Year 2 English | Curriculum Guide

National Curriculum Standard	Hands-On Education Activity
En2/1 Spoken Language The objectives for Spoken Language are common across Key Stages 1 and 2.
En2/1a listen and respond appropriately to adults and their peers	Tell Me A Story: Two - Activity 1
En2/1b ask relevant questions to extend their understanding and knowledge
En2/1c use relevant strategies to build their vocabulary	Classical Poetry: Two - Activity 1, 2, 3, 4, 5, 6 Tell Me A Story: Two - Activity 1, 6
En2/1d articulate and justify answers, arguments and opinions
En2/1e give well-structured descriptions, explanations and narratives for different purposes, including for expressing feelings	Tell Me A Story: Two - Activity 2, 4, 6
En2/1f maintain attention and participate actively in collaborative conversations, staying on topic and initiating and responding to comments	Tell Me A Story: Two - Activity 1
En2/1g use spoken language to develop understanding through speculating, hypothesising, imagining and exploring ideas
En2/1h speak audibly and fluently with an increasing command of Standard English	Classical Poetry: Two - Activity 1, 2, 3, 4, 5, 6 Tell Me A Story: Two - Activity 1
En2/1i participate in discussions, presentations, performances, role play/improvisations and debates	Tell Me A Story: Two - Activity 1
En2/1j gain, maintain and monitor the interest of the listener(s)
En2/1k consider and evaluate different viewpoints, attending to and building on the contributions of others
En2/1l select and use appropriate registers for effective communication
En2/2.1 Word Reading
En2/2.1a continue to apply phonic knowledge and skills as the route to decode words until automatic decoding has become embedded and reading is fluent
En2/2.1b read accurately by blending the sounds in words that contain the graphemes taught so far, especially recognising alternative sounds for graphemes
En2/2.1c read accurately words of two or more syllables that contain the same graphemes as above
En2/2.1d read words containing common suffixes
En2/2.1e read further common exception words, noting unusual correspondence between spelling and sound and where these occur in the word
En2/2.1f read most words quickly and accurately, without overt sounding and blending, when they have been frequently encountered
En2/2.1g read aloud books closely matched to their improving phonic knowledge, sounding out unfamiliar words accurately, automatically and without undue hesitation
En2/2.1h reread these books to build up their fluency and confidence in word reading
En2/2.2 Comprehension	Classical Poetry: Two - Activity 1, 2, 3, 4, 5, 6
En2/2.2a develop pleasure in reading, motivation to read, vocabulary and understanding by: listening to, discussing and expressing views about a wide range of contemporary and classic poetry, stories and non-fiction at a level beyond that at which they can read independently discussing the sequence of events in books and how items of information are related becoming increasingly familiar with and retelling a wider range of stories, fairy stories and traditional tales being introduced to non-fiction books that are structured in different ways recognising simple recurring literary language in stories and poetry discussing and clarifying the meanings of words, linking new meanings to known vocabulary discussing their favourite words and phrases continuing to build up a repertoire of poems learnt by heart, appreciating these and reciting some, with appropriate intonation to make the meaning clear	Classical Poetry: Two - Activity 1, 2, 3, 4, 5, 6 Tell Me A Story: Two - Activity 3, 5
En2/2.2b 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 checking 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
En2/2.2c 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
En2/2.2d explain and discuss their understanding of books, poems and other material, both those that they listen to and those that they read for themselves
En2/3.1 Spelling
En2/3.1a spell: segmenting spoken words into phonemes and representing these by graphemes, spelling many correctly learning new ways of spelling phonemes for which 1 or more spellings are already known, and learn some words with each spelling, including a few common homophones learning to spell common exception words learning to spell more words with contracted forms learning the possessive apostrophe (singular) distinguishing between homophones and near-homophones	Art In Action Activity 1
En2/3.1b add suffixes to spell longer words, including –ment, –ness, –ful, –less, –ly
En2/3.1c apply simple spelling rules and guidance, as listed in Appendix 1
En2/3.1d write from memory simple sentences dictated by the teacher that include words using the GPCs, common exception words and punctuation taught so far.
En2/3.2 Handwriting and Presentation	Classical Poetry: Two - Activity 1, 2, 3, 4, 5, 6
En2/3.2a form lower-case letters of the correct size relative to one another	Classical Poetry: Two - Activity 1, 2, 3, 4, 5, 6
En2/3.2b 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
En2/3.2c write capital letters and digits of the correct size, orientation and relationship to one another and to lower-case letters
En2/3.2d use spacing between words that reflects the size of the letters
En2/3.3 Composition	Classical Poetry: Two - Activity 1, 2, 3, 4, 5, 6
En2/3.3a develop positive attitudes towards and stamina for writing by: writing narratives about personal experiences and those of others (real and fictional) writing about real events writing poetry writing for different purposes	Classical Poetry: Two - Activity 1, 2, 3, 4, 5, 6 Tell Me A Story: Two - Activity 2, 4
En2/3.3b Consider what they are going to write before beginning by: planning or saying out loud what they are going to write about writing down ideas and/or key words, including new vocabulary encapsulating what they want to say, sentence by sentence	Tell Me A Story: Two - Activity 2, 4
En2/3.3c make simple additions, revisions and corrections to their own writing by: 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 (for example, ends of sentences punctuated correctly)
En2/3.3d read aloud what they have written with appropriate intonation to make the meaning clear
En2/3.4 Vocabulary, grammar & punctuation
En2/3.4a develop their understanding of the concepts set out in Appendix 2 by: learning how to use both familiar and new punctuation correctly (see English Appendix 2) , including full stops, capital letters, exclamation marks, question marks, commas for lists and apostrophes for contracted forms and the possessive (singular)
En2/3.4b learn how to use: sentences with different forms: statement, question, exclamation, command expanded noun phrases to describe and specify 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) learning the grammar for year 2 in English Appendix 2 some features of written Standard English	Tell Me A Story: Two - Activity 5
En2/3.4c use and understand the grammatical terminology in English Appendix 2 in discussing their writing and reading.

