End-of-Year 2 Expectations

By the end of Year 2, we aim to ensure the children have developed the skills and dispositions to be able to embark upon their next chapter of the Primary phase (Key Stage 2). Throughout their time in Key Stage 1, the children will have had the opportunity to develop the ability to make decisions, cope with setbacks, think critically, problemsolve and sustain concentration. Furthermore, we aim for the children to have developed a positive sense of themselves as a young person and as a learner. This will provide firm foundations from which to embark upon the demands of the Key Stage 2 curriculum in our Primary phase.

We aim for our children to have reached certain levels of attainment, and we ensure that support and intervention are planned for those who are still working towards the endof-year expectations for Year 2. Transition into Key Stage 2 is therefore a key feature of the children’s learning experience in Year 2.

ENGLISH – SPOKEN LANGUAGE

By the end of Year 2, we work towards the children showing confidence in the following aspects of the spoken language:

• Being able to participate in discussions about what they are reading, taking turns, listening, and considering what others have to say

• Being able to provide well-structured explanations and narratives and express feelings

• Contributing confidently to whole-class discussions

• Explaining and discussing their understanding, giving opinions and supporting reasons

• Having developed further vocabulary which can be rehearsed and applied through play and everyday interactions

ENGLISH – READING

By the end of Year 2, we work towards the children showing confidence in the following aspects of reading:

• Accurately reading most words of two or more syllables

• Reading most words containing common suffixes

• Reading most common exception words (we refer to these as ‘Tricky Words’)

In age-appropriate books, we aim for the children to:

• Read most words accurately without overt sounding and blending and with sufficient fluency to allow them to focus on their understanding rather than on decoding individual words

• Sound out most unfamiliar words accurately, without undue hesitation (we refer to this as using ‘Fred Sounds’)

In a book that they can already read fluently, we aim for the children to:

• Check it makes sense to them, correcting any inaccurate reading

• Answer questions and make some inferences

• Explain what has happened so far in what they have read

ENGLISH – WRITING

By the end of Year 2, we work towards the children showing confidence in the following aspects of writing, either with the support of an adult or independently:

• Understanding that writing is a form of communication and applying this purposefully and in a range of contexts within their play

• Writing simple, coherent narratives about personal experiences and those of others (real or fictional)

• Writing about real events, recording these simply and clearly

• Demarcating most sentences in their writing with capital letters and full stops and using question marks correctly when required

• Using present and past tense mostly correctly and consistently

• Using coordinations (e.g. or/and/but) and some subordinations (e.g. when/if/that/ because) to join clauses

• Applying their knowledge of the sounds learnt in phonics lessons to spell many words correctly and making phonetically plausible attempts at others

• Spelling many common exception words (we refer to these as ‘Tricky Words’)

• Forming capital letters and digits of the correct size, orientation and relationship to one another and to lower-case letters

• Using spacing between words that reflects the size of the lette rs

Mathematics

By the end of Year 2, the children should have secured a firm understanding of place value and will have begun to apply this knowledge to solve mathematical problems. The children should be able to reason mathematically and will have an appreciation of the value and importance of Mathematics in everyday life. The teachers will observe the children applying their understanding through play and exploration. The children should also show confidence in the following:

• Reading scales (e.g. number lines) in divisions of ones, twos, fives and tens

• Partitioning any two-digit number into different combinations of tens and ones and explaining their thinking verbally, in pictures or using physical resources

• Adding and subtracting any two two-digit numbers using an efficient strategy and explaining their method verbally, in pictures or using physical resources (e.g. 48 + 35, 72 – 17 etc.)

• Recalling all number bonds to 10 and using these to reason with and calculate bonds to 20, recognising other associated additive relationships

• Recalling multiplication and division facts for 2, 5 and 10 and using them to solve simple problems, demonstrating an understanding of commutativity as necessary

• Identifying 1/4, 1/3, 1/2 , 2/4, 3/4 of a number or shape and knowing that all parts must combine to make the whole

• Using different Hong Kong coins to make the same amount

• Reading the time on a clock to the nearest 15 minutes

• Naming and describing properties of 2D and 3D shapes, including the number of sides, vertices, edges, faces and lines of symmetry