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Year 2 English Curriculum Overview

Writing

Phonic & Whole word spelling

• learning the possessive apostrophe (singular)
• learning to spell more words with contracted forms
• add suffixes to spell longer words, including –ment, –ness, –ful, –less, –ly
• apply spelling rules and guidelines from Appendix 1

Other word building spelling

• write from memory simple sentences dictated by the teacher that include words using the GPCs, common exception words and punctuation taught so far.

Transcription

• form lower-case letters of the correct size relative to one another
• start using some of the diagonal and horizontal strokes needed to join letters and understand which letters, when adjacent to one another, are best left unjoined
• write capital letters and digits of the correct size, orientation and relationship to one another and to lower-case letters
• use spacing between words that reflects the size of the letters.

Handwriting

• writing narratives about personal experiences and those of others (real and fictional)
• writing about real events
• writing poetry
• writing for different purposes

Contexts for Writing

• planning or saying out loud what they are going to write about

Planning Writing

• writing down ideas and/or key words, including new vocabulary
• encapsulating what they want to say, sentence by sentence

Drafting Writing

• evaluating their writing with the teacher and other pupils
• rereading to check that their writing makes sense and that verbs to indicate time are used correctly and consistently, including verbs in the continuous form
• proofreading to check for errors in spelling, grammar and punctuation

Editing Writing

• read aloud what they have written with appropriate intonation to make the meaning clear

Performing Writing

• expanded noun phrases to describe and specify

Vocabulary

• sentences with different forms: statement, question, exclamation, command
• the present and past tenses correctly and consistently including the progressive form
• subordination (using when, if, that, or because) and co-ordination (using or, and, or but)
• some features of written Standard English
• suffixes to form new words (-ful, -er, -ness)
• sentence demaracation
• commas in lists
• apostrophes for ommission & singular posession

Grammar
(edited to reflect content in Appendix 2)

• learning how to use both familiar and new punctuation correctly, including full stops, capital letters, exclamation marks, question marks, commas for lists and apostrophes for contracted forms and the possessive (singular)

Punctuation
(edited to reflect content in Appendix 2)

noun, noun phrase, statement, question, exclamation, command, compound, adjective, verb, suffix , adverb
tense (past, present) , apostrophe, comma

Grammatical Terminology

• learning the possessive apostrophe (singular)
• learning to spell more words with contracted forms
• add suffixes to spell longer words, including –ment, –ness, –ful, –less, –ly
• apply spelling rules and guidelines from Appendix 1

 

Reading 

Decoding

*discussing and clarifying the meanings of words, linking new meanings to known vocabulary
*discussing their favourite words and phrases

Range of Reading

*discussing the sequence of events in books and how items of information are related
*drawing on what they already know or on background information and vocabulary provided by the teacher
*checking that the text makes sense to them as they read and correcting inaccurate reading

Familiarity with texts

*making inferences on the basis of what is being said and done
*answering and asking questions

Poetry & Performance

*predicting what might happen on the basis of what has been read so far

Word meanings

 

Understanding

*being introduced to non-fiction books that are structured in different ways

Inference

*participate in discussion about books, poems & other works that are read to them & those that they can read for themselves, taking turns and listening to what others say
*explain and discuss their understanding of books, poems and other material, both those that they listen to and those that they read for themselves

Prediction

*discussing and clarifying the meanings of words, linking new meanings to known vocabulary
*discussing their favourite words and phrases

Authorial Intent

*discussing the sequence of events in books and how items of information are related
*drawing on what they already know or on background information and vocabulary provided by the teacher
*checking that the text makes sense to them as they read and correcting inaccurate reading

Non-fiction

*making inferences on the basis of what is being said and done
*answering and asking questions

Discussing reading

*predicting what might happen on the basis of what has been read so far