- Ar1/1.1 to use a range of materials creatively to design and make products
- Ar1/1.2 to use drawing, painting and sculpture to develop and share their ideas, experiences and imagination
- Ar1/1.3 to develop a wide range of art and design techniques in using colour, pattern, texture, line, shape, form and space
- Ar1/1.4 about the work of a range of artists, craft makers and designers, describing the differences and similarities between different practices and disciplines, and making links to their own work.
- Co2/1.1 understand what algorithms are; how they are implemented as programs on digital devices; and that programs execute by following precise and unambiguous instructions
- Co2/1.2 create and debug simple programs
- Co2/1.3 use logical reasoning to predict the behaviour of simple programs
- Co2/1.4 use technology purposefully to create, organise, store, manipulate and retrieve digital content
- Co2/1.5 recognise common uses of information technology beyond school
- Co2/1.6 use technology safely and respectfully, keeping personal information private; identify where to go for help and support when they have concerns about material on the internet or other online technologies
DT1/1.1a design purposeful, functional, appealing products for themselves and other users based on design criteria
DT1/1.1b generate, develop, model and communicate their ideas through talking, drawing, templates, mock-ups and, where appropriate, information and communication technology
DT1/1.2a select from and use a range of tools and equipment to perform practical tasks
DT1/1.2b select from and use a wide range of materials and components, including construction materials, textiles and ingredients, according to their characteristics
DT1/1.3a explore and evaluate a range of existing products
DT1/1.3b evaluate their ideas and products against design criteria
DT1/1.4 Technical Knowledge
DT1/1.4a build structures, exploring how they can be made stronger, stiffer and more stable
DT1/1.4b explore and use mechanisms, in their products.
DT1/2.1 Cooking & Nutrition
DT1/2.1a use the basic principles of a healthy and varied diet to prepare dishes
DT1/2.1b understand where food comes from.
(The objectives for Spoken Language are common across Key Stages 1 and 2)
En2/1a listen and respond appropriately to adults and their peers
En2/1b ask relevant questions to extend their understanding and knowledge
En2/1c use relevant strategies to build their vocabulary
En2/1d articulate and justify answers, arguments and opinions
En2/1e give well-structured descriptions, explanations & and narratives for different purposes, including for expressing feelings.
En2/1f maintain attention and participate actively in collaborative conversations, staying on topic and initiating and responding to comments
En2/1g use spoken language to develop understanding through speculating, hypothesising, imagining and exploring ideas
En2/1h speak audibly and fluently with an increasing command of Standard English
En2/1i participate in discussions, presentations, performances, roleplay/improvisations and debates
En2/1j gain, maintain and monitor the interest of the listener(s)
En2/1k consider and evaluate different viewpoints, attending to and building on the contributions of others
En2/1l select and use appropriate registers for effective communication
En2/2.1 Word Reading
En2/2.1a continue to apply phonic knowledge and skills as the route to decode words until automatic decoding has become embedded and reading is fluent
En2/2.1b read accurately by blending the sounds in words that contain the graphemes taught so far, especially recognising alternative sounds for graphemes
En2/2.1c read accurately words of two or more syllables that contain the same graphemes as above
En2/2.1d read words containing common suffixes
En2/2.1e read further common exception words, noting unusual correspondence between spelling and sound and where these occur in the word
En2/2.1f read most words quickly and accurately,without overt sounding and blending , when they have been frequently encountered
En2/2.1g read aloud books closely matched to their improving phonic knowledge, sounding out unfamiliar words accurately, automatically and without undue hesitation
En2/2.1h reread these books to build up their fluency and confidence in word reading.
