CURRICULUM PYP Year 2

Year 2

General Information

Downloads

Programme Overview:

Year 2 Chinese Programme

Class Communications:

Year 2 Parent Info Night slides

We would like to welcome you to Year Two at Discovery College. We would like to welcome back all of the students who were in Year One last year, as well as the new students and families who have just joined our community.

Our three classes are taught by Mrs Amy Barry (2.3/2ABY), Mrs Kristy Baron (2.2/2KBN) and Ms Kylie Harrison (2.1/2KHN). We are also very lucky to have three Educational Assistants working along side us. Our EA's are working in our classes full time to assist each of the teachers as well as all of our students. Our Year Two EA's are Mrs Ina Boisdequin (2.1), Mrs Jodi Naksavath (2.2) and Mrs Elanor Brooks (2.3).

The Year 2 web page will be updated on a fortnightly basis, so please see our 'news/updates' tab each fortnight to see an update on what has been happening in our classes.

If you would like to contact any of the teachers you may choose to email us at:
Amy Barry - This e-mail address is being protected from spambots. You need JavaScript enabled to view it
Kristy Baron - This e-mail address is being protected from spambots. You need JavaScript enabled to view it
Kylie Harrison - This e-mail address is being protected from spambots. You need JavaScript enabled to view it

We are looking forward to having a great year with you and your children.

Regards,
The Year Two Team

News & Updates

20 January 2012

Dear Parents,

The Year 2 children invite you to attend their Celebration Mini Exhibition to be held on Wednesday, February 1.

We will commence the mini exhibition in the Dance Studio (located on the LGF) at 8:45am for a short combined performance.

We will then move to the Diploma Centre (Located on the 4th floor) where children will be presenting what they have learned about their chosen celebration.

The mini exhibition should conclude at approximately 10am.

We look forward to sharing our learning with you.

Regards,

The Year 2 Team

13 January 2012

Welcome back to Year 2 at Discovery College. We trust you had an enjoyable and relaxing holiday break. We look forward to working with you and your child again this term.

Just a few reminders:

Absences
Whenever students are absent from school we ask that parents complete the online absence form located via the home page of the Discovery College website as well as notifying the teacher through either an email or with a note in the student diary. If a student is going to be absent for only part of the school day then a note, with all the relevant details, in the student diary is all that is needed.

Library Bags
Children are not permitted to borrow from the library unless they have their book bag. Could you please ensure that your child brings their book bag for their allocated library session each week. Returns can be placed in the Book Return box which is located in the courtyard area at the front entrance to the college.

Homework, Spelling & Reading
Just a reminder that homework is posted on the Year 2 Homework page every Tuesday and is due back at school the following Monday.

Please note that Spelling is part of the homework program. Every child in year 2 has their own individual spelling program. Their spelling words and related homework is sent home on Tuesday in the yellow spelling folder. Children must complete any allocated homework and learn their spelling words ready for their spelling test on Monday. If a student does not return their spelling book to school on Monday, they are unable to complete their spelling test which in turn has repercussions for the next spelling lesson and subsequent list of words to be studied.

Please encourage your child to regularly change their home readers. Just a reminder that children should only be selecting and borrowing books from the coloured tub allocated to them by their class teacher.

The Explorer
Please read ‘The Explorer’ each Friday and check for important dates and upcoming events on the Discovery College Website.

We look forward to working with you and your child again during term 2.

24 October 2011

Welcome back to school, we trust that you have had an enjoyable and relaxing mid term break. Please find below information in regards to our upcoming field trip to Peng Chau, changes to the afternoon dismissal routine and information about the Y2 spelling programme.

Peng Chau Field Trip

On Tuesday 1 November, the Year 2 students will be going on a field trip to Peng Chau Island to support our unit of inquiry; ‘Systems relate directly to the needs of a community’.

The purpose of the field trip is to allow students to explore their understanding of what a community is, as well as to be able to compare two different communities and the systems that they have in place. The students will be supervised by all of our Year 2 teachers, our Educational Assistants as well as volunteer parent supervisors.

Students will need to bring a packed snack, water and hat with them on the field trip. Lunch will take place as usual upon our return to school at approximately 12:00pm. Afternoon dismissal/buses will be as normal.

