin to recognise right angles in 2D shapes
  • Use vocabulary precisely to describe shapes
  • Identify and describe the properties of each shape such as number of sides
  • Handle and name a wide range of common 2D shapes (regular and irregular)

Identify and describe the properties of 3-D shapes, including the number of edges, vertices and faces (including cuboids, prisms and cones)

  • Read and write names for shapes that are appropriate for their word reading and spelling
  • Use vocabulary precisely to describe shapes
  • Identify properties of each shape including number of faces, vertices and edges
  • Handle and name common 3D shapes including cuboids, prisms and cones

Identify 2-D shapes on the surface of 3D shapes [for example a circle on a cylinder]

  • Identify 2D shapes in 3D objects in the environment
  • Identify 2D and 3D shapes in the environment

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

  • Explain comparisons and groupings using precise vocabulary
  • Compare and sort shapes on the basis of their properties
  • Sort everyday objects using their own criteria

Order and arrange combinations of mathematical objects in patterns and sequences

  • Place shapes in simple sequences
  • Explore patterns including shapes and objects in different orientations
  • Explore patterns of shapes

Use mathematical vocabulary to describe the 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)

  • Link ¼, ½ and ¾ turns to fractions
  • Program robots using ‘right angles’ for instructions
  • Recognise right angles in turns
  • Use the terms clockwise and anti-clockwise
  • Describe turns e.g. pupils moving in turns and instructing other pupils to do so
  • Consolidate all vocabulary from Year 1 geometry


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

  • Use appropriate language and record using standard abbreviations
  • Use standard units of measure with increasing accuracy

Compare and order lengths, mass, volume/capacity and record the results using >, < and =

  • Use simple multiples such as “half as high”, “twice as wide”

Recognise and use symbols for pounds and pence: combine amounts to make a particular value

  • Combine coins to make a particular value
  • Read and say amounts of money confidently
  • Develop fluency in counting with coins

Find different combinations of coins that equal the same amount of money

  • Find different ways to pay a total
  • Recognise a range of different coins can be combined to make the same value

Solve simple problems in a practical context involving addition and subtraction of money of the same unit, including giving change

  • Begin to count on/use subtraction to give change
  • Add values together practically

Compare and sequence intervals of time

  • Make comparisons between periods of time e.g. weeks in a month, months in a season
  • Understand the links between days/months/years

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 (analogue clock)

  • Read and write the time in 5 min intervals (past and to)
  • Read and write the time to a quarter hour (past and to)

Know the number of minutes in an hour and the number of hours in a day

  • Recognise the minute markings on a clock face


Interpret and construct simple pictograms, tally charts, block diagrams and simple tables 

  • Record, interpret, collate, organise and compare information in 2s, 5s and 10s
  • Record, interpret, collate, organise and compare information in 1s
  • Construct block diagrams with a variety of purposes
  • Recognise a block diagram and be able to describe it
  • Construct pictograms with a variety of purposes
  • Recognise a pictogram and be able to describe it
  • Construct tally charts with a variety of purposes
  • Recognise a tally chart and be able to describe it

Ask and answer simple questions by counting the number of objects in each category and sorting categories by quantity

  • Answer simple questions by counting objects carefully depending on the scale given
  • Ask a simple question with support about the number of objects in a category

Ask and answer questions about totalling and comparing categorical data

  • Use the language of more than, less than and equal to, to compare the data given


Living things and their habitats

  • explore and compare the differences between things that are living, dead, and things that have never been alive
  • identify that most living things live in habitats to which they are suited and describe how different habitats provide for the basic needs of different kinds of animals and plants, and how they depend on each other
  • identify and name a variety of plants and animals in their habitats, including micro-habitats
  • describe how animals obtain their food from plants and other animals, using the idea of a simple food chain, and identify and name different sources of food.


  • observe and describe how seeds and bulbs grow into mature plants
  • find out and describe how plants need water, light and a suitable temperature to grow and stay healthy

Animals including humans

  • 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

Uses of everyday materials

  • identify and compare the suitability of a variety of everyday materials, including wood, metal, plastic, glass, brick, rock, paper and cardboard for particular uses
  • find out how the shapes of solid objects made from some materials can be changed by squashing, bending, twisting and stretching.


  • to use a range of materials creatively to design and make products
  • to use drawing, painting and sculpture to develop and share their ideas, experiences and imagination
  • 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.


  • understand what algorithms are; how they are implemented as programs on digital devices; and that programs execute by following precise and unambiguous instructions
  • create and debug simple programs
  • use logical reasoning to predict the behaviour of simple programs
  • use technology purposefully to create, organise, store, manipulate and retrieve digital content
  • recognise common uses of information technology beyond school
  • 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. 



  • design purposeful, functional, appealing products for themselves and other users based on design criteria
  • generate, develop, model and communicate their ideas through talking, drawing, templates, mock-ups and, where appropriate, information and communication technology 


  • 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 


  • explore and evaluate a range of existing products
  • evaluate their ideas and products against design criteria 

Technical knowledge

  • build structures, exploring how they can be made stronger, stiffer and more stable
  • explore and use mechanisms [for example, levers, sliders, wheels and axles], in their products. 


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

Understand where food comes from


Locational knowledge 

  • name and locate the world’s seven continents and five oceans
  • name, locate and identify characteristics of the four countries and capital cities of the United Kingdom and its surrounding seas 

Place knowledge

  • understand geographical similarities and differences through studying the human and physical geography of a small area of the United Kingdom, and of a small area in a contrasting non-European country 

Human and physical geography

  • identify seasonal and daily weather patterns in the United Kingdom and the location of hot and cold areas of the world in relation to the Equator and the North and South Poles
  • 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 

Geographical skills and fieldwork

  • 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
  • use simple compass directions (North, South, East and West) and locational and directional language [for example, near and far; left and right], to describe the location of features and routes on a map
  • 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. 


  • Changes within living memory. Where appropriate, these should be used to reveal aspects of change in national life
  • events beyond living memory that are significant nationally or globally
  • the lives of significant individuals in the past who have contributed to national and international achievements. Some should be used to compare aspects of life in different periods
  • significant historical events, people and places in their own locality. 


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


  • master basic movements including running, jumping, 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 attacking and defending
  • perform dances using simple movement patterns. 


We follow the West Sussex guidelines to teach



  • Pupils to have a good understanding of British values