En2/2.2a develop pleasure in reading, motivation to read, vocabulary and understanding by:
- 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 of information are related
- becoming increasingly familiar with and retelling a wider range of stories, fairy stories and traditional tales
- being introduced to non-fiction books that are structured in different ways
- recognising simple recurring literary language in stories and poetry
- discussing and clarifying the meanings of words, linking new meanings to known vocabulary
- discussing their favourite words and phrases
- continuing to build up a repertoire of poems learnt by heart, appreciating these and reciting some, with appropriate intonation to make the meaning clear
En2/2.2b understand both the books that they can already read accurately and fluently and those that they listen to by
- drawing on what they already know or on background information and vocabulary provided by the teacher
- checking that the text makes sense to them as they read, and correcting inaccurate reading
- making inferences on the basis of what is being said and done
- answering and asking questions
- predicting what might happen on the basis of what has been read so far
En2/2.2c participate in discussion about books, poems and other works that are read to them and those that they can read for themselves, taking turns and listening to what others say
En2/2.2d explain and discuss their understanding of books, poems and other material, both those that they listen to and those that they read for themselves.
En2/3.1a spell by:
- segmenting spoken words into phonemes and representing these by graphemes, spelling many correctly
- learning new ways of spelling phonemes for which 1 or more spellings are already known, and learn some words with each spelling, including a few common homophones
- learning to spell common exception words
- learning to spell more words with contracted forms
- learning the possessive apostrophe (singular)
- distinguishing between homophones and near-homophones
En2/3.1b add suffixes to spell longer words, including –ment, –ness, –ful, –less, –ly
En2/3.1c apply spelling rules and guidelines, as listed in English Appendix 1
En2/3.1d write from memory simple sentences dictated by the teacher that include words using the GPCs, common exception words and punctuation taught so far.
En2/3.2 Handwriting and Presentation
En2/3.2a form lower-case letters of the correct size relative to one another
En2/3.2b start using some of the diagonal and horizontal strokes needed to join letters and understand which letters, when adjacent to one another, are best left unjoined
En2/3.2c write capital letters and digits of the correct size, orientation and relationship to one another and to lower-case letters
En2/3.2d use spacing between words that reflects the size of the letters.
En2/3.3a Develop positive attitudes towards and stamina for writing by:
writing narratives about personal experiences and those of others (real and fictional)
writing about real events
writing for different purposes
En2/3.3b Consider what they are going to write before beginning by:
planning or saying out loud what they are going to write about
writing down ideas and/or key words, including new vocabulary
encapsulating what they want to say, sentence by sentence
En2/3.3c make simple additions, revisions and corrections to their own writing by:
evaluating their writing with the teacher and other pupils
rereading to check that their writing makes sense and that verbs to indicate time are used correctly and consistently, including verbs in the continuous form
proofreading to check for errors in spelling, grammar and punctuation (for example, ends of sentences punctuated correctly)
En2/3.3d read aloud what they have written with appropriate intonation to make the meaning clear
En2/3.4 Vocabulary, grammar & punctuation
En2/3.4a develop their understanding of the concepts set out in English Appendix 2 by:
learning how to use both familiar and new punctuation correctly (see English Appendix 2) , including full stops, capital letters, exclamation marks, question marks, commas for lists and apostrophes for contracted forms and the possessive (singular)
En2/3.4b Learn how to use:
sentences with different forms: statement, question, exclamation, command
expanded noun phrases to describe and specify
the present and past tenses correctly and consistently including the progressive form
subordination (using when, if, that, or because) and co-ordination (using or, and, or but)
learning the grammar for year 2 in English Appendix 2
some features of written Standard English
En2/3.4c use and understand the grammatical terminology in English Appendix 2 in discussing their writing and reading.
