Hamilton's Year 2 maths planning ensures that every part of the Y2 content is covered before the statutory assessments in late May. Specifically, we provide: Autumn Term: 12 weeks teaching Spring Term: 11 weeks teaching Summer Term: 5 weeks teaching (plus supplementary teaching after the SATs) This teaching is inevitably very tight as there is so much to cover. Each teacher will need to pace this teaching to suit their class and, importantly, term dates. For the academic year 2017-2018, please note: Spring Term teaching must be started at the end of Autumn Term, in the last week before Christmas. If the SATs are to be done in week beginning 14th May then it is necessary that Week 1 of Spring Term's teaching should be done before the Easter holidays. If the SATs are to be done in week beginning 21st May (or later), there are 5 weeks for the teaching - which is perfect. Revision activities are provided for the week before the SATs. Hamilton have provided weeks to revise and consolidate the Y2 content with a variety of activities/tasks using problem solving and mathematical reasoning for the post-SATs period. Overall, in order to fit ALL the teaching in, including revision, before end of May, there is no room for manoeuvre. Teachers who feel that they need to spend more time on a key skill in order for most children to nail it, should adjust by taking some time from a week where the teaching is of a skill which is not key, or a skill which children have already mastered. The revision week does allow for revisiting and we have tried to second guess those skills which a majority of teachers in Y2 will feel it is necessary to revise. However, obviously the revision week should be adapted by teachers to suit the needs of their own class. Assessment for mastery It is vital throughout Y2 (as throughout every school year) that teachers keep a record of which specific skills children have nailed down, and which ones they have yet to acquire. The National Curriculum age-related statements are often very broad, and are end-of-year expectations. It is essential, therefore, to break these down into smaller pre-requisite and more specific skills. Hamilton have done this in the Outcome sheets which can be downloaded from our website and stuck into the back of each child’s exercise book. At the end of each section of teaching, the teacher can flick through and tick or cross the relevant outcome to code progress. This makes an exceptionally easy and useful formative assessment, which can then be used to plan the teaching and adjust the pace if necessary, by deciding to spend longer on a key skill. Problem solving Each week, there is a problem solving activity or investigation, which is provided alongside that week’s plan on the Hamilton site. It is strongly recommended that teachers use these investigations. They are targeted at the particular skills in that week’s teaching and will enable children to acquire the meta-skills that they need. These higher level skills are also those that children require to be able to answer the questions on their end-of-year SATs. Extra support activities We are now providing a layer of extra support activities to accompany each week's maths teaching. This support is specifically designed to be used by a TA or teacher with a group of children who have difficulty accessing the age-related objectives being taught during that week. There are clear instructions for the TA and a child sheet for the children.