THE YEAR 2 CURRICULUM

Mathematics

Throughout Year 2, the children will continue to focus on developing their basic number skills. This means securing a good understanding of place value and learning to apply this knowledge to help solve mathematical problems. Practising these skills frequently will help the children develop firm foundations that can be applied to complex mathematical concepts as theymovethroughourPrimarySchool.

ThekeyobjectivesforeachstrandofMathematicsareoutlinedbelow:

Number & Place Value

● Count in steps of 2, 3, and 5 from 0, and in tens from any number, forwardsandbackwards

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

● Identify, represent and estimate numbers using different representations,includingthenumberline

● Compareandordernumbersfrom0upto100;use<,>and=signs

● Readandwritenumberstoatleast100innumeralsandinwords

● Useplacevalueandnumberfactstosolveproblems

Addition & Subtraction

● Solveproblemswithadditionandsubtraction:

○ using concrete objects and pictorial representations, including those involving numbers, quantities and measures

○ applying increasing knowledge of mental and written methods

● Recallanduseadditionandsubtractionfactsto20fluently,and deriveanduserelatedfactsupto100

● Show that addition of two numbers can be done in any order (commutative)andsubtractionofonenumberfromanothercannot

● Recognise and use the inverse relationship between addition and subtraction, and use this to check calculations and solve missing numberproblems.

Multiplication & Division

● Recall and use multiplication and division facts for the 2, 5 and 10 multiplicationtables,includingrecognisingoddandevennumbers

● Calculate mathematical statements for multiplication and division within the multiplication tables and write them using the multiplication(×),division(÷)andequals(=)signs

● Show that multiplication of two numbers can be done in any order (commutative)anddivisionofonenumberbyanothercannot

● Solve problems involving multiplication and division, using materials, arrays, repeated addition, mental methods, and multiplicationanddivisionfacts,includingproblemsincontexts

Fractions

● Recognise, find, name and write fractions 1/3, 1/4, 2/4 and 3/4 of a length,shape,setofobjectsorquantity

● Writesimplefractions,e.g.1/2of6=3,andrecognisetheequivalence of2/4and1/2

Measurements

● 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, usingrulers,scales,thermometersandmeasuringvessels

● Compare and order lengths, mass, volume/capacity and record the resultsusing>,<and=

● Recognise and use Hong Kong coins and combine amounts to makeaparticularvalue

● Find different combinations of coins that equal the same amounts ofmoney

● Solve simple problems in a practical context involving addition and subtractionofmoneyofthesameunit,includinggivingchange

● Compareandsequenceintervalsoftime

● Tell and write the time to five minutes, including quarter past/to the hour,anddrawthehandsonaclockfacetoshowthesetimes

● Knowthenumberofminutesinanhourandthenumberofhoursin aday

Geometry – Properties of Shape

● Identify and describe the properties of 2D shapes, including the numberofsidesandlinesymmetryinaverticalline

● Identify and describe the properties of 3D shapes, including the numberofedges,verticesandfaces

● Identify 2D shapes on the surface of 3D shapes (e.g. a circle on a cylinderandatriangleonapyramid)

● Compareandsortcommon2Dand3Dshapesandeverydayobjects

Geometry – Position & Direction

● Order and arrange combinations of mathematical objects in patternsandsequences

● Use mathematical vocabulary to describe position, direction and movement, including movement in a straight line, and distinguish between rotation as a turn and in terms of right angles for quarter, halfandthree-quarterturns(clockwiseandanticlockwise)

Statistics

● Interpret and construct simple pictograms, tally charts, block diagramsandtables

● Ask and answer simple questions by counting the number of objectsineachcategoryandsortingthecategoriesbyquantity

● Ask and answer questions about totalling and comparing categoricaldata

English

Throughout Year 2, we focus on developing the children’s capabilities and confidence in spoken language, reading, writing and vocabulary. We continuetofocusonsupportingaloveofreadingbyofferingarichvarietyof fiction and non-fiction texts within the environment, which also ensures the development of fluency. We place emphasis on helping the children learn that writing has purpose and supporting them to practise the skills they have acquired by applying them to different genres, including narratives, explanations, descriptions, comparisons, summaries and evaluations. Our environments continue to be places that are rich in language where the children can rehearse new vocabulary through their play and be supported in developing confidence in explaining, hypothesising, speculating and describing.

Spoken Language

The Spoken Language objectives are set out for the whole of the Primary School,andourteacherswillcovermanyofthemeveryyearasthechildren’s spoken language skills develop. In Year 2, some focuses will be for the childrento:

● Be able to participate in discussions about what they are reading, takingturns,listening,andconsideringwhatothershavetosay

● Provide well-structured explanations and narratives and express feelings

● Contributeconfidentlytowhole-classdiscussions

● Explain and discuss understanding, giving opinions and supporting reasons

● Develop further vocabulary, which can be rehearsed and applied throughplayandeverydayinteractions

Reading – Word Reading

Thechildrenwilllearnto:

● Continue to apply phonic knowledge and skills as the route to decode words until automatic decoding has become embedded andreadingisfluent

● Read accurately by blending the sounds in words that contain the graphemes taught so far, especially recognising alternative sounds forgraphemes

● Read accurately words of two or more syllables that contain the samegraphemesasabove

● Readwordscontainingcommonsuffixes

● Read further common exception words, noting unusual correspondences between spelling and sound and where these occurintheword

● Read most words quickly and accurately, without overt sounding andblending,whentheyhavebeenfrequentlyencountered

● Read aloud books closely matched to their improving phonic knowledge,soundingoutunfamiliarwordsaccurately,automatically andwithoutunduehesitation

● Rereadthesebookstobuilduptheirfluencyandconfidenceinword reading

Reading – Comprehension

Thechildrenwilllearnto:

