Year 2 English Curriculum Coverage

Statutory Curriculum
Reading Writing Grammar Punctuation Terminology
continue to apply phonic knowledge and skills as the route to develop positive attitudes towards learn how to use: Use of capital letters, full stops, noun,
decode words until automatic decoding has become embedded and stamina for writing by: question marks and
noun phrase
and reading is fluent sentences with different forms: exclamation marks
writing narratives about personal statement, question, to demarcate sentences statement,
read accurately by blending the sounds in words that contain experiences and those of others (real exclamation, command
the graphemes taught so far, especially recognising alternative and fictional) Commas to separate items in a question,
sounds for graphemes expanded noun phrases to list exclamation,
writing about real events describe and specify [for
read accurately words of two or more syllables that contain the example, the blue butterfly] Apostrophes to mark where command
same graphemes as above writing poetry letters are missing in spelling compound,
the present and past tenses and to mark singular possession
read words containing common suffixes writing for different purposes correctly and consistently in nouns [for example, the girl’s suffix
name] adjective,
read further common exception words, noting unusual consider what they are going to write subordination (using when, if,
correspondences between spelling and sound and where these before beginning by: that, or because) and co- adverb,
occur in the word ordination (using or, and, or
verb
planning or saying out loud what but)
read most words quickly and accurately, without overt sounding they are going to write about tense (past, present)
and blending, when they have been frequently encountered Use of the progressive form of
apostrophe,
writing down ideas and/or key verbs in the present and past
read aloud books closely matched to their improving phonic words, including new vocabulary tense to mark actions in comma
knowledge, sounding out unfamiliar words accurately, progress [for example, she is
automatically and without undue hesitation encapsulating what they want to say, drumming, he was
sentence by sentence shouting]
reread these books to build up their fluency and confidence in
word reading make simple additions, revisions and
corrections to their own writing by:
listen to, discuss and express views about a wide range of
contemporary and classic poetry, stories and non-fiction at a evaluating their writing with the
level beyond that at which they can read independently teacher and other pupils

discuss the sequence of events in books and how items of rereading to check that their writing
information are related makes sense and that verbs to
indicate time are used correctly and
become increasingly familiar with and retell a wider range of consistently, including verbs in the
stories, fairy stories and traditional tales continuous form
 Year 2 English Curriculum Coverage
proofreading to check for errors in
be introduced to non-fiction books that are structured in spelling, grammar and punctuation
different ways (for example, ends of sentences
punctuated correctly)
recognise simple recurring literary language in stories and
poetry read aloud what they have written
with appropriate intonation to make
discuss and clarify the meanings of words, linking new meanings the meaning clear
to known vocabulary

discuss their favourite words and phrases

build up a repertoire of poems learnt by heart, appreciating

these and reciting some, with appropriate intonation to make
the meaning clear

understand both the books that they can already read

accurately and fluently and those that they listen to by:
drawing on what they already know or on background
information and vocabulary provided by the teacher

check that the text makes sense to them as they read, and
correcting inaccurate reading

making inferences on the basis of what is being said and done

answering and asking questions

predicting what might happen on the basis of what has been

read so far

participate in discussion about books, poems and other works

that are read to them and 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
 Year 2 English Curriculum Coverage

Spellings Genres Texts

Revision of Year 1 work

The /dʒ/ sound spelt as ge and dge at the end of words, and
sometimes spelt as g elsewhere in words before e, i and y (badge,
huge, giraffe)

The /s/ sound spelt c before e, i and y (race, ice)

The /n/ sound spelt kn and (less often) gn at the beginning of

words (knock, gnat)

The /r/ sound spelt wr at the beginning of words (write, wrap)

The /l/ or /əl/ sound spelt –le at the end of words (table, apple)

The /l/ or /əl/ sound spelt –el at the end of words (camel, tunnel)

The /l/ or /əl/ sound spelt –al at the end of words (metal,
animal)

Words ending –il (pencil, fossil, nostril)

The /aɪ/ sound spelt –y at the end of words (cry, fly)

Adding –es to nouns and verbs ending in –y (flies, tries)

Adding –ed, –ing, –er and –est to a root word ending in –y

with a consonant before it (copied, copier, happier, happiest)

Adding the endings – ing, –ed, –er, –est and –y to words

ending in –e with a consonant before it (hiking, hiked, hiker)

Adding –ing, –ed, –er, –est and –y to words of one syllable

 Year 2 English Curriculum Coverage
ending in a single consonant letter after a single vowel letter
(patting, patted)

The /ɔ:/ sound spelt a before l and ll (all, ball, walk)

The /ʌ/ sound spelt o (other,nothing, Monday)

The /i:/ sound spelt –ey (key, donkey, valley)

The /ɒ/ sound spelt a after w and qu (want, quantity)

The /ɜ:/ sound spelt or after w (word, work, worth)

The /ɔ:/ sound spelt ar after w (warm, towards)

The /ʒ/ sound spelt s (television, treasure)

The suffixes –ment, –ness, –ful , –less and –ly (enjoyment,

sadness, careful)

Contractions (can’t, didn’t, hasn’t, couldn’t, it’s, I’ll)

The possessive apostrophe (singular nouns)

(Megan’s, the girl’s)

Words ending in –tion (station, fiction, motion)

Homophones and near-homophones (there/their/they’re,

here/hear, quite/quiet)

Common exception words

door, floor, poor, because, find, kind, mind, behind, child,
children*, wild, climb, most, only, both, old, cold, gold, hold, told,
every, everybody, even, great, break, steak, pretty, beautiful,
after, fast, last, past, father, class, grass, pass, plant, path, bath,
hour, move, prove, improve, sure, sugar, eye, could, should,
would, who, whole, any, many, clothes, busy, people, water,
again, half, money, Mr, Mrs, parents, Christmas
 Year 2 English Curriculum Coverage

Spoken Language

Pupils should be taught to:

• listen and respond appropriately to adults and their peers

• ask relevant questions to extend their understanding and knowledge
• use relevant strategies to build their vocabulary
• articulate and justify answers, arguments and opinions
• give well-structured descriptions, explanations and narratives for different purposes, including for expressing feelings
• maintain attention and participate actively in collaborative conversations, staying on topic and initiating and responding to comments
• use spoken language to develop understanding through speculating, hypothesising, imagining and exploring ideas
• speak audibly and fluently with an increasing command of Standard English
• participate in discussions, presentations, performances, role play/improvisations and debates
• gain, maintain and monitor the interest of the listener(s)
• consider and evaluate different viewpoints, attending to and building on the contributions of others
• select and use appropriate registers for effective communication