Below you will find information detailing the expectations of reading and writing towards the end of Year 2. Please use them as a guide to assist your child when reading and writing at home, or reach out to us at the school.
Reading
| Working towards the expected standard |
| The pupil can:read accurately by blending the sounds in words that contain the common graphemes for all 40+ phonemesread accurately some words of two or more syllables that contain the same graphemephoneme correspondences (GPCs)read many common exception words.In a book closely matched to the GPCs as above, the pupil can:read aloud many words quickly and accurately without overt sounding and blendingsound out many unfamiliar words accurately.In a familiar book that is read to them, the pupil can:answer questions in discussion with the teacher and make simple inferences. |
| Working at the expected standard |
| The pupil can:read accurately most words of two or more syllablesread most words containing common suffixesread most common exception words.In age-appropriate books, the pupil can:read most words accurately without overt sounding and blending, and sufficiently fluently to allow them to focus on their understanding rather than on decoding individual wordssound out most unfamiliar words accurately, without undue hesitation.In a book that they can already read fluently, the pupil can:check it makes sense to them, correcting any inaccurate readinganswer questions and make some inferencesexplain what has happened so far in what they have read. |
| Working at greater depth within the expected standard |
| The pupil can, in a book they are reading independently:make inferencesmake a plausible prediction about what might happen on the basis of what has been read so farmake links between the book they are reading and other books they have read |
Writing
| Working towards the expected standard |
| The pupil can, after discussion with the teacher:write sentences that are sequenced to form a short narrative (real or fictional)demarcate some sentences with capital letters and full stopssegment spoken words into phonemes and represent these by graphemes, spelling some words correctly and making phonically-plausible attempts at othersspell some common exception wordsform lower-case letters in the correct direction, starting and finishing in the right placeform lower-case letters of the correct size relative to one another in some of their writinguse spacing between words. |
| Working at the expected standard |
| The pupil can, after discussion with the teacher:write simple, coherent narratives about personal experiences and those of others (real or fictional)write about real events, recording these simply and clearlydemarcate most sentences in their writing with capital letters and full stops, and use question marks correctly when requireduse present and past tense mostly correctly and consistentlyuse co-ordination (e.g. or / and / but) and some subordination (e.g. when / if / that / because) to join clausessegment spoken words into phonemes and represent these by graphemes, spelling many of these words correctly and making phonically-plausible attempts at othersspell many common exception wordsform capital letters and digits of the correct size, orientation and relationship to one another and to lower-case lettersuse spacing between words that reflects the size of the letters |
| Working at greater depth |
| The pupil can, after discussion with the teacher:write effectively and coherently for different purposes, drawing on their reading to inform the vocabulary and grammar of their writingmake simple additions, revisions and proof-reading corrections to their own writinguse the punctuation taught at key stage 1 mostly correctly^ • spell most common exception wordsadd suffixes to spell most words correctly in their writing (e.g. –ment, –ness, –ful, –less, –ly)use the diagonal and horizontal strokes needed to join some letters |
Mathematics
| Working towards the expected standard |
| The pupil can:read and write numbers in numerals up to 100partition a two-digit number into tens and ones to demonstrate an understanding of place value, though they may use structured resources1 to support themadd and subtract two-digit numbers and ones, and two-digit numbers and tens, where no regrouping is required, explaining their method verbally, in pictures or using apparatus (e.g. 23 + 5; 46 + 20; 16 – 5; 88 – 30)recall at least four of the six2 number bonds for 10 and reason about associated facts (e.g. 6 + 4 = 10 , therefore 4 + 6 = 10 and 10 – 6 = 4)count in twos, fives and tens from 0 and use this to solve problemsknow the value of different coins • name some common 2-D and 3-D shapes from a group of shapes or from pictures of the shapes and describe some of their properties (e.g. triangles, rectangles, squares, circles, cuboids, cubes, pyramids and spheres). |
| Working at the expected standard |
| The pupil can:read scales in divisions of ones, twos, fives and tenspartition any two-digit number into different combinations of tens and ones, explaining their thinking verbally, in pictures or using apparatusadd and subtract any 2 two-digit numbers using an efficient strategy, explaining their method verbally, in pictures or using apparatus (e.g. 48 + 35; 72 – 17)recall all number bonds to and within 10 and use these to reason with and calculate bonds to and within 20, recognising other associated additive relationships (e.g. If 7 + 3 = 10, then 17 + 3 = 20; if 7 – 3 = 4, then 17 – 3 = 14; leading to if 14 + 3 = 17, then 3 + 14 = 17, 17 – 14 = 3 and 17 – 3 = 14)recall multiplication and division facts for 2, 5 and 10 and use them to solve simple problems, demonstrating an understanding of commutativity as necessaryidentify 1 4 , 1 3 , 1 2 , 2 4 , 3 4 , of a number or shape, and know that all parts must be equal parts of the wholeuse different coins to make the same amountread the time on a clock to the nearest 15 minutesname and describe properties of 2-D and 3-D shapes, including number of sides, vertices, edges, faces and lines of symmetry. |
| Working at greater depth |
| The pupil can:read scales where not all numbers on the scale are given and estimate points in betweenrecall and use multiplication and division facts for 2, 5 and 10 and make deductions outside known multiplication factsuse reasoning about numbers and relationships to solve more complex problems and explain their thinking (e.g. 29 + 17 = 15 + 4 + ?; ‘together Jack and Sam have £14. Jack has £2 more than Sam. How much money does Sam have?’ etc.)solve unfamiliar word problems that involve more than one step (e.g. ‘which has the most biscuits, 4 packets of biscuits with 5 in each packet or 3 packets of biscuits with 10 in each packet?’)read the time on a clock to the nearest 5 minutesdescribe similarities and differences of 2-D and 3-D shapes, using their properties (e.g. that two different 2-D shapes both have only one line of symmetry; that a cube and a cuboid have the same number of edges, faces and vertices, but different dimensions). |