Year 2

Curriculum Map

Autumn term 1

Outcome

Identify and know the purpose of verbs
Use interesting verbs when writing
Recognise and write statements
Recognise and write questions
Recognise and write exclamations

Outcome

To ask questions to find out more about a subject.
To use the appropriate tone of voice in the right context.
To use conjunctions to organise and sequence ideas e.g. firstly, secondly, finally and join phrases using and so because
To start to use gesture to support the delivery of ideas

Outcome

Kn/gn/wr/ge/dge

Outcome

Make inferences on the basis of what is being said and done
Answer and asking questions
Explain and discuss their understanding of books, poems and other material, both those that they listen to and those that they read for themselves
Check that the text makes sense as they read, re-read and use a range of strategies to understand the meaning of unfamiliar words
Respond imaginatively to what they have read or listened to
Retrieve information from the text to answer questions
Predict what may happen based on previous events
Identify the main point in a section or page
Recognise recurring story language

Outcome

Writing narratives about personal experiences and those of others (real and fictional)
Writing about real events
Writing poetry
Writing for different purposes
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
Read aloud what they have written with appropriate intonation to make the meaning clear.
Learning how to use both familiar and new punctuation correctly including full stops, capital letters, exclamation marks, question marks
Sentences with different forms: statement, question, exclamation, command
The present and past tenses correctly
Subordination (using when, if, that, or because) and co-ordination (using or, and, or but)

Autumn term 2

Outcome

Recognise and write commands
Join sentences with ‘or’ and ‘but’
Explain what an apostrophe is
Use apostrophes for simple contracted forms imperative verbs in instructions

Outcome

To ask questions to find out more about a subject.
To use the appropriate tone of voice in the right context.
To use conjunctions to organise and sequence ideas e.g. firstly, secondly, finally and join phrases using and so because
To start to use gesture to support the delivery of ideas

Outcome

le/el/il/al/y/ies

Outcome

Make inferences on the basis of what is being said and done
Answer and asking questions
Explain and discuss their understanding of books, poems and other material, both those that they listen to and those that they read for themselves
Check that the text makes sense as they read, re-read and use a range of strategies to understand the meaning of unfamiliar words
Retrieve information from the text to answer questions
Predict what may happen based on previous events
Identify the main point in a section or page
Use inference to draw simple conclusions about characters, settings and events
Use the layout to identify the type of book

Outcome

Writing narratives about personal experiences and those of others (real and fictional)
Writing about real events
Writing poetry
Writing for different purposes
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
Read aloud what they have written with appropriate intonation to make the meaning clear.
Learning how to use both familiar and new punctuation correctly including full stops, capital letters, exclamation marks, question marks
Sentences with different forms: statement, question, exclamation, command
The present and past tenses correctly
Subordination (using when, if, that, or because) and co-ordination (using or, and, or but)

Spring term 1

Outcome

Use words that are appropriate to the type of writing e.g. story language, Identify and know the purpose of adjectives
Write expanded noun phrases Use ‘when’, ‘if’, ‘that’ and ‘because’ to extend sentences
Proof read for spelling

Outcome

To be aware of others who have not spoken and to invite them into discussion.
To build on others’ ideas in discussions.
To offer reasons for their opinions

Outcome

ed/er/est/ing (with and without consonant)
doubling consonants ‘a’ before l/ll

Outcome

Participate in discussion about books, poems and other works – taking turns and listening to what others say
Predicting what might happen on the basis of what has been read so far
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
Check that the text makes sense as they read, re-read and use a range of strategies to understand the meaning of unfamiliar words
Respond imaginatively to what they have read or listened to
Retrieve information from the text to answer questions
Predict what may happen based on previous events
Identify the main point in a section or page
Use inference to draw simple conclusions about characters, settings and events
Recognise and discuss features of different texts
Develop understanding by linking reading to prior knowledge and/or background information

Outcome

Writing narratives about personal experiences and those of others (real and fictional)
Writing for different purposes -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
Make simple additions, revisions and corrections to their own writing by
Evaluating their writing with the teacher and other pupils
Re-reading to check that their writing makes sense and that verbs to indicate time are used correctly and consistently, including verbs in the continuous form
Proof-reading to check for errors in spelling, grammar and punctuation [for example, ends of sentences punctuated correctly]
Read aloud what they have written with appropriate intonation to make the meaning clear.
Learning how to use both familiar and new punctuation correctly including commas in lists, apostrophes for contracted forms and the possessive (singular)
Expanded noun phrases to describe and specify [for example, the blue butterfly]
The present and past tenses correctly and consistently including the progressive form

Spring term 2

Outcome

Use ‘when’, ‘if’, ‘that’ and ‘because’ to extend sentences
Use apostrophes for singular possession
Avoid using ‘and’, ‘but’ or ‘so’ after a full stop
Form adjectives using –ful, -er, -est and –less (link with spelling)
Proof read for grammar

