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

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

3. Other Adults in Year 2-Saturn Class TeachersMiss Michelle Taylor Mrs Sonya Parrott Monday- Thursday Friday Teaching Assistants Mrs Cheryl Dobson Mrs Karen Butler Monday to Thursday a.m. Thursday p.m. Monday to Wednesday p.m. LSAsMrs Kamila Radomska Mrs Vicky Baudot/ Mrs Becky Youngs Everyday Job Share Class GovernorMr Roger DoreyMonday morning – Reading Talk to any of us! Good times to talk – after school or by making an appointment

4. Other Adults in Year 2-Apollo Class TeacherMiss Eleanor AbbsMonday- Friday Teaching Assistants Miss Claire SmithMonday-Friday LSAsMrs Pip Way Mrs Becky Youngs Mrs Maidment Job Share Class GovernorMrs Clare TurnerRegular Visits Talk to any of us! Good times to talk – after school or by making an appointment

5. What is different about Year 2? Pace increases More responsibility Raised levels of expectation Increased independence

6. 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.

7. 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.

8. Number Resources

9. 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 Look at the number sentences. Use 46 and 54 each time to make these correct. 8 + = + 8 = - 8 = - = 8 There are 35 children. They get into teams of 5. How many teams are there altogether? Katie drew a number line to find the answer to 37 +21. +20 +1 37 58 What number is hidden under the card?

10. 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

11. English 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 AutumnSpringSummer Traditional Tales Instructions Reports List Poems Familiar Tale Recounts Explanation Poetry Myths Explanations Poetry

12. 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.

13. 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.

14. Reading Assessment AF1- decode and read for meaning- good word recognition 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.

15. 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

16. 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!

17. 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

18. 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

19. Curriculum Planner

20. 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

21. 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.

22. Any additional support from parents would be greatly appreciated. Reading first thing in the morning. Helping with class library time. Sign up today! Parent Helpers

23. 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?