In Year 2, children will be working towards the Key Stage 1 targets detailed below and will take their first lot of SATs during the Summer term. There are a number of things that you can do at home to support your child. Please scroll down for details.




  • Become more fluent in reading as their phonic knowledge increases
  • Read words of two or more syllables accurately
  • Read words containing common suffixes (-ed, -ing, -y, -ness, -ful, -ment)
  • Read a range of poetry, stories and non-fiction
  • Self-correct inaccurate reading
  • Predict what will happen in a story on the basis of what has been read so far


  • Learn to spell words with suffixes, words in the contracted form (don’t, can’t, etc.), words With the possessive apostrophe (the girl’s book) and homophones (words that sound the same, but are spelt differently).
  • Start joining lower-case letters and write words where the capitals and lower-case letters are proportional to each other
  • Use a variety of punctuation, including: capitals, full stops, exclamation marks, question marks, commas for lists, apostrophes for the contracted form and the possessive
  • Use conjunctions (when, if, that, because, or, and, but) to join two clauses
  • Write stories, poetry and accounts of personal experiences
    Evaluate and improve their work


  • Read books together, taking turns and talking about the parts you liked.
  • Encourage your child to look at and discuss non-fiction books, for example encyclopedias, dictionaries or an atlas.
  • If your child develops a liking for a certain author, find as many of their books as possible. Encourage them to write a book review of their favourite book.
  • If you have a blackboard, write simple messages for your child to read.
  • Make writing part of a game: play shops, schools or cafes and make writing fun.
  • Buy your child their own notebook to write stories or make a fact file about their favourite animal or football team.
  • Start a scrapbook and encourage your child to have a go at captions and labels.


  • Mrs Wobble the Waitress – Allan Alhberg
  • Pirate School: Just a Bit of Wind – Jeremy Strong
  • Mr Wolf’s Pancakes – Jan Fearnley
  • The Giraffe and the Pelly and Me – Roald Dahl
  • The Diary of a Killer Cat – Anne Fine
  • The Magic Finger – Roald Dahl
  • The Guard Dog – Dick King-Smith
  • Grace and Family – Mary Hoffman & Caroline Binch
  • Emily’s Legs – Dick King-Smith
  • Little Wolf’s Book of Badness – Ian Whybrow



Numbers and place value

  • Counting in steps of 2, 3 and 5
  • Putting the numbers one to 100 in the correct order
  • Using < and > symbols
  • Recognising the place value of each digit in a two-digit number


  • Adding and subtracting one- and two-digit numbers
  • Knowing addition and subtraction facts up to 20
  • Learning the 2, 5 and 10 times tables, plus division facts
  • Identifying odd and even numbers


  • Finding 1/3, 1/4, 2/4 and 3/4 of a shape or quantity


  • Using appropriate units to measure length, weight and capacity
  • Combining amounts of money to make a particular value
  • Working out how much change to give
  • Tell the time to five minutes, including quarter to / past the hour


  • Identifying, describing and sorting common 2D and 3D shapes
  • Understanding that a quarter turn is a right angle
  • Confident with clockwise and anti-clockwise


  • Interpreting and constructing simple pictograms, tally charts, block diagrams and tables
  • Answer questions about the data presented


  • Play games: a simple board game such as snakes and ladders gives your child valuable practice in counting on.
  • Dominoes are also good for counting spots and matching numbers.
  • Sort things out: if you have a box of beads, sort them by size or colour.
  • Look for numbers when you go out – look on houses, buses, road signs.
  • Ask your child to set the table: they’ll have to count the settings and work out how much cutlery is needed.
  • Get cooking: children love to weigh out the ingredients and check the timer.



Living things and their habitats

  • Compare things that are living, dead and things that have never been alive.
  • Describe how different habitats provide needs for different kinds of animals.
  • Name a variety of plants and animals in their habitats, including micro-habitats
  • Describe simple food chains.


  • Observe and describe how seeds and bulbs grow into mature plants.
  • Describe how plants need water, light and a suitable temperature to grow and stay healthy.

Animals, including humans

  • Understand that animals have offspring which grow into adults.
  • Find out about the basic needs of animals (water, food, air).
  • Describe the importance of good diet, exercise and hygiene.

Use of everyday materials

  • Identify and compare suitability of a variety of everyday materials for particular uses.
  • Find out how shapes of solid objects can be changed by squashing, bending, twisting and stretching.


  • Play games with your senses: use a blindfold and try to identify objects just by touch, sound, smell and taste.
  • Take your child to a ‘habitat’ (for example: a pond in the park or a wooded area). Get them to split an A4 page into two sections. On one side, ask them to list anything they can see that isn’t an animal (water, soil, trees, grass, etc.). Then ask them to look for as many animals as they can find and write a list of these on the other side of the page. Once you get home, ask them what parts of the habitat the animals rely on and why. Might some animals eat others to live? You may want to back this up with some research on the Internet or in the library.
  • Buy some seeds or bulbs and plant some in various different places (you could have one in a sunny spot in the garden, one in the shade and one in a container indoors). Water the seeds / bulbs according to instructions on the packet, making sure you give them all exactly the same amount of water at the same time of day (explain to your child that this is called carrying out a ‘fair test’).
  • Get out some baby photographs and see if you can child can tell who they are.
  • Start a collection: it could be anything – stones, shells, plastic dinosaurs – and sort it by size, colour, shape.
  • Make ice lollies and talk about what happens to water when it goes in the freezer.


KS1 Tests (SATs) take place in May and incorporate:

  • Reading
  • Grammar, punctuation and spelling
  • Maths


The reading test will consist of 2 separate papers that both take around 30 minutes. The passages in these papers will be a combination of fiction, non-fiction and poetry. Unlike other formal assessments, time will not be limited.

The second test is more challenging and although all pupils will be given the opportunity to complete it, teachers may take the decision to stop the test for individual children if they feel that it is too difficult or stressful for them.

Question types will vary and will use the following formats:

Question Type


Multiple Choice

What is Lucy looking for in the story? Tick one of the boxes below


Number the events below to show the order in which they happen in the story


Match the character to what they do in the story.


Label the text to show the title…

Find and copy

Find and copy one word that shows…

Short response

What does the bear eat?

Open-ended response

Why did Lucy write the letter to her grandmother? Give two reasons.

Grammar, spelling and punctuation

Again, children will sit two separate papers.

Paper 1 is a 20 word-spelling test and will take around 15 minutes
Paper 2 is a grammar punctuation and vocabulary test with 2 sections of around 10 minutes each. (Calculators are not permitted in either test.


The Maths paper will also consist of 2 papers.

Paper 1 is an arithmetic test and will take around 15 minutes
Paper 2 is based more around problem solving and reasoning. Question types will vary and may include multiple choice, shape identification and drawing, completing charts and true / false questions.


Papers are marked by teachers and results may be communicated as both raw scores and as scaled scores and parents will be informed as to whether their child achieved the national standard.