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| Stage 2 | |||
| Phonics and Spelling | Handwriting | Composition | Grammar |
| 2.1.a.1 Spell by: segmenting spoken words into phonemes and representing these by graphemes, spelling many correctly | 2.1.d.1Form lower-case letters of the correct size relative to one another | 2.2.a.1Develop positive attitudes towards and stamina for writing by: writing narratives about personal experiences and those of others (real and fictional) | 2.3.a.1Learn how to use: expanded noun phrases to describe and specify: e.g. the blue butterfly |
| 2.1.a.2 Spell by: learning new ways of spelling phonemes for which one or more spellings are already known, and learn some words with each spelling, including a few common homophones | 2.1.d.2Start 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 | 2.2.a.2Develop positive attitudes towards and stamina for writing by: writing about real events | 2.3.a.2Learn how to use: subordination (using when, if, that, or because) and co-ordination (using or, and, or but) |
| 2.1.a.3Spell by: learning to spell common exception words | 2.1.d.3 Write capital letters and digits of the correct size, orientation and relationship to one another and to lower-case letters | 2.2.a.3Develop positive attitudes towards and stamina for writing by: writing poetry | |
| 2.1.a.4Spell by: distinguishing between homophones and near-homophones | 2.1.d.4Use spacing between words that reflects the size of the letters | 2.2.a.4Develop positive attitudes towards and stamina for writing by: writing for different purposes | 2.3.b.1Learn how to use: sentences with different forms: statement, question, exclamation, command |
| 2.3.b.2Learn how to use: the present and past tenses correctly and consistently including the progressive form | |||
| 2.1.b.1Spell by: learning the possessive apostrophe (singular): e.g. the girl’s book | 2.2.b.1Consider what they are going to write before beginning by: planning or saying out loud what they are going to write about | 2.3.b.3Learn how to use: some features of written Standard English | |
| 2.1.b.2Spell by: learning to spell more words with contracted forms | 2.2.b.2Consider what they are going to write before beginning by: encapsulating what they want to say, sentence by sentence | ||
| 2.1.b.3Add suffixes to spell longer words, including -ment, -ness, -ful, -less, -ly <KPI uses the suffixes -er, -est in adjectives and -ly to turn adjectives into adverbs | 2.2.b.3Consider what they are going to write before beginning by: writing down ideas and/or key words, including new vocabulary | 2.3.c.1 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 (e.g. the girl’s name). | |
| 2.1.c.1Write from memory simple sentences dictated by the teacher that include words using the GPCs, common exception words and punctuation taught so far | 2.2.c.1Make simple additions, revisions and corrections to their own writing by: evaluating their writing with the teacher and other pupils | ||
| 2.2.c.2Make simple additions, revisions and corrections to their own writing by: 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 | |||
| 2.2.c.3Make simple additions, revisions and corrections to their own writing by: proof-reading to check for errors in spelling, grammar and punctuation (e.g. ends of sentences punctuated correctly) | |||
| 2.2.d.1Read aloud what they have written with appropriate intonation to make the meaning clear | |||