Ge1/1.1 Location Knowledge
Ge1/1.1a name and locate the world’s 7 continents and 5 oceans
Ge1/1.1b name, locate and identify characteristics of the 4 countries and capital cities of the United Kingdom and its surrounding seas
Ge1/1.2 Place Knowledge
Ge1/1.2a understand geographical similarities and differences through studying the human and physical geography of a small area of the United Kingdom, and of a small area in a contrasting non-European country
Ge1/1.3 Human and Physical Geography
Ge1/1.3a identify seasonal and daily weather patterns in the United Kingdom and the location of hot and cold areas of the world in relation to the Equator and the North and South Poles
Ge1/1.3b use basic geographical vocabulary to refer to:
- key physical features, including: beach, cliff, coast, forest, hill, mountain, sea, ocean, river, soil, valley, vegetation, season and weather
- key human features, including: city, town, village, factory, farm, house, office, port, harbour and shop
Ge1/1.4 Geographical Skills and Fieldwork
Ge1/1.4a use world maps, atlases and globes to identify the United Kingdom and its countries, as well as the countries, continents and oceans studied at this key stage
Ge1/1.4b use simple compass directions (North, South, East and West) and locational and directional language to describe the location of features and routes on a map
Ge1/1.4c use aerial photographs and plan perspectives to recognise landmarks and basic human and physical features; devise a simple map; and use and construct basic symbols in a key
Ge1/1.4d use simple fieldwork and observational skills to study the geography of their school and its grounds and the key human and physical features of its surrounding environment.
Hi1/1.1 changes within living memory. Where appropriate, these should be used to reveal aspects of change in national life
Hi1/1.2 events beyond living memory that are significant nationally or globally e.g. the Great Fire of London, the first aeroplane flight or events commemorated through festivals or anniversaries
Hi1/1.3 the lives of significant individuals in the past who have contributed to national and international achievements. Some should be used to compare aspects of life in different periods e.g. Elizabeth I and Queen Victoria, Christopher Columbus and Neil Armstrong, William Caxton and Tim Berners-Lee, Pieter Bruegel the Elder and LS Lowry, Rosa Parks and Emily Davison, Mary Seacole and/or Florence Nightingale and Edith Cavell and Edith Cavell
Hi1/1.3 significant historical events, people and places in their own locality.
Ma2/2.1 Number & Place Value
Ma2/2.1a count in steps of 2, 3, and 5 from 0, and in 10s from any number, forward and backward
Ma2/2.1b recognise the place value of each digit in a two-digit number (10s, 1s)
Ma2/2.1c identify, represent and estimate numbers using different representations, including the number line
Ma2/2.1d compare and order numbers from 0 up to 100; use <, > and = signs
Ma2/2.1e read and write numbers to at least 100 in numerals and in words
Ma2/2.1f use place value and number facts to solve problems.
Ma2/2.2 Addition & Subtraction
Ma2/2.2a solve problems with addition and subtraction:
- using concrete objects and pictorial representations, including those involving numbers, quantities and measures
- applying their increasing knowledge of mental and written methods
Ma2/2.2b recall and use addition and subtraction facts to 20 fluently, and derive and use related facts up to 100
Ma2/2.2c add and subtract numbers using concrete objects, pictorial representations, and mentally, including:
- a two-digit number and 1s
- a two-digit number and 10s
- 2 two-digit numbers
- adding 3 one-digit numbers
Ma2/2.2d show that addition of 2 numbers can be done in any order (commutative) and subtraction of one number from another cannot
Ma2/2.2e recognise and use the inverse relationship between addition and subtraction and use this to check calculations and solve missing number problems.
Ma2/2.3 Multiplication & Division
Ma2/2.3a recall and use multiplication and division facts for the 2, 5 and 10 multiplication tables, including recognising odd and even numbers
Ma2/2.3b calculate mathematical statements for multiplication and division within the multiplication tables and write them using the multiplication (×), division (÷) and equals (=) signs
Ma2/2.3c show that multiplication of 2 numbers can be done in any order (commutative) and division of 1 number by another cannot
Ma2/2.3d solve problems involving multiplication and division, using materials, arrays, repeated addition, mental methods, and multiplication and division facts, including problems in contexts.
Ma2/2.4a recognise, find, name and write fractions 1/3, 1/4, 2/4 and 3/4 of a length, shape, set of objects or quantity
Ma2/2.4b write simple fractions, for example 1/2 of 6 = 3 and recognise the equivalence of 2/4 and 1/2.
Ma2/3.1a 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
Ma2/3.1b compare and order lengths, mass, volume/capacity and record the results using >, < and =
Ma2/3.1c recognise and use symbols for pounds (£) and pence (p); combine amounts to make a particular value
Ma2/3.1d find different combinations of coins that equal the same amounts of money
Ma2/3.1e solve simple problems in a practical context involving addition and subtraction of money of the same unit, including giving change
Ma2/3.1f compare and sequence intervals of time
Ma2/3.1g 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.
