---
title: English - Key stage 1 - Year 2
subjects:
    - English
year_levels:
    - Year 2
official_source_url: https://www.gov.uk/government/publications/national-curriculum-in-england-primary-curriculum
official_published_at: 11 September 2013
official_updated_at: 6 May 2015
---

# English - Key stage 1 – year 2 {#english-key-stage-1-year-2}

By the beginning of year 2, pupils should be able to read all common graphemes. They should be able to read unfamiliar words containing these graphemes, accurately and without undue hesitation, by sounding them out in books that are matched closely to each pupil’s level of word reading knowledge. They should also be able to read many common words containing GPCs taught so far \[for example, shout, hand, stop, or dream\], without needing to blend the sounds out loud first. Pupils’ reading of common exception words \[for example, you, could, many, or people\], should be secure. Pupils will increase their fluency by being able to read these words easily and automatically. Finally, pupils should be able to retell some familiar stories that have been read to and discussed with them or that they have acted out during year 1.

During year 2, teachers should continue to focus on establishing pupils’ accurate and speedy word reading skills. They should also make sure that pupils listen to and discuss a wide range of stories, poems, plays and information books; this should include whole books. The sooner that pupils can read well and do so frequently, the sooner they will be able to increase their vocabulary, comprehension and their knowledge across the wider curriculum.

In writing, pupils at the beginning of year 2 should be able to compose individual sentences orally and then write them down. They should be able to spell correctly many of the words covered in year 1 (see [English Appendix 1](#english-appendix-1-spelling)). They should also be able to make phonically plausible attempts to spell words they have not yet learnt. Finally, they should be able to form individual letters correctly, so establishing good handwriting habits from the beginning.

It is important to recognise that pupils begin to meet extra challenges in terms of spelling during year 2. Increasingly, they should learn that there is not always an obvious connection between the way a word is said and the way it is spelt. Variations include different ways of spelling the same sound, the use of so-called silent letters and groups of letters in some words and, sometimes, spelling that has become separated from the way that words are now pronounced, such as the ‘le’ ending in table. Pupils’ motor skills also need to be sufficiently advanced for them to write down ideas that they may be able to compose orally. In addition, writing is intrinsically harder than reading: pupils are likely to be able to read and understand more complex writing (in terms of its vocabulary and structure) than they are capable of producing themselves.

For pupils who do not have the phonic knowledge and skills they need for year 2, teachers should use the year 1 programmes of study for word reading and spelling so that pupils’ word reading skills catch up. However, teachers should use the year 2 programme of study for comprehension so that these pupils hear and talk about new books, poems, other writing, and vocabulary with the rest of the class.

## Year 2 programme of study {#year-2-programme-of-study}

### Reading – word reading {#reading-word-reading}

#### Statutory requirements {#statutory-requirements}

Pupils should be taught to:
- continue to apply phonic knowledge and skills as the route to decode words until automatic decoding has become embedded and reading is fluent
- read accurately by blending the sounds in words that contain the graphemes taught so far, especially recognising alternative sounds for graphemes
- read accurately words of two or more syllables that contain the same graphemes as above
- read words containing common suffixes
- read further common exception words, noting unusual correspondences between spelling and sound and where these occur in the word
- read most words quickly and accurately, without overt sounding and blending, when they have been frequently encountered
- read aloud books closely matched to their improving phonic knowledge, sounding out unfamiliar words accurately, automatically and without undue hesitation
- re-read these books to build up their fluency and confidence in word reading.

#### Notes and guidance (non-statutory) {#notes-and-guidance-non-statutory}

Pupils should revise and consolidate the GPCs and the common exception words taught in year 1. The exception words taught will vary slightly, depending on the phonics programme being used. As soon as pupils can read words comprising the year 2 GPCs accurately and speedily, they should move on to the years 3 and 4 programme of study for word reading.

When pupils are taught how to read longer words, they should be shown syllable boundaries and how to read each syllable separately before they combine them to read the word.

Pupils should be taught how to read suffixes by building on the root words that they have already learnt. The whole suffix should be taught as well as the letters that make it up.

Pupils who are still at the early stages of learning to read should have ample practice in reading books that are closely matched to their developing phonic knowledge and knowledge of common exception words. As soon as the decoding of most regular words and common exception words is embedded fully, the range of books that pupils can read independently will expand rapidly. Pupils should have opportunities to exercise choice in selecting books and be taught how to do so.

### Reading – comprehension {#reading-comprehension}

#### Statutory requirements {#statutory-requirements-2}

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

#### Notes and guidance (non-statutory) {#notes-and-guidance-non-statutory-2}

Pupils should be encouraged to read all the words in a sentence and to do this accurately, so that their understanding of what they read is not hindered by imprecise decoding \[for example, by reading ‘place’ instead of ‘palace’\].

Pupils should monitor what they read, checking that the word they have decoded fits in with what else they have read and makes sense in the context of what they already know about the topic.

The meaning of new words should be explained to pupils within the context of what they are reading, and they should be encouraged to use morphology (such as prefixes) to work out unknown words.

Pupils should learn about cause and effect in both narrative and non-fiction (for example, what has prompted a character’s behaviour in a story; why certain dates are commemorated annually). ‘Thinking aloud’ when reading to pupils may help them to understand what skilled readers do.

Deliberate steps should be taken to increase pupils’ vocabulary and their awareness of grammar so that they continue to understand the differences between spoken and written language.

Discussion should be demonstrated to pupils. They should be guided to participate in it and they should be helped to consider the opinions of others. They should receive feedback on their discussions.

Role-play and other drama techniques can help pupils to identify with and explore characters. In these ways, they extend their understanding of what they read and have opportunities to try out the language they have listened to.

### Writing – transcription {#writing-transcription}

#### Statutory requirements {#statutory-requirements-3}

**Spelling (see [English Appendix 1](#english-appendix-1-spelling))** Pupils should be taught to:
- spell by:
    - segmenting spoken words into phonemes and representing these by graphemes, spelling many correctly
    - 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
    - learning to spell common exception words
    - learning to spell more words with contracted forms
    - learning the possessive apostrophe (singular) \[for example, the girl’s book\]
    - distinguishing between homophones and near-homophones
- add suffixes to spell longer words, including *–*ment, *–*ness, *–*ful, *–*less*, –*ly
- apply spelling rules and guidance, as listed in [English Appendix 1](#english-appendix-1-spelling)
- write from memory simple sentences dictated by the teacher that include words using the GPCs, common exception words and punctuation taught so far.

#### Notes and guidance (non-statutory) {#notes-and-guidance-non-statutory-3}

In year 2, pupils move towards more word-specific knowledge of spelling, including homophones. The process of spelling should be emphasised: that is, that spelling involves segmenting spoken words into phonemes and then representing all the phonemes by graphemes in the right order. Pupils should do this both for single-syllable and multi-syllabic words.

At this stage children’s spelling should be phonically plausible, even if not always correct. Misspellings of words that pupils have been taught to spell should be corrected; other misspelt words can be used as an opportunity to teach pupils about alternative ways of representing those sounds.

Pupils should be encouraged to apply their knowledge of suffixes from their word reading to their spelling. They should also draw from and apply their growing knowledge of word and spelling structure, as well as their knowledge of root words.

#### Statutory requirements {#statutory-requirements-4}

**Handwriting**
Pupils should be taught to:
- form lower-case letters of the correct size relative to one another 
- start 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
- write capital letters and digits of the correct size, orientation and relationship to one another and to lower case letters
- use spacing between words that reflects the size of the letters.

#### Notes and guidance (non-statutory) {#notes-and-guidance-non-statutory-4}

Pupils should revise and practise correct letter formation frequently. They should be taught to write with a joined style as soon as they can form letters securely with the correct orientation.

### Writing – composition {#writing-composition}

#### Statutory requirements {#statutory-requirements-5}

Pupils should be taught to:
- develop positive attitudes towards and stamina for writing by:
    - writing narratives about personal experiences and those of others (real and fictional)
    - writing about real events
    - writing poetry
    - writing for different purposes
- consider what they are going to write before beginning by:
    - planning or saying out loud what they are going to write about 
    - writing down ideas and/or key words, including new vocabulary 
    - encapsulating what they want to say, sentence by sentence
- make simple additions, revisions and corrections to their own writing by:
    - evaluating their writing with the teacher and other pupils 
    - 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
    - proof-reading to check for errors in spelling, grammar and punctuation \[for example, ends of sentences punctuated correctly\] 
- read aloud what they have written with appropriate intonation to make the meaning clear.

