Welcome to Year 2 – Fabulous Flamingos and Precious Peacocks

The Year 2 team for the 2019-20 academic year are:

Fabulous Flamingos
Mrs Pant (Class Teacher)
Mrs Muraj (LSA)

Precious Peacocks
Mr Hirani (Class Teacher)
Mrs Halai (LSA)

Dear Parents,

Please see the homework for this week:

Y2 English Homework 17.1.2020

Y2 Reading Comprension Poem 17.1.2020

Y2 Maths Homework 17.1.2020

* A polite reminder that homework books with the completed homework stuck in (please), is due by Wednesday at the latest. Thank you for your support and cooperation.

Have a lovely weekend!!

Homework Archive – Spring 2020

Homework 10.1.2020

Y2 Maths Homework 10.1.2020

Y2 Reading Samuel Pepy’s Diary

Y2 English (Proof Reading) Homework 10.1.2020

Y2 Reading Beach Habitat Optional

Christmas Period (Dec 2019) Homework:

Y2 Maths Christmas Homework

Reading Comprehension Y2 Christmas

SPAG Year 2 Questions

Handwriting Sheets:

The-Entire-Alphabet Book-7—The-Capital-Letters Book-6—The-Other-Letters Book-5—The-Vowels Book-4—The-Lumpy-Letters Book-3—The-Long-Letters Book-2—The-Tall-Letters Book-1—The-Anticlockwise-Letters

Autumn Term Spellings 2019

You have all received a paper copy of the spelling list for the whole of the Autumn term 2019. It is also available here as well. We will test the children at the end of every week, which is usually a Friday.

Spring Term Spellings 2020

Please remember to discuss the words and the meaning of the words in context as well at home. The children should choose at least five of these words and write sentences using these words in their purple homework books. (Don’t worry about the first week’s sentences as we have the homework books over the holidays!) Thank you.

Y2 SPAG Parent Information

Year 2 Spelling Patterns

  • Silent letters k, g and w (as in ‘knock’, ‘gnat’ and ‘write’)
  • Words ending le, el, al and il (as in ‘meddle’, ‘tunnel’, ‘animal’, ‘pencil’).
  • Verbs ending y which then changes to ies and ied (as in ‘copy’, ‘copies’ and ‘copied’)
  • Dropping the e off the end of a word when adding -ing, -ed, -er (as in ‘hiking’, ‘hiked’ and ‘hiker’)
  • Words which need a consonant to be doubled before adding -ing, -ed (as in ‘pat’, ‘patting’, ‘patted’)
  • Unusual uses of vowels, such as ‘o’ being used for the ‘u’ sound (‘other’) and ‘a’ being used for the ‘o’ sound (‘warm’)
  • Words containing suffixes (groups of letters added to the end of a word) including -ly, -ment, -ful, -ness and –less
  • Words where apostrophes are used to show contractions, such as: ‘do not’ changing to ‘don’t’
  • Words ending -tion such as (‘fiction’)
  • Homophones, which are pairs of words that sound the same, but are spelt differently (such as: ‘hear’ and ‘here’)

Dear parents/carers,

Please see the curriculum overview below:

Year 2 Curriculum Information Sheet Spring 1 2019-20

Here are some sections on our website which you will find helpful to support your child in their learning:

For Phonics: https://avanti.org.uk/avantihouse-primary/phonics/

For Reading: https://avanti.org.uk/avantihouse-primary/reading/

For Maths: https://avanti.org.uk/avantihouse-primary/ks1-maths/

For KS1 SATS: https://avanti.org.uk/avantihouse-primary/ks1-sats/

Here are some helpful websites to use to support your children in their learning:





We hope you find these helpful when supporting your children in their learning.

Great Fire of London Workshop – January 2020

As we mentioned in our letter to parents, we hope to have this workshop in the middle of January, which will enhance the children’s learning about the topic. We will post more information and photos after the workshop. Watch this space!!

