1. Welcome to Year Two! Miss Hayward and Miss Cartwright

2. Expectations in Year 2
Your child is taught according to the National Curriculum, which was revised in 2014 to reflect new, more rigorous standards and higher expectations.
At the end of the year, your child will be assessed in reading, writing and maths as either:
Working towards the expected level (WTS)
Working at the expected level (EXS)
Working at greater depth within the expected level (GDS)

3. How we assess in Year 2
Teacher assessment is used to report children’s attainment and progress to parents at the end of the year. Children in year 2 will sit tests in reading, SPaG, arithmetic and mathematical reasoning in May. We will use these, alongside your child’s work in class, to help us reach an overall judgement of the standards your child has reached in reading, writing and mathematics.
The work completed in class is equally important as the tests as it helps us to judge your child’s performance in a subject over a longer period of time and provides a range of evidence.

4. English in Year 2

5. Reading
To demonstrate that pupils have met the expected standard, children need to have demonstrated that they have attained all of the statements within that standard and all the statements in the preceding standard.

6. Reading .

7. Reading .

8. Reading
These are examples of the text and the questions that will be asked. .

9. Writing

10. Writing

11. Writing

12. Spelling and Grammar
These are examples of the sorts of questions that will be asked. .

13. Mathematics in Year 2

14. Expectations in Year 2
The National Curriculum for mathematics aims to ensure that all pupils:
become fluent in the fundamentals of mathematics
develop a growing confidence to reason mathematically and use mathematical language
can solve problems by applying their mathematics to a variety of problems .

15. Maths

16. Maths

17. Working at the expected standard continued.

18. Maths

19. Paper 1: Arithmetic
This will comprise of a practice question and a number of questions linked to national curriculum areas such as number, calculations and fractions.
These are examples of the sorts of questions that will be asked. .

20. Paper 2: Reasoning
This will comprise of a practice question and five aural questions. After the aural questions, there are approximately 25 written questions.
These are examples of the sorts of questions that will be asked. .

21. Paper 2: Reasoning
These are examples of the sorts of questions that will be asked. .

22. What can you do to help? Read frequently with your child
Read frequently to your child
Encourage writing for a purpose; diaries, letters, book making etc…
Practise number facts at home (Maths Mountain and maths targets)
Discuss the week’s arithmetic test
Accessing Bug Club and Spelling and Grammar Bug
1. Go to
2. Enter their login details and click “Log in”.
Username: first name and first letter of surname, for example, Timmyb
Password: changeme
School Code: dajm
These are five strategies that teachers will teach their pupils and expect them to be able to apply in independent spelling. Each strategy needs explicit demonstration.
The main three are roots, homophones syllables and phonemes.
Root – un-fortunate-ly
Mnemonics are the last resort and should be photocopied onto a different colour. There are only so many words you could remember a mnemonic for - this strategy should be saved for words that do not lend themselves to any of the other strategies.)
Handwriting is appropriate for all words - the fine motor-control movements involved in cursive handwriting reinforce the spelling patterns each time they are written.
Syllables – show the beats in words and can be judged by how many times the jaw moves. Phonemes are the smallest unit of sound in which words can be decoded.
Homophones – pear and pair or bear and bare

23. General Information School Uniform and P.E. Kit
Please make sure your child comes to school wearing the correct school uniform. In addition, please ensure that all items of clothing are clearly marked with your child’s name. Long hair should be tied back.
Your child’s P.E. kit should remain in school at all times in case there is a change to the timetable. Clearly label your child’s bag so that they can easily identify their own belongings! 60 identical bags are easily mixed up…
We would like to encourage all children to bring in a named and reusable flask or bottle containing water. There is a labelled box inside the classroom where these are to be kept. Remember to take them home at least once a week to be washed.
These are five strategies that teachers will teach their pupils and expect them to be able to apply in independent spelling. Each strategy needs explicit demonstration.
The main three are roots, homophones syllables and phonemes.
Root – un-fortunate-ly
Mnemonics are the last resort and should be photocopied onto a different colour. There are only so many words you could remember a mnemonic for - this strategy should be saved for words that do not lend themselves to any of the other strategies.)
Handwriting is appropriate for all words - the fine motor-control movements involved in cursive handwriting reinforce the spelling patterns each time they are written.
Syllables – show the beats in words and can be judged by how many times the jaw moves. Phonemes are the smallest unit of sound in which words can be decoded.
Homophones – pear and pair or bear and bare

