Welcome to

Year 2Information for parents

Steyning Church of England Primary

School

Contents1. School’s Aims and Principles

2. Welcome letter from the Year Team

3. Behaviour

1. “Catch them being good!”

2. STARRT values

3. Our Golden Rules

4. Pride in our Uniform

4. Successful Learners

a) English

I. Reading

II. Writing

III. Spelling

IV. Grammar and Punctuation

V. Handwriting

b) Mathematics

I. Times tables

II. Written methods

III. Mathematical Vocabulary

5. Our Curriculum

6. Our Timetable

7. Eating at school

8. Homework

9. E-Safety

1. School’s Aims and PrinciplesCreating a Brighter Future

Steyning Primary school aims to serve its community by providing an education of the highest quality within the context of Christian belief and practice. SPS is a dynamic learning environment continually striving for improvement. This is an inclusive school.

Our aim is for all children to be safe, healthy and happy. If this is not the case then every effort will be made to find out why and solve the problem.

We aim to provide a warm, friendly, caring and purposeful ethos.

All children are valued as individuals. Every child is given an equal opportunity and the school promotes positive attitudes to ethnic and cultural diversity.

All children are given the opportunity to develop mentally, physically, socially, morally, culturally and spiritually.

All children are provided with a broad and balanced curriculum, which has been thoroughly thought out and planned.

All children are helped and challenged to achieve the highest possible academic standards. Children will be encouraged to become independent learners.

All staff members are given the opportunity to continue their professional development.

We believe that the environment of the school, both cultural and physical, is a powerful influence on children. The school environment is stimulating, colourful, tidy and a celebration of children’s work.

As far as possible, the school will be fun, while encouraging high achievement.

Governors will play a knowledgeable part in school life.

All children are given encouragement and praise to assist in the development of self-esteem, self-confidence, self-respect and self-discipline.

We value the role of parents and respond to their views and concerns.

2. Welcome to Year 2 Letter

Dear Parents,

This is an exciting and important year for your child as they move from Year 1 into Year 2. We aim to provide a smooth transition between year groups, through transition mornings, activities and story sessions. It is of great importance to us that the children are supported in the best possible way, to ensure they feel safe and happy to learn.

We work through a topic based approached to your child’s learning. This allows them to become immersed in the topic regardless of the specific subject.

On a final note, we always welcome parents or grandparents to help with reading and other activities in class on a regular basis or for a specific purpose. If you are able to offer your time, please get in touch with your child’s class teacher.

Thank you for your support, The Year 2 Team

The staff working in Year 2 are:

Teachers: Sarah Collins and Clare Shipp – WoodpeckersSophie Norbury – Owls

Teaching Assistants:Michelle Bransbury, Lou Coleman, Melanie Ryder

3. Behaviouri) “Catch them being good”

Our behaviour policy is based on the phrase “catch them being good”. We are constantly looking for ways to reward the children for the good choices they make about their behaviour, whether that is through being moved up on our class behaviour ladders, receiving team or merit points, being sent to The Praise Pod or simply being congratulated.In Year 2 we encourage children to follow our School Golden Rules and try our best to notice when they do!

ii) STARRT Values

At Steyning Primary School we believe that children need to develop the confidence and skills required to become lifelong learners. Our STARRT values are used to support this process and encourage independence. STARRT stands for:

Children showing these skills will be celebrated through: being moved up on the class behaviour ladder parents being informed on Marvellous Me receiving our half-termly STARRT cup earning their Head teacher’s award being sent to The Praise Pod

iii) Our Golden Rules

4. Successful Learners iv) Pride in our UniformWearing the correct uniform to school is important. Please support us in ensuring your child comes to school wearing their uniform in a smart way. We also ask that they have the correct P.E. kit in school for their P.E. and Sport lessons. All items of clothing should be clearly named. Please check the website if you are unsure what our uniform policy includes.

