Beaumaris North PS

01 August 2017
Year 2 Specialist News - 2017
Term 1, 2017 
Term 2, 2017 
Term 3, 2017 
Beaumaris North Primary School
(03) 9589 5449
Wood Street
Beaumaris, Victoria, 3193
AU

Term 1, 2017 

Library

  • Revise the Public Access system, focusing mainly on a keyword search and reminding students to observe the status (whether the book is available) of the book first.
  • Revise where a call number is when using the access system and not to confuse it with barcode number.
  • Discuss the importance of library bags.
  • Revise the locations of the library.
  • Formulate the Library Essential Agreement and refer to it regularly.
  • Incorporate the Unit of Inquiry – ‘How We Express Ourselves’ by reading ‘The Giving Tree’ by S. Silverstein.

Visual Arts

The Term 1 Unit of Inquiry is called ‘Expressing Emotions in Art’. This integrates with ‘How We Express Ourselves’. The Line of Inquiry is the creative ways to exploring our emotions. Inspired by a variety of cultures and through their different art forms, students will represent each colour of the Tibetan Prayer Flags with an emotion. Yellow = Happiness, Red = Anger, Blue = Brave, Green = Calm and White = Fear.

  • Inspired by ‘Losar’ the Tibetan New Year. As a celebration of ‘Happiness’ the students will design, paint and pattern their own Mandala. To explore the emotion of being ‘calm’ students will design and create an original Tibetan Mandala using HB pencil and painted detail.
  • After reading the book ‘The Red Beast’ that explores ‘anger’ the students will experiment with a range of painting tools and a warm colour palette creating a page of painted anger. Exploring the Japanese festival ‘Setsubun’ (Setsuboom) the students will use their anger painted paper to create their own beast. Drawing the outline on the reverse side of the paper then adding detail on the front with soft black pastels.
  • Inspired by the elaborate headdress of Native America, students will create a collaged piece to represent ‘Bravery’ using a cardboard strip detailed with pattern in HB pencil, marker texta, cut paper and feathers.
  • After watching a traditional New Zealand Maori Haka, an ancestral war cry, dance or challenge the students will design their own Tiki character to represent the emotion ‘fear’. The Tiki design will be used to etch into a foam print plate for printmaking, applying white paint on black paper.

Physical Education

Team Building Activities and Parachute. Developing basic movement skills and more complex movement skills

 

Focus: Working together as a group showing respect and tolerance for others. Demonstrating open-mindedness and caring for each other.

 

Continuing to practice, control and master Fundamental Motor Skills (rolling/underarm throw). Introduce skills such as overhand throw and ball bounce and incorporate these into more complex minor games.

 

Concepts: Responsibility - looking after sports equipment and personal organisation.

Attitudes: Respect and enthusiasm.

Learner Profile: Discussion with the children about Learner Profiles demonstrated during the
lesson. Children identify others who demonstrated a particular Learner Profile.

Japanese

Themes/activities

  • Essential agreement in Japanese room.
  • Greetings (hello, goodbye, good morning, see you, thank you).
  • Classroom instructions in Japanese.
  • Japanese songs.
  • HINAMATSURI (Dolls festival).

Concepts

  • Responsibility
  • Form (pattern)
  • Perspective (point of view of others)

Music

 

How We Express Ourselves and Who We Are

 

Focus: To explore the effects of music on emotions through singing and listening and to find creative ways to express our emotions through group performances with percussion instruments. The students will:

  • Sing songs: promoting respect and a positive attitude for example, Respect, The Middle.Make choices about sound: recognising, playing and writing rhythms.in 2/4, 3/4, 4/4.
  • Manipulate chants and simple songs to express ideas and emotions by changing different elements in music.
  • Explore body movements as a means of expression e.g. raps and creative movement.
  • Become familiar with the tone colour and playing techniques for tuned and untuned percussion
    instruments.
  • Have many opportunities to find ways to express themselves musically and creatively through class performances.

