Grade 2 Learning Outcomes


Strand: Oral Language ( Listening & speaking)

Strand: Visual language (Viewing & Presenting)

Strand: Written language (Reading)

Strand: Written language (Writing)

express thoughts , ideas & opinion and discuss them , respecting contribution from others

view visual information and show the understanding by asking relevant questions and discussing possible meaning.

read texts at an appropriate level, independently, confidently and with good understanding

enjoy writing and value their own efforts

begin to understand that Language use is influenced by it's purpose & the audience

talk about their own feelings in response to visual messages; show empathy for the way others might feel

participate in guided reading situations, observing and applying reading behaviours and interacting effectively with the group

write informally about their own ideas, experiences and feelings in a personal journal or diary, initially using simple structures for eg "I can....... , "I went to .......", "I am going to......".

obtain simple information from accessible spoken texts

discuss personal experiences that connect with visual images

discuss personality and behaviour of story book characters, commenting on reasons why they might react in particular ways

participate in shared and guided writing, observing the teacher’s model, asking questions and offering suggestions

use language to explain inquire & compare

use actions and body language to reinforce and add meaning to oral presentations

read and understand familiar print from the immediate environment, for example, signs, advertisements, logos, ICT iconography

discriminate between types of code, for eg letters, numbers, symbols, words/characters

hear and appreciate differences between languages

become aware of the use and organization of visual effects to create a particular impact, for example, dominant images show what is important in a story

participate in learning engagements involving reading aloud- taking roles and reading dialogue repeating refrains from familiar stories, reciting poems.

use graphic organizers to plan writing, eg mind maps.

describe personal experiences

recognize familiar signs, labels and logos, for example, pedestrian walking sign, emergency exit sign, no dogs allowed; identify similarities and differences

recognize a range of different text types, for example, letters, poetry, plays, stories, novels, reports, articles

organize ideas in a logical sequence, for example write simple narratives with a beginning, middle and end.

talk about the stories, writing, pictures and models they have created

through teacher modelling, become aware of terminology used to tell about visual effects, for example, features, layout, border, frame

identify and explain the basic structure of a story— beginning, middle and end; may use storyboards or comic strips to communicate elements

proofread their own writing and make some corrections and improvements.

listen for a specific purpose in a variety of situations

select and use suitable shapes, colors, symbols and layout presentations; practise and develop writing and calligraphy styles

wonder about texts and ask questions to try to understand what the author is saying to the reader.

write an increasing number of frequently used words or ideas independently.

anticipate and predict when listening to text read aloud

make predictions about a story, based on their own knowledge and experiences ; revise or confirm predictions as the story progresses

form letters/characters conventionally and legibly, with an understanding as to why this is important within a language community.

understand and use specific vocabulary to suit different purposes

use a range of strategies to self monitor and self correct, for ex meaning, context, rereading, reading on, cross checking one cue source against another

demonstrate an awareness of the conventions of written text, for example, sequence, spacing, directionality.

understand & Use figurative language such as......alliteration, simile

discuss their own experiences and relate them to fiction and non fiction texts (self to text)

use feedback from teachers and other students to improve their writing.

retell familiar stories in sequence

instantly recognize an increasing bank of high frequency and high - interest word, characters or symbols.

use increasingly accurate grammatical constructs.

pick out main events and relevant points in oral texts

use appropriate punctuation to support meaning

use grammatically rules of the languages in(of instructions learners may overgeneralize at this stage).


Strand: Numbers

Strand: Measurement

Strand: Patterns and Functions

Strand: Shape and Space

Strand: Data Handling

use the language of addition and subtraction, for example, add, take away, plus, minus, sum, difference

understand the use of non-standard units to measure capacity for example, glass, spoon, bottle

identify, extend and create patterns in numbers ( skip count , 0 to 9999)

odd and even numbers ( 0 to 9999)

understand that there are relationships among and between 2D and 3D shapes (to be revised)

identify and describe chance in daily events (impossible, less likely, may be, more likely, certain)

model addition and subtraction of whole numbers ( till 9999, with and without regrouping)

use non-standard units of measurement to solve problems in real-life situations involving capacity

use the properties and relationships of addition and subtraction to solve problems

analyse and describe the properties of square based pyramid and triangular based pyramid and prism

view different graph formats and understand their meaning and purpose

estimate sums and differences, for example, 256+140, 125-50, etc.

