Meet the Year 2 Teachers Curriculum Evening

1. Meet the Year 2 TeachersCurriculum Evening Wednesday 11th September 2019

2. Welcome The children are settling in to the new classes and learning about the Year 2 expectations. Throughout this year we will be developing independence, preparing children for life in KS2.

3. Vision In our school, we celebrate being part of God’s family where all respect themselves, others and the world around them. Our vision is to develop a safe, caring community of inspired, resilient lifelong learners with a spirit of curiosity, enabling them to flourish in an ever changing world.

4. Jeremiah • The Lord says for I know the plans I have for you… plans to give you hope and a future.

6. Characteristics of Effective Learning RESILIENCE I know that learning isn’t easy but I don’t give up. I learn from my mistakes and have another go. MOTIVATION I take an interest in all my learning. I value my efforts and achievements.

7. Characteristics of Effective Learning CREATIVITY I am creative in all areas of the curriculum and make links to my learning. TEAMWORK I can work together in a group, sharing my ideas and listening to others opinions.

8. Characteristics of Effective Learning INDEPENDENCE I know when and who to ask for help when I am stuck. I can think for myself and want to learn. • BEHAVIOUR • I treat others with respect when I speak, work or play with them. I follow my class rules.

9. Characteristics of Effective Learning PROBLEM SOLVING I can think and actively evaluate my work to help me solve problems. • INVOLVEMENT AND ENGAGEMENT • I use my initiative and take responsibility for my own learning. I try my best.

10. Developing personal independence • Encourage your child to be responsible for their own belongings (homework, PE kit, coats, bags, changing books, letters home and slips etc). • Give your child responsibility to ensure that they have they have the correct equipment with them each day (PE kits/yellow homework diaries etc). • Work with your child to ensure that they can tie their laces, zip up their coats and dress themselves. • Please ensure that all uniform and PE kits are named then they can be returned if they are misplaced. • We will be getting lost property bins again. If your child loses an item of clothing, please help them to look in these bins for it.

11. Growth Mindset – How can you help? Use positive language and examples with your children – instead of saying: “I wasn’t good at maths at school,” say: “I had to work really hard in maths.” “I can’t do it… yet!” Praising effort more powerful than praising outcome. Celebrate success Encourage independence – we know this is difficult! Talk about mistakes being ok as long as we are learning from them – don’t let a fear of failure stop you from trying.

12. Classroom Practice to support learning • Fluid seating (children move and work with • different children depending on oracy, subject • knowledge and even different topics within a • subject). • Exposing all children to high level vocabulary • whilst ensuring they understand it and in what • context to use it across all subjects. • Working Walls reflect the class’s journey from • learning the skill, application and reasoning in Maths • and through the four phases in English: • 1 Reading • 2 Grammar and Spelling • 3 Writing • 4 Editing and Improving

13. Classroom Practice to support learning • Challenge- Plan for the top and add the support, • scaffolding and equipment required to ensure • all children can access the lesson. • Practical Equipment- All children, regardless • of their ability, should have access practical equipment • such as base ten, counters, dictionaries and • Thesauruses. • The importance of spiralling to keep the • learning hot and developing understanding • and not learning random facts- Link to • homework • Pre-teaching • Reading to the children and with children

14. How else can you help? Nick Gibb, the schools minister, said, “It is vital that all children can grasp and master arithmetic while they are still at primary school. If we fail children at this early stage, the risk is they will never catch up.

15. In Year 2 children need to be secure in place value, counting reading and writing numerals and comparing and ordering numbers. Maths facts are central to the majority of the Maths curriculum. We learn quick recall through the use of Hit the button, rote songs progressing on to TT Rock stars for times tables, when your child is ready. When questioning your children, make sure you ask the questions out of order.

16. We are constantly revisiting previous learning. (Spiralling – ‘keeping it hot’) Example of Maths Spiralling

17. How else can you help? • Reading wide and varied- fiction/non-fiction • Question children to elicit their understanding even if • they are fluent readers • Encourage children to summarise a paragraph or chapter • Encourage children to predict what they think may • happen next • Encourage children to give their opinions about what • they have read • Discuss new vocabulary or unfamiliar words, making sure they know what the words mean. • Continue to read to children throughout primary school • Children read out loud throughout primary school to develop their intonation, fluency and confidence • Raving Reader • Raffle Tickets

18. How else can you help? • 3 Step Reading • Decoding • Fluency • Comprehension • Record in reading diaries

19. How else can you help? • Learning how to spell words is one of the most useful lifelong skills and it builds the basic foundation that all children will need throughout their education and life in general. • As a school we have subscribed to Spellingframe which children from Year 1-6 can accesss. • Spellingframeincludes all the words - both statutory and the example words - from the National Curriculum for Spelling for Year 1 to Year 6. Choose a spelling rule and each word is read aloud and provided within a sentence for context. • Spelling Test - TUESDAY

20. How else can you help?Spelling Frame • Students can choose to practise a set of words, take a test, or play a game with those words If they choose to practise they will see and hear the word broken down into syllables (phonemes for the Y1 words) and will then be given a series of activities to help them to memorise the spelling. The activities develop increasing independence. If a student then spells the word correctly they move on to the next word. If they make a mistake they repeat the process to help them to learn the word. • If a student chooses to be tested, they receive instant feedback. If they make a mistake they are shown the correct spelling and given a series of activities to help them to remember.

21. Handwriting https://www.teachhandwriting.co.uk/cursive-letters-refiners-choice-3.html • Children must be able to form the letters correctly in print before moving on to cursive. Showing clear ascenders and descenders and capital letters.

22. SNACK • Children are provided with a piece of fruit or a vegetable as part of the free fruit for schools scheme. • Children are welcome to bring a snack from home but this MUST be fruit or vegetables.

23. If you have any queries or questions throughout the year, please don’t hesitate to get in touch with us, either after school or by email via the office.