Welcome to Mrs Metcalfe’s P2 Little Deers Class

2021 and 2022

Contact  Mrs Metcalfe  on 

ometcalfe296@c2kni.net

or

Ms Mulholland on

ymulholland883@c2kni.net

In December we are learning:

Literacy

Children will;

Focus- Christmas play/nativity

Reading:

• Share a wide range of books with parents/cares.
• Talk about what has been read and say what they have enjoyed or found out.
• Explore features in written language, for example, the beginning, middle and end of words, spaces between words, capital letters and full stops.
• Talk about ways that unknown words can be read, for example, using picture cues, contextual cues, sound cues.
• Be able to talk about what has been read and say what they have enjoyed or found out.
• Know how to handle and care for books correctly.
• Develop concepts of print: understand the differences between print and picture, be able to track text, make one-to-one correspondence.
• Follow pictorial instructions.
• Be aware of features in written language capital letters and full stops.
• Understand that sounds are represented by letters.
• Show some awareness of the sounds at the beginning, middle, end of a word.

Writing:

• Talk about why people need or chose to write.
• Talk about different forms of writing in context, for example, recipes, stories and lists.
• Understand that writing is a means of communication, for example, writing messages for others to read.
• Understand that writing is formed directionally, one word at a time, for example, left to right or in a list.

• Improve physical writing skills in order to develop balance, co-ordination and space awareness.
• Develop manipulative skills in order to be able to handle writing materials, for example, finger exercises, action rhymes, threading beads, drawing and painting and using scissors. 
• Experiment with mark-making to share ideas.
• Be able to distinguish between drawing and writing.
• Use a comfortable and efficient pencil grip with some control.
• Begin to form letters correctly.

Talking & Listening

• Be able to listen to others and respond, demonstrating some social conventions
• Listening with increased attentiveness for longer periods of time.
• Ba able to listen attentively to a range of stimuli.
• be able to listen and carry out instructions
• be able to talk about personal experiences
• Show some awareness of the structure of words by recognising syllables and sounds within words.
• begin to plan and talk about what they are doing.
• Present dramatisations to a range of audiences.

Linguistic Phonics (Weeks 1-4)

Demonstrate knowledge of grapheme/phoneme correspondences

G1/2 ll, ss, cvc

Gr3 – vowel sounds, IEP words

Weekly Spelling and dictation check up

ICT led activities:

Children will spend time learning to log in on the computer.

Explore- investigate, make predictions and solve problems through interaction with digital tools

Express-create, develop, present and publish ideas and information responsibly using a range of digital media and manipulate a range of assets to produce multimedia products.

Evaluate- talk about, review and make improvements to work, reflecting on the process and outcome, and consider the sources and resources used, including safety, reliability and acceptability

Numeracy

Mental Maths (weeks 1-4)

• Count backwards in 1’s from different starting points within 20.
• Count forwards in 2’s from 0 to 20

Measures

• Use more refined mathematical language when comparing objects for weight: e.g. a little bit heavier (lighter) than, a lot heavier (lighter) than.
• Understand and use analogue time: o’clock only.
• Understand and use digital time: o’clock only.

Handling Data/Shape and Space

• Sort 2D and 3D shapes for one criterion and talk about their sorting (e.g. by number of sides). Graph activity.

ICT led activities:

Explore- investigate, make predictions and solve problems through interaction with digital tools

Express-create, develop, present and publish ideas and information responsibly using a range of digital media and manipulate a range of assets to produce multimedia products.

Evaluate- talk about, review and make improvements to work, reflecting on the process and outcome, and consider the sources and resources used, including safety, reliability and acceptability

WAU

In November we are Learning:

Numeracy

Mental Maths (weeks 1-4)

• Count backwards in 1’s from different starting points within 20.
• Count forwards in 2’s from 0 to 20

Measures

• Use more refined mathematical language when comparing objects for weight: e.g. a little bit heavier (lighter) than, a lot heavier (lighter) than.
• Understand and use analogue time: o’clock only.
• Understand and use digital time: o’clock only.

