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Criftins Church of England Primary School

Year 2

Where possible teaching in English should link to the wider curriculum where pupils can build vocabulary to enrich their writing.  From the start pupils should all edit and improve their writing, beginning with reading back simple words or sentences to developing more complex editing strategies throughout the different year groups.  Length of teaching units should be determined by the class teacher according to the needs of the class.

Year TWO

Autumn Term

Spring Term

Summer Term


List poems

Outcome:  Read list poems.  Write and perform own versions.

The Owl and the Pussycat

Outcomes:  Experiment with words and structured language patterns linked to a classic poem

Night Sounds

Outcomes:  Focus on the senses and night-time, Berlie Doherty’s Night Sounds poem is used as a model for writing


Outcomes:  Issues of acceptance, tolerance and respect for the environment are explored through wildlife poetry, leading to a short descriptive narrative poetry outcome



Troll Swap by Leigh Hodgkinson

Outcome: Fiction: story with focus on characters


The Owl who was afraid of the dark by Jill Tomlinson

Outcome: Non-chronological report: report about owls

Dragon Machine by Helen Ward

Outcome:  Fiction: story with adventure focus


Major Glad, Major Dizzy by Jan Oke

Outcome: Recount: diary entry from point of view of a toy

The Last Wolf by Mini Grey

Outcome: letter in role as the character persuading to save the trees.


Grandad’s Secret Giant by David Litchfield

Outcome: Fiction: story with moral focus



Outcome:  Following practical tasks, produce a simple flow chart or cyclical diagram and record a series of sentences to support the explanation.


Outcome: Write first person recounts retelling historical events, using adverbs of time to aid sequencing.  Maintain consistency in structure.


Outcome: Assemble information on a subject, sort and categorise information, use comparative language to describe and differentiate.


Outcome:  Write a series of fiction-based instructions (i.e. how to trap an ogre) including diagrams.


Outcome: produce a flow chart, ensuring that content is clearly sequenced.


All books/texts/excerpts used will be selected to enrich language.   Classrooms will be language rich environments and staff will promote a love of reading and writing.  Teachers are encouraged to immerse the children in language through Talk4Writing, book battles, poetry for performance, debate etc…. Teachers may choose one text to delve deeper into to enrich understanding and love for books at any point during the term. Pupils should be encouraged to write and read for pleasure and this should be celebrated.