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Welcome back to the start of a new academic year!
Staffing
This year the class will be taught by Mr Turner (Monday-Friday) and Miss Adams (Wednesday-Friday). When Miss Adams is in school the class will be split into year groups for maths and will be taught separately. Class 1/2 will be supported by Mrs Haydon and Mr Soley. They will be supporting the children in Read Write Inc., maths and other curriculum areas. They will also be responsible for taking small intervention groups. Mrs Patterson will continue to take the class every other Tuesday whilst I have my PPA (Planning, Preparation and Assessment time). Behaviour The school works alongside the Good to be Green rules. These rules should be followed at all times during the school day.
If a child is not following the rules they will be given a verbal warning. Should they continue to ignore the warning they will be issued with a yellow card. This card will be removed if they improve their behaviour. If the unwanted behaviour continues then the child will receive a red card and be sent to Mr Richards and will miss their break/lunchtime play. Class Dojo: The school will continue to use ClassDojo to celebrate the children’s achievements and provide feedback on how the children are getting on. We will also be using it as a method of communication. It will be used to relay simple whole class messages and can also be used to contact a teacher directly. If you haven’t signed up I encourage you to do so as soon as possible. If you are unsure feel free to contact me directly. Mantle of the Expert (MOE) This term our Mantle will be ‘Jungle Explorers’. The children will take on the role as experts and research the animals which live in these beautiful environments and delve deep into the stories and people who inhabit the jungles all over the world. This children will attempt to solve problems, ask questions, work collaboratively and express themselves creatively in a variety of different situations and tensions. We link Mantle with outdoors and are working together to build our own jungle hut. Each child’s contribution in Mantle is vital, their individual skills, ability to work in groups, a growing maturity and independence to get on with task in a set time for a ‘real’ purpose allows a whole range of learning strategies and opportunities to enhance their skills throughout the curriculum. Read Write Inc. (RWI) The phonics programme RWI will continue into Years 1 and 2. Children will work in small groups with a designated staff member and will access reading, writing and spellings daily. The sessions are fun and interactive and aim to make reading enjoyable and meaningful. Children are assessed continually and those that have finished the phonics program will move onto the Literacy and Language programme where the emphasis changes to writing in more depth with increased awareness of punctuation, spelling and grammar. This is in line with National Curriculum standards. Maths Maths is mainly taught in weekly focus blocks. These areas cover amongst others, addition, subtraction, multiplication (x2, x5, x 10 and beyond) and simple division (sharing). We look at fractions, co-ordinates, graphs, data, shapes, patterns, angles, directions, measurements, calculating amounts, pairs to 10, 20 and 100, counting to 100 and beyond, number recognition, place value, problem solving, questioning, method usage and understanding and using their developing skills. We will be paying particular attention to the mastery approach in mathematics. The lessons will focus mainly on reinforcing number to build competency. We will provide plenty of opportunities to build reasoning and problem solving elements into the sessions. When exploring these objectives we will use concrete objects to help the children understand what they are doing. They will build on this and start to create their own pictorial representations to reason and solve problems. Finally, children should be able to use this deeper understanding to move to an abstract approach using numbers and key concepts confidently. Year 2 children (and those more able) will also be working towards higher level mathematics, where they will use a range of skills, investigate problem solving with increased number and use their own knowledge to question and calculate strategies and methods. Numeracy skills will also be implemented through the Mantle so that it is increasingly purposeful and meaningful; it also aids development in skills and understanding creating a real context and gives us chance to fully observe their ability to use their skills independently. PE Just a polite reminder that P.E kit is a green t-shirt with green shorts and pumps. Trainers can be worn outside and tracksuits in school colours are useful as the weather gets colder. PE will be taught twice a week, every Monday afternoon and Thursday afternoon. Please ensure that your child’s PE kit is named – thank you. Spellings Each week the children will be given a selection of spellings to learn for the following week. The children will have spellings from the RWI spelling programme as well as age appropriate spellings. Spellings will be issued each Friday and spelling tests will take place on the following Thursday. The children will also be given a spelling sheet to take home which will help them practise on a daily basis. This is not