1. How can I support my child’s learning at home? Homework Policy Class teachers: Maths and English Questions Meet the Governors

2. Why do we have homework? Catholic mission to support parents as the primary educators Reinforce and consolidate knowledge, skills and understanding Helps you become part of the learning process Raises achievement Helps build independence Children need a work/life balance!

3. Our expectations Homework is completed to the same high standard as classwork Homework is discussed with children Children complete homework independently with support from parents when needed Homework is handed in on time Reading Record & Home/School Link book is signed Homework timetable is followed: Reading every day and daily spellings and times tables practice. Feedback to teachers if homework is too easy or too hard.

4. General advice Set up a routine and stick to it! Try to involve your child in deciding the timetable. Have a quiet homework area: good lighting, no distractions, equipment in reach. Music can help some children. Don’t work on an empty stomach. Don’t give your children the answers so they can finish. Use the methods children have been shown by their teacher not necessarily the methods you were taught – let them teach you! Don’t pass on your own insecurities! Try to avoid homework becoming a chore.

5. Year One: Reading Progression in Reading: What are the expectations as the children progress through the two year groups? By the end of the older year group, what would you expect a child to be able to do? Use the NC to help focus the advice on key skills and knowledge.

6. Reading at home Children should show an interest in and enjoyment of reading. Ask questions to extend their understanding. Blend sounds together to form words. Listen to, and talk about a range of stories, poems and non- fiction texts. Learn about popular fairy tales and folk stories, and retell the stories. Make predictions about what might happen next in a book. Explain clearly what has happened in a book they’ve read or listened to. Ensure that the children recognise high frequency words by matching words to print. Library

7. Useful Websites for both Year 1 & 2 http://www.bbc.co.uk/cbeebies/shows/alphablocks http://www.phonicsplay.co.uk/ http://www.mrthorne.com/ http://www.oxfordowl.co.uk http://viewpure.com/

8. Year One: Writing

9. Writing Write lower-case and capital letters following the St Michael’s policy. Spell the days of the week. Spell simple words containing the main sounds they’ve learned in reading. Plan out sentences aloud before writing them. Write simple sentences, and those using joining words such as ‘and’. Begin to use full stops and capital letters for sentences. Combine some sentences to make short descriptions or stories. Learn to write and read words with common endings such as- ed, er, est and ing. How can parents support learning?

10. Year One: Maths

11. Maths Count, both forwards and backwards, from any number, including past 100. Read and write numbers up to 100 as digits. Count in 2s, 5s and 10s. Find ‘one more’ or ‘one less’ than a number. Use mathematical language such as ‘more’, ‘less’, ‘most’, ‘least’ and ‘equal’. Use the +, -– and = symbols to write and understand simple number calculations. Add and subtract one- and two-digit numbers, up to 20. Recognise and name common 2D and 3D shapes. Recognise coins and notes. Tell the time to the hour and half-hour. Understanding that maths is used in every day life. How can parents support learning?

12. Key Objectives: Year 2 Reading Continue to apply phonic knowledge Read words containing common suffixes e.g. –less, -ment, -ful, -ness, -ly. Read further common exception words, e.g. their, people, Mr, Mrs, looked, called, asked, because, said etc. Read most words quickly and accurately without overt sounding and blending. Re-read books to build fluency and confidence. Discuss the sequence of events in books. Become increasingly familiar with and retell a wider range of stories, fairy tales and traditional tales. Experience non-fiction books that are structured in different ways. Check that a text makes sense to them as they read it. Make inferences and predictions on the basis of what is being said and done. Answer and ask questions about the text.

13. How can parents support learning? Reading Reading aloud every day continues to be vitally important at this age. You may even get your child to read their writing aloud, attempting to add expression appropriate to the sentence. This can also reinforce the effect of punctuation. Delve deeper into reading books by asking questions that are not explicitly answered in the text. Explore characters personalities and motivations. Explore a variety of genres and their features not just fiction books. Let your child choose a book they would like to read. Utilise the local library and its services.

