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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