Handling Data/Shape and Space

• Sort 2D and 3D shapes for one criterion and talk about their sorting (e.g. by number of sides). Graph activity.

Literacy

Focus- poetry and non-fiction

Reading:

• Use title, cover, blurb and illustrations to predict type of text and content.
• Enjoy a range of stories, poems and non-fiction texts read to them by adults/other children.
• Use pictures and text to make prediction,
• Justify prediction using picture and text.
• Give reasons for your predictions.
• Read a variety of texts, stories, list, information books
• Understand and use some language associated with books, for example cover, spine, author, illustrator.
• Recognise different types of text – fiction and non-fiction.
• Know how to make predictions showing an understanding of ideas, events or characters.
• Learn about rhyme by extending patterns, inventing patterns and playing with rhymes.
• Understand the elements of story through role play using dolls or puppets.

Writing:

• Use a wide range of reading experiences in the construction of a variety of written texts e.g. using personal experience, making simple picture books, creating rhymes.
• Observe the teacher modelling specific writing.
• Choose independently what to write about, plan and follow it through.
• Use a wide range of vocabulary.
• Show evidence in structure if sentences.
• Talk about the ideas represented in their drawings
• Talk about what they want to write.
• Use increased knowledge of sound-symbol correspondence, analogy or word accessing to write in a way that other understand.
• Begin to talk about the most appropriate form for a specific purpose.
• Begin to use capital letters for the pronoun ‘I’ for names and for the start of a sentence.
• Show increased control over formation of upper-case and lower-case spacing.
• Write captions for their own work.
• Use a comfortable and efficient pencil grip.
• Write with spaces between words.

Sentence level

• Write captions and simple sentences and to re-read recognising whether or not they make sense.
• Recognise full stops and capital letters when reading and name them correctly.
• Begin using the term ‘sentence’ when identifying sentences in a text.

Word level

• recognise and generate rhymes and relate this to spelling patterns through; exploring and playing with rhyming patterns and generating rhyming strings e.g. fat, hat pat.

Talking & Listening

• Recite poems and rhymes with some variety in pace, emphasis and annotation.
• Listening with increased attentiveness for longer periods of time.
• Listen with enjoyment and respond to rhymes poems and songs.
• be able to listen and carry out instructions
• be able to talk about personal experiences
• Show some awareness of the structure of words by recognising syllables and sounds within words.
• begin to plan and talk about what they are doing.
• Present dramatisations to a range of audiences.

Linguistic Phonics (Weeks 1-4)

Demonstrate knowledge of grapheme/phoneme correspondences

G1/2 vcc/cvcc – and, went, help, jump

Gr3 – vowel sounds, IEP words

In September we are learning:

Literacy:

Reading:

• Use title, cover, blurb and illustrations to predict type of text and content.
• Enjoy a range of stories, poems and non-fiction texts read to them by adults/other children.
• Use pictures and text to make prediction,
• Use pictures and text to make prediction about what will happen next
• Justify prediction using picture and text.
• Give reasons for your predictions.
• Read a variety of texts, stories, list, information books
• Retell stories using picture prompts, oral prompts, memory
• Understand and use some language associated with books, for example cover, spine, author, illustrator.
• Recognise different types of text – fiction and non-fiction.

Writing:

• see the teacher model specific writing genre, for example, procedure, recount, report, narrative.
• Observe the teacher modelling specific writing.
• Talk about the ideas represented in their drawings
• Talk about what they want to write.
• Use increased knowledge of sound-symbol correspondence, analogy or word accessing to write in a way that other understand.
• Begin to talk about the most appropriate form for a specific purpose.
• Begin to use capital letters for the pronoun ‘I’ for names and for the start of a sentence.
• Show increased control over formation of upper-case and lower-case spacing.