● Develop pleasure in reading, motivation to read, vocabulary and understandingby:

○ listening to, discussing and expressing views about a wide range of contemporary and classic poetry, stories and non-fiction at a level beyond that at which they can read independently

○ discussing the sequence of events in books and how items ofinformationarerelated

○ becoming increasingly familiar with and retelling a wider rangeofstories,fairystoriesandtraditionaltales

○ being introduced to non-fiction books that are structured in differentways

○ recognisingsimplerecurringliterarylanguageinstoriesand poetry

○ discussing and clarifying the meanings of words, linking newmeaningstoknownvocabulary

○ discussingtheirfavouritewordsandphrases

○ continuing to build up a repertoire of poems learnt by heart, appreciating these and reciting some, with appropriate intonationtomakethemeaningclear

● Understand both the books that they can already read accurately andfluentlyandthosethattheylistentoby:

○ drawing on what they already know or on background informationandvocabularyprovidedbytheteacher

○ checking that the text makes sense to them as they read andcorrectinginaccuratereading

○ making inferences on the basis of what is being said and done

○ answeringandaskingquestions

○ predicting what might happen on the basis of what has beenreadsofar

● Participate in discussion about books, poems and other works that are read to them and those that they can read for themselves, takingturnsandlisteningtowhatotherssay

● Explain and discuss their understanding of books, poems and other material, both those that they listen to and those that they read for themselves

Writing – Transcription

Spelling

Thechildrenwilllearnto:

● Spell,by:

○ segmentingspokenwordsintophonemesandrepresenting thesebygraphemes,spellingmanycorrectly

○ learning new ways of spelling phonemes for which one or more spellings are already known and learning some words witheachspelling,includingafewcommonhomophones

○ learningtospellcommonexceptionwords

○ learningtospellmorewordswithcontractedforms

○ learning the possessive apostrophe (singular, e.g. the girl’s book)

○ distinguishing between homophones and nearhomophones

○ adding suffixes to spell longer words, including –ment, –ness,–ful,–less,–ly

● Formlower-caselettersofthecorrectsizerelativetooneanother

● Start using some of the diagonal and horizontal strokes needed to join letters and understand which letters, when adjacent to one another,arebestleftunjoined

● Write capital letters and digits of the correct size, orientation and relationshiptooneanotherandtolower-caseletters

● Usespacingbetweenwordsthatreflectsthesizeoftheletters

Writing

Composition

Thechildrenwilllearnto:

● Developpositiveattitudestowardsandstaminaforwritingby:

○ writing narratives about personal experiences and those of others(realandfictional)

○ writingaboutrealevents

○ writingpoetry

○ writingfordifferentpurposes

● Considerwhattheyaregoingtowritebeforebeginningby:

○ planning or saying out loud what they are going to write about

○ writing down ideas and/or keywords, including new vocabulary

○ encapsulatingwhattheywanttosay,sentencebysentence

● Make simple additions, revisions and corrections to their own writingby:

○ evaluatingtheirwritingwiththeteacherandotherpupils

○ rereading to check that their writing makes sense and that verbs to indicate time are used correctly and consistently, includingverbsinthecontinuousform

○ proofreading to check for errors in spelling, grammar and punctuation(e.g.endsofsentencespunctuatedcorrectly)

● Read aloud what they have written, with appropriate intonation to makethemeaningclear

Writing – Vocabulary, Grammar & Punctuation

Thechildrenwilllearn:

● How to use 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)

● Howtouse:

○ sentences with different forms: statement, question, exclamation,command

○ expanded noun phrases to describe and specify (e.g. the bluebutterfly)

○ the present and past tenses correctly and consistently, includingtheprogressiveform

○ subordination (using when, if, that or because) and coordination(usingor,andorbut)

○ thegrammarforYear2

○ somefeaturesofwrittenstandardEnglish

Science

By the end of Year 2, the children will have consolidated confidence in the followingareas:

● Askingtheirownquestionsaboutwhattheynotice

● Using different types of scientific inquiry to gather and record data, usingsimpleequipment,whereappropriate,toanswerquestions

● Observingchangesovertime

● Noticingpatterns

● Groupingandclassifyingthings

● Carrying out simple comparative tests, finding things out using secondarysourcesofinformation

● Communicating their ideas, what they do and what they find out in avarietyofways

Critical Scientific Content

Thechildrenwilllearnto:

● Name and locate parts of the human body, including those related to the senses, and describe the importance of exercise, a balanced dietandhygieneforhumans

● Describe the basic needs of animals for survival and the main changesasyounganimals,includinghumans,growintoadults

● Describe the basic needs of plants for survival, the impact of changing these, and the main changes as seeds and bulbs grow into matureplants

● Identifywhetherthingsarealive,deadorhaveneverlived

● Groupanimalsaccordingtowhattheyeat,describehowanimalsget their food from other animals and/or from plants, and use simple foodchainstodescribetheserelationships

● Name different plants and animals and describe how they are suited todifferenthabitats

● Distinguish objects from materials, describe their properties, identify and group everyday materials and compare their suitability for differentuses.

Discovery

Discoveryisabespoke,inquiry-basedcurriculumthatDBIShasdevelopedto support our children in becoming independent, active learners and to cover the critical content of the Science curriculum and foundation subjects of History,Geography,ArtandDesign&Technology.

It is concept based, which means the learning is not locked in time or place; instead,itistransferable.Throughidentifiedsubjectmaterialandconceptual understandings, our children have opportunities to develop deeper conceptualthinking.

The Discovery units are underpinned by Learning Technologies and Internationalism and provide a contextual learning experience for the developmentofskillsinEnglishandMathematics.