Year 1 | Year 2 | Year 3 | Year 4 | Year 5 | Year 6

Year 2 Planning: Links to the 2014 National Curriculum Programs of Study

Plan Reading Teaching Objectives Writing Teaching Objectives Spelling Teaching Objectives Grammar Teaching Objectives Text Type

Funny Bones
Author: Janet and Allen Alhberg
  • To participate in discussion about books, taking turns and listening to what others say
  • To understand books by answering and asking questions
  • To be introduced to non-fiction books that are structured in different ways
  • To make the correct choice and to consistently use the present tense and past tense throughout writing
  • To use the present and past tenses correctly and consistently including the progressive form
  • Narrative

    Cops and Robbers
    Author: Janet and Allen Alhberg
  • To participate in discussion about books, taking turns and listening to what others say
  • To be introduced to non-fiction books that are structured in different ways
  • To understand books by making inferences on the basis of what is being said and done
  • To write for different purposes – letter, wanted poster
  • To use capital letters, full stops, question marks and exclamation marks to demarcate sentences
  • Narrative

    Burglar Bill
    Author: Janet and Allen Alhberg
  • To participate in discussion about books, taking turns and listening to what others say
  • To use role-play and other drama techniques to help identify with and explore characters
  • To develop and order their ideas through playing roles and improvising scenes in various settings
  • To write narratives about the experiences of others
  • To plan or say aloud what they are going to write
  • To re-read work to check that writing makes sense and that verbs to indicate time are used correctly and consistently, including verbs in the continuous form
  • To use the present and past tenses correctly and consistently including the progressive form
  • Narrative

    Tadpole to Frog
  • To understand how non-fiction writing is structured
  • To understand texts by drawing on what they already know or on background information and vocabulary provided by the teacher
  • To participate in discussion about books
  • To write notes
  • How the grammatical patterns in a sentence indicate its function as a statement, question, exclamation or command
  • Non Fiction
    Explanation

    Growing Frogs
    Author: Vivian French
  • To understand how non-fiction writing is structured
  • To participate in discussion about books
  • To understand cause and effect in non-fiction writing
  • To write for different purposes
  • To use sentences with different forms: statement, question, exclamation, command
  • To use the present and past tenses correctly and consistently including the progressive form
  • To use conjunctions, adverbs and prepositions to express time and cause
  • Non Fiction
    Explanation

    Butterflies
    Author: Literacy Matters Ltd
  • To participate in discussion about books, taking turns and listening to what others say
  • To understand cause and effect in non-fiction writing
  • To discuss and clarify the meanings of words
  • To compose individual sentences orally and write them down
  • To use conjunctions, adverbs and prepositions to express time and cause
  • To write an explanation text using flowcharts and diagrams
  • To use subordination in sentence structure (because etc) to create compound sentences
  • To use sentences with different forms: statement, question, exclamation, command
  • Non Fiction
    Explanation

    Matilda
    Author: Roald Dahl
  • To listen to, discuss and express views about contemporary and classic poetry
  • To discuss and clarify the meanings of words
  • To recite a section of poetry by heart demonstrating understanding through intonation and gesture
  • Poetry

    Matilda
    Author: Roald Dahl
  • To read aloud what they have written with appropriate intonation to make the meaning clear
  • To recognise simple recurring literary language in poetry
  • To plan or say out loud what they are going to write about
  • To write down ideas and/or key words, including new vocabulary
  • To evaluate writing with the teacher and other pupils
  • To 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 un-joined
  • To use sentences with different forms: statement, question, exclamation, command
  • Poetry

    The Three Billy Goats Gruff
  • Tell real and imagined stories using the conventions of traditional story language
  • To group ideas together to structure the beginning, middle and end of a story
  • Revise the /d_ʒ/ sound spelt as ge and dge at the end of words: bridge
  • Write simple and compound sentences and begin to use subordination in relation to time and reason
  • Traditional Tale

    Stone Soup
  • Become increasingly familiar with and retelling a wider range of stories, fairy stories and traditional tales
  • To identify command, question and exclamation sentences
  • Traditional Tale

    The Old Woman and the Red Pumpkin
  • Become increasingly familiar with and retelling a wider range of stories, fairy stories and traditional tales
  • Traditional Tale

    Eat up, Gemma
    Author: Sarah Hayes
  • To participate in discussion about books, taking turns and listening to what others say
  • To use present and past tenses accurately in writing
  • le at the end of words: table, apple, bottle, little, middle
  • Narrative
    Familiar Stories

    Eat up, Gemma
    Author: Sarah Hayes
  • To understand texts by drawing on what they already know or on background information and vocabulary provided by the teacher
  • To write an extended noun phrase
  • how to use expanded noun phrases to describe
  • Narrative
    Familiar Stories

    Katie Morag Delivers the Post
    Author: Dr Mairi Hedderwick
  • To ask relevant questions to ascertain the feelings of a key character
  • To make inferences based on what is written in a text
  • To plan or say out loud what they are going to write
  • To compose sentences in the form of questions and exclamations
  • Looking at how the grammatical patters in a sentence indicate its function as a question or exclamation
  • Using question marks and exclamation marks
  • Narrative
    Familiar Stories

    Katie Morag Delivers the Post
    Author: Dr Mairi Hedderwick
  • To make inferences based on what is written in a text
  • To plan or say out loud what they are going to write
  • ge and dge e.g. charge, village, bridge
  • Using the past tense consistently
  • Narrative
    Familiar Stories