Welcome to the Year 2 Welcome to the Year 2 CurriculumCurriculum Meeting Meeting

Welcome to the Year 2 Welcome to the Year 2 CurriculumCurriculum Meeting Meeting

The Year 2 Team• Mrs Ozgu (year group leader)• Miss Payne (2P)• Mrs Crane (2C)

• LSA’s – Mrs Dother, Mrs Kinchin, Miss Bolton (temp)

General Info

• Ready to learn – in school on time (by 8:45am)

• Book bag with all their essentials for the day.

• Water bottle.• Contact books.• Homework.• Forest School

Assessment – ‘Life without Levels’

• A new National curriculum was introduced in September 2014 and the existing system of assessment levels has now been removed.

• It has been left up to schools to design their own way of measuring progress.

• Red Hill is using the ‘STAT Sheffield‘ assessment approach.• The children will now be assessed using steps which

describe their attainment against the National Curriculum statements for each year.

• We will be looking at whether children are beginning, progressing or exceeding the objectives. This will inform our planning and allow us to challenge the children with the above steps.

• Attainment and progress will be discussed at parents evening.

Targets• Writing Targets – The children have a

target which relates to improving their writing skills.

• Maths Targets – Passports• Reading Targets – relates to improving

their reading skills.

Verbal Feedback – In year 2 a lot of the children’s progress is measured in lessons by the teachers working with children, questioning and observing to see how the children have achieved the learning outcome. Children will be challenged to move on and supported if they have had difficulties. Children are being moved on throughout all lessons through feedback from the teacher

English Target Card

Reading Target Bookmark

Topics

• Autumn 1 – Shipwrecked• Autumn 2 – London• Spring 1 – While I’m Asleep• Spring 2 – Our Feathered

Friends• Summer – The WILD side

MathsAreas of study • Number and Place Value• Calculations• Fractions• Measurements• Shape• Graphs and Data

Main Concepts

• Real life application• Problem solving• Rapid recall – mental maths• Practical exploration of mathematical concepts

Calculations Addition Subtraction

Using num

ber lines to count on ones. 7 + 4 = 11  

0 1 2 3 4 5 6 7 8 9 1 0 1 1 1 2

23 + 12 = 23 + 10 + 1 + 1 = 33 + 1 +1 = 35

23 33 35

+10 +1 +1

Partition into tens and ones and recom

bine.

 

53 83 89

+30 +6

Using number lines to count back in ones.11 - 7 = 4

Counting on, using a number line, to find the difference between 7 and 11.

 

10 11 12 0 1 2 3 4 5 6 7 8 9

0 1 2 3 4 5 6 7 8 9 1 0 1 1 1 2

Find a small difference by counting up.42 – 39 = 3 

42 39 40

+ 1 + 2

Counting back in tens and ones.37 – 12 = 37 – 10 – 1 - 1 = 27 – 1 -1 = 25

Progressing to taking larger jumps with the units.

37 25 27

- 1 - 10 -1

Division with remainders16 ÷ 3 = 5 r1Sharing - 16 shared between 3, how many left over?Grouping – How many 3’s make 16, how many left over?

   

Calculations Multiplication

 

Pictures and symbolsThere are 3 sweets in one bag. How many sweets are there in 5 bags? 

Arrays and repeated addition

2 x 4 or 2+2+2+2 or 4 + 4  

0 1 2 3 4 5 6 7 8

Number lines E.g. 6 x 3 PartitioningE.g. 15 x 2 = 30x 10 52 20 10 = 30 

Division

Pictures / marks12 children get into teams of 4 to play a game. How many teams are there?

 

Sharing – 6 sweets are shared between 2 people. How many do they have each? (6 2) Grouping – There are 6 sweets. How many people can have 2 each? (How many 2’s make 6?)

0 2 4 6

0 3 6 9 12 15 16

Passports

 AFRICA Date

AchievedDate

AchievedDate

Achieved

Know by heart all number bonds that total 20

     

Know by heart all bonds of multiples of 10 up to 100

     

Know by heart doubles of all numbers to 20

     

Know by heart all halves of numbers to 20     

Know by heart all multiplication facts for 2 up to 2 x 12

     

3.1. Africa

EnglishIn Year 2, our English curriculum covers a range of narrative, non-fiction and poetry genres. We will include opportunities for speaking and listening, spelling, punctuation, grammar and written tasks.

