CLIC on Your Planning Year: 2
C
Progress Drive
Saying Numbers in Order Page 6
Reading Numbers Page 7
Counting
Squiggleworth Page 8
Ordering Numbers
Page 9
Counting Skills
Page 10
Actual Counting
Page 11
Counting On
Page12
Counting Multiples Page 13
Count Fourways
Page 14
Counting Along
(interpreting number lines and
scales)
Page 15
Steps
Achieved by end of Year 1
Step 5
I can read multiples of 100
To begin Step 6
I can read 3 digit numbers
Discuss as a staff- do we want follow CLIC’S accelerated
number reading progress drives???
Step 1
I can partition a 2 digit number
To begin Step 2
I can partition a 3 digit number
Step 2
I can order 2 digit numbers
Achieved in REC
Achieved in REC
Step 4
I can count on and back 4
Step 5
I can count on and back 5
Extend to forward and backward counting sequences
Step 1
I can count in 2s
Step 2
I can count in 5s
Step 3
I can count in 10s
Consolidate steps 1-3 as above from Year 1, and extend
to counting on and back from any multiple within 100
Step 4
I can count in 3s
1s,10s and 100s
2s,20s and 200s
5s,50s and 500s
Begin to count in 1/2s and 1/4s alongside a visual image
Step 2
I can count on even when the numbers are not written
in
L
Addition p18-26
Term 1:
3+9
3+8
4+7
4+8
4+9
Learn Its
Term 2:
8+9
8+7
5+4
5+6
6+7
Term 3:
7+9
6+9
5+9
5+7
7+8
6+8
Plus switcher facts eg 4+8=12 and 8+4=12
Multiplication
p23-32
Term 1:
10x table
Say the multiples 1-5 (up to 5 x )
Say multiples 1-10 (up to 10x10)
Say the table
Jumbled Tables
Fact Family
Term 2: 5x table
Say the multiples 1-5 (up to 5 x )
Say multiples 1-10 (up to 10x10)
Say the table
Jumbled Tables
Fact Family
Term 3: 2x table
Say the multiples 1-5 (up to 5 x )
Say multiples 1-10 (up to 10x10)
Say the table
Jumbled Tables
Fact Family
I
It’s Nothing
New
Progress Drive
Steps
Pim p34
Step 2
Amounts
Step 3
Measures
Adding with Pim p 35
Step 1
I can add 10s
Step 2
I can add 100s
eg know that 2 and 3 is 500 so 200 and 300 is 500
Step 2
I can double 2 digit multiple of 10
Step 3
I can (begin to) double 2 digit numbers
Begin Step 2
I can double 2 digit multiples of 10
Also:
I recall the halving facts that are linked to even
number doubles learnt in Rec and Year 1 . IE I use the
inverse to help me understand that if double 2 is 4
then half of 4 is 2 etc (using doubles up to up to double
10).
Doubling p36
Halving p37
Jigsaw Numbers p38
X10 p39
Division by 10 p 40
Smile Multiplication
P 41
Coin Multiplication p42
Where’s Mully? p43
POM
(multiples, factors, square no’s, prime
no’s) p44
Fact Families p45
I link these halving facts to my work with multiples of
ten (eg I know half of 8 is 4 so half of 80 must be 40)
To begin Step 3
I know the missing piece to 100
To begin Step 1
I can multiply numbers by 10
n/a
n/a
n/a
n/a
Begin Step 1
I know what a multiple is
Step 1
I know the fact families for 1 digit +1 digit facts
Step 2
I can turn 1d+1d facts into multiples of 10
C
Calculation
Addition steps
p 48-54
Steps 12 to 24
I can add 1 to a 2 digit numbers
Step 13
I can add 10 to a 2 digit tens number
Step 14
I can add 10 to any 2 digit number
Step 15
I can add a 1 digit number to a 2 digit tens number
Step 16
I can solve a 2 digit add 1 digit
Step 17
I can add a 2 digit tens number to another one
Step 18
I can solve any one digit add one digit in my head
Step 19
I can solve any 2 digit add 1 digit
Step 20
I can add any 2 digit tens number to another one
Step 21
I can add a 2 digit tens number to a 2 digit number
Step 22
I can add any 2 digit tens number to a 2 digit number
Step 23
I can add any 2d tens number to a 2 digit number
Step 24
I can add a 2 digit number to a 2 digit number
Also:
Gain experience of adding multiples of 10 to a 2 digit number eg 43
+30 using counting on in steps of tens to calculate this (eg put 43 in
your head and count on “53,63,73”). Also, Show these ‘jumps’ on a
number line.
