1. Teacher - Mrs Allen Teaching Assistant - Mrs Pinches

2.  Meet the teacher  Weekly class timetable  Numeracy  Literacy  Discuss foundation subjects  Reading  Expectations  Parental involvement  Attendance  Procedures  Questions

3. Year 2: Class 8 Weekly Planner

4. Pirate dress up day – provisional date 24 th October

5. The focuses of mathematics learning within this block are: Place value in 2- and 3- digit numbers Partition into multiples of 10 and ones Comparing, ordering, reading and writing 2-digit and 3-digit numbers Use the symbols Patterns and sequences Counting on and back in steps of different sizes Odd and even numbers Mental methods Addition/subtraction of 1- and 2- digit numbers

6. The focuses of mathematics learning within this block are:  Addition and subtraction facts to 10; pairs that sum to 20; multiples of 10 that sum to 100  Tables for 2, 5 and 10  Doubles of numbers to 10; corresponding halves  Solving problems involving numbers, money or measures, using addition, subtraction, multiplication or division  Patterns, relationships and properties of numbers and shapes  Estimating and checking answers  Describing and visualising properties of common 2-D and 3-D shapes  Line symmetry  Sorting and making shapes

7. Mental calculations: adding and subtracting 1-digit number or multiple of 10 to/from a 2-digit number Informal written calculations: adding and subtracting 1- and 2-digit numbers Following and giving instructions for movement using mathematical language Solving problems involving numbers, money, measures or time Estimating, comparing and measuring lengths, weights and capacities Using units of time and reading time to the quarter hour Reading scales and interpreting the divisions

8. Read and tell a selection of stories with settings and themes that are familiar to the children. Children retell stories creating alternative beginning, middle or end. Identify the characters. Use drama to retell the story from one character's point of view and explore different courses of action. Children select a character and describe what they do in the story, orally and in writing. Review the stories. Discuss the way that one event leads to another. Invite predictions about characters' actions and the sequence of events. Demonstrate how to plan the structure of a story: opening, something happens, events to sort it out, ending. Box up a story or story planners.

9. Phase 1  The teacher demonstrates oral instructions and children practise giving and following oral instructions. Phase 2  The teacher demonstrates how to read and follow simple written instructions and children read and follow simple written instructions. The teacher and children analyse language features of written instructions. Phase 3  The teacher demonstrates how to write instructions. Children write their own instructions and evaluate. Overview  Introduce the unit with a game following verbal instructions.  Discuss some of their features such as equipment needed, ingredients, imperative verbs, the use of short and precise vocabulary and sequential steps.  Read and follow simple sets of instructions such as recipes, plans, constructions that include diagrams.  Children write simple instructions independently, for example getting to school, playing a game.

10. Foundation subjects E- Safety

12. Calculating Counting on and back from different numbers in twos, fives and tens Building up the two, five, or ten times-tables Finding half, quarter and three quarters of shapes and sets of objects Doubling numbers to 20 and halving Representing Representing and interpreting multiplication as repeated addition and arrays, and division as sharing and repeated subtraction Recording Using the symbols +, -, ÷ and + to describe, record and interpret number sentences Communicating, reasoning Describing and interpreting patterns and relationships involving numbers or shapes and testing examples that fit conditions Solving problems Solving problems using counting, the four operations and doubling or halving in practical contexts, including measures or money

13. Mental calculations: adding and subtracting 1-digit number or multiple of 10 to/from a 2-digit number Informal written calculations: adding and subtracting 1- and 2-digit numbers Following and giving instructions for movement using mathematical language Solving problems involving numbers, money, measures or time Estimating, comparing and measuring lengths, weights and capacities Using units of time and reading time to the quarter hour Reading scales and interpreting the divisions

14. Describe and continue the pattern for a set of numbers, shapes and missing numbers in sequences. Decide which calculation are needed to solve a 2 step word problem including money/measures check with inverse operations To know which pairs of numbers make 20 extending their knowledge of number facts and use partitioning to add/subtract numbers mentally. To know my 2,5,10 tables and can work out the division facts that go with them. I can tell if a number is a multiple of 2,5,10. know the doubles of all the numbers up to 20. Match familiar solids to their pictures. Sort and classify shapes according to their properties. Recognise right angles and symmetry of shapes.

15. Phase 1 As a class and in groups, children hear, read and respond to a range of poems and riddles with different patterned structures. Children then explore the different patterns created, both by the ways words and phrases are used and sequenced, and by the way the text is laid out. Phase 2 With contribution from and involvement by children, the teacher models and explores writing in several different patterned forms. Opportunities are taken to focus on playful and inventive language choices, further developing children's vocabulary and their word reading and writing skills in the process. Phase 3 Following on from this modelling, children in pairs or individually write their own simple patterned texts, developing their writing from a given beginning.

16. Investigate non-fiction books/ICT texts to show that they can give different information and present similar information in different ways. Discuss and use contents pages, index and glossaries. Locate definitions/explanations in dictionaries and glossaries. Explore a variety of genre to find specific sections of titles, subheadings, illustrations and diagrams. Locate the meaning of unknown words by deducing from text or referring to a dictionary or encyclopaedia. Make simple notes from non-fiction texts, for example key words and headings, to use in subsequent writing. Write simple information texts incorporating labelled pictures and diagrams, charts, lists as appropriate. Draw on knowledge and experience of texts in deciding and planning what and how to write. Create an alphabetically ordered dictionary or glossary of special interest words.

17. Read several traditional stories with examples of predictable language. Identify examples of formal story language. Children prepare and retell familiar stories using appropriate voice for different characters. Compare the themes, settings and characters in several stories. Locate key descriptive words and phrases. Predict incidents and endings based on experience of traditional tales. Use improvisation and role-play to explore alternatives. Using a familiar setting from a traditional tale, demonstrate how to structure a new sequence of events and use this as a story plan. Children write own short stories in the style of a traditional tale. Include formal story language, typical dialogue. Use past tense consistently and connective in parts of the story.

18. Foundation subjects

19.  Oxford Reading Tree  Comprehension focus  Reading cards – targets, 2x school, 7-10 days, regular home reading, sign and date with comments, termly comments, assessment, passed on to Juniors.  Rainbow readers – stage 10

20.  Number bonds  Basic calculation  Counting on a 100 square  Interventions – wkly maths booster  Homework – based on taught block for consolidation  Mathletics  2 Simple - Purple Mash Useful websites: Literacy  Cursive writing  VCOP  Phonics  Interventions – RWI, Catch up, Phonics, Action words  Homework – based on block taught in class for consolidation  Home handwriting  Academy website links Useful websites:

21.  Attendance – 95%  Punctuality  Illness – call office on 0121 779 5667  Dropping children off and collecting  Parental involvement  Please check book bags regularly  Water bottles  PE kits, forest school clothes  Label items  Academy website  Questions Thank you for listening and attending