Year 2 Term 1 2025 Curriculum Overview
Welcome & General Information
Welcome to Term One! We have already had a fantastic start to the year, and have received an overwhelming amount of positive feedback regarding the transition to Grade 2. Our student expectations are:
If you need to take your child out of school early or arrive late please go via the office to receive an early/late slip. From time to time personal details such as telephone numbers and addresses change. If this happens, please notify the office to update your details. Thank you for sending your child to their new class with the necessary school supplies they need to ensure a successful start to the year. As the year moves on, please check with your child to see if items require replenishing. We look forward to working with you throughout 2025! Arrival at school Students are to arrive to school no earlier than 8:15am. Students are to sit in the Covered Outdoor Learning Area (COLA) until the 8:30 bell rings. Classrooms will be open from 8:30 - 8:45 depending on individual teachers. Lost Property Please ensure all your child’s equipment and clothing is named. If it is located and has a name all effort is taken to return the property to your child. If it is not named it is sent to the lost property box which is located in the hall. |
English
Students listen to, read and view information texts and videos about animals. They explore the text structure and language features used to suit context and purpose. Students create an information text, sorting information into appropriate sections, and rewriting facts into their own words.
Maths
Students further develop proficiency and positive dispositions towards mathematics and its use as they:
- use physical and virtual materials to represent numbers, partition and combine numbers flexibly, recognising and describing the relationship between addition and subtraction and employing part-part-whole reasoning and relational thinking to solve additive problems
- locate and identify positions on familiar two-dimensional representations, such as maps; and use familiar mathematical language to describe relative position and follow directions and pathways
build the foundations for statistical investigations by choosing questions based on interests, such as favourite fruit or game, when collecting, representing and interpreting data, and recognising features of different representations using visual or physical models.
Science
Good to Grow
Students examine how living things, including plants and animals, change as they grow. They ask questions about, investigate and compare the changes that occur to different living things during their life stages. Students consider how Aboriginal peoples and Torres Strait Islander peoples living a traditional lifestyle use the knowledge of life stages of animals and plants in their everyday lives. They conduct investigations including exploring the growth and life stages of a class animal and plant. Students respond to questions, make predictions, use informal measurements, sort information, compare observations, and represent and communicate observations and ideas.
Humanities & Social Sciences (HASS)
In this unit students will explore the following inquiry question: How are people connected to their place and other places?
Learning opportunities support students to:
- draw on representations of the world as geographical divisions and the location of Australia
- recognise that each place has a location on the surface of Earth, which can be expressed using direction and location of one place from another
- identify examples of places that are defined at different levels or scales, such as, personal scale, local scale, regional scale, national scale or region-of-the-world scale
- understand that people are connected to their place and other places in Australia, the countries of Asia and other places across the world, and that these connections are influenced by purpose, distance and accessibility
- represent connections between places by constructing maps and using symbols
- examine geographical information and data to identify ways people, including Aboriginal peoples and Torres Strait Islander peoples, are connected to places and factors that influence those connections
respond with ideas about why significant places should be preserved and how people can act to preserve them
Health & Physical education (HPE)
In PE, students in year two will demonstrate fundamental skills to test alternatives to solve movement challenges, to reach their targets in different games and sports. In Health, students will describe changes that occur as they grow older. They identify how emotional responses impact on others’ feelings.
Music
During Term one, students will reinforce knowledge of the rhythmic elements – crotchet, quavers and minim. They will learn about strong and weak beats, rhythmic ostinato and percussion instruments.
Technology
Students create a sound board, representing and processing data in different ways. They will show how simple digital solutions meet a need for known users. Students will follow and describe basic algorithms involving a sequence of steps and branching. With assistance, they will access and use digital systems for a purpose and use the basic features of common digital tools to create, locate and share content, and to collaborate, following agreed behaviours. Students will recognise that digital tools may store their personal data online.
Visual Arts
Our theme this year in Visual Arts is ‘The Splendiferous World of Roald Dahl’. Each year level will have a different book to use as a creative focus. This term, Year 2 students will be creating art pieces based on the book ‘George’s Marvellous Medicine’. Students will be learning about the seven basic elements of art. Elements of art are stylistic features that are included in artwork to help the artist communicate their ideas. These elements are line, shape, colour, texture, value space and form. Students will use and experiment with different materials, techniques, technologies and processes to make various artworks which they will critic and display.
Drama
‘Amy and Louis’. Story Book Drama
Students create and perform roles in a story book drama based on the book Amy and Louis by Libby Gleeson and Freya Blackwood
Assessment Schedule
Learning Area | Assessment Task | Due Date |
English | Information Report | Week 9 |
Math | Locating features and using maps | Week 3 |
Statistics and statistical investigations | Week 9 | |
HASS | Present Connections to Places | Part A: |
Science | Life Cycles | Week 9 |
Drama | Making - Performance Improvisation from the book. | Week 7 |
HPE | Stay safe | Week 8/9 |
Technology | Portfolio of work | Throughout |
Visual Art | Making and responding to visual art | Throughout |
Music | Singing the core song ‘Tony Chestnut’ with body percussion ostinato | Week 7 |
Reading & Spelling
Our school continues to embed a whole school approach to reading and spelling across Prep to Year 6. This involves teaching the reading and spelling demands of the Australian Curriculum, providing students with a systematic synthetic phonics approach and unpacking the Big 6/Science of Reading through engaging and meaningful lessons. Students engage with decodable texts when learning to read and rich authentic texts when reading to learn and continue to use the PLD approach for their spelling and sound focus.
Homework
Developed at a point of need for your child and your family, homework may look different in each classroom. Through the welcome letter and “open afternoon”, your child’s teacher should have already discussed this with you. Please contact individual teachers with any further questions.
Attendance
How to report an absence:
- Email attendance@trinitybeachss.eq.edu.au or
- Call the school's absence line on 4057 1444, then press #1 and don't forget to leave a reason why your child/children are away, or
- Send a note to the classroom teacher on their return
Our school’s attendance target is 95%
QParents
QP is an online portal helping the school move toward a cashless and paper friendly school.
- The QP portal allows Parents and Carers to grant participation consent online for activities such as swimming and excursions which reduces our need to print out paper consent forms
- Also, the QP portal enables Parents and Carers to make payment online for school activities and viewing unpaid invoices payment history.
Thank you to all those parents who have registered for QParents. This means every registered parent now has the opportunity to access to their children’s student records at their fingertips, anytime, anywhere. Haven’t received an invitation from us yet? There’s still time! Please let us know immediately. Or if you are simply looking for further information, videos and FAQs on QParents, visit https://qparents.qld.edu.au
Contact information
Class Teachers 2A – Mrs Jo Twine jtwin7@eq.edu.au 2D – Mrs Nicola Rasheed nrash1@eq.edu.au Specialist Teachers HPE Jodie Donovan jdono63@eq.edu.au & Rochelle Powell rapow1@eq.edu.au Visual Arts Vanessa Graham vgrah5@eq.edu.au Music Svetlana Walker swalk146@eq.edu.au Drama David Terry dater1@eq.edu.au Technology Alex Einerman aeine0@eq.edu.au & Jake Neill jhnei0@eq.edu.au LOTE Stefan Poropat sporo2@eq.edu.au |