4. Successful Learners

Our Golden RulesWe are gentle. We don’t hurt others.

We are kind and helpful, especially when others are sad or struggling.We don’t hurt people’s feelings.

We listen to each other. We don’t ignore or interrupt.We tell the truth, even when it’s hard. We don’t tell lies.

We look after our school inside and out. We don’t waste or damage things.We are polite with our words and actions. We are not rude and don’t use bad

words.We follow instructions from all adults in school. We don’t make bad choices.

We walk around school sensibly and quietly. We don’t run, shout or push.

Successful LearnersWho.....Have the essential learning skills of literacy, numeracy & ITHave enquiring minds and are creative, resourceful and able to identify and solve problemsCommunicate and collaborate wellEnjoy learning and are motivated to achieve the best they can now and in the future

a) Englishi) ReadingReading is probably the most important skill children learn during their time in primary school. We would ask that you find time to regularly read with your child, at least 3 times a week, but every day is best. These special times can involve a number of different activities:

They can read aloud to you You read to them (this is really important as you model good reading and can

expose them to some books they might find more difficult to read on their own) Talk about what you have read, make predictions about what you might think is going to

happen next and discuss the characters thoughts and feelings within the story.

Year 2 Reading Key Objectives

1 Apply phonic knowledge to decode words2 Speedily read all 40+ letters/groups for 40+ phonemes3 Read accurately by blending4 Read aloud phonically decodable texts

5 Listen to and discuss a wide range of poems, stories and nonfiction at a level beyond that at which you can read independently

6 Become very familiar with key stories, fairy stories and traditional tales, retelling them and considering their particular characteristics

7 Make inferences on the basis of what is being said and done8 Predict what might happen on the basis of what has been read so far

9 Participate in discussion about what is read to you, taking turns and listening to what others say

10 Explain clearly your understanding of what is read to you

We follow the Read, Write Inc. phonics scheme and in Year 2 children receive 4 x 25 minute phonic sessions in a group of similar ability children from across the Key Stage. During this time, children will learn new phonetic sounds and blends as well as consolidating previous phonics knowledge. It would support your children’s learning if some of these sounds were practised at home. Children are assessed regularly (approximately every 6 weeks) and move between groups as necessary. In addition to this, during the autumn term, we aim to hear your child individually read their banded reading book once a week. These reading books are self-selected from their colour band by your child and we would like you to aim to read a minimum of 3 times a week with your child. It is important to us that we don’t push your child to read as many books as possible; there is a lot of value in reading the same book a few times. We do encourage your child to bring home a variety of books, but if they select the same book it is because they enjoy it and are proud of their ability to read it independently. We aim to help your child develop a love for reading with confidence.

ii. WritingYear 2 Writing Key Objectives

1 Break words into phonemes for spelling2 Know some spellings which use variations of standard phonemes3 Use the possessive apostrophe (singular)4 Spell more words with contracted forms5 Add suffixes to spell longer words, including ment, ness, full, less, ly6 Form lowercase letters of the correct size relative to one another7 Write capital letters and digits of the correct size8 Write for different purposes9 Read aloud using appropriate intonation10 Use noun phrases

11 Use four main sentence types appropriately: statement, questions, exclamation, command12 Use present and past tenses correctly13 Use some coordinating and subordinating conjunctions14 Use appropriate demarcation punctuation15 Use commas for lists

iii) SpellingSpelling in Year 2

Statutory requirements Example wordsThe /dʒ/ sound spelt as ge and dge at the end of words, and sometimes spelt as g elsewhere in words before e, i and y

badge, edge, bridge, dodge, fudgeage, huge, change, charge,

bulge, village gem, giant, magic, The /s/ sound spelt c before e, i and y race, ice, cell, city, fancyThe /n/ sound spelt kn and (less often) gn at the beginning of words

knock, know, knee, gnat, gnaw

The /r/ sound spelt wr at the beginning of words

write, written, wrote, wrong, wrapThe /l/ or /әl/ sound spelt –le at the end of

wordstable, apple, bottle, little, middleThe /l/ or /әl/ sound spelt –el at the end of

wordscamel, tunnel, squirrel, travel, towel, tinselThe /l/ or /әl/ sound spelt –al at the end of

wordsmetal, pedal, capital, hospital, animalWords ending –il pencil, fossil, nostril

