Welcome to the Year 2 Curriculum Meeting September 2014 Miss Michelle Taylor and Mrs Sonya Parrott – Saturn Miss Eleanor Abbs - Apollo

Welcome!

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Free to take any notes 30 mins (We hope!)

Class Teachers

Other Adults in Year 2-Saturn

Miss Michelle Taylor Monday- Thursday Mrs Sonya Parrott Friday

Teaching Assistants LSAs Mrs Cheryl Dobson Mrs Karen Butler Mrs Kamila Radomska Mrs Vicky Baudot/ Mrs Becky Youngs Monday to Thursday a.m.

Thursday p.m.

Monday to Wednesday p.m.

Everyday Job Share Class Governor Mr Roger Dorey Monday morning – Reading

Talk to any of us!

Good times to talk – after school or by making an appointment

Class Teacher

Other Adults in Year 2-Apollo

Miss Eleanor Abbs Monday- Friday

Teaching Assistants LSAs Miss Claire Smith Mrs Pip Way Mrs Becky Youngs Mrs Maidment Class Governor Mrs Clare Turner Monday-Friday Job Share Regular Visits

Talk to any of us!

Good times to talk – after school or by making an appointment

What is different about Year 2?

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Pace increases

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More responsibility

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Raised levels of expectation

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Increased independence

Essentials

• PE days – Monday and Friday • Reading should be a daily activity at home • In school, alternate guided reading and individual reading.

Guided reading takes priority–hearing all children read in small groups. Individual reading every few weeks. • Spelling – Children who didn’t pass the phonics check will be retested at the end of Year 2.

• Homework set on Thursday and back in on Monday.

• Children becoming increasingly independent eg responsible for changing their own reading books, coming in on their own, remembering their homework.

Mathematics

New National Curriculum - Importance of manipulatives and representations. Children will make progress through models and representations for four calculations + - x ÷ Using a 100 square, diennes apparatus, bead strings, number lines. Importance of mental strategies and known facts. • • • • Key Facts Quick recall of doubles to 10 and then halves. Recall of pairs that make 10 and 20.

Recognise addition and subtraction as inverse operations.

Adding and subtracting multiples of 10 • Counting in 2’s 10’s 5’s 3’s 4’s • Knowing times tables and then division facts- learn them!

• Adding/ subtracting 10 to any 2 digit number and multiples of 10 • Partitioning 2 and 3 numbers (46=40 and 6) Year 2 • • • • • • • Working with larger numbers 2 and 3 digits. Up to 100 and beyond. Calculation strategies – working towards written methods on an empty number line. Solving word problems. Fractions Measurement- standard units Knowledge of properties 2D and 3D shapes Telling the time using analogue and digital clocks to quarter to and quarter past.

Number Resources

How do children apply skills?

There are 4 apples in each pack. Mrs Pullen buys 3 packs of apples. How many apples does she buy? Write a number in the box to make this correct 857= + 50 + 7 There are 35 children. They get into teams of 5. How many teams are there altogether? Look at the number sentences.

Use 46 and 54 each time to make these correct.

8 + = + 8 = - 8 = = 8 Katie drew a number line to find the answer to 37 +21.

+20 +1 37 58 What number is hidden under the card?

Ways you can help

• Look and use the websites recommended • Support your child with their home learning. • Use apparatus to model learning at home and consolidate what has been learned in school. • Practice mental skills- times tables, number bonds, telling the time, shopping and using money. • • Ask your child what they have been learning at school - can they explain how a new calculation method works or tell you about their learning? Play games board games

English

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English Changes

Extended story writing Learning about different text types- Narrative, Poetry, Non fiction GAP -Developing sentence / grammar knowledge

Yearly Overview Speaking and listening, reading, writing, drama

Autumn Spring Summer Traditional Tales Familiar Tale Myths Instructions Recounts Explanations Reports List Poems Explanation Poetry Poetry

Writing

Children are meeting expectations if they can write a logical sequence of sentences for a given purpose. They use a range of punctuation correctly and spelling of common words is accurate. They include vocabulary to engage the reader. Handwriting is often joined and usually legible.

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Reading

Weekly guided or individual session with teacher or TA Additional individual reading with parent helper Please listen to your child read daily, read to them regularly and encourage your child to re-read books.

Teachers will change levels as appropriate Books bags in school EVERY day with reading book inside.

Children will have opportunity to change books when they have read them to an adult, this is their responsibility. Able to discuss what they are reading and comment on characters, events etc.

Meeting expectations if they can read and spell all 200 common words. They can answer direct questions from a text both orally and in writing. They use a range of strategies to understand new words and they read simple texts with fluency and expression.

Good language comprehension, poor word recognition + Poor word recognition, poor language comprehension

Reading Assessment

Good word recognition, good language comprehension + Good word recognition, poor language comprehension

• • • • • • • AF1 decode and read for meaning word recognition good AF2-

finding information

AF3 read between the lines. I think this character is sad because… AF4 –

structure-

How is the text organised and why? ( non fiction is good for this one) AF5

Language-

interesting word choices can they talk about adjectives… big, old,tired.

AF6 Purpose What is the purpose of the text- to inform, to entertain to scare….

AF7

The text and the world

– how does the book fit into the wider world- stories from other countries, stories from other cultures and stories from and about the past.

Ways you can help with reading and writing

•Read regularly with your child and discuss what they are reading • Make notes in reading record and ensure that child has books and record in school every day • Good writers are good readers! Discuss vocabulary choices and sentence starters for your child to use in their own writing • Encourage your child to write at home – letters, stories, shopping lists etc.

• Encourage good handwriting and presentation • Hear readers in school • VCOP Developing sentence and grammar

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Phonics/Spelling

Following the Letters and Sounds and Support for Spelling programme and new curriculum guidance on spelling – there may be some repetition of learning as the approach is cyclical and consolidation is important Four sessions per week Whole class teaching Spellings activities issued Thursday and returned Monday.

Please help them their spelling patterns e.g. ai, ay, a-e, eigh Spellings need to be applied in everyday writing too!

Ways you can help with spelling

• • • • • • • Support homework and spelling activities Encourage and model correct pronunciation of sounds Practice learning the phonemes and recalling them in words – train, mail, Daisy, stay, play, tray, blame, became, Cate, they etc Practice writing the phonemes in words, knowing the ‘best bet’ e.g. words ending in long ai use ay.

Learn to spell first 100 tricky words Encourage sounding out as one strategy when they are having trouble reading a word Praise all attempts and go over misconceptions

Topic

• Cross-curricular topics – The Jolly Postman, Fire, Fire!, Australia Here we Come! • Teaching is in blocks – allows for progression of ideas • Specialist teachers PE and music • Opportunities to make links with other learning e.g. apply maths and literacy skills in another context • P.E. Monday and Friday • Opportunities for visits and trips

Curriculum Planner

Home Learning Expectations

Regular revisiting of reading, spelling and maths facts really benefit your child.

Practice really imbeds their knowledge so they can apply it in their learning

Assessment

At end of Year 2 we will level the children based on our teacher assessments in speaking and listening, reading, writing and Maths.

You will be informed of your child’s levels with their annual report.

This will show whether your child is working at national average, above or below.

Parent Helpers

Any additional support from parents would be greatly appreciated. Reading first thing in the morning.

Helping with class library time. Sign up today!

Thank You

And don’t forget if at anytime you have any concerns or worries about your child's progress or welfare please come and see us.

Any Questions?