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Free Year 2 GPS Long Term Plan with Objectives
Free Year 2 GPS Long Term Plan with Objectives
Year 2 GPS Long Term Plan which includes the Grammar, Vocabulary and Punctuation objectives from the National Curriculum. This document maps out each block across the year and when the objectives will be taught.
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- Year 2 GPS Long Term Plan with Objectives
National Curriculum Objectives
Writing - Vocabulary, Grammar and Punctuation
- Develop their understanding of the concepts set out in English appendix 2 by:
- Learning how to use both familiar and new punctuation correctly (see English appendix 2) including:
- (2G5.2) full stops
- (2G5.1) capital letters
- (2G5.4) exclamation marks
- (2G5.3) question marks
- (2G5.5) commas for lists
- (2G5.8) apostrophes for contracted forms
- (2G5.8) apostrophes for the possessive (singular)
- Learning how to use both familiar and new punctuation correctly (see English appendix 2) including:
- Learn how to use:
- Sentences with different forms:
- (2G2.1) statement
- (2G2.2) question
- (2G2.4) exclamation
- (2G2.3) command
- (2G3.2) Expanded noun phrases to describe and specify [for example, the blue butterfly]
- (2G4.2) The present and past tenses correctly and consistently including the progressive form
- (2G3.3) Co-ordination (using or, and, or but)
- (2G3.4) Subordination (using when, if, that, or because)
- (2G7.1) Some features of written Standard English
- Use and understand the grammatical terminology in English appendix 2 in discussing their writing
- Sentences with different forms:
English Appendix 2 guidance:
- (2G6.3) Formation of nouns using suffixes such as –ness, –er and by compounding [for example, whiteboard, superman]
- (2G6.3) Formation of adjectives using suffixes such as –ful, –less (A fuller list of suffixes can be found in the year 2 spelling section in English Appendix 1)
- (2G6.3) Use of the suffixes –er, –est in adjectives
- (2G1.6) Use of –ly in Standard English to turn adjectives into adverbs
- (2G3.4) Subordination (using when, if, that, because)
- (2G3.3) Co-ordination (using or, and, but)
- (2G3.2) Expanded noun phrases for description and specification [for example, the blue butterfly, plain flour, the man in the moon]
- (2G2.1) How the grammatical patterns in a sentence indicate its function as a statement
- (2G2.2) How the grammatical patterns in a sentence indicate its function as a question
- (2G2.4) How the grammatical patterns in a sentence indicate its function as a exclamation
- (2G2.3) How the grammatical patterns in a sentence indicate its function as a command
- (2G4.2) Correct choice and consistent use of present tense and past tense throughout writing
- (2G4.1d) 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]
- (2G5.1) Use of capital letters to demarcate sentences
- (2G5.2) Use of full stops to demarcate sentences
- (2G5.3) Use of question marks to demarcate sentences
- (2G5.4) Use of exclamation marks to demarcate sentences
- (2G5.5) Commas to separate items in a list
- (2G5.8) 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:
- (2G1.1) noun
- (2G3.2) noun phrase
- (2G2.1) statement
- (2G2.2) question
- (2G2.4) exclamation
- (2G2.3) command
- (2G6.3) compound
- (2G6.3) suffix
- (2G1.3) adjective
- (2G1.6) adverb
- (2G1.2) verb
- (2G4.2) tense (past, present)
- (2G5.8) apostrophe
- (2G5.5) comma
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