The /aɪ/ sound spelt –y at the end of words cry, fly, dry, try, reply, July

Adding –es to nouns and verbs ending in –y

flies, tries, replies, copies, babies, carriesAdding –ed, –ing, –er and –est to a root

word ending in –y with a consonant before it

copied, copier, happier, happiest, cried, replied

…but copying, crying, replyingAdding the endings –ing, –ed, –er, –est and –y to words ending in –e with a consonant before it

hiking, hiked, hiker, nicer, nicest, shiny

Adding –ing, –ed,–er, –est and –y to words of one syllable ending in a single consonant letter after a single vowel letter

patting, patted, humming, hummed, dropping, dropped, sadder, saddest, fatter, fattest, runner, runnyThe /ɔ:/ sound spelt a before l and ll all, ball, call, walk, talk, always

The /ʌ/ sound spelt o other, mother, brother, nothing, MondayThe /i:/ sound spelt –ey key, donkey, monkey, chimney, valleyThe /ɒ/ sound spelt a after w and qu want, watch, wander, quantity, squash

8

The /ɜ:/ sound spelt or after w word, work, worm, world, worthThe /ɔ:/ sound spelt ar after w war, warm, towards

The /ʒ/ sound spelt s television, treasure, usualThe suffixes –ment,–ness, –ful , –less and –ly

enjoyment, sadness, careful, playful, hopeless, plainness (plain + ness), badly

Contractions can’t, didn’t, hasn’t, couldn’t, it’s, I’llThe possessive apostrophe (singular nouns) Megan’s, Ravi’s, the girl’s, the child’s, the man’s

Words ending in –tion station, fiction, motion, national, sectionHomophones and nearhomophones there/their/they’re, here/hear, quite/quiet, see/sea, bare/bear, one/won, sun/son, to/too/two, be/bee, blue/blew, night/knightCommon exception words door, floor, poor, because, find, kind, mind, behind, child, children*, wild, climb, most, only, both, old, cold, gold, hold, told, every, everybody, even, great, break, steak, pretty, beautiful, after, fast, last, past, father, class, grass, pass, plant, path, bath, hour, move, prove, improve, sure, sugar, eye, could, should, would, who, whole, any, many, clothes, busy, people, water, again, half, money, Mr, Mrs, parents, Christmas – and/or others according to programme used.

Adding suffixes beginning with vowel letters to words of more than one syllable

forgetting, forgotten, beginning, beginner, prefer, preferred

9

iv) Grammar & Punctuation in Year 2

Word Formation of nouns using suffixes such as –ness, –er and by compounding [for example, whiteboard, superman]

Formation of adjectives using suffixes such as –ful, –less

(A fuller list of suffixes can be found on page in the year 2 spelling section in English Appendix 1)

Sentence Subordination (using when, if, that, because) and co-ordination (using or, and, but)

Expanded noun phrases for description and specification [for example, the blue butterfly, plain flour, the man in the moon]

Text Correct choice and consistent use of present tense and past tense throughout writing

Use of the progressive form of verbs in the present and past tense to mark actions in progress [for example, she Punctuation Use of capital letters, full stops, question marks and exclamation marks to demarcate sentences

Commas to separate items in a list

Apostrophes to mark where letters are missing in spelling Terminology for pupils

noun, noun phrase

statement, question,

exclamation, command

compound, suffix

adjective,

adverb, verb v. Handwriting

During Year 2 pupils will be taught to:

form lowercase letters of the correct size

10

start using some of the diagonal and horizontal strokes needed to join letters and understand which letters, when adjacent to one another, are best left unjoined (x, q, z)

write capital letters and digits of the correct size and orientation use spacing between words that reflects the size of the letters.

