1. Year 2 30 September 2015

2.  Introduction  Assessment without levels  Literacy  Numeracy  Topics  Organisation  How you can help

3.  Using levels as a form of assessment has now stopped and the Government has decided its up to schools to assess pupils within year groups.  Statements and objectives for each subject set out the expectations for that year group.  There are key performance indicators (KPI’s) that the children will be assessed against throughout the year in English and Maths.

4.  In Maths, KPI’s have been separated into Autumn, Spring and Summer terms.  In English they have been separated into reading, writing for the year ahead.  Children’s progress will be assessed as either ‘emerging’, ‘expected’ or ‘exceeding’.

5.  These KPI targets will be put into books and shared with the children so they are aware of their own progress and what their targets are.  Please see the hand out which shows you the KPI’s for year one and two.

6.  Daily assessment-reflection of how well the learning has been achieved.  Smiley faces  KPI’s and Targets shared with the children- small steps  Children’s progress is assessed every half term  SATs-end of year; Reading, Writing and Maths, Speaking and Listening

7.  Read and spell common suffixes (-ness, -ment, - ly)  Read and spell common exception words (path, bath)  Develop a stamina for writing  Bigger focus on Spelling, Punctuation and Grammar (SPaG)  Use.!?,’  Begin to expand noun phrases (The spooky house on the hill)

8. Literacy KS1 English is taught every day in Literacy lessons as well as being taught throughout other areas of the curriculum including geography, history, science and ICT. Teaching reading, writing and speaking and listening at every opportunity is key to helping our children achieve their best.

9.  Daily Letters and Sounds & Guided Reading Sessions.  Letters and sounds is fundamental to reading and writing. In these lessons we teach two main skills…

10.  To segment: to split a word into its separate sounds, as an aid to spelling.  To blend: to list the sounds within a word and put together quickly to form the word. (Taught as a strategy for reading unknown words.) b-oa-t = boat

11.  Alternative spellings and pronunciations of previously learnt phonemes and graphemes.  For example there are only 44 phonemes in the English Language but there are over 100 different ways to spell them.

12. /aipain, day, gate, station /ee/sweet, heat, thief, these /ie/tried, light, my, shine, mind /oa/road, blow, bone, cold /oo/moon, blue, grew, tune The length of the word doesn’t necessarily dictate it’s difficulty, e.g. children may learn to spell a word like ‘chimpanzee’ before they learn a word like ‘thief’.

13. Mistakes aren’t a problem, they’re a challenge! Encourage children to ‘split’ the word to make it easier.

14. Try writing it different ways. Which way do you think looks right? norty nawty nauty naughty

15.  Daily Guided Reading sessions-underpin phonics knowledge, develop sight reading and comprehension skills. Most importantly ENJOYMENT for reading!

16.  Read accurately most words of two or more syllables  Read most words containing common suffixes (- ness, -ment, -ful)  Read most common exception words (path, bath, fast) In age-appropriate books…  Read words accurately and fluently without overt sounding and blending  Sound out most unfamiliar words accurately, without undue hesitation

17. In a familiar book that they can already read accurately and fluently, they can…  Check it makes sense to them  Answer questions and make some inferences on the basis of what is being said and done. Working at greater depth, they can …  Make inferences on the basis of what is said and done  Predict what might happen next  Make links between the book they are reading and other books they have read

18.  We teach writing in many different ways:  We choose our stimulus: books, pictures, videos or poems.  Talk for writing: Getting children to verbalise and discuss what they want to write before they write, makes a huge difference. If they can’t say it, they can’t write it!

19.  Drama: role play to give children real experiences, to empathise with the character or situation.  Modelled writing: 1:1, pairs, small group, whole class teaching.  Please avoid copy writing, allow the children to experiment with writing. IT’S YOUR CHILD’S THINKING THAT MATTERS! BE SUPPORTIVE AND PATIENT!

