Year 2 2018 / 2019 - CURRICULUM INFORMATION BOOKLET - The International School Of Monaco
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Year 2
CURRICULUM INFORMATION BOOKLET
2018 / 2019Year 2 - English Curriculum
Phonics, Spelling and Grammar and Punctuation Reading Writing Speaking and Listening
Vocabulary
Learn the different common READING FICTION AND POETRY FICTION • Recount experiences and explore
spellings of long vowel Begin to read with fluency and Extend the range of common Develop stories with a setting, possibilities.
phonemes. expression, taking some notice of words recognised on sight. characters and a sequence of • Articulate clearly so that others
Learn the different ways in punctuation, including speech Use phonics as the main method events. can hear.
which vowels can be marks. of tackling unfamiliar words. Structure a story with a • Vary talk and expression to gain
pronounced, e.g. how, low; Read and respond to question Read aloud with increased beginning, middle and end. and hold the listener’s attention.
apple, apron. words, e.g. what, where, when, accuracy, fluency and expression. Link ideas in sections, grouped by • Show awareness of the listener by
Apply knowledge of phonemes who, why. Identify and describe story content. including relevant details.
and spelling patterns in writing settings and characters, Find alternatives to and/then in • Attempt to express ideas
independently. recognising that they may be developing a narrative and precisely, using a growing
WRITING
Secure the spelling of high from different times and places. connecting ideas. vocabulary.
Write in clear sentences using
frequency words and common • Predict story endings. • Write with a variety of sentence • Listen carefully and respond
capital letters, full stops and
irregular words. types.
question marks. Make simple inferences from the appropriately, asking questions of
Identify syllables and split Use the structures of familiar others.
Use past and present tenses words on the page, e.g. about
familiar compound words into poems and stories in developing • Extend experiences and ideas
accurately but not always feelings.
parts. own writing. through role-play.
consistently. Talk about what happens at the
• Build and use collections of Use mainly simple and compound beginning, in the middle or at the Begin to use dialogue in stories.
interesting and significant words. sentences, with and/but used to end of a story. Use the language of time, e.g.
connect ideas. Because may begin • Comment on some vocabulary suddenly, after that.
Discuss the meaning of to be used in a complex sentence. Choose some interesting words
choices, e.g. adjectives.
unfamiliar words encountered in Begin to vary sentence openings, and phrases, e.g. in describing
Begin to develop likes and dislikes people and places.
reading. e.g. with simple adverbs. in reading.
Choose interesting words and Use a variety of simple Read poems and comment on
phrases, e.g. in describing organisational devices in non- NON-FICTION
words and sounds, rhyme and
people and places. fiction, e.g. headings, captions. Write simple evaluations of
rhythm.
Begin to re-read own writing for books read.
sense and accuracy.
NON-FICTION Write instructions and recount
events and experiences.
Scan a passage to find specific
information and answer Use features of chosen text type.
questions. Use simple non-fiction texts as a
Read and follow simple model for writing.
instructions, e.g. in a recipe. Make simple notes from a
Locate words by initial letter in section of non-fiction texts, e.g.
simple dictionaries, glossaries listing key words.
and indexes. • Form letters correctly and
consistently.
Find answers to questions by
reading a section of text.
Find factual information from
different formats, e.g. charts,
labelled diagrams. Identify general features of
known text types.
Show some awareness that texts
have different purposes.
Explore a variety of non-fiction
texts on screen.
The following genres and text types are recommended for Year 2:
Fiction and poetry: real life stories, traditional tales from different cultures, different stories by the same author, longer stories, poetry and plays.
Non-fiction:. non-chronological report, instructions, explanation, reference texts.Year 2 - French Curriculum
Vocabulaire Orthographe Grammaire Conjugaison
Etre capable de: Etre capable de: Etre capable de: Etre capable de:
Connaître le nom des lettres et l’ordre de Utiliser l’écriture cursive Utiliser correctement le féminin et le Utiliser correctement à l’oral et à
l’alphabet. Ecrire correctement les majuscules masculin (un/une; le /la) l’écrit les verbes “être” et “avoir”aux 3
Connaître et utiliser le vocabulaire Déchiffrer et écrire seuls des mots déjà Reconnaître le singulier et le pluriel des personnes du singulier
spécifique de la lecture d’un texte, d’une connus. mots (le, la/les, des ….)
histoire Ecrire des mots puis des phrases Reconnaître le pluriel des noms avec
Reconnaître et utiliser les noms de choses, Faire des dictées de mots/de phrases en l’utilisation du “s” à la fin des mots.
d’animaux, de personnes…. utilisant ses connaissances lexicales et
Utliser le vocabulaire lié aux activités orthographiques
d’apprentissage
Lecture Expression écrite Expression orale Livre +Manuel
Etre capable de: Etre capable de: Etre capable de: Livre de lecture
“Léo et Léa”
Etablir la correspondance entre lettre et Utiliser l’écriture cursive S’exprimer clairement à l’oral en utilisant un
son Ecrire correctement les majuscules vocabulaire approprié Manuel (cahier d’exercices)
Lire les syllabes simples Copier un texte court sans erreur dans une Respecter l’organisation de la phrase, Léo et Léa (1 er 2)
Lire les sons plus complexes écriture cursive lisible et soignée l’expression des relations de causalité et des
(in/im/en/an/on/…..) Ecrire des phrases en utilisant les espaces circonstances temporelles et spatiales
Lire aisément les mots étudiés entre les mots (pourquoi ? quand ? où ?)
Lire les mots invariables (avec, sur, et, Ecrire de manière autonome une ou deux Ecouter et comprendre les textes que lit le
alors…..) phrases maître, à en restituer l’essentiel et à poser
Déchiffrer des mots réguliers inconnus des questions.
Lire aisément les mots les plus Restituer de mémoire, sans erreur, une
fréquemment rencontrés (mots-outils) récitation, une poésie, une chanson sur un
Lire à haute voix un texte court dont les rythme ou avec une intonation appropriés,
mots ont été étudiés
Lire en respectant la ponctuation et en
faisant les liaisons
Raconter brièvement le contenu d’une
histoire lue (personnages, lieux,
événements…)
Lire seul(e) et comprendre un énoncé, une
consigne simple
Dégager le thème d’un paragraphe ou
d’un texte court
Lire des textes plus longs et plus variés,
comportant des phrases plus complexes
Réaliser les premiers rallyes lecturesYear 2 – Maths Curriculum
Number Calculations Data Handling Shape, Space, and Measures
Numbers to 10 Addition Facts to 10 Data Handling Length
Count from 0 to 10 objects. Count on to add. Collect and organize data. Compare two lengths using the terms tall/taller,
Read and write 0 to 10 in umbers and Use number bonds to add in any order. Show data as a picture graph. long/longer, and short/shorter.
words. Write and solve addition sentences. Understand the data shown in a Compare two lengths by comparing each with a third
Compare two sets of objects by using Tell addition stories about pictures. picture graph. length.
one-to-one correspondence. Write addition sentences. Draw picture graphs. Compare more than two lengths using the terms tallest,
Identify the set that has more, fewer, or Solve real-world problems Make a tally chart. longest, and shortest.
the same number of objects. . Show data in a bar graph. Use a common starting point when comparing lengths.
Identify the number that is greater of Subtraction Facts to 10 Understand data shown in a bar graph. Measure lengths using non-standard units.
less than another number. Take away to subtract. Understand that using different non-standard units may
Make number patterns. Count on to subtract. give different measurements for the same item.
Use connecting cubes or a math balance Count back to subtract. Use the term “unit” to describe length.
to find number bonds. Use number bonds to subtract. Count measurement units in a group of tens and ones.
