There are three ‘levels’ to the comprehension sheets (see the stars at the bottom of the pages) so please choose the best for your child and let them complete it on their own first, before going through it with them – they will need your support to help them understand and develop their reading skills.
Keep the sheets at home and you can upload them onto Google Classroom when it is up and running – please do not send them to school. Thank you.
Home Learning 2020-2021
Please note at the end of each day, we will be going through phonics sounds with the children. If you are collecting your child at an earlier time than the year 2 dismissal time, please go through the following slides with your children:
The ones he/she struggle with, are the ones you need to focus on teaching. Remember many children are good at reading words with most of the sounds but they need to learn to spell words using those sounds too. Below is a document that has a list of words for each of the sounds for your easy reference:
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.
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:
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:
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’).
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:
** 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!!
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.
Below are some examples of expected writing (as per parents’ feedback):
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:
The information below is based previous year’s guidance from the government. We will keep you updated with the latest information as and when it is appropriate. Thank you.
What are SATs?
In the UK SATs are Standard Assessment Tests administered by primary schools in England to children in Year 2 and Year 6 to gauge their educational progress. SATs stands for Standard Assessment Tests. The setting and marking of SATs are carried out in UK schools by the Standards & Testing Agency’s guidance.
KS1 SATs 2020 – Year 2 Tests
By using teacher assessment, schools and the government are able to judge a child’s performance in a subject over a longer period of time.This means that teachers are able to account for a child’s whole knowledge and ability in a subject, not just that which comes to the fore in a test environment.
What are SATs for?
SATs are predominantly used as a way for both parents and teachers to learn more about their child’s academic strengths and weaknesses. They give teachers the chance to see how children are doing in comparison to their peers not only within the same school, but also nationally.
Please see below for a copy of our presentation to parents:
We thought it would be useful for you to have some information and optional activities to use over the summer break. We know many parents are keen to continue learning, in some shape or form, to help ensure their child’s skills remain sharp.
Please remember that we need to ensure that our children’s whole well-being is healthy and positive so please enjoy the outdoors as much as the weather allows and enjoy the time together – gardening, walking, bicycle riding, cooking together, praying together, etc are just some of the activities you could partake in.
There are many things on the year 2 page of the website but we strongly advise you to use the suggestions and guidance below as your first port of call. It has been an interesting period since March 2020 so the emotional and mental well-being of all the members of our school community is essential and a priority. Any learning should be fun and purposeful, within a short time framework.
These are so essential and the following webpage has a range of information to support you: https://avanti.org.uk/avantihouse-primary/phonics/.
The resources (some are similar) below are helpful when revising the phonemes (phonic sounds) the children should know as well as the common exception words the children be able to read and write – please focus on the year 1 words first. We will naturally work on the year 2 words in the new academic year.
This is an essential part of our children’s learning and it is important they get the practise daily. The reading comprehension is an essential part of reading so please ask your child questions to support and develop their understanding of what they are reading. Here is a webpage to support you: https://avanti.org.uk/avantihouse-primary/reading/.
We will not be using or updating Bug Club over the holidays so below is a link to some online resources you could use:
These maths mats nicely summarise the key points each child should know based on the year 1 national curriculum objectives. It may help to print the ones you may need to support your child in their learning.
There are more resources, videos, website links, etc via the webpage: https://avanti.org.uk/avantihouse-primary/ks1-maths/ but we would encourage you to focus on ensuring your child is secure and confident in the year 1 concepts in the first instance.
Writing is probably the hardest aspect most children struggle with so please support them by making it fun – sometimes using a whiteboard, gel pens or felt-tips for writing sentences, chalk for spellings, etc make all the difference to the younger pupils.
This is a good website to revise the science topics from year 1: