One of the challenges I face as a homeschooling mom is finding the balance between understanding what “level” my children are at and deciding how much importance I should place on that level. I generally trust that they are learning at their own pace, and through exposure to life and exploration, they’ll naturally pick up the knowledge they need as we go along.
That said, in a world where there’s always the potential for external pressures, like the possibility of registering or others having opinions on how we educate our children, I do find some reassurance in knowing that if my daughter, Ameli, ever had to transition to traditional schooling, she wouldn’t be far behind her peers. This uncertainty about the future—whether related to homeschooling or family life—makes me want to ensure she’s not falling behind academically. This is where tutoring classes can be incredibly helpful, specially when it comes to subjects like math, I find online children’s math tutoring incredibly beneficial. They offer a flexible, supportive structure that can fill in any gaps and provide a deeper understanding of certain subjects without turning our homeschooling into a more rigid home school environment.
I’m not looking to shift our entire approach, but it’s comforting to know there are resources that can give me a clearer idea of what she’s capable of for her age group. For instance, I often struggle to gauge how much information to provide on specific topics, and I find that guides or syllabi are really useful in helping me determine a baseline. Similarly, tutoring offers that extra layer of support, ensuring that she’s not only learning but thriving, without the need for me to fully transform our learning style. It’s a way to keep her engaged and up to speed, without losing the essence of our home education approach.
Click here to print the chart below: Year 2 Targets
| English | ||
| Reading | ||
| Reads fluenty | ||
| Reading Comprehension | ||
| Listen to, discus and give opinions on stories, non-fiction text and poetry | ||
| Check: Does reading make sense? | ||
| Does reading make sense? | ||
| Retell traditional and fairy stories with details | ||
| Sequence the events in a story | ||
| Recite poems by heart | ||
| Writing and Spelling | ||
| Explore Graphemes: (written forms of sounds) | ||
| Explore Homophones: (words that sound the same but have different meanings) | ||
| Explore contracted words (they’re, we’ve etc) | ||
| Learn about possessive apostraphe | ||
| Learn about suffixes | ||
| Hand writing | ||
| Practice lower case letters (check for similar size and spacing between words) | ||
| Writing – Composition | ||
| Write a range of stories, non-fiction and poetry | ||
| Learn to plan what will be written first | ||
| Encourage the use of more detailed descriptions in writing | ||
| Writing – Vocabulary, Grammar and Punctuation | ||
| Learn to make compound words | ||
| Learn to use adverbs by adding -ly | ||
| Joining sentences together with words like if, when, because etc | ||
| Change tenses | ||
| Punctuation | ||
| Maths | ||
| Number – Number and place value | ||
| Learn to count in jumps of 2,3, 5, and 10 | ||
| Learn to forwards and backwards | ||
| Understand that a two digit number is made up of tens and ones | ||
| Estimate where numbers might appear on a blank number line | ||
| Compare and order numbers up to 100. Use ><= | ||
| Identify odd and even numbers confidently | ||
| Read and write up to 100 in numerals and words | ||
| Number – addition and subtraction | ||
| Sole addition and subtraction problems using measure (length, capacity, weight, time), quantities (money) and numbers both mentally and with written calculations | ||
| Subtraction and addition up to 100 | ||
| Using mental maths to add and subtract: two and one digit numbers | ||
| : two digit number and multiple of ten | ||
| : two two digit numbers | ||
| : add three single digits | ||
| Understand that addition can be carried out in any order, but not subtraction | ||
| Number – multiplication and division | ||
| 2 times table | ||
| 5 times table | ||
| 10 times table | ||
| Number – fractions | ||
| Learn 1/3,1/4, 2/4, 3/4 of a shape, length or set, writing and solving calculations | ||
| Recognise equivalent fractions like 2/4 is the same as 1/2 | ||
| Order fractions on a number line | ||
| Measurement | ||
| Learn to choose the correct units to estimate and measure mass, temperature, height or length | ||
| Learn to compare sizes using symbols > < and = | ||
| Tell time to the nearest 5 mins and make draw on a clock face | ||
| How many minutes are there in an hour, and hours in a day | ||
| Investigate combinations of coins or notes to make a given amount | ||
| Solve money problems including giving change | ||
| Geometry – Shape | ||
| Describe the number of sides and lines of symmetry for different 2D and 3D shapes | ||
| Sort 2D and 3D shapes depending on their properties | ||
| Investigate the faces of 3D shapes | ||
| Geometry – Position and Direction | ||
| Learn the link between angles and rotations such as right angle turns and three-quarter turns | ||
| Statistics | ||
| Record, organise and interpret information using tallies, pictograms, block graphs and tables | ||
| Science | ||
| Work Scientifically | ||
| Classifying living things, materials or objects and group them accordingly | ||
| Observe how things change over time and look for patterns, making simple measurements to gather and record data | ||
| Living things and their habitat | ||
| Learn about differences between living things, things that have died and things that have never been alive | ||
