Year 2 Parent Information 2019

15 February 2018
Information Booklet
English at Home
Mathematics at Home
Teaching and Learning Support teacher
Units of Inquiry
Information for Home
What's On?
Specialist Timetables
Black Rock Primary School
(03) 9598 2293
71 Arkaringa Crescent
Black Rock, Victoria, 3193


The Year Two Team 2018

The Year Two team consists of:
Miss Katie Airey, Mrs. Dianne Fox, Ms. Kim Taing, Mr. Cal Young



At Black Rock Primary School we aim to cater for the individual needs of all children and to provide an innovative program that promotes learning in a positive and interesting environment.


We strive to foster a love of learning in all children and present a wide variety of educational experiences for them.


The new Victorian curriculum includes a strong focus on the foundational skills of literacy and numeracy, as well as personal and social skills.


Student Diaries


Your child has received a school diary. You are welcome to use it as a way of communicating with us. We encourage the students to place it in their front zip pocket of their school bag for the journey to and from school.



Going to school every day is the single most important part of your child’s education. Children learn new things at school every day – missing school puts them behind.


In the event that your child does need to be away, please take note of the following instructions outlining how to notify the school of their absence:


Full Day Absence

A key feature of the COMPASS App is that it allows parents to quickly and conveniently notify the school of your child’s absence. Notification via the app (or browser version of COMPASS) will automatically update the class roll and provide a documented explanation of your child’s absence and is the school’s preferred method. Alternatively, please phone 9598 2293 or send a note to enable us to document absences. Other­wise, absences will be recorded as ‘unexplained’ for DET records.


Parent approvals for absences can be entered using the app for any time period up to 28 days long and can be entered ahead of time or retrospectively – where possible, approvals should be entered prior to the absence occurring.


There is no need to change the default times of 8am – 5pm when reporting full-day absences.

A record of absences can be viewed in the browser version of Compass by clicking the ‘Profile (Attendance, Schedule, Reports)’ link on the Home page and selecting the ‘Attendance’ tab.

(Lateness or leave during school hours for appointments etc., are reported via the V-Pass system on the iPads at the Office when you sign your child in/out - NOT via Compass!):


Late Arrivals 

Sign your child in via V-Pass and collect a Late Arrival pass from the Office for children arriving after 9.00am. These are then given to your child’s teacher.


Early Departures

Please report to the School Office to sign your child out via V-Pass and obtain an Early Departure pass form to be handed to your child’s teacher.



English is divided into Reading and Viewing,  Writing and Speaking and Listening. There is a 2 hour  Literacy session taken each day. Specific Speaking and Listening activities are also undertaken.


A Literacy session starts with a whole grade shared reading activity. The teacher will focus on a particular skill or feature of the text. This is followed by independent, small group work and individual guided reading with the teacher and whole class share time.  Writing follows using the same format of whole, small group, whole.  




In Reading, word decoding strategies and skills are built on, extended and practised. Students are asked to reflect on, What does a good reader do when they come to a word they don’t know? Through Guided Reading activities, individual students are taught strategies such as: sounding out words, chunking letter clusters, predicting what the word could be, looking at the first and last letter to see if they know a word which might fit, and asking does it look right/sound right.  


Gaining meaning from their reading becomes a focal point as students become independent readers. They are involved in activities which demonstrate their understanding/extend their thinking and assist them to self monitor their reading.


The children are encouraged to predict, question and alter their predictions as they read. Using evidence from the text   students show their understanding of the characters, the plot, setting and the author’s style, through activities such as retells, story maps, character profiles and What if…? activities.


Home reading books can be changed daily. We encourage the students to become independent and accept responsibility for this.


We will continue to use reading strategies from CAFÉ. (Acronym for Comprehension, Accuracy, Fluency and Expanding vocabulary)




Writing involves spelling, grammar, punctuation, handwriting and writing text. The students are involved in writing different styles of text such as, narratives, poetry, reports, descriptive text, recounts, letters, emails, persuasive and procedural text. These are introduced through modelled and shared writing activities.


Punctuation and grammar are taught both formally and informally with a focus on specific needs and relevance to students. Students are taught punctuation and grammar skills during modelled writing sessions and one-on-one student conferences.


There will be a weekly whole-class spelling. Spelling activities involve blending, word building, onset and rhyme, word families, topic words, high frequency words, etc. Students are encouraged to use their Useful Words Book and to also look back to previous work when unsure of spelling.


