Year 2 Curriculum Guide 2015/16

A vibrant and caring community developing creative, enthusiastic, confident learners who will take action in an ever changing world.

Year 2 Curriculum Guide 2015/16

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Learner Profile

At International College Hong Kong Hong Lok Yuen, we use the Primary Years Programme (PYP) as the framework for our curriculum. The Learner Profile is a central component of the PYP and IB and provides the foundation for the development of internationally minded learners. We use the attributes of the Learner Profile as our common language, and look for opportunities to develop them authentically in all of our students. Inquirers: they develop a natural curiosity that allows them to become lifelong learners. Knowledgeable: they explore ideas of importance and dig deep into its meaning creating a balance of their learning. Thinkers: they apply thinking skills that allow them to tackle complex problems in creative ways. Communicators: they understand and can articulate information in confident, creative ways, including a second language. Principled: they are honest, fair, just and full of integrity. They strive to solve their own problems and to take responsibility for their own actions. Open-minded: they understand and embrace other cultures. They recognize and celebrate their own backgrounds and learn tolerance for others. Caring: they actively care about others and participate in service for the benefit of the community. Risk-Takers: they are brave in the face of new challenges. They strive to take on new roles and to defend their own beliefs. Balanced: they understand the need to be emotionally, physically and mentally balanced. They strive for this in themselves and others. Reflective: they reflect on their own learning. They are able to adjust for weaknesses and strengths.


Essential Elements of the Primary Years Programme (PYP) In the PYP a balance is sought between acquisition of knowledge and skills, development of conceptual understandings, demonstration of positive attitudes, and taking responsible action. The five essential elements are used to achieve this balance.

Communication Skills Social Skills

Research Skills Thinking Skills

Self-Management Skills

From Function Causation Change

Connection Perspective Responsibility Reflection

Key Concepts What do we want the

students to understand?

Transdisciplinary Themes

What do we want the students to know?

Who we Are Where We are in Place and Time

How we Express Ourselves How the World Works

How we Organise Ourselves Sharing the Planet

Transdisciplinary Skills

What do we want the students to be able to do?

Attitudes What do we want the students to

feel?

Appreciation Commitment Tolerance Curiosity Respect Appreciation Empathy Creativity Integrity Independence Cooperation Confidence

Action How will students show evidence of their new

learning through action?

Choose the action. Carry out their action. Reflect on the process.


Curriculum Overview Learning at ICHK HLY incorporates a broad range of social, personal and academic skills that students use across different subject areas and aspects of school life.

Mathematics Number

Shape and Space Measurement Data Handling

Pattern and Function

Language Reading and Interpreting

Writing and Creating Viewing and Presenting Speaking and Listening

Social Studies Human Systems

Social Organisation Continuity and Change

Human and Natural Environments Resources and the Environment

Science Living Things

Earth and Space Materials and Matter

Forces and Energy

Personal, Social and Physical Education

Identity Active Living Interactions

The Arts Music

Visual Art Drama

Information and Communication Technology (ICT)


Units of Inquiry – Year 2 The school uses a transdisciplinary approach to teaching and learning. It organizes Units of Inquiry under Transdisciplinary Themes. The Units of Inquiry allow the students to develop an understanding of each of the themes studied at this year level. The following information shares the content of each of the Units of Inquiry. These units provide the context for learning Science, Social Studies, and many aspects of Language, Mathematics, ICT and The Arts.

How We Express Ourselves

Central Idea: Stories can entertain their audience and communicate meaning. Knowledge: Role of imagination & expression within

a culture

Role of storytelling with societies

Sharing the Planet

Central Idea: People use and value local environments in different ways. Knowledge: Features of places

Uses of an environment

Effects of use on an environment

Ways to improve/protect an

environment

Living things in local environments

Appropriate behaviours when

interacting with living things

Living things from different localities

Where we Are in Place and Time

Central Idea: Human progress and change can support the needs of people. Knowledge: How explorations, discoveries and

inventions have contributed to a

society

How places change over time


Who We Are

Central Idea: The choices people make can contribute to health and well-being. Knowledge: Importance of personal health & well-being

Reasons for eating

Ways to maintain health

How We Organise Ourselves

Central Idea: Products go through a process of change before they are used. Knowledge: Stages in making a product

Roles & responsibilities in a production

system

Resources & environmental features in

creating products

Natural/man-made materials

Recognise same material in different forms

Uses of materials

How the World Works

Central Idea: People use properties and interactions of matter to help them in their daily lives. Knowledge: How explorations, discoveries and

inventions have contributed to a society

Natural/man-made materials

Recognise same material in different forms

Properties of matter & changes of state

Mixing materials

Uses of materials


Mathematics

Our mathematics program is divided in five (5) key strands of learning. Mathematical concepts, skills and knowledge are taught through the units of inquiry or stand alone, as appropriate. Students are taken through a process of learning in which they; construct meaning, transfer meaning, understand and apply.

