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    76 views5 pages

    Yearly Overview 2019

    Uploaded by

    api-459118418

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    © All Rights Reserved
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    of 5

    Yearly Overview 2019 – Miss Stephanie Kneebone

    Year 2
    Literacy Overview
    Term 1 Term 2 Term 3 Term 4
    Reading Achievement Standard: Achievement Standard: Achievement Standard: Achievement Standard:
     Read texts that contain varied  Read texts that contain varied  Read texts that contain varied  Read texts that contain
    sentence structures, unfamiliar sentence structures, unfamiliar sentence structures, unfamiliar varied sentence structures,
    vocab, a significant number of vocab, a significant number of vocab, a significant number of unfamiliar vocab, a
    high-frequency sight words high-frequency sight words high-frequency sight words significant number of high-
    and images that provide extra and images that provide extra and images that provide extra frequency sight words and
    information. information. information. images that provide extra
     They monitor meaning and  They monitor meaning and  They monitor meaning and information.
    self-correct self-correct self-correct  They monitor meaning and
     Read words of one or more  Read words of one or more  Read words of one or more self-correct
    syllables with fluency syllables with fluency syllables with fluency  Read words of one or more
     Comprehension development  Comprehension development  Comprehension development syllables with fluency
    – here, hidden and head – here, hidden and head – here, hidden and head  Comprehension
     Identify key information  Identify key information  Identify key information development – here, hidden
     Compare different texts and  Compare different texts and  Compare different texts and and head
    make connections make connections make connections  Identify key information
     Compare different texts and
    Key points Key points Key points make connections
     Guided reading daily  Guided reading daily  Guided reading daily
     Class novel – The annual 27th  Class novel  Class novel Key points
    hippopotamus race – to be  Silent reading in the library as  Silent reading in the library as  Guided reading daily
    read for 10-20 minutes daily well as a guided reading well as a guided reading  Class novel
    with guided reading activities rotational activity rotational activity  Silent reading in the library as
    to follow on selected days well as a guided reading
     Silent reading in the library as rotational activity
    well as a guided reading
    rotational activity

    Writing Achievement Standard: Achievement Standard: Achievement Standard: Achievement Standard:


     Create texts  Create texts  Create texts  Create texts
     Use pictures to support  Use pictures to support  Use pictures to support  Use pictures to support
    meaning in text meaning in text meaning in text meaning in text
    Key points Key points Key points Key points
     Writing Conventions  Exposition text structures and  Description, Procedure and  Recount and response text
     Narrative text structures and language features Information report text structures and language
    language features structures and language features
    features

    Handwriting Achievement Standard: Achievement Standard: Achievement Standard: Achievement Standard:


     Un-joined upper and lower  Un-joined upper and lower  Un-joined upper and lower  Un-joined upper and lower
    case letters case letters case letters case letters

    Key points Key points Key points Key points


     Morning handwriting sessions  Morning handwriting sessions  Morning handwriting sessions  Morning handwriting sessions
     Week 1 – a d (anti-clockwise)  Week 1 – revision  Week 1 – revision  Repeat any letters if
     Week 2 – g q (anti-clockwise)  Week 2 – x z (diagonal)  Week 2 – Q R necessary as per handwriting
     Week 3 – l i (stick letters)  Week 3 – A B  Week 3 – S T assessment
     Week 4 – t j (stick letters)  Week 4 – C D  Week 4 – U V
     Week 5 – c e (anti-clockwise)  Week 5 – E F  Week 5 – W X
     Week 6 – o s (anti-clockwise)  Week 6 – G H  Week 6 – Y Z
     Week 7 – m n (clockwise)  Week 7 – I J  Week 7 – 10 - Repeat if
     Week 8 – r h (clockwise)  Week 8 – K L necessary as per handwriting
     Week 9 – u y f (anti-clockwise  Week 9 – M N assessment
     Week 10 – b p (clockwise)  Week 10 – O P
     Week 11 – k v (diagonal)
    Guided Key points Key points Key points Key points
    Reading  Fluency  Fluency  Fluency  Fluency
     Text and language features  Text and language features  Text and language features  Text and language features
     Concepts of print  Concepts of print  Concepts of print  Concepts of print
     Reading Comprehension  Reading Comprehension  Reading Comprehension  Reading Comprehension
    Strategies: Strategies: Strategies: Strategies: revise strategies
    - Activating prior knowledge, - Questioning, making - Inferring, summarising, learned
    self-monitoring, predicting connections, visualising synthesising

    Oral Achievement Standard: Achievement Standard: Achievement Standard: Achievement Standard:


    Language  Engage in group and class  Engage in group and class  Engage in group and class  Engage in group and class
    discussions discussions discussions discussions
     Make presentations  Make presentations  Make presentations  Make presentations

    Key points Key points Key points Key points


     Vocabulary development –  Vocabulary development –  Vocabulary development –  Vocabulary development –
    explicit teaching of topic explicit teaching of topic explicit teaching of topic explicit teaching of topic
    specific vocab at tier 1, 2 and specific vocab at tier 1, 2 and specific vocab at tier 1, 2 and specific vocab at tier 1, 2 and
    3. 3. 3. 3.

