YEAR 2 CURRICULUM OVERVIEWTERM 3 2019

Asst. Principal Helen WelshPrincipal Lyn Jobson

1

Dear Parents and Carers,

We would like to welcome all of our grade two families back to Term Three at Alamanda College, and extend a warm welcome to our new families who have joined the Alamanda College learning community in the recent weeks.

During Term Three the students will continue to build conceptual understanding and knowledge with each Unit of Inquiry within the Primary Years Programme (PYP). Our fourth Unit of Inquiry comes under the transdisciplinary theme of ‘How the World Works.’

UNIT OF INQUIRY FOUR: HOW THE WORLD WORKS

AN INQUIRY INTOLANGUAGE (ENGLISH)

During our fourth Unit of Inquiry (‘How the World Works’) students will continue their learning journey investigating different writing genres with an emphasis on Information Texts. Students will be exposed to a range of non-fiction texts to guide their understanding of this genre during both reading and writing sessions. They will explore the different structures, features and language devices within this text type. This will assist students in continuing to develop their research skills, as well as their data organisation, while creating texts that document, organise and entail factual information through the lens of the Unit of Inquiry. As part of writing a factual and evidence based Information Text, students will be able to research and then use the relevant facts to create meaningful texts that explore the Central Idea.

Students will investigate the language features of an Information Text by discovering the importance of:

• Action verbs - describe a physical or mental action

• Present tense - describe something currently happening

• Linking verbs - link a subject to a word or phrase that describes the subject

• Descriptive language - intended to create a mood using the audience’s senses

Students will also unpack the structure of Information Texts by exploring the use of:

We have already begun inquiring into our fourth Unit of Inquiry of the year, which will run for a total of six weeks. The details for this Unit of Inquiry are:

Transdisciplinary Theme: How the World Works

An inquiry into the natural world and its laws; the interaction between the natural world and human societies; how humans use their understanding of scientific principles; the impact of scientific and technological advances on society and the environment.

Central Idea: Earth’s surface changes over time as a result of natural processes.

KEY CONCEPTSFunction: How does it work?Connection: How is it connected to other things?Change: How is it changing?

Lines of inquiry: • The impact of wind and rain of the

Earth’s surface

• Earth’s tectonic plates are changing over time

• Rocks tell stories about the Earth’s surface

Approaches to Learning: • Research skills: Observing • Thinking Skills: Analysis • Communication Skills: Presenting

This Unit of Inquiry unpacks the changes that can occur on the Earth’s surface as a result of natural processes over time. Students will begin by exploring the features of the Earth’s surface and will go on to describing these features. They will build upon this knowledge by investigating how these features occur and will analyse the categories of rain and wind. Students will further develop their knowledge by examining the impact of wind and rain on the Earth’s surface. While inquiring into how the Earth’s tectonic plates are changing over time, students will use maps to locate the tectonic plates as well as describing their features. They will be analysing the position of the tectonic plates and how they have changed over time. Students will be investigating the impacts that the movement of tectonic plates have on Earth. Students will go on to explore the features of different rocks as well as being able to identify and classify different rock types. They will inquire into the process that occurs when rocks are made in order to analyse their features and the stories that rocks tell about the Earth’s surface.

Within this Unit of Inquiry students will explore information texts through investigating and researching the different layers of the Earth and the changes they undertake. They will inquire into different styles of information resources in an effort to best inform their audience about a particular feature or process. Students will have the opportunity to present their facts

by creating their own information text using whichever form they believe will work best. Students will also be given the opportunity to engage in the ‘Geology Rocks’ incursion to further extend and promote their understanding of the Unit of inquiry.

2

• Paragraphs to define and separate information

• Sub-headings to inform the audience about what they will be reading

• Sequencing - creating a logical order within their writing

Students will investigate the structure of Information Texts and will learn how to write opening and conclusive statements about various aspects of a subject, how to distinguish between and use both past and present tense, develop and understand the organisation and structure of writing, while also developing a topic using researched facts and information.

