Curriculum Planning Guidelines – Progression Points – Familiarisation tools
English – Writing (Level 2)
Students write about personal experiences or personal feelings about events for their own purposes
and audiences. The text contains at least two ideas and is sequenced appropriately. They combine
their personal writing with supportive drawings. The actions, agents and objects are obvious and the
nouns and verbs used are appropriate to the theme. The text has simple sentences and they
sometimes use capital letters and full stops correctly. Some frequently used words and words of one
syllable that have regular spelling patterns are spelt correctly and there is one to one letter sound
mapping. They can use phonological processes when recall is not automatic including saying a
word to identify the sequence of letters and sounds. They can use some simple spelling patterns to
generate plausible attempts at spelling unfamiliar words, relying on letter-sound relationships.
Students write short sequenced texts about personal experiences and familiar ideas experimenting
with new text types. The text contains at least four ideas and is sequenced logically. They combine
their personal writing with supportive drawings or computer graphics. They have an awareness of
the differences between spoken and written texts. They use nouns, verbs and personal pronouns
appropriately. The text contains ideas or information in the form of instructions or questions.
Capital letters, full stops and question marks are used correctly some of the time. They begin to
plan their writing by discussing what they want to write prior to writing. They begin to reread what
they have written and to check that it makes sense. Students recall the spelling of common high
frequency words, words of one syllable and the syllable from the first vowel onward (rime)
comprising digraphs and some two-syllable words with regular spelling. They use their knowledge
of some spelling patterns to generate plausible attempts at spelling unfamiliar words.
Students write a range of short sequenced texts including imagined ideas, short letters, cards,
messages and notes. Each piece of writing contains several subordinate ideas that are sequenced
logically. They have an awareness of the differences in the structures and features between spoken
and written texts. They write texts that convey information to a known audience. They publish their
writing in different ways including use of word processing. The text contains compound or
complex sentences that include the appropriate use of a variety of nouns, verbs and adjectives. They
use techniques for planning including discussing what they will write, word mapping and charting
or drawing. They reread what they have written to clarify meaning and to check spelling. They use
corrective feedback from others to edit and revise their writing. Capital letters, full stops and
question marks are used correctly most of the time. Students recall the spelling of high frequency
words and broaden their spelling knowledge of words to irregular rime units and some two-syllable
words with regular spelling. They use their knowledge of letter clusters and vowel digraphs to
generate plausible attempts at spelling unfamiliar words.
At Level 2, students write short sequenced texts that include some related ideas about
familiar topics. They write texts that convey ideas and information to known audiences. They
select content, form and vocabulary depending on the purpose for writing, and describe the
purpose and audience for their own and others’ writing. They use appropriate structures to
achieve some organisation of the subject matter. They link ideas in a variety of ways using
pronouns, conjunctions and adverbial phrases indicating time and place. They accurately
spell frequently used words, and make use of known spelling patterns to make plausible
attempts at spelling unfamiliar words. They use capital letters, full stops and question marks
correctly. They reread their own writing and use a range of editing resources to revise and
clarify meaning. They write upper- and lower-case letters legibly with consistent size, slope
and spacing.
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