Year 2

Teacher – Miss Hall

Teaching assistant – Mrs Glare

PPA cover – Mrs Petty (PE)

Mrs Winter (French MFL)

Music – Mr Watts

Class Governor – Ms Burton

Timetable

Tuesday = Homework due in,

PE and French (PPA)

Thursday = PE with Miss Hall

Friday = Spelling test

Home readers – Changed once a week

Home School Agreements

In order to make our school a safe and happy place where there is a

shared commitment to the education of all children we have a Home

School Agreement.

To ensure every child receives one, we will be sending the agreements

out in book bags.

Curriculum

Our curriculum is underpinned by our vision for ‘The Moor

Hall Child’.

Age Related Expectations

(ARE)• These refer to the expectations that each

child in Year 2 should achieve.

• They have been decided by the

Government and are based on the New

National Curriculum, introduced in 2014.

Literacy

Guided reading or phonics every morning 9 am - 9:30.

Literacy lesson every day (1 hour).

Focus can be:

•writing (including Spelling, Punctuation and Grammar )

•speaking and listening including drama

•reading including reading comprehension

•phonics

•handwriting

Home Readers - Please send reading diaries and reading books in every day. Your comments are vital, please sign them when you hear your child read.

The expectation is that you will hear your child read at least 3 times a week.

Reading: Teacher Assessment

FrameworkWorking towards ARE

I can read accurately by blending the sounds in words that contain the common graphemes for all 40+ phonemes*

I can read accurately some words of two or more syllables that contain the same grapheme-phoneme

correspondences (GPCs)*

I can read many common exception words.*

I can read aloud many words quickly and accurately without overt sounding and blending.

I can sound out many unfamiliar words accurately.

In a familiar book that is read to them, I can answer questions in discussion with the teacher and make simple

inferences.

Working at ARE

I can read accurately most words of two or more syllables.

I can read most words containing common suffixes.

I can read most common exception words.

I can read most words accurately without overt sounding and blending, and sufficiently fluently to allow them to

focus on their understanding rather than on decoding individual words.

I can sound out most unfamiliar words accurately, without undue hesitation.

In a book that they can already read fluently, I can check it makes sense to them, correcting any inaccurate

reading.

I can answer questions and make some inferences.

I can explain what has happened so far in what they have read.

Working at Greater Depth

I can make inferences.

I can make a plausible prediction about what might happen on the basis of what has been read so far.

I can make links between the book they are reading and other books they have read.

Writing: Teacher Assessment

FrameworkWorking towards AREAfter discussion with the teacher:

I can write sentences that are sequenced to form a short narrative (real or fictional).

I can demarcate some sentences with capital letters and full stops.

I can segment spoken words into phonemes and represent these by graphemes, spelling some words correctly and making phonically-

plausible attempts at others.

I can spell some common exception words*.

I can form lower-case letters in the correct direction, starting and finishing in the right place.

I can form lower-case letters of the correct size relative to one another in some of my writing.

I can use spacing between words.

Working at ARE

I can write simple, coherent narratives about personal experiences and those of others (real or fictional).

I can write about real events, recording these simply and clearly.

I can demarcate most sentences in their writing with capital letters and full stops, and use question marks correctly when required.

I can use present and past tense mostly correctly and consistently.

I can use co-ordination (e.g. or / and / but) and some subordination (e.g. when / if / that / because) to join clauses.

I can segment spoken words into phonemes and represent these by graphemes, spelling many of these words correctly and making

phonically-plausible attempts at others.

I can spell many common exception words*.

I can form capital letters and digits of the correct size, orientation and relationship to one another and to lower-case letters.

I can use spacing between words that reflects the size of the letters.

Working at Greater Depth

I can write effectively and coherently for different purposes, drawing on their reading to inform the vocabulary and grammar of their

writing.

I can make simple additions, revisions and proof-reading corrections to their own writing.

I can use the punctuation taught at key stage 1 mostly correctly^.

I can spell most common exception words*.

I can add suffixes to spell most words correctly in their writing (e.g. –ment, –ness, –ful, –less, –ly)*.

I can use the diagonal and horizontal strokes needed to join some letters.

NumeracyNumeracy lesson every day (1 hour).

Children will be taught at the appropriate level for their age group

•Counting, partitioning and calculating.

•Securing number facts and understanding shape.

•Handling data and measures.

•Calculating, measuring and understanding shape.