    Spelling Achievement Standard: Achievement Standard: Achievement Standard: Achievement Standard:


    and  Accurately spell words with  Accurately spell words with  Accurately spell words with  Accurately spell words with
    regular spelling patterns regular spelling patterns regular spelling patterns regular spelling patterns
    phonics  Spell words with less common  Spell words with less common  Spell words with less common  Spell words with less common
    long vowel patterns long vowel patterns long vowel patterns long vowel patterns

    Key points Key points Key points Key points


     Revise all graphs, digraphs,  Teach digraphs ir, oy, al, au,  Teach silent letters kn, mb, gn,  Teach/practice using letter-
    long vowels, split digraphs, aw, ew, ey saying ee, ou and rh sounds matches to writing
    short vowels and initial ow, ch saying sh  Teach trigraphs – ear, air, are, words of one or more syllable
    consonant blends  Less common vowel digraphs ure as well in reading
     Teach end blends – nd, nk, st, a saying ai, o saying oa, I  Teach the doubling rule –  Quadgraphs
    sp, mp, it, if, nt, le, ly, ld, lk saying ie, e saying ee words with short, stressed vowel
     Teach soft c rule (soft when  Teach soft g rule soun have doubled consonant
    followed by e, i or y) and hard before the next syllable
    c rule (when followed by a, o
    or u)

    Grammar Achievement Standard: Achievement Standard: Achievement Standard: Achievement Standard:


     Use punctuation accurately  Use punctuation accurately  Use punctuation accurately  Use punctuation accurately

    Key points Key points Key points Key points


     Simple and compound  Sensing verbs  More work on adjectives  Alphabetical order
    sentences  Adjectives  Adverbs  Revision of key concepts
     Punctuation – full stops,  Plurals  Passive voice required for this term’s text
    commas, question mark,  Tense of verbs  Synonyms and antonyms type
    exclamation mark and speech  Evaluative language  Prefixes and suffixes
    marks.
     Nouns – common, proper,
    pronoun – explicit teaching of
    the noun/pronoun pattern
     Action and relating verbs
     Time connectives

    Numeracy Overview
    Term 1 Term 2 Term 3 Term 4
    Number and  Number recognition to 1000,  Addition and Subtraction  Multiplication and division  Money
    Algebra modelling and representing  Fractions  Skip counting revision  Trust the count
     Place value – hundreds, tens  Trust the count  Trust the count
    and ones
     Skip counting
     Trust the count

    Measurement  Months and Seasons  Time  Measurement  Mapping


    and Geometry  Calendar  Transformations and half and  2D and 3D shape
    quarter turns
    Statistics and  Data and graphing  Chance
    Probability
    Daily 10  Partitioning  Addition  Multiplication  Revision
     Digit values  Subtraction  Doubles/halves
     Ordering  Doubles/halves  Addition and subtraction
     Fractions

    HASS Overview
    Term 1 Term 2 Term 3 Term 4
    HASS History History Geography Geography

     How changing technology  The importance today of a  The connections of people in  The ways in which Aboriginal
    affected people’s lives (at historical site of cultural or Australia to people in other and Torres Strait Islander
    home and in the ways they spiritual significance in the places in Australia and across Peoples maintain special
    worked, travelled, local area, and why it should the world connections to particular
    communicated and played in be preserved  The way the world is Country/Place
    the past)  The history of a significant represented in geographic
    person, building, site and/or divisions and the location of
    part of the natural Australia in relation to these
    environment in the local divisions
    community and what it  The influence of purpose,
    reveals about the past distance and accessibility on
    the frequency with which
    people visit places
    The Arts Overview
    Term 1 Term 2 Term 3 Term 4
    The Arts Visual Art and Drama and Media Arts Dance Music

     Explore ideas, experiences,  Explore role and dramatic  Elements of dance  Develop aural skills
    observations and imagination action  Create dance sequences  Pitch
    to create visual artworks and  Improvise  Fundamental movement skills  Rhythm
    design, including considering  Use voice, facial expression,  Communicate ideas to an  Improvise
    ideas in artworks by movement and space audience  Create compositions
    Aboriginal and Torres Strait  Communicate ideas to an  Respond to dance  Communicate ideas to an
    Islander artists audience audience
     Experiment with different  Respond to drama  Respond to music
    materials, techniques and  Explore ideas, characters and  Consider musical artworks by
    processes settings in the community Aboriginal and Torres Strait
     Communicate ideas to an through stories in images, Islander artists
    audience sounds and text
     Respond to artworks  Use media technologies to
     capture and edit images and
    edit images, sounds and text

    Keeping Safe – CPC Overview


    Term 1 Term 2 Term 3 Term 4
    Focus Area 1: Focus Area 2: Focus Area 3: Focus Area 4:
    - Feelings - Trust and networks - Names of parts of the body, - Practicing protective strategies
    - Being safe - Rights and responsibilities privacy and touching - Persistence
    - Warning signs - Use and abuse of power - Recognising abusive situations
    - Risk taking and emergencies and secrets

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