 

 

Term 2, 2017 

Library

  • Discuss how to look up ‘different forces’ (gravity, pushing and pulling) on the Public Access system and other words to get maximum results.
  • Revise the difference between a ‘keyword ’and ‘subject’ search.
  • Discuss the Non-Fiction location and where you would go to find different subjects; revise all library locations.
  • Discuss the layout of most information books and how to use them efficiently – how is the contents, index and glossary used?
  • Identify the age appropriate labelling of books for the Premiers’ Reading Challenge.
  • Relate to PYP Attitudes in stories if applicable; BNPS celebrates the PYP attitudes ‘Empathy and Tolerance’ during the month of May.

Visual Arts

 

The Term Two Unit of Inquiry is ‘Futuristic Transport’ which integrates with ‘How the World Works’. The Unit focuses on the concepts: Function and Causation, exploring a range of futuristic forms of Transport. The Artists explored are Leonardo Da Vinci and a range of contemporary Australian artists.
  • Inspired by the ‘Futurists’ (Futurism was an artistic and social movement - it emphasised speed,
    technology, youth and violence and objects such as the car, the aeroplane, and the industrial city) the students will create moving images like those found in a Zoetrope.
  • Ceramic Fun Park - inspired by Melbourne's Luna Park, students explore a range of clay techniques to form their own park.
  • Transport themed animal art - inspired by transport themed works of art, by Australian Artists, students create a collaged piece of transport, using animal print papers to make the vehicle come to life.

Physical Education

Focus: Consolidating and mastering Fundamental Motor Skills (throwing, catching, bouncing and kicking).

 

When developing these skills the children will use a variety of equipment and various sized play balls. The skills learnt will be incorporated into minor team games and activities.
 
Gymnastics: The children will demonstrate and experience a variety of balances and shapes, using their bodies, individually and with partners. They will demonstrate various rolling and rotational techniques. They will combine some of these techniques into a small sequence demonstrating their ability to hold a variety of balances. They will do this with and without equipment.

 

Concepts: Reflection - looking at the skills previously learnt and applying their knowledge to new skills learnt.

Attitudes: Cooperation, empathy, tolerance and integrity.

Learner Profile: Discussions amongst the class after each lesson and the demonstration of specific Learner Profile attributes identified.

Japanese

Themes/activities

  • Self-introduction (My name is…).
  • Numbers (1-20).
  • How to say, how to spell in Kanji characters.
  • Telling the time.
  • Japanese songs.
  • Japanese craft activity with Makoto sensei (a paper sumo wrestler).
  • Forces change the way things move: The way different forces work.
  • Algorithm march (a Japanese dance or physical exercise.
    performed in lines).

Concepts

  • Form (pattern)
  • Perspective (belief)
  • Perspective (point of view of others)

Attitudes

  • Reflective
  • Open-minded

Music

How The World Works

Forces change the way things move

 

Focus:

  • Extending their knowledge of the musical elements of beat and rhythm, pitch and melody.
  • Writing rhythms and melodies.
  • Creating and performing a class item.
  • Singing fun songs related to Units of Inquiry e.g. ‘Eep! A computer Round’, ‘The Marvellous Toy’.
  • Singing fun songs related to Units of Inquiry e.g. ‘The Marvellous Toy’.

Concepts: Function and Causation

  • Discussing how the change of tone colour can change the mood/effect of a piece.
  • Practising tunes on the chime bars...noting that pitch can move in steps or jumps.

Attitudes: 

  • Extending their knowledge of the musical elements of beat and rhythm, pitch and melody.
  • Writing rhythms and melodies.
  • Creating and performing a class item for their Learning task.
  • Singing: Creativity and Commitment
  • Drama/performance: Using movement and sounds from a percussion instrument to demonstrate
  • The ‘workings’ of an imaginary machine, using pushing and pulling movements/actions.
  • Listen to a variety of music for appreciation, connected to their Unit of Inquiry e.g. ‘The Excursion Train Polka’ and ‘Toy Pictures’.

Learner Profile: Thinker and enquirer

  • Recognising the notes E, G and A on the staff and playing them on the chime bars.

