Welcome to our Year 2

Curriculum Evening

Miss HillsMrs Noble

Miss Cummings

About Year 2...• We build on where the children were at

the end of Year 1

• Like the rest of the school we take a topic-based approach to the curriculum

• Curriculum Overview and Projects

• Letters/ information - Year 2 Notice board and windows

• End of Key Stage assessments

Reading in school

• Individual reading

• Group reading

• Independent reading times

• Story time

• Library sessions

• Embedded in lessons, throughout the school day and in the environment

How do we teach reading?

• Creating an environment that encourages and supports reading.

Reading

What is reading?

• The dictionary definition of reading – ‘means of understanding written text.’

Word reading and Comprehension

Word reading

applying phonic knowledge to decode words until automatic decoding is embedded

reading words with two or more syllables (e.g. ‘pretend’

learning to read ‘common exception words’ (e.g. people, many )

Reading words containing suffixes (e.g. caring; cared; careful; careless

How can you help with word reading?• Can the letter sounds be blended to

work out the word? Remember to look for digraphs.

• Is it a longer word that needs to be broken down into smaller parts? (e.g. understanding – un/der/stand/ing

• Is it phonetically irregular -i.e. It cannot be sounded out ? (e.g. ‘could’ )

• Can you read on to the end of the sentence to work it out? Kipper ***** see Floppy in the garden.

• Re-read books to build up fluency and confidence in word reading.

Comprehension• Discussing the sequence of events in

a book

• Retelling stories

• Discussing and clarifying the meaning of new words

• Expressing their views about what they read

• Checking that what they read makes sense

• Answering and asking questions

• Making inferences

• Predicting what might happen

How can you help with comprehension?• Ask your child to re-tell the part of

the story they’ve read in school rather than re-read it to you.

• Read other books with them or to them – those that are at a level beyond that which they can read independently.

• Ask questions to check understanding. Don’t assume that by reading a word or phrase your child necessarily understands it!

• If they misread a word, don’t jump in. Do they recognise they’ve made a mistake once they reach the end of the sentence?

Reading for enjoyment• Reading for pleasure is a

statutory requirement in the new National Curriculum

• Children who read for pleasure achieve better in maths, vocabulary and spelling. (Research by the Institute of Education, Sept 2013)

How to encourage reading for pleasure• Easy with young children!

• Find books that they enjoy (use the books sent home as just PART of what they read)

• Read a range of books – fiction, non-fiction, poetry, plays

• Visit the library

• Make reading experiences a pleasure for all concerned, not a chore or rushed activity!

• Talk about the books as you read

• Be a reading role-model!

Something to think about…

An average reader reads 282,000 words a year.

A child who reads a lot reads 1.8 million words a year.

A child who reads a little reads 8000 words a year.

(Based on primary school children reading outside of school)

Writing in school• Write for a variety of

reasons and in a range of subject areas.

• Talk for writing

• Plan writing

• Story-Making

• Personalised writing targets

Elements of writing• Handwriting

• Punctuation – full stops, capital letters, ?, !, commas in lists, apostrophes for contractions (e.g. I have = I’ve ) and possession (e.g. Dad’s toothbrush)

• Spelling - Phonetic spelling for unfamiliar words - Mistakes are OK!

• Correct spellings – Spellings & Spelling Tests

Composition• Planning what they will write

• Use interesting words and phrases

• Make sentences more complex by using words like and, so, but, because, when & if, to join clauses

• Re-read and proof-read what they have written, making improvements

Writing- What can you do at home?

• Talk and read to your children as much as possible to develop their vocabulary. Encourage the correct use of grammar!

• Practise spellings sent home.

• Encourage children to write in their reading diary.

• Write for REAL purposes - birthday cards, post cards, thank you cards, shopping lists etc.

Our Approach to Maths• Continue from Year 1 curriculum

• Practical approach – not just ‘formal’ recording. Although they do have maths books.

• They will still be able to use the practical equipment they are used to using should they still need it.

• Whiteboard activities / games

• Lots of talking! (Sharing ideas and consolidating understanding)

• Not just about finding an answer but HOW to set about finding an ‘answer’ or solving a problem.

• Maths Passports

• Independence and self evaluation (challenges)

What is Maths in Year 2?• Place value ( units [ones], tens and hundreds)• Addition and subtraction• Knowledge of number facts - bonds of 10, 20 and 100

(e.g. 7+3=10, 18+2= 20); halves and doubles• Basic multiplication ( 2,10,5)• Basic division ( 2,10, 5)• Fractions ( half, third, quarter and three quarters)• Time (quarter to, quarter past, 5 minute intervals) • Measurement ( weight, length, capacity, time,

temperature)• Money ( making amounts, using the least number of

coins, calculating change)• Handling data and interpreting data ( making simple

graphs , tally charts, sorting data).• 2D and 3D shapes • Positional language• Problem solving

I buy 2 cakes and my friend buys 3 cakes.How many cakes did we buy altogether?

 2 + 3 =

pictures

symbols

Calculation (addition, subtraction, division and multiplication) Addition as an example

+ =

2 3 4 5

+1 +1 +1

Partitioning

74 + 21

70 + 20 = 90 4 + 1 = 590 + 5 = 95

54 – 32

50 – 30 = 20 4 – 2 = 220 + 2 = 22

Vertical addition and subtraction

12

13

_____

5 (adding the units)

20 (adding the tens)

______

25 (combining the tens and units)

Multiplication and Division

Multiplication

So much more than reciting

multiplication tables!

• Groups of

• Sets of

Counting in multiples of 2, 10, 5, 3

A practical approach! Equipment to pictures to formulas.

10 x 2 = 20

11 x 2 = 22

12 x 2 = 24

Become familiar with multiplication tables.

Begin to recall some multiplication facts from multiplication tables

This will be useful to know when you are looking at Numeracy passport.

What does maths look like in the classroom?

How to develop these skills at home

• We will teach them the mathematical terminology/ skills

• You can develop these in exposing them to ‘real life’ problems.

• Problem solving…

How to help at home with maths• Maths passports

• Practical situations and questioning

• APPs and games (find the balance)

APPs, websites and games that can help with mathsWebsites that are useful for a variety of skills:

·www.ICTgames.com ·www.topmarks.co.ukAPPs: ·Mighty maths and wipeout wall (great for numeracy passport objectives)·Mr Wolf: great for telling the time (can be differentiated)

mighty maths

wipeout wall mr wolf

Successful Learners…

I think the only thing we can guarantee on our journey through life is that we will sometimes get stuck, sometimes get fed up and sometimes get lost.

If our education system is to be of worth , it must teach our young learners what to do when each or all of these things happen in their lives.Tom Robson (Advisor of Learning, Assessment & Science)

Successful Learners is about equipping children with the skills they need as life long learners.

Successful Learners

WALT Labels• They tell the children what they are learning

and the steps to get there.

• Marking and feedback tell the children what they’ve done well and how to improve.

What are the zones of learning?

How can you help your child to be a successful learner?• By using the language of ‘learning’ rather than

doing.

• Praise progress and effort.

• Recognise mistakes as an opportunity for learning.

• Guide your child in finding solutions – our job is to help children help themselves.

• At parent drop-in talk to the children about their ‘learning’, about what they have done that they are proud of have and how they have improved their work.