Australian Curriculum • Year 2 • English
Year 2 English Curriculum Australia: Reading, Writing and Language
Year 2 English develops greater fluency and independence. Students read a wider range of texts, expand vocabulary, strengthen spelling patterns and create more organised spoken and written responses.
Reading with increasing fluency
Students should continue decoding unfamiliar words while building smoother phrasing and expression. Rereading is useful because it frees attention for comprehension. Ask literal questions first, then move to inference, purpose and vocabulary in context.
Writing with structure
Year 2 writers begin to organise ideas more deliberately. Encourage a clear beginning, sequence of ideas and ending where appropriate. Sentence boundaries, punctuation, spelling patterns and precise vocabulary become increasingly important, but editing should remain focused and manageable.
Target the exact English skill
The Year 2 English curriculum units help users separate reading, language and writing goals. SkillrHub connects each unit to a Topic Guide, Teacher Slides, Worksheet, Practice and Test. That makes it easier to diagnose whether the learner needs more instruction or simply more independent practice.
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Australian Curriculum v9
Year 2 English curriculum codes at a glance
This guide is linked to the exact Australian Curriculum v9 content descriptions used by SkillrHub. There are 27 Year 2 English curriculum codes in this subject. Use the code list below to move from the broad year-level overview to the exact skill a student is learning.
Language for interacting with others
AC9E2LA01 — Investigate how interpersonal language choices vary depending on the context...
investigate how interpersonal language choices vary depending on the context, including the different roles taken on in interactions.
AC9E2LA02 — How language can be used for appreciating texts and providing...
explore how language can be used for appreciating texts and providing reasons for preferences.
Text structure and organisation
AC9E2LA03 — How texts across the curriculum are organised differently and use...
identify how texts across the curriculum are organised differently and use language features depending on purposes.
AC9E2LA04 — How texts are made cohesive by using personal and possessive...
understand how texts are made cohesive by using personal and possessive pronouns and by omitting words that can be inferred.
AC9E2LA05 — Navigate print and screen texts using chapters, tables of contents...
navigate print and screen texts using chapters, tables of contents, indexes, side-bar menus, drop-down menus or links.
Language for expressing and developing ideas
AC9E2LA06 — That connections can be made between ideas by using a...
understand that connections can be made between ideas by using a compound sentence with 2 or more independent clauses usually linked by a coordinating conjunction.
AC9E2LA07 — That in sentences nouns may be extended into noun groups...
understand that in sentences nouns may be extended into noun groups using articles and adjectives, and verbs may be expressed as verb groups.
AC9E2LA08 — That images add to or multiply the meanings of a...
understand that images add to or multiply the meanings of a text.
AC9E2LA09 — Experiment with and begin to make conscious choices of vocabulary...
experiment with and begin to make conscious choices of vocabulary to suit the topic.
AC9E2LA10 — That capital letters are used in titles and commas are...
recognise that capital letters are used in titles and commas are used to separate items in lists.
Literature and contexts
AC9E2LE01 — How characters and settings are connected in literature created by...
discuss how characters and settings are connected in literature created by First Nations Australian, and wide-ranging Australian and world authors and illustrators.
Engaging with and responding to literature
AC9E2LE02 — Features of literary texts, such as characters and settings, and...
identify features of literary texts, such as characters and settings, and give reasons for personal preferences.
Examining literature
AC9E2LE03 — The characters and settings of a range of texts and...
discuss the characters and settings of a range of texts and identify how language is used to present these features in different ways.
AC9E2LE04 — Identify, reproduce and experiment with rhythmic sound and word patterns...
identify, reproduce and experiment with rhythmic sound and word patterns in poems, chants, rhymes or songs.
Creating literature
AC9E2LE05 — And edit literary texts by adapting structures and language features...
create and edit literary texts by adapting structures and language features of familiar literary texts through drawing, writing, performance and digital tools.
Texts in context
AC9E2LY01 — How similar topics and information are presented in different types...
identify how similar topics and information are presented in different types of texts.
Interacting with others
AC9E2LY02 — Interaction skills when engaging with topics, actively listening to others...
use interaction skills when engaging with topics, actively listening to others, receiving instructions and extending own ideas, speaking appropriately, expressing and responding to opinions, making statements, and giving instructions.
Analysing, interpreting and evaluating
AC9E2LY03 — The purpose and audience of imaginative, informative and persuasive texts
identify the purpose and audience of imaginative, informative and persuasive texts.
AC9E2LY04 — Texts with phrasing and fluency, using phonic and word knowledge...
read texts with phrasing and fluency, using phonic and word knowledge, and monitoring meaning by re-reading and self-correcting.
AC9E2LY05 — Comprehension strategies such as visualising, predicting, connecting, summarising, monitoring and...
use comprehension strategies such as visualising, predicting, connecting, summarising, monitoring and questioning to build literal and inferred meaning.
Creating texts
AC9E2LY06 — And edit short imaginative, informative and persuasive written and/or multimodal...
create and edit short imaginative, informative and persuasive written and/or multimodal texts for familiar audiences, using text structure appropriate to purpose, simple and compound sentences, noun groups and verb groups, topic-specific vocabulary, simple punctuation and common 2-syllable words.
AC9E2LY07 — Create, rehearse and deliver short oral and/or multimodal presentations for...
create, rehearse and deliver short oral and/or multimodal presentations for familiar audiences and purposes, using text structure appropriate to purpose and topic-specific vocabulary, and varying tone, volume and pace.
AC9E2LY08 — Words legibly and with growing fluency using unjoined upper-case and...
write words legibly and with growing fluency using unjoined upper-case and lower-case letters.
Phonic and word knowledge
AC9E2LY09 — Manipulate more complex sounds in spoken words and use knowledge...
manipulate more complex sounds in spoken words and use knowledge of blending, segmenting, phoneme deletion and phoneme substitution to read and write words.
AC9E2LY10 — Phoneme-grapheme (sound-letter/s) matches, including vowel digraphs, less common long vowel...
use phoneme-grapheme (sound-letter/s) matches, including vowel digraphs, less common long vowel patterns, consonant clusters and silent letters when reading and writing words of one or more syllables, including compound words.
AC9E2LY11 — Knowledge of spelling patterns and morphemes to read and write...
use knowledge of spelling patterns and morphemes to read and write words whose spelling is not completely predictable from their sounds, including high-frequency words.
AC9E2LY12 — Build morphemic word families using knowledge of prefixes and suffixes
build morphemic word families using knowledge of prefixes and suffixes.
Curriculum descriptions are reproduced from the curriculum data used to organise SkillrHub resources. The Australian Curriculum remains the authority for official wording and scope.
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