Year 2 2019 / 2020 - CURRICULUM INFORMATION BOOKLET - The International School Of Monaco

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Year 2 2019 / 2020 - CURRICULUM INFORMATION BOOKLET - The International School Of Monaco

Year 2
CURRICULUM INFORMATION BOOKLET

        2019 / 2020

Year 2 - English Curriculum
Phonics, Spelling and Grammar and Punctuation Reading Writing Speaking and Listening
Vocabulary
 Learn common spellings of long READING FICTION AND POETRY FICTION • Recount experiences and explore
vowel phonemes, e.g. ‘ee’, ‘ai’,  Begin to read with fluency and  Extend the range of common  Develop stories with a setting, possibilities.
‘oo’, ’ie’, ‘or’. 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. • Write with a variety of sentence • Show awareness of the listener by
 Apply knowledge of phonemes who, why.  Identify and describe story types. including relevant details.
and spelling patterns in writing settings and characters,  Use the structures of familiar • Attempt to express ideas
independently. WRITING recognising that they may be poems and stories in developing precisely, using a growing
 Secure the spelling of high  Write in clear sentences using from different times and places. own writing. vocabulary.
frequency words and common capital letters, full stops and • Predict story endings.  Begin to use dialogue in stories. • Listen carefully and respond
irregular words. question marks.  Make simple inferences from the  Begin to use the language of appropriately, asking questions of
 Discuss the meaning of  Use past and present tenses words on the page, e.g. about time, e.g. suddenly, after that. others.
unfamiliar words encountered in accurately but not always feelings.  Choose some interesting words • Extend experiences and ideas
reading. consistently.  Talk about what happens at the and phrases, e.g. in describing through role-play.
 Choose interesting words and  Use mainly simple and compound beginning, in the middle or at the people and places.
phrases, e.g. in describing sentences, with and/but used to end of a story.
people and places. connect ideas. Because may begin • Comment on some vocabulary NON-FICTION
to be used in a complex sentence. choices, e.g. adjectives.  Write instructions and recount
 Begin to use a variety of simple  Begin to develop likes and dislikes events and experiences.
organisational devices in non- in reading.  Use features of chosen text type.
fiction, e.g. headings, captions.  Read poems and comment on  Use simple non-fiction texts as a
 Begin to re-read own writing for words and sounds, rhyme and model for writing.
sense and accuracy. rhythm.  Make simple notes from a
 Form letters correctly and section of non-fiction texts, e.g.
consistently listing key words.
NON-FICTION
 Scan a passage to find specific
information and answer
questions.
 Read and follow simple
instructions, e.g. in a recipe.
 Locate words by initial letter in
simple dictionaries, glossaries
and indexes.
 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.

Programme de français en classe 2

Vocabulaire Orthographe Grammaire Conjugaison
Etre capable de/d’ : Etre capable de/d’ : Etre capable de/d’: Etre capable de/d’:
• Réciter l’alphabet. • Ecrire des lettres dictées. • Identifier une phrase. • Maintenir une cohérence temporelle dans
• Connaitre les lettres (voyelles et • Ecrire des syllabes simples. • Différencier une ligne d’une phrase. son récit (oral).
consonnes) • Ecrire des mots déjà connus. • Identifier et utiliser la ponctuation dans • Utiliser oralement les verbes être, avoir,
• Apprendre et utiliser le vocabulaire • Ecrire des mots invariables. une phrase. dire, aller et faire pour rapporter un
spécifique de la lecture d’un texte, d’une • Utiliser des stratégies orthographiques • Identifier et utiliser correctement le fait, décrire une situation.
histoire (titre, les paragraphes, ...). et des analogies pour écrire des mots genre du nom (un/une, le/la).
• Apprendre et réutiliser des noms de nouveaux (sons simples + complexes). • Reconnaitre le nombre du nom
choses, d’animaux et de personnes. • Préparer des dictées de mots et/ou (singulier/pluriel).
• D’enrichir son vocabulaire lors des phrases en utilisant ses connaissances • Accorder les noms au pluriel en ajoutant
activités qui y sont dédiées (ex : unités lexicales et orthographiques. un « s ».
de recherche), mais aussi lors d’activités • Identifier un nom commun ou un nom
décontextualisées. propre.
• Utiliser des adjectifs fréquemment • Faire la différence entre une lettre et
utilisés pour détailler une description un mot.
(couleurs, petit, grand...). • Segmenter une phrase en mots.

Lecture Expression écrite Expression orale + savoir écouter
Etre capable de/d’ : Etre capable de/d’ : Etre capable de/d’ :
• Etablir la correspondance entre lettre et • Utiliser l’écriture cursive (graphisme). • S’exprimer en formant plusieurs phrases
son. • Ecrire les majuscules en script. correctes (syntaxe).
• Lire des sons simples. • Copier un texte court sans erreur dans • Parler clairement et avec confiance dans
• Lire des syllabes composées de sons une écriture cursive lisible. différents contextes.
simples. • Soigner sa présentation. • S’exprimer en utilisant un vocabulaire
• Lire certains sons complexes (ou, on, an, • Recopier sans erreur des syllabes, des adapté.
oi...) mots. • S’entrainer à voix haute pour améliorer sa
• Lire des mots connus. • Recopier sans erreur quelques phrases. lecture.
• Déchiffrer des mots inconnus. • Ecrire de manière autonome des syllabes, • Ecouter et répondre de manière
• Lire des mots invariables (sur, pour, avec, puis des mots simples. appropriée aux opinions des autres.
et alors...). • Ecrire des phrases simples en respectant • Ecouter et se souvenir d’une série
• Lire à haute voix un texte court dont les les espaces entre les mots. d’instructions.
syllabes ou les mots ont été étudiés. • Ecrire de manière autonome une ou deux • Ecouter une histoire ou un texte et
• Lire en respectant la ponctuation. phrases simples. reformuler les idées essentielles.
• Lire et reformuler le contenu d’un texte • Utiliser la majuscule en début de phrase • Reformuler une idée ou un concept appris
ou d’un histoire lue. et le point en fin de phrase. devant le groupe.
• Lire et suivre une consigne simple. • Ecrire 3 phrases cohérentes à l’aide • Réciter des poèmes appris (ou chansons).
d’images ou d’un dessin.

Year 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
                                                                             How schools have changed         survive
  teeth)                                    immediate environment                                                                                      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 oceans

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