#### Notes and guidance (non-statutory) {#notes-and-guidance-non-statutory-5}

Reading and listening to whole books, not simply extracts, helps pupils to increase their vocabulary and grammatical knowledge, including their knowledge of the vocabulary and grammar of Standard English. These activities also help them to understand how different types of writing, including narratives, are structured. All these can be drawn on for their writing.

Pupils should understand, through being shown these, the skills and processes essential to writing: that is, thinking aloud as they collect ideas, drafting, and re-reading to check their meaning is clear.

Drama and role-play can contribute to the quality of pupils’ writing by providing opportunities for pupils to develop and order their ideas through playing roles and improvising scenes in various settings.

Pupils might draw on and use new vocabulary from their reading, their discussions about it (one-to-one and as a whole class) and from their wider experiences.

### Writing – vocabulary, grammar and punctuation {#writing-vocabulary-grammar-and-punctuation}

#### Statutory requirements {#statutory-requirements-6}

Pupils should be taught to:
- develop their understanding of the concepts set out in [English Appendix 2](#english-appendix-2-vocabulary-grammar-and-punctuation) by:
    - learning how to use both familiar and new punctuation correctly (see English Appendix 2), including full stops, capital letters, exclamation marks, question marks, commas for lists and apostrophes for contracted forms and the possessive (singular)
- learn how to use:
    - sentences with different forms: statement, question, exclamation, command
    - expanded noun phrases to describe and specify \[for example, the blue butterfly\]
    - the present and past tenses correctly and consistently including the progressive form
    - subordination (using when, if, that, or because) and co-ordination (using or, and, or but)
    - the grammar for year 2 in English Appendix 2
    - some features of written Standard English
- use and understand the grammatical terminology in English Appendix 2 in discussing their writing.

#### Notes and guidance (non-statutory) {#notes-and-guidance-non-statutory-6}

The terms for discussing language should be embedded for pupils in the course of discussing their writing with them. Their attention should be drawn to the technical terms they need to learn.


## English Appendix 1: Spelling {#english-appendix-1-spelling}

Most people read words more accurately than they spell them. The younger pupils are, the truer this is.

By the end of year 1, pupils should be able to read a large number of different words containing the GPCs that they have learnt, whether or not they have seen these words before. Spelling, however, is a very different matter. Once pupils have learnt more than one way of spelling particular sounds, choosing the right letter or letters depends on their either having made a conscious effort to learn the words or having absorbed them less consciously through their reading. Younger pupils have not had enough time to learn or absorb the accurate spelling of all the words that they may want to write.

This appendix provides examples of words embodying each pattern which is taught. Many of the words listed as ‘example words’ for years 1 and 2, including almost all those listed as ‘exception words’, are used frequently in pupils’ writing, and therefore it is worth pupils learning the correct spelling. The ‘exception words’ contain GPCs which have not yet been taught as widely applicable, but this may be because they are applicable in very few age-appropriate words rather than because they are rare in English words in general.

The word-lists for years 3 and 4 and years 5 and 6 are statutory. The lists are a mixture of words pupils frequently use in their writing and those which they often misspell. Some of the listed words may be thought of as quite challenging, but the 100 words in each list can easily be taught within the four years of key stage 2 alongside other words that teachers consider appropriate.

The rules and guidance are intended to support the teaching of spelling. Phonic knowledge should continue to underpin spelling after key stage 1; teachers should still draw pupils’ attention to GPCs that do and do not fit in with what has been taught so far. Increasingly, however, pupils also need to understand the role of morphology and etymology. Although particular GPCs in root words simply have to be learnt, teachers can help pupils to understand relationships between meaning and spelling where these are relevant. For example, understanding the relationship between *medical* and *medicine* may help pupils to spell the /s/ sound in *medicine* with the letter ‘c’. Pupils can also be helped to spell words with prefixes and suffixes correctly if they understand some general principles for adding them. Teachers should be familiar with what pupils have been taught about spelling in earlier years, such as which rules pupils have been taught for adding prefixes and suffixes.

