1. Class 2
Curriculum Meeting
Be happy and work hard !

2. An opportunity for us to meet Class routines Curriculum Information
Why are we here?
An opportunity for us to meet
Class routines
Curriculum Information
Supporting your child at home

3. Class Routines Monday – Times Tables/Maths Challenges
Tuesday – P.E With Mr Thompson
Return Spelling Homework/Spelling Review
Wednesday – P.E.
Thursday – Some Forest School Sessions (Visit to the woods at least once a half term- dates to follow)
Friday – Music Lessons and Ukulele
Home/School Reading books can be changed daily, please keep yellow book in book bags.

4. Handwriting Pencil grip Correct letter formation
Correct number formation
Established joined writing
Handwriting is expected to be fluent, legible and with good pace.

5. Handwriting

6. Marking Policy Two Stars and a wish
Marking codes from whole school policy
Improvement prompts- time given to respond
Traffic light system Numeracy
Green I understand
Amber I’m nearly there but not quite
( Amber Time)
Red I’m really stuck

7. Literacy Wonderful Book Of Writing (WOW!) Target sheets VCOP
Guided reading, Guided writing
Handwriting
Success Criteria

8. Maths Mental calculations Informal pencil and paper methods
Standard written methods
Use Of Inspire Maths- Concrete-Pictoiral-Abstract

10. Homework Home Reading Spellings and sentences
School 360 online activities and interactive resources
School 360 Login Page
Sumdog

11. Homework – Supporting Your Child
Listen to your child read and ask questions to determine understanding
Practise spellings using a range of methods and encourage them to put these in the context of a sentence
Practise tables and rapid recall of number bonds
Username: class2pupil
Password: class2pupil
Username: Whitbroomfed
Password: wbfsphonics

12. Spellings
Here are some of the strategies that will help your child become a confident and accurate speller:
• sounding words out: breaking the word down into phonemes (e.g. c-a-t, sh-e-ll) – many words cannot be sounded out so other strategies are needed;
• dividing the word into syllables, say each syllable as they write the word (e.g. re-mem-ber);
• using the Look, say, cover, write, check strategy: look at the word and say it out aloud, then cover it, write it and check to see if it is correct. If not, highlight or underline the incorrect part and repeat the process;
• using mnemonics as an aid to memorising a tricky word (e.g. people: people eat orange peel like elephants; could: O U Lucky Duck);
• finding words within words (e.g. a rat in separate);
• making links between the meaning of words and their spelling (e.g. sign, signal, signature) – this strategy is used at a later stage than others;
• working out spelling rules for themselves – a later strategy;
• using a dictionary as soon as they know how to.
Encourage your child to have a go at spelling words they are unsure of. This will give them the opportunity to try out spelling strategies and to find those that they find useful.

13. Parents and Practitioners working together
Home-school
communication
helping children's
Supporting and
learning at home
Parents and teachers
working together
on issues of concern