Students will be taking a bus from Discovery College, departing at 9am to the Kai To ferry pier (located near the Marina in Discovery Bay). They will be then making the 15-minute ferry trip to Peng Chau. The combined cost of the bus and ferry will be $30, which is to be paid by Wednesday October 26. Please complete that permission slip and return it with the payment to the classroom teacher. Please be sure to mark your child’s name and class on the outside of the envelope.

Changes to Afternoon Dismissal

The end of day dismissal routine has been working very smoothly and successfully for the past 3 months. As a result of this we will now be encouraging students to develop independence by taking more responsibility for themselves.

As of November 7th, all students who walk home will walk independently up to their waiting parents or helpers without teacher supervision. Students will find their parents or helper and will be able to leave when they are ready. All Y2 teachers and Educational Assistants will be in the classrooms or shared area during this time should children experience any difficulties during this process.

It is important that parents and helpers continue to collect their children from the current designated pick up area that we have been using. Please ensure that your child has a clear understanding of their after school collection routine and please make sure any changes to the regular routine are communicated to classroom teachers through the student diary.

Teachers will be discussing this new system with all students and will ensure that they understand what is to be done if their parent or helper is running late. We will also be reminding students that they are not to leave with anyone other than the person who is supposed to be picking them up. We will be reinforcing the importance of being a responsible and independent student. We appreciate your assistance in ensuring a smotth transition.

Year 2 Spelling Programme

The Year 2 spelling programme is based on the Words Their Way spelling programme, which focuses on spelling as an open-ended individual process. The class programme is also supported by Dolch sight words and unit words. In an endeavour to best support the individual needs of each child, Year 2 students will move within different groupings during spelling lessons based on on-going assessment. These spelling lessons will take place twice per week (Monday and Tuesday), and students will work on their own individual spelling programme. Each child has been assessed so as to determine where to begin instruction. Based on the assessment results students will be given words to study in order to discover the common attributes. In this manner students are actively constructing their own knowledge of spelling patterns.

Students will learn features of words by completing activities such as word sorting, word hunts, games and drawing and labeling. Students may work individually, with partners, and in small groups to encourage cooperative learning and individual responsibility. Students will progress at their own individual rate and groupings will be fluid to allow for this individual growth. Spelling homework will be sent home on Tuesday and tests conducted in class every Monday. The results of the weekly spelling tests will direct the focus for the next lessons as well as assist in establish new spelling lists for each individual student for the next week. Students will also learn specific strategies to remember Dolch sight words, which are commonly used words, and will determine their spelling words based on their individual testing and writing errors.

16 September 2011

The Year 2 children are just finishing their first Unit of inquiry for the year. Falling under the Transdisciplinary theme of Who we are, the unit has been centered on the relationships that we are a part of, and how these relationships can be enriched and nurtured. I am sure many families have heard their children talking about 'bucket filling' and 'bucket dipping.' These terms make reference to the ways we can nurture and enrich our relationships (bucket filling), as well as acknowledging ways that we sometimes hurt the people we care about (bucket dipping).

Year 2 is just about to commence their second Unit of inquiry which comes under the Transdisciplinary theme of How we organise ourselves. The Central idea is: Systems relate directly to the needs of a community. We will inquire into our own personal needs, how needs are met within a community and the relationship between a communities needs and the systems and services that are provided.

During Language lessons, we have been writing recounts. We have been including the Who, What, Where, When and Why aspects, identifying 2 events to write about and finishing with a concluding statement.

In Mathematics our main focus has been on Patterns. We have been identifying patterns in our natural environment as well as creating and extending colour, shape, symbol and number patterns. We have also been looking at the number of 'terms' and 'elements' in our patterns.

For your diary: 2ABY students will be presenting at the Lower Primary Assembly on Tuesday 27 September.

Thank you to all the families who attended the Year 2 "You Tell Us" sessions on the 14-15 September. It was a fabulous opportunity to meet with you to discuss how we can best work together to support your child. If you were unable to attend, please contact your child's class teacher to schedule an appointment.

25 August 2011

Students in Year 2 have settled in quickly to their new classrooms and routines and have made a fantastic start to the school year.

Our first Unit of Inquiry is 'Who We Are'. The students will be investigating different types of relationships, how to make and maintain relationships and reasons why relationships need nurturing.

In Mathematics the children are practising their counting and addition skills, as well as looking at different types of mathematical patterns. In Language our focus has been on the structure and production of Recounts.

We look forward to working with you throughout 2011/12.

Programme of Inquiry

Unit 1

Transdisciplinary theme: Who we are

An exploration of the nature of the self; of our beliefs and values; of personal, physical, mental, social and spiritual health; of our families, friends, communities and cultures; of our rights an responsibilities; of what it means to be human.

Central Idea: Relationships enrich our lives and require nurturing in order to develop.

An inquiry into:

Relationships we are part of
How relationships are made and kept
Why relationships need to be nurtured

Unit 2

Transdisciplinary theme: How we organise ourselves

An inquiry into the interconnectedness of human-made systems and communities; the structure and function of organizations; societal decision-making; economic activities and their impact on humankind and the environment.

Central Idea: An inquiry into the interconnectedness of human-made systems and communities; the structure and function of organizations; societal decision-making; economic activities and their impact on humankind and the environment.

An inquiry into:

What is meant by needs.
Ways our needs are met within communities.
Relationships between communities needs and the systems and services.

Unit 3

Transdisciplinary Theme: How we express ourselves

An inquiry into the ways in which we discover and express ideas, feelings, nature, culture, beliefs and values; the ways in which we reflect on, extend and enjoy our creativity; our appreciation of the aesthetic.

Central Idea: Celebrations are an opportunity to reflect and appreciate cultures and beliefs.

Lines of Inquiry:

Why do people celebrate?
How do we celebrate?
How do cultures and beliefs influence celebrations?

Unit 4

Transdisciplinary Theme: How the world works

An inquiry into the natural world and its laws; the interaction between the natural world (physical and biological) 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: Knowledge of the impact of forces helps us to understand how the world works.

Lines of Inquiry:

The differences between types of forces
How forces affect movement
How forces are connected to how the world works

English Overview

English Curriculum

The IB Language Scope and Sequence document is used as the basis of the English language programme in the PYP. You can find this document by clicking on the link below.

IB Language Scope and Sequence

Year 2 English Overview

The following document outlines the language units covered in Year 2. Please note the timing and duration of these are approximate and may change to suit the needs of a particular class. You will also note that our language programme is closely tied into our units of inquiry and to information and communication technology (ICT).

2011-12 Year 2 Language Overview (PDF)

Written Language (Reading and Writing)

Skills in written language can be organised into two categories: surface features and deeper features.

Surface features refer to the conventions of grammar, spelling and punctuation. These skills are common to all written language units in Year 2.

The deeper features of written language refers to skills such as audience awareness and purpose; content and ideas; organization and structure and language features. The characteristics of these features differ depending on the genre of the text being read or written. For example, the organization and structure of narrative text differs greatly to that of a persuasive piece of writing.

Criteria for the units covered in Year 2 will be posted below as each unit begins.

Reading is a key feature of all daily activities in Year 2. Some of the reading activities students in Year 2 will be engaged in are listed below.

Guided Reading
Reading for research
Independent reading - reading for a purpose
Independent reading - reading for pleasure
Using reference books, dictionaries and web-based applications

Spelling is a strong feature of our written language programme. In Year 2 students are expected to revise and proof read their own written pieces. Students are firstly taught skills to be able to identify when they make mistakes or when they are unsure of a spelling. Secondly, they are taught strategies of how to correct their own errors. Please refer to these strategies which are featured on the front cover of the students spelling folders that they bring home each week.

Students take part in a regular spelling and word study programme. They are expected to learn a set of 6-10 words, focusing on identifying spelling patterns, they may also work on breaking each word into syllables, finding rhyming words for each spelling pattern and to be able to use these words correctly in context.

Student word lists will come from the following sources:

Students' own writing (words they spell incorrectly when writing)
Words related to the current unit of inquiry and/or Maths related vocabulary
Words from books students read
Word lists, which focus on various word patterns, e.g. '-cian' , '-ea-'

Oral Language (Speaking and Listening)

Oral language encompasses all aspects of listening and speaking - skills that are essential for ongoing language development, for learning and for relating to others. Our oral language programme provides opportunities for learners to participate as listeners and speakers in formal and informal settings. During some units students will be required to make formal oral presentations in order to describe or explain their learning or to persuade others.

