Year 2

Handbook

2020

An outline of Curriculum and Grade Expectations

YEAR OVERVIEW 2020 This is an outline of the educational experiences planned for Year 2 this year. Our units of work will take an integrated approach, with literacy and numeracy links across all Key Learning Areas. GRADE EXPECTATIONS We encourage Year 2 children to develop: basic skills in numeracy and literacy at their individual ability level an interest in the society, culture and environment around them personal work habits and skills both in class work and homework personal independence by being organised for their school day including the delivery

of information to and from school independence in care of personal property

ENGLISH The English syllabus has a strong focus on the appreciation and study of quality texts (books, screen, visual, films etc.), thinking about how English changes according to audience, purpose and context. Students will learn how to use appropriate grammar, vocabulary, punctuation and spelling to respond to and compose a wide variety of spoken, written and multimodal texts. Speaking and Listening Class activities encourage students to develop different ways of communication with a range of audiences. They will be encouraged to speak clearly, listen attentively, follow instructions and contribute actively to class and group discussions. At the start of each term, children will be given a list of News Topics to prepare for their News day each week. Children will only be expected to speak for 1-2 minutes. Please help your child to prepare suitable material for presentation and encourage aspects of speaking well, including volume and clarity of voice. Practice at home will help your child to feel more confident when speaking to the class, but please do not write the news for them. At times, News work will be displayed around the classroom, so please assist your child to experiment with the computer and develop their research skills. Reading and Viewing Reading strategies will be taught through modelled and guided reading activities. Students will read both fiction and non-fiction books incorporating a variety of text types including information reports, recounts, expositions, explanations, poetry, narratives and personal responses. Writing will be taught within the categories of imaginative, informative and persuasive texts as set out in the English syllabus. Reading strategies will incorporate the comprehension skills of predicting, visualising, connecting, monitoring, questioning and summarising. Students will work in groups for guided reading. Home Reading is an opportunity for a shared reading experience for both parents and children. All Year 2 children are encouraged to borrow books at their level to read each night. The reading levels of the children are assessed on an ongoing basis. Monitoring incorporates oral reading as well as comprehension. Students also borrow extra age-appropriate books from the library for reading enjoyment. Literature themes for each term relate to topics covered in other Key Learning Areas. Spelling Weekly word lists consist of Year 2 Core Spelling words, phonic word families and topic words related to themes being taught. These words will be covered in class lessons and revised in weekly homework and spelling quiz activities.

Writing and Representing The children will jointly and independently construct written texts. They will learn to vary their writing styles to suit the purpose and audience. Strategies used in the writing process will include planning, drafting, editing and publishing. The focus will be on narrative, personal response, explanation and persuasive writing, and these styles of writing will incorporate elements derived from the English Syllabus. Students will be encouraged to write across all Key Learning Areas. Handwriting & Digital Technologies Children will practise using consistent size and slope in NSW Foundation Style Handwriting. Neatness is encouraged in all written work, including homework. Grammar, Punctuation & Vocabulary Study of grammatical concepts is integrated into all English lessons. The grammar focus will include nouns, noun groups, verbs, verb groups, adjectives, adverbs, compound words, contractions, phrases and clauses. MATHEMATICS The Mathematics Syllabus across K-6 provides students with knowledge, skills and understanding in Number and Algebra, Measurement and Geometry, and Statistics and Probability. The students will learn a range of strategies to make informed decisions and solve problems as an essential component of students’ preparation for life. A focus of the new syllabus is for students to develop their problem-solving skills, mathematical reasoning and communication. Number and Algebra Students count, order, read and write two- and three-digit numbers and use a range of strategies and recording methods. They use concrete materials and mental strategies such as the jump and split strategies to add, subtract and solve problems. Skip counting, repeated addition and subtraction, arrays and grouping with concrete materials are used to develop multiplication and division skills. Students model and describe objects and collections divided into halves, quarters and eighths. They associate collections of Australian coins with their value. They use place value to partition numbers. Students describe and continue a variety of number patterns and build number relationships. They relate addition and subtraction facts for sums to at least 20.

Measurement and Geometry Students estimate, measure, compare and record using informal units for length, area, volume, capacity and mass. They recognise the need for formal units of length and use the metre and centimetre to measure length and distance. They use a calendar to identify the date and name, and order the months and the seasons of the year. Students use informal units to compare and order the duration of events and tell the time on the half- and quarter-hour. They identify, describe, sort and model particular three-dimensional objects and two-dimensional shapes. Students represent and describe the position of objects and interpret simple maps.

Statistics and Probability Students collect, organise, display and interpret data using lists, tables and picture graphs. They recognise and describe the element of chance in everyday events.

Working Mathematically In all content strands, students ask questions and use known facts, objects, diagrams and technology to explore mathematical problems and develop mathematical fluency. They link mathematical ideas and use appropriate language and diagrams to explain strategies used. Mathletics All students in Year 2 will receive log in details for Mathletics. This is an at home computer program that supports the mathematical learning that will occur in the classroom across the school year. Please keep details safe at home.

SCIENCE AND TECHNOLOGY In Science, students build on their working scientifically skills through structured activities. Semester 1: Plants & Animals in our Daily Lives Students will identify how plants and animals are grown for food, clothing and shelter, researching how different groups of people use plants and animals. Semester 2: Earth & Space Students will explore the observable changes that occur in the sky and landscape. Students will explore how the Earth’s resources are used and sustained. INTEGRATED UNITS –HISTORY AND GEOGRAPHY Students focus on past and present life. This topic provides a study of the local history in the area. The Year 2 history unit includes:

• stories from the past • language to describe time • local history, heritage and historical sites • changing technology over time. Students will develop an understanding of time, change, different perspectives and any historical significance.

Students will develop an understanding of the significance of places and what they are like. This unit will investigate people’s connection and access to local and global places. For example, compare location and features of local places to other places in the world. In Geography, they will learn to pose geographical questions, collect and record data and present their findings in a range of ways. CREATIVE ARTS In Music, children will explore the musical concepts (structure, tone colour, dynamics, pitch, duration) through a range of activities including singing, music & movement, learning an instrument or playing percussion, learning about musical notation, organising sound and developing an understanding of a range of musical styles. Students are assessed through a variety of assessments that are conducted primarily through observation and practical assessment. Students will also be given the opportunity to participate in various vocal, choral, instrumental and concert programs over the school year. Throughout the year students will enjoy visiting performances including Jamie Jam on Toast, Opera Australia – The Barber of Seville and the Police Band. Visual Arts, Dance and Drama activities will be linked to the integrated units and literature topics.

PERSONAL DEVELOPMENT / HEALTH / PHYSICAL EDUCATION The P.E. program aims to encourage each child to participate in regular physical activity. Students enjoy the Year 2 Dance program and other physical class activities. In Term 1 and 2 students will participate in the SportsPro Program and in Term 3 the Gymnastics program at the Epping YMCA. Class teachers will provide a weekly PE lesson incorporating fitness and skill development activities in Term 4. The Personal Development program Term 1- focus on social skills including, choices, responsibilities and consequences. The Behaviour Management ladder will be incorporated in their everyday learning. A represents Anarchy, B Bullying/Bothering, C Conformity and D Democracy. Term 2 – Road Safety Term 3 – Child Protection Term 4 – Water Safety We encourage you to support the lessons in Personal Development by discussing key concepts with your child and reinforcing the strategies taught at school. Year 2 students at EWPS to attend the DET Swim School in Semester 2. General Information Absent notes If your child is absent due to sickness or leave they are required to bring a note to the teacher as soon as they return to explain the absence as the teacher needs to record this information on the class roll. This is a legal requirement. Extended long absences during the school term may need permission from the Deputy Principal. Assessment Assessments are on-going throughout the year. A formal report is prepared twice a year. Climbing Equipment This is to be used as per the school roster with teacher supervision and is not to be used before or after school by any students or siblings. All students have been taught the rules for safety. Communication You will receive all notes and the weekly newsletter through your email by a system called School Bytes. Please follow the link in the email to view. All excursion money will be paid through School Bytes via email which links to a secure on-line payment system through Westpac Bank. You may also access the weekly newsletter through the school website at https://eppingwest-p.schools.nsw.gov.au Please return any permission notes by the dates stated on the note to your child’s teacher or the organising teacher. Hats All children need to bring their hat to school every day. The school policy is ‘No Hat, No Play and sit in the shade’

Homework Homework bridges the gap between learning at school and learning at home. A basic rule of homework is that it is appropriate for each student’s age and ability. Homework is set regularly by classroom teachers. Homework in Year 2 consists of spelling practice, language exercises, mathematics revision, preparing for their news topic for the week and home reading. ICT Technology is integrated into class teaching and learning activities. Students have opportunities to use iPads, word-processing tools and educational software in order to develop essential skills in the use of digital tools. Lateness/Early Leavers Please endeavor to drop your child at school on time. If your child is late to school, parents will need to accompany them to the office to collect a sign in slip. This should be taken to the classroom and given to your child’s classroom teacher/s. If you are late to collect your child at the end of the day, the school policy is to take your child to the school office to ring the parents and wait to be collected. Arrangements can be made ahead of time directly with Wesley Out Of School Hours Care who will mind your child until you arrive if parents are unable to pick-up their child at bell-time. A fee is charged for this service. 9626-6620 or email – oosh@wesleymission.org.au. If there are any change of arrangements with pick-up of an afternoon please inform your child and your class teacher to avoid any confusion. Library Students will explore literature, authors and learn library procedures with the librarian in their library time. Students will need to have their library bag on their allocated library day so that they are able to regularly change their books. Please take care of all library books. Any lost or damaged books will have to be paid for. Lunch Orders The Yummy Bears Kiosk/canteen uses an online ordering system called Flexi Schools. All orders can be done in advance and need to be received by 9am to ensure your child receives their lunch order. You may also order over the counter before school or use the express box. Menu can be located on the students website. Easy, Online Registration • Go to www.flexischools.com.au • Click REGISTER • Enter your email • You will be emailed a link to an online form - follow the link • Choose a username and password and complete the form • Add each student and their class • Top-up the account - VISA or Mastercard - preferred. Place lunch orders from your iPhone, iPad or mobile device! For help call 1300 361 769 and flexischools. Medicines/ Health Care Plans All medicines must be delivered to the school office – where written instructions must be provided. Medications must be labelled with the student’s name, dosage and administrating time and instructions. No child is permitted to administer medicines or have them in their bags. Please also advise the class teacher if medication needs to be administered and when.

