SUBJECT YEAR LEVEL OVERVIEW
SUBJECT:
ENGLISH
YEAR:
2
STRAND:
Reading and viewing
UNITS
Understand that
different types of texts
have identifiable text
structures and language
features that help the
text serve its purpose
INSTRUCTIONS
Use this template to map a unit against the content descriptions and achievement standards for a strand within a
domain. This process needs to be repeated if the unit covers more than one strand or domain. Mapping identifies the
extent of coverage of a unit and clearly links teaching, learning and assessment.

Take a unit of work and map its relationship to the content descriptions for a strand. Shade or the relevant cells.

Indicate within each marked cell, connections to the achievement standards, using a numbering scheme. Each
number refers to a numbered sentence in the achievement standards, for example, (1).
Know some features of
text organisation
including page and
screen layouts,
alphabetical order, and
different types of
diagrams, for example
timelines
Understand that simple
connections can be
made between ideas by
using a compound
sentence with two or
more clauses usually
linked by a coordinating
conjunction
Identify visual
representations of
characters’ actions,
reactions, speech and
thought processes in
narratives, and consider
how these images add
to or contradict or
multiply the meaning of
accompanying words
Understand that nouns
represent people,
places, things and ideas
and can be, for
example, common,
proper, concrete or
abstract, and that noun
groups/phrases can be
expanded using articles
and adjectives
Recognise most sound–
letter matches including
silent letters,
vowel/consonant
digraphs and many less
common sound–letter
combinations
Discuss the characters
and settings of different
texts and explore how
language is used to
present these features
in different ways
Discuss different texts
on a similar topic,
identifying similarities
and differences
between the texts
Identify the audience of
imaginative,
informative and
persuasive texts
Read less predictable
texts with phrasing and
fluency by combining
contextual, semantic,
grammatical and phonic
knowledge using text
processing strategies,
for example monitoring
meaning, predicting,
rereading and selfcorrecting
Use comprehension
strategies to build literal
and inferred meaning
and begin to analyse
texts by drawing on
growing knowledge of
context, language and
visual features and print
and multimodal text
structures
TERM 1
TERM 2
TERM 3
TERM 4
ACHIEVEMENT STANDARDS
LEVEL 1
Students understand the different purposes of texts. (1)
They make connections to personal experience when explaining characters and main events to describe
characters and events. (2)
Students read aloud, with developing fluency and intonation, short texts with some unfamiliar
vocabulary, simple and compound sentences and supportive images. (3)
When reading, they use knowledge of sounds and letters, high frequency words, sentence boundary
punctuation and directionality to make meaning. (4)
They recall key ideas and recognise literal and implied meaning in texts. (5)
LEVEL 2
Students understand how similar texts share characteristics by identifying text structures and language
features used to describe characters, settings and events. (1)
They read texts that contain varied sentence structures, some unfamiliar vocabulary, a significant
number of high frequency sight words and images that provide additional information. (2)
They monitor meaning and self-correct using context, prior knowledge, punctuation, language and
phonic knowledge. (3)
They identify literal and implied meaning, main ideas and supporting detail. Students make connections
between texts by comparing content. (4)
COMMON ASSESSMENT TASKS
UNITS
EACH TERM
TERM 1
TERM 2
TERM 3
TERM 4
TASKS
ACHIEVEMENT STANDARDS
LEVEL 3
By the end of Level 3, students understand how content can be organised using different text structures depending
on the purpose of the text. (1)
They understand how language features, images and vocabulary choices are used for different effects. (2)
They read texts that contain varied sentence structures, a range of punctuation conventions, and images that provide
additional information. (3)
They identify literal and implied meaning connecting ideas in different parts of a text. (4)
They select information, ideas and events in texts that relate to their own lives and to other texts. (5)