Welcome to

Year 2

Year 2 2020 – 2021

Mrs Heafield

Welcome to the Year 2 web page
I hope you enjoy finding out what we are learning, and looking at photos and work.  This page will be regularly updated, so keep checking.

Key Learning in Maths

Key Learning in Maths
Number – number and place value

  • Count in steps of 2, 3, and 5 from 0, and in tens from any number, forward and backward
  • Read and write numbers to at least 100 in numerals and in words
  • Recognise the place value of each digit in a two-digit number (tens, ones)
  • Identify, represent and estimate numbers using different representations, including the number line
  • Partition numbers in different ways (e.g. 23 = 20 + 3 and 23 = 10 + 13)
  • Compare and order numbers from 0 up to 100; use <, > and = signs
  • Find 1 or 10 more or less than a given number
  • Round numbers to at least 100 to the nearest 10
  • Understand the connection between the 10 multiplication table and place value
  • Describe and extend simple sequences involving counting on or back in different steps

Use place value and number facts to solve problems
Number – fractions

  • Understand and use the terms numerator and denominator
    Understand that a fraction can describe part of a set
  • Understand that the larger the denominator is, the more pieces it is split into and therefore the smaller each part will be
  • Recognise, find, name and write fractions  ,  ,   and  of a length, shape, set of objects or quantity
  • Write simple fractions for example, 1/2 of 6 = 3 and recognise the equivalence of 2/4   and 1/2

Count on and back in steps of 1/2 and 1/4
Number – addition and subtraction

  • Choose an appropriate strategy to solve a calculation based upon the numbers involved (recall a known fact, calculate mentally, use a jotting)
  • Select a mental strategy appropriate for the numbers involved in the calculation
  • Show that addition of two numbers can be done in any order (commutative) and subtraction of one number from another cannot
  • Understand subtraction as take away and difference (how many more, how many less/fewer)
  • Recall and use addition and subtraction facts to 20 fluently, and derive and use related facts up to 100 (bonds totalling 5, 10 and 20)
  • Recall and use number bonds for multiples of 5 totalling 60 (to support telling time to nearest 5 minutes)
  • 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 two-digit numbers

– adding three one-digit numbers

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

Solve problems with addition and subtraction including with missing numbers:

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

– applying their increasing knowledge of mental and written methods
Number – multiplication and division


  • Understand multiplication as repeated addition and arrays
  • Understand division as sharing and grouping and that a division calculation can have a remainder
  • Show that multiplication of two numbers can be done in any order (commutative) and division of one number by another cannot

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

  • Derive and use doubles of simple two-digit numbers (numbers in which the ones total less than 10)
  • Derive and use halves of simple two-digit even numbers (numbers in which the tens are even)
  • Calculate mathematical statements for multiplication using repeated addition) and division within the multiplication tables and write them using the multiplication (×), division (÷) and equals (=) signs

Solve problems involving multiplication and division (including those with remainders), using materials, arrays, repeated addition, mental methods, and multiplication and division facts, including problems in contexts
Geometry – properties of shape

  • 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]

Geometry – position and direction

  • Order/arrange combinations of mathematical objects in patterns/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)


  • Compare and sort objects, numbers and common 2-D and 3-D shapes and everyday objects
  • 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 sorting the categories by quantity
  • Ask and answer questions about totalling and comparing categorical data


  • Choose and use appropriate standard units to estimate and measure length/height in any direction (m/cm); mass (kg/g); temperature (°C); capacity and volume (litres/ml) to the nearest appropriate unit, using rulers, scales, thermometers and measuring vessels (within children’s place value competence)
  • Compare and order lengths, mass, volume/capacity and record the results using >, < and =
  • Recognise and use symbols for pounds (£) and pence (p)
  • Combine amounts to make a particular value
  • Find different combinations of coins that equal the same amounts of money
  • 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
  • Solve simple problems in a practical context involving addition and subtraction of money of the same unit, including giving change and measures (including time)
Key Learning in Reading

Word Reading

Letters and Sounds Phase 6.

  • Apply phonic knowledge and skills to read words until automatic decoding has become embedded and reading is fluent.
  • Read accurately by blending the sounds in words, especially recognising alternative sounds for graphemes.
  • Read accurately words of two or more syllables that contain alternative sounds for grapheme e.g. shoulder, roundabout, grouping.
  • Read words containing common suffixes e.g. –ness, -ment, -ful, -ly.
  • Read further common exception words, noting tricky parts (see bottom).
  • Read frequently encountered words quickly and accurately without overt sounding and blending.
  • Read aloud books closely matched to their improving phonic knowledge, sounding out unfamiliar words accurately, automatically and without undue hesitation.
  • Re-read these books to build up their fluency and confidence in word reading.
  • Uses tone and intonation when reading aloud.

Read longer and less familiar texts independently.


