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St Paul's C of E Primary School

Heathside Grove

LEARNING to make a difference

Year 2

Learning in the Foundation Subjects

Learning in the Core Subjects


Year 2

St. Paul’s CE

Primary School

Heathside Grove

 End of Year Expectations

for Year 2


This page provides information for parents and carers on the end of year expectations for children in our school. The staff have identified these expectations as being the minimum requirements your child must meet in order to ensure continued progress throughout the following year.


 All the objectives will be worked on throughout the year and will be the focus of direct teaching. Any extra support you can provide in helping your children to achieve these is greatly valued.


 If you have any queries regarding the content of this page or want support in knowing how best to help your children please talk to your child’s teacher.


  Reading Targets
A Year 2 Reader

Word Reading
I can decode automatically and fluently.
I can blend sounds in words that contain the graphemes we have learnt.
I can recognise and read alternative sounds for graphemes.
I can read accurately words of two or more syllables that contain the same GPCs.
I can read words with common suffixes.
I can read common exception words.
I can read and comment on unusual correspondence between grapheme and phoneme.
I read most words quickly and accurately when I have read them before without sounding out and blending.
I can read most suitable books accurately, showing fluency and confidence.
I can talk about and give an opinion on a range of texts.
I can discuss the sequence of events in books and how they relate to each other.
I use prior knowledge, including context and vocabulary, to understand texts.
I can retell stories, including fairy stories and traditional tales.
I can read for meaning and check that the text makes sense. I go back and re-read when it does not make
I can find recurring language in stories and poems.
I can talk about my favourite words and phrases in stories and poems.
I can recite some poems by heart, with appropriate intonation.
I can answer and ask questions about the text.
I can make predictions based on what I have read.
I can draw (simple) inferences from illustrations, events, characters’ actions and speech.

 Writing Targets - A Year 2 Writer


I can segment spoken words into phonemes and record these as graphemes.
I can spell words with alternatives spellings, including a few common homophones.
I can spell longer words using suffixes such as ‘ment’, ‘ness’, ‘ful’, ‘less’, ‘ly’.
I can use my knowledge of alternative phonemes to narrow down possibilities for accurate spelling.
I can identify phonemes in unfamiliar words and use syllables to divide words.
I can form lower-case letters of the correct size relative to one another.
I can begin to use some of the diagonal and horizontal strokes needed to join letters.
I show that I know which letters are best left unjoined.
I use capital letters and digits of the correct size, orientation and relationship to one another and to lower
case letters.
I use spacing between words that reflects the size of the letters.
I can write narratives about personal experiences and those of others, both real and fictional.
I can write for different purposes, including real events.
I can plan and discuss the content of writing and record my ideas.
I am able to orally rehearse structured sentences or sequences of sentences.
I can evaluate my own writing independently, with friends and with an adult.
I can proof-read to check for errors in spelling, grammar and punctuation.
Grammar and punctuation
Sentence structure

I can use subordination and co-ordination.
I can use expanded noun phrases.
I can say how the grammatical patterns in a sentence indicate its function.
Text structure
I consistently use the present tense and past tense correctly.
I can use the progressive forms of verbs in the present and past tense.
I use capital letters for names of people, places, days of the week and the personal pronoun ‘I’.
I use question marks and exclamation marks correctly.
I can use commas to separate items in a list.
I can use apostrophes to show where letters are missing and to mark singular possession in nouns.



Targets in Spoken Language
A Year 2 Speaker

I can ask question to get more information and clarify meaning.
I can talk in complete sentences.
I can decide when I need to use specific vocabulary.
I can take turns when talking in pairs or a small group.
I am aware that formal and informal situations require different language (beginning).
I can retell a story using narrative language and linking words and phrases.
I can hold the attention of people I am speaking to by adapting the way I talk.
I understand how to speak for different purposes and audiences (beginning).
I can perform a simple poem from memory.


