Page 6 - Year by year break down Sample
P. 6
Aspect Autumn Year 2 Summer
Spring
Handwriting ? Use some of the diagonal and ? Use spacing between words that ? Form lower case letters of the
horizontal strokes needed to join reflects the size of the letters. correct size relative to one another.
letters.
? Understand which letters, when
adjacent to one another, are best
left unjoined.
? Write capital letters (and digits) of
the correct size/ orientation to one
another.
Spelling ? Segment spoken words into ? Spell longer words using suffixes ? Use apostrophes for the most
phonemes and record these as
such as ment, ness, ful, less, ly (Root common contracted words. (e.g.
graphemes. (Single syllable words words ending in a consonant- don’t, won’t, I’ll, I’m, won’t)
and multisyllabic words segmented ? merriment, happiness, plentiful, ? Spell words multisyllabic words
into spoken words and phonemes penniless, happily, quickly, containing new spellings e.g.: race,
represented by a phonetically thoughtless/ful/ly) ice, knock, gnat, typewriter,
plausible spelling. E.g. yesterday, margarine, muckspreader)
exsighting, speshal, diffrent) Spell common exception words
(door, because, sugar, people, - ? Identify and apply knowledge of
see Year 2 spelling list) homophones/ near homophones
(There/their/they’re; here/hear;
quite/quiet; bare/bear; some/sum;
blew/blue; knight/night)
Composition ? Develop stamina for writing by ? Plan and discuss the content of ? Proof-read to check for errors in
writing for different purposes. (Real their writing. (Jotting down ideas, spelling, grammar and punctuation.
and fictional/own and other’s planning the structure, oral (Will spot most of their own spelling
experiences- including simple rehearsal of what they want to say, and errors quickly. e.g. ‘This should
narratives, poems and recounts) sentence by sentence) be an exclamation because she’s
? Evaluate their writing shouting for help’ ‘I forgot to double
independently, with peers and with the p of stop when adding –ing’)
a teacher by making simple ? Make changes, sometimes
additions and corrections. (Re- independently and sometimes in
reading to check for sense; verbs discussion with an adult, to improve
used correctly E.g. Pupil writes ‘I the effect and impact of their
sitted under the tree and eated my writing.
lunch’ becomes ‘sat and ate’)
? Write, from memory, simple
dictated sentences.
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