compulsory but regular practise is encouraged. Reading The children are asked to take home a book each evening to share with you. If you listen to your child read or share a book with them please could you write it in their home school reading record. This record can also be used to write any notes or concerns in. I will try to get back to you as soon as possible. We strive to check reading records daily although this isn’t always possible. We will get back to you on any questions as soon as we can. Reading with your child each evening has a dramatic effect on their learning. It builds their confidence, understanding and their knowledge of sounds, helps them to blend words and builds on comprehension through asking questions about the story or the facts it provides. Please also be aware that reading covers many areas and can take shape in the form of comics, magazines, leaflets, newspapers and so much more. It also has an amazing knock on effect to their writing as they are able to ‘magpie’ (take) ideas and build them into their own thoughts for further development. At times children enjoy bringing home books that they simply enjoy and want to share with you. These may be ones that appear far too easy or ones that you can read to them instead. It is important that we appreciate these choices too as enjoyment of reading and sharing is paramount to building a love of books. The children will read at school during daily phonics sessions and we have renewed our subscription to eBooks on Bug Club, so you will still be able to access these books at home. The school’s Reading Rocket Challenge is to read at least four times a week which will lead to ClassDojo points and entry into the weekly prize draw during celebration assembly. To receive a ‘golden ticket’ the children will need to amass 4 reading rocket entries over a half term. The ‘golden ticket’ will give the child the opportunity to watch an age appropriate film based on a book at the end of the half term. Outdoors On Wednesday your child will need to bring outdoor clothes to wear that you do not mind getting dirty. On occasion your child may get very muddy as we often go out in all weathers. Please ensure that wellies are named and provide a spare pair of socks and pants as well as these often get very wet whilst splashing in puddles! Free flow (Year 1) On a Friday afternoon year 1 have a free flow child-initiated time with Reception. Children have the opportunity to choose any of the activities provided throughout 1/2, reception and the outside area. Homework The homework they will have will be: 1. Reading 2. Maths or English (Alternate weeks)* 3. Spellings A mathematical or literacy based homework will be sent home on Friday. The children need to complete and send it back to school by the following Thursday at the very latest please. *Maths and English homework will start after the first half term for year 2 children only. Class 1/2 Contact Times I will be available for a chat every day before school and free for a longer period after school on Tuesdays. Do not hesitate to get in touch if you have any questions or queries. You can contact me through the ClassDojo app or email me at This email address is being protected from spambots. You need JavaScript enabled to view it.or Miss Adams at This email address is being protected from spambots. You need JavaScript enabled to view it. Many thanks, Mr Turner & Miss Adams |
- Class 1/2 Photos
- Year 1 Curriculum
- Year 1 Expectations
- Year 2 Curriculum
- Year 2 Expectations
- Class Blog
Year 1 Expectations
Information for Parents/Carers
Reading Targets
A Year 1 Reader
| Word Reading |
| I can match all 40+ graphemes to their phonemes. |
| I can blend sounds in unfamiliar words. |
| I can divide words into syllables. |
| I can read compound words. |
| I can read words with contractions and understand that the apostrophe represents the missing letters. |
| I can read phonetically decodable words. |
| I can read words that end with ‘s, -ing, -ed, -est |
| I can read words which start with un-. |
| I can add –ing, -ed and –er to verbs. (Where no change is needed to the root word) |
| I can read words of more than one syllable that contain taught GPCs. |
| Comprehension |
| I can say what I like and do not like about a text. |
| I can link what I have heard or read to my own experiences. |
| I can retell key stories orally using narrative language. |
| I can talk about the main characters within a well known story. |
| I can learn some poems and rhymes by heart. |
| I can use what I already know to understand texts. |
| I can check that my reading makes sense and go back to correct myself when it doesn’t. |
| I can draw inferences from the text and/or the illustrations. (Beginning) |
| I can make predictions about the events in the text. |
| I can explain what I think a text is about. |
Information for Parents/Carers
Reading Targets
Year 1: Reading at Greater Depth
| I can use my phonic knowledge confidently in combination with a range of reading strategies to read appropriate texts fluently and confidently . |
| I read for an extended period because I really enjoy stories. |
| I am aware that I will learn a great deal from non-fiction books. |
| I readily and confidently ask questions to clarify understanding. |
| I can explain to others why I have enjoyed a book and can summarise the story if asked to do so. |
