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Teachers
Grade 2 Specialist Teachers
Rebecca, Corey and Gus– PE
Teachers
Annette, Curtis and Krystal – Music
Teachers
Jessica, Rosaleen and Collette – Art
Teachers
Elodie and Nicholas– French
Teachers
Grade 2 Classroom
Teachers
Emma Holmes- H18
Zaid Farhadi- H19
Beth Warne- H20
Natalie Petrovski- H24
Kylie Pulcai- H25
Bianca Gavin- H26
Amanda Repusic- H27
David Yacoub – H28
Jordyn Sacco – H29
Phases of Learning
KOROROIT
CREEK
PRIMARY
SCHOOL
PATHFINDERS
Kinder &
Year 5/6
EXPLORERS
Year Prep/1
ADVENTURERS
– Year 2, 3 & 4
Dedicated, Professional, Innovative and Cohesive
Units of Inquiry
Who We Are
Central Idea Exploring identity and diversity within communities promotes inclusion. Related Concept
Inclusion Lines of Inquiry • Personal identity, achievements
and strengths
• Similarities and differences in
people and groups
• Attributes that support inclusion
Sharing the Planet Central Idea People interact with, use and value the environment in different ways. Related Concept Place
Lines of Inquiry
• How people are connected to
natural and man-made
environments
• Different ways places are used
and cared for
• Actions that benefit or harm
the local environment
Units of Inquiry
How We Express Ourselves
Central Idea
We use our senses to appreciate
and investigate aesthetics.
Related Concept
Aesthetics
Lines of Inquiry
• How senses are used to learn
about the world around us
• How light and sound are
produced and sensed
• Creative expression using light
and sound
How the World Works
Central Idea
Climates vary and influence where
and how people live their lives.
Related Concept
Influence
Lines of Inquiry
• Observable changes in the
landscape and the sky
• The connection between climate
and location
• The influence of climate on
everyday life
Units of Inquiry
How We Organise Ourselves
Central Idea
Services are developed as a way of
meeting the needs of the community.
Related Concept
Support
Lines of Inquiry
• The services needed to support a
community
• Local government services
• How access to services impact
the people in a community
Where We Are in Place and
Time
Central Idea
Significant people, places and
events can reveal stories about
the past.
Related Concept
Significance
Lines of Inquiry
• People, places and events of
significance in Melbourne and
Australia’s history
• Using physical, visual and
aural sources
• Creating narratives about the
past
Literacy Overview
Through the curriculum, students experience:
A daily 30 minute Independent Reading Program
Guided Reading groups which focus on specific reading strategies
Individual reading and writing conferences to make goals for students
to work on.
A weekly spelling focus
Handwriting; including letter formation, use of the dotted thirds line,
correct body poster and pencil grip.
Opportunities for speaking and listening; such as turn and talk to share
ideas during whole class discussions
Reading and writing integrated into each Unit of Inquiry
Introduction and use of a range of written text types linked to the Unit
of Inquiry
Numeracy Overview
Each day, the students take part in a Mental Maths program, focusing on the
development of mental computation strategies.
Students also experience 60 minute numeracy lessons each day, structured
as follows:
Warm up
Introduction
Student learning experience
Reflection/share time
TERM 1: Place Value, 2D & 3D shape, Counting, Patterns and Algebra, Time
TERM 2: Addition, Data Representation & Interpretation, Place Value,
Length and Perimeter, Money & Financial Maths, Chance, Fractions
TERM 3: Volume, Subtraction, Time, Division, Location & Transformation,
Multiplication, Patterns & Algebra, Data Representation & Interpretation
TERM 4: Place Value, Perimeter & Area, Fractions, Time, Patterns &
Algebra, Volume & Capacity
Assessment
Continuums:
To ensure the curriculum is targeted at an appropriate level for each student, individual progress in reading, writing and numeracy is tracked and recorded in a personalised learning continuum.
Running Records: To ascertain instructional reading levels.
Reading/ Writing Conferences: To set individual learning goals.
Performance Based Assessment Tasks: Pre and post unit assessments.
Homework
Homework will be sent out every Friday and is to be returned every
Thursday.
It enables the extension of class work by practising skills or gathering of
extra information or materials.
Consists of nightly reading, spelling (look, say, cover, write, check and
word building task), Unit of Inquiry reflection and grid activity.
Homework benefits students by complementing learning, fostering good
study habits and providing an opportunity for students to be responsible
for their own learning. It also supports the partnership between teachers
and parents.
It is expected that homework books are to be presented with neat and
legible handwriting, margins, headings and dates. Students are to also
respond to any feedback given by their teacher.
Class Captains
Class Captains:
The role of a class captain is to:
Act as a positive role model for their Homeroom and
the whole school
Demonstrate their pride in the school by wearing the
correct and full school uniform at all times
Representing the school in official capacities when
opportunities arise
We believe it is a great opportunity for the
students to develop and learn concepts and skills
required to become leaders and lifelong learners.
Portfolios
The portfolio is a celebration of student learning. It
encourages reflection not only on the quality of work,
but the learning and thinking that has taken place in the
completion of that work.