| Learn about a variety of plant and animal habitats, finding out how things are suited to their habitats | ||
| Learn about food chains | ||
| Animals, Including Humans | ||
| Recognise that animals and humans have babies | ||
| Understand the basic needs of animals and humans in order to grow strong and healthy | ||
| Learn about the importance of exercise and fitness apps like tdee calculator accurate | ||
| Learn about healthy eating | ||
| Learn about good hygiene | ||
| Plants | ||
| Investigate and describe how plants need light, water and temperature to be healthy | ||
| Observe how bulbs and seeds change over time | ||
| Uses of everyday materials | ||
| investigate how solids can change shape (i.e. melting) | ||
| Learn about developer of new materials and products they have helped to create | ||
| Art and Design | ||
| Digital Media | ||
| Record artistic inspirations using a digital camera and video recording | ||
| Use simple graphic packages to create images by changing line shape colour and texture | ||
| Printing | ||
| Investigate the effects of printing with a range of different materials such as potatoes, sponges or pine cones – anything that makes patterns | ||
| Experiment with rollers, printing palettes and printing blocks | ||
| Go on a pattern walk to investigate different patterns around you, take rubbings with wax crayons | ||
| Use different papers and fabrics to achieve different finishes | ||
| 3D Sculpture | ||
| Use clay and other malleable materials to see how they can be joined together | ||
| Painting | ||
| See what effects different brush sizes create | ||
| Colour match objects | ||
| Learn about different paint types and the effects they can achieve | ||
| Know the primary and secondary colours | ||
| Look at textures when items such as sand, glue and glitter are added to paint | ||
| Textiles | ||
| Cut and shape different types of material with control and accuracy | ||
| Learn basic sewing (running stitch, over stitch, cross stitch, back stitch) | ||
| Investigate dying fabrics and weaving using twigs, pipe cleaners, ribbons etc | ||
| Collage | ||
| Create collages from magazines etc – use different textured effects like overlapping, tearing, crumpling etc | ||
| Drawing | ||
| Use pencils, charcoal, crayons, pastels, rubbers, felt tips, chalk to draw | ||
| Use darker or lighter shades to depict tone | ||
| Make observational drawings | ||
| Evaluation | ||
| Evaluate own and other’s work critically, looking for ways to improve | ||
| Computing | ||
| E-Safety | ||
| Learn how to keep safe online | ||
| Learn what personal information is and how to keep this information safe | ||
| Learn about being respectful online | ||
| How do we use technology in our lives? | ||
| Is everything we see on the internet true? | ||
| Data | ||
| Learn about fonts, colours and sizes used in presenting data | ||
| Gather data in different ways (use a microphone, take pictures, create a chart etc) | ||
| Explore branching databases | ||
| Programming | ||
| Introduce programming with floor robots | ||
| Use software such as Logo or Scratch for basic programming | ||
| Design and Technology | ||
| Design | ||
| Come up with ideas and create models or plans to explain ideas | ||
| Make | ||
| Select materials and ingredients, measure, mark out, cut and shape materials to make something new | ||
| Evaluate | ||
| Evaluate own and other’s work | ||
| Technical Knowledge | ||
| Explore how to stiffen, strengthen and make structures stable | ||
| Learn how to use sliders, levers, axles and wheels | ||
| Cooking and Nutrition | ||
| Work with food | ||
| Investigate what makes a healthy and balanced diet | ||
| Learn about where food comes from | ||
| Geography | ||
| Location Knowledge | ||
| Learn to name, locate the world’s seven continents and five oceans | ||
| Place Knowledge | ||
| Look at the difference between an area of the UK and an area of a non-EU country | ||
| Human and Physical Geography | ||
| Difference between natural and man-made features of the land | ||
| Study the physical features of a specific place both in terms of physical (natural) features and human features (villages, towns, houses etc) | ||
| Geographical Skills and Fieldwork | ||
| Use aerial photograph and mamps to locate physcial and human features using map symbols | ||
| Create maps, construct basic symbol keys | ||
| History | ||
| No specific targets | ||
| Music | ||
| Experiment with using voices to create effects, sing in tune and with expression | ||
| Learn how sounds can be organised, composing pieces with a beginning, middle and end | ||
| Represent sounds with symbols, create different moods with music | ||
| Physcial Education | ||
| Games | ||
| Take part in competitive games | ||
| Work on improving co-ordination and controlling bodies | ||
| Recognise the changes in the body before, during and after exercise and discuss these changes | ||
| Dance | ||
| Work on exploring, remembering, repeating and linking different movements for expressive dance | ||
| Compose and perform dance phrases | ||
| Learn about warming up and cooling down | ||
| Gymnastics | ||
| Lift, move and position gym equipment safely | ||
| Remember, repeat and link up combinations of gym actions | ||
| Athletics | ||
| Practice control and co-ordination with a range of equipment | ||
| Outdoor and Adventurous Activities | ||
| Follow routes, find different places in a set time |
Year 2 Targets For Home Ed Guidelines https://t.co/P6xFK77Rig @Luschkavo
Year 2 Targets For Home Ed Guidelines https://t.co/P6xFK77Rig @Luschkavo
Year 2 Targets For Home Ed Guidelines https://t.co/TtTniJdDdv #67 #byage #homelearning #homeed #syllabus