| My reading makes me think deeply about things which are associated with the stories I read. |
| I can make suggestions about events and characters in the books I read which go beyond what is written in the text. |
| I can express a preference for the type of book I enjoy and can explain why I like that type of book. |
| I can explain the difference between a fiction and a non fiction book and can talk about the way each is organised. |
| I can respond personally to poetry that I read. |
| I am beginning to use some of the features I see in the books I read in my own writing, eg, repeated texts. |
Information for Parents/Carers
Writing Targets - A Year 1 Writer
| Transcription |
| Spelling |
| I can identify known phonemes in unfamiliar words. |
| I can use syllables to divide words when spelling. |
| I use what I know about alternative phonemes to narrow down possibilities for accurate spelling. |
| I can use the spelling rule for adding ‘s’ or ‘es’ for verbs in the 3rd person singular. |
| I can name all the letters of the alphabet in order. |
| I can use letter names to show alternative spellings of the same phoneme. |
| Handwriting |
| I can sit correctly at a table, holding a pencil comfortably and correctly. |
| I can form lower case letters in the correct direction, starting and finishing in the right place. |
| I can form capital letters and digits 0-9. |
| Composition |
| I can compose a sentence orally before writing it. |
| I can sequence sentences in chronological order to recount an event or experience. |
| I can re-read what I have written to check that it makes sense. |
| I leave spaces between words. |
| I know how the prefix ‘un’ can be added to words to change meaning. |
| I can use the suffixes ‘s’, ‘es’, ‘ed’, and ‘ing’ within my writing. |
| Grammar and punctuation |
| Sentence structure |
| I can combine words to make a sentence. |
| I can join two sentences using ‘and’. |
| Text structure |
| I can sequence sentences to form a narrative. |
| Punctuation |
| I can separate words using finger spaces. |
| I can use capital letters to start a sentence. |
| I can use a full stop to end a sentence. |
| I can use a question mark. |
| I can use an exclamation mark. |
| I can use capital letters for names. |
| I can use ‘I’. |
Information for Parents/Carers
Writing Targets
Year 1: Writing at Greater Depth
| I can write short stories about something personal to me. |
| I can sequence a short story or series of events related to my learning in other lessons. |
| My writing makes sense to the reader without additional explanation. |
| I am confident in changing the way sentences start. |
| I can make sentences longer and use words other than ‘and’ and ‘then’ to join ideas together. |
| I can use new words for the first time in stories or explanations and I enjoy experimenting with new words. |
| I know which letters sit below the line and which are tall letters. |
| I am consistent in my use of lowercase and capital letters. |
| I sound out spelling when I am not sure and I can come up with phonetically close attempts at spelling unfamiliar words. |
| I can spell almost all of the words in the Year 1 and 2 list accurately. |
Information for Parents/Carers
Targets in Spoken Language
A Year 1 Speaker
| I speak clearly and confidently in front of people in my class. |
| I can re-tell a well known story and remember the main characters. |
| I can hold attention when playing and learning with others. |
| I can keep to the main topic when we are talking in a group. |
| I can ask questions in order to get more information. |
| I can start a conversation with an adult I know well or with my friends. |
| I listen carefully to the things other people have to say in a group. |
| I join in with conversations in a group. |
| I join in with role play. |
Information for Parents/Carers
Targets in Spoken Language
Exceeding Year 1 Expectations
| I can explain my answers, arguments and opinions when challenged. |
| I can give careful descriptions, explanations and narratives for different purposes. |
| I can express my personal feelings when involved in discussions. |
| I can take part keenly in discussions and debates. |
| I can retell a story I know, remembering details and adding my own point of view. |
| I can make changes to events (usually endings) in a familiar story when asked to do so. |
| I can consider the views of everyone in a discussion. |
| I can use appropriate language to ensure the listener knows when something happened. |
| I can understand the consequences of what is said to others. |
| I can summarise the outcome of a discussion. |
Information for Parents/Carers
Mathematics Targets - A Year 1 Mathematician
| Number |
| I can count reliably to 100. |
| I can count on and back in 1s, 2s, 5s and 10s from any given number up to 100. |
| I can write all numbers in words to 20. |
| I can say the number that is one more or one less than a number to 100. |
| I can recall all pairs of addition and subtraction number bonds to 20. |
| I can add and subtract 1-digit and 2-digit numbers to 20, including zero. |
| I know the signs + - =. |
| I can solve a missing number problem. |
| I can solve a one-step problem using addition and subtraction, using concrete objects and pictorial representations. |
| Measurement and geometry |
| I recognise all coins. |
| I recognise and can name the 2D shapes: circle, triangle, square and rectangle. |
