Welcome to Year 2

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Welcome to Year 2

• Join us on our learning journey!

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Curriculum Areas

• The children in Year 2 have a Literacy and Maths
  lesson each day. The following subjects are
  taught throughout the remainder of each week.
• Science, History, Geography, PE (swimming,
  athletics, gymnastics, games and dance), Arabic,
  French, Music, PSHE, Art, DT, ICT and Islamic
  Studies for Muslim children.
• We also visit the Library once a week.

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Creative Curriculum

• In Year 2 we have grouped the learning objectives
  together each term to ensure the children can
  make links in their learning. Thus learning
  becomes more meaningful.
• This also ensures children can apply the skills
  and concepts they are learning in a cross
  curricular way.

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Term 1 More Than Just Me

• Through combining the following units the
  children are encouraged to look at the world and
  people around them. They should understand that
  they too have positive contributions to make.
• Science materials and their properties
• Art clay pots, observational drawings of
  ourselves and others
• DT puppets
• PSHE recycling global footprints
• History famous people Florence Nightingale
• Science health and growth

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Term 2 Bright Sparks

• Science electricity
• History The Great Fire of London
• Art Picasso pictures, fire prints
• DT - vehicles
• Science forces and movement

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Term 3 Global Garden

• Science plants and animals in the local
  environment
• Geography an island home (Katie Morag) and
  islands around the world
• Art Japanese and Aboriginal work
• DT winding mechanisms

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Literacy

• Term 1 Stories with familiar settings,
  Instructions, Poetry patterns on the page
• Term 2 Traditional Stories, Explanations,
  Poetry silly stuff word play, Information
  texts
• Term 3 Non-chronological reports, Poetry
  really looking, Different stories by the same
  author and extended stories

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Power Writing

• Following a dynamic discussion and planning
  session tables in the classroom are rearranged,
  Mozart is played, a candle lit and the children
  are given the chance to write for an extended
  period of time in a calm and quiet environment.
• Periodically the children are encouraged to
  remember their targets as well as to check for
  other criteria which will enhance their written
  work.
• They are also given the chance, in a follow up
  session, to up level their writing.

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VCOP

• V vocabulary WOW words
• C connectives
• O - openers
• P - punctuation

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How to help at home

• Encourage your child to write in as many
  different ways as possible.
• Some possibilities are letters to family and
  friends, responses to books they have read or
  movies they have seen, invitations, cartoons
  including speech bubbles, stories including
  dialogue, keeping a diary about their daily
  activities, creating their own information text
  about a hobby or collection, make an adjective
  dictionary, shopping lists, wish lists, thank you
  cards
• Opportunities to write are endless!

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Letters and Sounds

• This is a programme designed to help your child
  to become an independent reader and writer of
  words. Phonemes (sounds) are taught alongside
  sight recognition of words which are difficult to
  decode.
• Phonemes
• ch, sh, th, ng, qu, ll, ck, ss, zz, ff, ai, ee,
  igh, oa, oo, ar, or, ur, ow, oi, ear, air, ure,
  er, ay, oy, wh, ph, ou, ir, ie, ue, ew, ea, aw,
  oe, au, ey, a-e (make), e-e (these) i-e (wide),
  o-e (home), u-e (rule)
• Suffixes ed, er, ing, est, ful, ly, y, s, es,
  ment, ness

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How to help at home

• Encourage your child to learn the spellings sent
  home each week. Some words are tricky such as
  people. It sometimes helps to make up little
  rhymes or phrases as follows
• p penguins, e- eat, o- oranges, p- penguins, l-
  like,
• e- eating
• Whenever they write the words they have already
  learned, remind them to check them to ensure they
  have spelled them correctly.

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Guided Reading

• Children are given the chance to read, discuss
  and carry out follow up work using carefully
  selected texts alongside other children at a
  similar level of reading ability.
• The texts chosen challenge the children in a
  variety of ways and usually focus on the
  development of particular reading skills.
• The foci used for assessment and development in
  Year 2 are as follows -

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Assessment Focuses

• AF1 use a range of strategies, including
  accurate decoding of text, to read for meaning
• AF2 understand, describe, select or retrieve
  information, events or ideas from texts and use
  quotation and reference to text
• AF3 deduce, infer or interpret information,
  events or ideas from texts
• AF4 identify and comment on the structure and
  organisation of texts, including grammatical and
  presentational features at text level
• AF5 explain and comment on writers use of
  language, including grammatical and literary
  features at word and sentence level
• AF6 identify and comment on writers purposes
  and viewpoints, and the overall effect of the
  text on the reader
• AF7 relate texts to their social, cultural and
  historical traditions

