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 We follow the school golden rules  If children do not follow the rules, we use the following system:  Children are given a verbal warning to stop.

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Presentation on theme: " We follow the school golden rules  If children do not follow the rules, we use the following system:  Children are given a verbal warning to stop."— Presentation transcript:

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2  We follow the school golden rules  If children do not follow the rules, we use the following system:  Children are given a verbal warning to stop the unwanted behaviour  Then, children are asked to turn their name over  Children move their name and lose 5 minutes of their golden time on a Friday afternoon  Children can also gain time back!

3  We do two sessions of PE on Tuesday/Friday and Wednesday  Tuesday (RLB) and Friday (YLB) is Outdoor PE (Games) and Wednesday is Indoor PE (Gymnastics/Dance)  The children will need a PE kit in school EVERY day (white t- shirt, black shorts and daps)  You might also want to put in a pair of jogging bottoms/jumper

4  Term 1 – Dinosaur Planet (History)  Term 2 – Splendid Skies (Science)  Term 3 – Land Ahoy! (Geography)  Term 4 – Paws, Claws and Whiskers (English Author Focus)  Term 5 – Enchanted Woodland (Geography)  Term 6 – Street Detectives (History)

5  Children change their books every Monday, Wednesday and Friday  Guided Reading happens every day (one focus group per day) and a comment will be recorded in your child’s reading record  Priority readers are also heard daily  Each child in the class reads their individual reading book to an adult at least twice a week  Benchmarking to assess children’s reading levels (October)  Regular reading tests to assess children’s reading and comprehension  Children have group targets for reading

6  Try NOT to cover up the pictures in the book  If your child is stuck on a word, encourage them to use a variety of strategies (picture cues, phonics, context)  Ask your child questions about the story to check their comprehension of the story  Encourage their skills of inference and prediction by asking questions like ‘What do you think will happen next?’ and questions that go ‘beyond the literal’  Ask them to talk about the language used in the text –Is that a good describing word? What other words could you use there?  Ask your child to share their opinion of the text – What did you like/not like about this book?

7  New Reading Record Books have been sent home  ‘Reading Rainbow’ scheme has started to encourage children to read lots at home!  The ‘Rainbow Reading’ scheme is used in Year 2 to boost children’s reading levels/ages

8  Every Friday we do BIG writing:  VCOP games before playtime (30 minutes building up to 45 minutes by the end of Year 2)  Vocabulary  Connectives  Openers  Punctuation  Planning and independent writing after playtime (30 minutes building up to 45 minutes by the end of Year 2)  Children have individual writing targets which are referred to on a daily basis  We will also be doing daily cursive handwriting practice

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10  Level 1 – spell simple words and use phonics to spell words not known, beginning to use full stops and capital letters, can usually form letters correctly, work can be decoded by an adult without child present  Level 2 – can use any connective to join two simple sentences, beginning to make writing more interesting, can use basic punctuation correctly, can link ideas to create flow  Level 3 – can adapt chosen form to the audience, produce work which is organised, imaginative and clear, experimenting with different punctuation, uses a wide range of connectives to clarify relationships between points and ideas, using paragraphs to separate ideas

11  Connective – a word we use to ‘join’ two parts of a sentence together, e.g. and, but, because, so, then, after  Opener – a word that we use at the start of a sentence, for example my, the, we, next, she, he, I, then, after  Punctuation – full stops, exclamation marks, question marks, speech marks, commas  Paragraph – a section of text on the same theme

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19 Daily 20 minute phonics sessions We are learning:  New ways to spell different graphemes  Split digraphs  Reading high frequency words  Reading two and three-syllable words We will move on to:  Learning spelling rules when adding suffixes (ed, ing, est, er)  Strategies to spell longer words  N.B. Children who did not pass the Phonics screening test in Year 1 will re-take it at the end of the year

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28 The four operations + add plus total and altogether more than - take away subtract minus less than difference x times multiple repeated addition multiplied by lots of groups of ÷ divide divided by group into repeated subtraction

29  Spellings are sent home every Tuesday and tested in school the following Tuesday  Look, Say, Cover, Write, Check strategy  We also check letter formation when testing children  Spellings are taken from the new English curriculum and are linked to Phonics  If a child mis-spells a word one week, they have it the following week. Also we may include words that children mis- spell in their BIG writing

30  Reading books every night – write in reading records  Education City and Bug Club will be used for web-based homework and will be set termly  Learning logs will come home on 26th September. This is used for homework from Year 2 upwards and gives children the opportunity to be creative and present their homework in different ways.  Learning logs will be set on a Friday and be due in two weeks later (Friday)  Children will have two weeks to complete the tasks set and one week where they can focus on web-based homework while learning logs are in school

31  All through teacher assessment at Year 2  We use the national assessment papers for reading, spelling, writing and maths to support our judgements  Evidence from school work is also used to assess children  Continuously assessing children throughout the year, making targets for the end of the year  Children do their SATs in small groups as part of normal lessons and are given as much time as they need  All with as little pressure as possible!  Don’t Worry!

32  - Literacy and Numeracy games to play (Literacy games support our VCOP strategy)  – A range of games to support the curriculum  - Supporting your child at home, a range of information about the national curriculum  – Our new school website which is updated frequently, so remember to check!  – A range of Maths games  - A good place to start with researching new topics!


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