Form Drawing

• Complete given symmetrical and reflected forms 

• Achieve flow and rhythm with running forms 

• Use colour accurately to enhance line and space 

• Form cursive letters 

• Write in a straight line across an unlined page 

• Using simple forms, create simple borders for Main Lesson books 

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English​-Writing

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Concepts of print: Forms all lower-case and upper-case letters correctly

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• Forms all lower-case and upper-case letters correctly 

• Writes with steady flow 

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Spelling and encoding: Spells unfamiliar words by using a developing phoneme - grapheme awareness

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• Recognises and writes two-letter Digraphs ( e.g. sh ch th ck) and Blends (eg. bl st str).

• Differentiates (hears and speaks) short and long vowels and spells 2 letter and 3 letter blends and words that demonstrate an understanding of the ‘silent e’ rule (e.g. bit/bite, not/note, mat/mate, cut/cute).

• Encodes regular CVC, CCVC, CVCC and CCVCC words (C= consonant, V = vowel, expectation of confidence, e.g. bug, spot, stamp) «

• Spells words that have consonant digraphs (e.g. this, much, shop, phone, sack)

• Spells words that have 3 letter blends (e.g. strap, spring, throw)

• Writes some personal,  high frequency words and sight words (e.g. was, who, two, put, some, could).

• Orally segments two syllable words in syllables then segments syllables into phonemes e.g. mayday   may   day      m  ay     d  ay

• Spells words with  vowel patterns:

• Begins using common suffixes for correct grammar usage (e.g., -s, -ed, -ing) 

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Punctuation: Uses basic punctuation in simple sentences

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• Uses capital letters for familiar proper nouns (people and places)

• Uses capital letters and full stops to begin and end sentences 

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Grammar: Writes accurately using simple syntax

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• Writes simple sentences 

• Writes compound sentences (beginning stage) e.g. and, but, so

• Understands and uses pronouns in place of nouns (beginning stage

• Uses phrases including adjectives and adverbs

• Uses rhyme, alliteration, onomatopoeia and simile e.g. cat, fat hat;  Peter, Piper picked a peck of pickled peppers; The bees buzzed around the yellow flower; Outside it was as cold as ice.

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Content: Generates own writing

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• Shares ideas and/or draws pictures, which facilitate writing

• Generates own writing (e.g. from stories told, from drawings) 

• Includes content that shows connection to the topic or main idea

• Writes a short narrative about two or more sequenced events - what, where and a sense of closure

• Writes a series of sentences, including the main idea and some related details with an opinion with a reason (e.g. My cat is soft and fluffy. She is super to cuddle).

• Create a writing goal and work towards it with teacher guidance (e.g. I am going to check that I have put capital letters in the right place).

• Writes short series of related sentences each day

• Adds or removes words to clarify meaning with teacher guidance.

• Makes simple edits to draft sentences with the teacher

• Identifies audience and purpose of writing and a plan for their thoughts e.g. Mother’s Day card

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Language: Writes words drawn from own oral language

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• Writes words drawn from own oral language (e.g. from stories, the teacher, peers) 

• Uses resources to assist in writing, such as shared key words, wall charts

• Plans a short series of sentences through talk with the class and teacher.

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Structure: Writes using simple structure, e.g. conjunctions

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• Uses simple conjunctions/connectives (and, then) in such a way that ideas are connected sensibly 

• Writes varied sentence beginnings (beginning stage)

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English​-Reading

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Concepts of print:  Begins to use language that relates to parts of texts (e.g. title)

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• Recognizes that print can carry a variety of messages 

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Concepts of sounds: Phonological-awareness - applies knowledge of letter–sound relationships to accurately decode unfamiliar words

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• Recognises diagraphs (e.g. sh, th, ch, ng) 

• Recognises short and long vowel sounds ( e.g. e, a, i, o, u, ee, igh, ow) 

• Recognises common chunks of words (e.g. unk, art, ist) 

• Recognises common suffixes (e.g. ed, ing, es, ly) 

• Names beginning blends and produces an associated sound for the blend

• Segments (e.g.. man is m/a/n and to blend s/ea/t is seat) 

• Pronounces phoneme for common vowel teams (e.g., ai - rain, a - e bake, igh sigh), diphthongs (e.g., ay - day,  oy - boy).