The school handwriting font is CCW cursive which is consistently encouraged across the school.

abcdefghijklmnopqrstuvwxyz

the quick brown fox jumped over the lazy dog.b) MathematicsThe main focus of our maths curriculum is to ensure children develop their fluency in maths, are able to solve problems and can reason effectively.

Year 2 Maths Key Objectives

1 Count in steps of 2s, 3s and 5s, and steps of 10

2 Recognise place value in twodigit numbers

3 Compare and order numbers up to 100 using <, > and =

4 Recall and use number addition/subtraction facts to 20, and derive related facts

5 Add and subtract mentally and with objects one and twodigit numbers

6 Understand and use the inverse relationship between addition and subtraction

7 Know 2×, 5× and 10× tables, including recognising odd & even numbers

8 Calculate mathematical statements using x and ÷ symbols

11

9 Recognise, find, name and write 1/3, 1/4, 1/2 and 3/4 of size, shape or quantity

10 Write simple fraction facts, e.g. 1/2 of 6 = 3

11 Combine amounts of money to make a value, including using £ and p symbols

12 Tell the time to the nearest 5 minutes, including drawing clocks

13 Describe properties of 2D shapes, including number of sides and symmetry

14Describe properties of 3D shapes, including number of edges, vertices and faces

i. Times Tables

By the end of Year 2 we expect the children to know their 2, 5, 10, 3 & 4 times tables. This is an essential part of them becoming confident mathematicians and is something you can really help them with at home. Regular practice will enable them to become successful learners.

ii. Written Methods As children progress in their ability to solve mathematical calculations we teach the children specific ways to record their working out. It is important that children progress through each stage of the progression chart as this ensures they fully grasp the mathematical concepts that underpin the calculations they are doing.

12

Early written methods and jottings for Year 2

Addition36 + 53 = 89 36 + 53 = 89 30 + 50 = 806 + 3 = 80 + 9

Subtraction 68 – 39 = 29 68 – 30 = 38 .

38 – 9 = 29

Division 25 ÷ 5 = 5 5 10 15 20 25

13

Remember: keep the bigger

number whole take away tens take away units

Remember:Use your times tables

to work out your division.

How many ‘lots of’?

Multiplication6 X 3 =18

1/3 of 12 = 4Fractions ¼ of 16 = 4

14

Remember:These are arrays that we can use to help us

when we are stuck with a x table!

Addi

tion

Prerequisite skills and knowledge

Early jottings and mental strategies Written methods: Compact written methods:

Children must develop a secure understanding and knowledge:

Of addition facts relating to number bonds to 10 and 20.

Of place value.

Of partitioning of numbers.

That numbers can be added in any order.

Of counting forward in ones and tens.

That adding zero leaves a number unchanged.

That addition is the inverse of subtraction.

Of partitioning and recombining.

Children will begin to experience addition through songs and stories using language of more than/less than. They will solve real life practical problems through creative play by moving objects.

Pictorial addition

3 + 4 = 7

2 + 3 + 4 = 9

Use blank number line

8 + 6 =14 8 + =14 +1 +1 +1 +1 +1 +1

8 9 10 11 12 13 14

Partitioning 76 + 47 = 6 + 7= 13 70 + 40 = 110 110 + 13 = 123

Moving towards a vertical layout

70 + 6 40 + 7 110 +13 = 123

Before beginning the formal calculation children should be taught the importance of estimation.

76+4780 +50 = 130

76+47123

1

87.6 876+ 13.9 139101.5 + 97

1 1

1112 2 2

Alternative written methods to be used for those children who may not understand formal method, or to extend those who require stretching by giving greater understanding of mechanisms.76 + 47 = 123 +40 +7

76 116 123

15

76+ 47 13 110 123

Sub

tract

ion

You can help your children at home by:

Early jottings and mental strategies Written methods: Compact written methods:

Helping in the kitchen by cooking/measuring etc.

