New Zealand

$New Zealand flag$

Skills available for New Zealand year 2 English curriculum

IXL's year 2 skills will be aligned to the New Zealand Curriculum (updated for 2025) soon! Until then, you can view a complete list of year 2 objectives below.

Show alignments for:

New Zealand Curriculum (updated for 2025): Year 2 New Zealand Curriculum (updated for 2025): Year 2
New Zealand Curriculum (2007): Level 1 (Listening, Reading, and Viewing) New Zealand Curriculum (2007): Level 1 (Listening, Reading, and Viewing)
New Zealand Curriculum (2007): Level 1 (Speaking, Writing, and Presenting) New Zealand Curriculum (2007): Level 1 (Speaking, Writing, and Presenting)
New Zealand Curriculum (2007): Level 2 (Listening, Reading, and Viewing) New Zealand Curriculum (2007): Level 2 (Listening, Reading, and Viewing)
New Zealand Curriculum (2007): Level 2 (Speaking, Writing, and Presenting) New Zealand Curriculum (2007): Level 2 (Speaking, Writing, and Presenting)

Actions

Print curriculum

2 Speaking, Writing, and Presenting

2.1 Processes and strategies
- 2.1.1 Select and use sources of information, processes, and strategies with some confidence to identify, form, and express ideas.
  - 2.1.1.a shows some understanding of the connections between oral, written, and visual language when creating texts;
  - 2.1.1.b creates texts by using meaning, structure, visual and grapho-phonic sources of information, and processing strategies with growing confidence;
  - 2.1.1.c seeks feedback and makes changes to texts to improve clarity and meaning;
  - 2.1.1.d is reflective about the production of texts: monitors, self-evaluates, and describes progress with some confidence.
2.2 Purposes and audiences
- 2.2.1 Show some understanding of how to shape texts for different purposes and audiences.
  - 2.2.1.a constructs texts that demonstrate a growing awareness of audience and purpose through appropriate choice of content, language, and text form;
    - Positive and negative connotation (4-GG.2)
    - Positive and negative connotation (5-AA.2)
  - 2.2.1.b expects the texts they create to be understood, responded to, and appreciated by others;
  - 2.2.1.c develops and conveys personal voice where appropriate.
    - Positive and negative connotation (4-GG.2)
    - Positive and negative connotation (5-AA.2)
2.3 Ideas
- 2.3.1 Select, form, and express ideas on a range of topics.
  - 2.3.1.a forms and expresses ideas and information with reasonable clarity, often drawing on personal experience and knowledge;
  - 2.3.1.b begins to add or delete details and comments, showing some selectivity in the process.
2.4 Language features
- 2.4.1 Use language features appropriately, showing some understanding of their effects.
2.5 Structure
- 2.5.1 Organise texts, using a range of structures.

New Zealand

Show alignments for:

Actions

2 Speaking, Writing, and Presenting

2.1 Processes and strategies

2.1.1 Select and use sources of information, processes, and strategies with some confidence to identify, form, and express ideas.

2.1.1.a shows some understanding of the connections between oral, written, and visual language when creating texts;

2.1.1.b creates texts by using meaning, structure, visual and grapho-phonic sources of information, and processing strategies with growing confidence;

2.1.1.c seeks feedback and makes changes to texts to improve clarity and meaning;

2.1.1.d is reflective about the production of texts: monitors, self-evaluates, and describes progress with some confidence.

2.2 Purposes and audiences

2.2.1 Show some understanding of how to shape texts for different purposes and audiences.

2.2.1.a constructs texts that demonstrate a growing awareness of audience and purpose through appropriate choice of content, language, and text form;

2.2.1.b expects the texts they create to be understood, responded to, and appreciated by others;

2.2.1.c develops and conveys personal voice where appropriate.

2.3 Ideas

2.3.1 Select, form, and express ideas on a range of topics.

2.3.1.a forms and expresses ideas and information with reasonable clarity, often drawing on personal experience and knowledge;

2.3.1.b begins to add or delete details and comments, showing some selectivity in the process.

2.4 Language features

2.4.1 Use language features appropriately, showing some understanding of their effects.

2.4.1.a uses oral, written, and visual language features to create meaning and effect;

2.4.1.b uses a large and increasing bank of high-frequency, topic-specific, and personal-content words to create meaning;

2.4.1.c spells most high-frequency words correctly and shows growing knowledge of common spelling patterns;

2.4.1.d uses a range of strategies to self-monitor and self-correct spelling;

2.4.1.e writes legibly and with increasing fluency when creating texts;

2.4.1.f gains increasing control of text conventions, including some grammatical conventions.

2.5 Structure

2.5.1 Organise texts, using a range of structures.

2.5.1.a uses knowledge of word and sentence order to communicate meaning when creating texts;

2.5.1.b organises and sequences ideas and information with some confidence;

2.5.1.c begins to use a variety of sentence structures, beginnings, and lengths.