identify, describe and sequence events in their daily routine, for example, before, after, bedtime, storytime, today, tomorrow.

understand the commutative property of addition

understand that geometric shapes are useful for representing real world situations

understand that the results will be better if asked from more people

describe mental and written strategies for adding and subtracting two digit numbers and beyond in real-life situations

read and write time (revise o clock, half hour, quarter hour and minutes) using analogue clock

understand that patterns can be analysed and rules identified

represent ideas about the real world using geometric vocabulary and symbols, for example,through oral description,drawing, modelling,labelling

create dichotomous, multiple choice and continuum/rating question survey to collect information.

use mental and written strategies for adding and subtracting two digit numbers and beyond in real-life situations

word problems related to time using real life situation estimate lengths of time. for e.g. how much time will you take to reach home? or how long will it take to do a school tour?

understand that multiplication is repeated addition (2+2+2+2+2= 10 or 5 groups of 2 = 10)

understand that certain shapes are symmetrical

gather information using tally and or table

select an appropriate method for solving word problems involving addition and subtraction (up to 999)

understand the importance of a standard calendar (Gregorian calendar) - - -

understand and identify the lines of symmetry with real life examples

answer questions which will help to understand yourself and your surrounding- home, school.

use strategies to evaluate the reasonableness of answers ( inverse relationship between addition and subtraction)

discuss different calendars (Hindu, Hijri, Chinese,etc)

understand the use of symmetrical designs in real life

understand that scale can represent different quantities in graphs

use fast recall of addition and subtraction number facts in real life situations

problem solving using calendar for e.g. How many days did Sam spend with his friend if he left on 2nd May and returned on 16 May?

convert data to graphs

understand that multiplication is repeated addition (patterns and function) - - - - . - -

use scale of 2 - bar graph

understand the concept of multiplication through grouping

introduction to bar graph for organizing sorted data. Recognizing and using language for parts of bar graph- title, axis, labels, scale.

understand multiplication through manipulatives

revise columns, venns, carrol, block and pictograph as ways of organizing and presenting data

understand mathematical vocabulary like multiplicand, multiplier and product

interpret graph

multiplication tables till 10

understand etiquette for conducting surveys - being patient, respecting others' time by taking appointment and showing up on time

multiplication of 1 Digit number (4x5=20)

select an appropriate method for solving a problem (involving multiplication- only one digit by one digit)

read and write whole numbers from 999 to 9999 (cardinal numbers)

read, write, compare and order whole numbers up to thousands (Place value, missing numbers, Greater than/Less than, Preceding & succeeding numbers, ascending and descending order, odd even, skip counting)

read and write number names from 999 - 9999

read, write and use ordinal numbers (first - thirtieth) in real-life situations

use the language of mathematics to compare quantities, for example, more, less, first, second

approximation up to 100’s ( using contextual situations)


Oral - Listening and Speaking

Visual - Viewing and Presenting

Written Language - Reading

Written Language - Writing

listen to and enjoy stories read aloud; show understanding by responding in oral, written or visual form.

view visual information and show understanding by asking relevant questions and discussing possible meaning.

enjoy listening to stories.

show an awareness of sound–symbol relationships and begin to recognize the way that some familiar sounds can be recorded

listen and respond in small or large group for increasing period of time .

attend to visual information showing understanding through discussion, role play, illustrations.

show curiosity and ask questions about the pictures or text

show curiosity and ask questions about written language

use oral language to communicate during classroom activities, conversations and imaginative play.

connect visual information with their own experiences to construct their own meaning, for example, when taking a trip

participate in shared reading, joining in with rhymes, refrains and repeated text as they gain familiarity

use their own experience as a stimulus when drawing and “writing”

talk about the stories, writing, pictures and models they have created.

understand sound–symbol relationships and recognize familiar sounds/symbols/ words of the language community

ask questions to gain information and respond to inquiries directed to themselves or to the class.

join in with chants, poems, songs, word games and clapping games, gaining familiarity with the sounds and patterns of the language of instruction.

use grammatical rules of the language(s) of instruction (learners may overgeneralize at this stage).