• Decodes common words with long-vowel patterns, some diphthongs, in written texts using their phonics knowledge

• Decodes words with some common prefixes (re - return, un - under) and suffixes (er - baker, ly - gladly) using their phonics knowledge

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Decoding: Begins to use simple strategies to decode texts

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• Uses knowledge of phoneme/grapheme relationships to decode words

• Uses high frequency and basic sight words

• Recognises and understands the meaning of some basic punctuation (e.g. capital letters, full stops, commas, question marks, exclamation marks)

• Identifies and explains the purpose of basic punctuation such as speech marks, commas, exclamation marks, and question marks

• Decodes two and three-syllable words with taught correspondences using phonics and morpheme knowledge (e.g., costume and lightning)

• Adjusts their decoding attempts by varying pronunciation, making use of different phonemes represented by graphemes and confirming oral vocabulary

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Comprehension: Understands the meaning of what has been read

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• Responds to texts that include generally familiar contexts and settings

• Notices some errors in their reading and takes action to self-correct 

• Uses illustrations to support and extend the meaning

• Uses pictures and context to make simple predictions about story content

• Reads and understands what they have written 

• Offers opinions or thoughts about what they have read

• Identifies connections between the ideas expressed in texts and their own knowledge of topics and other texts, their experiences, and their knowledge of the world.

• Responds to texts by sharing opinions and personal feelings about the ideas in the texts

• Monitors their understanding of texts and attempts to repair meaning by rereading, drawing on their prior knowledge and knowledge of words and asking questions (e.g., what, how or why)

• Identifies the key message or idea from a teacher, reads text or tells a story  and retells the key details of this in response to sequence questions (e.g., what happened? When did it happen? Who did it happen to? What happened next?) Comprehension

• Uses what is stated in a text, along with prior knowledge to to predict what might happen next

• Draws inferences, using visual images in the text to check and support those inferences 

• Identifies and discusses the purpose, some characteristics of different types of texts that inform, including those from their own or others’ cultures

• Identifies and discusses text features and their purpose, and how the author uses language purposefully

• Identifies the use of story grammar from their own or others’ cultures 

• Uses context clues and knowledge to determine the meaning of unknown words and phrases in texts that are read to them

• Uses knowledge from other Class 2 learning areas and topics to determine the meaning of words and phrases in a text.

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Handwork

• Count stitches and rows

• Cast on and off

• Knit two stitches together

• Read and  follow patterns

• Knit plain, purl and change between the two.

• Cast on and cast off, including in the middle of a piece of work (eg: for animal legs)

• Increase and decrease. 

• Thread a large needle, use basic stitching (tuck away ends, anchor stitch, running stitch, over stitch, etc) to sew up their own pieces of work. 

• How to recognise errors in their work and learn how to fix simple mistakes.

• Plan, work on and complete projects

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Handwriting

• Forming all capital and lowercase letters correctly 

• Most letters the right height (tall sticks and tails) and uniform width. 

• Letters are placed correctly on the line 

• Maintain correct spacing between words 

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He Reo Puawai

• Know the reo for a range of natural features ( maunga, awa, te rā, rākau)

• Know the cardinal numbers up to 100, ordinal numbers up to 10.  

• Be able to use simple structures (e.g. “Kei hea ?” “ he aha tēnei?”)

• Be able to understand and recognise the te reo vocabulary used in the telling of simple pakiwaitara 

• Be able to point out/ name different objects in the classroom.

• Know some waiata by heart. 

• Participate in action songs.

• Count in reo from 1-20 - both reciting the numbers and being able to recognise and count specific objects using specific phrasing. (eg  “Tokohia ngā tāngata?”  “E hia ngā pene?”

• Extending mihi - add where they are from and their age.

• Name a number of common living creatures of Aotearoa

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Maths

• Class 2 Maths Learning Steps

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Morning Circle/Movement

• Move rhythms accurately: stepping, stamping, hopping, skipping, jumping, clapping, etc. 

• Cross their horizontal midline in a range of activities 

• Control their gross-motor movements in a range of activities 

• Control the passing and throwing of a beanbag in a range of activities  

• Throw and catch a large ball 

• Skip with a rope  

• Turn a skipping rope  

• Maintain focus in concentration exercises

• Change direction while in movement  

• Work with number while in movement  

• Understand and work within parameters in games 

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Music

• Play a simple tune on a recorder by ear

• Play a simple tune on a percussion instrument

• Hold a tune

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Science & Geography

• Identify different types of weather connected with the seasons ​​​

• Identify clothing appropriate to the season 

• Identify seasonal activities, including festivals

• Identify differences and relationships between the four elements​​​​​​

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The Arts

• Use colour appropriately within given contexts 

• Use crayons to follow a teacher-guided picture accurately 

• Use crayons to create their own pictures

• Apply watercolour paints with purpose 

• Sculpt forms in beeswax or other suitable medium