Working out change

Using practical resources at home.

Counting back in the car.

Sing songs and recite rhymes.

Get your child to have a guess (we call this estimating).

Counting back or on using a hundred square.

Your child will begin to learn about taking away through play, songs and games

Use

76 – 45 = 31

Counting back (taking away):76 – 40 = 3636 – 5 = 31

31 36 76

-5 -40Counting on to find the difference.

+ 30 +1

45 75 76Without carrying the ten.NB. By this stage counting on should only be used to assist mental calculations and not be taught as formal written method.

Before beginning the formal calculation children should be taught the importance of estimation.

74-45 = ?70-40 = 3070-50 = 20Answer in between 20 and 30

60 10+4 Here you will

70 4 need an

- 40 5 extra tenfrom the 70.

20 9

6 1 1 9 9 13

7 4 2 0 0 3 9-4 5 -1 2 8 9 4 2 9 7 1 4 5

Alternative written methods to be used for those children who may not understand formal method.

A written method for counting on.

2001- 1253

740

700 1 748

(1260)(1300)(2000)(2001)

At each stage, you need to count on to the next ‘round’ number until you get to the number you are counting on to.The steps can be reduced as you become more confident.

16

Mul

tiplic

atio

nYou can help your children at home by:

Early jottings and mental strategies Written methods: Compact written methods:

Regular drip- feeding of multiplication tables in a fun way.

Helping in the kitchen by cooking/measuring etc.

Using practical resources at home.

Sing songs and recite rhymes.

Get your child to have a guess (we call this estimating).

Children will begin to experience multiplication through creative play where they will tackle practical problems e.g. How many penny forks can you buy for 3 pence?

Songs and stories will also be used.

3 lots of 2 2 lots of 3

Using a number line to show repeated addition (adding two each time).3x2 = 6

+2 +2 +2

0 2 4 6

26 x 4 =Estimate to begin with – 30 x 4= 120

As children become more confident they

The Grid Method

Alternative written methods to be used for those children who may not understand formal method, or to extend those who require stretching by giving greater understanding of mechanisms.

The Box Method

17

Div

isio

nYou can help your children at home by:

Early jottings and mental strategies Written methods: Compact written methods:

Regular drip-feeding of multiplication tables in a fun way.

Helping in the kitchen by cooking/measuring etc.

Using practical resources at home.

Sing songs and recite rhymes.

Get your child to have a guess (we call this estimating).

Reverse multiplication facts

Share food, especially pizzas and sweets!

Division will be learnt through creative play where the vocabulary of sharing, dividing equally and grouping will be encountered.

Share six red ballsinto two groups.

How many groups of 2 can be made from 6 red balls?

Use a number line to repeatedly take away from a given number (groups of)

0 2 4 6

-2 -2 -2

Use knowledge of multiplication facts to derive the inverse division fact:3 x 4 = 124 x 3 = 1212 ÷ 4 = 312 ÷ 3 = 4

Using a number line to count on or back in larger chunks.

4x10 4x10 4x10 4x3

0 40 80 120 132

Alternative written methods to be used for those children who may not understand formal method, or to extend those who require stretching by giving greater understanding of mechanisms.

Chunking - Number line could be used to assist.

i

18

19

iii) Vocabulary

New Maths Vocabulary for Year 2

Number and place value

MeasureGeometry (position and direction)

Geometry (properties of shape)

Numbers to one hundredHundredsPartition, recombineHundred more/less

Quarter past/tom/km, g/kg, ml/lTemperature (degrees)

RotationClockwise, anticlockwiseStraight lineNinety degree turn, right angle

SizeBigger, larger, smallerSymmetrical, line of symmetryFoldMatchMirror line, reflectionPattern, repeating pattern

Fractions Data/statistics General/problem solving

Three quarters, one third, athirdEquivalence, equivalent

Count, tally, sortVoteGraph, block graph,pictogram,RepresentGroup, set, list, tableLabel, titleMost popular, most common,least popular, least common

PredictDescribe the pattern, describethe ruleFind, find all, find differentInvestigate

20

5. The Year 2 CurriculumSubject to change

Websites we use at schoolAt school we use a number of websites to support the children’s learning.