14. Key Objectives: Year 2 Writing Apply phonic knowledge and skills to spelling. Follow the school’s policy in handwriting (see reading records for example). Develop stamina for writing by writing in a range of genres (narrative, poetry, non-fiction). Plan what they are going to write before writing (orally, written or pictorally). Make simple additions or corrections to their writing by evaluating, and re-reading to check it makes sense. To be able to expand noun phrases. Use both past and present tenses correctly and consistently. Use joining words such as because, when, if, or and but. Use a range of punctuation consistently, including full stops, capital letters, exclamation marks, question marks, commas for lists and apostrophe’s for contracted forms (I’m, don’t etc.) and possessive (singular).

15. How can parents support learning? Writing Parents can always encourage children to use their week’s spellings (and previous spellings) in sentences. Children can re-write the ending of their book. Highlight the use of punctuation in homework and encourage use of a range of punctuation. Encourage use of a range of connectives and vary sentences starters. Apply their writing to everyday life and make it purposeful, such as writing a post card on holiday, keeping a diary or writing a book review etc. Insist on neat handwriting in all homework.

16. Key Objectives: Year 2 Mathematics Number: Recognise the place-value of each digit in a two-digit number (tens and ones). Comparing numbers up to 100 using greater than, less than and equals symbols (>, <, =). Read and write numbers up to 100 in numerals and words. Recall and use addition and subtraction facts to 20 fluently, and derive and use related facts up to 100. Add and subtract numbers using concrete objects, pictorial representations and mentally – including two digit numbers and ones, two digit numbers and tens, two two-digit numbers and adding three one-digit numbers. Recognise and use inverse relationship between addition and subtraction. Use and recall multiplication and division facts for the 2x, 5x and 10x tables. Know that addition and multiplication can be done in any order but subtraction and division cannot. Solve problems (including multi-step problems) involving multiplication and division using a variety of methods. Recognise, find, name and write the fractions 1/3, ¼, 2/4, and ¾ of a length, shape or set of objects.

17. Key Objectives: Year 2 Mathematics

18. Geometry, Measurement and Statistics: To be able to recognise, identify and describe a range of common 2D and 3D shapes, including number of sides, lines of symmetry, number of vertices, number of faces, number of edges. To be able to compare and sort common 2D and 3D shapes, and everyday objects. To be able to describe position, direction and movement. Choose and use appropriate standard units to estimate and measure length/height (m/cm), mass (kg/g), temperature (⁰C), capacity (l/ml) to the nearest unit. Compare and order length/height (m/cm), mass (kg/g), temperature (⁰C), capacity (l/ml). Recognise and use £ and p and combine to make a particular amount. Compare and sequence intervals of time and be able to tell the time to the nearest five minutes. Interpret and construct simple pictograms, tally charts, block diagrams and simple tables. Answer questions based on the above.

19. How can parents support learning? Maths Parents can always take a lead role in modelling practical maths in the home and day to day life. Encouraging your child to:  handle and name money when the purchasing small items at the newsagent,  or measuring themselves and others using appropriate language,  grouping objects, such as socks into pairs (links to odd an even numbers)  having a calendar and a clock visible to refer to These are are all great way to start exploring number relationships. Explore the use of positional language. Discussion of temperatures, the time and timings of everyday activities. Practical calculation activities at home.

20. What can you do to help support your child/children in Religious Education? Read the Background notes provided the week before a new topic starts. Complete the activities suggested in the RE curriculum newsletter sent out at the beginning of each term. Help with homework-encourage best work Pray together Read the Wednesday Word, discuss and complete the activities together Ask your child what is the Gospel message this week in school Experience different liturgy together as well as Sunday Mass Learn the prayers allocated for your year group Homework in the RE homework books-4 weekly cycle running parallel with the programme of work covered. Week 1 is linked with the first lesson of the topic, weeks two and three may be prayers or traditions e.g. Stations of the cross, Gospel work and week 4 will be a big question on the next topic to promote thinking and aid discussion on it.

21. Reception