Find different number bonds for Write and solve subtraction sentences.
numbers to 10. Tell subtraction stories about pictures. Mass
Use ordinal numbers. Write subtraction sentences. Compare the weight of two things using the terms
Use position words to name relative Solve real-world problems. “heavy”, “heavier”, “light”, “lighter”, and “as heavy as”.
positions. Compare the weight of more than two things using the
Addition and Subtraction Facts terms, “lightest” and “heaviest”.
Numbers to 20 Recognise related addition and subtraction sentences. Use a non-standard object to find the weight of things.
Count on from 10 to 20 Write fact families. Compare weight using a non-standard object as a unit of
Read and write 11 to 20 in numbers and Use fact families to solve real-world problems. measurement.
words. Use the term “unit” when writing the weight of things.
Use a place value chart to show numbers Addition Explain why there is a difference in a measurement when
up to 20. Use different strategies to add 1-and 2-digit numbers. using different non-standard units.
Show objects up to 20 as tens and ones. Subtract a 1-digit from a 2-digit number with and Arrange things according to their weights.
Compare numbers to 20. without grouping.
Order numbers by making number Money
patterns. Addition and Subtraction to 40 Recognise and name cents (centimes) and euros.
Add a 2-digit number and a 1-digit number without Understand that c stands for cents.
Numbers to 40 regrouping. Skip-count to find the value of a collection of coins.
Count on from 21-40. Add two 2-digit numbers without regrouping. Exchange one coin for a set of coins of equal value.
Read and write 21 to 40 in numbers and Add a 2-digit number and a 1-digit number with Use different combinations of coins less than 25 euro
words. regrouping. cents to buy things.
Use a place-value chart to show Add two 2-digit numbers with regrouping. Count money in cents up to 1€ using the “count on”
numbers up to 40 Subtract a 1-digit number from a 2-digit number without strategy.
Show objects up to 40 as tens and ones. regrouping. Choose the correct value of coins when buying items.
Use a strategy to compare numbers to Subtract a 2-digit number from another 2-digit number Use different combinations of coins to show the same
40. without regrouping. value.
Compare numbers to 40. Subtract a 1-digit number from a 2-digit number with Add to find the cost of items.
Order numbers to 40. regrouping. Subtract to find the change.
Find the missing numbers in a number Subtract a 2-digit number from another 2-digit number Add and subtract money in cents (up to 1€).
pattern. with regrouping. Solve real-world problems involving addition and
Numbers to 120 Add three 1-digit numbers. subtraction of money.
Count on from 41 to 100. Time Read and write 41 to 100 in numbers Solve real-world problems. Read a calendar.
and words. Use related addition and subtraction facts to check the Know the days of the week and months of the year.
Use a place-value chart to show answers to real-world problems. Write the date.
numbers up to 100. Know the seasons of the year.
Show objects up to 100 as tens and Addition and Subtraction to 100 Use the term o’clock to tell the time to the hour.
ones. Add a 2-digit number and a 1-digit number without Read and show time to the hour on a clock.
Use a strategy to compare numbers to regrouping. Read time to the half hour.
100. Add two 2-digit numbers without regrouping. Use the term “half past”.
Compare numbers to 100. Add a 2-digit number and a 1-digit number with Relate time to daily activities.
Order numbers to 100. regrouping.
Find the missing numbers in a number Add two 2-digit numbers with regrouping. Shapes
pattern. Subtract a 1-digit number from a 2-digit number without Identify, classify, and describe plane shapes.
regrouping. Make same and different shapes.
Mental Maths Subtract a 2-digit number from another 2-digit number Identify, classify, and sort solid shapes.
Mentally add 1-digit numbers. without regrouping. Combine and separate plane and solid shapes.
Mentally add a 1-digit number to a 2- Subtract a 1-digit number from a 2-digit number with Identify plane and solid shapes in real life.
digit number. regrouping. Use plane shapes to identify, extend, and create patterns.
Mentally add a 2-digit number to tens. Subtract a 2-digit number from another 2-digit number Use solid shapes to identify, extend, and create patterns.
