1. Meeting to share age related expectations. Year group: Year Two

2. Feedback from parents has informed us that parents would find it helpful to know more about the Curriculum (2013) and the year group expectations.
The year group expectations are what is expected by the END of the year.
We will focus on Reading, Writing, Maths and Science and how you can help.
Parents can support with learning in many ways that are fun and related to everyday life.
We will also be running maths workshops later in the year.

3. Reading: your support with reading makes a significant difference.
At school we:
At home you could:
Teach words. Not all words follow spelling patterns, so we will teach the children tricky words such as: was, were, are, etc.
Develop an enjoyment of reading
In the guided reading sessions we focus on the plot and understanding the text.
We encourage reading with expression through using punctuation correctly.
We will also be focusing on elements of grammar that need to be covered over the course of the year.
We will also focus on features of different genres of text and the associated vocabulary.
Play snap with high frequency words, spot the words in the books, count the words.
Talk about the book and if you ask questions keep enjoyment as a priority.
Take turns to read as you can model the expression.
Talk about how books can be read differently…fiction and non-fiction.
Encourage your child to express an opinion about books.
Locate information using the contents and index .

4. How you can help with spelling at home
Writing includes: spelling, handwriting, composition, vocabulary, grammar and punctuation.
Ways we teach spelling at school
How you can help with spelling at home
In Year 2 the children will be taught spelling in dedicated lessons and as part of their English lessons and teaching in other subjects.
The children will continue to build on the phonics work they have already done in Reception and Year 1.
They will begin to recognise and use alternative ways of spelling sounds already taught e.g. long vowels.
Children will continue to learn the first 100 high frequency words and move on to the next 200 high frequency words.
Common exception words are taught as are spelling rules
Use the letter names and the letter sounds.
Children will have been encouraged to write what they hear so it may not be an accurate spelling but still encourage what is phonetically plausible.
As they learn more sounds (phonemes) and spelling rules they will become more accurate spellers.
Be aware of the first 100 and next 200 high frequency words.
Encourage a love of words, use dictionaries, notice patterns and say words in ways to help children remember them.
The children may be given spelling activities for homework.

5. Handwriting We link handwriting to phonics and handwriting patterns.
The children will have dedicated handwriting lessons and will be able to practise these skills during our pre-register sessions.
Correct pencil grip
Cursive letter formation
Letter families- Curly Caterpillar letters, One Armed Robot letters, Long Ladder letters, Zig Zag monsters
In Year 2 we teach ‘the joins’ and as the children become ready they are encouraged to join.
It is VERY important that children are corrected and reminded where to start letters so they form them correctly.
Demonstrate Penpals- explain in the pack there is a sheet which demonstrates how to form letters- always correct letter formation. Practice ‘a’ etc.
Highlight NO LOOPING (joining from j and s- BREAK LETTERS!
Show how we form k and explain why we do this.- To become fluent writers.
WE are aiming for joined up handwriting by the end of year 2.

6. Composition: At school we: At home you could:
Encourage the children to plan their writing before starting- story maps, boxing up…
Say out loud what they are going to write about.
Compose a sentence orally before writing it.
Sequence sentences into short narratives.
Re read what they have written to ensure it makes sense and has the correct punctuation.
In Year 2 children will be taught how to edit their own work looking for ways to improve it.
Enjoy stories at home.
Encourage children to talk about what they have read and think about what the writer intended.
Support children to express ideas in sentences.
Let them see you writing.
Encourage them to write for a purpose such as an invitation, shopping list, letters.
Encourage and don’t insist on perfection…..
If they write for you value and enjoy it. If you are unsure of a word ask them to read it to you.

7. Vocabulary, grammar and punctuation:
By the end of the year we are looking for children to be able to:
write simple, coherent narratives about personal experiences and those of others (real or fictional)
write about real events, recording these simply and clearly
demarcate most sentences in their writing with capital letters and full stops, and use question marks correctly when required
use present and past tense mostly correctly and consistently
use co-ordination (e.g. or / and / but) and some subordination (e.g. when / if / that / because) to join clauses
segment spoken words into phonemes and represent these by graphemes, spelling many of these words correctly and making phonically-plausible attempts at others
spell many common exception words*

8. Mathematics
The national curriculum for mathematics aims to ensure that all pupils:
become fluent in the fundamentals of mathematics
reason mathematically
can solve problems by applying their mathematics to a variety of routine and non-routine problems
Children will be encouraged to build and develop links across the different areas of mathematics and also apply their skills and mathematical knowledge in other areas of the curriculum such as science.

9. Number: Place Value
Count in steps of 2, 3, and 5 from 0, and in tens from any number, forward and backward
Recognise the place value of each digit in a two-digit number (tens, ones)
Identify, represent and estimate numbers using different representations, including the number line
Compare and order numbers from 0 up to 100; use <, > and = signs
Read and write numbers to at least 100 in numerals and in words
Use place value and number facts to solve problems.

