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Year 2 - Ely

Dosbarth Ely Team

 

                                                         

                                                      Miss Morgan                           Miss Williams                           Miss Zedler
                                           Class Teacher                                LSA                                      LSA

 

 

School ID is 17699

Twitter: @stDavidsCiWPrm

Google Classroom: glgwf6i

Email: year2@stdavidsprm.cardiff.sch.uk

 

Mathematics & Numeracy

I can read, write and interpret larger numbers, up to at least 1000, using digits and words.

I can understand that the value of a number can be determined by the position of the digits.

I have engaged in practical tasks to estimate and round numbers to the nearest 10 and 100.

I am beginning to estimate and check the accuracy of my answers, using inverseoperations when appropriate.

I can order and sequence numbers, including odd and even numbers, and I can count on and back in step sizes of any whole number and simple unit fractions.

 

I have explored additive relationships, using a range of representations. I can add and subtract whole numbers, using a variety of written and mental methods.

 

I have explored measuring, using counting, measuring equipment and calculating, and I can choose the most appropriate method to measure.

I can estimate and measure, using non-standard units, before progressing onto standard units.

I can use a variety of measuring devices from different starting points.

 

I have explored two-dimensional and three-dimensional shapes and their properties in a range of contexts.

 

I can collect and organise data to ask and answer questions in relevant situations.

 

I can sort and classify using more than one criterion, including the use of Venn diagrams and Carroll diagrams.

I am beginning to record and represent data in a variety of ways, including the use of tally charts, frequency tables and block graphs, when appropriate axes and scales are provided.

 

I am beginning to interpret and analyse simple graphs, charts and data.

I can explain my findings and I am beginning to evaluate how well my method worked.

 

Literacy, Literacy & Communication

I can understand that people use different languages.

I am beginning to understand that there are similarities and differences between our languages.

 

I can understand and respond to a range of questions and multi-step instructions in a variety of familiar and unfamiliar contexts.

I can listen to others and understand that they may have a different perspective from my own.

I can use grapheme-phoneme correspondences when reading.

I can use a range of strategies to read with increasing fluency.

I can infer meaning from text and images.

I can respond to what I hear, read and see, asking questions and showing my understanding.

I can develop my vocabulary through listening and reading and use these new words in a variety of contexts.

 

I can speak clearly, varying expression and gestures to communicate my ideas.

I can use single and multi-clause sentences, making choices to meet the intended audience and purpose.

I can communicate using an increasingly varied and precise vocabulary.

I can use single and multi-clause sentences.

I can vary the types of sentences I use in my spoken language.

I can write legibly.

I can explain information and share ideas, opinions and feelings using relevant vocabulary.

I can talk to plan writing and write for different purposes and audiences. 

I can organise my writing into a logical sequence. 

I can write using an increasingly imaginative, varied and precise vocabulary.

Science & Technology

I can ask questions and use my experience to suggest simple methods of inquiry.

I can recognise patterns from my observations and investigations and can communicate my findings.

I can use my knowledge and understanding to predict effects as part of my scientific exploration.

I can observe and describe ways in which materials change when they are mixed together.

 

I can produce designs to communicate my ideas in response to particular contexts.

I can make design decisions, using my knowledge of materials and existing products, and suggest design improvements.

I can explore how different component parts work together.

I can safely use a range of tools, materials and equipment to construct for a variety of reasons.

I have experienced using basic prototyping techniques to improve outcomes.

I can explore and describe the properties of materials and justify their uses.

 

I can recognise patterns from my observations and investigations and can communicate my findings.

I can use my knowledge and understanding to predict effects as part of my scientific exploration.

I can make design decisions, using my knowledge of materials and existing products, and suggest design improvements.

I can explore and describe the properties of materials and justify their uses.

I can observe and describe ways in which materials change when they are mixed together.

Humanities

I can form and express opinions about something that is important to me, considering my own ideas, feelings and those of others.

I can recognise and explain that my opinions and the opinions of others have value.

I can recognise that opinions may change over time.

I am beginning to recognise other people’s feelings and viewpoints about familiar events or experiences.

Expressive Arts

I can communicate ideas, feelings and memories for an audience and for purposes and outcomes in my creative work.

I am beginning to apply techniques in my creative work with guidance and direction.

I can create my own designs and work collaboratively with others to develop creative ideas.

I can perform, produce, design, exhibit and share my creative work in a variety of ways for different audiences, inspired by a range of stimuli and experiences.

I am beginning to demonstrate resilience and flexibility in approaching creative challenges.

I can use creative materials safely and with some control under supervision.

Health & Well Being

 

I can, with support, focus attention on my perceptions and thoughts.

I can understand how and why my thoughts, feelings and actions change in response to different experiences.

I can notice and communicate my feelings.

I am beginning to notice when I need help to manage my feelings.

I can reflect on my experiences

I can pay attention to the feelings of others and I am learning to think about why they may feel that way.

 

All homework will be assigned and completed through Google Classroom.

 

Homework will be handed out every Friday to be completed and returned by the following Wednesday.

 

Please see Dosbarth Ely's Homework Grid and Planner for Autumn Term 1 below.

G iving something we value to someone else

E  ncouraging the best in each other

N ever selfish

E  njoying helping others

R  aising support for a good cause

O ffering what we can

S  haring our time and talents

I   nviting someone to join in

T  aking care of God’s creation for future generations

Y  ou first, me last.

Some questions to consider:

  • Do pupils truly understand the concept of giving without seeking any rewards?
  • How are pupils encouraged to act with generosity in both their words and their actions?
  • Which areas of the curriculum enable the children to consider the importance of being generous not only with material objects but also with time, spirit and talents?

 

 

 

The four purposes are that all children and young people will be:

  • Ambitious, capable learners who are ready to learn throughout their lives.
  • Enterprising, creative contributors who are ready to play a full part in life and work.
  • Ethical, informed citizens who are ready to be citizens of Wales and the world.
  • Healthy, confident individuals who are ready to lead fulfilling lives as valued members of society.

 

In Dosbarth Ely, we will start to look at each aspect of teaching and learning and how it will support us in becoming Ambitious, Capable Learners; Enterprising, Creative Contributors; Ethical, informed citizens and Healthy, Confident Individuals.

 

Our starting point in the Autumn Term will be taking apart each of the Four Core Purposes and asking the learners what it means to them. What does it mean to be ambitious? What does creative mean? Am I a citizen? How can I be more confident?