**In this spelling appendix, the left-hand column is statutory; the middle and right-hand columns are non-statutory guidance.**

The International Phonetic Alphabet (IPA) is used to represent sounds (phonemes). A table showing the IPA is provided in this document.

### Spelling – work for year 2 {#spelling-work-for-year-2}

#### Revision of work from year 1 {#revision-of-work-from-year-1}

As words with new GPCs are introduced, many previously-taught GPCs can be revised at the same time as these words will usually contain them.

#### New work for year 2 {#new-work-for-year-2}

| Statutory requirements | Rules and guidance (non-statutory) | Example words (non-statutory) |
| :---- | :---- | :---- |
| The /dʒ/ sound spelt as ge and dge at the end of words, and sometimes spelt as g elsewhere in words before e, i and y | The letter j is never used for the /dʒ/ sound at the end of English words. At the end of a word, the /dʒ/ sound is spelt –**dge** straight after the /æ/, /ɛ/, /ɪ/, /ɒ/, /ʌ/ and /ʊ/ sounds (sometimes called ‘short’ vowels). After all other sounds, whether vowels or consonants, the /dʒ/ sound is spelt as –**ge** at the end of a word. In other positions in words, the /dʒ/ sound is often (but not always) spelt as g before e, i, and y. The /dʒ/ sound is always spelt as j before a, o and u. | <br> badge, edge, bridge, dodge, fudge<br><br> age, huge, change, charge, bulge, village<br> gem, giant, magic, giraffe, energy<br>jacket, jar, jog, join, adjust |
| The /s/ sound spelt c before e, i and y |  | race, ice, cell, city, fancy |
| The /n/ sound spelt kn and (less often) gn at the beginning of words | The ‘k’ and ‘g’ at the beginning of these words was sounded hundreds of years ago. | knock, know, knee, gnat, gnaw |
| The /r/ sound spelt wr at the beginning of words | This spelling probably also reflects an old pronunciation. | write, written, wrote, wrong, wrap |
| The /l/ or /əl/ sound spelt –le at the end of words | The **–le** spelling is the most common spelling for this sound at the end of words. | table, apple, bottle, little, middle |
| The /l/ or /əl/ sound spelt –el at the end of words | The **–el** spelling is much less common than **–le**. The **–el** spelling is used after **m**, **n**, **r**, **s**, **v**, **w** and more often than not after **s**. | camel, tunnel, squirrel, travel, towel, tinsel |
| The /l/ or /əl/ sound spelt –al at the end of words | Not many nouns end in –**al**, but many adjectives do. | metal, pedal, capital, hospital, animal |
| Words ending –il | There are not many of these words. | pencil, fossil, nostril |
| The /aɪ/ sound spelt –y at the end of words | This is by far the most common spelling for this sound at the end of words. | cry, fly, dry, try, reply, July |
| Adding –es to nouns and verbs ending in <br>–y | The **y** is changed to **i** before **–es** is added. | flies, tries, replies, copies, babies, carries |
| Adding –ed, –ing, –er and –est to a root word ending in –y with a consonant before it | The **y** is changed to **i** before **–ed**, **–er** and **–est** are added, but not before **–ing** as this would result in **ii**. The only ordinary words with **ii** are *skiing* and *taxiing*. | copied, copier, happier, happiest, cried, replied …**but** copying, crying, replying |
| Adding the endings –ing, –ed, –er, –est and –y to words ending in –e with a consonant before it | The **–e** at the end of the root word is dropped before **–ing**, **–ed**, **–er**, <br>**–est**, **–y** or any other suffix beginning with a vowel letter is added. **Exception**: *being.* | hiking, hiked, hiker, nicer, nicest, shiny |
