Welcome back to the summer term!

Corby Glen Community Primary School

Year 2

End of Year 2 expectations 

 Foundation subject area/strand  Essential skills

 Art and Design

  •  Make/use a simple sketch book, using a range of joining techniques including gluing, tying and stapling.
  • Develop ideas from a variety of starting points, including the natural world, man-made objects, fantasy and stories.
  • Choose appropriate materials and techniques for a given project.
  • Use line and tone to draw shape, pattern and texture.
  • Mix paint colours to suit a task.
  • Use modelling materials to create an imaginary or realistic form.
  • Create single and multi-coloured prints using a range of printing techniques.
  • Cut and tear fabrics and papers, attaching them using different joining techniques.
  • Use a zoom feature to show an object in detail.
  • Select and match colours when painting from observation, explaining how different colours make them feel.
  • Create patterns using natural materials (e.g. pebbles, sticks, shells, leaves and petals).
  • Use tone to show light and shade.
  • Build simple thumb pots using clay, including rolling out clay on a board.
  • Explain the main successes and challenges encountered when completing a piece of artwork.
  • Explain what they like/dislike about an artwork, comparing it with other pieces of art.


  •  Recognise what algorithms are, how they are implemented as programs on digital devices, and that programs execute by following a sequence of instructions.
  • Write and test simple programs.
  • Use logical reasoning to predict the behaviour of simple programs.
  • Explain why digital folders are used.
  • Organise work into digital folders.
  • Recognise common uses of ICT beyond school.
  • Organise, store, manipulate and retrieve data in a range of digital formats.
  • Identify obviously false information in a variety of contexts.
  • Identify personal information that should be kept private.
  • Communicate safely, respecting and considering other people’s feelings online.
  • Explain how a branching diagram or tree works.
  • Place objects and pictures in a list or a simple table.
  • Make a simple Y/N tree diagram to sort information.

 Design and Technology/Planning, knowledge and evaluation

  •  Produce detailed, labelled drawings or models of products based on design criteria.
  • Use ICT packages to create a labelled design or plan.
  • Think of ideas and plan what to do next, based on their experience of working with materials and components.
  • Describe similarities and differences between own and others’ work including work by professional craftspeople and designers.
  • Investigate a range of existing products and say if they do what they are supposed to do.
  • Explain how closely, finished products, meet their design criteria and say what they could do better in the future.
  • Describe why a design, building or designer is important.

 Design and Technology/Making, using and understanding

  •  Use tools safely for cutting and joining materials and components.
  • Choose appropriate materials and suggest ways of manipulating them to achieve a desired effect.
  • Work safely and hygienically in construction and cooking activities.
  • Cut, measure, form and shape materials to fix or repair something, explaining objectives.
  • Join fabrics using running stitch, glue, staples, oversewing and tape.
  • Create simple hinges and pop-ups using card.
  • Cut wood/dowel using a bench hook and hacksaw.
  • Attach features to a vehicle(e.g. an axle and wheels or a sail and rudder).
  • Join appropriately, with glue and/or tape, for different materials and situations.
  • Improve structures by making them stronger, stiffer and more stable.
  • Create and use wheels and axles, levers and sliders.
  • Create working circuits to light a bulb or work a buzzer.
  • Input a sequence of instructions to a device for a planned outcome.
  • Cut, peel, grate and chop a range of ingredients to make dishes from other countries.
  • Recognise the need for a variety of foods in a diet.
  • Explain where the food they eat comes from (e.g. by referring to countries, counties, animals and plants).

 Geography/Knowledge and understanding

  •  Describe and compare human and physical features seen in their local environment and other places in the world.
  • Name and locate the capital cities of the United Kingdom and its surrounding seas.
  • Name and locate the world’s continents and oceans on a world map or globe.
  • Suggest ways of improving the local environment.
  • Describe how a physical or human process has changed an aspect of an environment (e.g. the local environment).
  • Explain simple patterns and offer an explanation (e.g. count traffic and suggest reasons for why the flow changes at different times).
  • Locate hot and cold areas of the world in relation to the Equator and the North and South Poles and explain how the weather affects these areas.
  • Describe and compare the physical similarities/differences between an area in the United Kingdom and one of a contrasting non-European country.
  • Explain how a place has changed over time.
  • Use given information and observations to ask and respond to questions about the environment, recognising how people affect this.