More able only : Experience expanded column method for addition
eg (A)
T U
2 2
+ 3 5
7 (2 + 5)
5 0 (20 + 30)
5 7 (50 + 7)
And crossing 10:
T U
4 6
+ 2 7
1 3 (6 + 7)
6 0 (40 + 20)
7 3 (60 + 13)
(Method (A) is in line with East Worthing schools and new
curriculum- discuss and agree as a staff. With or without content in
brackets??)
OR
(B)
Adding tens first:
22
+35
50
7
57
Or
C)
23+24
40
+ 7
47
Or
D)
23+24
20+3
20+4
47
Subtraction
steps
P 55-60
Step 13 to 27
I can take 10 from a multiple of 10
Step 14
I can take 10 from a 2 digit number
Step 15
I can take a multiple of ten from a multiple of 10
Step 16
I can take a 1 digit number form a multiple of ten
Step 17
I can solve 2 digit take away 1 digit
Step 18
I can solve any 2 digit take away 1 digit
Step 19
I can solve any 3 digit take away 1 digit Step 20
I can spot the next multiple of 10
Step 20
I can count to the next multiple of ten
Step 22
I know the gap to the next multiple of 10
Step 23
I know the 1 digit gap from a multiple of 10
Step 24
I know the total gap across a multiple of 10
Step 25
I can take a multiple of 10 from any 2 digit number
Step 26
I can find the 2 gaps in a 2d-2d question
Step 27
I can solve any 2d-2d (on a number line)
Multiplication
steps
P 61-63
Check E Worthing esp for column method
Consolidate steps 1-6 to 6 from Year 1 and achieve greater
independence with these:
Step 1
I can set out groups of toys when I play eg 3 lots of 4 cars
Step 2
I can find the total amount of toys (eg set out 3 lots of 4 cars and
find the total)
Step 3
I can set out groups of blocks when I play (eg set out 3 lots of 4
blocks)
Step 4
I can find total amount of blocks (eg set out 3 lots of 4 blocks and
find the total)
Step 5
I can draw out groups of dots eg set out 3 lots of 4 dots
Step 6
I can find the total amount of dots eg set out 3 lots of 4 dots and find
the total
AND
Steps
I can write out repeated addition
Step 8
I can solve repeated addition
Step 9
I can solve 1 digit times 1 digit
Begin to learn Step 10
I can do smile multiplication (x2,3,4,and 5)
Division Steps
P64-68
Steps 5 to 14
I can share 6,9 or 12, or 15 objects between 3 people
Step 6
I can share 6,9,12 or 15 objects into 3
Step 7
I can share 8,12,16 or 20 objects between 4 people
Step 8
I can share 8,12,16 or 20 objects into 4
Step 9
I can share equally to solve division problems
Step 10
I can make groups of 2s 5s or 10s
Step 11
I can find how many altogether by counting through each group
Step 12
I can find how many altogether by counting in 2s 5s or 10s
Step 13
I can arrange a division number sentence
Step 14
I can solve a division number sentence with objects
Notes





Page numbers refer to small, spiral bound ‘My CLIC ’ pupil progress/ tracking book,
which is useful for quick reference. However, this needs to be looked at in
conjunction with the large CLIC folder, for a more detailed approach to planning and
teaching.
The above ‘Steps’ are skills/ objectives that represent a minimum requirement for
this year group, in the relevant term. All children should be secure with these Steps.
However, they should not be regarded as a ‘ceiling’, as many children will be ready
to progress beyond this level.
If a child in your class is not reaching the appropriate ‘step’, then support/
interventions must be provided without delay.
‘I can statements’ link directly to Steps within Progress Drives (see My CLIC Book and
large folder)
ITALICS refer to agreed additional learning at Bramber, to supplement the Progress
Drives for the year group in question