| Adding –ing, –ed, <br>–er, –est and –y to words of one syllable ending in a single consonant letter after a single vowel letter | The last consonant letter of the root word is doubled to keep the /æ/, /ɛ/, /ɪ/, /ɒ/ and /ʌ/ sound (i.e. to keep the vowel ‘short’). **Exception**: The letter ‘x’ is never doubled: *mixing*, *mixed*, *boxer*, *sixes*. | patting, patted, humming, hummed, dropping, dropped, sadder, saddest, fatter, fattest, runner, runny |
| The /ɔ:/ sound spelt a before l and ll | The **/**ɔ:**/** sound (‘or’) is usually spelt as **a** before **l** and **ll**. | all, ball, call, walk, talk, always |
| The /ʌ/ sound spelt o |  | other, mother, brother, nothing, Monday
| The /i:/ sound spelt <br>–ey | The plural of these words is formed by the addition of **–s** (*donkeys*, *monkeys,* etc.). | key, donkey, monkey, chimney, valley |
| The /ɒ/ sound spelt a after w and qu | **a** is the most common spelling for the **/**ɒ**/** (‘hot’) sound after **w** and **qu**. | want, watch, wander, quantity, squash |
| The /ɜ:/ sound spelt or after w | There are not many of these words. | word, work, worm, world, worth |
| The /ɔ:/ sound spelt ar after w | There are not many of these words. | war, warm, towards |
| The /ʒ/ sound spelt s |  | television, treasure, usual |
| The suffixes –ment, <br>–ness, –ful , –less and –ly | If a suffix starts with a consonant letter, it is added straight on to most root words without any change to the last letter of those words. **Exceptions**: (1) *argument* (2) root words ending in –**y** with a consonant before it but only if the root word has more than one syllable. | enjoyment, sadness, careful, playful, hopeless, plainness (plain \+ ness), badly merriment, happiness, plentiful, penniless, happily |
| Contractions | In contractions, the apostrophe shows where a letter or letters would be if the words were written in full (e.g. *can’t* – *cannot*). *It’s* means *it is* (e.g. *It’s* raining) or sometimes *it has* (e.g. *It’s* been raining), but *it’s* is never used for the possessive. | can’t, didn’t, hasn’t, couldn’t, it’s, I’ll
| The possessive apostrophe (singular nouns) |  | Megan’s, Ravi’s, the girl’s, the child’s, the man’s |
| Words ending in –tion |  | station, fiction, motion, national, section
| Homophones and near-homophones | It is important to know the difference in meaning between homophones. | there/their/they’re, here/hear, quite/quiet, see/sea, bare/bear, one/won, sun/son, to/too/two, be/bee, blue/blew, night/knight |
| Common exception words | Some words are exceptions in some accents but not in others – e.g. *past*, *last*, *fast*, *path* and *bath* are not exceptions in accents where the **a** in these words is pronounced /æ/, as in *cat*. *Great*, *break* and *steak* are the only common words where the /eɪ/ sound is spelt **ea**. | door, floor, poor, because, find, kind, mind, behind, child, children\*, wild, climb, most, only, both, old, cold, gold, hold, told, every, everybody, even, great, break, steak, pretty, beautiful, after, fast, last, past, father, class, grass, pass, plant, path, bath, hour, move, prove, improve, sure, sugar, eye, could, should, would, who, whole, any, many, clothes, busy, people, water, again, half, money, Mr, Mrs, parents, Christmas – and/or others according to programme used.<br> **Note:** ‘children’ is not an exception to what has been taught so far but is included because of its relationship with ‘child’. |

### International Phonetic Alphabet (non-statutory) {#international-phonetic-alphabet-non-statutory}

The table below shows each symbol of the International Phonetic Alphabet (IPA) and provides examples of the associated grapheme(s). The table is not a comprehensive alphabetic code chart; it is intended simply as guidance for teachers in understanding the IPA symbols used in the spelling appendix ([English Appendix 1](#english-appendix-1-spelling)). The pronunciations in the table are, by convention, based on Received Pronunciation and could be significantly different in other accents.

