Year 2

'Our aim is to prepare children for the future and for lifelong learning in a diverse and everchanging world with opportunities as well as challenges.'


At Hatchell Wood, we use the National Curriculum and the accredited White Rose Maths to structure the long term and medium term overview of our mathematics teaching.

The vast majority of children are taught in their own year groups, in mixed abilities. In every year group, concepts are taught using concrete resources, moving on to pictorial methods before developing abstract working. This approach means that most children can access the same learning while building a solid understanding. Where appropriate, some children have a personalised curriculum. All children are given an equal opportunity to achieve to their highest potential.

As well as discrete maths lessons, children also consolidate their understanding during topic lessons and through daily Maths Meetings which include key mathematical facts.


Autumn 1

Autumn 2

Spring 1

Spring 2

Summer 1 

Summer 2

Number: Place Value 

Number: Addition and Subtraction 

Measurement: Money

Number: Multiplication and Division 

Number: Multiplication and Division 


Geometry: Properties of Shape

Number: Fractions

Measurement: Length and Height

Geometry: Position and Direction


Measurement: Time 

Measurement: Mass, Capacity and Temperature


At Hatchell Wood, we believe that every pupil has the right to be able to read, write and communicate with others effectively. English is the main medium through which the rest of the curriculum is learned and taught and a major way in which children interpret the world around them, develop knowledge and understanding and communicate with other people. The teaching of English, in all of its forms, has a high profile within the school.


In the teaching of writing we use the 'Write Stuff' approach by Jane Considine. 

Grammar and Punctuation

At Hatchell Wood, we use the National Curriculum to structure the long term and medium term overview of our spelling and grammar teaching.



Guided Reading

As pupils secure their early reading skills they are transferred onto our reciprocal reading approach. Pupils will study an age appropriate challenging text on a half termly basis that is delivered as part of a weekly lesson whereby pupils are encouraged to practise the vital skills needed to perform well as an independent reader. A consistent pedagogical approach towards the teaching of reading is delivered, which consists daily of some form of reading (either independent reading – using a dialogic approach, teacher reading, pre-reading, reading for fluency or accuracy or pace), text annotation, vocabulary work focusing on morphology and etymology, making precise predictions and summarising, as well as how to accurately answer comprehension questions linked to reading VIPERs (vocabulary, inference, prediction, explain, retrieve) and content domains, also a small group guided reading session using the reciprocal reading approach:

· Predict What are we going to read about in the next section?

· Clarify Which words or phrases do we need to find the meaning of?

· Question Can we ask questions to help us learn more about the text?

· Summarise What are the main ideas from this section?

At Hatchell Wood we use reading VIPERS to help pupils understand how to approach answering reading questions.

VIPERS is an acronym which stands for Vocabulary, Infer, Predict, Explain, Retrieve and Sequence (Key Stage One) or Summarise (Key Stage Two).

The following pages explain how this concept works and gives you ideas for how each type of question might look for pupils.

KS2 Reading Vipers - supporting children with comprehension skills. Click here to download the guide.

A range of texts are covered over the year to encompass different genres. Examples covered in Year 2 include The Pea and the Princess, So You Want to Build a Castle?, The Bee Book, George's Marvellous Medicine, Revolting Rhymes (poetry), The Day the Crayons Quit, Small Knight and George, Oliver Moon and the Potion Commotion, Little Turtle and the Changing Sea and The Dot. 


At Hatchell Wood we use the Cornerstones approach to deliver exciting and engaging project based learning.

These are the projects that we cover in Year 2: 








Towers, Tunnels and Turrets

Muck, Mess and Mixtures

Wriggle and Crawl


Beach Hunt

Click on the images below for the key knowledge and vocabulary the children will learn in each of the topics.

This project develops children’s knowledge of how to successfully design and build model bridges and buildings.

This project develops children’s knowledge of how to mix colours and apply materials to create unique pieces of art.

This project develops children’s knowledge of living things and their habitats. 

This project teaches children about the physical and human features of coastal regions across the United Kingdom. 

This project teaches children about making and strengthening structures, including different ways of joining materials.


Everyday Materials

Living Things and Their Habitats 

Animals Including Humans

Seasonal Change


Can you make a paper bridge?

Children learn how we can make weak, flexible materials stronger and more rigid by changing their shape.

Where do worms live?

Children observe how earthworms react when presented with four different materials. They relate their results to which habitats earthworm's prefer.

Can water make music?

Children fill jars with different volumes of water and tap them to see how the volume of water changes the sound.

How is mid made?

Children make muddy mixtures and investigate their properties.

What is the lifecycle of a ladybird?

Children learn about and observe key stages of the ladybird life cycle.

Where do Snails Live?

Children mark the shells of at least 20 snails then release them into the school grounds. Each day, they find the snails again and mark their location on a map to find out which direction and how far they moved.

How many arms does an octopus have?

Children explore the external anatomy of an octopus. They identify how its different parts help it to live and compare them to humans and other animals.


Will it degrade?

Children observe the differences between the degradable properties of alive, dead and never been alive materials when they are placed in a jar of salty water for six weeks.

*Short companion project


We use to Jigsaw PSHE scheme of work to prepare children/young people for life, helping them really know and value who they are and understand how they relate to other people in this ever-changing world.

Weekly Celebrations

The weekly celebration is the same for each year group. These are designed to draw out a key theme from each week and reinforce its application; in turn, this ensures the Jigsaw learning is translated into behaviour and attitudes and is not confined to the lesson slot on the timetable.


Autumn 1

Autumn 2

Spring 1

Spring 2

Summer 1

Summer 2

Being Me in My World


Celebrating Difference (including anti-bullying)

Dreams and Goals

Healthy Me


Changing Me (including Sex Education)*

*Our Sex and Relationship Education Progression Map can be found here and our SRE Supplementary Lessons plan can be found here.

Religious Education

We use Discovery RE scheme of work to learn about different religions and beliefs. Christianity is taught in every year group, with Christmas and Easter given new treatment each year, developing the learning in a progressive way. Buddhism, Hinduism, Islam, Judaism and Sikhism are also covered.

Home Learning

School Spider is our Virtual Learning Environment (VLE) provider and can be accessed via our school website:




Year 2 children will access School Spider to on a weekly basis to complete maths, literacy and topic based home learning activities.

Year 2 children have access to Times Tables Rock Stars to ensure that they can practise leaning their multiplication facts on a regular basis.

Year 2 children have access to MyMaths to complete interactive mathematics based home learning on a weekly basis.


Year 2 children are required to read at home to an adult at least 3 times per week.

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