Using the Y2/3 Mixed Age Plans
Background information
These mixed age plans for Y2/3 are designed for one year: they do not form part of a rolling, two-year
programme. This is because sometimes, due to pupil numbers, schools have this cross-phase class for just one
year. Therefore the units are taught once. However, if necessary, they can be repeated in the second year
using different texts.
Related objectives for Year 2 and Year 3 are stated within each unit. The Y3 objectives are shaded in a darker
colour. Teachers will need to decide how to differentiate, using assessment information about their class.
Objectives that are not appropriate for whole class study could be addressed through guided work.
In some instances, genres and their related text level objectives have been moved into different terms from
those given in the original NLS Framework for Teaching. This is because the genres studied do not fall into the
same terms in Year 2 and Year 3, e.g. Y2 Reports (Term 3) and Y3 Non-chronological reports (Term 1). For
this reason, each objective is clearly referenced using a code, e.g.
Y2:1 T3 to be aware of the difference between spoken and written language through comparing oral
recounts with text; make use of formal story elements in retelling;
Year 2: Term 1 Text Level 3
Each term includes:

An overview - outlining the main teaching focuses at text, sentence and word level. Texts and outcomes are
included.

Continuous objectives – teachers need to ensure that opportunities to work towards these objectives are
included within each unit.

Units of work – each with outcomes. Objectives are listed in full.
Planning for Spelling
In order to deliver the spelling objectives, teachers will need a copy of the DfES publication, Year 2 and Year 3
Planning Exemplification and Spelling Programme, available from Prologue. In order to receive a free copy,
telephone 0845 60 22 60 and quote the reference number DfES 0493-2003.
Each unit of the Y2/3 planning includes the teaching of a specific spelling convention. Ideas for investigating the
conventions, and lists of appropriate words, can be found within the Y2 and Y3 Spelling Programme and
reference is made to this document in each unit of medium term planning, e.g. ‘Year 2 Spelling Programme:
Term 2 Unit 3’. The word lists are not designed to be exhaustive or prescriptive. Teachers can select the words
they need for the activities in the different sessions. In some instances, reference is made to more than one
place in the Spelling Programme. Where this is the case, teachers should choose which activities,
investigations and words they are going to use to best meet the needs of their pupils.
In addition to the spelling conventions, each literacy unit should also include opportunities for pupils to learn the
high frequency words and cross-curricular words through exploring the tricky bits and using a range of spelling
strategies. The words and spelling strategies themselves are not specified within the units of the Y2/3 medium
term planning, so that the teachers can decide for themselves what their children need to learn. The objectives
relating to spelling strategies, high frequency words and cross-curricular words are listed in the ‘Continuous
Objectives’ at the beginning of each term. Activities for teaching the tricky bits in words can be found in the Y2
and Y3 Spelling Programme, p.69 – p.74.
Each two-week literacy unit should include five spelling sessions, following the model below. The spelling
sessions themselves can be taught at any point during that unit to fit around the teacher’s text and sentence
level planning.
Session 1
Whole Class
Explore morphemic ‘conventions’ (e.g. adding –ing) using words within a specific phonic
category (e.g. long vowel digraphs)
Independent
Continue to explore the convention
Plenary
Take feedback from independent work and articulate principles
Take away words to practise
15 mins
20 mins
10 mins
Session 2
Whole Class
Practise and assess words relating to Session 1
15 mins
Session 3
Whole Class
Explore ‘tricky bit’ of high frequency or cross-curricular words
15 mins
Independent
Continue to explore tricky bit’ of high frequency or cross-curricular words
20 mins
Plenary
Take feedback from independent work and articulate principles
Take away words to practise
10 mins
Session 4
Whole Class
Practise and assess high frequency or cross-curricular words
15 mins
Session 5
Whole Class
Practise and assess words adhering to the convention and high frequency or cross curricular
words
15 mins
At the end of session 1 and 3 children are given words to learn. These are assessed in sessions 2 and 4 so it
would be advisable to separate sessions 1 and 2, and sessions 3 and 4 by at least a day when planning the unit
of work.