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How to help at home

• AF2 Questions
• Where does the story take place? What did he/she
  look like? Who are the key characters in the
  book? What happened in the story? What kinds of
  people are in the story? Read the part that
  tells me Where did you find the information
  about.?
• AF3 Questions
• What makes you think that? What words give you
  that impression? Why? Can you explain why.?
  How do you feel about.? Why? Do you agree
  with this opinion? At the end of the story the
  main character is feeling. Does this surprise
  you? Which is your favourite part? Why? Who
  would you like to meet most in the story? Why?
  How did the characters change during the story?

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• AF4 questions
• Were you surprised by the ending? How are the
  beginning and ending of the story similar? List
  the words that tell you what order to follow eg
  first, then. What is the main event of the
  story? Why do you think this? What is the
  purpose of the pictures? Why are these words
  smaller but still in bold print? Why are some
  words in the glossary printed in italics?
• AF5 questions
• What do these words mean and why do you think the
  writer chose them? How has the author used
  adjectives to make this character funny? Look at
  the verbs/adjectives/adverbs, what do these words
  tell us about? Why did the author choose this
  title? Which part of the story best describes
  the setting?

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• AF6 questions
• Can you think of another story that has a similar
  theme eg good over evil, weak over strong, wise
  over foolish? I wonder why the writer has
  decided to? What makes this a successful story?
  Could it be better? Which illustrations did you
  find the most useful?
• AF7 questions
• Do you know any more stories like this? Have you
  ever read a book with a similar theme to this
  one? What does this remind you of? Does this
  story remind you of any personal
  experience/something that has happened to you?
  Describe it. How would you have felt in the same
  situation? What might you have done instead?
  Which stories have openings like this? Do you
  know another story with these characters in?

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Maths

• As with Literacy, Maths is planned for both
  discretely and cross curricularly. Many of the
  data handling, measure and shape skills and
  concepts are taught through and alongside
  Science, ICT and DT.

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• Block A
• Counting, partitioning and calculating
• Block B
• Securing number facts, understanding shape
• Block C
• Handling data and measures
• Block D
• Calculating, measuring and understanding shape
• Block E
• Securing number facts, relationships and
  calculating

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How to help at home

• Encourage your child to practise their passport
  target daily.
• Present your child with opportunities to solve
  worded problems as often as possible.
• Look at the weeks focus on your childs
  classroom door and ask them to explain what they
  have done in Maths each day. After todays
  lesson what can they now do? What do they have
  to do to improve? What is their target?
• We have a passport presentation on 1st November
  at 2 pm.

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The 5 Rs of lifelong learning

• Readiness motivation, curiosity, self belief,
  confidence and willingness to take risks
• Resourcefulness learning from and with others,
  learning creatively in different ways,
  flexibility
• Resilience keep going, learning under stress,
  managing feelings about learning and teachers,
  peers and resources
• Remembering maximising memory, applying
  learning, practising
• Reflectiveness looking back, improving learning
  and performance

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Assessment

• Why do we assess children?
• Each child is an individual and develops at a
  different rate to his/her peers and we aim to
  cater for each child at their current level of
  development, across the full range of subject
  areas.
• In order to ensure each childs needs are being
  met effectively, we need to assess their current
  needs and identify what they need to know or do
  in order for them to make further progress.
• We use a range of assessments to monitor
  childrens progress throughout the school on a
  regular basis. Assessment for learning is the
  ongoing day to day formative assessment that
  takes place to gather information on what a child
  does or does not understand and how future
  teaching will be adapted to account for this.

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• We use questioning, observations, discussions,
  analysis of work and reporting to chilren. Tests
  including feedback ensure children are engaged in
  the process.
• Assessment of learning is a summative assessment
  to ascertain the level a child has reached
  according to standards set in the UK. These are
  carried out termly.
• We use SATs to assess your childs progress at
  the end of the year. They are useful in
  highlighting areas of strength and weaknesses in
  both learning and teaching. Children are
  currently tested in Literacy (reading, writing
  and spelling) and Maths.
• The results of these tests are combined with
  continuous teacher assessment, which means that
  we can provide a more accurate guide to each
  childs progress throughout the school.

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Useful websites

• www.andrelleducation.co.uk
• VCOP pyramids
• www.parentscentre.gov.uk
• Curriculum information and suggestions on how to
  help your child at home
• www.bbc.co.uk/schools/
• Games and activities which support learning