24. Attendance and Punctuality
It is really important that children come to school on time every day. Regular attendance at school enables children to make the best of educational opportunities available to them. It is the government expectation that children should have at least 96% attendance. For this reason, holidays in term time will not be authorised. Absence Procedures If your child is absent please contact the school by 9am on the first and subsequent days of absence and give the reason for the absence.
These are five strategies that teachers will teach their pupils and expect them to be able to apply in independent spelling. Each strategy needs explicit demonstration.
The main three are roots, homophones syllables and phonemes.
Root – un-fortunate-ly
Mnemonics are the last resort and should be photocopied onto a different colour. There are only so many words you could remember a mnemonic for - this strategy should be saved for words that do not lend themselves to any of the other strategies.)
Handwriting is appropriate for all words - the fine motor-control movements involved in cursive handwriting reinforce the spelling patterns each time they are written.
Syllables – show the beats in words and can be judged by how many times the jaw moves. Phonemes are the smallest unit of sound in which words can be decoded.
Homophones – pear and pair or bear and bare

25. Behaviour
At Darell we have three school rules: • We follow instructions • We keep our hands and feet and other objects to ourselves • We are kind, polite and respectful to everyone Behaviour is not an isolated action but rather a series of choices. We use the language of choice when teaching our children about behaviour. There is no bad behaviour rather poor choices are made and these need to be turned around so that the pupils make the right choice.
These are five strategies that teachers will teach their pupils and expect them to be able to apply in independent spelling. Each strategy needs explicit demonstration.
The main three are roots, homophones syllables and phonemes.
Root – un-fortunate-ly
Mnemonics are the last resort and should be photocopied onto a different colour. There are only so many words you could remember a mnemonic for - this strategy should be saved for words that do not lend themselves to any of the other strategies.)
Handwriting is appropriate for all words - the fine motor-control movements involved in cursive handwriting reinforce the spelling patterns each time they are written.
Syllables – show the beats in words and can be judged by how many times the jaw moves. Phonemes are the smallest unit of sound in which words can be decoded.
Homophones – pear and pair or bear and bare

26. Behaviour
Rewards for good behaviour can be given individually or collectively as a group. At Darell our Home School Agreement and our Good to be Green Booklet make it clear to parents and pupils the rewards and sanctions that occur at school. Rewards include: • Specific verbal praise • Stickers and certificates • Sharing our success as a class • Teacher to tell carer/ parent how well the child has done • Whole Class Reward • Star Assembly sharing the success • Tea with the headteacher • Certificate at the end of the half term and celebration activities for displaying Green Behaviour
These are five strategies that teachers will teach their pupils and expect them to be able to apply in independent spelling. Each strategy needs explicit demonstration.
The main three are roots, homophones syllables and phonemes.
Root – un-fortunate-ly
Mnemonics are the last resort and should be photocopied onto a different colour. There are only so many words you could remember a mnemonic for - this strategy should be saved for words that do not lend themselves to any of the other strategies.)
Handwriting is appropriate for all words - the fine motor-control movements involved in cursive handwriting reinforce the spelling patterns each time they are written.
Syllables – show the beats in words and can be judged by how many times the jaw moves. Phonemes are the smallest unit of sound in which words can be decoded.
Homophones – pear and pair or bear and bare

27. Behaviour
Unacceptable behaviour includes: • deliberate rudeness or disobedience • fighting or deliberately hurting another • bullying or harassing others • interfering with or damaging any school or individuals’ property All pupils need to know and understand that there are consequences for every action. We provide pupils with the opportunity to learn right from wrong, the consequences of inappropriate actions and the understanding that they are responsible for their behaviour. Consequences are outlined on the school website in the Behaviour Policy.
These are five strategies that teachers will teach their pupils and expect them to be able to apply in independent spelling. Each strategy needs explicit demonstration.
The main three are roots, homophones syllables and phonemes.
Root – un-fortunate-ly
Mnemonics are the last resort and should be photocopied onto a different colour. There are only so many words you could remember a mnemonic for - this strategy should be saved for words that do not lend themselves to any of the other strategies.)
Handwriting is appropriate for all words - the fine motor-control movements involved in cursive handwriting reinforce the spelling patterns each time they are written.
Syllables – show the beats in words and can be judged by how many times the jaw moves. Phonemes are the smallest unit of sound in which words can be decoded.
Homophones – pear and pair or bear and bare

28. Finally…
We hope that your child has a happy and successful year in year 2. If there are any matters you wish to discuss with us, please do come and see us in the first instance. We will be in the playground after school and this is a good time to have a quick word, though if you have something lengthy to talk over please make an appointment for a longer chat. If you need to contact us, please do so via the school office or send them an to marked for our attention. Thank for your commitment to your child’s education; we look forward to working with you and getting to know you and your child. Kathryn Hayward and Emily Cartwright