St Luke's C of E Primary School

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Year 2

Year 2 Curriculum 


Please see below assessment criteria for Reading, Writing and Mathematics. 

If you have any questions, concerns or complaints regarding the curriculum please contact the Head Teacher, Mr Delves, via the school email address -


A downloadable document is available for all areas. 


C Targets

Decoding Targets:





Assessment Criteria Objectives / Key Performance Indicators (KPIs) in bold.





  1. I can apply my knowledge and skills from phases 2, 3, 4 and 5 to decode words.





  1. I can quickly match the correct sound to graphemes for phase 2, 3, 4 and 5 phonemes.





  1. I am beginning to include alternative sounds for graphemes.





  1. I can blend sounds accurately in unfamiliar words containing GPCs that I’ve learnt.





  1. I can read common words, including the first 100 high frequency words, and identify where unusual correspondences between spellings and sound are.





  1. I can read words with known GPCs and ending are noticed. (-s, -es, -ing, -ed, -er and –est)





  1. I can accurately and fluently decode words of more than one syllable.





  1. I read common contractions and understand that the apostrophe represents the omitted letter(s).





  1. I can read aloud phonetically decodable books accurately.





  1. I can re-read books with fluency, pace and expression.





  1. I can read accurately by blending the sounds in words that contain graphemes up to phase 5 and beyond and I recognise alternative sounds.





  1. I can read accurately words of two or more syllables that contain the same graphemes up to phase 5 and beyond.





  1. I can read words containing common suffixes.





  1. I can read most words quickly and accurately, without overt sounding and blending, when they have been frequently encountered.





  1. I can sound out unfamiliar words accurately, automatically and without undue hesitation.

Comprehension Targets:





  1. I can retell a story from the text and illustrations, with prompts.





  1. I can discuss the sequence of events in books and how items of information are related.





  1. I can make informed predictions about what might happen, in the books I have read and listened to.





  1. Drawing upon what already known, I can make links between what I’ve read or heard to my personal experiences.





  1. I participate in stories or poems; keeping pace, taking note of punctuation and using it to keep track of longer sentences.





  1. I can check that reading makes sense and self-correct. (Decoded words fit with what’s already been read and makes sense in context)





  1. I can infer what characters are like from what is said or done. (There is understanding of simple cause and effect and what may have prompted a character’s behaviour in a story)





  1. I can ask and answer specific questions about texts.





  1. I can identify and discuss favourite words and phrases in a text, for example choices such as rhyme or alliteration, or ‘sparkling’ as a good word choice.





  1. I listen and discuss a wide range of poetry, stories and non-fiction and my views are expressed. (Turns are taken and what others say is listened to. There is some awareness that writers write for particular purposes)





  1. I can discuss the significance of the title and events.





  1. I use the title, blurb and illustrations to help e make informed choices, for example choosing a book for research.



C Targets





Assessment Criteria Objectives / Key Performance Indicators (KPIs) in bold.





  1. I can use knowledge of the characteristic features of text types in my writing.





  1. I use imaginative descriptive language.





  1. I can use adverbs for extra detail.





  1. My writing generally makes sense to the reader.





  1. I mostly use tenses correctly.





  1. My writing is generally organised appropriately.





  1. My ideas are beginning to be split into paragraphs.





  1. I can use paragraphs that contain related information.





  1. My writing includes a number of related sentences that flow and make sense as a short narrative.





  1. My sentences are linked with a good range of conjunctions and connectives.





  1. My sentences begin in a variety of ways.

Writing: Composition Target

Writing: Transcription Targets





  1. My Letters and digits are generally formed correctly and consistently in size.





  1. I can use spacing between words that reflects the size of the letters.





  1. I am beginning to use a joined style of writing.





  1. I can spell most of the 40+ learnt phonemes and apply them in my writing.





  1. I can spell most of the common exception words correctly.





  1. I use some prefixes (such as un-) and suffixes (such as -ing, -ed, -er, -ing, -er and -est).





  1. I can use the possessive (singular) apostrophe.





  1. I understand the difference between homophones and near-homophones.





  1. I can use full stops and capital letters correctly most of the time.





  1. Most of my sentences are punctuated and include a range of punctuation. (!,?)





  1. I generally use apostrophes for contracted forms correctly.





  1. I can use subordinating (when, if, that, because) and coordinating (or, and, but ) connectives.

Writing: Analysis and Presentation Targets





I can use and understand grammatical terminology:





  1. verb, tense (past, present), adjective, noun, suffix, apostrophe, comma.





  1. I can read aloud clearly enough to be heard by peers and the teacher.





  1. I can read aloud with some intonation.


Number & Calculations


C Targets






Assessment Criteria Objectives / Key Performance Indicators (KPIs) in bold.

To Know and Use Numbers





1. I can count in steps of 2, 3, and 5 from 0.

2. I can count in steps of 2, 3 and 5 from any number.

3. I can count in tens from any number, forwards or backwards.





4. I can Identify, represent and estimate numbers using different representations, including the number line.

5. I can read and write numbers from 1 to 20 and then to at least 100 in numerals and in words.





6. I can compare and order numbers from 0 up to 100.

7. I can use <, > and = signs.





8. I can recognise the place value of each digit in a two-digit number (tens, ones).





9. I can use place value and number facts to solve problems.

10. I am able to identify the starting point in a problem.

To Add and Subtract





11. I can recall and use addition and subtraction facts to 20 fluently, and derive and use related facts up to 100.





12. I can + and - two-digit number and ones.

13. I can + and - a two-digit number and tens.

14. I can + and - two two-digit numbers

15. I can add three one-digit numbers

(all using concrete objects, pictorial representations and mentally)

16. I understand that two numbers can be added in any order but subtraction of one number from another cannot.





17. I can solve one-step problems with addition and subtraction, using concrete objects and pictorial representations including those involving numbers, quantities and measures.

18. I can solve one-step problems using +, - and = signs.

19. I can recognise and use the inverse relationship between addition and subtraction and use this to check calculations.

To Multiply and Divide





20. I can recall and use multiplication and division facts for the 2, 5 and 10 multiplication tables.

21. I can recognise odd and even numbers.





22. I can calculate mathematical statements for multiplication and division.

23. I can use the signs x, ÷, = correctly.

24. I understand that multiplication of two numbers can be done in any order and division of one number by another cannot is shown.





25. I can solve one-step problems involving multiplication and division using known facts.

26. I can apply known multiplication facts to check the accuracy of calculations.

To Use Fractions





27. I can write simple fractions. e.g. 1/2, 1/4 and 1/2 of 6 = 3





28. I can recognise, find, name and write a 1/2, 1/3, 1/4, 2/4 and 3/4 of a length, shape, set of objects or quantity.





29. I can recognise the equivalence of 2/4 and 1/2 as a decimal and a percentage.



Shape, Space & Measure

C Targets







Assessment Criteria Objectives / Key Performance Indicators (KPIs) in bold.

To understand the properties of shapes





  1. I can identify and describe the properties of 2-D shapes, including the number of sides and the number of corners. (polygons and quadrilaterals)
  2. I can identify and describe the properties of 3-D shapes, including the number of edges, vertices and faces. (cuboids, prisms and cones)
  3. I can identify vertical lines of symmetry in 2-D shapes.
  4. I can name 2-D shapes on the surface (face) of 3-D shapes.
  5. I can compare and sort common 2-D and 3-D shapes and everyday objects.

To describe position, direction and movement





  1. I can use mathematical vocabulary to describe position, direction and movement:
    • movement in a straight line;
    • rotation as a turn;
    • right angles for quarter, half and three quarter turns (clockwise and anticlockwise).
  2. I can order and arrange combinations of mathematical objects in patterns and sequences.

To use measures





  1. I can use measuring apparatus, such as rulers, scales, thermometers and measuring vessels, to measure the following to the nearest appropriate unit:
    • length/height in cm/m
    • mass in kg/g
    • temperature in °C
    • capacity in ml/l.
  2. I can use >, < and = to compare and order lengths, mass and volume/capacity.
  3. I recognise and use the symbols £ (pounds) and p (pence).
  4. I can combine amounts to make particular values.
  5. I know that there are 100p in £1.
  6. I can find different combinations of coins that equal the same amount of money.
  7. I can solve simple and practical addition and subtraction problems involving money of the same unit, including giving change.
  8. I know the number of minutes in an hour and the number of hours in a day.
  9. I can tell and write the time to five minutes and draw the hands on a clock face to show these times. (including quarter past/to the hour)
  10. I can compare and sequence intervals of time.

To use statistics





  1. I can interpret and construct simple pictograms, tally charts, block diagrams and simple tables.
  2. I can ask and answer simple questions by counting the number of objects in each category and sorting the categories by quantity.
  3. I can ask and answer questions about totalling and comparing categorical data. (most common and least popular)

To use algebra





  1. I can solve addition and subtraction problems involving missing numbers.

(23 = □ + 3/ 23= 10 + □ )








Awards we have recieved so far.