Ma2/3.1h know the number of minutes in an hour and the number of hours in a day
Ma2/3.2 Properties of Shapes
Ma2/3.2a identify and describe the properties of 2-D shapes, including the number of sides and line symmetry in a vertical line
Ma2/3.2b identify and describe the properties of 3-D shapes, including the number of edges, vertices and face
Ma2/3.2c identify 2-D shapes on the surface of 3-D shapes
Ma2/3.2d compare and sort common 2-D and 3-D shapes and everyday objects.
Ma2/3.3 Position & Direction
Ma2/3.3a order and arrange combinations of mathematical objects in patterns and sequences
Ma2/3.3b 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).
Ma2/4.1a interpret and construct simple pictograms, tally charts, block diagrams and tables
Ma2/4.1b ask and answer simple questions by counting the number of objects in each category and sorting the categories by quantit
Ma2/4.1c ask and answer questions about totalling and comparing categorical data.
Pupils should be taught to:
Mu1/1.1 use their voices expressively and creatively by singing songs and speaking chants and rhymes
Mu1/1.2 play tuned and untuned instruments musically
Mu1/1.3 listen with concentration and understanding to a range of high-quality live and recorded music
Mu1/1.4 experiment with, create, select and combine sounds using the interrelated dimensions of music
PE1/1.1 Sport & Games
PE1/1.1a master basic movements including running, jumping, throwing and catching, as well as developing balance, agility and co-ordination, and begin to apply these in a range of activities
PE1/1.1b participate in team games, developing simple tactics for attacking and defending
PE1/1.1c perform dances using simple movement patterns.
PE1/1.2 Swimming and water safety
All schools must provide swimming instruction either in key stage 1 or key stage 2.
In particular, pupils should be taught to:
PE1/1.2a swim competently, confidently and proficiently over a distance of at least 25 metres
PE1/1.2b use a range of strokes effectively
PE1/1.2c perform safe self-rescue in different water-based situations.
Sc2/1 Working Scientifically
During years 1 and 2, pupils should be taught to use the following practical scientific methods, processes and skills through the teaching of the programme of study content:
Sc2/1.1 asking simple questions and recognising that they can be answered in different ways
Sc2/1.2 observing closely, using simple equipment
Sc2/1.3 performing simple tests
Sc2/1.4 identifying and classifying
Sc2/1.5 using their observations and ideas to suggest answers to questions
Sc2/1.6 gathering and recording data to help in answering questions.
Sc2/2.1 Living things and their habitats
Sc2/2.1a explore and compare the differences between things that are living, dead, and things that have never been alive
Sc2/2.1b identify that most living things live in habitats to which they are suited and describe how different habitats provide for the basic needs of different kinds of animals and plants, and how they depend on each other
Sc2/2.1c identify and name a variety of plants and animals in their habitats, including microhabitats
Sc2/2.1d describe how animals obtain their food from plants and other animals, using the idea of a simple food chain, and identify and name different sources of food.
Sc2/2.2a observe and describe how seeds and bulbs grow into mature plants
Sc2/2.2b find out and describe how plants need water, light and a suitable temperature to grow and stay healthy.
Sc2/2.3 Animals including humans
Sc2/2.3a notice that animals, including humans, have offspring which grow into adults
Sc2/2.3b find out about and describe the basic needs of animals, including humans, for survival (water, food and air)
Sc2/2.3c describe the importance for humans of exercise, eating the right amounts of different types of food, and hygiene.
Sc2/3.1 Uses of everyday materials
Sc2/3.1a identify and compare the suitability of a variety of everyday materials, including wood, metal, plastic, glass, brick, rock, paper and cardboard for different uses
Sc2/3.1b compare how things move on different surfaces.
Sc2/3.1c find out how the shapes of solid objects made from some materials can be changed by squashing, bending, twisting and stretching