| I recognise and can name the 3D shapes: cuboid, pyramid, sphere. |
| I can name the days of the week and months of the year. |
| I can tell the time to o’clock and half past the hour. |
Information for Parents/Carers
Mathematics Targets
Exceeding Year 1 Expectations
| I can count reliably well beyond 100. |
| I can count on and back in 3s from any given number to beyond 100. |
| I can say the number that is 10 more or 10 less than a number - up to 100. |
| I know the signs (+); (-); (=); (<); (>). |
| I can apply my knowledge of number to solve a one-step problem involving an addition, a subtraction and simple multiplication and division. |
| I can add and subtract 1-digit and 2-digit numbers to 50, including zero. |
| I can recognise all coins and notes and know their value. |
| I can use coins to pay for items bought up to £1. |
| I can use my knowledge of time to know when key periods of the day happen, for example, lunchtime, home time, etc. |
| I can recognise different 2D and 3D shapes in the environment. |
Year 2 Expectations
Reading Targets
A Year 2 Reader
| Word Reading |
| I can decode automatically and fluently. |
| I can blend sounds in words that contain the graphemes we have learnt. |
| I can recognise and read alternative sounds for graphemes. |
| I can read accurately words of two or more syllables that contain the same GPCs. |
| I can read words with common suffixes. |
| I can read common exception words. |
| I can read and comment on unusual correspondence between grapheme and phoneme. |
| I read most words quickly and accurately when I have read them before without sounding out and blending. |
| I can read most suitable books accurately, showing fluency and confidence. |
| Comprehension |
| I can talk about and give an opinion on a range of texts. |
| I can discuss the sequence of events in books and how they relate to each other. |
| I use prior knowledge, including context and vocabulary, to understand texts. |
| I can retell stories, including fairy stories and traditional tales. |
| I can read for meaning and check that the text makes sense. I go back and re-read when it does not make sense. |
| I can find recurring language in stories and poems. |
| I can talk about my favourite words and phrases in stories and poems. |
| I can recite some poems by heart, with appropriate intonation. |
| I can answer and ask questions about the text. |
| I can make predictions based on what I have read. |
| I can draw (simple) inferences from illustrations, events, characters’ actions and speech. |
Reading Targets
Year 2: Reading at Greater Depth
| When reading aloud I can improve my meaning through my expression and intonation. |
| I can identify and comment on the main characters in stories and the way they relate to one another. |
| I can self-correct, look backwards and forwards in the text and search for meaning. |
| I can comment on the way the characters relate to one another |
| I can show an understanding of the main points of the text and re-tell the story. |
| I can make sensible predictions about what is likely to happen in the story and to different characters. |
| I know how suspense and humour are built up in a story, including the development of the plot. |
| I can recognise similarities in the plot or characters within different stories. |
| I can extract information from non-fiction texts, appropriately using contents, index, chapters, headings and glossary. |
| I can read poetry, using intonation and expression, and I can handle humour appropriately when needed. |
Writing Targets - A Year 2 Writer
| Transcription |
| Spelling |
| I can segment spoken words into phonemes and record these as graphemes. |
| I can spell words with alternatives spellings, including a few common homophones. |
| I can spell longer words using suffixes such as ‘ment’, ‘ness’, ‘ful’, ‘less’, ‘ly’. |
| I can use my knowledge of alternative phonemes to narrow down possibilities for accurate spelling. |
| I can identify phonemes in unfamiliar words and use syllables to divide words. |
| Handwriting |
| I can form lower-case letters of the correct size relative to one another. |
| I can begin to use some of the diagonal and horizontal strokes needed to join letters. |
| I show that I know which letters are best left unjoined. |
| I use capital letters and digits of the correct size, orientation and relationship to one another and to lower case letters. |
| I use spacing between words that reflects the size of the letters. |
| Composition |
| I can write narratives about personal experiences and those of others, both real and fictional. |
| I can write for different purposes, including real events. |
| I can plan and discuss the content of writing and record my ideas. |
| I am able to orally rehearse structured sentences or sequences of sentences. |
| I can evaluate my own writing independently, with friends and with an adult. |
| I can proof-read to check for errors in spelling, grammar and punctuation. |
| Grammar and punctuation |
| Sentence structure |
| I can use subordination and co-ordination. |
| I can use expanded noun phrases. |
| I can say how the grammatical patterns in a sentence indicate its function. |
| Text structure |
| I consistently use the present tense and past tense correctly. |
| I can use the progressive forms of verbs in the present and past tense. |
| Punctuation |
