Yearly Curriculum Overview 2013-2014 Grade 2:

Calendar
September/ October Approximately 5/6 weeks November/ December Approximately 5/6 weeks January/ February Approximately 5/6 weeks February/ March Approximately 5/6 weeks April/ May Approximately 5/6 weeks May/ June Approximately 5/6 weeks

Transdisciplinary themes Subjects & Strands

An Inquiry into: Who We Are

An Inquiry into: How We Organize Ourselves An exploration of human systems and communities; of the world of work, its nature and its value; of employment and unemployment and their impact.

An Inquiry into: How The World Works An exploration of the physical and material world; of natural and human-made phenomena; of the world of science and technology.

An Inquiry into: How We Express Ourselves An exploration of the ways in which we discover and express our nature, ideas, feelings, beliefs and values through language and the arts.

An Inquiry into: Sharing The Planet

An Inquiry into: Where We Are In Place & Time An exploration of our orientation in place and time; of our personal histories; of history and geography from local and global perspectives; of our homes and journeys; of the discoveries, explorations and migrations of humankind; of the contributions of individuals and civilizations. Exploring the arts around the world can lead to creative personal journeys.

An exploration of the nature of the self; of our beliefs and values; of personal, physical, mental, social and spiritual health; of our families, friends, communities and cultures; of our rights and responsibilities; of what it means to be human.

An exploration of our rights and responsibilities as we try to share finite resources with other people, with other living things; of communities and of the relationships within and between them.

Central Idea

Role models reflect the beliefs and values of individuals and societies.

We use mapping systems to broaden our understanding of the world.

Given the basics needed for survival, everything in life moves in cycles.

People design messages to target certain groups.

When interacting with natural habitats people make choices that have an impact on other living things.

Language-English

Learners:

Learners:

Learners:

Learners:

Learners:

Learners:

Focus: Launchingnonfiction

Focus: Expert projectsinformational writing

Focus: Writing and revising- realistic fiction

Focus: Writing adaptations of familiar fairytales and folktales express thoughts, ideas, and opinions and discuss them, respecting contributions from others -follow multi-step directions

Focus: Opinion Writing- persuasive reviews

Focus: PoetryPowerful thoughts in tiny Packages

Listening and speaking

-listen attentively and speak appropriately in small and large group interactions. Listen to a variety of oral presentations including stories, poems, rhymes and reports and respond with increasing confidence and detail -use a variety of implements to practice and develop handwriting and presentation skills -use a variety of implements to practice and develop presentation skills

-describe personal experiences. -use language to address the eir needs, express feelings and opinions

retell familiar stories in sequence -describe personal experiences. -use oral language to communicate during classroom activities, conversations and imaginative play

-pick out main events and relevant points in oral text -use grammatical rules of the languages of instructions (learners may overgeneralize at this stage)

-ask questions to gain information and respond to inquiries directed to themselves or to the class

Viewing & Presenting

-recognize ICT iconography and follow prompts to access programs or activate devices

-recognize ICT iconography and follow prompts to access programs or activate devices

-recognize ICT iconography and follow prompts to access programs or activate devices

-recognize and name familiar texts, for example, advertising, logos, labels, signs, ICT iconography

-through teacher modeling, become aware of terminology used to tell about visual effects, for example, features, layout, border, frame

Reading

-recognize a range of different text types, for example, letters, poetry, plays, stories, novels, reports, articles -realize that there is a difference between fiction and non-fiction and use books for particular purposes, with teacher guidance -instantly recognize an increasing bank of high - frequency and high interest word, characters or symbols -discuss their own experiences and relate them to fiction and non-fiction texts -wonder about texts and ask questions to try to understand what the author is trying to say to the reader

-recognize a range of different text types, for example, letters, poetry, plays, stories, novels, reports, articles -realize that there is a difference between fiction and non-fiction and use books for particular purposes, with teacher guidance. -instantly recognize an increasing bank of high - frequency and high interest word, characters or symbols -discuss their own experiences and relate them to fiction and non-fiction texts -wonder about texts and ask questions to try to understand what the author is trying to say to the reader

