Year 2 English | Curriculum Guide

National Curriculum of England	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.

What is the National Curriculum for English primary schools?

Primary education in England is a crucial stage in a child's academic journey, known as Key Stage One. It serves as the foundation for their future learning and development. It is imperative for both schools and home educators to provide an engaging and hands-on educational experience to foster a love for learning in children. This can be achieved by incorporating fun and interactive activities that align with the UK National Curriculum for Year One and Year Two.

The UK National Curriculum for Key Stage One encompasses a wide range of subjects, including English, Mathematics, Science, History, Geography, and more. It is important to note that this curriculum places a strong emphasis on the development of core skills such as reading, writing, and arithmetic.

To enhance word reading skills, teachers and parents can integrate literacy worksheets into the curriculum. These worksheets provide an opportunity for children to practice and develop their reading abilities in an enjoyable and engaging manner. Moreover, hands-on activities like science experiments and art projects can be integrated to allow pupils to apply what they have learned and deepen their understanding of key concepts, such as diagonal and horizontal strokes in joined-up writing.

Research consistently demonstrates that when children enjoy their learning experiences, they become more motivated and engaged in the classroom. By creating a positive and stimulating learning environment, teachers can encourage a genuine love for learning that extends beyond the confines of the classroom and positively impacts children's future educational endeavours and life experiences.

In conclusion, by combining traditional teaching methods with interactive and engaging activities, teachers can provide children with a well-rounded education that not only aligns with the UK National Curriculum but also cultivates a genuine passion for learning, equipping them with the necessary skills and mindset for future success.

What subjects are included in the National Curriculum?

It is crucial for primary level schools and home school families to adhere to the UK National Curriculum for Key Stage One, which encompasses a wide range of subjects. This comprehensive curriculum emphasizes the development of fundamental skills that form the bedrock of education. Core subjects such as English, Mathematics, and Science play a vital role in shaping a child's academic foundation.

However, it is equally important to recognize that the UK National Curriculum for Key Stage One encompasses more than just these core subjects. Subjects such as History, Geography, and more are also integral to the curriculum. By exploring these subjects, children gain a deeper understanding of the world around them, fostering a love for learning and a desire to explore further.

The curriculum also recognizes the significance of nurturing creativity and innovation, with subjects like Art and Design, Music, and Design and Technology. These subjects allow children to express themselves, think critically, and develop problem-solving skills. In addition, subjects like Computing equip students with essential digital literacy skills, preparing them for the ever-evolving technological landscape.

It is essential for educators and parents to create a positive and stimulating learning environment that encourages children to enjoy their education. This research-backed approach not only enhances motivation and engagement in the classroom but also fosters a lifelong love for learning that extends beyond academic pursuits.

In summary, the UK National Curriculum for Key Stage One encompasses a broad range of subjects, including core subjects like English, Mathematics, and Science, as well as subjects such as History, Geography, Art and Design, Music, Design and Technology, and Computing. By embracing this comprehensive curriculum, educators and parents can lay a strong foundation for a well-rounded education, nurturing students' curiosity, creativity, and critical thinking skills.

How can AI tools assist in generating various educational materials?

AI tools have the capability to greatly assist in the generation of diverse educational materials. These tools can automate tasks such as creating reports, generating word searches and quizzes, producing acrostic and adventure stories, creating matching activities and play scripts, and generating vocabulary sheets. By leveraging AI technology, teachers are able to save valuable time and effort by swiftly generating high-quality materials that effectively engage students in their learning journey. Furthermore, AI tools can even go a step further to create personalized stationery, stickers, and aid in the creation of academic planners and organizers. With the vast array of resources accessible through AI, educators have the means to enhance their teaching methods and provide students with a more interactive and enjoyable learning experience.

What are some top tips for year 2 literacy?

When it comes to year 2 literacy, here are some top tips to enhance reading and writing skills:

Encourage questioning: During reading sessions, ask questions to promote critical thinking. Ask about the events that have occurred so far in the story, predict what might happen next, and discuss the feelings of the characters. This helps children engage with the text and develop their comprehension skills.
Explore a variety of texts: To keep young minds engaged, expose them to a wide range of reading materials. Introduce them to stories, non-fiction books, and poetry. This diversity fosters a love for reading and introduces them to different writing styles and subject matters.
Blend writing composition and handwriting practice: Help children develop their writing skills by combining composition exercises with handwriting practice. Encourage them to express their thoughts and ideas through writing, and at the same time, assist them in perfecting their handwriting. Providing them with handwriting guidelines during writing activities can aid in making their work neat and legible.

By implementing these top tips, you can support year 2 students in developing their literacy skills, fostering a love for reading, and enhancing their writing abilities.

What are some popular collections of teaching resources?

