Hamilton have changed the structure of Year 2 maths planning to ensure that every part of the Y2 content is covered before the statutory assessments in late May. Thank you to the teachers who suggested this improvement. We hope teachers will be pleased that now that our plans enable you to cover the teaching required, the same approach as we take in Year 6. Specifically, we provide in general:
However, fitting 33 weeks' teaching of pre-SATs content into 28 weeks is highly problematic. We clearly could not cut the content, much as we might have wished to do so! Thus, the teaching is now very tight and there is no room to relax until after the SATs. There are two common school year structures for 2016-2017 academic year.
Download the revised teaching structure for Year 2.
Thus, for all schools, there are two possible compromises for this year:
Overall, by fitting ALL the teaching in, including revision, before end of May, there is basically 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.
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 also 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.
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.
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