A guide for parents

A guide for parents – Year 2

Table of contents

General Information

Year 2 English

Year 2 Maths

General Information


In the event of illness or other unforeseen absence, please telephone the office by 9.30am and then no letter will be required on your child’s return to school.


It is your responsibly to inform the school of any medical problems or allergies that your child may have and to ensure that inhalers and epi-pens kept at school are in date. If you need to make us aware of any medical issues please inform the school office. Please also note that we are a ‘nut-free’ school which means that home packed lunches must not contain any type of nut. If there are any changes in your child’s condition then please inform the office in writing.

Home time arrangements

There is a ‘Home-Time Record’ book just inside our classroom door for completion in the morning if your child’s home time arrangements are different to their usual ones. Please note that we do not allow children to leave school with anyone unless we have parental permission for them to do so. If your arrangements need to change during the day, please telephone the office as early as possible and they will let us know. If you have regular people collecting frequently on your behalf or your child goes to an after school club please let us know (preferably in writing).

Arrival at school

The classroom door opens at 8.45am and all children are expected to be in school by 8.55am. Parents are welcome to join us for shared reading on Tuesdays and Fridays, but are expected to leave their children at the classroom door on other days. Any child arriving after the classroom door has been shut should report to the office. Similarly any child arriving later in the day due to an appointment should also report to the office.


Please ensure that all your child’s possessions in school, particularly trainers and sweatshirts are clearly labelled with your child’s name to reduce the risk of loss and mix-ups.

Water bottles

The children are expected to bring a water bottle to school every day and they are encouraged to drink water regularly throughout the day to keep themselves hydrated and alert. When it is sunny, a sunhat and sun cream should also be worn. Please note sun cream should be applied before your child comes to school.


P.E. is on Tuesday and Thursdays this term. Please ensure that your child has both indoor and outdoor P.E. kit available, which is clearly labelled. Please note that it is expected that long hair is tied back all the time at school, not just for P.E. sessions. Also watches should be removed and stud earrings covered or taken out. Please note that we no longer have spare P.E. kit at school so it is essential that children have their own with them every day.

After School Clubs

If your child is due to attend an after school club regularly, please let us know so that we can ensure that they are ready promptly for the club. If your child is attending a Rising Stars club they will change independently in the hall. Please inform us if your child will be attending Play Aloud, Strathmore Fun Club or Cookie Club as we do not receive this information from club organisers.

Home Learning Arrangements

Spelling Homework

The children will be set regular spelling homework. The homework will be sent home every Thursday and supported with regular dictation, grammar and phonic work that will take place during the school week. The spelling patterns that the children will be asked to investigate will be linked to the phonics that they have been working on (Please note that we will be recapping the sounds learnt in Year 1 for the first half term). Children are expected to practise these spellings or complete the spelling activity and return their books to school every Tuesday. The spelling homework will be sent home in the children’s new spelling books.


It is expected that parents will listen to their children read daily, and record a comment in the reading record book. It is through reading at home that the children will practise the reading skills which will be specifically taught in class. We will review your reading comments, and the children will independently choose new reading books twice a week. Please note that in addition to daily spellings and English lessons, your child will have a regular small group reading session focussing on their specific reading needs.


If you would like to do additional learning with your child, please practise times tables or number bonds with them. Learning times tables is an essential part of any child’s education. Children who master multiplication gain a solid foundation in mathematics that will help them throughout school and beyond. This year we will be focussing mainly on the 2x, 5x, 10x and 3x tables. Your child will have access to Timestable Rockstars for daily times table practise of their 2, 5 and 10s times tables. In addition to this your child may sometimes receive maths based tasks.

Show me what you have learnt

Our show me what you have learnt books  are intended to be high quality portfolios of work that closely links to the learning that we are doing in either Maths, English or Theme based lessons. The tasks will be set by the teacher and made explicit to the children, however, the time scale allowed to the children will vary according to the size of the assignment and will be indicated in the book. Children can complete these tasks using a variety of media but all work must fit onto one side of A4.