Outcome

To be aware of others who have not spoken and to invite them into discussion.
To build on others’ ideas in discussions.
To offer reasons for their opinions

Outcome

U spelt with o
Ee spelt with ey
o spelt with a
Stressed er spelt with or /ar
Zh spelt with s

Outcome

Participate in discussion about books, poems and other works – taking turns and listening to what others say
Predict what might happen on the basis of what has been read so far 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
Check that the text makes sense as they read, re-read and use a range of strategies to understand the meaning of unfamiliar words
Respond imaginatively to what they have read or listened to
Retrieve information from the text to answer questions
Predict what may happen based on previous events
Identify the main point in a section or page
Use inference to draw simple conclusions about characters, settings and events
Recognise recurring language in stories and poetry
Develop understanding by linking reading to prior knowledge and/or background information

Outcome

Writing narratives about personal experiences and those of others (real and fictional)
Writing for different purposes -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
Make simple additions, revisions and corrections to their own writing by
Evaluating their writing with the teacher and other pupils
Re-reading to check that their writing makes sense and that verbs to indicate time are used correctly and consistently, including verbs in the continuous form
Proof-reading to check for errors in spelling, grammar and punctuation [for example, ends of sentences punctuated correctly]
Read aloud what they have written with appropriate intonation to make the meaning clear.
Learning how to use both familiar and new punctuation correctly including commas in lists, apostrophes for contracted forms and the possessive (singular)
Expanded noun phrases to describe and specify [for example, the blue butterfly]
The present and past tenses correctly and consistently including the progressive form

Summer term 1

Outcome

Use commas for lists
Write consistently in ‘past’ or ‘present’ tense
Use the progressive form of verbs (-ing) to write about actions in progress e.g. He was thinking, she is dancing
Form nouns by using suffixes such as –ness and –er. Identify and use -ly adverbs

Outcome

To use sentence stems to signal when they are building on or challenging others’ ideas.
Confident delivery of short pre-prepared material.
To adapt how they speak in different situations according to audience.

Outcome

Suffixes:
Ment, ness, ful, less, ly tion
contractions
possessive apostrophe

Outcome

Discussing their favourite words and phrases
Discussing and clarifying the meanings of words, linking new meanings to known vocabulary checking that the text makes sense to them as they read and correcting inaccurate reading
Check that the text makes sense as they read, re-read and use a range of strategies to understand the meaning of unfamiliar words
Respond imaginatively to what they have read or listened to
Retrieve information from the text to answer questions
Predict what may happen based on previous events
Identify the main point in a section or page
Use inference to draw simple conclusions about characters, settings and events
Begin to recognise chronology or sequence in a text
Discuss which words and phrases are effective
Develop understanding by linking reading to prior knowledge and/or background information

Outcome

Writing narratives about personal experiences and those of others (real and fictional)
Writing poetry
Writing for different purposes -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
make simple additions, revisions and corrections to their own writing by:
evaluating their writing with the teacher and other pupils
re-reading to check that their writing makes sense and that verbs to indicate time are used correctly and consistently, including verbs in the continuous form
proof-reading to check for errors in spelling, grammar and punctuation [for example, ends of sentences punctuated correctly]
read aloud what they have written with appropriate intonation to make the meaning clear

Summer term 2

Outcome

Revise SPAG

Outcome

To use sentence stems to signal when they are building on or challenging others’ ideas.
Confident delivery of short pre-prepared material.
To adapt how they speak in different situations according to audience.

Outcome

Homophones

Outcome

Discuss their favourite words and phrases
Discussing and clarifying the meanings of words, linking new meanings to known vocabulary
Checking that the text makes sense to them as they read and correcting inaccurate reading
Check that the text makes sense as they read, re-read and use a range of strategies to understand the meaning of unfamiliar words
Respond imaginatively to what they have read or listened to
Retrieve information from the text to answer questions
Predict what may happen based on previous events
Identify the main point in a section or page
Use inference to draw simple conclusions about characters, settings and events
Begin to recognise chronology or sequence in a text
Discuss which words and phrases are effective
Develop understanding by linking reading to prior knowledge and/or background information

Outcome

Writing narratives about personal experiences and those of others (real and fictional)
Writing poetry
Writing for different purposes -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
make simple additions, revisions and corrections to their own writing by:
evaluating their writing with the teacher and other pupils
re-reading to check that their writing makes sense and that verbs to indicate time are used correctly and consistently, including verbs in the continuous form
proof-reading to check for errors in spelling, grammar and punctuation [for example, ends of sentences punctuated correctly]
read aloud what they have written with appropriate intonation to make the meaning clear