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Year 2 Curriculum

In Year Two we aim for our curriculum to provide opportunities for all children to learn and to achieve. It develops an enjoyment of, and commitment to, learning as a means of encouraging and stimulating the best possible progress and the highest attainment for all the children. It aims to build on the children’s strengths, interests and experiences and develop their confidence to learn and work independently and collaboratively. It also aims to equip them with the essential learning skills of literacy, numeracy, and information and communication technology, and promote an enquiring mind and capacity to think rationally.


Literacy combines the important skills of reading and writing. It also develops speaking and listening. Good oral work enhances children’ understanding of language in both oral and written forms and the way language can be used to communicate. It is also an important part of the process through which children read and compose texts.


 Children develop positive attitudes towards and stamina for writing by:

  • Writing narratives about personal experiences and those of others (real or fictional)
  • Writing about real events
  • Writing poetry
  • Writing for different purposes

The children will also be taught to consider what they are going to write before beginning by:

  • Planning or saying aloud what they are going to write about
  • Writing down ideas and/or key words

They will also be encouraged to make simple additions and begin to edit their work by:

  • Evaluating their writing with the teacher and other pupils
  • Re-reading to check that their writing makes sense and that the correct verb tense has been used throughout
  • Proof reading to check for errors in spelling, grammar and punctuation

Finally, the children will begin to read aloud what they have written with appropriate intonation to make the meaning clear.

Spelling and Vocabulary

Children are taught to read and spell:

  • high frequency words;
  • words with long vowel phonemes (e.g. ‘ai’, ‘ay’, ‘oa’, ‘ow’ words);
  • words with vowel phonemes (e.g. ‘ar’, ‘or’, ‘er’ words);
  • words containing digraphs;
  • Words containing common prefixes and suffixes
  • Words in contracted form (e.g. can’t, couldn’t)


Children are taught to write in joined cursive handwriting by the end of the year.

Grammar and punctuation

 In their weekly grammar lessons, children are taught to:

  • understand the need for grammatical agreement, matching verbs to nouns/pronouns;
  • use capital letters, full stops, commas, question marks, explanation marks and apostrophes for contracted forms and the possessive (singular) when writing;
  • identify and use a variety of sentence openers, connectives and ambitious vocabulary to enrich their spoken and written language;
  • use the past and present tense correctly and consistently;
  • understand sentences with different forms: statement, question, exclamation, command


Children are taught to:

  • reinforce and apply their spelling and phonic skills through shared and guided reading;
  • notice the difference between spoken and written forms;
  • use phonological, contextual, grammatical and graphic knowledge to work out, predict and check the meaning of unfamiliar words and to make sense of what they have read;
  • compare books by the same author and evaluate and form preferences, giving reasons;
  • understand the distinction between fact and fiction; to use terms ‘fact’, ‘fiction’ and ‘non-fiction’ appropriately;
  • understand and use the different terminology related to non-fiction books such as contents page, glossary, illustrations, sub headings, index;

Speaking and Listening

Children are taught to:

  • speak with clarity and use appropriate intonation when reading texts and telling stories;
  • explain ideas and processes using imaginative and adventurous vocabulary and non verbal gestures to support communication;
  • listen to others in class and ask relevant questions and follow instructions


Mathematics is a skill which involves confidence and competence with numbers and measures. It requires an understanding of the number system, a repertoire of computational skills and an inclination and ability to solve number problems in a variety of contexts.

Below is a breakdown of the different areas that the children are taught which is taken from the British National Curriculum Guidelines.

Number – number and place value

Children are taught to:

  • 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 2-digit number
  • 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 words
  • Use place value and number facts to solve problems.

Number – addition and subtraction

Children are taught to:

  • solve problems with addition and subtraction
  • recall and use addition and subtraction facts to 20 fluently, and derive and use related facts up to 100
  • add and subtract numbers using written form and mentally of :
  • a two-digit number and ones
  • a  two-digit number and tens
  • two two-digit numbers
  • adding three one-digit numbers
  • know that addition can be done in any order (commutative) but subtraction of one number from another cannot (fact families)

Number – multiplication and division

Children are taught to:

  • 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 (fact families)
  • solve problems involving multiplication and division, using materials, arrays, repeated addition, mental methods, and multiplication and division facts, including problems in contexts

Number – fractions

Children are taught to:

  • recognise, find, name and write fractions 1/3, ¼, 2/4, and ¾  of a length, shape, set of objects or quantity
  • write simple fractions for example, ½  of 6 = 3 and recognise the equivalence of 2/4 and ½


Children are taught to:

  • 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) as well as euros (€) and cents (c); 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 shapes

Children are taught to:

  • 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

Children are taught to:

  • 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).


Children are taught to:

  • 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 sort the categories by quantity
  • ask and answer questions about totalling and comparing categorical data.

Big Maths

At The Junior School we follow the Big Maths programme of learning. It is a new way of looking at the Primary Mathematics curriculum and is based on 5 simple principles that are just common- sense and self-evident. In Year 2, the children have to learn and memorise different addition facts and the facts that relate to the 10, 5, and 2 times tables. These are broken down into small steps. The children are tested on a selection of these every Friday and the aim is for them to beat their previous week’s score. The children progress at their own pace and cover the different steps as part of their progression.

Further information about Big Maths can be viewed on the school’s Mathematics page.

Please click the link below for the Maths Strategies Booklet and the Learn Its.

Maths strategies booklet


step 5,6,7 steps 6 7 8 steps 7 8 9


In Year 2, the children are taught Science, Geography and History through topic lessons. Some of the topics are taught through IPC (International Primary Curriculum) Units and some individually. IPC is a new scheme where topics are taught in a cross curricular method making links through various subjects.


The children are taught to plan, predict and carry out simple experiments, understanding the need of a fair test. They begin to share their ideas and findings using scientific terminology and also with the use of simple tables and diagrams.


In Geography, the children begin to learn about the world around them, the continents, Europe, the oceans and Cyprus. They carry out geographical enquiry inside and outside the classroom. They ask geographical questions about people, places and environments, and use geographical skills and resources.


In History children learn about events from the recent and more distant past by listening to and responding to stories. They also use sources of information to help them ask and answer questions.


In computing lessons, the children explore computers and learn to use them confidently and with purpose to achieve specific outcomes. They learn to manipulate word processing programs where they change font, font size and colour whilst writing various texts. Also, following the new changes to the curriculum, the children begin to use coding programs through various activities. The internet is also used to research different topics to support their learning and to play different educational maths and language games. Ipads have recently been introduced into the school and children spend time playing on the different apps, again to support their learning.


In Art children explore colour, shape and space, and pattern and use them to represent their ideas and feelings in an imaginative manner. They use a variety of materials including paints, colouring pencils, pastels, charcoal and clay.

Music & Physical Education

Please refer to separate website area.

It is the mark of an educated mind to be able to entertain a thought without accepting it