End of year expectations for Year 2

A guide for parents and carers

This booklet provides information for parents/carers on the end of year National Curriculum expectations for children in this year group. The children will be working throughout the year towards achieving these expectations and will be assessed against them at regular intervals throughout the year. You will have the opportunity to discuss progress against these expectations at parents evening.

Maths

• Counts in steps of two, three, and five from 0, and in tens from any number, forward and backward
• Compares and orders numbers from 0 up to 100
• Uses < > and = signs correctly
• Uses place value and number facts to solve problems
• Solves problems with addition and subtraction by:

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

- applying an increasing knowledge of mental and written methods

-using estimation to check that their answers are reasonable

• Recalls and uses addition and subtraction facts to 20 and 100

 ( fluently up to 20 )

• Recognise the inverse relationships between addition and subtraction
• Recalls and uses multiplication and division facts for the two, five and 10 multiplication tables, including recognising odd and even numbers
• Solves problems involving multiplication and division, using materials, arrays, repeated addition, mental methods, and multiplication and division facts, including problems in contexts
• Recall doubles and halves to 20
• Recognises, finds, names and writes fractions 1/3, 1/4, 2/4, and 3/4 of a length, shape, set of objects or quantity
• Solves simple problems in a practical context involving addition and subtraction of money of the same unit including giving change
• Can describe properties of shapes; compare and sort common 2-D and 3-D shapes and everyday objects
• Read the time on the clock to the nearest 15 minutes
• Read scales in divisions of ones, twos, fives and tens
• Uses mathematical vocabulary to describe position, direction and movement including movement in a straight line, and distinguishes between rotation as a turn and in terms of right angles for quarter, half and three-quarter turns (clockwise and anti-clockwise)
• Asks and answers questions about totalling and comparing categorical data.

Reading

• 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 most words containing common suffixes and most common exception words
• 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
• Develops pleasure in reading, motivation to read, vocabulary and understanding by:

1. 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;
2. discussing the sequence of events in books and how items of information are related;
3. becoming increasingly familiar with a wider range of stories, fairy stories and traditional tales;
4. retelling a range of stories, fairy stories and traditional tales; and
5. being introduced to non-fiction books that are structured in different ways.

• Understand both the books they can already read accurately and fluently and those that they listen to by:

- checking that the text makes sense to them as they read and correcting inaccurate reading;

• answering questions and predicting what might happen on the basis of what has been read so far.

• Participates in discussions about books, poems and other works that are read to them and those they can read for themselves, taking turns and listening to what others say
  
  
  

Writing

• Writes capital letters and digits of the correct size, orientation and relationship to one another and to lower case letters
• Develops positive attitudes towards, and stamina for, writing, by writing for different purposes
• Uses sentences with different forms in their writing (statements, questions, exclamations and commands)
• Uses some expanded noun phrases to describe and specify
• Considers what is going to be written before beginning by encapsulating what they want to say, sentence by sentence
• Makes simple additions, revisions and corrections to writing by:
  • proof-reading to check for errors in spelling, grammar and punctuation
  • segmenting spoken words into phonemes and representing these by graphemes, spelling many correctly
  • learning new ways of spelling phonemes for which one or more spellings are already known and learn some words with each spelling, including a few common homophones.
• Uses the suffixes –er, –est in adjectives and –ly to turn adjectives into adverbs; adding suffixes –ment, -ness, -ful, -less to some words
• Constructs subordination (using when, if, that, because) and co-ordination (using or, and, but)
• Uses the correct choice and consistent use of present tense and past tense throughout a written piece
• Uses capital letters, full stops, question marks and exclamation marks to demarcate sentences
• Use commas to separate items in a list