The VCOP program, (Acronym— Vocabulary, Connectives, Openers and Punctuation ) will continued to be implemented.

Students work on various aspects of the writing process such as: planning, composing, recording, revising and publishing during independent writing. Whole class share time involves sharing, reflecting and celebrating learning as an important part of the writing program.


With handwriting we will continue to encourage correct pencil grip. Correct size and formation of letters is a focus of formal handwriting sessions and in all written work. Using correct starting and finishing points in forming letters is essential for joining writing in Year 3.


Speaking and Listening


News Reports will begin in Term 2. Students will be encouraged to develop their speaking skills in a supportive setting.  They will speak to the class on a subject  based around the Inquiry unit topic of the term, as well as a ‘Free Choice’ topic.


Teacher & Learning Support Leader – Krystal Frazer F-2


The role of the Teacher and Learning Support Leader is to assist teachers and students in achieving the best educational outcomes throughout the year. They will work closely with the year level teachers to plan and implement rich literacy and numeracy activities where students will be both extended and supported. Depending on the students’ needs they will be exposed to a variety of learning environments, such as 1:1, focus groups and whole class. The Teacher & Learning Support Leader will work closely with teachers during curriculum and assessment planning, allowing greater access to each individual student’s needs.


English at Home

How to help you child with English:


1. Read to your child.

2. Let your child see you read.

3. Read every night: home reading books and other texts i.e. library books, recipes, comics, magazines, etc.

4. Discuss books read and ask your child to retell the story in their own words.



1. Encourage your child to write notes, letters, messages, lists, stories, emails, etc.

2. Encourage correct spelling.

3. Encourage your child to do their best handwriting and to take their time.

4. Games such as Scrabble are an excellent way to promote spelling knowledge.


Speaking and Listening

1. Take time to talk to your children and listen to them.  Encourage correct grammar and pronunciation.

2. Encourage your child to ask questions.

3. Encourage your child to make eye contact when speaking and listening.

4. Rehearse or talk through News Reports.



Children participate in a one hour Maths lesson each day. The areas covered throughout the year are:


- Number & Algebra

- Measurement & Geometry

- Statistics & Probability


This includes a tuning in session followed by a whole group session where the focus and concepts are introduced and modelled.


Children then participate in group activities which are planned to teach and strengthen each child’s specific maths skills and understandings.


The teacher also works with individuals or a particular group to consolidate or extend their  understandings of the given concept.


Students are encouraged to develop their  understandings through directed play, games and real life experiences. This enables children to make links with their learning and develop a positive attitude to Maths.


Concepts to be introduced, consolidated and extended in Year 2:

· Place value of numbers from 0 to 1000 (and possibly beyond).

· Ordering numbers and counting to 1000 by 1s, 10s and 100s.

· Skip counting by 2s, 3s, 4s and 5s from 0 to 1000 starting from any natural number.

· Ordering money amounts in dollars and cents and     carrying out simple money calculations.

· Describing simple fractions.

· Adding and subtracting one and two-digit numbers by using a range of strategies.

· Describing and calculating simple multiplication and  division using a range of strategies.

· Identifying attributes of two-dimensional and three-dimensional shapes and grouping these according to a given criteria.

· Drawing simple two-dimensional shapes by hand and  using drawing tools and geometry software.

· Specifying location as a relative position and interpreting simple diagrams and maps.

· Describing and comparing measurements of length,

area, volume, mass and time using informal and formal  units.

· Identifying different units of time.

· Creating graphs and interpreting data.

Mathematics at Home

How to help your child with Mathematics:

Here are a few ideas:

1. Let your child help with shopping.  Check prices and quantities.

2. Encourage estimation of time, quantities, length, groups of items.

3. Cooking is a great activity.  Weighing, mixing, and checking cooking times are great ways to show maths working in the home/kitchen.

4. Setting the table helps children work out left and right concepts.

5. There are many activities to reinforce time  concepts, e.g. Reading the clock, bedtime, teatime, how long it takes to get to places, calendar dates.