Autumn 1 Topic – ShipwreckedThrough this we have looked at stories relating to ships, pirates, lighthouses, sea creatures. A story is used for children to explore the language and story structure. The lessons consist of children being able to use the language in different ways. Eg. Setting descriptions, character descriptions, letters, diary entries, speech.

Each activity has a focus. e.g. to use –er, -est suffix. Builds on their skills so they can apply it extended writing – like story writing.

Talk For Writing

• We are very excited to be introducing the ‘Talk For Writing’ project – written by Pi Corbett

• Focuses on children orally retelling stories and learning them by heart with use of actions.

• Allows children to learn a bank of story language to support them in their own writing.

Daily Story Time

• Each class will have a dedicated time to hear a story being read to them by the class teacher.

• Big Books – usually a big book so that children can see it clearly and join in.

• Reading strategies – during these sessions we will be demonstrating reading skills and different strategies. E.g. deliberate mistakes to model how we would do it, covering up words to see what would fit.

• Comprehension – questioning children throughout the book to check their understanding e.g. What do you think will happen next? Does this remind you of any other stories? If that was you what would you do?

• Non-fiction – sometimes it will be a non-fiction book so that children can become familiar with the layout and differences.

• Emphasis is on enthusing children with a book to capture their imagination.

• Love for reading – we want children to love reading.

Guided Reading• Individual reading – teacher or LSA focused. • Guided reading – daily. Focused group with teacher.

Rotation of activities all linked to the same objective.• Learning Question – Can I find adjectives in a text?

• The emphasis is placed on inference and deduction from the text - finding information– not just reading the book.

• Questioning – to encourage them to question parts of the text while reading too.

Monday Tuesday Wednesday

Thursday Friday

Guided reading focus group

Reflection activity

Adjective detectives – non-fiction books

Reading Den – up levelling adjectives

Prior activity

Spellings• New spelling scheme – Focus of the programme is on the teaching of spelling. •Focusing on looking at which grapheme looks correct. E.g. Pie, Py, Pigh.•Children will be taught to check if a word ‘looks’ correct. •Have a go – they will be encouraged to have a go at a word to check which grapheme fits best. •Spelling journals – practise words, apply into sentences, activities linked to spelling rule.•Spelling tests – children will not be given spellings to learn at home to be tested on. •However, there is a high expectation within the new National Curriculum that pupils will learn many common exception words.

SATsFormal testing ceased in 2004 and was replaced with individual tests and tasks that were assessed internally by teachers. Many schools used old SATs tests to support our teacher judgements of the children.

New SATs tests will be introduced in 2016 in English and Maths.

English will comprise of three tests – Grammar, Punctuation & Spelling and two Reading papers.

Maths will comprise of an arithmetic and reasoning paper. 

Grammar, Punctuation & Spelling

They will sit three separate papers in grammar, spelling and punctuation:

•Paper 1: a grammar and punctuation written task, Children will be provided with a prompt and stimulus for a short piece of writing. Handwriting will count as part of the score.

•Paper 2: a grammar, punctuation and vocabulary test. This will involve a mixture of selecting the right answers e.g. through multiple choice, and writing short answers.

•Paper 3: a 20-word spelling test.

Paper 2 example

Paper 3 example

Reading

There will be a variety of question types:•Multiple choice•Ranking/ordering, e.g. numbering the order of events in a story.•Matching, e.g. ‘Match the character to the job that they do in the story’•Labelling, e.g. ‘Label the text to show the title’•Find and copy, e.g. ‘Find and copy one word that shows what the weather was like in the story’•Short answer, e.g. ‘What does the bear eat?’•Open-ended answer, e.g. ‘Why did Lucy write the letter to her grandmother? Give two reasons’

Trips

•Eagle Heights – Spring 2‘Our Feathered Friends.’

•Howletts Zoo – Summer 2‘Really Wild.’

How can you help at home?

•Homework•Reading

•Passports

Have you read other books by this author?

What do you think about the character?

Why did the character react that way?

What do you think this book will be about?

Can you guess how it will end?

Questions for Reading

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Thank you all for coming and for your continued support.