•Securing number facts, relationships and calculating.

Maths: Teacher Assessment FrameworkWorking towards ARE

I can read and write numbers in numerals up to 100.

I can partition a two-digit number into tens and ones to demonstrate an understanding of place value, though they may use structured resources1 to

support them.

I can add and subtract two-digit numbers and ones, and two-digit numbers and tens, where no regrouping is required, explaining their method verbally, in

pictures or using apparatus (e.g. 23 + 5; 46 + 20; 16 – 5; 88 – 30).

I can recall at least four of the six2 number bonds for 10 and reason about associated facts (e.g. 6 + 4 = 10 , therefore 4 + 6 = 10 and 10 – 6 = 4)

I can count in twos, fives and tens from 0 and use this to solve problems

I can know the value of different coins

I can name some common 2-D and 3-D shapes from a group of shapes or from pictures of the shapes and describe some of their properties (e.g.

triangles, rectangles, squares, circles, cuboids, cubes, pyramids and spheres).

Working at ARE

I can read scales* in divisions of ones, twos, fives and tens

I can partition any two-digit number into different combinations of tens and ones, explaining their thinking verbally, in pictures or using apparatus

I can add and subtract any 2 two-digit numbers using an efficient strategy, explaining their method verbally, in pictures or using apparatus (e.g. 48 + 35;

72 – 17).

I can recall all number bonds to and within 10 and use these to reason with and calculate bonds to and within 20, recognising other associated additive

relationships

(e.g. If 7 + 3 = 10, then 17 + 3 = 20; if 7 – 3 = 4, then 17 – 3 = 14; leading to if 14 + 3 = 17, then 3 + 14 = 17, 17 – 14 = 3 and 17 – 3 = 14).

I can recall multiplication and division facts for 2, 5 and 10 and use them to solve simple problems, demonstrating an understanding of commutativity as

necessary.

I can identify 1/4, 1/3 , 1/2 , 2/4, 3/4, of a number or shape, and know that all parts must be equal parts of the whole.

I can use different coins to make the same amount.

I can read the time on a clock to the nearest 15 minutes.

I can name and describe properties of 2-D and 3-D shapes, including number of sides, vertices, edges, faces and lines of symmetry.

Working at Greater Depth

I can read scales* where not all numbers on the scale are given and estimate points in between.

I can recall and use multiplication and division facts for 2, 5 and 10 and make deductions outside known multiplication facts.

I can use reasoning about numbers and relationships to solve more complex problems and explain their thinking (e.g. 29 + 17 = 15 + 4 + ¨; ‘together Jack

and Sam have £14. Jack has £2 more than Sam. How much money does Sam have? etc.)

I can solve unfamiliar word problems that involve more than one step (e.g. ‘which has the most biscuits, 4 packets of biscuits with 5 in each packet or 3

packets of biscuits with 10 in each packet?’)

I can read the time on a clock to the nearest 5 minutes.

I can describe similarities and differences of 2-D and 3-D shapes, using their properties (e.g. that two different 2-D shapes both have only one line of

symmetry; that a cube and a cuboid have the same number of edges, faces and vertices, but different dimensions).

Science and the wider curriculum

Autumn 1 – Pirates!

• Science (Materials, movement,

sound)

• Geography (Maps, continents,

oceans, positional language)

• DT (using appropriate materials)

Autumn 2 – Pupil Voice Project / The

Spirit of Christmas

• Science (Everyday materials)

• History (WW1 centenary)

• Geography (Country study)

Spring 1 – The Famous Five

• History (Famous historical figures

including Florence Nightingale)

• Art (Picasso)

• DT (moving vehicles)

Spring 2 – Neighbourhood Watch

• Geography (Local area study)

• Science (Living things and their

habitats)

• RE (Sikhism)

Summer 1 – Where the Wild Things

Are

• SATs

• Science (Living things and their

habitats)

• Art (Pottery and digital art)

Summer 2 – Paddington’s Passport/

Beside the Seaside

• Geography (Peru/ seaside)

• Science (Plants and habitats)

Marking – Literacy KS1• _____ = incorrect letter formation (correct formation

modelled at bottom of piece of work and practice letters provided)

• peice = spelling error identified – rewritten correctly x3

• VF = verbal feedback received from an adult (children to initial alongside)

• T = target to address

• Can also include:

• Close the gap’ marking – identifying a specific mistake/misconception and addressing it with a model or question or another example to clarify understanding.