| Consonants |  |  |  | Vowels |  |  |
| ----- | ----- | :---- | :---- | ----- | :---- | ----- |
| /b/  |  | **b**ad |  | /ɑː/  | f**a**ther, **ar**m |  |
| /d/  |  | **d**og |  | /ɒ/  | h**o**t |  |
| /ð/  |  | **th**is |  | /æ/  | c**a**t |  |
| /dʒ/  |  | **g**em, **j**ug |  | /aɪ/  | m**i**nd, f**i**n**e**, p**ie,** h**igh** |  |
| /f/  |  | i**f**, pu**ff**, **ph**oto |  | /aʊ/  | **ou**t, c**ow** |  |
| /ɡ/  |  | **g**um |  | /ɛ/  | h**e**n, h**ea**d |  |
| /h/  |  | **h**ow |  | /eɪ/  | s**ay**, c**a**m**e**, b**ai**t |  |
| /j/  |  | **y**es |  | /ɛə/  | **air** |  |
| /k/  |  | **c**at, che**ck**, **k**ey, s**ch**ool |  | /əʊ/  | c**o**ld, b**oa**t, c**o**n**e**, bl**ow** |  |
| /l/  |  | **l**eg, hi**ll** |  | /ɪ/  | h**i**t |  |
| /m/  |  | **m**an |  | /ɪə/  | b**eer** |  |
| /n/  |  | ma**n** |  | /iː/  | sh**e**, b**ea**d, s**ee**, sch**e**m**e**, ch**ie**f |  |
| /ŋ/  |  | si**ng** |  | /ɔː/  | l**au**nch, r**aw**, b**or**n |  |
| /θ/  |  | bo**th** |  | /ɔɪ/  | c**oi**n, b**oy** |  |
| /p/  |  | **p**et |  | /ʊ/  | b**oo**k  |  |
| /r/  |  | **r**ed |  | /ʊə/  | t**our** |  |
| /s/  |  | **s**it, mi**ss**, **c**ell |  | /uː/  | r**oo**m, y**ou**, bl**ue**, br**u**t**e** |  |
| /ʃ/  |  | **sh**e, **ch**ef |  | /ʌ/  | c**u**p |  |
| /t/  |  | **t**ea |  | /ɜː/  | f**er**n, t**ur**n, g**ir**l |  |
| /tʃ/  |  | **ch**eck |  | /ə/ | farm**er** |  |
| /v/  |  | **v**et |  |  |  |  |
| /w/ |  | **w**et, **wh**en |  |  |  |  |
| /z/ |  | **z**ip, hen**s**, bu**zz** |  |  |  |  |
| /ʒ/ |  | plea**s**ure |  |  |  |  |
| **English Appendix 2: Vocabulary, grammar and punctuation** |  |  |  |  |  |  |


## English Appendix 2: Vocabulary, grammar and punctuation {#english-appendix-2-vocabulary-grammar-and-punctuation}

The grammar of our first language is learnt naturally and implicitly through interactions with other speakers and from reading. Explicit knowledge of grammar is, however, very important, as it gives us more conscious control and choice in our language. Building this knowledge is best achieved through a focus on grammar within the teaching of reading, writing and speaking. Once pupils are familiar with a grammatical concept \[for example ‘modal verb’\], they should be encouraged to apply and explore this concept in the grammar of their own speech and writing and to note where it is used by others. Young pupils, in particular, use more complex language in speech than in writing, and teachers should build on this, aiming for a smooth transition to sophisticated writing.

The table below focuses on Standard English and should be read in conjunction with the programmes of study as it sets out the statutory requirements. The table shows when concepts should be introduced first, not necessarily when they should be completely understood. It is very important, therefore, that the content in earlier years be revisited in subsequent years to consolidate knowledge and build on pupils’ understanding. Teachers should also go beyond the content set out here if they feel it is appropriate.

The grammatical terms that pupils should learn are labelled as 'terminology for pupils'. They should learn to recognise and use the terminology through discussion and practice. All terms in **bold** should be understood with the meanings set out in the [Glossary](/english/glossary).

### Vocabulary, grammar and punctuation {#vocabulary-grammar-and-punctuation}

#### Year 2: Detail of content to be introduced (statutory requirement) {#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 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, suffix
adjective, adverb, verb
tense (past, present)
apostrophe, comma