Writing at the end of Year 2

Students create texts for instructional writing purposes as well as to meet other learning purposes across the curriculum. They write in order to think about, record, and communicate experiences, ideas, and information. 

Students independently create texts using a process that will help them achieve their specific purpose for writing. Where appropriate, their texts are clearly directed to a particular audience through appropriate choice of content, language, and text form. However, they may often assume that their audience is familiar with the context. 

When students at this level create texts, they: 

  • use planning strategies to organise ideas for writing (e.g., by using lists and mind maps that distinguish main ideas from details) and to generate language for writing; 
  • create content, mostly relevant, that conveys several experiences, items of information, and/ or ideas relating to the topic or task and that sometimes includes details and/or comment; 
  • revise and edit their writing for sense and impact and give their peers feedback on their writing; 
  • proofread their writing to check the spelling, grammar, and punctuation, drawing on their own developing knowledge about words and sentence construction and using classroom resources such as junior dictionaries; and
  • publish, where appropriate, in a variety of media, depending on their purpose and audience. 

They draw on knowledge and skills that include: 

  • using increasingly specific words and phrases (e.g., adjectives and more precise nouns and verbs) that are appropriate to the content of the text; 
  • using their visual memory to spell personal vocabulary and high-frequency words;
  • encoding (spelling) unfamiliar words by: 
    • using their knowledge of phoneme–grapheme relationships, along with their developing awareness of spelling conventions, to select correct spelling patterns for sounds in words (e.g., spelling the k sound correctly in both catch and kitchen) 
    • applying their growing knowledge of useful spelling rules (e.g., the rules relating to adding simple plural suffixes such as those in baby/babiesand half/halves) and their growing knowledge of morphology (e.g., adding a d to hear to make heard) 
    • applying their expanding knowledge of graphemes (e.g., of graphemes such as or, awe, oar, and oor, which record similar sounds) to write words correctly; 
  • using simple written language features (such as alliteration) and visual language features (such as labelled diagrams) to support meaning; 
  • writing all upper-case and lower-case letters correctly, legibly, and fluently; 
  • using a basic text structure to organise their text effectively for its purpose (e.g., a story with a beginning, a middle, and an end); 
  • using both simple and compound sentences that vary in their beginnings and lengths (and in the simple conjunctions used) and that are usually grammatically correct; 
  • attempting to write complex sentences; 
  • constructing sentences in which the tenses are mostly consistent; and
  • using capital letters, full stops, question marks, and exclamation marks correctly.