Happy Days - Bright Futures
Part of the Bourne Education Trust
We follow the National Curriculum: https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/425601/PRIMARY_national_curriculum.pdf
Please click here to see the Maths Workshop handout
Please click here to see the English Workshop handout
In Year Two, our aim is to provide challenging and stimulating learning experiences through a topic-based curriculum. In all English lessons, children work supportively and collaboratively. However, we strive for our children to become independent, motivated readers and writers. Support is also offered through research-based interventions and personalised targets. All staff aim to instil a love of story and non-fiction writing, whilst recognising the importance of spelling, grammar and punctuation. The teachers give constructive feedback in each English lesson, as well as encouraging the children to take responsibility for their own learning, by identifying their next steps through guided self-assessment. In addition, our children offer their friends support using our ‘Tickled Pink’ and ‘Green for Growth’ marking system.
Children are expected to be able to read and spell correctly a specific selection of ‘common exception words’; these are words that generally do not ‘sound out’ correctly using the children’s phonics knowledge. Click here to read the Common Exception words.
In Year Two, we aim to relate learning to everyday experiences through a topic-based curriculum. We ensure our maths lessons provide a selection of mental calculations, practical approaches, opportunities for enquiry and investigation. During daily maths lessons we take into account all types of learners and their different approaches to mathematical activities. All staff guide children to select and use resources to suit their individual style. Children are taught how to work collaboratively and support each other with a vision to lead to independence. Teachers have high expectations for children’s success and therefore provide challenging differentiated opportunities. The teachers give constructive feedback in each Maths lesson, as well as encouraging the children to take responsibility for their own learning, by identifying their next steps through guided self-assessment. In addition, we give support using our ‘Tickled Pink’ and ‘Green for Growth’ marking system.
Spiritual, Moral, Social and Cultural Development
In Year Two, we link all learning to our school mission statement and school aims. We teach the children through the whole curriculum to be resilient, respectful, reflective and resourceful. For example, children might decide what they need for an art activity and select appropriate resources themselves. Children are actively involved in developing their individual class charters. Each class is represented at regular school council meetings; members share and discuss proposals, as well as further ideas and actions. During circle time we are able to allow children time to discuss moral and social issues and coach them to resolve any problems they may face. In Year Two we teach the meaning of Christianity and Islam through Bible stories and follow this by discussing how these stories can relate to our own lives today. Children regularly have time to either join in with the school prayer or time for silent reflection. We have developed an environment where all children respect and celebrate cultures and languages. We celebrate positive behaviour choices through class reward systems, golden board, golden tea party and celebration assembly.
During Years 1 and 2, children learn to use practical scientific methods, processes and skills. These include making observations, performing simple tests and gathering and recording data to help in answering questions.
They will explore living things and their habitats and compare the differences between things that are living, dead and things that have never been alive. The children look at the flow of energy and create simple food chains. They study plants and discover what they need to thrive. They also discuss what humans need to stay healthy and learn about the importance of a balanced diet and exercise.
Children also investigate properties of materials and think about their uses.
Our approach to homework is one where we believe that homework should complement our learning in school and not be a stressful experience at home.
Parents are key educators in their children’s lives and have a critical influence over the success of children’s learning. We suggest that in the early stages of a child’s school life at least 10 minutes is set aside each day to talk to your child about their learning, to read with your child, play games and develop their self-help skills.
As your child moves through the Primary phase they will begin to have more formal tasks such as learning multiplication tables and spellings, projects; and be expected to work for longer periods and with increasing independence.
Homework can also be a walk in the park, a swimming trip, baking, an art activity, visiting family.
For the full version of the spelling lists, please click on the following link:
To find out more about the curriculum we follow, please click on the following link: