English · Year 2

Active learning ideas

Navigating Non-Fiction: Subheadings

Active learning makes subheadings tangible for Year 2 pupils by turning abstract signs into concrete tools. Children learn best when they physically interact with text features, predict content, and manipulate headings, rather than passively reading definitions. These hands-on activities build instant recognition of how subheadings guide meaning and save effort.

• National Curriculum Attainment Targets
• KS1: English - Reading Comprehension
• KS1: English - Non-fiction

• 15–30 min
• Pairs → Whole Class
• 4 activities

Activity 01

• Stations Rotation
• 20 min · Pairs

Pairs: Subheading Scan

Pairs receive a non-fiction book open to a page with subheadings. They read each subheading, predict two key facts, then skim the section to verify. Pairs share one accurate prediction with the class.

Explain how subheadings break down information into manageable chunks.

Facilitation Tip

During Pairs: Subheading Scan, circulate and listen for pupils explaining how the subheading helps them predict what they will read next.

What to look for

Provide students with a short, un-subheaded article. Ask them to write two subheadings for two different paragraphs and explain in one sentence why they chose those subheadings.

• Remember
• Understand
• Apply
• Analyze
• Self-Management
• Relationship Skills

Activity 02

• Stations Rotation
• 30 min · Small Groups

Small Groups: Build a Subheaded Text

Provide groups with paragraphs from an animal facts text lacking subheadings. Groups discuss main ideas and write three concise subheadings. They reassemble the text and present their version.

Differentiate between the purpose of a heading and a subheading.

Facilitation Tip

In Small Groups: Build a Subheaded Text, prompt groups to justify why their chosen subheading matches the paragraph before gluing it down.

What to look for

Display a page from a non-fiction book with clear headings and subheadings. Ask students to point to a subheading and explain what information they expect to find in that section. Ask: 'How is this subheading different from the main heading?'

• Remember
• Understand
• Apply
• Analyze
• Self-Management
• Relationship Skills

Activity 03

• Stations Rotation
• 25 min · Whole Class

Whole Class: Subheading Treasure Hunt

Display a large non-fiction text on the board or screen. Call out facts to locate; pupils raise hands to point to the relevant subheading and explain why it matches. Rotate callers for participation.

Design subheadings for a longer informational text.

Facilitation Tip

For Whole Class: Subheading Treasure Hunt, time each pair to ensure they focus on scanning rather than reading every word.

What to look for

Present two versions of the same short text: one with subheadings and one without. Ask students: 'Which text is easier to read and why? How do the subheadings help you understand the information?'

• Remember
• Understand
• Apply
• Analyze
• Self-Management
• Relationship Skills

Activity 04

• Stations Rotation
• 15 min · Individual

Individual: Design Your Own

Pupils write four sentences about a familiar topic, like pets. They add a main heading and two subheadings, then swap with a partner for feedback on clarity.

Explain how subheadings break down information into manageable chunks.

Facilitation Tip

When students Design Their Own, remind them to underline key words in their subheadings that match words in the paragraphs.

What to look for

Provide students with a short, un-subheaded article. Ask them to write two subheadings for two different paragraphs and explain in one sentence why they chose those subheadings.

• Remember
• Understand
• Apply
• Analyze
• Self-Management
• Relationship Skills

A few notes on teaching this unit

Teachers should model how to read a subheading aloud, pause, and ask, 'What might we learn here?' before reading the paragraph. Avoid telling pupils the answers; instead, guide them to notice repeated words and topic shifts. Research shows that explicit discussion about the function of subheadings—previewing, organising, locating—deepens understanding more than repeated practice alone.

Successful learning shows when pupils can confidently use subheadings to predict, categorise, and locate information. They explain why a subheading fits its section and choose words from the text to craft their own. Feedback highlights clear organisation and purposeful language in their headings.

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Watch Out for These Misconceptions

• During Pairs: Subheading Scan, some pupils may say that subheadings are just extra titles with no real purpose.

  During Pairs: Subheading Scan, hand each pair a short, un-subheaded paragraph and a second version with a subheading. Ask them to time how long it takes to find one key fact in each. The speed difference shows how subheadings preview content and save time.

• During Small Groups: Build a Subheaded Text, pupils may treat all headings the same way.

  During Small Groups: Build a Subheaded Text, provide main headings and subheadings on separate cards. Ask groups to match subheadings to paragraphs and explain how each subheading narrows the topic compared to the main heading.

• During Whole Class: Subheading Treasure Hunt, pupils may believe they must read every word to find information.

  During Whole Class: Subheading Treasure Hunt, display a timer and challenge pairs to locate facts using only subheadings and first sentences. After the hunt, discuss which subheadings led them straight to the answer and why skimming works.

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Methods used in this brief

• Stations Rotation