1. Welcome To Year Two Meet The Teacher Mrs Felvus Class 5 Miss Bryan and
Mrs Powell
Class 4
Mrs Felvus
Class 5
Miss Grimshaw and
Mrs Delaney
Class 6

2. Reading in school Children will read in a variety of ways throughout
the day.
Children will read to the class teacher in a group
guided reading session, once weekly.
They may read again to the teacher or teaching assistant
throughout the week, therefore books are to
be brought to school everyday, please.

3. Reading at home Children will have books changed each week.
You will have been informed of your child’s book
change day(s).
It is best to read a little each night.
Once children have finished reading their school
reading books, rather than reading it a second time,
we recommend you read a book of their choice together.
The wider variety of books they read, the more
fluent they will become.

4. Writing
In Year Two there is an expectation for children to work on content of writing, fluency and spelling and grammar.
Please encourage neat work at home.
They will learn to develop their joined handwriting and may come home with a book or sheets to practise.

5. This tends to cause confusion at a later stage.
Maths
Children complete work on the key areas
Number and Place Value, Shape, Space and Measures,
Data Handling. Arithmetic including times tables.
We will provide help sheets (K.I.R.F) and information
to help you support your child throughout the year.
Example on next page
Please support us in the way this is structured. It may be tempting to show the child “your” way.
This tends to cause confusion at a later stage.

6. PE There will be two lessons per week.
It is a compulsory part of the curriculum so children
do need to take part.
If there is a medical issue, please send in a note.
Earrings MUST be taken out of children’s ears for the
lesson. By week 6 of this half term, we will expect no plasters
to be covering earrings, please.
Ideally, please take them out before children come
to school to minimise the chance of the earrings
being lost.

7. Busy Bee Folders We will continue to use Busy Bee folders as our
main form of communication.
Folders will be collected on Thursday and sent out
on Friday.
Rainbow Spellings will be tested each week.
You will have been informed of the day(s) of the tests.
Sometimes we may send other maths of topic based activities
for the children to complete.
Talk about spelling scheme in school here. Maths homework related to what they have been doing in school during the half term. Spelling tests take place on Fridays, homework collected in on Thursdays.

8. Topics Spring 2 Autumn 1 Victorian Blackpool Wonders of the world
Summer 1
Castaway
Summer 2
Rumble in the jungle
Autumn 1
Wonders of the world
Autumn 2
We could be heroes
Spring 1
Trash to treasure

9. Trips and Visitors Blackpool Tower – Victorian workshop
Life Education Caravan
Vue Cinema
Blackpool Zoo
Rossall Beach
Spellbinder Story teller –
2 visits per year.
Other things such as visitors – Shelly? Olympics for We could be heroes, Council for trash to treasure, Spellbinder. Other trips...? The beach for spring 2 and castaway? – art opportunities?
All trips are yet
to be confirmed.

10. SAT’S SAT’s will take place in May. Attendance is vital.
Please do not book any holidays at this time.
Children will be familiar with the format by the
Summer term.
We will hold a parent’s information meeting
specifically about SATs after Christmas.
SAT’s are usually done over two weeks. There has been changes this year. Timed writing test and SPAG test. -If anyone asks. Exam conditions.

11. End of year assessment End of Key Stage Assessments (SATs tests) in
Reading – 2 tests, Spelling and Grammar, Maths (Arithmetic and Reasoning). Writing is teacher assessed.
A wide range of evidence of classwork to meet the Interim teacher assessment framework is needed.
Working towards the expected standard
Working at the expected standard,
Working at a greater depth within the expected standard.
Levels of development are teacher assessed and take into account the results of SATs tests.
PE – End of Key Stage Assessment of the 10 Fundamentals
Catch, Run, Hop, Skip, Jump, Throw over, Throw under, Roll a ball, Bounce a ball, Kick a ball.

12. Working at the expected standard Reading
The pupil can:
• read accurately most words of two or more syllables
• read most words containing common suffixes*
• read most common exception words*.
In age-appropriate books, the pupil can:
• read words accurately and fluently without overt sounding and blending, e.g. at over 90 words per minute
• sound out most unfamiliar words accurately, without undue hesitation.
In a familiar book that they can already read accurately and fluently, the pupil can:
• check it makes sense to them
• answer questions and make some inferences on the basis of what is being said and done.

13. Working at the expected standard -Writing
The pupil can write a narrative about their own and others’ experiences (real and fictional), after discussion with the teacher:
• demarcating most sentences with capital letters and full stops and with some use of
question marks and exclamation marks
• using sentences with different forms in their writing (statements, questions,
exclamations and commands)
• using some expanded noun phrases to describe and specify
• using present and past tense mostly correctly and consistently
• using co-ordination (or / and / but) and some subordination (when / if / that / because)
• segmenting spoken words into phonemes and representing these by graphemes,
spelling many correctly
• spelling many common exception words*
• spelling some words with contracted forms*
• adding suffixes to spell some words correctly in their writing
e.g. –ment, –ness, –ful, –less, –ly*
• using the diagonal and horizontal strokes needed to join letters in some of their writing
• writing capital letters and digits of the correct size, orientation and relationship to one
another and to lower case letters
• using spacing between words that reflects the size of the letters.

14. Working at the expected standard - Maths
• The pupil can partition two-digit numbers into different combinations of tens and
ones. This may include using apparatus
(e.g. 23 is the same as 2 tens and 3 ones which is the same as 1 ten and 13 ones).
• The pupil can add 2 two-digit numbers within 100 (e.g ) and can demonstrate
their method using concrete apparatus or pictorial representations.
• The pupil can use estimation to check that their answers to a calculation are reasonable
(e.g. knowing that will be less than 100).
• The pupil can subtract mentally a two-digit number from another two-digit number
when there is no regrouping required (e.g. 74 − 33).
• The pupil can recognise the inverse relationships between addition and subtraction
and use this to check calculations and work out missing number problems
(e.g. ∆ − 14 = 28).
• The pupil can recall and use multiplication and division facts for the 2, 5 and 10
multiplication tables to solve simple problems, demonstrating an understanding of
commutativity as necessary
(e.g. knowing they can make 7 groups of 5 from 35 blocks and writing 35 ÷ 5 = 7;
sharing 40 cherries between 10 people and writing 40 ÷ 10 = 4;
stating the total value of six 5p coins).
• The pupil can identify simple fractions and knows that all parts must be equal parts of the whole.

15. Working at the expected standard - Maths
The pupil can use different coins to make the same amount
(e.g. pupil uses coins to make 50p in different ways;
pupil can work out how many £2 coins are needed to exchange for a £20 note).
• The pupil can read scales in divisions of ones, twos, fives and tens in a practical
situation where all numbers on the scale are given
(e.g. pupil reads the temperature on a thermometer or measures capacities using
a measuring jug).
• The pupil can read the time on the clock to the nearest 15 minutes.
• The pupil can describe properties of 2-D and 3-D shapes
(e.g. the pupil describes a triangle: it has 3 sides, 3 vertices and 1 line of symmetry;
the pupil describes a pyramid: it has 8 edges, 5 faces, 4 of which are triangles and
one is a square).
The document containing the KS1 Interim Framework can be found at the above Government website.

16. Other issues. Please inform school if there is an illness or a change
to pick up arrangements.
Mrs Duff is available at the beginning of each day to take quick messages.
As stated on Anchornews recently, we regret we cannot distribute sweets cakes or any other food items in the classroom.
Please ensure your child brings a coat to school.
On drizzly days we do go outside to play.

17. Thank you for coming.