Languages and literacy
Book review and reading log
Record reading, support an opinion with a reason and recommend books to an audience.
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Year 2 class teacher
Pham Thi Linh
I look for what pupils already know, then consider which example, representation or prompt might help them take a next step.
Explore the collectionA little about me
I teach Year 2 across English, mathematics, science and inquiry. Pupils arrive with different prior experiences, so I cannot assume that one explanation or activity will make sense to everyone in the same way. I want a lesson to have a shared purpose and several useful ways for children to enter the work.
Planning needs to recognise those different starting points without dividing the class into fixed categories. I look for what pupils already know, then consider which example, representation or prompt might help them take a next step. Clear explanations matter, but so does the chance to revisit an idea when the first approach does not connect.
I value resources that are adaptable across subjects and make their task easy to understand. A strong starting point can help us bring pupils together around a question, while flexible support lets the teacher respond to what they show. I want the structure to serve the learning rather than ask everyone to follow the same route.
How I approach a lesson
Plan a shared purpose with more than one entry point.
Use examples and representations that meet varied prior knowledge.
Adapt in response to what pupils show.
Templates I'd use with my class
Explore these templates and decide what fits your own setting.
Wellbeing and personal development
My feelings check-in
Name or show a feeling, choose a way it might help to respond and identify a trusted person to talk to.
Languages and literacy
Narrative writing planner
Plan and write a short narrative with an ordered beginning, build-up, problem, resolution and ending, using sentence punctuation and selected descriptive vocabulary.
Maths
Number-line practice
Represent addition and subtraction within 20 using forward and backward number-line jumps, and use those jumps to find a difference.