Visual Language (Viewing and Presenting)

Students are provided with many opportunities to develop their visual language skills. They will develop skills of interpreting, using and constructing visuals and multimedia in a variety of situations and for a range of purposes and audiences. ICT will naturally play a large role in the development of visual language skills.

Maths Overview

The following document outlines the Maths units covered in Year 2. Please note the timing and duration of these are approximate and may change to suit the needs of a particular class. As each unit begins, Maths targets for that unit will be posted below.

2011-12 Year 2 Maths overview (PDF)

Ongoing Targets

In Mathematics we cover a number of ongoing targets, which we focus on throughout the year. They are very important and will be regularly revised in class. We also encourage that the students revise these concepts regularly at home to keep them fresh in their minds.

Unit Targets

Throughout our Year 2 Mathematics units, the students are working towards achieving targets that show their understanding of the content and their ability to implement them in various contexts. Student success for each 'I can' statement is measured through their formative and summative assessments, a range of 'hands-on' classroom activities and observation of the student's understandings as well as independent working skills.

Mathematical Strands

The Maths curriculum is organised into 5 strands. Below you will find a short descriptor for each strand for this level. It is important to note that different learners develop at different rates and may therefore be moved beyond these or be working on skills and concepts to build up to this level. In Year Two we aim at using the expectations for both Phase 1 and Phase 2.

Number:
Phase 1 - Learners will understand that numbers are used for many different purposes in the real world. They will develop an understanding of one-to-one correspondence and conservation of number, and be able to count and use number words and numerals to represent quantities.
Phase 2 - Learners will develop their understanding of the base 10 place value system and will model, read, write, estimate, compare and order numbers to hundreds or beyond. They will have automatic recall of addition and subtraction facts and be able to model addition and subtraction of whole numbers using the appropriate mathematical language to describe their mental and written strategies. Learners will have an understanding of fractions as representations of whole-part relationships and will be able to model fractions and use fraction names in real-life situations.

Pattern and Function:
Phase 1 - Learners will understand that patterns and sequences occur in everyday situations. They will be able to identify, describe, extend and create patterns in various ways.
Phase 2 - Learners will understand that whole numbers exhibit patterns and relationships that can be observed and described, and that the patterns can be represented using numbers and other symbols. As a result, learners will understand the inverse relationship between addition and subtraction, and the associative and commutative properties of addition. They will be able to use their understanding of pattern to represent and make sense of real-life situations and, where appropriate, to solve problems involving addition and subtraction.

Measurement:
Phase 1 - Learners will develop an understanding of how measurement involves the comparison of objects and the ordering and sequencing of events. They will be able to identify, compare and describe attributes of real objects as well as describe and sequence familiar events in their daily routine.
Phase 2 - Learners will understand that standard units allow us to have a common language to measure and describe objects and events, and that while estimation is a strategy that can be applied for approximate measurements, particular tools allow us to measure and describe attributes of objects and events with more accuracy. Learners will develop these understandings in relation to measurement involving length, mass, capacity, money, temperature and time.

Shape and Space:
Phase 1 - Learners will understand that shapes have characteristics that can be described and compared. They will understand and use common language to describe paths, regions and boundaries of their immediate environment.
Phase 2 - Learners will continue to work with 2D and 3D shapes, developing the understanding that shapes are classified and named according to their properties. They will understand that examples of symmetry and transformations can be found in their immediate environment. Learners will interpret, create and use simple directions and specific vocabulary to describe paths, regions, positions and boundaries of their immediate environment.

Data Handling:
Phase 1 - Learners will develop an understanding of how the collection and organization of information helps to make sense of the world. They will sort, describe and label objects by attributes and represent information in graphs including pictographs and tally marks. The learners will discuss chance in daily events.
Phase 2 - Learners will understand how information can be expressed as organized and structured data and that this can occur in a range of ways. They will collect and represent data in different types of graphs, interpreting the resulting information for the purpose of answering questions. The learners will develop an understanding that some events in daily life are more likely to happen than others and they will identify and describe likelihood using appropriate vocabulary.