-recognize a range of different text types, for example, letters, poetry, plays, stories, novels, reports, articles -identify and explain the basic structure of a story, beginning, middle and end; and use storyboards or comic strips to communicate elements -make predictions about a story based on their own knowledge and experience, revise or confirm predictions as a story progresses -instantly recognize an increasing bank of high - frequency and high interest word, characters or symbols -discuss their own experiences and relate them to fiction and non fiction texts -wonder about texts and ask questions to try to understand what the author is trying to say to the reader -use graphic organizers to plan writing, for example mind maps and story

-recognize a range of different text types, for example, letters, poetry, plays, stories, novels, reports, articles -identify and explain the basic structure of a story, beginning, middle and end; and use storyboards or comic strips to communicate elements -make predictions about a story based on their own knowledge and experience, revise or confirm predictions as a story progresses. -instantly recognize an increasing bank of high - frequency and high interest word, characters or symbols -discuss their own experiences and relate them to fiction and non fiction texts -wonder about texts and ask questions to try to understand what the author is trying to say to the reader -use graphic organizers to plan writing, for example mind maps and story

-recognize a range of different text types, for example, letters, poetry, plays, stories, novels, reports, articles -realize that there is a difference between fiction and non-fiction and use books for particular purposes, with teacher guidance. -instantly recognize an increasing bank of high - frequency and high interest word, characters or symbols -discuss their own experiences and relate them to fiction and non-fiction texts -wonder about texts and ask questions to try to understand what the author is trying to say to the reader

-recognize a range of different text types, for example, letters, poetry, plays, stories, novels, reports, articles -instantly recognize an increasing bank of high - frequency and high interest word, characters or symbols -discuss their own experiences and relate them to fiction and nonfiction texts -wonder about texts and ask questions to try to understand what the author is trying to say to the reader

Writing

-use graphic organizers to plan writing, for example mind maps and story

-use graphic organizers to plan writing, for example mind maps and story

-use graphic organizers to plan writing, for example mind maps and story

-use graphic organizers to plan writing, for example mind

boards -organize ideas in a logical sequence -use appropriate writing conventions -form letters/characters conventionally and legibly, with an understanding as to why this is important within a language community -Write legibly and in consistent style -proofread their own writing and make some corrections and improvement -With teacher guidance publish written work in handwritten form or in digital format

boards -organize ideas in a logical sequence -use appropriate writing conventions -form letters/characters conventionally and legibly, with an understanding as to why this is important within a language community -Write legibly and in consistent style -proofread their own writing and make some corrections and improvement -With teacher guidance publish written work in handwritten form or in digital format

boards -organize ideas in a logical sequence. -use appropriate writing conventions -form letters/characters conventionally and legibly, with an understanding as to why this is important within a language community -Write legibly and in consistent style -proofread their own writing and make some corrections and improvement -With teacher guidance publish written work in handwritten form or in digital format

boards -organize ideas in a logical sequence -use appropriate writing conventions -form letters/characters conventionally and legibly, with an understanding as to why this is important within a language community. -Write legibly and in consistent style. -proofread their own writing and make some corrections and improvement. -With teacher guidance publish written work in handwritten form or in digital format

boards -organize ideas in a logical sequence. -use appropriate writing conventions -form letters/characters conventionally and legibly, with an understanding as to why this is important within a language community -Write legibly and in consistent style -proofread their own writing and make some corrections and improvement -With teacher guidance publish written work in handwritten form or in digital format

maps and story boards -organize ideas in a logical sequence -use appropriate writing conventions -form letters/characters conventionally and legibly, with an understanding as to why this is important within a language community -write legibly and in consistent style -proofread their own writing and make some corrections and improvement -with teacher guidance publish written work in handwritten form or in digital format

Language-Arabic
Listening and speaking

Learners:
-listen to a variety of oral presentations.

Learners:
-follow multi-step directions.

Learners:
-listen to a variety of oral presentations including stories and reports and respond with increasing confidence and detail.

Learners:
-use language to address their needs, express feelings and opinions.

Learners:
-ask questions to gain information and respond to inquiries directed to themselves or to the class.

Learners:
-express thoughts, ideas, and opinions and discuss them, respecting contributions from others.

Viewing & Presenting

-resent a life of a famous person.