Talking & Listening

• Listening with increased attentiveness for longer periods of time.
• Listen to a wide range of stories, poems, songs, music and writing of other children.
• be able to listen and carry out instructions
• be able to talk about personal experiences
• be able to retell stories in sequence.
• Show some awareness of the structure of words by recognising syllables and sounds within words.

Linguistic Phonics (Weeks 1-4)

Satpin revision (Weeks 1&2)

Mocfrudhgkb (weeks 3+4)

ICT led activities:

Children will spend time learning to log in on the computer. They will design names for an ICT display using painter.

Numeracy:

• Count forwards in 1s to 20
• Adding 1 within 10
• Count forwards in 1s from different starting points
• Count forwards and backwards in 1s from different starting points
• Adding 1 within 20
• Number bonds to 5 and then 10
• Number before, after, between within 20

Measures (weeks 2, 3)

• Use more refined language when comparing objects for length e.g. a little bit longer/shorter.

• Develop an understanding of times in the day which are important to them.

Handling Data/Shape and Space (Week 4)

• Compare different 2D shapes and say how they are similar/different
• Use Venn diagrams to sort

ICT led activities:

Pupils create an ‘Eye colour in Primary 2’ pictograph using 2graph app

WAU:

INTERDEPENDENCE

• To recognise that they have a personal history.
• About significant people in the past.
• That other people share some seasonal and topical significant events.
• About weather in the different seasons and how it effects different things.

MOVEMENT AND ENERGY

• That we use light and sound to keep us safe.

  PLACE

• To be aware of where their home is.
• To have an awareness of features of the local landscape.
• To know about the variety of buildings in their locality, including their purpose.
• Some of the changes to their locality over time.

CHANGE OVER TIME

• To know how the weather changes through the seasons
• To know about change all around them (buildings, clothing, food, school environment)
• How animals and plants are influenced by changes in the weather. 

2020 and 2021 P1 little Deers 

On this page you will find lots of important information about school and what's been going on in the Little Deer's class throughout the year.

November Plans

In Literacy we are learning to…

Talking & listening

Weeks 1-4  

Children will have the opportunities to:

Attention & Listening

• Listen to a wide range of stories, songs, poems, music and writing of other children, using various media for e.g cds, interactive whiteboard.
• listen and respond to familiar phrases in stories
• listen to a variety of sounds in order to identify familiar sounds in the environment; and
• listen to and recall a sequence of instructions

Phonological awareness

• -Respond to a steady beat
• Explore the structure of words by
  • tapping syllables
  • focussing on initial sounds, specifically, i, n, m and o
• -identify words in phrases;
• discriminate between sounds, for example:
  • • loud/quiet,
    • high/low,
    • odd one out;

Conventions of speech

• Observe modelled behaviours

Initiate and join in conversations, taking turns with adults/ another child/ children e.g during play.

• Take part in oral language activities, e.g circle time. Adopt a role relevant to context, for example, the baker in a bakery

Language and thinking

• Talk about experiences, pictures, stories, rhymes, poems and information with adults/peers, for a range of purposes.
• Talk about their work, play and things they have made.
• Repeat sound sequences, for example, short clapping or musical phrases.
• Listen with enjoyment and respond to stories, rhymes, poems and songs.
• Retell a story, for example, by using pictures, props or prompts;
• ask and answer questions for a range of purposes, (for example, to find information, ask permission, find out ‘why?’) with adults modelling questions for children where appropriate;

Extended Vocabulary

• Listen and respond to adults and peers
• be immersed in the language of book
• join in with familiar phrases in a story

Reading

Weeks 1-4  

Children will have the opportunities to:

• Enjoy a range of stories, poems and non- fiction texts, read to them by adults/ other children.
• share a wide range of books with parents/carers

Shared Reading

• Talk about what has been read and say what they have enjoyed or found out.
• Talk about personal experiences related to text.
• recognise their name.
• talk about story structures, for example, actions, reactions, build-up, conclusion
• read a variety of texts in diff rent ways, for example, stories, lists, information books;

-use title, cover, blurb and illustrations to predict type of text and content;

