End of year expectations for Year 2 pupils

(The underlined criteria have to be met for a Year 2 child to be assessed as working at age related expectation)

Writing

Composing

• Ensure that there is a clear structure to their writing
• Write effectively and coherently for different purposes
• Write about personal experiences and real events
• Write a coherent story 
• Develop an idea over several sentences
• Use adventurous vocabulary
• and detail to make their writing lively and interest the reader
• Link ideas to make writing flow e.g. last time, also, after, then, soon, at last, and another thing…
• Use some of the following techniques (Use alliteration; Add pairs of adjectives; Create list sentences e.g. The room was in such a state. Socks, mugs, books, toys and empty crisp packets were everywhere; Use short sentences for impact; Use powerful verbs for noise; Write first sentences that will hook the reader in; Create appropriate character names

Grammar

• Join sentences with ‘or’ and ‘but’ and use ‘when’, ‘if’, ‘that’ and ‘because’ to extend sentences
• Write and use expanded noun phrases 
• Use precise and appropriate verbs when writing
• Write consistently in ‘past’ or ‘present’ tense
• Use the progressive form of verbs (-ing) to write about actions in progress e.g. He was thinking, she is dancing
• Use -ly adverbs

Spellings

• Spell y2 common exception words correctly
• Segment words into individual phonemes to aid correct spelling
• Often chooses the correct grapheme where there are several options
• Spell words with more unusual GPCs (words ending with the ‘i’ sound spelt y; words beginning with the ‘r’ sound spelt wr; the ‘ee’ sound spelt ey; words with the ‘u’ sound spelt o e.g. Monday; the ‘zh’ sound spelt s e.g. treasure; words with the ‘n’ sound spelt kn or gn; words with the ‘or’ sound spelt ar after w e.g. warm; words with the ‘or’ sound spelt a before an l or a ll e.g. call; words with the ‘o’ sound spelt a after w and qu e.g. watch; words with the ‘ur’ sound spelt or after w e.g. word)
• Spell words ending in the ‘l’ sound
• Add suffixes where the root word changes  (words where -es is added to a word ending in y e.g. flies; words where suffixes are added to one syllable words ending in short vowel + single consonant e.g. dropping;  words where suffixes (-ed, -ing. -er -y and -est) are added to words ending in consonant + e e.g. hiking; words where suffixes are added to words ending in consonant + y e.g. crying, cried)
• Spell contracted words using the apostrophe and use the possessive apostrophe with singular nouns
• Spell words with the ‘j’ sound spelt correctly (j, g, ge and dge)
• Spell words with the ‘s’ sound spelt c before e, i and y e.g. city and  two syllable words ending in –tion e.g. station
• Spell frequently confused common homophones
• Form lower case letters (WTS KS1), upper case letters and digits of the correct size relative to one another (EXS KS1)
• Ensure spacing between words is appropriately sized
• Type simple sentences accurately

Vocabulary

Throughout the year we will be introducing the children to lots of new vocabulary which we will encourage them to use within their writing. This is a list of the words they will become familiar with.