Students will use their Research Skills to list, explore and describe their observations of different types of rocks. These observations will link to the understanding that the wind and rain impacts the Earth’s surface. They will organise their facts and the features of their observations by using a range of graphic organisers such as mind maps, tables, flowcharts and diagrams. This will assist them in creating a detailed and factual Information Text. Students will be encouraged to communicate and present their findings, observations and understandings to their peers. Students will be asked to clearly explain a change in the Earth’s surface in a logical sequence, using self-created visuals and appropriate technology to support their presentation.

SPEAKING AND LISTENING

Students will work with their peers in groups to complete different tasks, providing

AN INQUIRY INTOMATHEMATICS

Stand Alone - Number and Algebra Students during our fourth Unit of Inquiry will be investigating multiplication as a stand alone focus area. Students will transfer their prior knowledge and understanding of skip counting and repeated addition by

applying these skills when solving different multiplication facts. By providing multiple exposures, students will be able to extend their understanding and engage in creating a range of authentic open ended problems.

In Multiplication students will: • Recognise and represent

multiplication as repeated addition, groups and arrays

• Understand the different strategies to solve multiplication problems through number sentences, pictures, numbers and words.

• Be able to recall multiplication facts of two, three, five and ten.

• Represent and solve problems involving multiplication using efficient mental and written strategies and appropriate digital technologies.

• Understand multiplication and division have an inverse relationship through partitioning numbers.

Students will continue to consolidate Number knowledge and skills through daily number games, tasks and mini lessons. As the term continues, students will have the opportunity to explore different mathematics topics within the fifth Unit of Inquiry.

This term we will continue inquiring into a range of mathematical concepts derived from the Victorian Curriculum and linked to our fifth Unit of Inquiry. In this Unit of Inquiry we are focusing on Measurement and Geometry, specifically Shape. These mathematical concepts are being linked to the Unit of Inquiry by allowing students to investigate the effects of wind and rain on the Earth’s surface. This will allow students to analyse the changes in shape to features such as continents, coastlines and materials as a result of naturally occuring erosion, which will provide opportunities for explicit instruction to the understanding of two dimensional and three dimensional shapes. Throughout the Unit of Inquiry, the geometric shape of the Earth’s surface will be examined from a critical thinking perspective by combining and splitting shapes as well as comparing their properties. These learning opportunities will allow students to connect and build on their knowledge through a transdisciplinary approach. Students are continuing to set personalised goals with their teachers using the Alamanda Numeracy Continuum in conjunction with the Victorian Curriculum.

them the opportunity to show the ability to work together, along with cooperation, teamwork and active listening skills. They will also review communication skills and what makes a good presentation, such as appropriate body language, tone and volume. Students are encouraged to present and share an artefact about the Central Idea with their class. This will give students the opportunity to practise these skills in front of their peers, as well as consolidate their understanding of the Central Idea.

Students will:• Understand that language varies

when people take on different roles in social and classroom interactions

• Understand how the use of key interpersonal language varies depending on context

• Discuss their ideas and experiences, using everyday language features and Unit of Inquiry specific vocabulary

• Rehearse and deliver short presentations on familiar and new ideas, speaking clearly and varying tone, volume and pace appropriately, and using supportive props

3

UNIT OF INQUIRY FIVE: WHERE WE ARE IN PLACE AND TIME

MEASUREMENT AND GEOMETRY In Shape students will:

• Count the number of edges, corners, faces of shapes.

• Sort shapes by key features and describe the categories

• Identify the geometric features of known 3D shapes.

• Accurately create a variety of 2D and 3D shapes.

Later on in the term we will inquire into our fifth Unit of Inquiry of the year, which will begin in Term 3 and continue at the start of Term 4. The details for this Unit of Inquiry are:

Transdisciplinary Theme: Where We Are in Place and Time

Central Idea: Indigenous people have a significant and enduring culture.

Key Concepts: Form - What is it like?Causation - Why is it like this?Connection - How is it connected to other things?

