Welcome to the Year 2
Curriculum Meeting September 2014
Miss Michelle Taylor and
Mrs Sonya Parrott – Saturn
Miss Eleanor Abbs - Apollo
Welcome!
•Free to take any notes
• 30 mins (We hope!)
Other Adults in Year 2-Saturn
Class Teachers
Miss Michelle Taylor
Monday- Thursday
Mrs Sonya Parrott
Friday
Mrs Cheryl Dobson
Mrs Karen Butler
Monday to Thursday a.m.
Thursday p.m.
Monday to Wednesday p.m.
LSAs
Mrs Kamila Radomska
Mrs Vicky Baudot/ Mrs Becky Youngs
Everyday
Job Share
Class Governor
Mr Roger Dorey
Monday morning – Reading
Teaching
Assistants
Talk to any of us!
Good times to talk – after school or by making an appointment
Other Adults in Year 2-Apollo
Class Teacher
Miss Eleanor Abbs
Monday- Friday
Teaching
Assistants
Miss Claire Smith
Monday-Friday
LSAs
Mrs Pip Way
Mrs Becky Youngs
Mrs Maidment
Job Share
Class Governor
Mrs Clare Turner
Regular Visits
Talk to any of us!
Good times to talk – after school or by making an appointment
What is different about Year 2?
•Pace increases
•More responsibility
•Raised levels of expectation
•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?
Look at the number sentences.
Use 46 and 54 each time to
make these correct.
8
+
+ 8
- 8
-
=
=
=
= 8
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?
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
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
Traditional Tales
Spring
Familiar Tale
Summer
Myths
Instructions
Recounts
Explanations
Reports
Explanation
Poetry
List Poems
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.
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.
Word Recognition
Reading Assessment
Good language
comprehension,
poor word
recognition
+
Good word
recognition,
good language
comprehension
-
+
Good word
recognition,
poor language
comprehension
Poor word
recognition,
poor language
comprehension
-
Language comprehension
• 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.
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
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?