English Year 2
Year 2 programme of study
Reading – word reading |
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Statutory requirements |
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Pupils should be taught to:
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Reading – comprehension |
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Statutory requirements |
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Pupils should be taught to:
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Writing – transcription |
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Statutory requirements |
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Pupils should be taught to:
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Writing – transcription |
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Statutory requirements |
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Pupils should be taught to:
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Writing – composition |
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Statutory requirements |
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Pupils should be taught to:
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Writing – vocabulary, grammar and punctuation |
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Statutory requirements |
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Pupils should be taught to:
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Spelling - work for year 2 |
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Revision of work from year 1 |
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As words with new GPCs are introduced, many previously-taught GPCs can be revised at the same time as these words will usually contain them.
New work for year 2 |
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Statutory requirements |
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Rules and guidance (non statutory) |
Example words (non statutory) |
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The /dÊ/ sound spelt as ge and dge at the end of words, and sometimes spelt as g elsewhere in words before e, i and y |
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The letter j is never used for the /dÊ/ sound at the end of English words. At the end of a word, the /dÊ/ sound is spelt –dge straight after the /æ/, /É/, /ɪ/, /É/, /Ê/ and /Ê/ sounds (sometimes called ‘short’ vowels). After all other sounds, whether vowels or consonants, the /dÊ/ sound is spelt as –ge at the end of a word. In other positions in words, the /dÊ/ sound is often (but not always) spelt as g before e, i, and y. The /dÊ/ sound is always spelt as j before a, o and u. |
badge, edge, bridge, dodge, fudge age, huge, change, charge, bulge, village gem, giant, magic, giraffe, energy |
The /s/ sound spelt c before e, i and y |
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race, ice, cell, city, fancy |
The /n/ sound spelt kn and (less often) gn at the beginning of words |
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The ‘k’ and ‘g’ at the beginning of these words was sounded hundreds of years ago. |
knock, know, knee, gnat, gnaw |
The /r/ sound spelt wr at the beginning of words |
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This spelling probably also reflects an old pronunciation. |
write, written, wrote, wrong, wrap |
The /l/ or /Él/ sound spelt –le at the end of words |
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The –le spelling is the most common spelling for this sound at the end of words. |
table, apple, bottle, little, middle |
Statutory requirements |
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Rules and guidance (non statutory) |
Example words (non statutory) |
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The /l/ or /Él/ sound spelt –el at the end of words |
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The –el spelling is much less common than –le. The –el spelling is used after m, n, r, s, v, w and more often than not after s. |
camel, tunnel, squirrel, travel, towel, tinsel |
The /l/ or /Él/ sound spelt –al at the end of words |
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Not many nouns end in –al, but many adjectives do. |
metal, pedal, capital, hospital, animal |
Words ending –il |
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There are not many of these words. |
pencil, fossil, nostril |
The /aɪ/ sound spelt –y at the end of words |
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This is by far the most common spelling for this sound at the end of words. |
cry, fly, dry, try, reply, July |
Adding –es to nouns and verbs ending in |
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The y is changed to i before –es is added. |
flies, tries, replies, copies, babies, carries |
Adding –ed, –ing, –er and –est to a root word ending in –y with a consonant before it |
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The y is changed to i before –ed, –erand –est are added, but not before –ingas this would result in ii. The only ordinary words with ii are skiing and taxiing. |
copied, copier, happier, happiest, cried, replied …but copying, crying, replying |
Adding the endings –ing, –ed, –er, –est and –y to words ending in –e with a consonant before it |
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The –e at the end of the root word is dropped before –ing, –ed, –er, |