-recognize and name familiar visual texts-

-use moving images to communicate ideas

-use a variety of implements to

-use a variety of implements to

-use a variety of implements to

signs.

and information.

practice and develop presentation skills.

practice and develop presentation skills.

practice and develop presentation skills.

Reading

-recognize a range of different text types about role model.

-instantly recognize an increasing bank of high- frequency and high-interest words, characters or symbols.

-recognize a range of different text types, for example stories.

-discuss their own experiences and relate them to fiction and non-fiction texts.

-instantly recognize an increasing bank of high- frequency and high-interest words, characters or symbols.

-recognize a range of different text types, for example, letters, plays, stories, novels, reports, articles.

Writing

-use appropriate writing conventions to write about their own role models.

-write legibly, and in a consistent style.

-organize ideas in a logical and correct sequence.

-organize ideas in a logical sequence, for example, write simple narratives with a beginning, middle and end.

-write legibly, and in a consistent style.

-use graphic organizers to plan writing, for example, Mind Maps, storyboards.

Mathematics
Data handling Measurement Shape & Space Pattern & Function Number Problem solving

Learners: -review number patterns, number sequences, number grids, and number lines. -review months, weeks, and days, and telling time. -practice addition facts. -give equivalent names for numbers. -compare numbers using the symbols <, >, and =. -make up, represent, and solve addition and subtraction

Learners: -review place value in 2 digit and 3 digit numbers, -review coin values and exchanges among coins -tell time and write time in digital clock notation -gather data by counting and to analyze data. -solve number stories. -read and show temperatures. -develop different

Learners: -develop the concepts of point and line segment -identify, name and classify polygons. -observe similarities and differences among 3D shape. -explore symmetry. -introduce and practice array models. -review strategies for solving addition and subtraction problems. -develop procedures

Learners: -describe patterns that result from skip counting by 2s, 5s and 10s. -build mental arithmetic skills for adding 1-digit and multidigit numbers. -make frequency tables, line plots, and bar graphs from reallife data. -review basic fraction concepts. -use fractions to name parts of a whole and of a collection. -find pairs of

Learners: -review measuring with yards and meters. -measure longer distances. -develop the concepts of perimeter and area. -know units of weight. -review notation and equivalencies for money amounts. -provide experiences with comparing prices, estimating costs, and making change. -develop and extend place-value concepts.

Learners: -review addition and subtraction algorithms using sums of money. -introduce and practice the tradefirst subtraction algorithm. -solve multiplication and division number stories. -to practice multiplication and division facts using a products table and fact families. -review time

number stories. -review and apply alternative strategies for addition and subtraction. -practice addition and subtraction facts for sums and differences up to and including 10.

strategies for adding 2 and 3 digit numbers.

for multiplication and division problems.

equivalent fractions. -solve number stories involving fractions.

equivalencies and calendar facts. -read times in different ways and show time on a clock.. -show events on a timeline. -review and extend shortcuts and strategies for learning multiplication facts. Investigate the relationship between multiplication and division. -collect and analyze data related to measurement, using line plots, frequency tables, and bar graphs. Identify range, median, and mode.

Science
Living Things Earth & Space Materials & Matter Forces, Motion & Energy Investigations

Learners:
Investigations make observations and predictions and questions are formed -differentiate observations from personal interpretation

Learners:
Earth & Space -study the planet Earth and its position in the universe, particularly its relationship with the sun; the natural phenomena and systems that shape the planet and the

Learners:
Living Things -discover the characteristics, systems and behaviors of humans and other animals, and of plants; the interactions and

Learners:
Forces, Motion & Energy -inquire about energy, its origins, storage and transfer, and the work it can do; the study of forces; the application of scientific understanding through inventions

Learners:
Living Things -investigate the characteristics, systems and behaviors of humans and other animals, and of plants; the interactions and relationships between and among them, and

Learners:
Materials & Matter -examine the properties, behaviors and uses of materials, both natural and human-made; the origins of humanmade materials

distinctive features that identify it; the infinite and finite resources of the planet Focus: Weather Patterns

relationships between and among them, and with their environment Focus: Life Cycles

and machines Focus: Magnets

with their environment Focus: Habitats

and how they are manipulated to suit a purpose Focus: Materials and Matter

Social studies
Hu e - human systems & economic activities -social organization & culture -continuity & change through time -human & natural environments -resources & environment

Learners:
-explore social organisations and culture through role models in our societies

Learners:
-discover that in a community people share responsibility toward a common purpose. -understand that communities provide interconnected services designed to meet peoples needs.