Number and place value
I can count in steps of 2, 3 and 5 from 0, and in tens from any number, forward and backward.
I can read and write numbers to at least 100 in numerals and in words.
I can compare and order numbers from 0 up to 100; using < > = signs.
I recognise the place value of each digit in a 2-digit number.
I can identify, represent and estimate numbers using different representations, including the number line.
I can use place value and number facts to solve problems.
I can recall and use addition and subtraction facts to 20 fluently, and derive and use related facts up to 100.
I can add and subtract mentally, including:
A 2-digit number and ones
A 2-digit number and tens
Two 2-digit numbers
Adding three 1-digit numbers
I can add and subtract numbers using concrete objects and pictorial representations, including:
A 2-digit number and ones
A 2-digit number and tens
Two 2-digit numbers
Adding three 1-digit numbers
I recognise and use the inverse relationship between addition and subtraction and use this to check calculations
and missing number problems.
I can solve problems with addition and subtraction using concrete objects and pictorial representations, including
those involving numbers, quantities and measures.
I can solve problems with addition and subtraction applying my increasing knowledge of mental and written
I can recall and use multiplication and division facts for the 2, 5 and 10x tables, including recognising odd and even
I can calculate mathematical statements for multiplication and division within the multiplication tables and write
them using the multiplication, division and equals signs.
I can solve problems involving multiplication and division, using materials, arrays, repeated addition, mental
methods, and multiplication and division facts, including problems in context.
I can show that addition of two numbers can be done in any order (commutative) and subtraction of one number
from another cannot.
I can show that multiplication of two numbers can be done in any order (commutative) and division of one
number by another cannot.
I recognise, find, name and write fractions 1/3, 1/4, 2/4 and 3/4 of a length, shape, set of objects or quantity.
I can write simple fractions.
I recognise the equivalence of 2/4 and 1/2


Working scientifically
(Y1 and Y2)
I can ask simple scientific questions.
I can use simple equipment to make observations.
I can carry out simple tests.
I can identify and classify things.
I can suggest what I have found out.
I can use simple data to answer questions
Living things and their habitats
I can identify things that are living, dead and never lived.
I can describe how a specific habitat provides for the basic needs of things living there (plants and
I can identify and name plants and animals in a range of habitats.
I can match living things to their habitat.
I can describe how animals find their food.
I can name some different sources of food for animals.
I can explain a simple food chain.
I can describe how seeds and bulbs grow into plants.
I can describe what plants need in order to grow and stay healthy (water, light & suitable
Animals, including humans
I can explain the basic stages in a life cycle for animals, including humans.
I can describe what animals and humans need to survive.
I can describe why exercise, a balanced diet and good hygiene are important for humans.
Uses of everyday materials

I can identify and name a range of materials, including wood, metal, plastic, glass, brick, rock, paper
and cardboard.
I can suggest why a material might or might not be used for a specific job.
I can explore how shapes can be changed by squashing, bending, twisting and stretching.


Targets in Safe Computing
A Year 1 and 2 Safe Computer User

Knowledge and understanding
I understand the different methods of communication (e.g. email, online forums etc).
I know you should only open email from a known source.
I know the difference between email and communication systems such as blogs and wikis.
I know that websites sometimes include pop-ups that take me away from the main site.
I know that bookmarking is a way to find safe sites again quickly.
I have begun to evaluate websites and know that everything on the internet is not true.
I know that it is not always possible to copy some text and pictures from the internet.
I know that personal information should not be shared online.
I know I must tell a trusted adult immediately if anyone tries to meet me via the internet.
I follow the school’s safer internet rules.
I can use the search engines agreed by the school.
I know what to do if I find something inappropriate online or something I am unsure of (including
identifying people who can help; minimising screen; online reporting using school system etc).
I can use the internet for learning and communicating with others, making choices when navigating
through sites.
I can send and receive email as a class.
I can recognise advertising on websites and learn to ignore it.
I can use a password to access the secure network

Computing Targets - A Year 2 Computer User
Algorithms and programming
I can use a range of instructions (e.g. direction, angles, turns).
I can test and amend a set of instructions.
I can find errors and amend. (debug)
I can write a simple program and test it.
I can predict what the outcome of a simple program will be (logical reasoning).
I understand that algorithms are used on digital devices.
I understand that programs require precise instructions.
Information technology
I can organise digital content.
I can retrieve and manipulate digital content.
I can navigate the web to complete simple searches.
Digital literacy
I use technology respectfully.
I know where to go for help if I am concerned.
I know how technology is used in school and outside of school