20.  Story  Report  Instruction  Poetry  Recount/Diary

21.  Demarcate most sentences with capital letters and full stops and with some use of question marks and exclamation marks.  Use sentences with different forms in their writing (statements, questions, exclamations and commands)  Use some expanded noun phrases to describe and specify  Use present and past tense mostly correctly and consistently  Use co-ordination (or/and/but) and some subordination (when/if/that/because)

22.  Segment spoken words into phonemes and representing by graphemes, spelling many correctly  Spelling many common exception words (path, bath, fast)  Spelling some words with contracted forms (can’t, it’s, don’t)  Adding suffixes to spell some words correctly in their writing (-ment, -ness, -less, -ly)  Use the diagonal and horizontal strokes needed to join letters in some of their writing  Writing capital letters and digits of the correct size, orientation and relationship to one another and to lower case letters  Use spacing between words that reflects the size of the letters

23. Working at greater depth within the expected standard … The child can write for different purposes  Using the full range of punctuation taught at key stage 1 mostly correctly  Spelling most common exception words  Spelling most words with contracted forms  Adding suffixes to spell most words correctly  Using the diagonal and horizontal strokes needed to join letters in most of their writing

24. + addition - subtraction X multiplication ÷division

25.  Times tables, number bonds, number patterns, sequences, ordering, shapes, measuring, weighing, capacity, fractions, money, coordinates, date handling, time, problem solving, symmetry, investigations and mathematical vocabulary  LOGIC, REASONING AND RESILIANCE!

26.  There are earlier and more challenging requirements for multiplication tables- x2, x3, x5 and x10  There is an earlier and more challenging requirements for fractions- find fractions of numbers and quantities, finding equivalence of simple fractions-two quarters=one half  Tell time to nearest 5 minutes  Solve word problems linked to all four operations  Recognise £ & p symbols and solve money problems  Recognise right angles in shapes and in turns  Organise and interpret data; use tally charts, pictograms, and bar charts.

27.  Practical  Pictorial representation  Number lines  Hundred squares  Blank number lines

28.  38 + 45 =83 +40 +2 +3 38 78 80 83

29.  38 + 45 =83 +40 +5 38 78 83

30.  67 – 29 = 38 -20 -7 -2 67 47 40 38

31.  67 – 29 = 38 -20 -9 67 47 38

32.  3 x 2= 6 +2 +2 +2 0 2 4 6

33.  15 ÷ 5= 3 +5 +5 +5 0 5 10 15

34.  Partition two-digit numbers into different combinations of tens and ones.  Add 2 two-digit numbers within 100 and can show their method.  Estimate to check that their answers to a calculation are reasonable (knowing that 48+35 will be less than 100)  Subtract mentally a two-digit number from another two-digit number when there is no regrouping required (74-33)  Recognising the inverse relationships between addition and use this to check calculations and work out missing number problems (_-14=28)

35.  Recall and use multiplication and division facts for 2s, 5s and 10s to solve simple problems  Identify fractions including halves, thirds and quarters.  Use different coins to make the same amount  Read scales in divisions of 1s, 2s, 5s and 10s where all numbers on the scale are given  Read the time on the clock to the nearest 15 minutes  Describe properties of 2D and 3D shapes (edges, faces, symmetry, vertices)

36. Working at greater depth within the expected standard  Reasoning, making deductions, recognising patterns and relationships and describing similarities and differences.  Solve two-step worded problems  Solve more complex missing number problems  Read the time to the nearest 5 minutes

37.  Phonics Screening Check: Week commencing 13 June Key stage 1: May 2016  We will be holding a SATS meeting in the Spring term

38.  Food and Farming  The Great Fire of London  Traditional Tales  Famous People  Space  Walt Disney

39.  Homework will be given each Friday to be returned the following Monday  Day for PE  2M- Monday and Tuesday  2B- Tuesday and Friday  All school uniform and PE kit must be named  Book bags must be brought in everyday

40.  Make sure that your child attends school regularly  Make sure that your child arrives on time everyday  Please read with your child read everyday  Play number games with your child  Practise writing at home – a topic of your child’s choice. Build up stamina and spelling

41.  Encourage your child to try as many new foods as possible  Practise at home – let them choose from a selection of food, carry it themselves, seat themselves, eat with a knife and fork, tidy up etc.  Your child needs to be eating a varied and balanced diet.