hiking, hiked, hiker, nicer, nicest, shiny |
Adding –ing, –ed, |
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The last consonant letter of the root word is doubled to keep the /æ/, /É/, /ɪ/, /É/ and /Ê/ sound (i.e. to keep the vowel ‘short’). Exception: The letter ‘x’ is never doubled: mixing, mixed, boxer, sixes. |
patting, patted, humming, hummed, dropping, dropped, sadder, saddest, fatter, fattest, runner, runny |
The /É:/ sound spelt a before l and ll |
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The /É:/ sound (‘or’) is usually spelt as abefore l and ll. |
all, ball, call, walk, talk, always |
The /Ê/ sound spelt o |
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other, mother, brother, nothing, Monday |
Statutory requirements |
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Rules and guidance (non statutory) |
Example words (non statutory) |
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The /i:/ sound spelt |
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The plural of these words is formed by the addition of –s (donkeys, monkeys,etc.). |
key, donkey, monkey, chimney, valley |
The /É/ sound spelt a after w and qu |
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a is the most common spelling for the /É/ (‘hot’) sound after w and qu. |
want, watch, wander, quantity, squash |
The /É:/ sound spelt or after w |
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There are not many of these words. |
word, work, worm, world, worth |
The /É:/ sound spelt ar after w |
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There are not many of these words. |
war, warm, towards |
The /Ê/ sound spelt s |
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television, treasure, usual |
The suffixes –ment, |
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If a suffix starts with a consonant letter, it is added straight on to most root words without any change to the last letter of those words. Exceptions: (1) argument (2) root words ending in –y with a consonant before it but only if the root word has more than one syllable. |
enjoyment, sadness, careful, playful, hopeless, plainness (plain + ness), badly
merriment, happiness, plentiful, penniless, happily |
Contractions |
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In contractions, the apostrophe shows where a letter or letters would be if the words were written in full (e.g. can’t – cannot). It’s means it is (e.g. It’s raining) or sometimes it has (e.g. It’s been raining), but it’s is never used for the possessive. |
can’t, didn’t, hasn’t, couldn’t, it’s, I’ll |
The possessive apostrophe (singular nouns) |
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Megan’s, Ravi’s, the girl’s, the child’s, the man’s |
Words ending in –tion |
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station, fiction, motion, national, section |
Statutory requirements |
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Rules and guidance (non statutory) |
Example words (non statutory) |
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Homophones and near-homophones |
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It is important to know the difference in meaning between homophones. |
there/their/they’re, here/hear, quite/quiet, see/sea, bare/bear, one/won, sun/son, to/too/two, be/bee, blue/blew, night/knight |
Common exception words |
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Some words are exceptions in some accents but not in others – e.g. past,last, fast, path and bath are not exceptions in accents where the a in these words is pronounced /æ/, as in cat. Great, break and steak are the only common words where the /eɪ/ sound is spelt ea. |
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 – and/or others according to programme used. Note: ‘children’ is not an exception to what has been taught so far but is included because of its relationship with ‘child’. |
Year 2: Detail of content to be introduced (statutory requirement) |
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Word |
Formation of nouns using suffixes such as –ness, –er and by compounding [for example, whiteboard, superman] Formation of adjectives using suffixes such as –ful, –less (A fuller list of suffixes can be found on page 57in the year 2 spelling section in English Appendix 1) Use of the suffixes –er, –est in adjectives and the use of –ly in Standard English to turn adjectives into adverbs |
Sentence |
Subordination (using when, if, that, because) and co-ordination (using or, and, but) Expanded noun phrases for description and specification [for example, the blue butterfly,plain flour, the man in the moon] How the grammatical patterns in a sentence indicate its function as a statement, question, exclamation or command |
Text |
Correct choice and consistent use of present tense and past tense throughout writing Use of the progressive form of verbs in the present and past tense to mark actions in progress [for example, she is drumming, he wasshouting] |
Punctuation |
Use of capital letters, full stops, question marks and exclamation marks to demarcate sentences Commas to separate items in a list Apostrophes to mark where letters are missing in spelling and to mark singular possession in nouns [for example, the girl’s name] |
Terminology for pupils |
noun, noun phrase statement, question, exclamation, command, compound, adjective, verb, suffix adverb tense (past, present) apostrophe, comma |