Bug Club

As well as reading their school book, your child will be expected to access a range of online e-books to supplement their reading at school. The scheme, supplied by Pearson Education, allows children to read exciting and engaging books appropriate to their reading level through a secure site. It also helps them develop their comprehension skills by asking them to answer interactive questions as they progress through the books and their attainment will be monitored by staff. Please let us know if accessing this resource will be a problem at home.

Library Books

The children can bring home one library book to share with you during the week. Please note that they have free choice of their books and are not necessarily expected to be able to read them all independently. If a book is not returned, a reminder will be sent home to return the book. In the case of a lost book a letter requesting part payment will be sent home.

Keeping you informed

Parents will be invited to termly ‘outcomes’ where we will share our theme learning with you in an interactive and interesting way.

Keeping us informed

Please let us know of any circumstances which may affect your child at school. We are happy to discuss any concerns with you either briefly and informally at the beginning or end of school, but will happily make an appointment if the matter is more involved.

Year 2 English


In English lessons, children are taught speaking, listening, reading and writing skills through studying a variety of styles of writing (genres).  Teachers follow the Teaching Sequence for Writing, which means that children will firstly be taught to read and understand the text, then practise the skills of the style of writing (including grammar) and apply into their own writing.

The Primary National Curriculum statements will be taught through the modules below.

Y2  English Coverage

The Year 2 English curriculum consists of the following modules.

 Term OneTerm TwoTerm Three
NarrativeTraditional Tales and Fairy TalesStories with recurring literacy languageTraditional Tales – Myths (creation stories)
PoetryVocabulary building (list poems)
Structure – calligrams
Vocabulary building
Structure - calligrams
Vocabulary building
Take one poet – poetry appreciation

Curriculum Content

Speaking and Listening

The children will become more familiar with and confident in using language in a greater variety of situations. They will, for example:

  • Listen to and express views about a wide range of books and poems
  • Retell familiar stories and discuss the order of events
  • Build a bank of poems that they can recite by heart
  • Clarify the meaning of words and extend vocabulary
  • Join in with discussions, ask questions and explain their understanding
  • Change their speaking for different purposes and audiences such as role play or performances


This part of the curriculum is broken down into ‘word reading’ and ‘comprehension’.

Pupils will be taught to read words fluently and speedily, using phonics as well as developing a growing bank of words that they recognise instantly.  They will also be taught to check their own reading makes sense, and to re-read to correct when something doesn’t make sense.

As well as being able to read words, children need to understand what they read and develop a life-long love of reading.  They will learn to do this through carefully structured activities using a wide range of high-quality books. They are encouraged to:

  • Make links between their own experiences and the story
  • Self-correct if what they are reading doesn’t make sense
  • Answer questions about a text, including questions where the answer is not obvious eg ‘Why did the character say that?’
  • Predict what might happen at various points in a story
  • Work out why things have happened in a story
  • Read a variety of non-fiction books

Recommended reading list:

Traditional Tales and Fairy Tales

  • The Jolly Postman –  Janet and Allan Ahlberg
  • The Paper Bag Princess – Robert Munsch
  • The Boy Who Cried Wolf – Tony Ross
  • Into the Forest – Anthony Browne
  • Guess who’s coming for dinner? – John Kelly
  • Little Red – A fizzingly good yarn – Lynne Roberts
  • Little Chicken Chicken – David Martin
  • Jasper’s Beanstalk – Nick Butterworth

Stories with recurring literacy language

  • Once There Were Giants – Martin Waddell
  • Stars of Mine – Kevin Crossley-Holland
  • Don’t Let the Pigeon Drive the Bus! – Mo Willems
  • The smartest giant in town – Julia Donaldson
  • Traction Man is here – Mini Grey
  • A Dark, Dark Tale – Ruth Brown
  • Oi! Get Off Our Train – John Burningham

Traditional Tales – Myths (creation stories)