pick out main events and relevant points in oral texts


Oral - Listening and Speaking

Visual - Viewing and Presenting

Written Language - Reading

Written Language - Writing

listen to and enjoy stories read aloud; show understanding by responding in oral, written or visual form

make personal connections to visual texts, for example, a picture book about children making friends in a new situation

enjoy listening to stories

listen and respond to picture books, showing pleasure, and demonstrating their understanding through gestures, expressions and/or words

realize that shapes, symbols and colours have meaning and include them in presentations

listen attentively and respond to stories read aloud

memorize and join in with poems, rhymes and songs

select and incorporate colours, shapes, symbols and images into visual presentations

make connections to their own experience when listening to or reading” texts

use the mother tongue (with translation, if necessary) to express needs and explain ideas

show their understanding that visual messages influence our behaviour

understand sound-symbol relationships and recognize familiar sounds/symbols/words of the language community

understand simple questions and respond with actions or words

attend to visual information showing understanding through play, gestures, facial expression

follow classroom instructions, showing understanding

repeat/echo single words

use gestures, actions, body language and/or words to communicate needs and to express ideas.

realize that word order can change from one language to another

ask questions to gain information and respond to inquiries directed to themselves or to the class

interact effectively with peers and adults in familiar social settings

Arts - Visual Arts



describe similarities and differences between artworks

show awareness of the affective power of visual arts (Integrated in HWOO)

identify the formal element of an artwork (Integrated in TDT HWEO & HWOO)

select tools, materials and processes for specific purposes

describe what they notice about an artwork

combine different formal elements to create a specific effect (HWOO)

understand the role and relevance of visual arts in society (Integrated in UOI -HWOO)

create artwork in response to a variety of stimuli (Integrated with the TDT HWEO)

enjoy experiencing artworks

take responsibility for the care of tools and materials

analyse the relationships within an artwork and construct meanings

take responsibility for their own and others’ safety in the working environment

make personal connections to artworks

Arts - Drama



use drama performance to tell stories about people and events from various cultures, including their own (HWEO)

work individually or in groups with confidence

describe the dynamic connection between the audience and performer

explore basic bodily movement and the use of space

Display audience etiquette and appropriate responses.

consider and maintain appropriate behaviours in drama, as an audience member or as a performer

compare varied styles of performance with drama from their own culture (Integrated with TDT HWEO)

respond to live performances, stories and plays from other times and/or places (HWEO)

discuss aspects of drama that illustrate relationships between culture, history and location (HWEO)

Arts - Music



describe the differences in music (HWEO and HWOO)

play untuned percussion instruments in time with a beat

Sing individually and in unison

read and perform simple musical patterns and phrases

sing with accuracy and control focusing awareness on the musical elements

recognize music from a basic range of cultures and styles (Integrated with HWEO)

express their responses to music in multiple ways (drawings, games, songs, dance, oral discussion)

Arts - Dance



identify and explain why certain body postures and movements communicate certain ideas and feelings (Integrated with HWEO and HWOO) (Garba, Kashmiri dance).

use stimulus materials to extend the body and enhance body movements such as streamers, scarves, props and costumes (integrated with HWEO)

identify dance components such as rhythm and use of space in their own and others’ dance creations (HWEO - Term 1 - Garba) (Standalone - Term 2 Kashmiri dance)

develop the ability to cooperate and communicate with others in creating dance. (HWEO)

respond to dance through spoken, written, visual and/or kinesthetic mediums.

develop physical balance and coordination (HWEO - Term 1 - Garba) (Standalone - Term 2 Kashmiri dance)

move freely through the space to show levels of low, medium and high and change of direction

investigate and perform a cultural or historical dance form with an understanding of the function of the dance form as artistic, ritual or social



identify and understand the consequences of actions.

Demonstrate a positive belief in their abilities and believe they can reach their goals by persevering.

Active Living

identify healthy food choices.

demonstrated an awareness of how being active contributes to good health.

identify way to live a healthier lifestyle.

communicate their understanding of the need for good hygiene practices.

understand the need to act responsibly to help ensure the safety of themselves and others.

explain how the body's capacity for movement develops as it grows.


share ideas clearly and confidently.

discuss and set goals for group interactions.

ask questions