We have a wide range of popular collections for teaching resources. These include resources for early years (EYFS), key stage 1 (KS1), key stage 2 (KS2), key stage 3 and GCSE (KS3 & GCSE), key stage 5 (KS5), special educational needs and disabilities (SEND), English as an additional language (EAL), teaching English as a foreign language (TEFL) and English as a second language (ESL). We also offer Hands-On Education Original Books and Hands-On Education Book Club resources to cater to a variety of teaching needs.

What are the objectives related to Writing - Transcription, specifically Spelling and Handwriting?

The objectives related to Writing - Transcription, specifically Spelling, include mastering phoneme-grapheme correspondence, spelling commonly used words accurately, learning different spellings for the same phoneme, and understanding spelling rules for adding suffixes and forming contractions. Students are also expected to differentiate between homophones, apply specific spelling rules for different sounds, and spell words with possessive apostrophes correctly. Additionally, the objectives encompass handwriting by focusing on forming lowercase letters proportionately, practicing diagonal and horizontal strokes for joining letters, writing capital letters and digits accurately, and maintaining appropriate spacing between words. These objectives aim to enhance students' spelling and handwriting skills in a structured and comprehensive manner.

What guidance is provided in English Appendix 2 regarding the formation of nouns and adjectives using suffixes, as well as the use of adverbs?

English Appendix 2 provides comprehensive guidance on various aspects of language usage. It emphasizes the importance of learning how to use sentences with different forms such as statements, questions, exclamations, and commands. Furthermore, it highlights the significance of employing expanded noun phrases to describe and specify, as well as using the present and past tenses correctly and consistently, including the progressive form. The appendix also covers subordination, using words like 'when,' 'if,' 'that,' or 'because,' and coordination, using 'or,' 'and,' 'but,' among others. It is essential to grasp the grammar outlined for year 2 in English Appendix 2, which includes some features of written Standard English.

What concepts are covered in English appendix 2 for developing understanding in writing?

The concepts covered in English Appendix 2 for developing understanding in writing are extensive and crucial for students' growth in language proficiency. In this appendix, students learn 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). Moreover, they delve into using sentences with various forms such as statement, question, exclamation, and command. Additionally, students explore expanded noun phrases to describe and specify, the correct and consistent use of present and past tenses including the progressive form, as well as subordination (using when, if, that, or because) and co-ordination (using or, and, or but). They also acquire knowledge of some features of written Standard English and grasp the grammatical terminology outlined in English Appendix 2 to enhance their writing and reading skills.

What are some examples of expanded noun phrases used for description and specification in writing?

En2/3.4b learn how to use: - expanded noun phrases to describe and specify.
Understanding how to effectively employ expanded noun phrases is crucial for enhancing descriptive writing skills. By utilizing detailed and specific noun phrases, such as 'the blue butterfly,' writers can vividly paint images in the reader's mind. Mastering the art of expanded noun phrases allows for precise and engaging descriptions, adding depth and richness to written compositions.

What should students do to evaluate their writing with the teacher and other pupils?

When assessing their writing in collaboration with the teacher and peers, students should engage in a multi-faceted approach to ensure clarity and correctness. To achieve this, students should make simple additions, revisions, and corrections to their own writing. This process involves various steps, such as evaluating their writing with the teacher and other pupils, rereading their work to confirm coherence and the accurate use of time-indicating verbs, including those in the continuous form, and proofreading meticulously to identify and rectify errors in spelling, grammar, and punctuation. By following these steps diligently, students can enhance the quality and effectiveness of their writing through collaborative evaluation and self-improvement.

How can students develop positive attitudes towards writing?

Students can foster positive attitudes towards writing through multiple avenues. These include writing narratives about personal experiences and those of others, encompassing both real and fictional accounts. Additionally, engaging in writing about real events and crafting poetry can serve as effective strategies. Furthermore, students should write for various purposes to enhance their skills and enthusiasm.

To approach writing tasks with clarity and purpose, students are encouraged to ponder their ideas before commencing. This can involve planning or verbalizing their thoughts, jotting down key concepts, incorporating new vocabulary, and structuring their content sentence by sentence. By adopting these preparatory steps, students can lay a solid foundation for their writing endeavours.

Moreover, students can refine their work by making simple additions, revisions, and corrections. Collaborating with teachers and peers to evaluate their writing, ensuring coherence and utilizing appropriate verb tenses consistently, can greatly enhance the quality of their compositions. Proofreading for errors in spelling, grammar, and punctuation is also essential in the revision process.

In addition to these strategies, reading aloud with appropriate intonation is highlighted as a valuable practice to convey the intended meaning clearly. By embracing these multifaceted approaches and techniques, students can not only improve their writing skills but also cultivate positive attitudes towards the writing process.

How can students develop pleasure in reading and understanding?

Students can develop pleasure in reading 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, 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, and participating 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". Students can further enhance their reading enjoyment and comprehension by actively engaging in discussions, practising recitation with proper intonation, and participating in conversations about the literature they encounter. By delving into a variety of literary genres and honing their vocabulary skills through meaningful discussions, students can deepen their appreciation for reading and cultivate a deeper understanding of the texts they explore.