Sea Life Aquarium Trip

The children had a wonderful time on Friday, during our educational visit to the aquarium. This visit was linked to our learning about animals based on our Science topic. The children got to see animals they haven’t seen before, learnt more about habitats and how animals adapt based on their environment. It was a long day but the children did very well to get through it and a big thank you to the parent volunteers who helped us out. Below are some of the children’s comments during the day:

“It was scary when I saw the shark underneath me!” Kiana 2PP

“When we went to see the penguins it was really cold because they need these conditions to live.” Dhruv B 2FF

“It was cool to be able to touch the starfish in the rock pool.” Rowan 2PP

“I learnt more about a coral reef and it was interesting!” Veer 2FF

“As we went under a tunnel we saw the eyes and mouth of a Stingray.” Dhruvi 2FF

We want every child to be a confident reader by the end of year 2!! Comprehension is generally more challenging than word reading but they are both equally important as we develop a love and pleasure for reading in all the children.

Year 2 Reading for Parents Booklet

After some of the parent ‘Come Read with Me’ sessions, parents asked for some more information about the ‘reading dogs’ we are using to develop the children’s reading skills so below is a short summary of each one:

Year 2 Reading Dogs


We hope it helps. Please continue to complete the weekly comprehension homework – this is essential as build their reading stamina as time goes on and they get use to reading and answering questions based on a text more independently on paper (rather than just orally in guided reading sessions). Thank you.

Below are some of the key objectives we will cover throughout the academic year:

Word Reading

  • Read accurately by blending the sounds in words that contain the common graphemes and alternative sounds for graphemes.
  • Read accurately more complex words of two or more syllables (e.g. downstream, hideaway, comfortable).
  • Read a wider range of common exception (tricky) words. 
  • Read words containing common suffixes (e.g. ‘es’, ‘ed’).

Experienced Reading

  • Read at a fluent pace, taking note of punctuation.
  • Use expression when reading.
  • Check the text makes sense and self – correct inaccurate reading.


  • Comment on plot, setting and characters in familiar and unfamiliar stories.
  • Discuss the meanings of words, linking new meanings to known vocabulary.
  • Demonstrate understanding by sequencing events in books.
  • Look through a variety of books with growing independence to predict story development.
  • Make inferences on the basis of what is being said and done.
  • Identify words and phrases chosen for effect on the reader.
  • Discuss their favourite words and phrases.
  • Recognise simple recurring literary language in stories and poetry.
  • Locate key vocabulary and information in fiction texts to find answers to simple questions.
  • Find information in non-fiction, making full use of non-fiction layout.

Below are two videos that show a guided reading session with a teacher in a school setting, which is similar to what we do at school:

Dear Parents,

We aim to teach the maths objectives in different subjects across the curriculum and we explain how we can use the concepts in real-life as well, so it is more meaningful for the children. Below are the main objectives we will be covering throughout the academic year in maths:


Number and Place Value

  • Count in steps of 2,3 and 5 from 0, and in tens from any number, forward and backward.
  • Recognise the place-value of each digit in a two-digit number (tens and ones).
  • Compare and order numbers from 0 to 100; use <, > and = signs.
  • Read and write numbers to 100 in numerals and words.
  • Use place value and number facts to solve problems.

Addition and Subtraction

  • Solve problems with addition and subtraction using concrete objects, pictures and mentally.
  • Use up to two 2-digit numbers and three 1-digit numbers.
  • Apply mental and written methods.
  • Recall addition and subtraction number facts to 20 and use related facts to 100.
  • Know that addition can be done in any order and that subtraction cannot.
  • Recognise the inverse of addition and subtraction problems and use to check calculations and solve missing number problems e.g. 14 – 6 = 8 check using 8 + 6 = 14,  20 – ? =5, check using 20 – 5 =

Multiplication and Division

  • Recognise odd/even numbers.
  • Recall multiplication and division facts for the 2, 5 and 10 times tables.
  • Record using x, ÷ and = signs.
  • Know that multiplication can be done in any order but that division cannot.
  • Solve problems using materials, repeated addition, arrays and mental methods, including in problems in contexts.

Measurement (includes Money)

  • Choose and use appropriate standard units; m/cm, kg/g, l/ml and °C.
  • Compare and order length, mass, volume/capacity and record results >, < and =.
  • Recognise and use symbols pounds (£) and pence (p) and combine amounts to make a particular value.
  • Find different combinations of coins to make the same amount.
  • Solve simple problems involving adding and subtracting money in a practical context, including giving change.
  • Compare and sequence intervals of time, tell the time to five minutes, including quarter past/to and draw hands on a clock to show these.
  • Know the number of minutes in an hour and hours in a day.