The main one we will be using is:

Purple Mash - this is an online learning platform

Term Themes Content

Autumn 1

Autumn 2

Land Ahoy!

Muck, Mess and MixturesChristmas

Learning to use and make maps, find out about significant historical people and working scientifically.Writing recipes, learning about safety of products around the home, food tasting and food landscapes.

Spring 1

Spring 2

Dinosaur Planet

Scented GardensEaster

Learning about events beyond living memory, measurements, locating continents and oceans, non- chronological reports.Plants in the local area, fragrance products, observational drawing, measurement, narratives.

Summer 1

Summer 2

Street Detectives

Wriggle and Crawl

Diary writing, time, changes within living memory, local area, designing buildings, local artists.Living things and their habitats, lists and leaflets, symmetry and fieldwork.

21

6. Our TimetableAs a school we keep the timetable quite flexible to enable us to better meet the needs of the children. However, there are a few lessons which are fixed each week. Please ensure your child has the correct equipment in each day.

This includes: Reading journals and book bag every day. If needed, our teaching assistants will

help your child to change their books at a convenient time during the day. A named water bottle for access at any point during the day. A named P.E. kit and plimsolls/trainers. No earrings when PE/Games is timetabled for your child.

The children will need their P.E. kits in school on the following days:

Woodpeckers: Wednesday and Thursday

Owls: Tuesday and Wednesday

7. Eating at SchoolIn Year 2 your child will share their break time with Year 1 on the playground. During the summer months they will also be allowed onto the field with the rest of the school.

At break times the children can bring into school a healthy snack. At lunchtime the children can either bring a packed lunch to school or have a hot meal provided by Chartwells. For children in Early Years, Year 1 and 2, these meals are free. If your child has a specific dietary need please inform Chartwells via their website:

https://westsussex.mealselector.co.uk/

Children in Year 2 eat lunch at 12.30pm.

22

8. HomeworkHomework is set each week for children in Year 2. It will be given to the children on a Friday and be expected in again by the following Friday. The homework will alternate between Literacy/Topic and Maths. Children will have a homework book. Words may also be given to your child each week by their Fred Time (phonics/spelling) teacher for them to practise reading at home.

9. E-Safety

The future of our children will depend on their understanding and use of the internet. We at Steyning CE Primary are committed to helping children stay safe on line. Whilst it is vital that our children gain an understanding of the internet, we strongly believe that they must be taught to use it with caution. Online Safety, a guide for parents: The INTERNET is a really powerful communication and teaching and learning tool. If it is used correctly it is safe however if it is not used correctly it can be harmful and dangerous. Hints and Tips for Parents:

Technology continues to change at an alarming rate, try and keep up to date with developments so that you know the risks that your children may face.

Good online safety applies to all devices not just computers – tablets, online gaming, smartphones and e-readers.

Set up INTERNET security so that your children cannot access websites with inappropriate or adult content.

Cyber bullying should be treated the same way as other forms of bullying, always inform school of any concerns you may have.

Always encourage your child to talk to you about anything they feel uncomfortable about that they see on the INTERNET.

Check out our policies with regard to computing – Digital Safeguarding Policy, E-Learning Policy and E Safety Guidelines for Parents and Children.

Things to Consider and Discuss with your Child:

Where is the best place to use your ‘computer’? Keep passwords safe – don’t write them down or tell them to anyone How do you report cyber bullying? Is it ever sensible to meet with a friend you have met online?

23

How do you know the person you are talking too online is who you think they are?