• use pictures and text to make predictions, for example, stories, lists, information books;
• talk about personal experiences related to text;

Writing

Weeks 1-4   

Modelled writing

• See the teacher as a “writer”, e.g writing messages, recording observations, scribing shared text.
• Observe the teacher modelling specific writing strategies, including directionally, ---correspondence between spoken and written word, spacing, sound- symbol ---relationships, letter formation and simple punctuation.
• Shared, guided and Independent writing
• Talk about the ideas represented in their drawings.
• Talk about why people need to write.
• read or interpret’ their emergent/experimental writing;
• see themselves as ‘writers’ as they experiment with ‘writing’ in a range of informal contexts, for example,
• writing messages or during play;

-talk about what they want to write;

ICT led activities:

Explore

access, select, interpret and research information from safe and reliable sources.

Express

create, develop, present and publish ideas and information responsibly using a range of digital media and manipulate a range of assets to produce multimedia products.

Children will use RM Colour Magic to make marks with the interactive pen. Children will be encouraged to select a different colour for each letter. Children will progress to attempting to write their name.

Evaluate

 talk about, review and make improvements to work, reflecting on the process and outcome and consider the sources and resources used, including safety, reliability and acceptability.

Exhibit

manage and present their stored work and showcase their learning across the curriculum, using ICT safely and responsibly.

Children will recognise the print icon and go to the office to collect their work.

Exchange

communicate safely and responsibly using a range of contemporary digital methods and tools, exchanging, sharing, collaborating and developing ideas digital

In Numeracy, we are learning to…

Mental Maths(Weeks 1-4)

Count orally during number rhymes, jingles and stories.

Count forwards from 1, within 5.

Count forwards from different starting points, within 5.

Number (Weeks 1-4)

Know the number “after” within 5.

Identify missing numbers in a sequence, within 5.

Order a set of consecutive numbers within 5 (increasing and decreasing).

Touch count sets of objects within 5, understanding that the size of the set is given by the last number in the count.

Make a variety of sets for a given number within 5.

Match numerals to sets within 5.

Partition sets into sub-sets, within 5.

Use money in the context of play.

Understand the idea of exchanging goods for money.

Measures(Weeks 2 and 4)

Understand and use language associated with time.

Handling Data ( week 2)

Sort one property sets for one criterion.

Shape & Space (weeks1-4)

Talk about shapes in the environment.

In W.A.U we are learning to…

• be aware of where their home is.
• recognise some basic features of their home.
• talk about their journey to and from school.
• be aware that different people live in different homes.
• be aware of the features of their local landscape.
• understand that people are not as fortunate as us, some people live in poverty, no electricity etc.
• know that many of the appliances we use are powered by electricity.

SEESAW 

Dear parents/ Queridos pais/ Drodzy Rodzice

If you have 2 or more children, you will have to log off and then log in on the Seesaw app. Each child has a separate code for the seesaw app. Please keep the codes you have been given for each child safe so you can sign in and out for each child.

This is only the case if you have 2 or more children on Seesaw using the same device.

We are sorry for any inconvenience but each child has a separate account for Seesaw as they have different classes. If you would like another copy of the code please do not hesitate to contact me on ymulholland883@c2kni.net or your teachers email address is on their webpage.

Se tem um ou mais filhos, tem que sair de uma conta Seesaw para poder entrar em outra. Cada aluno tem o seu proprio codigo para a sua conta Seesaw. Por favor, guarde os codigos que foram atribuidos aos seus filhos cuidadosamente para poder fazer o login e o logout sempre que necessário.

Este caso aplica-se apenas a quem tem mais que um filho a usar o mesmo dispositivo electronico para a Seesaw.

Pedimos desculpas pela incoveniencia mas cada aluno tem o seu proprio codigo de usuário pois estao em classes diferentes. Se necessita de uma outra copia do codigo, nao hesite em pedir-me atraves do email  ymulholland883@c2kni.net ou atraves do email do professor que está disponivel na nossa página online.