Mentally subtract 1-digit numbers. with regrouping.
Mentally subtract a 1-digit number from
a 2-digit number. Multiplication and Division
Mentally subtract tens from a 2-digit Use objects or pictures to find the total number of items
number. in groups of the same size.
Relate repeated addition to the concept of
multiplication.
Use objects or pictures to find the number of items in
each group when sharing equally.
Relate sharing equally to the concept of division.
Use objects or pictures to show the concept of division
as finding the number of equal groups.Year 2 - Learning Units
WATER, WATER
LOOKING AFTER MYSELF JOURNEYS HOMES AROUND THE CLOCK
EVERYWHERE
Essential Skills: Essential Skills: Essential Skills: Essential Skills: Essential Skills:
To be able to: To be able to: To be able to: To be able to: To be able to:
Pose simple scientific questions Use geographical terms Ask and answer questions Pose simple scientific questions Describe the geographical features of the
(With help) conduct simple Follow directions about the past (With help) conduct simple school site and other familiar places
investigations Describe the geographical Use key words and phrases investigations Use secondary sources to obtain simple
thinking about what will happen features of the school site relating to the passing of thinking about what will happen geographical information
using, with help, simple scientific and other familiar places time using, with help, simple scientific Communicate their geographical
equipment Make maps and plans of Order events and objects equipment knowledge and understanding in a variety
observing what happens real and imaginary places, into a sequence observing what happens of ways
comparing what happened with using pictures and Identify differences comparing what happened with (With help) conduct simple investigations
what they thought would happen symbols between their own lives what they thought would happen thinking about what will happen
offering explanations for what Use maps to locate the and those of people who offering explanations for what using, with help, simple scientific
happened, and why it happened position and simple have lived in the past happened, and why it happened equipment
making simple comparisons, geographical features of Find out about aspects of making simple comparisons, observing what happens
identifying similarities and the host country and their the past from a range of identifying similarities and comparing what happened with what they
differences home country sources of information differences thought would happen
recording and communicating their Use secondary sources to Communicate their recording and communicating their offering explanations for what happened,
observations – orally, in writing and obtain simple historical knowledge and observations – orally, in writing and why it happened
through ICT geographical information understanding in a variety and through ICT making simple comparisons, identifying
Recognise similarities and Communicate their of ways (With help) gather information similarities and differences
differences between themselves and geographical knowledge Sort and classify artefacts from simple texts recording and communicating their
other people and understanding in a into simple groups. Describe the actions that result in observations – orally, in writing and
variety of ways changes in light. through ICT
Essential Knowledge: Essential Knowledge: Essential Knowledge: Essential Knowledge: Essential Knowledge:
To Know: To Know: To Know: To Know: To Know:
That all living things grow and Simple terms to describe How homes have changed That light comes from different That water is a liquid
change location over time sources Various uses of water in our daily lives
That physical growth has taken How to record and How household items have That sun gives us heat and light, The importance of water to plants and
place since birth (milk/permanent describe journeys in the changed over time. without which we could not animals
teeth) immediate environment How schools have changed survive
The different states of water – gas, liquid,
The 3 types of teeth and how to That globes are models of over time The dangers of looking directly at
solid (heating/freezing)
How a (simple) family tree the sun
look after them the Earth and that we can The different stages of the Water Cycle
Why dental hygiene is important use them to locate works A range of nocturnal animals
What pollution is and how this can harm
How the lives of children How they are adapted to nocturnal
Some basic requirements for growth countries, continents and our environment
oceans. today are different from life
and development in humans – food, The main features of the seaside
That people live in a variety those of our parents and How to dissect an owl pellet
sleep, exercise How to construct a simple circuit
grandparents That the Earth turns on an axis, the
How to classify food into simple of homes How a simple circuit works.
To recognise major moon moves around the Earth and
groups
the Earth around the sun
What a simple balanced diet landmarks in given places.
(day/night)
consists of The location of Europe,
Africa and the world’s
largest oceansYou can also read