Overview

Num

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Whole Number

Count, read, model, write & order numbers to 999

Apply place vale to partition, combine & rename numbers to 999 (Hundreds, Tens, Units)

Identify value of a digit in a 3-digit number

Addition & Subtraction

Recall number facts & bonds to 20

Add/subtract 2-digit numbers using materials & appropriate strategies

Solve 2-digit addition & subtractions problems

Multiplication & Division

Model multiplication & division using groups & arrays

Skip count by 2s, 5s & 10s

Recognise & represent division as equal groupings

Fractions

Find equal parts of shapes & collections

Use fractional language

Sha

pe

and

Sp

ac

e

Shape

Sort, describe, compare, label & analyse 2D & 3D shapes

Find & explain symmetry

Create simple symmetrical designs

Position & Movement

Give & follow simple directions related to movement & position (eg: left, right)

Use mathematical language to describe, position, direction & movement (eg: up, down)


Me

asu

rem

ent

Length, Perimeter & Area

Estimate, compare, order & measure length using non-standard units (eg: hand) &

centimetres

Compare length of object to a metre

Explore perimeter & area

Volume & Capacity

Describe, compare & order capacity

Estimate & measure capacity using non-standard units (eg: spoon)

Compare capacity of containers to a litre

Mass

Estimate, describe, compare & order mass

Use a balance scale

Measure mass using non-standard units (eg: beads)

Compare mass of object to kilogram

Angles

Use the term ‘angle’ appropriately

Identify right-angles & angles smaller or larger than right angles

Time

Name & order days of the week & months of the year

Use a calendar

Compare duration of time to a minute

Tell time to the hour & half-hour (analogue & digital)

Temperature

Read a thermometer

Compare temperature

Da

ta H

and

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Collecting, Organising & Interpreting Data

Sort & label objects into sets by one or more attributes

Use tally marks

Create & interpret bar & picture graphs & Venn diagrams

Probability

Discuss & identify outcomes that occur daily (eg: maybe, certainly)

Patte

rn a

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Func

tion

Investigate, describe & represent patterns using numbers & other symbols

Recognise numbers in the number system

Describe skip counting (eg: counting in 2’s)

Identify & describe the inverse relationship between addition & subtraction

Identify & describe patterns in odd & even numbers


Language (English)

Our English Language program is divided in four (4) key strands of learning. Language is fundamental to learning, thinking and communicating. It is necessary to not only learn language, but about language and through language. These four strands of learning below are taught across and throughout the subject areas.

Overview

Rea

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Word Level

Read sight words (including in continuous text)

Use strategies to read unknown words

Blend phonemes

Identify segment syllables (eg: Jon-a-than)

Use beginning, middle & end sounds

Re-read

Read on

Self correct & confirm

Grammatical Awareness

Read aloud with intonation & expression, taking

account for punctuation

Text Level

Compare books

Use alphabetical order to retrieve information

Use predictions to gain an overall impression of

a text

Apply comprehension strategies: predict,

monitor, clarify, question,

infer, retell, make connections, visualise

Context Level

Make predictions

Interpretation & Response

Refer to text to explain meaning

When reading fiction:

- make simple inferences

- identify key themes

- discuss reasons for events

- begin to understand effect of different words

& phrases

When reading non-fiction:

- generate questions before reading

- use bibliographic knowledge to retrieve

specific information

- evaluate the usefulness of information


Writ

ing

and

Cre

atin

g

Sentence

Write simple sentences

Begin to use conjunctions (eg: and, but)

Punctuation

Use capital letters, full stops & question marks

Begin to use commas in lists

Grammar

Be aware of & practice using nouns, verbs,

adjectives, pronouns & adverbs

Purpose & Organisation

Begin to show some characteristics of chosen

form

Begin to show consistency in use of 1st or 3rd

person

Write a recount or narrative in sentences using

connectives that signal time

Apply knowledge of story elements (eg: setting,

dialogue) with some consistency of genre &

tense

Writing Process

Retell narratives & recounts

Write for meaning & purpose

Use simple labels, captions & sentences

Rehearse sentences, adapt & re-read during

writing to identify areas for improvement

Language Effects

Consider & select alternative word choices

Use technical vocabulary

Appreciate, notice & try creative word play in writing

Spe

aki

ng a

nd L

iste

ning

Speaking

Retell familiar stories in sequence

Describe similarities & differences

Use language to categorise & justify

Begin to explain cause & effect

Use language for personal purposes (eg:

invitations)

Begin to independently express thoughts, ideas

& opinions

Listening & Responding

Listen to a variety of oral presentations &

respond with confidence & detail

Follow multi-step instructions

Pick out main events & relevant points from

spoken text

Group Discussion & Interaction

Participate in small & large group discussions

Participate in dramatic activities

Use polite conversational conventions

Offer simple solutions & explanations to a

situation, clarifying & re-explaining when

needed

Language Awareness

Begin to understand that language use is

influenced by purpose & audience

Recognise patterns in language

Vie

win

g a

nd

Pre

sent

ing

Understand visual messages used by others (eg:

facial gestures)

Identify & discuss familiar visual texts (eg: logos)

Use & understand body language

Discuss meaning & purpose of images,

illustrations, shapes, symbols & colour

Develop handwriting & presentation skills

Use visual terminology (eg: border, layout)

Discuss effects of same stories told in different

ways (eg: book & film versions)

Use visual organisers (eg: Venn digram)

Year 2 Curriculum Guide 2015/16

Documents

Transcript of Year 2 Curriculum Guide 2015/16