Properties of Shape

  • Identify and describe the properties of 2-D and 3-D shapes, including number of sides, vertices (corners) and faces.
  • Find a line of symmetry on a 2-D shape.
  • Compare and sort 2-D and 3-D shapes and everyday objects.

Position and Direction

  • Order and arrange objects in patterns and sequences.
  • Use mathematical vocabulary to describe position, direction and movement, including in a straight line and rotation as turn in term of right angles for quarter, half and three-quarter turns (clockwise and anti-clockwise).


  • Interpret and construct simple pictograms, tally charts, block diagrams and simple tables.
  • Ask and answer questions by counting the number of objects in each category and sorting the categories by quantity.
  • Ask and answer questions about totalling and comparing data.

** We will continue to try to add some of the strategies we have taught in class here so it helps you with consolidating the learning at home. We hope it helps!!

Year 2 Place Value

Year 2 Addition Strategies

Below is an excellent video that explains what we have been learning in maths for addition, especially when adding two 2-digit numbers:

Year 2 Subtraction Strategies

Below is an excellent video that explains what we have been learning in maths for subtraction – we have done a lot of work on this as it has been challenging for the children:

Below is a video to explain the concept of the part-part-whole model:

Below is a document with some questions from previous KS1 SATs papers:

Selected Y2 Maths SATs Questions

Writing is a challenge for many children. We write across the curriculum, from writing short reflections on certain experiences in school, to writing postcards of gratitude to parents, to letters to Father Christmas, to mind maps based on our British and Avanti values and even when explaining our reasoning when solving maths problems. Here are some photos of the gratitude postcards the pupils wrote to their parents just before our Christmas holidays:

The objectives (below) have been identified as being the minimum requirements your child should meet in order to ensure continued progress throughout the following year. All the objectives will be worked on throughout the year and will be the focus of direct teaching. Any extra support you can provide in helping your child to achieve these is greatly valued.

Vocabulary, Grammar and Punctuation (Organisation and Purpose)

  • Write different kinds of sentence: statement, question, exclamation, command.
  • Use expanded noun phrases to add description and specification. (e.g. the dark spooky woods)
  • Use a wider range of sentence openings (e.g. adverbs)
  • Write using subordination (when, if, that, because).
  • Use and understand present tense and past tense.
  • Consistent use of a wider range of punctuation: capital letters, full stops, questions marks, exclamation marks and commas in a list.


  • Create a narrative with some detail of character, setting and plot.
  • Use organisational features of non-fiction text (titles, sub headings, illustrations and captions)
  • Express their own viewpoint by simple comments or actions.
  • Make simple additions and corrections to their writing.

Transcription (Spelling and Handwriting)

  • Accurately spell common phonically decodable two and three syllable words.
  • Add suffixes to nouns (e.g. add –er, -est; plurals – es, – changing y to ies).
  • Common exception (“tricky”) words spelt accurately.
  • Correctly use an apostrophe for omission of letters (wasn’t didn’t it’s).
  • Spell the days of the week and months of the year are accurately (including use of capital letters)
  • Clear letter formation, with ascenders and descenders distinguished.
  • Upper and lower case letters not mixed within words.

Also, closely linked to writing is spelling, grammar and punctuation (SPAG).

** Below is a copy of the writing mat we sent out earlier in the academic year:

Y2 Writing Mat

More content to follow…

Below are some photos of our healthy eating workshop with Abel and Cole:

Below are some photos of our Black History Learning gallery:

National Fitness Day – 25th September 2019

We had great fun taking part in National Fitness Day this week. Click below to see what we did.

2PP NFD reflection 

Diwali / Govardhana Puja Drop Down Day

During our Diwali / Govardhan Puja day, we made some coconut sweets to gave to our families. Click below to find out more.

Y2 Diwali Sweet Making

Outdoor Learning

We took one of our English lessons outside to help us in our learning. Click below to find out more.

Y2 Outdoor Poetry


We have been looking at various topics in our weekly PSHE lessons, including the value of RESPECT. Click below to find out more.

Y2 PSHE Lessons


Over the first half term we have been learning about e-Safety in some of our Computing lessons. Click below to find out more.

Y2 e Safety Posters


We have continued to learn about different strategies to help us with our learning. Click below to find out more.

Y2 Maths Lessons