• Yellow highlight – incorrect or missing, needs to be corrected or improved.

• Yellow felt tip – supports handwriting and/or spelling

Marking Maths KS1• Written work for Numeracy

• = correct answer

• = incorrect answer

•= reversed digit (practice digit x5 at bottom of

page)

• VF = oral feedback received from an adult (children to initial alongside)

• T = target to address

• * ‘Close the gap’ marking – identifying a specific mistake/misconception and addressing it with a model or a question or another example to clarify understanding.

Additional eventsChristmas performances

Foundation = Tuesday 11th December 2:45pm

KS1 = afternoon Thursday 13th December

morning Friday 14th December

KS2 = afternoon Monday 17th December

morning Tuesday 18th December

Foundation and KS1

Mother’s Day assembly – Friday 29th March 2019

Father's Day assembly – Friday 14th June 2019

Proposed visits:

TBC: mac Theatre Wed 28th November

SafeguardingMoor Hall Primary School is committed to safeguarding and promoting the welfare of children and young people and expects all staff and volunteers to share this commitment.

If your child is going home with another adult, we can only allow this if school have had prior notification, this can either be written or an oral message to a member of staff.

We are only allowed to administer prescribed medication. Any medication should be handed into the school office and the necessary documentation completed. If you child uses an inhaler or Epipen, please can you check the expiry dates before you leave.

Risk assessments will be completed prior to any visits to ensure the children are safe.

Moor Hall School Golden Rules

Do be gentle

Do listen

Do look after property

Do be kind and helpful

Do be polite

Do work hard

Do be honest

Individual Reward – Golden plate

Every child has a ‘plate’ template which is

divided into 7 sections – each section relates

to a Golden Rule.

Thank you for

being honest

Thank you for

being gentle

Thank you for

working hard

Thank you for

being polite

Thank you for

being kind

and helpful

Thank you for

looking after

property

Thank you for

listening

Golden Rules Rewards

There will be a Golden Rules assembly each half term.

Class teachers nominate 7 children, one for each Golden Rule, who has demonstrated consistent, positive behaviour.

These children will receive a special certificate.

Class Behaviour KS1

Each classroom will display an empty jar.

Teachers will reward good behaviour with 1 ping pong in the jar. (1 for each session of the school day + lunchtime)

5 ping pongs in the jar = 1 Golden coin

The jar will then be emptied and the class starts again.

Class teachers will chat with the children what their reward could be for 5, 10, 15 and 20 golden coins.

UniformPlease ensure that all items (clothing / bags / books etc)

are named.

Long hair should be tied back, especially for PE days.

Any hair accessories should be in school colours (red /

white / black)

Jewellery – small stud earrings, religious jewellery only.

No coloured nail varnish is allowed.

One key ring attached to book bags helps your child to

identify their belongings.

PE Kit - Please can all clothing be named

Key Stage 1

• Black shorts, red t shirt and black pumps.

• Plain black sweatshirt and joggers for cold weather.

Key Stage 2

Red crested t-shirt.

Black shorts or skirt.

White socks and trainers.

Plain black sweatshirt and joggers for cold weather.

Long hair must be tied back and earrings covered.

Shin pads are required for hockey, rugby and football.

Selection for School TeamsCompetitive competitions / matches

1. Natural ability for the sport – based upon application of skills /

recorded times / distance + the considered opinion of the staff in

charge of the class lesson and/or after school club.

2. Where selection involves children of equal ability, preference will be

given to the child in the older year group.

Non- competitive competitions and festivals

Children will be selected in accordance to the criteria suggested by the

organising body.

Additional opportunities

• Children will be given the opportunity to represent their houses in

inter-house competitions.

Packed Lunches - suggestionsNo nut or peanut butter products please.

A good portion of starchy food, e.g. wholegrain bap, thick sliced wholemeal bread, chapatti, pitta pocket, pasta or rice salad.

Plenty of fruit and vegetables, e.g. an apple, satsuma, handful of cherry tomatoes or carrot sticks, mini-can of fruit chunks in natural juice or small box of raisins.

A portion of semi skimmed milk or dairy food, e.g. individual cheese portion or pot of yoghurt.

A portion of lean meat, fish or alternative, e.g. ham, chicken, beef, tuna, egg, or hummus.

A drink, e.g. a fruit juice, semi skimmed milk or water.

No fizzy drinks, sweets / chocolate bars or biscuits please.