 

 

Term 3, 2017 

Library

  • Search, title, barcode and call number, availability and section ‘Sharing the Planet’ (minibeasts) as part of Year 2 Unit of Inquiry. Discuss where /why minibeasts are in the 500’s in Non-Fiction location. Read titles from Non-Fiction location that explains invertebrates.
  • Discuss the Book Week theme ‘Escape to Everywhere’. Discuss some of the CBCA short-listed books/authors and how you can judge a book (characters, story, illustrations….).
  • Revise the format of a non-fiction book – contents, index, glossary and how they are usually presented as an information based book.
  • Discuss Australian authors who have written books on the CBCA short list – their life and how they are inspired to write.

Visual Arts

The Term 3 Unit of Inquiry is called ‘Mini beasts in Art’, which integrates with the Central Idea -‘Living things and their environment are interconnected’. The Unit focuses on the study of Minibeasts (Entomology), their environment and how Minibeasts are represented in Art. We will explore the work by the artist Yumi Okita who does textile Moths and Butterflies.

 

Activities include:

  • Observation Drawing. The students will capture intricate details of insects preserved in resin. The drawings will be highlighted with the use of water colour pencils.
  • Temporary Nature sculptures. Students will use twigs and leaves to create their own mini beast. The teachers will use iPads and photograph the sculptures and then return the nature back into the garden.
  • Insect trail rubbings and print making. The students will collect textural rubbings from outside and create their background of insect trails, then collage their printed Minibeast designs onto this background.
  • Ceramic Minibeasts. Students will model Minibeasts out of clay, on a leaf plate. Using clay tools to demonstrate joining techniques.
  • Weave a ‘web’: Using a cardboard ring, the students will use wools and cotton to bind the ring.

Physical Education

Focus: Athletics skills - running, jumping, leaping and throwing. Refining these skills in modified athletics activities.​

 

Motor skills and game sense - revise the basic skills covered in Semester 1 through interactive game play. Refine the skills of throwing, catching, bouncing and kicking.

 

Concepts: Form – the understanding that everything sport has a particular set of rules and structures.

Attitudes: Respect – respect for PE equipment, their peers and themselves.

Learner Profile: Balanced – understanding the importance of physical and mental balance and personal wellbeing.

Japanese

Themes/activities

  • Minibeasts - Minibeasts origami and making a minibeasts booklet.

  • Calligraphy competition - Organised by JLTAV (The Japanese Teachers’ Association of Victoria).

Vocabularies and grammar

  • HIRAGANA characters.
  • Names of minibeasts e.g. dragonfly, ladybird and ant etc.
  • I like.../I dislike…e.g. I like dragonflies.
  • Japanese verbs e.g. cut, glue, fold, colour in and spell etc.
  • Words, phrases, greetings and classroom instructions  learnt in Semester 1.

Concepts

  • Form (pattern)
  • Perspective (belief)
  • Perspective (point of view of others)

Attitudes

  • Reflective
  • Open-minded

Music

Sharing the Planet

This term Year 2 will be focusing on ‘exploring sounds and tone colour’ and using these in creative ways to compose class compositions.

  • Learning songs related to ‘Sharing the Planet” with living things.. e.g, Inch Worm, Shoo Fly, and Cockroach Rap.
  • Listening to related classical pieces e.g. ‘Flight of the Bumble Bee' by Rimsky Korsakov.
  • Revising writing simple melodies using notes learnt on the staff.
  • Creating ostinato patterns to accompany music.
  • Exploring different ways of playing instruments so students can start thinking about texture and tone colour and how to use these elements wisely in compositions.
  • Creating sound symbols as an introduction to informal notation for sound stories.
  • Creating a graphic score and respond to changes in dynamics, tempo, and duration through movement and playing.
  • Students will use musical elements to communicate ideas and feelings in movement and compositions.
  • Recognise ‘AB form’ as a musical section and demonstrate this using instruments and movement.
  • Build sound descriptor vocabulary.