1. Wednesday 13th September
Welcome to the
Year 2 Curriculum and SATs evening
Handouts you will need:
Copy of these slides
Reading content domain questions
Spelling list
Reading book list
KIRFS – in case you haven’t sent them out
Anything else you think will be valuable 
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2. I am talented. Together we are amazing.
Objectives
To outline the primary curriculum.
To provide you with a greater understanding of how English and Maths are taught at Haydonleigh.
To provide you with ideas and activities that you can use to support your child at home.
To discuss 2018 SATs.
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3. Behaviour at Haydonleigh
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4. Mastery in the New Curriculum
“fewer things in greater depth”
“ the National Curriculum should focus on ‘fewer things in greater depth’, in secure learning which persists, rather than relentless, over-rapid progression…”
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5. Mastery in the New Curriculum
The expectation is that the majority of pupils will move through the programmes of study at broadly the same pace. When to progress should always be based on the security of pupils’ understanding and their readiness to progress to the next stage.
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6. Mastery in the New Curriculum
Pupils who grasp concepts rapidly should be challenged through rich and sophisticated problems before any acceleration through new content. Those pupils who are not sufficiently fluent with earlier material should consolidate their understanding, including through additional practice, before moving on.
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7. I am talented. Together we are amazing.
Maths
See Topic web on website for coverage for each term.
Heavy focus on number facts and mental recall.
Daily Maths lessons.
Fill in with your year group key objectives. Please focus on number.
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8. Maths: Working at the expected standard
The pupil can partition two-digit numbers into different combinations of tens and ones. This may include using apparatus . • The pupil can add 2 two-digit numbers within 100 (e.g ) and can demonstrate their method using concrete apparatus or pictorial representations. • The pupil can use estimation to check that their answers to a calculation are reasonable (e.g. knowing that will be less than 100). • The pupil can subtract mentally a two-digit number from another two-digit number when there is no regrouping required (e.g. 74 − 33). • The pupil can recognise the inverse relationships between addition and subtraction and use this to check calculations and work out missing number problems (e.g. ∆ − 14 = 28). • The pupil can recall and use multiplication and division facts for the 2, 5 and 10 multiplication tables to solve simple problems, demonstrating an understanding of commutativity as necessary • The pupil can identify 1/3 , 1/4 , 1/2 , 2/4 , 3/4 and knows that all parts must be equal parts of the whole
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9. I am talented. Together we are amazing.
Maths cont….
The pupil can use different coins to make the same amount (e.g. pupil uses coins to make 50p in different ways; pupil can work out how many £2 coins are needed to exchange for a £20 note). • The pupil can read scales in divisions of ones, twos, fives and tens in a practical situation where all numbers on the scale are given (e.g. pupil reads the temperature on a thermometer or measures capacities using a measuring jug). • The pupil can read the time on the clock to the nearest 15 minutes. • The pupil can describe properties of 2-D and 3-D shapes (e.g. the pupil describes a triangle: it has 3 sides, 3 vertices and 1 line of symmetry; the pupil describes a pyramid: it has 8 edges, 5 faces, 4 of which are triangles and one is a square).
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10. I am talented. Together we are amazing.
Resources
Just discuss some key resources you use in your group. Give parents copies if appropriate e.g. hundreds square
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11. I am talented. Together we are amazing.
Maths:
Passports
Importance of times tables
Calculation strategies
Reasoning
Please make sure that you cover the points above during your open evening – you do not need to use this slide.
Changes to passports – please explain the changes in your year group – different places per year groups and how if children complete they will be asked to do enriching / problem solving activities – not move on to the next year group. Explain that we want a deeper understanding.
Importance of times tables – stress that these are vital. The government are planning for a times table test to be implemented (we don’t think this year but who knows!). Additionally children need these to be able to apply them in other areas of maths.
Calculation strategies – please share some of the calculation strategies that you use in your year groups - this could be on a hand out
Reasoning – Please explain that it is not sufficient for children to just calculate the answer any more – that they need to reason and explain using correct vocabulary – a much harder skill.