Lines of inquiry: - Connection to country and place - The diversity and longevity of

Australia’s indigenous people - Indigenous ways of life

Approaches to Learning: - Thinking Skills: Analysis- Social Skills: Respecting Others - Communication Skills: Non-verbal

Communication

This Unit of Inquiry explores the significant and enduring culture of Indigenous people. Students will identify Indigenous peoples connection to country and place, the diversity and longevity of Australia’s Indigenous people and Indigenous ways of life. Students will be able to explain the Indigenous ways of life and how it shapes their culture and community as well as analysing the connections between Indigenous communities and places. Students will be immersed in the meaning behind different Indigenous Dreamtime stories and will be able to understand the origin and purpose of these stories. The Approaches to Learning that students will be focusing on during this Unit of

Inquiry are Social Skills, Thinking Skills and Communication Skills. Through using social skills and respecting others, students will recognise that other beliefs, viewpoints, religions and ideas can be different to their own. By using the thinking skill of analysis, students will be continuing to develop their knowledge of how to make their thinking visible, using models to logically and thoughtfully communicate. Through the use of relevant symbols when explaining the origin of Indigenous stories, students will practise the use of non-verbal communication skills. Within this Unit of Inquiry, students will revisit narratives by focusing on communicating a message or moral through the stories they write. This will be driven through students immersion in Dreamtime stories and the message they portray.

AN INQUIRY INTOLANGUAGE (ENGLISH)

During our fifth Unit of Inquiry (‘Where We Are In Place And Time’) students will be focusing on reading and writing fiction and non-fiction texts with an emphasis on Narrative writing. They will continue to explore the different structures, features and language devices within this text type. This genre will assist students in being able to express ideas through storytelling. As part of students writing investigations, they will explore a variety of writer’s craft. Students will be able to determine the writer’s craft used by various authors to create an engaging narrative and incorporate this into their own writing.

While investigating Narrative texts, our inquiry into language will allow students to explore different Indigenous storytelling techniques, features and discuss the origin of each of these stories. Through the Approaches to Learning skill of analysis, students will be analysing the meanings behind different Indigenous stories and how they are unique to those people. Students will be encouraged to create their own personal narrative based on a problem or moral using skills and techniques used by the Indigenous storytellers.

Students will investigate the language features of Narratives by discovering the importance of:

• Identifying visual representations of characters’ actions, reactions, speech and thought processes in narratives, and considering how

these images add to or contradict or multiply the meaning of accompanying words.

• Understanding that nouns represent people, places, things and ideas and include common, proper, concrete or abstract, and that noun groups/phrases can be expanded using articles and adjectives.

• Discussing the characters and settings of different texts and exploring how language is used to present these features in different ways.

• Drawing connections between personal experiences and texts, and sharing responses with others.

• Understanding and using the language features of a narrative e.g. strong verbs, nouns, adverbs and adjectives.

• Rereading and editing texts for spelling, sentence-boundary punctuation and text structure.

• Creating events and characters using different media that develop key events, settings and characters from different literary texts.

• Constructing texts featuring print, visual and audio elements using ICT.

Students will continually be supported through the Writing Process of pre-planning (using their Writer’s Notebook), Planning (using a range of graphic organisers), Drafting, Revising/Editing and Publishing, both by hand and digitally.

SPEAKING AND LISTENING

Students will be given the opportunity to work collaboratively in group and individual presentations. Students will work with their peers in groups to complete different tasks, providing them the opportunity to show the ability to work together, along with cooperation, teamwork and active listening skills. Students will continue to develop their understanding of what makes a good presentation, such as using appropriate body language, volume and tone. In addition, students will also revisit non-verbal communication skills which was explored during our second Unit of Inquiry. They will identify different symbols used within indigenous cultures and connect these within other cultures.

All students are encouraged to present and share an artefact that connects with the Central Idea to their class. This will give

4

It has been amazing to see all of the Year 2 students that have been completing and submitting their homework to a high standard. Students will be continually supported in choosing ‘just right books’. It is recommended that you read with your child every night for at least 10 - 15 minutes. Please take the time to listen to your child as your personal interest makes their reading experience more rewarding and enjoyable. After reading, ask your child to use the comprehension strategies covered in class, such as visualising, questioning, clarifying and summarising to discuss their book. Homework is a form of revision and practise of learning that has already occurred within the classroom. This provides an opportunity for parents to be engaged and involved in their child’s learning journey. Homework is to be completed between Tuesday and Wednesday (9 days) and returned to the classroom teacher on the following

HOMEWORK

TECHNOLOGY

students a fantastic opportunity to practise these skills in front of their peers, as well as consolidate their understanding of the Central Idea.

Students will:• Understand that language varies

when people take on different roles in social and classroom interactions.

• Understand how the use of key interpersonal language varies depending on context.

• Discuss their ideas and experiences, using everyday language features and topic-specific vocabulary.

• Rehearse and deliver short presentations on familiar and new topics, speaking clearly and varying tone, volume and pace appropriately, and using supportive props.

AN INQUIRY INTOMATHEMATICS

This term we will continue inquiring into a range of mathematical concepts derived from the Victorian Curriculum and linked to our fifth Unit of Inquiry. In this Unit of Inquiry we are focusing on measurement and geometry, in particular, mapping, symbols, timelines and area. Students will also explore location and transformation by using their knowledge of Indigenous symbols to find and locate specific places on a map by using a grid reference. These learning opportunities will allow students to connect and build on their knowledge through a transdisciplinary approach. Each of the mathematical concepts for this Unit of Inquiry are drawn out from central idea, allowing the learner to make meaningful, real-world connections. Students are continuing to set personalised goals with their teachers using the Alamanda Numeracy Continuum in conjunction with the Victorian Curriculum.

MEASUREMENT AND GEOMETRY

Students will develop their knowledge of mapping and location and apply their understanding when reading different maps and identifying their key features. Students will begin to have a sound understanding of how to read maps, their importance and they way they are used to communicate information in a certain context.

In Location and Transformation students will:

• Give and follow directions to familiar locations

• Interpret and create simple maps and use coordinates to find key features

• Investigate the effects of flips, slides, and turns

• Identify symmetry and asymmetry in my environment

Students will continue to consolidate Number knowledge and skills through daily number games, tasks and mini lessons. As the term continues, students will have the opportunity to explore different mathematics topics within the fifth and sixth Units of Inquiry.

Information and Communication Technology (ICT) is being integrated into all areas of the curriculum. Students are using a variety of iPad applications to complement their Literacy and Numeracy learning. The applications used as part of their daily learning in the classroom and at home include ‘Epic! ’, ‘PicCollage’, ‘Seesaw’ and ‘OneNote’. In Numeracy, students will continue to use a range of applications including ‘Mathletics’ and ‘OneNote’ to work on individual Numeracy goals. We would like to invite all parents to view and explore these applications with their child. In addition to this, students will use a range of applications as part of their daily learning in the classroom and at home.

Thursday. If there are any concerns and questions regarding homework please speak with your child’s classroom teacher.

UNIFORM

Throughout Term Three, the Grade Two students will continue to wear the winter uniform and are encouraged to wear their Alamanda raincoats when outside to ensure they stay dry and warm throughout the final winter months. Parents, please note that hats are optional in Term Three.

If you have any questions or wish to discuss your child’s progress, please organise a meeting with your child’s classroom teacher or the Assistant Principal.

Thank you for your support and assistance in Semester One. We are excited and eager to continue learning and working together in Term 3.

Kind Regards, The Year 2 Team 2019Year Two Teaching Staff2A – Erin Beardsley 2B – Sarah Barker 2C – Laura Hawes 2D – Liane Gomez2E - Sam Wight2F – Jessica Cook2G – Ellin Tideswell – Acting Leading Teacher2H – Shannon Sebek 2I – Jai Hayes 2J – Eliza Wood 2K – Emily Adamek 2L – Isabella Costa 2M – Mark Crossett 2N – Molly ElfordLiteracy Support – Amanda WolaniukEducation Support Staff – Christine, Sonny, Dana, David, Tara, AaronAssistant Principal – Helen Welsh

IMPORTANTDATES

Incursion, “Geology Rocks” 31st July, 1st or 2nd August

Year 2 Swimming 26th - 30th August

Last day of Term 3 20th September.

5

LANGUAGE

SPECIALIST SUBJECTS

ART

In Art, students will experience visual arts from artists - locally and globally, now and in the past, by men and women, and by people of different backgrounds. They respond to a range of stories, artworks, concepts and media. The inquiry for Term Three is based around our central idea ‘Art connects to nature, people, culture and places’.

Grade 2 students will investigate aspects of natural habitats, animal endangerment and watercolour paintings. Isabella Bunnell’s densely illustrated picture book titled Disappearing Acts, will act as provocation for students to investigate endangered animals on a global level. Grade 2 students will be encouraged to be both Inquirers and Communicators, as they work in small groups to research the many endangered animals found within Bunnell’s watercolour illustrations. Following research and group activities, students will study Bunnell’s artistic style and learn effective painting, drawing and colour theory techniques and methods to create an artwork based on their threatened species of choice. Students will combine colours, textures and watercolour techniques for their selected animal and habitat. They will learn to identify and use a colour wheel in order to select and mix colours. The final outcome will be presented in watercolour on paper. They will have the opportunity to participate in both individual and collaborative activities. Along with the PYP learner profile, children will learn to take responsibility for the care of tools and materials and for their own and others’ safety in the Art environment. They will be open minded to new concepts and ideas and be courageous when challenged with new skills and techniques. We look forward to continuing this creative journey with your child at Alamanda. Kind regards,Ms Hendry, Ms Mitchell, Ms Davies and Ms Stokes

At Level Two, students are immersed in listening to, viewing and reading Chinese. They use spoken and written Chinese to communicate with teachers and peers. They recognise the importance of tone

in Chinese speech and observe that the sounds of Chinese can be encoded in Pinyin using familiar letters. They learn to recognise characters that represent familiar objects and ideas and convey significant cultural meanings.

In Term Two of Language, students will inquire into the topic “Months and Birthdays” in Chinese. They will be introduced to a pattern where adding the Chinese character ”月” after a number will convert the number into month. They will understand the meaning of the character ”月” represents the moon. Therefore, they will learn the significance of “Lunar Calendar” in Chinese culture. Students will be encouraged to creatively design classroom displays of months in Chinese and practise writing the Chinese characters. Applying what they know about Months, they will learn how to tell when their birthday month is in Chinese, by following the sentence pattern “我的生日在。。。月”. They will be provided with the opportunity to create a birthday bookmark for their friends or family with the Chinese sentence “祝你生日快乐” (Happy Birthday to You) written on. They will also learn how to sing ‘Happy Birthday Song” in Chinese.

Throughout Language lessons, students are encouraged and supported to inquire, think, communicate, and cooperate respectfully. A wide variety of resources are incorporated into the classroom to engage students in the learning experiences. The approaches to learning are embedded in the teaching and learning activities in order to support students to become risk-takers and responsible learners.

PHYSICAL EDUCATION

The curriculum for Level 2 builds on the learning from Foundation Level and supports students to make decisions to enhance their health, safety and participation in physical activity. The content enables students to explore their own sense of self and the factors that contribute to and influence their identities. Students learn about emotions, how to enhance their interactions with others, and the physical and social changes they go through as they grow older.

The content explores health messages and how they relate to health decisions and behaviours, and examines strategies

students can use when they need help. The content also provides opportunities for students to learn through movement. It supports them in broadening the range and complexity of fundamental movement skills they are able to perform in a range of settings, including indoor, outdoor and aquatic. They learn how to select, transfer and apply simple movement skills and sequences individually, in groups and in teams.

Students also further develop their knowledge, understanding and skills in relation to movement by exploring simple rule systems and safe use of equipment in a variety of physical activities and games. Through active participation, they investigate the body’s response to different types of physical activities. In addition, students develop personal and social skills such as cooperation, decision making, problem-solving and persistence during movement activities.

To begin the term, students from Year 2 will participate in a 4-week unit on Lifelong Sports. The focus will be on understanding the basic rules of Bocce, Ten-pin Bowling and Croquet. Students will gain an understanding in the importance of sports that can be played throughout all stages of life. Students will be aiming to build confidence while performing in a range of locomotor activities.

In the following 3 weeks, students from Year 2 will be introduced to a 4-week unit on the Basketball. The focus will be on the coordinated movement required to dribble a ball and the timing of the movement. Students will explore its use in different forms in many games. Students will learn that the basic body actions of Basketball remain consistent as the skill is adapted to suit a range of activities.

To finish term 3, students from Year 2 will participate in a 2-week skipping and jumping unit, with a heavy focus on the coordination and timing of the movement. This unit has a partnership with Jump rope for Heart, who aim to provide a fun physical activity program to keep fit and healthy.

Throughout every PE lesson, students are encouraged to display the PYP learner profiles and attitudes to ensure that each student takes responsibility for their own learning and is respectful to the learning of others. We encourage all students to be risk-takers, inquirers, open- minded,

6

MUSIC

Students in Year Two will have the chance to explore musical ideas using voice, instruments and body percussion and further their knowledge by improvising and practising a variety of songs and rhymes. They will also look at composing in a group and at developing their skills on the ukulele, keyboard and xylophone. During the term Music Program they will also rehearse and perform songs that communicate themes and particular emotions to an audience as well as respond to music and communicate their thoughts on where and why people perform music.

Our major focus for the year will revolve around understanding how technology has changed everyday life and assists us to change in the future. They will spend time looking at how music has evolved from the Classical and Jazz styles where acoustic

FOOD TECHNOLOGY

During Food Technology this term, students in Grade 2 will continue developing their knowledge of safety in the kitchen. They will commence with knife skills, practicing the claw and bridge grips using butter knives. Students will constantly engage in the importance of being hygienic around food as they practice cleaning up their work stations and washing their hands. They will explore flavours from different parts of the world, as we explore ‘Street Food’ from different cultures. Students will also be celebrating the Chinese culture. In term 1, they will recreate food that is traditionally prepared during the Chinese New Year as they welcome in The Year of the Pig. As students explore different cuisines they will continue to develop skills like folding, cutting, mixing and many more. Additionally, students will learn and understand basic first aid.

Students will inquire into environmental sustainability, by considering the effects or impact our food choices have on the environment. For instance, buying fresh

local fruit and vegetables to reduce the environmental impact of transporting imported foods.

Throughout every Food Tech lesson, students are encouraged to display the PYP learner profiles and attitudes to ensure that each student takes responsibility for their own learning and is respectful to maintaining the safe and orderly working environment. We encourage all students to be risk-takers and open-minded by trying new or unusual foods, inquirers and effective communicators by asking lots of questions, caring and reflective during Food Tech. However, students also learn about dietary requirements as they become more knowledgeable about food allergies and cultural or religious dietary needs.

Students will have an opportunity to design their own recipe after several weeks of exploring tastes from different cultures. In designing their recipe, students will be guided by their teacher as they consider the environmental impact in their design. They will use their newly gained knowledge of the different flavour combinations and design a recipe.

Students will have many opportunities to work collaboratively and use/stay safe around the different technologies in the kitchen, knives, ovens, frying pans, stove tops, chopping boards, toasters, and other utensils as the term progresses.

DRAMA

In Grade Two Drama this term, students will create and present drama using the elements of role, situation and focus in dramatic play and improvisation. In each lesson, students will continue to build on their skills identifying the significance of voice, facial expression and movement. They will explore behaviour through dramatic storytelling and dramatic action.

During this inquiry, students will examine Fractured Fairy Tales through performance. Students will inquire into how Fractured Fairy Tales are devised from a Classic Fairy Tale, and how performance is used to recreate them. Using stories such as “Little Red Riding Hoodie”, “The Three Ninja Pigs” and “Cinderella is so Annoying”, students will engage in class discussions about the differences in the plot structure and character relationships. They will work collaboratively in each lesson to rehearse and present their own unique Fractured Fairy Tale performance.

Students will continue developing their ability to respond thoughtfully to performances, express what they enjoy and why and identify intended purposes and meanings of other students’ work. They will build on their confidence and risk-tasker skills during this Inquiry by constantly working creatively and collaboratively to create new unique pieces.

Throughout every Drama lesson, students are encouraged to display the PYP learner profile and encouraged to act respectively when communicating with others. Over the course of the term, students will have many opportunities to be courageous with their learning and approach new ideas with enthusiasm and creativity.

instruments were more prominent and into the music of today and how technology has taken over the way instruments sound and are recorded.

We will be using our PYP Learner Profiles to further our students’ skills by becoming more knowledgeable through the introduction of new song material and information and open minded to the repertoire that they might not be familiar with.

effective communicators, caring and reflective during PE.

At Alamanda College, we aim for maximum participation in PE and ask for students to wear their PE uniform and to bring a drink bottle to all PE classes. If your child cannot participate in a PE lesson, then please send them to their PE teacher with a signed note outlining the reason for their non-participation.

SPECIALIST SUBJECTS