They will stimulate ongoing discussions about learning,
strengths, weaknesses, successes and goals between the
child, the teacher and their parents.
It will allow parents to build a picture of their child’s
learning and progress over a period of time.
Portfolios forms the basis of student reflections during
Three Way Conferences and Celebrations of Learning.
Other Information
Routines:
Students have established routines to ensure that they are well prepared for the year ahead
It is important that children arrive at school BY 8:50am each day to ensure learning time is maximised.
Please note: the school yard is not supervised before 8:45am.
Children are expected to be in FULL school uniform each day, including black school shoes or ALL black
runners. If students have P.E it is expected that students either wear black runners or bring their
coloured runners to school in their school bag.
Grades prep-2 assembly is held fortnightly on Tuesdays at 2:45pm.
Absences/Departures:
Compass
Please use compass to provide notification of absences
If a child is late, they are required to go to the office before going to their classroom.
In the case of early departures, parents need to sign students out at the office before collecting their
child from their classroom.
Camping Program: Dinner, disco, sleepover–End of Term 3
2017 Grade TWO
Music Program
MUSIC UNITS OF INQUIRY
Communication
Music can be used to communicate
Natural / Technical
Musicians use different techniques to create music
Culture
Different cultures use music to express themselves
Imagination
People use their imagination when creating and
exploring music
SKILLS AND
CONCEPTUAL
UNDERSTANDINGS
Voice
Instrument: Recorder
Explore and Express Ideas
Musical Practices
Present and Perform
Respond and Interpret
EXTRA CURRICULAR / CLUBS
Singing Club – Tuesday lunch
Recorder Ensemble (auditioned group) –
Wednesday afterschool
Welcome to the 2017
Physical Education Program
The physical education program for 2017 is filled with innovative ways to get students more engaged and involved in physical activity. To support this, the
Victorian Curriculum and the PYP are the framework for the health and P.E. Curriculum across prep-six. The P.E. Program connects with classroom units across all year levels where applicable. As well as this, our units are designed so that they are appropriate to seasons and
upcoming events such as athletics or interschool sports.
The specialists have a blog which includes: • Photos and videos of each unit to keep you
informed about what your student is learning within the P.E. Program
• Resources to help extend at hope • Incursions
• Competitions (years 3-6)
Every year level is involved in Huff and Puff to develop fitness, improve health and wellbeing and to
promote active living. This year students are completing the following units:
Extra Curricular Opportunities
Prep, One, Two Three, Four Five, Six
Walking School Bus Walking School Bus Human Powered Vehicle RACV
EB
Skipping Club Term 3 District Swimming Walking School Bus
Dance Club Term 2 District Athletics Interschool Sports
District Cross Country District Swimming
SSV Sport nominations District Athletics
Swimming Club District Cross Country
SSV Sport nominations
Girls Basketball Tournament
Girls/Boys Soccer Tournament
Girls/Boys Sofcrosse
Tournament
Swimming Club
Spike Ball Club (NEW) TERM 2
Bike ED (grade 5)
Extra opportunities out of the
classroom
Art Program - developed based on the Victorian Curriculum and PYP Framework
Art Clubs - purpose of the clubs is to give students the opportunity to explore their creativity in a relaxed environment. Some students may choose to use Art Club to finish off work.
Art Show Term 4 – This year we have a whole school Art Show held in term 4. Every student in the school will have a piece of artwork exhibited. More information about the Art Show will be released closer to the date.
Art Journals - Each student has an Art Journal. This needs to be brought to every Art lesson. Students can take their Art Journals home to draw in, practise their skills and finish off work.
Art Blog - http://kororoitcreekart.global2.vic.edu.au/ Student work is featured periodically on the Art Blog. In addition to this the Art Blog features helpful videos and images for students to further their learning. To access the blog visit the Kororoit Creek website/parents/specialists blogs
Students in all levels will explore a range of mediums throughout the year
including;
Drawing, Painting, Printmaking, Construction, Collage, Mixed Media and
Textiles.
Mark making – exploring different materials and ways to use them
Collage – Focusing on the selection of materials and layering
techniques
Students become aware of whom artists and craftspeople are, and
that they express their ideas through different art forms and visual
expressions.
Students in all levels will explore a range of mediums throughout the year
including;
Drawing, Painting, Printmaking, Construction, Collage, Mixed Media and
Textiles.
Grade 1 & 2 students will explore ideas, experiences, observations and
express them through subject matter in visual artworks they create.
They will experiment with combining different materials, techniques
and processes to make artworks in a range of art forms.
2017 Grade Two French Program
Music Units of Inquiry
Term One: Term Two: Term Three: Term Four:
Language is a tool for collaboration
Climates vary and influence where and how people live their lives
Language is a key form of expression
Language forms part of our identity
Link with Homeroom POI
Learning French
• Cultural awareness – About France and
other cultures in the world
• Vocabulary Development – similarities
and differences in the languages
• Conversations with a focus on
pronunciation
Question time