Paint Shirts Please send in a paint shirt for your child. Long sleeves are preferable to ensure uniforms are completely covered. Parent Participation Opportunities exist across the school year for parents to assist with activities such as excursions, class parties and walkathon. Please refer to your child’s teacher/s for more information.

Phones/ Smart Watches If your child is bringing a mobile phone or another electronic device to school, please ensure they hand it into the office at the start of the day and collect at the end of day. These devices will be locked away securely during school hours. Students are not permitted to keep phones or any electronic communication device on their person or in their bag throughout the school day. Sick Children If your child is sick, it is always best to keep them at home to be monitored by you and not pass infections on to others. When your child is ready to return to school an absence note is required. If your child becomes sick during the school day they will be sent to the office and you will be contacted to collect your child as soon as possible. Year 2 Teachers Mrs Rachel Allen- Relieving Assistant Principal (Semester 1) 2A Miss Jessica Saliba- Relieving Assistant Principal (Semester 2) 2S Miss Shane Crinnion 2C Mrs Claudette Gonzalez & Mr Luke Lonsdale 2GL Mrs Angela Mpliokas 2M Miss Natalie Chan 2N Miss Chloe Philip 2P Ms Rosalie Yeung & Miss Charmaine Wan 2YW

EAL/D: Mrs Colleen Featherstone & Miss Charmaine Wan LaST: Mrs Fiona Wiltshire

Reading Information

How to help your child? • Read with your child every day • Set aside a quiet time and place • Make the reading a fun experience • Home Reading books are usually set at an easier level than guided readers in the

classroom • Reading at home is for enjoyment and practice • Before Reading – ask your child to predict the story by looking at the front cover • During Reading - assist your child to sound out and decode unknown words, look

for known sight words and picture clues • After Reading - ask questions that recall information about the story – for

example Who? What? Where? When? How? etc • Ask questions that infer meaning • Re-read the story – this will help develop confidence, fluency and expression • Regularly borrow other books from the school/local library • Develop you child’s confidence and ask them to read to grandparents, siblings etc • Praise your child during the reading of each book • Encourage quality reading not quantity at this stage

Students need to understand the meaning from the print not just read the words Reading Assessments

• Teachers will regularly monitor students in class in literacy sessions. Assessments will take place in-line with term/grade overviews, timetabling and school policy.

• Assessments ensure all reading criteria has been fulfilled for accuracy and understanding

• Teachers will be assessing areas such as decoding, self-correcting, recalling facts, comprehension, inferring, fluency, expression, consistency, independence

• Students will progress when accuracy and understanding have been achieved at the students instructional level

• Teachers will ask student’s questions about the passage at the end of the reading to gauge their understanding. The questions will include recalling of facts and inferred meaning.

• Assessments will take place on a one-to-one basis between class teacher and student

• Teachers are trained professionals in the administration of the assessments • The assessment is an accurate and consistent measure of students abilities • Assessments cannot be requested. • Assessments are not comparable with outside agencies • It is not uncommon for students to plateau during the year or need revision in

skill development after a holiday period.

A students ability in reading is based on an individual basis and is not comparable to other student’s levels Inferring To make an inference students need the confidence to make an educated guess based on their knowledge and experiences to what they have just read in their book. Usually there are no wrong answers as long as their answers relate to the question asked and the answer relates to the story that has been read. If their answer is feasible and makes sense in context it will be correct. Often students feel if the answer to the question was not written in black and white in the story they do not want to have a go as they do not want to be wrong. An inference is different from just recalling a fact. It is reading between the lines of the story, absorbing the meaning and then the question is then answered using logic, deduction, prior knowledge and reasoning. Please encourage your students to have–a-go. Example questions Predict what might happen now –once the story has now finished? Why? How do you think the character was feeling? Why/How do you know? Was it a good decision that the character made? –Why/Why not? Explain.

Learning to read is not a race

One only learns to read by reading