Develop pleasure in reading, motivation to read, vocabulary and understanding by:

  • Listening to a range of texts at a level beyond that at which they can read independently including stories, non-fiction, and contemporary and classic poetry.
  • Sequencing and discussing the main events in stories.
  • Learning and reciting a range of poems using appropriate intonation.
  • Retelling a wider range of stories, fairy tales and traditional tales.
  • Read a range of non-fiction texts including information, explanations, instructions, recounts, reports.
  • Discussing how specific information is organised within a non-fiction text e.g. text boxes, sub-headings, contents, bullet points, glossary, diagrams.
  • Identifying, discussing and collecting favourite words and phrases.
  • Recognising use of repetitive language within a text or poem e.g. run, run as fast as you can  and across texts e.g. long, long ago in a land far away…
  • Make personal reading choices and explain reasons for choices.


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

  • Introducing and discussing key vocabulary within the context of a text.
  • Use morphology to work out the meaning of unfamiliar words e.g. terror, terrorised.
  • Activating prior knowledge and raising questions e.g. What do we know? What do we want to know? What have we learned?
  • Checking that texts make sense while reading and self-correct.
  • Making predictions using evidence from the text.
  • Making inferences about characters and events using evidence from the text e.g. what is a character thinking, saying and feeling?


Participating in discussion about what is read to them, taking turns and listening to what others say:

  • Making contributions in whole class and group discussion.
  • Listening and responding to contributions from others.
  • Giving opinions and supporting with reasons e.g. Was Goldilocks a good or bad character?
  • Considering other points of view.


Explaining clearly their understanding of what they read themselves and what is read to them:

Demonstrating understanding of texts by asking and answering questions related to who, what, where, when, why, how.

Key Learning in Writing

Key Learning in Writing


Vocabulary, grammar and punctuation

  • Say, write and punctuate simple and compound sentences using the connectives and, but and or.
  • Use sentences with different forms: statement, question, command, exclamation.
  • Use commas to separate items in a list.
  • Use apostrophes for contracted forms e.g. don’t, can’t, wouldn’t, you’re, I’ll.
  • Use subordination for time e.g. When we had finished our writing, we went out to play.  We went out to play when we had finished our writing. Other time connectives: while, as, before, after.
  • Use subordination for reason e.g.
I put my coat on because it was raining. Because it was raining, I put on my coat. Other reason connectives: so, if, then, for, unless.
  • Select, generate and effectively use verbs.
  • Use past tense for narrative, recount (e.g. diary, newspaper report, biography) historical reports.
  • Use present tense for non-chronological reports and persuasive adverts.
  • Select, generate and effectively use nouns.
  • Add suffixes ness and er to create nouns e.g. happiness, sadness, teacher, baker.
  • Select, generate and effectively use adjectives.
  • Add suffixes ful or less to create adjectives e.g. playful, careful, careless, hopeless.
  • Use suffixes er and est to create adjectives e.g. faster, fastest, smaller, smallest.

Use suffix ly to turn adjectives into adverbs e.g. slowly, gently, carefully.


  • Plan and discuss what to write about e.g. story mapping, collecting new vocabulary, key words and ideas.
  • Use specific text type features to write for a range of audiences and purposes e.g. to instruct, inform, entertain, explain, discuss, persuade.
  • Write about real and fictional events.
  • Write simple poems based on models.
  • Edit and improve their own writing in relation to audience and purpose.
  • Evaluate their writing with adults and peers.
  • Proofread to check for errors in spelling, grammar and punctuation.

Read aloud their writing with intonation to make the meaning clear.



  • Segment spoken words into phonemes and represent these by graphemes, spelling many correctly.
  • Learn new ways of spelling phonemes for which one or more spellings are already known.
  • Learn some words with each spelling, including a few common homophones.
  • Learn to spell common exception words.
  • Learn to spell more words with contracted forms.
  • Distinguish between homophones and near-homophone.
  • Add suffixes ness and er to create nouns e.g. happiness, sadness, teacher, baker.
  • Select, generate and effectively use adjectives.
  • Add suffixes ful or less to create adjectives e.g. playful, careful, careless, hopeless.
  • Use suffixes er and est to create adjectives e.g. faster, fastest, smaller, smallest.
  • Use suffix ly to turn adjectives into adverbs e.g. slowly, gently, carefully.

Write from memory simple sentences dictated by the teacher that include words and punctuation taught so far.


  • Form lower-case letters of the correct size relative to one another.
  • Use upper case letters appropriately e.g. not always writing A as a capital, not using capitals within words.
  • Write upper case letters of the correct size relative to lower case letters.
  • Start using some of the diagonal and horizontal strokes needed to join letters.

Home Learning

Lancashire Maths Planning Link

Home Learning – Lancashire Maths Planning Link
The weekly maths planning designed by the Lancashire Maths Team can be accessed by clicking the link below.


The story of Creation