6. Games with money help children to understand the differences in our money system.

7. Growth charts are good for length concepts.

8. Practice number facts to 20, e.g. 6 + 4 = 10, 16 + 4 = 20. 

9. Skip counting by 2’s, 3’s, 4’s, 5’s and 10’s.

10. Play games such as Snakes and Ladders and  Monopoly.

Teaching and Learning Support teacher

Krystal Frazer 
Foundation - 2

The Teaching and Learning Support Leader will assist teachers and students in achieving the best educational outcomes throughout the year. They will work closely with the year level teachers to plan and implement rich literacy and numeracy activities where students will be both extended and supported. Depending on the students’ needs they will be exposed to a variety of learning environments, such as 1:1, focus groups and whole class activity. The Teaching & Learning Support Leader will work closely with teachers during curriculum and assessment planning, ensuring more support for individual needs.

Units of Inquiry


These are our Units of Inquiry for 2018.


Term 1: Science - Water works

Water is essential to life. As humans, we not only drink water, we also use it for cooking,
hygiene, recreation and agriculture. Australia is a dry continent with an expanding population,
and how we use water has become increasingly important. Water is a precious resource.

The Water works unit provides opportunities for students to develop an understanding of, and appreciation for, a precious natural resource. Through investigations, students explore how water is used, where water comes from and how to use it responsibly.


Term 2: History - The past in the present.

The history of significant people, buildings, sites or parts of the natural environment in the local community and what it reveals about the past. The importance today of an historical site of cultural or spiritual significance; for example, a community building, a landmark, a war memorial. The impact of changing technology on people’s lives (at home and in the ways they worked, travelled, communicated, and played in the past).


Term 3: Design and Technology - Grand Designs

Students will develop understandings that can explain how people create familiar designed solutions and consider sustainability to meet personal and local community needs.  Students will explore the needs or opportunities for designing structures by visualising, generating, describing, drawing, modelling and exploring properties of materials used to create designed solutions. An inquiry into sustainable designs and structures. How can people create designed solutions that are sustainable and meet personal and local community needs?  How can materials help to create designed solutions?  


Term 4: Physical Science - Push and Pull

Forces are at work in everything we do—we push to open doors, and pull to tie ropes. Gravity
pulls on things to make them fall down or to keep them down. Scientists and engineers study
forces to design better bridges and faster aeroplanes, and to reduce the forces that affect
people in car accidents. The Push-pull unit provides the opportunity for students to explore pushes and pulls. Through investigations, students observe and gather evidence about how these forces act in air and water, and on the ground. Students identify the effect of the pull of gravity and learn that both air and water can ‘push’.


Throughout the Year:  - Digital Technologies

                                                 - Personal and Social Capabilities


NB: You will be notified of excursions when bookings have been confirmed.

Information for Home

At Home Tasks

The Department of Education has set a maximum time of 30 minutes homework each week night from Year 1 through to Year 4.


Of this 30 minutes, at least 20 minutes is to be reading. Supervised reading, be it reading aloud, shared reading or being read to by an adult will greatly strengthen so many areas of your child’s literacy development.

Children are able to select books from school, however books from home and the local library are also a very valuable resource.


The next step with home tasks will commence in Term Two. This will involve a weekly home task which reviews a spelling  or grammar focus, inquiry unit or maths task.


News Reports will also commence. These will be timetabled two or three times per term.


Fruit Time


Fruit Time takes place during the morning. We encourage your child to bring in a piece of fruit or vegetable as well as a water bottle. This is for water only please. Don’t forget a healthy snack for playtime as well.

What's On?

Term 1 2018

Friday February 16th — Family Picnic  and Disco 5-7


Parent Teacher Interviews.

Tuesday February 20th  - 3:45—6:00 

Thursday February 22nd -3:45—6:00


Monday March 6th - School Photos

Tuesday March 7th - School Photos


Monday March 12th - Labour Day Holiday


Thursday March 29th - Easter Hat Parade (TBC)

Thursday  March 29th - Final day of Term 1


Further events held during Term Two, Three & Four will be included in each Term newsletter and via Compass. You will also be informed of special events through the Black Rock Primary School  fortnightly newsletter.


The Year 2 teachers are looking forward to a fantastic year ahead!

Specialist Timetables

Specialist Timetables by Class:



Tuesday: Art & P.E

Thursday:  Music & Chinese

Friday: Library & ICT



Tuesday: Music & Chinese

Thursday: Art& P.E

Friday: Library & ICT



Tuesday: P.E & Art

Wednesday:  Library & ICT

Thursday: Chinese & Music



Tuesday: Chinese & Music

Wednesday: Library & ICT

Thursday: P.E & Art

Year 2 Parent Information 2019