The Year Ahead in P2D 2017-18Class Teacher: Mrs Gillian Downie

Other Adults in P2D:

Art - Mrs Carol Scobbie (Thursday)

Music – Mrs Brockie (Wednesday)

PE – Miss Lara Morrison (Monday)

Support for Learning Teacher: Mrs Margaret Noble

Support for Learning Assistants: Mrs Faulds, Mrs Andrews, Mrs Liddell

Speech and Language Therapist – Mrs Katie Clark

Voluntary Helpers: Mrs Taylor and Mrs Marshall

P2D Timetable

Class Timetable

Primary 2 follows the First Level of the Scottish Curriculum for Excellence and continues into

Primaries 3 and 4. There is always a range of abilities within a class and learning and teaching

activities are differentiated to meet individual needs.

Literacy

There are a number of different elements involved in the teaching of literacy. All

tasks are differentiated to suit the range of learning needs within the class.

Phonics (sounds)

• class lesson – one digraph per week (two letters which join to make one

sound)

• Partner Spelling – practise the lists of words. Children choose from easier cvc

words to “challenge” words. These words are also given as HOMEWORK.

The “write” hand is used to support the process of:

1. saying the word “goat”

2. (i) breaking it into individual sounds “g-oa-t”

If magnetic letters/letter cards are being used, the following

additional steps are required:

(ii) making the word (select the correct letters and bring to

make the word)

(iii) blending the sounds together slowly to make the word

reading the word (saying it quickly as a word)

3. writing the word.

This task cannot be done alone as the children should not copy the word

from the list.

Literacy

Common Words (words to be recognised at sight)

• Taught in literacy groups – 2 – 4 words per week. P2 expectation is that

pupils will learn to spell these words and use them with increasing accuracy in

their own writing. These are the words that are in the WORD BOXES. Daily

practice of reading these word is invaluable for your child’s learning.

• Partner Dictation – practise writing common words and phonics words in a

given sentence.

Independent Writing

• The children are encouraged to write every day, e.g. personal news, response

to a reading text.

• Colourful Semantics (supported by Speech and Language Therapist) supports

children to develop vocabulary and organise the information in their writing.

• Weekly writing lesson – developing from sentence level to stories written in

parts with clear Beginning, Middle and End structure. Based on current

context within class or specific stimulus. Extended writing also includes

information writing, e.g. instructions.

• VCOP is used to develop the quality of writing and success criteria is normally

linked to an aspect of this.

Vocabulary (Wow words) Connectives Openers Punctuation

Literacy

Handwriting

• Class lessons and expectation that all letters will be formed correctly and

written appropriately on the line.

• Focus now on relevant sizing of letters and overall presentation.

Reading

• One or two books sent home a week (normally on a Thursday or Friday).

• At home, daily reading and/or activity related to book is valuable to your

child’s reading confidence and progress.

• Good suggestions for activities are in inside cover of books.

• Comprehension Skills focused on in class:

Bug Club online – login in details should be in the front of homework diaries.

More books will be added in Term 2.

Literacy

Talking and Listening

Focus on “good listening” skills. Developed and reinforced through games.

Vocabulary: Word of the Day

• 2-3 new words per week. Chosen by teacher and pupils. Taught in

context using multisensory method helping understanding and retention.

Reinforced daily through games.

• Words sent home via Twitter and Homework. At home, try to include the

word in your conversations to expand your child’s knowledge of the word in

context. Don’t quiz them on the word but praise them when they use this

ambitious vocabulary.

Numeracy

Lots of skills you can practise with your child at home:

Counting: count in 1s and in 2s to 100, count in 10s forwards and backwards, count in 100s to 1000, count in 5s to 50

Adding & subtracting: add and subtract mentally within 20, know the relationship between adding and subtracting, e.g. 4+6=10 so 10-6=4

Multiplying & Dividing: working out 2, 5 and 10x tables with concrete materials

Doubles & Halves: know doubles facts up to double 10 and halves facts up to half of 20

Money: identify all coins and notes up to £5 and use them to pay for items up to a total of £5. Calculate change from £5.

Measure: estimate and measure length(metres & centimetres), weight (kilograms & grams) and volume (litres and millilitres) in everyday situations

Time: read o’clock, quarter past and half past times on analogue and digital clocks. know there are 7 days in 1 week, 60 seconds in 1 minute and the months of the year and how they link to the seasons.

Direction: know left and right

Many more aspects of number and maths are covered in class!

Numeracy

Maths Blast is whole school initiative. An independent

task which consolidates prior learning across a range

of numeracy and maths. Same skills are practised

throughout the week but the calculations change each

day, e.g. Monday- double 5; Thursday – double 7.

Taught strategies to support thinking and apply taught

computational skills to a range of problem contexts.

Lots of practice games are available online at

Education City. Personal logins should be in the front

of homework diaries.

Board games are used to consolidate numeracy

learning.

Health and Wellbeing

Circle Time

Living our values

Building resilience

Staying Safe Topic

Small Healthy Playpiece: e.g. fruit/veg, biscuit, small packet of crisps

Water Bottles: water only please - no juice allowed in class

School dinners – go over with children at home. Please send a packed lunch if they do not like anything.

Food Technology

2 hours of quality P.E. (Mondays & Thursdays).

Active Mile (normally Tuesdays and Wednesdays)

Outdoor Learning (Fridays)

Learning Approaches & Other Curriculum Areas

*Religious and Moral Education

*Scots language focus - animals

*Expressive Arts – Music, Art, Drama, performance in assemblies & concerts

*Science – Sound and The Senses, Energy, Time and Space

*Social Studies: In The Past topic – context to be decided with children

Food and Farming Topic (Summer Term)

Growing

*French – greetings, personal information, numbers, colours, weather

*Technologies

*Enterprise

*Educational Trips

Learning Partners – change every Monday. Randomly selected by lollipop

sticks. Determines seating for the week.

Growth Mindset – “I can’t do it – yet!”

OTHER CURRICULUM AREAS

Skills to practise at home

Our cluster group of schools developed a new Skills Progression. Each child’s record of progress will be kept in their Blue Learning Journey Profile Folder.

Skills to be practised at home:

complete homework

hand homework in on time

get changed for PE

take responsibility for my own belongings

brush teeth and wash hands at correct time

tidy up after myself at home

attempt to tie shoelaces

use the correct bins at home

participate in an extra-curricular activity

make sensible food choices

be in charge of a simple household task, e.g. making my bed, setting the table

Assessment

Formative (continually informs) & Summative (records)

Ongoing - observations, questioning, written work

Teacher (TA), peer (PA) & self (SA) – will see this in Snapshot jotters

Snapshot Week

Related to Learning Intentions & Success Criteria

Writing assessments – unsupported writing assessed 3 times a year

Reading – comprehension

- sight vocabulary & phonics recognition

Numeracy – concept of number

technical skills: add & subtract

Learning Conversations

Pupil Profiles (Blue folders)

Targets (1 x Literacy; 1x Numeracy; 1x HWB set by children every term from October)

All other areas of CfE

Video Clip

Uniform, Kits & General Organisation

Homework – please return on a Monday. Issued on a Tuesday.

Art shirt (if possible) old grown up Tshirt will do.

Full PE kit Mondays & Thursdays (sent home before each holiday) shorts/jogging trousers

T shirt/polo shirt

gym shoes

no earrings (tape if unavoidable)

Getting changed – please send children in clothes they can take off/put on independently.

Labelling PLEASE

Lost property

Outdoor Learning on Fridays – please make sure the children are dressed for the Scottish weather! Send wellies if your child has some.

Communicating

Homework Diary – daily smiley and/or short messages where required. Weekly homework (Tuesdays) with update information when relevant

Twitter (@WPSTerencep2) - #chitchat (use Twitter as a stimulus to talk about what is happening in

school)

if tweeting, remember not to use your child’s name. “This girl/boy” is preferable to using their initial.

Class Blog (http://mrsdowniep1d.primaryblogger.co.uk/)

* variety of learning videos on the blog

Texts & emailed letters – updates on school information

Phone calls – good way to clarify any issues quickly

Absences - use the diary or send in a letter to inform the school of upcoming absences. Phone the school on the first morning of absence caused by illness.

Need to chat? face-to-face at end of school day or make an appointment via homework diary to discuss any concerns

Family Time – come in and share the learning

Rules & Responsibilities

We agreed on our rules as a class. Every rule was an idea from a pupil agreed by others. The school values influenced our choices.

The traffic light system works really well. All children start the day on green. They get a verbal warning if they break the rules followed by a traffic light change if ignored. These are noted in the homework book so you can discuss the incident at home. An orange light means that the child has to sit out of ‘End-of-day’ Play for 5 minutes. If all has gone well in the day, a will be put in the diary.

We use restorative practice to ensure all children are treated fairly.

Restorative Practice - ‘justice for all’ RESPECT – for everybody by listening to opinions of others

RESPONSIBILITY – for your own actions

REPAIR - identifying what went wrong and ensuring it won’t happen again