1. Welcome to Year Two! Miss Carter and Miss Hayward

2. Expectations in Year 2
Your child is taught according to the National Curriculum, which was revised in 2014 to reflect new, more rigorous standards and higher expectations.
At the end of the year, your child will be assessed in reading, writing and maths as either:
Working towards the expected level (WTS)
Working at the expected level (EXS)
Working at greater depth within the expected level (GDS)

3. How we assess in Year 2
Teacher assessment is used to report children’s attainment and progress to parents at the end of the year. Children in year 2 will sit statutory tests in reading, arithmetic and mathematical reasoning in May. We will use these, alongside your child’s work in class, to help us reach an overall judgement of the standards your child has reached in reading, writing and mathematics.
The work completed in class is equally important as the tests as it helps us to judge your child’s performance in a subject over a longer period of time and provides a range of evidence.
Your child’s attainment will also be assessed in science.

4. English in Year 2

5. Reading
On the following slides are the standards pupils are assessed against at the end of the key stage for English reading, English writing, mathematics. The frameworks contain a number of ‘pupil can’ statements. The evidence must show that the pupil demonstrates attainment of all the ‘pupil can’ statements within the standard they have been awarded. Teachers must be confident the pupil meets the ‘pupil can’ statements in the preceding standard(s) but there is no requirement to produce specific evidence for all of them. It is likely that the pupil’s work for the standard they have been awarded will also evidence the ‘pupil can’ statements of the preceding standard(s).

6. Reading .

7. Reading .

8. Reading
These are examples of the text and the questions that will be asked. .

9. Writing
A greater emphasis on composition, statements relating to the more technical aspects are less prescriptive (although haven’t disappeared completely!)
A more flexible approach…
To judge that a pupil is working at a standard in English writing, teachers need to have evidence which demonstrates that the pupil meets the standard described overall.
• A pupil’s writing should meet all the statements within the standard at which they are judged. However, teachers can use their discretion to ensure that, on occasion, a particular weakness does not prevent an accurate judgement being made of a pupil’s attainment overall. A teacher’s professional judgement about whether the pupil has met the standard overall takes precedence. This approach applies to English writing only.
• A particular weakness could relate to a part or the whole of a statement (or statements), if there is good reason to judge that it would prevent an accurate judgement being made.

10. Writing

11. Writing

12. Spelling and Grammar
These are examples of the sorts of questions that will be asked. .

13. Mathematics in Year 2

14. Expectations in Year 2
The National Curriculum for mathematics aims to ensure that all pupils:
become fluent in the fundamentals of mathematics
develop a growing confidence to reason mathematically and use mathematical language
can solve problems by applying their mathematics to a variety of problems .

15. Maths

16. Maths

17. Maths

18. Paper 1: Arithmetic
This will comprise of a practice question and a number of questions linked to national curriculum areas such as number, calculations and fractions.
These are examples of the sorts of questions that will be asked. .

19. Paper 2: Reasoning
This will comprise of a practice question and five aural questions. After the aural questions, there are approximately 25 written questions.
These are examples of the sorts of questions that will be asked. .

20. Paper 2: Reasoning
These are examples of the sorts of questions that will be asked. .

21. How are we supporting your child?
High quality teaching, which is engaging and purposeful, tailored to the National Curriculum and children’s needs
Differentiated tasks to challenge all abilities
Up to date training for all staff
On going assessments
Interventions to boost gaps throughout the year

22. How can you help at home?
Read as much as possible to and with your child
Work at your child’s pace
Always be positive and give lots of praise and encouragement
Complete your child’s home learning with them
Regular practice of Key Recall Facts (see handout)
Provide real life opportunities for your child to write e.g. postcards, shopping lists, s

23. General Information School Uniform and P.E. Kit
Please make sure your child comes to school wearing the correct school uniform. In addition, please ensure that all items of clothing are clearly marked with your child’s name. Long hair should be tied back.
Your child’s P.E. kit should remain in school at all times in case there is a change to the timetable. Clearly label your child’s bag so that they can easily identify their own belongings! 25 identical bags are easily mixed up…
We would like to encourage all children to bring in a named and reusable flask or bottle containing water. There is a labelled box inside the classroom where these are to be kept. Remember to take them home at least once a week to be washed.
PE days – Grasshopper: Mondays and Thursdays Dragonfly: Tuesday and Thursday
Handwriting is appropriate for all words - the fine motor-control movements involved in cursive handwriting reinforce the spelling patterns each time they are written.
Syllables – show the beats in words and can be judged by how many times the jaw moves. Phonemes are the smallest unit of sound in which words can be decoded.
Homophones – pear and pair or bear and bare

24. Attendance and Punctuality
It is really important that children come to school on time every day. Regular attendance at school enables children to make the best of educational opportunities available to them. It is the government expectation that children should have at least 96% attendance. For this reason, holidays in term time will not be authorised. Absence Procedures If your child is absent please contact the school by 9am on the first and subsequent days of absence and give the reason for the absence.

25. Behaviour
At Darell we have three school rules: • We follow instructions • We keep our hands and feet and other objects to ourselves • We are kind, polite and respectful to everyone Behaviour is not an isolated action but rather a series of choices. We use the language of choice when teaching our children about behaviour. There is no bad behaviour rather poor choices are made and these need to be turned around so that the pupils make the right choice.

26. Behaviour
Rewards for good behaviour can be given individually or collectively as a group. At Darell our Home School Agreement and our Good to be Green Booklet make it clear to parents and pupils the rewards and sanctions that occur at school. Rewards include: • Specific verbal praise • Stickers and certificates • Sharing our success as a class • Teacher to tell carer/ parent how well the child has done • Whole Class Reward • Star Assembly sharing the success

27. Behaviour
Unacceptable behaviour includes: • deliberate rudeness or disobedience • fighting or deliberately hurting another • bullying or harassing others • interfering with or damaging any school or individuals’ property All pupils need to know and understand that there are consequences for every action. We provide pupils with the opportunity to learn right from wrong, the consequences of inappropriate actions and the understanding that they are responsible for their behaviour. Consequences are outlined on the school website in the Behaviour Policy.

28. Finally…
We hope that your child has a happy and successful year in year 2. If there are any matters you wish to discuss with us, please do come and see us in the first instance. We will be in the playground after school and this is a good time to have a quick word, though if you have something lengthy to talk over please make an appointment for a longer chat. Thank for your commitment to your child’s education; we look forward to working with you and getting to know you and your child. Rachel Carter and Kathryn Hayward

29. Questions