10. Number: Addition and Subtraction
Solve problems with addition and subtraction:
using concrete objects and pictorial representations, including those involving numbers, quantities and measures
applying their increasing knowledge of mental and written methods
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:
a two-digit number and ones
a two-digit number and tens
two two-digit numbers
adding three one-digit numbers
Show that addition of two numbers can be done in any order (commutative) and subtraction of one number from another cannot
Recognise and use the inverse relationship between addition and subtraction and use this to check calculations and solve missing number problems.

11. Number: Multiplication and Division and Fractions
Recall and use multiplication and division facts for the 2, 5 and 10 multiplication tables, including recognising odd and even numbers
Calculate mathematical statements for multiplication and division within the multiplication tables and write them using the multiplication (×), division (÷) and equals (=) signs
Show that multiplication of two numbers can be done in any order (commutative) and division of one number by another cannot
Solve problems involving multiplication and division, using materials, arrays, repeated addition, mental methods, and multiplication and division facts, including problems in contexts.
Fractions
Recognise, find, name and write fractions ⅓, ¼, 2/4,and ¾ of a length, shape, set of objects or quantity
Write simple fractions for example, ½ of 6 = 3 and recognise the equivalence of 2/4 and ½

12. Geometry Identify and describe the properties of 2-D shapes
Identify 2-D shapes on the surface of 3-D shapes
Compare and sort common 2-D and 3-D shapes and everyday objects.
Order and arrange combinations of mathematical objects in patterns and sequences
Use mathematical vocabulary to describe position, direction and movement, including movement in a straight line and distinguishing between rotation as a turn and in terms of right angles for quarter, half and three-quarter turns (clockwise and anti-clockwise).

13. Measurement
Choose and use appropriate standard units to estimate and measure length/height (m/cm); mass (kg/g); temperature (°C); capacity (litres/ml) to the nearest appropriate unit, using rulers, scales, thermometers and measuring vessels
Compare and order lengths, mass, volume/capacity and record the results using >, < and =
Recognise and use symbols for pounds (£) and pence (p); combine amounts to make a particular value
Find different combinations of coins that equal the same amounts of money
Solve simple problems in a practical context involving addition and subtraction of money of the same unit, including giving change
Compare and sequence intervals of time
Tell and write the time to five minutes, including quarter past/to the hour and draw the hands on a clock face to show these times
Know the number of minutes in an hour and the number of hours in a day.

14. Statistics
Interpret and construct simple pictograms, tally charts, block diagrams and simple tables
Ask and answer simple questions by counting the number of objects in each category and sorting the categories by quantity
Ask and answer questions about totalling and comparing categorical data

15. Science Working scientifically is a key aspect.
Asking simple questions and recognise they can be answered in different ways
Observing closely, using simple equipment
Performing simple tests
Identifying and classifying
Using their observations and ideas to suggest answers to questions
Gather and record data to help answer questions.
Topics covered
Plants
Living Things and Habitats
Animals, including humans
Everyday materials

16. Homework
In Year 2 the children will bring home a homework book. Each Friday they will receive a piece of Maths and English homework and which will be due in by the following Wednesday.
The work is usually based on what they have been learning that week. It is a way for them to practise their skills and will also give you a window in to what they have been learning.
In KS1 children have guided reading session x2 a week and we provide guidance with how to read the book at home. We send the guided reading books home. The book needs to be brought back to school in the book bag daily as we may do some follow up work.
The choosing book (banded by colour) can be changed daily.

17. End of Key Stage 1 SATs
At the end of KS1 children take tests in their classroom
Maths- 2 papers
Arithmetic
Reasoning
Reading- 2 papers both are comprehension papers
The children’s writing will also be assessed by the class teacher and possibly by an external moderator.
There is an “interim assessment framework” for the standards expected at the end of Year 2.
We ensure children have a positive experience when they are assessed or are taking tests.
Teacher assessment is informed by the tests. We report the test standardised scores to you and the overall teacher assessment but the DfE only require the overall assessment.
The terms pre-level, working towards, at expected and greater depth are used.
If children did not meet the phonics standard they re-take their phonics screening at the end of Year 2.
SATs take place in May so it is very important for your child to be in school.
Assessment continues until the end of June when results are submitted.

18. Website and Class Dojo…
Please check the website for termly overview, routines, updates, photos etc…
Please sign up to Class Dojo to keep up-to-date with what we are doing in class and for other reminders/ messages.
We will not use Class Dojo for the points system or for Pupil Story.
The main reason for introducing Class Dojo at Belgrave is for staff to upload photographs and for you to hear important announcements and updates.

19. Any questions…?