Year 2 students continue to develop learning independence and extend their literacy and numeracy skills. The children are engaged in challenging,differentiated learning experiences. These activities cover all areas of the curriculum. Students continue to apply their knowledge and strategies to different problem solving contexts and real life scenarios. We provide a safe and stimulating environment,that nurtures and promotes the physical, social, emotional and cognitive development of each student.
During reading lessons, students use comprehension strategies to build literal and inferred meaning. They utilise punctuation to support phrasing and fluency when reading aloud, presenting to their peers and giving personal responses. Students explore and apply a range of spelling patterns and strategies. They utilise grammatical skills during writing sessions. Students focus on narratives, recounts, procedures, explanations and information reports, including appropriate sequencing of ideas and attention to text structure. They also refine their handwriting skills in preparation for cursive writing. Through regular 'Share and Chat' sessions and the Year 2 production students are provided with opportunities to refine their speaking and listening skills.
Students count and order numbers to at least 1000. Understanding place value is a continued focus. Students apply a variety of strategies to solve problems. They perform calculations using all of the operations and explore how they are related. They separate collections and shapes into given fractions. They tell time to the quarter-hour and use a calendar,exploring days,months and seasons. Students measure and order objects using informal and formal units. Students draw and identify the features of 2D and 3D shapes. They collect and display data in a variety of ways and analyse their findings. They describe the outcomes of familiar events using language of chance and apply their mathematical knowledge to create and solve a range of everyday problems.
Year 2 is an extremely exciting year with the students being given the opportunity to develop their dramatic skills, by performing in their musical production. The students' participation in the production supports our school values. Our values are to develop respect for others through responsibilty, resilience, commumity, creativity and team work through drama,singing and dance.
Our school student well being program is based on the 'Resilience, Rights & Respectful Relationships' program. We teach mindfulness activities, to develop individual wellbeing.
The coding program teaches OSMO,Sphero and We Do. The skills taught through these coding programs are integrated into class literacy and numeracy programs.
Our 'Swim and Survive' program at the Monash Aquatic centre is well attended, as learning to swim confidently is an essential survival skill.
Other activities will be placed on the Year 2 blog, as they occur.
2024 SEMESTER 1 CURRICULUM
English
Year 2 students read a variety of texts and used comprehension strategies to build literal and inferred meaning. They utilised punctuation to support phrasing and fluency when reading aloud. Students explored sound, visual and meaning spelling strategies. They composed their own written narratives, letters, poems and procedures. Students sequenced their ideas according to text structures. They refined their handwriting skills in preparation for cursive writing. Students prepared personal responses to Share and Chat topics and presented their ideas orally through formats of their choosing.
English as an Additional Language (EAL) students follow a pathway of development in learning English that is different from students for whom English is their first language. EAL students deepen their understanding of the English language through practical activities and focus lessons in school. The two EAL stages are A (Early Immersion) and B (Mid Immersion). EAL students work through this continuum until they have a confident grasp of the English language.
Year 2 students counted, ordered and expanded numbers to at least one thousand through a place value focus. They applied a variety of addition and multiplication strategies to solve problems. Students counted and ordered small collections of Australian coins and notes according to their value, and recognised and interpreted common uses of halves, quarters and eighths of shapes. They told time to the quarter-hour and investigated the relationship between units of time. Students drew and identified the features of 2D and 3D shapes, and transformed shapes using flips, slides and turns. They gathered data, presented this information using graphs, and interpreted the results. Students explored the language of chance and applied this to a variety of real-life scenarios. They compared and ordered several shapes and objects based on length, perimeter, area, volume, capacity and mass using appropriate uniform informal units.
Year 2 students identified how they can keep themselves healthy, safe and happy. Healthy eating, lifestyle and personal hygiene were explored in detail, and the importance of being resilient and respectful was discussed. Students specified reasons why a place is considered important to a certain group of people, including indigenous Australians, and used their mapping skills to locate landmarks within Victoria and Australia. Students explored their family history and examined the changes in technology over several generations. They compared past and present objects, and discussed how the changes observed have shaped people’s lives, specifically technology in relation to work, communication, travel and play.
Year 2 students identified mixtures in their everyday lives and investigated how people from different professions might use these. They examined similarities and differences between mixtures, and explained their ideas about how materials can be mixed together for various purposes. They learnt about materials that do not mix well and others that are difficult to separate. Students explored how changing the quantities of materials in a mixture can alter their property and use. They measured ingredients accurately, followed procedures and made observational notes, including labelled diagrams.
Year 2 students continued to practise the known rhythms ‘ta’, ‘ti-ti’ and ‘sah’ (crotchet, beamed quavers and crotchet rest). They discovered a new, lower ‘pitch’ in some of their repertoire and called this ‘do’. Students developed confidence in reading, writing and performing the Kodaly pitches ‘la-so-mi-do’ on the staff.
Year 2 students focused on art principles and elements, including line, colour, value, shape, form, space, texture, contrast, emphasis, unity, repetition, pattern, balance, movement and rhythm. They developed a series of projects centred on texture, emphasis, contrast, shape and the use of positive and negative space. Students explored ‘on’ and ‘off’ canvas paint mixing techniques, directional brush strokes, rubbing texture stencils, crayons and watercolour resist, linework, textas and mixed media materials. They created a colourful 3D decoupage small bowl, utilised line and paint in fauve portraits and combined clay and layered collage to make flowers.
Year 2 students used different parts of their body to explore movement. They completed a small gameplay module, learning a variety of skills including developing strategies for success. Students explained the importance of rules and fair play, and demonstrated this through sharing equipment and turn-taking. They developed their fundamental motor skills through running, hopping, skipping, jumping, kicking, catching and throwing. Students worked individually, with a partner and in small groups, with and without equipment, considering and revising the need for safety, and practising appropriate skills and procedures.
Year 2 students learned a list of fruit names in Chinese. They consolidated their knowledge of terms for colours, family members, numbers 1 to 20, greetings and self-introductions through structured conversations and sentences. Learning activities included dancing, singing, craftworks and celebrations of the Chinese New Year and the Dragon Boat Festival.
Parents are most welcome to help in our classrooms, in the library, on excursions and camps and on our parent group committee and School Council committees.
All parents who assist in any way must have a Working With Children Check. This card must be presented at the office when parents sign in
VISIT TO COMO HOUSE
