1. TheYearAhead in P2D 2017-18
ClassTeacher: Mrs Gillian Downie
Other Adults in P2D:
Art - Mrs Carol Scobbie (Thursday)
Music – Mrs Brockie (Wednesday)
PE – Miss Lara Morrison (Monday)
Support for LearningTeacher: Mrs Margaret Noble
Support for Learning Assistants: Mrs Faulds, Mrs Andrews, Mrs Liddell
Speech and LanguageTherapist – Mrs Katie Clark
Voluntary Helpers: MrsTaylor and Mrs Marshall
2. P2D
Timetable
ClassTimetable
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.
3. 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.
4. 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
5. 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.
6. 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.
7. 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!
8. 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.
9. 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)
10. 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
11. 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
12. 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
13. Uniform, Kits
& General
Organisation
Homework – please return on a Monday. Issued on aTuesday.
Art shirt (if possible) old grown upTshirt 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.
14. Communicating
Homework Diary – daily smiley and/or short messages where required.
Weekly homework (Tuesdays) with update information when relevant
Twitter (@WPSTerencep2)
- #chitchat (useTwitter 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
FamilyTime – come in and share the learning
15. 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