  •  Draw simple maps or plans using symbols for a key.
  • Locate continents and oceans on a world map.
  • Name, describe and compare human and physical features of their own locality and another named place, asking and responding to questions.
  • Use geographical vocabulary to name features of familiar and unfamiliar places.
  • Use information texts and the web to gather information about the world’s human and physical geography.
  • Use compass directions (North, South, East and West) to describe the location of geographical features and routes on a map.
  • Locate the Equator and the North and South Poles.
  • Collect and organise simple data from first and second hand sources including fieldwork.
  • Identify and describe geographical human and physical features using an aerial photograph.


  • Describe how their own life is different from past generations of their own family.
  • Use further terms associated with the past (e.g. year, decade and century).
  • Order events in a period of history studied and begin to recall the dates of important festivals or celebrations.
  • Use the stories of famous historical figures to compare aspects of life in different times.
  • Describe how people, places and events in their own locality have changed over time.
  • Describe changes in the local area during their own lifetime and that of their parents and grandparents.
  • Begin to understand cause and effect by looking at a significant individual’s actions and what happened as a result.
  • Ask and answer questions about a range of historical sources.
  • Show increased knowledge and understanding of events beyond living memory through simple recording, using text and drawings.
  • Build a ‘bigger picture’ of a historical period, using a range of source material.


  •  Describe how an instrument has been used to represent a sound or object (e.g. a flute for a bird or a drum for thunder).
  • Begin to recall sounds.
  • Carefully choose instruments to combine layers of sound, showing awareness of the combined effect.
  • Describe basic elements of a piece of music (e.g. pace, volume, emotion).
  • Use own voice in different ways, including speaking, singing and chanting for different effects.
  • Use own voice in different ways, including using a loud or soft voice, and sing simple repeated phrases.
  • Identify the difference between rhythm and pulse.
  • Follow a simple piece of written rhythmic notation.
  • Explain what they like or dislike about a piece of music and why.


  •  Pass a ball, bean bag or tag in a team game, working collaboratively.
  • Stop or catch a projectile, such as a bean bag or ball, and hit with a bat or racket.
  • Use a range of simple tactics to aid attacking/defending.
  • Perform movements to express ideas, emotions or feelings and repeat dance phrases.
  • Run a short distance with co-ordination and speed.
  • Throw a projectile overarm.
  • Jump from one foot, landing on the opposite or both feet.
  • Balance and move over, under and through apparatus, creating a variety of shapes with the body and distinguishing a well-performed move.
  • Move over, under and through spaces and obstacles outdoors.
  • Perform a simple dance or movement sequence to a small group, expressing ideas, emotions or feelings.
  • Identify a simple goal in PE and talk about how they could achieve it.
  • Swim between 10 and 20 metres unaided, using a basic stroke and becoming confident to travel underwater.



  •  Recognise what is fair/unfair, right/wrong, kind/unkind and utilise this in planning and deciding.
  • Recognise that all living things have needs and we share a responsibility to meet them.
  • Share their views and opinions on things which matter to them, providing some evidence to support, such as gathered relevant information and data.
  • Explain why exercise and rest contribute to a healthy lifestyle.
  • Recognise what they like and don’t like and how choices have effects on health (e.g. brushing their teeth).
  • Explain how their actions have consequences for themselves and others.
  • Identify people who look after them.
  • Identify who to go to if they are worried and how to attract their attention.
  • Recognise some dangerous situations out of school grounds, such as crossing the road and talking to strangers.
  • Suggest ways to avoid dangerous situations and be aware that they should not keep adults’ secrets.
  • Explain how they like to rest and relax, knowing that this contributes to their own well-being.
  • Explain how they share the responsibility for keeping themselves and others safe.
  • Communicate and respond to their own and others’ feelings.
  • Explain what it means to be a good friend.
  • Play and learn co-operatively, developing strategies to solve simple arguments through negotiation.
  • Describe and respect similarities and differences between people, including people from different places in the world, or different ethnic backgrounds.
  • Identify and describe characteristics that make a good citizen.
  • Identify how their local environment can be harmed and improved.
  • Demonstrate a realistic idea of how much everyday items cost and begin to demonstrate how to manage their money.
  • Manage feelings in a positive and effective way.
  • Learn about loss, change and the feelings involved in those situations.
  • Talk about things they are good at and things that they find difficult.
  • Identify a simple goal and talk about how they could achieve it.
  • Support others, giving constructive feedback.