Primary 2 ( English )

Phonics, spelling and vocabulary

• Learn the different common spellings of long vowel phonemes.

• Learn the different ways in which vowels can be pronounced,e.g. how, low; apple, apron.

• Apply knowledge of phonemes and spelling patterns in writing independently.

• Secure the spelling of high frequency words and common irregular words.

• Identify syllables and split familiar compound words into parts.

• Spell words with common prefixes and suffixes, e.g. un-, dis--ful, -ly.

• Build and use collections of interesting and significant words.

• Discuss the meaning of unfamiliar words encountered in reading.

• Choose interesting words and phrases, e.g. in describing people and places.

Stage 2

Grammar and punctuation


• Begin to read with fluency and expression, taking some notice of punctuation, including speech marks.

• Read and respond to question words, e.g. what, where, when, whowhy.


• Write in clear sentences using capital letters, full stops and question marks.

• Use past and present tenses accurately but not always consistently.

• Use mainly simple and compound sentences, with and/but used to connect ideas. Because may begin to be used in a complex


• Begin to vary sentence openings, e.g. with simple adverbs.

• Use a variety of simple organisational devices in non-fiction, e.g. headings, captions.

• Begin to re-read own writing for sense and accuracy.


The following genres and text types are recommended at Stage 2:

Fiction and poetry: real life stories, traditional tales from different cultures, different stories by the same author, longer stories, poetry

and plays.

Non-fiction: non-chronological report, instructions, explanation, reference texts.

Fiction and poetry

• Extend the range of common words recognised on sight.

• Use phonics as the main method of tackling unfamiliar words.

• Read aloud with increased accuracy, fluency and expression.

• Identify and describe story settings and characters, recognising that they may be from different times and places.

• Predict story endings.

• Make simple inferences from the words on the page, e.g. about feelings

• Talk about what happens at the beginning, in the middle or at the end of a story.

• Comment on some vocabulary choices, e.g. adjectives.

• Begin to develop likes and dislikes in reading.

• Read poems and comment on words and sounds, rhyme and rhythm.


• Read and follow simple instructions, e.g. in a recipe.

• Locate words by initial letter in simple dictionaries, glossaries and indexes.

• Find answers to questions by reading a section of text.

• Find factual information from different formats, e.g. charts, labelled diagrams.

• Identify general features of known text types.

• Show some awareness that texts have different purposes.

• Explore a variety of non-fiction texts on screen.



• Develop stories with a setting, characters and a sequence of events.

• Structure a story with a beginning, middle and end.

• Link ideas in sections, grouped by content

• Find alternatives to and/then in developing a narrative and connecting ideas.

• Write with a variety of sentence types.

• Use the structures of familiar poems and stories in developing own writing.

• Begin to use dialogue in stories.

• Use the language of time, e.g. suddenly, after that.

• Choose some interesting words and phrases, e.g. in describing people and places.


• Write simple evaluations of books read.

• Write instructions and recount events and experiences.

• Use features of chosen text type.

• Use simple non-fiction texts as a model for writing.

• Make simple notes from a section of non-fiction texts, e.g. listing key words.


• Form letters correctly and consistently.

• Practise handwriting patterns and the joining of letters.

Speaking and listening

• Recount experiences and explore possibilities.

• Explain plans and ideas, extending them in the light of discussion.

• Articulate clearly so that others can hear.

• Vary talk and expression to gain and hold the listener’s attention.

• Show awareness of the listener by including relevant details.

• Attempt to express ideas precisely, using a growing vocabulary.

• Listen carefully and respond appropriately, asking questions of others.

• Demonstrate ‘attentive listening’ and engage with another speaker.

• Extend experiences and ideas through role-play.

• Begin to be aware of ways in which speakers vary talk, for example the use of more formal vocabulary and tone of voice.

• Show awareness that speakers use a variety of ways of speaking in different situations and try out different ways of speaking.

 Frame Work

Primary 1

Primary 2

Primary 3

Primary 4

Primary 5

Primary 6