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St. Cross Catholic Primary School

“Together we grow in God’s love”


The Year 2 Learner






In English lessons, children are taught speaking, listening, reading and writing skills through studying a variety of styles of writing (genres).  Teachers follow the Teaching Sequence for Writing, which means that children will firstly be taught to read and understand the text, then practise the skills of the style of writing (including grammar) and apply into their own writing. 


The Primary National Curriculum statements will be taught through the modules below.


Y2  English Coverage


The Year 2 English curriculum consists of the following modules.



Songs and repetitive poems

The senses

Favourite poems



Traditional Tales – Fairy Tales

Stories with recurring language

Traditional Tales – Myths (Creation Stories)




Information texts





Key poets/authors your children will encounter are:


Margaret Mahy

John Burningham

Amy Husband

Paul Cookson

Anthony Browne

Alison Lurie

Helen Ward

Jackie French


Recommended reading list (a variety is best)

That Rabbit Belongs to Emily Brown - Cressida Cowell

Meerkat Mail - Emily Gravett

Scaredy Squirrel - Melanie Watt

On the Way Home - Jill Murphy

How the Whale Became - Ted Hughes (Note: this is a challenging text for year 2)

Tiddalick the Frog - Susan Nunes

Ahmed and the Feather Girl - Jane Ray

How the zebra got its stripes - Justine & Ron Fontes

How the camel got its hump - Justine & Ron Fontes

Mufaro’s Beautiful Daughters - John  Steptoe

Jamil’s Clever Cat: a folktale from Bengal - Fiona French

The Willow Pattern Story -  Alan Drummond


For an extended reading list please refer to:


Curriculum Content



At St Cross we use the government scheme ‘Letters and Sounds’ to teach phonics. Children are taught for at least twenty minutes daily in the Foundation Stage and Key Stage One. We also ensure that we continue small group phonics teaching into lower Key Stage Two. The children are assessed regularly as part of the lessons and individually to ensure that they make rapid progress and are secure in each phase before they move on.


Speaking and Listening

The children will become more familiar with and confident in using language in a greater variety of situations. They will, for example:

·         Listen to and express views about a wide range of books and poems

·         Retell familiar stories and discuss the order of events

·         Build a bank of poems that they can recite by heart

·         Clarify the meaning of words and extend vocabulary

·         Join in with discussions, ask questions and explain their understanding

·         Change their speaking for different purposes and audiences such as role play or performances



This part of the curriculum is broken down into ‘word reading’ and ‘comprehension’. 

Pupils will be taught to read words fluently and speedily, using phonics as well as developing a growing bank of words that they recognise instantly.  They will also be taught to check their own reading makes sense, and to re-read to correct when something doesn’t make sense.

As well as being able to read words, children need to understand what they read and develop a life-long love of reading.  They will learn to do this through carefully structured activities using a wide range of high-quality books. They are encouraged to:

·         Make links between their own experiences and the story

·         Self-correct if what they are reading doesn’t make sense

·         Answer questions about a text, including questions where the answer is not obvious eg ‘Why did the character say that?’

·         Predict what might happen at various points in a story

·         Work out why things have happened in a story

·         Read a variety of non-fiction books

We use a variety of reading schemes in Key Stage One including Oxford Reading Tree and Fisher Family Trust. We use Rigby Star for guided reading.



Children will develop their writing through the following areas:


·         Continue to spell words using phonics

·         Learn commonly used whole words that are difficult to sound out

·         Understand more patterns and rules


·         Form letters that are consistent in size

·         Leave appropriate spaces between words


·         Plan what they are going to write

·         Record their writing sentence by sentence

·         Re-read and check for sense and accuracy

·         Write for a range of purposes

·         Develop a wide vocabulary

·         Develop their understanding and accuracy of punctuation

·         Use a range of words to join sentences and add detail.