  • How the Whale Became – Ted Hughes
  • Tiddalick the Frog – Susan Nunes
  • Ahmed and the Feather Girl – Jane Ray
  • How the zebra got its stripes – Justine & Ron Fontes
  • How the camel got its hump – Justine & Ron Fontes
  • How the turtle got its shell – Justine & Ron Fontes
  • Tinga Tinga Tales: why giraffe has a long neck
  • Tinga Tinga Tales: why lion ROARRRS!
  • Tinga Tinga Tales: why monkeys swing in the trees
  • Tinga Tinga Tales: why leopard has spots
  • Tinga Tinga Tales: why chameleon changes colour
  • Tinga Tinga Tales: why elephant has a trunk


Children will develop their writing through the following areas:


  • Continue to spell words using phonics
  • Learn commonly used whole words that are difficult to sound out
  • Understand more patterns and rules


  • Form letters that are consistent in size
  • Leave appropriate spaces between words


  • Plan what they are going to write
  • Record their writing sentence by sentence
  • Re-read and check for sense and accuracy
  • Write for a range of purposes
  • Develop a wide vocabulary
  • Develop their understanding and accuracy of punctuation
  • Use a range of words to join sentences and add detail

Year 2 Maths

Working mathematically

By the end of year 2, children will solve problems with one or a small number of simple steps. Children will discuss their understanding and begin to explain their thinking using appropriate mathematical vocabulary, hands-on resources and different ways of recording. They will ask simple questions relevant to the problem and begin to suggest ways of solving them.


Counting and understanding numbers

Children will develop their understanding of place value of numbers to at least 100 and apply this when ordering, comparing, estimating and rounding. Children begin to understand zero as a place holder as this is the foundation for manipulating larger numbers in subsequent years. Children will count fluently forwards and backwards up to and beyond 100 in multiples of 2, 3, 5 and 10 from any number. They will use hands-on resources to help them understand and apply their knowledge of place value in two digit numbers, representing the numbers in a variety of different ways.


Children learn that addition and multiplication number sentences can be re-ordered and the answer remains the same (commutativity) such as 9+5+1= 5+1+9. They learn that this is not the case with subtraction and division. They solve a variety of problems using mental and written calculations for +, -, x, ÷ in practical contexts. These methods will include partitioning which is where the number is broken up into more manageable parts (e.g. 64 = 60 + 4 or 50 + 14), re-ordering (e.g. moving the larger number to the beginning of the number sentence when adding several small numbers) and using a number line.  Children will know the 2, 5 and 10 times tables, as well as the matching division facts (4 x 5 = 20, 20 ÷ 5 = 4) and can recall them quickly and accurately. They apply their knowledge of addition and subtraction facts to 20 and can use these to work out facts up to 100.


Throughout year 2, children will develop their understanding of fractions and the link to division. They explore this concept using pictures, images and hands-on resources. They will solve problems involving fractions (e.g. find 1/3 of the hexagon or ¼ of the marbles) and record what they have done. They will count regularly and fluently in fractions such as ½ and ¼ forwards and backwards and, through positioning them on a number line, understand that some have the same value (equivalent) e.g. ½ = 2/4.


Children will estimate, choose, use and compare a variety of measurements for length, mass, temperature, capacity, time and money. By the end of year 2, they will use measuring apparatus such as rulers accurately. They will use their knowledge of measurement to solve problems (e.g. how many ways to make 50p). They extend their understanding of time to tell and write it on an analogue clock to 5 minute intervals, including quarter past / to the hour. They will know key time related facts (minutes in an hour, hours in a day) and relate this to their everyday life.


Children will identify, describe, compare and sort common 2-D and 3-D shapes according to their properties (sides, vertices, edges, faces) and apply this knowledge to solve simple problems. They develop their understanding by finding examples of 3-D shapes in the real world and exploring the 2-D shapes that can be found on them (e.g. a circle is one of the faces on a cylinder). Children begin to describe position, direction and movement in a range of different situations, including understanding rotation (turning through right angles clockwise and anti-clockwise). They use their knowledge of shape in patterns and sequences.


Children sort and compare information, communicating findings by asking and answering questions. They will draw simple pictograms, tally charts and tables.