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12. Things to support your child at home
Times tables
Support with learning Maths passport targets
Playing Maths games
Discussing Maths in the real world e.g. when out shopping
If parents ask about passports and how they line up with the new curriculum please say that we are looking at them again 
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13. I am talented. Together we are amazing.
English - Writing
See Topic web on website for coverage for each term
Heavy focus on Spelling, Grammar and handwriting
Introducing editing to the children
Daily English lessons
Daily Phonics lessons
Phonics screening for those who did not pass in Year 1
Reiterate that handwriting is a must for children to be considered to be working at greater depth.
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14. Writing: Working at the expected standard
The pupil can write a narrative about their own and others’ experiences (real and fictional), after discussion with the teacher: • demarcating most sentences with capital letters and full stops and with some use of question marks and exclamation marks • using sentences with different forms in their writing (statements, questions, exclamations and commands) • using some expanded noun phrases to describe and specify • using present and past tense mostly correctly and consistently • using co-ordination (or / and / but) and some subordination (when / if / that / because) • segmenting spoken words into phonemes and representing these by graphemes, spelling many correctly • spelling many common exception words* • spelling some words with contracted forms* • adding suffixes to spell some words correctly in their writing e.g. –ment, –ness, –ful, –less, –ly* • using 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 • using spacing between words that reflects the size of the letters.
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SPAG terminology
Take the objectives from the KPI’s or interim framework and discuss / hand out vocab for parents / How it is taught
Use vocab from previous year group as well as your own please. Add anything else you feel is appropriate.
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16. Things to support your child at home
Cursive handwriting practise
Writing for different purposes
Regular spelling practise
If parents ask about passports and how they line up with the new curriculum please say that we are looking at them again 
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17. Reading: Working at the expected standard
The pupil can: • read accurately most words of two or more syllables • read most words containing common suffixes* • read most common exception words*. In age-appropriate books, the pupil can: • read words accurately and fluently without overt sounding and blending, e.g. at over 90 words per minute • sound out most unfamiliar words accurately, without undue hesitation. In a familiar book that they can already read accurately and fluently, the pupil can: • check it makes sense to them • answer questions and make some inferences on the basis of what is being said and done.
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18. How is reading taught at Haydonleigh?
Weekly guided reading session with an adult
Structured comprehension questions to assess their understanding of the text
Independent follow up work
Reading question prompts, contain domain questions as a hand out, use own content domain posters as prompts please
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19. Importance of reading age appropriate texts
KS2 need to be told that children must be reading regularly and finishing ARE books to pass the year 6 curriculum now!
Please put pictures of ARE texts on this slides – use Somerset literacy heritage reading list print out
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20. Things you can do to help your child at home
Reading at least 3 times a week
Reading a variety of texts
Read for pleasure
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21. I am talented. Together we are amazing.
SATs
Maths Paper 1 – Arithmetic Paper 2 – Reasoning English Reading Paper 1 – Recall and literal questions Paper 2 – Inferential questions Grammar, Punctuation and Spelling Test Paper 1 – Spelling Paper 2 – Grammar, punctuation and vocabulary
Tests to take place in May. Mostly in small groups with an adult, no different to usual classroom practice.
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22. I am talented. Together we are amazing.
Teacher Assessment
We mark the SAT papers and use the results to inform our judgements.
Teacher assessment takes place in English, Maths and Science.
These judgements are made using a range of evidence which include the children’s scores on the tests and the work in their books.
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23. I am talented. Together we are amazing.
Reporting to parents
In July, we will report to you whether your child is;
Working towards
Working at
Working at greater depth
In Reading, Writing & Maths.
In Science it is reported as Met or Not Met the expected standard.
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24. E-safety at Haydonleigh
At Haydonleigh Primary School, all children are taught how to stay safe and act sensibly whilst on line. We mostly deliver this through our E-Safety curriculum. This covers 8 different areas:
In addition, in February every year, we take part in the National Internet Safety Day.
Also look out for our Internet Café later in the school year.
Please come and ask if you have any E-safety questions – at home or at school.
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25. I am talented. Together we are amazing.
Thank you for coming!
I am talented. Together we are amazing.