National Curriculum Standard

Hands-On Education Activity

En2/1 Spoken Language
The objectives for Spoken Language are common across Key Stages 1 and 2.

En2/1a listen and respond appropriately to adults and their peers

Tell Me A Story: Two - Activity 1

En2/1b ask relevant questions to extend their understanding and knowledge

En2/1c use relevant strategies to build their vocabulary

En2/1d articulate and justify answers, arguments and opinions

En2/1e give well-structured descriptions, explanations and narratives for different purposes, including for expressing feelings

Tell Me A Story: Two - Activity 2, 4, 6

En2/1f maintain attention and participate actively in collaborative conversations, staying on topic and initiating and responding to comments

Tell Me A Story: Two - Activity 1

En2/1g use spoken language to develop understanding through speculating, hypothesising, imagining and exploring ideas

En2/1h speak audibly and fluently with an increasing command of Standard English

En2/1i participate in discussions, presentations, performances, role play/improvisations and debates

Tell Me A Story: Two - Activity 1

En2/1j gain, maintain and monitor the interest of the listener(s)

En2/1k consider and evaluate different viewpoints, attending to and building on the contributions of others

En2/1l select and use appropriate registers for effective communication

En2/2.1 Word Reading

En2/2.1a continue to apply phonic knowledge and skills as the route to decode words until automatic decoding has become embedded and reading is fluent

En2/2.1b read accurately by blending the sounds in words that contain the graphemes taught so far, especially recognising alternative sounds for graphemes

En2/2.1c read accurately words of two or more syllables that contain the same graphemes as above

En2/2.1d read words containing common suffixes

En2/2.1e read further common exception words, noting unusual correspondence between spelling and sound and where these occur in the word

En2/2.1f read most words quickly and accurately, without overt sounding and blending, when they have been frequently encountered

En2/2.1g read aloud books closely matched to their improving phonic knowledge, sounding out unfamiliar words accurately, automatically and without undue hesitation

En2/2.1h reread these books to build up their fluency and confidence in word reading

