Year 2 English · AC9E2LY06

Create and edit short imaginative, informative and persuasive written and/or multimodal texts for familiar audiences

create and edit short imaginative, informative and persuasive written and/or multimodal texts for familiar audiences, using text structure appropriate to purpose, simple…

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Learning goalsSay it simply

1. Outcome Overview & Core Concepts

Writers match structure, sentences, vocabulary, punctuation and images to purpose and audience, then edit the draft for meaning and accuracy.

Learning target: 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

Big idea: Create short imaginative, informative and persuasive texts for familiar audiences

Learning routine: Choose purpose → Plan structure → Draft → Add language features → Edit

Key conceptTeach from the board

2. Subject-Specific Content & Key Examples

Plan before drafting

purpose and audiencetext structurekey ideaslanguage and image choices

A clear plan reduces random ideas and supports a complete text.

Edit in layers

meaningstructuresentencesspelling and punctuation

Check important content before correcting surface features.

Sort and notice

Sort planning cards for imaginative, informative and persuasive texts.

Guided practice

  1. Sort and notice — Sort planning cards for imaginative, informative and persuasive texts.
  2. Build or improve — Draft one paragraph, then complete a focused edit for meaning and sentence quality.
  3. Explain your choice — Use the words purpose, draft, edit to explain what you changed and why.
Clean visual examplesOne-page board

Clean one-page examples

AC9E2LY06 - 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
Example 1

purpose and audience text structure key ideas language and image choices

Example 2

meaning structure sentences spelling and punctuation

Example 3

Plan before drafting purpose and audience text structure key ideas language and image choices A clear plan reduces random ideas and supports a complete text.

Example 4

Edit in layers meaning structure sentences spelling and punctuation Check important content before correcting surface features.

Curriculum examplesCurriculum examples

Curriculum Coverage & Elaborations

The content description is the required target. The elaborations below are taught as examples and contexts, not as disconnected checklist wording.

  • E1: creating written texts so that readers follow the sequence of ideas or events
  • E2: using vocabulary, including topic-specific vocabulary, appropriate to the purpose
  • E3: using digital tools to create texts
  • E4: using simple and compound sentences correctly and flexibly to express and combine ideas
  • E5: editing by adding, deleting or changing vocabulary to improve a text; for example, replacing an everyday noun with a topic-specific one
  • E6: reviewing sentences for grammatical accuracy; for example, use of pronouns
Questions and answersWith answers

Revision Notes

  • Remember: Create short imaginative, informative and persuasive texts for familiar audiences
  • Use the routine: Choose purpose → Plan structure → Draft → Add language features → Edit
  • Before answering: point to the clue in the spoken words, written sentence, image, page layout or text purpose.
  • Self-check: change the example slightly and see whether the same reasoning still works.
Practice and reviewReady for practice

3. Common Student Misconceptions

  • Starting without purpose: Name the text type, purpose and audience first.
  • Editing only spelling: Also revise ideas, order, sentences and vocabulary.
  • Answer without evidence: Point to the word, sentence, image, sound pattern or text feature that supports the answer.

Practice Thought & Formative Assessment

Use a fresh, code-aligned example. The student should show the exact word, sound, sentence, image feature, audience clue or text evidence that supports the answer.

Quick checks

  • What comes before drafting?
  • How does purpose affect structure?
  • What is a compound sentence?
  • What should be edited first?

Mastery evidence

  • Plan for purpose
  • Use suitable structure
  • Write varied sentences
  • Use topic vocabulary
Curriculum alignmentStart here

1. Outcome Overview & Core Concepts

Writers match structure, sentences, vocabulary, punctuation and images to purpose and audience, then edit the draft for meaning and accuracy.

Learning target: 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

Big idea: Create short imaginative, informative and persuasive texts for familiar audiences

Learning routine: Choose purpose → Plan structure → Draft → Add language features → Edit

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