Year Two English

In Year 2 we follow the school’s book rich curriculum. We do most of our English work through book studies. We do have separate grammar, spelling and handwriting lessons. Please click on the books below to find out more information on the exciting novels and poems that we study.


Year 2 – Book Rich Curriculum

Topic Books Outcomes
1 Whole school topic Changes annually (The BFG by Roald Dahl, We’re Off to Look for Aliens by Collin McNaughton)) Varies
2 Alternative Traditional tales


The Real Story of the 3 Little Pigs – Jon Skieseka

The 3 little pigs – Nick Sharatt

The 3 billy goats gruff – Nick Sharatt

A Beary Tale – Anthony Browne

Hansel and Gretal- Anthony Brown

Traditional tale with alternative ending
3 Familiar settings


Not now Bernard – Alexis Deacon

The Tiger Who Came to Tea – Judith Kerr


4 Same Author


MR MEN – Rodger Hargreaves


Julia Donaldson’s book

Write an alternative story with own character
5 Information text


Science explanation Explanation of how electric circuits work
6 Poetry – A.A. Milne



When We Were Young – A.A. Milne

Now We Are Six – A.A. Milne

Changing Guards… – A.A. Milne

Learn and perform a poem by AA Milne
7 Explanation Mike the Knight – Natalie Shaw

King Arthur

8 Character description


The Piggy Book – Anthony Brown


Character description – SATs
9 Non-chronological Reports – Nocturnal animals


The Owl Who was Afraid of the Dark – Jill Tomlinson

Owl Babies – Martin Waddell

Non-chronological report on nocturnal animals – SATs
10 YEAR 2 SATs


11 Really Looking Grammar Focus Grammar Focus
12 Poetry


Don’t put your finger in the jelly, Nelly! And others – Nick Sharatt

Shark in the Park – Nick Sharatt

Pants – Nick Sharatt

Learn and perform a poem by Nick Sharratt



National Curriculum statutory requirements


Reading comprehension

Develop pleasure in reading, motivation to read, vocabulary and understanding by:
RC1 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
RC2 discussing the sequence of events in books and how items of information are related
RC3 becoming increasingly familiar with and retelling a wider range of stories, fairy stories and traditional tales
RC4 being introduced to non-fiction books that are structured in different ways
RC5 recognising simple recurring literary language in stories and poetry
RC6 discussing and clarifying the meanings of words, linking new meanings to known vocabulary
RC7 discussing their favourite words and phrases
RC8 continuing to build up a repertoire of poems learnt by heart, appreciating these and reciting some, with appropriate intonation to make the meaning clear
RC9 understand both the books that they can already read accurately and fluently and those that they listen to by:
RC 10 drawing on what they already know or on background information and vocabulary provided by the teacher
RC 11 checking that the text makes sense to them as they read and correcting inaccurate reading
RC 12   making inferences on the basis of what is being said and done
RC 13 answering and asking questions
RC 14 predicting what might happen on the basis of what has been read so far
RC 15 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
RC16 explain and discuss their understanding of books, poems and other material, both those that they listen to and those that they read for themselves




National Curriculum statutory requirements


Writing composition

Pupils should be taught to: develop positive attitudes towards and stamina for writing by:
WC1 writing narratives about personal experiences and those of others (real and fictional)
WC2 writing about real events
WC3 writing poetry
WC4 writing for different purposes
WC5 consider what they are going to write before beginning by
WC6 planning or saying out loud what they are going to write about
WC7 writing down ideas and/or key words, including new vocabulary
WC8 encapsulating what they want to say, sentence by sentence
WC9 make simple additions, revisions and corrections to their own writing by evaluating their writing with the teacher and other pupils
WC 10 re-reading to check that their writing makes sense and that verbs to indicate time are used correctly and consistently, including verbs in the continuous form
WC 11 proof-reading to check for errors in spelling, grammar and punctuation [for example, ends of sentences punctuated correctly]
WC 12 Read aloud what they have written with appropriate intonation to make the meaning clear.


National Curriculum statutory requirements


Speaking and listening

SL1 listen and respond appropriately to adults and their peers
SL2 ask relevant questions to extend their understanding and knowledge
SL3 use relevant strategies to build their vocabulary
SL4 articulate and justify answers, arguments and opinions
SL5 give well-structured descriptions, explanations and narratives for different purposes, including for expressing feelings
SL6 maintain attention and participate actively in collaborative conversations, staying on topic and initiating and responding to comments
SL7 use spoken language to develop understanding through speculating, hypothesising, imagining and exploring ideas
SL8 speak audibly and fluently with an increasing command of Standard English
SL9 participate in discussions, presentations, performances, role play, improvisations and debates
SL 10 gain, maintain and monitor the interest of the listener(s)
SL 11 consider and evaluate different viewpoints, attending to and building on the contributions of others
select and use appropriate registers for effective communication





Year 2: Detail of content to be introduced (statutory requirement)
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 56 in 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 was shouting]

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,



tense (past, present)

apostrophe, comma

Translate »

This site uses cookies: Find out more about Cookies and GDPR.

Cookies Policy

This website, has been programmed to use cookies to enhance the user experience. Cookies are small text files that are automatically placed on your computer when you visit the website. The vast majority of websites on the internet use cookies.

The purpose of our cookies is to make the website function correctly, to personalise the website to your preferences, and to collect information about your visit which will help us improve the website in the future. We never collect information that could identify you, or pass information to any third parties.

Managing Cookies

Most web browsers allow some control of cookies through the browser settings. Below are guidelines for managing your cookies in the most popular browsers: Internet Explorer

Open Internet Explorer, click the Tools button, select Safety then click Delete browsing history, select the Cookies checkbox and then click Delete. Firefox

Open Firefox, click the Firefox button (top left) then Options, select the Privacy tab then select “remove individual cookies”. Google Chrome

Open Google Chrome, click the Spanner image in the top right corner, select Settings, then click “show advanced settings”. In the Privacy section click the Content Settings button, in the Cookies section click the “All cookies and site data” button, then click the Remove all button at the top of the list. Safari

Open Safari, select the Options icon (top right corner ‘spanner image’), then select Preferences, click the Privacy tab, select the Details button and then click Remove all.

To find out more about cookies, including how to see what cookies have been set and how to manage and delete them, visit