En2/2.2 Comprehension

Classical Poetry: Two - Activity 1, 2, 3, 4, 5, 6

En2/2.2a develop pleasure in reading, motivation to read, vocabulary and understanding by:

listening to, discussing and expressing views about a wide range of contemporary and classic poetry, stories and non-fiction at a level beyond that at which they can read independently
discussing the sequence of events in books and how items of information are related
becoming increasingly familiar with and retelling a wider range of stories, fairy stories and traditional tales
being introduced to non-fiction books that are structured in different ways
recognising simple recurring literary language in stories and poetry
discussing and clarifying the meanings of words, linking new meanings to known vocabulary
discussing their favourite words and phrases
continuing to build up a repertoire of poems learnt by heart, appreciating these and reciting some, with appropriate intonation to make the meaning clear

En2/2.2b 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
checking 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

En2/2.2c 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

En2/2.2d explain and discuss their understanding of books, poems and other material, both those that they listen to and those that they read for themselves

En2/3.1 Spelling

En2/3.1a spell:

segmenting spoken words into phonemes and representing these by graphemes, spelling many correctly
learning new ways of spelling phonemes for which 1 or more spellings are already known, and learn some words with each spelling, including a few common homophones
learning to spell common exception words
learning to spell more words with contracted forms
learning the possessive apostrophe (singular)
distinguishing between homophones and near-homophones

Art In Action Activity 1

En2/3.1b add suffixes to spell longer words, including –ment, –ness, –ful, –less, –ly

En2/3.1c apply simple spelling rules and guidance, as listed in Appendix 1

En2/3.1d write from memory simple sentences dictated by the teacher that include words using the GPCs, common exception words and punctuation taught so far.

En2/3.2 Handwriting and Presentation

Classical Poetry: Two - Activity 1, 2, 3, 4, 5, 6

En2/3.2a form lower-case letters of the correct size relative to one another

Classical Poetry: Two - Activity 1, 2, 3, 4, 5, 6

En2/3.2b 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

En2/3.2c write capital letters and digits of the correct size, orientation and relationship to one another and to lower-case letters

En2/3.2d use spacing between words that reflects the size of the letters

En2/3.3 Composition

Classical Poetry: Two - Activity 1, 2, 3, 4, 5, 6

En2/3.3a develop positive attitudes towards and stamina for writing by:

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

En2/3.3b Consider what they are going to write before beginning by:

planning or saying out loud what they are going to write about
writing down ideas and/or key words, including new vocabulary
encapsulating what they want to say, sentence by sentence

Tell Me A Story: Two - Activity 2, 4

En2/3.3c make simple additions, revisions and corrections to their own writing by:

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 (for example, ends of sentences punctuated correctly)

En2/3.3d read aloud what they have written with appropriate intonation to make the meaning clear

En2/3.4 Vocabulary, grammar & punctuation

En2/3.4a develop their understanding of the concepts set out in Appendix 2 by:

learning how to use both familiar and new punctuation correctly (see English Appendix 2) , including full stops, capital letters, exclamation marks, question marks, commas for lists and apostrophes for contracted forms and the possessive (singular)

En2/3.4b learn how to use:

sentences with different forms: statement, question, exclamation, command
expanded noun phrases to describe and specify
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)
learning the grammar for year 2 in English Appendix 2
some features of written Standard English

Tell Me A Story: Two - Activity 5

En2/3.4c use and understand the grammatical terminology in English Appendix 2 in discussing their writing and reading.

Hands-On Education's approach to the National Curriculum

Hands-On Education's approach to the National Curriculum is commendable as it aims to make learning enjoyable while ensuring that children are meeting the requirements of the National Curriculum for England. Following the National Curriculum provides a comprehensive framework for what children should learn and when, ensuring that they are meeting important milestones and building foundational knowledge in key subjects. This is beneficial for teachers and home educators as it makes lesson planning and teaching easier, since they have a roadmap to follow and can be confident that they are covering the necessary topics.

Incorporating fun and engaging activities that align with the curriculum can help children stay interested and motivated, which can lead to better outcomes and a lifelong love of learning. Parents can also benefit from understanding the curriculum, as it can help them support their child's learning at home and ensure that they are meeting the same standards as their peers in school. Ultimately, the National Curriculum for England is an important tool for ensuring that all children have access to a high-quality education that prepares them for success in the future.

In conclusion, it is important to recognize the significance of the National Curriculum in providing a structured and comprehensive education for children. Hands-On Education's approach to teaching and learning aligns with this framework, making it an effective way to ensure that children receive a well-rounded education while also enjoying the process of learning.