welcome to year 2! - mead.surrey.sch.uk · mood boards • every class, from nursery right through...
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Monkey Class
Mrs KirbyClass Teacher
RE co-ordinator
Mrs White Teaching Assistant Mrs Keam
Class Teacher
Leopard Class
Mrs HurleyTeaching Assistant
Mrs StahleckerClass Teacher
ICT co-ordinator
Bear Class
Mrs GazzelloniClass Teacher
Art Co-ordinator
Mrs IrelandClass Teacher
Geography/HistoryCo-ordinator
Mrs LuptonTeaching Assistant
Hearing Impaired Unit
Mrs StubbsTeaching Assistant
Year 2 Lead
Mrs Fagan
The School Day
Doors open at 8.50am.
Home time is at 3pm.
If it is raining please collect your children from the following doors;
Bears – Playground doorsLeopards – Hall doors, left hand side (as you face the hall from the playground)Monkeys– Hall doors, right hand side (as you face the hall from the playground)
Please ensure that reading books and reading diaries are kept in your child’s book bag every day.
Please provide your child with a named bottle of water every day.
The children are provided with a piece of fruit every morning.
Please ensure that all clothing is named.
PE and Yoga Days
Bear Class: Tuesday and Thursday
Leopard Class: Monday and Tuesday
Monkey Class: Tuesday and Friday
All long hair must be tied up.
Earrings must be removed.
All kit to be clearly named.
Please provide named jogging bottoms for when the colder weather is setting in.
On Tuesdays, children may come home in their PE kits. Please return it to school the next morning.
Clubs
Information about available clubs can be found online.
Private music lessons are also available, run by Mrs Fynn.
Learning Behaviours
When we do our best people will say“Well done!”
Mrs Creasey or Mrs
Bedford will give us a
sticker.
Our teacher or
teaching assistant
gives us a stamp on
our work or a sticker.
We are put on the“Happy Sunshine”.
We get a“Gold Award”.
We get an “Achiever’s
Award”.
The grown up will say “Which rule did you
break?” and we will look at our picture rules.
Our teacher or teaching assistant will
speak to our parents at the end of the day.
If we continue to break the rule we will
be put on the sad cloud.
We will spend some time in another
classroom and be expected to say
“sorry”.
We will miss our playtime or another special treat and Mrs Creasey or Mrs
Bedford will need to speak to our parents.
If we still continue to break the rules we will
have to spend some time with Mrs Creasey or Mrs
Bedford.
Rewards and Sanctions
The Happy Sunshine and the Sad CloudGolden timeStampsPebblesAchievers certificatesGold awards
Zones of Regulation
In order to allow ALL children to be able to access and “voice” their needs we teach all the children about the “Zones of Regulation”. These are covered in each year group, to ensure that there is a consistent ethos and shared vocabulary throughout the school.
• Green – I’m ok and I’m in a good place ready to learn
• Blue – I’m a little sad about something, or I am feeling unwell/tired.
• Yellow – I am feeling a little over-excited or angry. I am beginning to feel like I might lose control of my emotions.
• Red – I am feeling way too over-excited. I am very angry. I am not able to control how I am feeling and I need some help.
Mood Boards
• Every class, from Nursery right through to Year Two, has a mood board which has the class’s names, or photo, on it.
• These act as a quick indicator of how the children are feeling as they come into class at various points in the day. They are free to move them whenever they feel necessary and an adult will respond as soon as practicable.
• As you can see these link directly to the Zones of Regulation.
Worry Eaters
• Every class, from Nursery right through to Year Two, also has a worry eater.
• If children have a concern, or worry, whether it be in school or out, they can put it in our class worry eaters.
• The worry eater will eat up the worry and take it away from the child.
• However for some children we know that this is not enough, and the worry eater is checked at least once daily by an adult in the class.
• Anything that is posted is addressed if they have put a name to their worry. Sometimes the children just need to know that the worry has been acknowledged, for others it may be a starting point to discuss something more.
• Parents will be informed where needed.
• Get Active – plenty of exercise, finding ways to be up and moving whenever we can in class, out at play or in dedicated PE lessons.
• Connect – a huge emphasis on working in different groups in class, changing of tables each term, learning partners, different groupings for different activities, lots of work on their relationships with others in school and out in PSHCE. Valuing diversity and difference.
• Keep Learning – ensuring that there is plenty of enquiry based learning in school that captures that children’s imaginations. Firing up their desire to learn new skills and information through their own ideas.
Promoting positive mental health
• Take Notice – lost of observation, learning through doing! Time out in Yoga to focus on their own bodies and how they are feeling. Calming techniques are used throughout the day where necessary, often when making transitions form one activity to another calmer one. Zones of Regulation, mood boards, worry eaters etc.
• Be Creative and Play – through play time activities, games, toys, Art, DT, Learning through play and investigation, creating their own games, both inside and out.
All of these five strands can also be used at home.
London
Our topic this term is ‘London’ and we will be looking at the following aspects of London including famous people;
-Famous landmarks in London-The Great Fire of London-Transport in London
The children will learn all about our capital city and will be encouraged to share their own experiences of visiting London or what they know about our city. We will be making lots of cross-curricular links, for example, we study the book Katie in London in English and the artwork of Andy Warhol using the London skyline.
The Curriculum
ReadingMathsWritingScienceGeographyPSHCEHistory
ComputingMusicArt/D&TREPEYoga
Working towards
Metend of year expectation
Exceeding
Reading
• 1 individual read or 1 guided read each
week in a small group.
• Remember your child can change their book as often as they need to.
• The teacher will leave a short comment in your child’s reading record book when they have read in class.
• Please listen to your child read at least 4 times a week. Please write a short comment after you have done so. Your child will receive a sticker in their reading record when this has been achieved.
Questioning:
Describe/ retrieval: What does the Giant look like?
Reflect/ inference: How do you think the Giant felt when he first saw Jack?
Speculate/ predict: What would happen if the Giant lost his voice?
Reading
To help your child have a greater understanding of the text there is lots you can do…
1. In non-fiction texts spend time discussing the theme of the book, the layout as well as the book’s structure e.g. contents, index and glossary.
2. When your child has read part of the book ask them a specific question that requires them to retrieve the answer from the text.
3. When characters feelings become less explicit, ask your child to explain what actions and words in the text have been used to explain the feelings.
4. Ask your child to re-tell the story in order, adding as much detail as possible encouraging them to relate any themes to their own experience.
How to challenge your child further…
Spelling
Most people read words more accurately than they spell them.
‘ge’ or ‘dge’?
breakageedge
‘s’ or ‘c’?
cellfancy
kn/gn/wr
knowgnomewrite
‘-el’ or ‘-le’?
stabletrowel
words ending in
‘-tion’attentionposition
words ending in ‘y’
flysky
adding ‘-es’
berryberries
The possessive apostrophe
teacher’sdog’sSam’s
adding –ing/er/est
and ed
Swap ‘y’ for an ‘i’ and
add…
carry carried
adding –ing/er/est/ed
and y
Take away the ‘e’ and
add…
take taking
adding – s to words
ending in ‘ey’
To make a word
plural…valley valleys
using ‘a’
w water
qu quack
adding suffixes –ness/ful/
ment/ly and less
quicklyjoyfulness
contractions
we will we’ll
could not couldn’t
Common exception words…