Jesli masz 2 lub wiecej dzieci, musisz sie calkowicie wylogowac, a nastepnie ponownie  zalogowac w aplikacji Seesaw. Kazde dziecko otrzymalo indywidualny  kod do app . Seesaw. Zachowaj kody, ktore otrzymales osobno dla kazdego z dzieci, abys mogl indywidualnie  zalogowac  i wylogowac  kazde z  dziecko  z osobna.

Informacja ta dotyczy rodzicow w  przypadku, gdy masz 2 lub wiecej dzieci  w szkole korzystajacych z app.Seesaw z tego samego urządzenia.

Przepraszamy za wszelkie niedogodnosci, ale  kazde dziecko ma oddzielne konto na app. Seesaw, poniewaz uczeszczaja do innej klasy. Jesli chcesz otrzymac kolejna kopie kodu, nie wahaj sie skontaktowac ze mna pod adresem ymulholland883@c2kni.net lub adres e-mail Twojego nauczyciela ktory znajduje sie na  stronie internetowej szkoly.

Kind regards/ Com os melhores comprimentos/ Z powazaniem

Ms Mulholland

September Plans

In Literacy

We are learning to…

• Listen to a wide range of stories, songs, poems, music and writing of other children, using various media for e.g cds, interactive whiteboard.
• Respond to a steady beat
• Explore the structure of words by
• tapping syllables
• focussing on initial sounds, specifically, s and a.
• Observe modelled behaviours
• Initiate and join in conversations, taking turns with adults/ another child/ children e.g during play.
• Take part in oral language activities, e.g circle time.
• Talk about experiences, pictures, stories, rhymes, poems and information with adults/peers, for a range of purposes.
• Talk about their work, play and things they have made.
• Repeat sound sequences, for example, short clapping or musical phrases.
• Listen with enjoyment and respond to stories, rhymes, poems and songs.
• Listen and respond to adults and peers.
• Enjoy a range of stories, poems and non- fiction texts, read to them by adults/ other children.
• Talk about what has been read and say what they have enjoyed or found out.
• Talk about personal experiences related to text.
• Recognise their name.
• See the teacher as a “writer”, e.g writing messages, recording observations, scribing shared text.
• Observe the teacher modelling specific writing strategies, including directionally, correspondence between spoken and written word, spacing, sound- symbol relationships, letter formation and simple punctuation.
• Talk about the ideas represented in their drawings.
• Talk about why people need to write.

In Numeracy

We are learning to…

• Count orally during number rhymes, jingles and stories.
• Count forwards from 1, within 5.
• Count forwards from different starting point, within 5.
• Recognise spoken numerals within 5
• Read numerals within 5
• Write numerals 0 and 1
• Understand one to one correspondence by matching
• Touch count sets of objects within 1, understanding that the size of the set is given by the last number in the count.
• Sort a variety of coins.
• Use money in the context of play.
• See zero as an empty set.
• Understand and use language associated with length.
• Sort without direction, random collections of materials in a range of ways, talk about the sorting
• Talk about shapes in the environment.

In World Around Us

We are learning to…

• Be aware of some of the similarities and differences between themselves and other children.
• Recognise and name parts of the body
• Be aware of how our bodies are unique to us and need to be cared for in order to remain healthy and kept safe.
• Know the parts of the body and talk about what we use the different parts of our body for.
• Understand the main stages in human development.
• recognise they have a personal history.

 IMPORTANT MESSAGE

The Ni Executive has confirmed if you travel back from Portugal AFTER 4 am on Saturday 22/8/20 you do NOT have to quarantine for 2 weeks. Parents are reminded if their children have returned from Portugal BEFORE 22/8/20 they MUST still keep isolating for 14  days from the date of their return. We TRUST ALL parents will follow this advice and send their children back to school on the correct date if they are isolating currently. We are caring for the safety of our whole school community and ask parents to follow the this updated advice.

kindest regards

Ms Mulholland