| I use capital letters for names of people, places, days of the week and the personal pronoun ‘I’. |
| I use question marks and exclamation marks correctly. |
| I can use commas to separate items in a list. |
| I can use apostrophes to show where letters are missing and to mark singular possession in nouns. |
Writing Targets
Year 2: Writing at Greater Depth
| I can write at length without losing the purpose of the main idea. |
| I can apply the skills I have learnt in writing when asked to do so in scientific, historical and geographical tasks. |
| My stories are clearly structured and the endings are well thought out. |
| I show good stamina when writing and I am confident that my writing will interest others that read it. |
| When I use dialogue in my writing it is done appropriately and accurately without losing the flow of my story. |
| I am happy to explain why I have made decisions about the plot, characters and settings. |
| I have given a great deal of thought to my word choices and will from time to time use ambitious words. |
| I am accurate with my grammatical and punctuation features that I have been taught so far. |
| My writing includes some ideas I have noticed in the books I read. |
| I check the effectiveness of my writing and listen to what others say and act on their ideas. |
| Non-narrative texts are organised and laid out appropriately with headings and related material is grouped in to sections. |
Targets in Spoken Language
A Year 2 Speaker
| I can ask question to get more information and clarify meaning. |
| I can talk in complete sentences. |
| I can decide when I need to use specific vocabulary. |
| I can take turns when talking in pairs or a small group. |
| I am aware that formal and informal situations require different language (beginning). |
| I can retell a story using narrative language and linking words and phrases. |
| I can hold the attention of people I am speaking to by adapting the way I talk. |
| I understand how to speak for different purposes and audiences (beginning). |
| I can perform a simple poem from memory. |
Targets in Spoken Language
Exceeding Year 2 Expectations
| I can use different style, tone and loudness of speech when speaking to a larger audience. |
| I can help the discussion to go well by listening and responding to others’ ideas. |
| I can think of a some questions about a group of objects that is shared or discussed with the class. |
| I can explain the main things I have learnt from a presentation by someone else. |
| I can talk about why I think certain things happen in science. |
| I can talk about own feelings when thinking about a story. |
| I can choose persuasive language to suit the listener |
| I know when to vary my voice and language to express my feelings at a key moment. |
| I can make sure instructions follow one another in sequence. |
| I can decide how to present a poem dramatically, using all members of the group. |
Mathematics Targets - A Year 2 Mathematician
| Number |
| I can read and write all numbers to at least 100 in numerals and words. |
| I recognise odd and even numbers to 100. |
| I can count in steps of 2, 3 and 5 from 0. |
| I recognise and can define the place value of each digit in a 2 digit number. |
| I can compare and order numbers from 0 to 100 using the < > and = signs. |
| I can name the fractions 1/3, 1/4, 1/2 and 3/4 and can find fractional values of shapes, lengths and numbers. |
| I can recall and use multiplication and division facts for the 2, 5 and 10x tables. |
| I can add and subtract a 2-digit number and ones. |
| I can add and subtract a 2-digit number and tens. |
| I can add and subtract two 2-digit numbers. |
| I can add three 1-digit numbers. |
| I can solve problems involving addition and subtraction. |
| I understand and can use commutativity in relation to addition, subtraction, multiplication and division. |
| Measurement and geometry |
| I can choose and use appropriate standard units to estimate length, height, temperature and capacity. |
| I can tell and write the time to 5 minute intervals. |
| I recognise and can use the symbols £ and p when solving problems involving addition and subtraction of money. |
| I can describe the properties of 2D and 3D shapes to include edges, vertices and faces. |
| I can interpret and construct pictograms, tally charts, block diagram and simple tables. |
Mathematics Targets
Exceeding Year 2 Expectations
| I can apply my knowledge of number up to 100 to solve a one-step problem involving addition, subtraction and simple multiplication and division. |
| I can count reliably at speed up to 100 in 2s, 5s and 10s. |
| I can use my knowledge of counting and addition to buy items using money. |
| When it is appropriate, I can apply all the mathematical concepts I know to other areas of the curriculum. |
| I can explain to others how I have arrived at an answer to a mathematical problem and at the same time deepen my own understanding. |
| I can work independently and reach my own conclusions without always referring to my teachers. |
| I very rarely make a mistake and when I have not been working on an area I can come back to it without needing to be re-taught it. |
| I can measure, compare, add and subtract using common metric measures. |
| I know about right angles and where they can be seen in the environment. |
| I can tell time to 5 minute intervals in both analogue and digital and relate one to the other. |