Learners:
-find that human survival is connected to understanding the continual changing nature of the earth.

Learners:
-demonstrate that a variety of signs and symbols facilitate local and global communication.

Learners:
-realize that the design of buildings and structures is dependant upon the environment and available materials.

Learners:
-recognize that the development of global perspectives is supported through understanding our place in the world in relation to others. -discover that family histories provide an insight into cultural and personal identity.

UAE social studies

Learners:
-inquire into people around the world in different cultures and different aspects

Learners:
-use mapping systems to understand the world . Use the mapping symbols to read the map

Learners:
-identify the evidence that the Earth has changed (for example, land formations in local environment)

Learners:
-explore a variety of signs and symbols and interpret their messages

Learners:
-explain the different roles of people in the recycling process

Learners:
-describe how artifacts, heirlooms and rituals are evidence of cultural identity

Islamic studies
Learner profile

Learners:
Caring; -show empathy,

Learners:
Knowledgeable; develop and use

Learners:
Thinkers; -explain some of the

Learners:
Inquirer; -developing skills for

Learners:
Balanced; - create awareness

Learners:
Communicator; -find the ways on

compassion and respect to our beloved prophet and other famous personalities in Islam.

conceptual understanding about maintaining and managing ourselves according to Islam.

verses of Quran about the world and its systems.

inquiry and research, about how Muslims celebrate their Islamic festivals around the world.

towards environment, as Islam defines our roles clearly to maintain and save a peaceful, healthy environment.

maps of different countries, how to go Makkah (Saudi Arabia) -use compass rose to find the direction of Makkah.

PE
Identity; Responsibility

Learners:
-interact within a larger group.

Learners:
-map their bodies to help them understand themselves better.

Learners:
-realize that survival and success come from understanding and applying skills and strategies of movement. -understand that movement is necessary for survival.

Learners:
-develop concept Integration

Learners:
-understand that their choices impact other things and people.

Learners:
-develop concept integration

Active living; Fitness

-discover that exercise can be accomplished in large groups

-understand that keeping all parts of their bodies healthy comes from knowing and improving all parts of our body. -study themselves and how their bodies move and function. -helps students to know more about others and the world. -develop concept Integration

-develop concept integration

-explore decision making and its effects on health and environment.

-develop concept Integration

Interactions; Concepts & Principles

-model positive personal and social habits

-learn that working with others can affect their needs and survival.

-develop concept integration

-inquire how my habitat (i.e. body) impacts others.

-develop concept Integration

Motor skill development

-develop concept integration

-build on knowledge that survival comes from repetitively and continually improving necessary skills.

-develop concept integration

-develop concept integration

-develop concept Integration

The Arts Visual Arts Learners: Learners: Learners: Learners: Learners: Learners:

Creating

-combine a variety of formal elements to communicate ideas, feelings and/or experiences

-sharpen their powers of observation -pattern, Shapes and grids

-identify, plan and make specific choices of materials, tools and processes.

-identify the stages of their own and others creative processes. -demonstrate control of tools, materials and processes -investigate the purposes of the artwork from different times, places and a range of cultures including their own

-consider their audience when creating artwork

-make predictions, experiment and anticipate possible outcomes

Responding

-use appropriate terminology to discuss artwork

-identify the formal elements of an artwork

-investigate the purposes of artwork from different times, places and a range of cultures including their own -students will also use appropriate terminology to discuss artwork

-identify the stages of their own and others creative processes -become an engaged and responsive audience for a variety of art forms

-describe similarities and differences between artworks

Music
Creating

Learners:
-explore sound as a means of expressing imaginative ideas, -participate in creating music both individually and collectively

Learners:
-steady beat Notate whole half quarter -recognize whole half quarter eighth Rests quarter half whole -perform notated rhythm

Learners:
-solfege-Do Mi So La Do (high), Re, Fa with hand signs -sing and match pitch with good vocal quality -broadening vocal repertoire (ethnomusicology)

Learners:
collaboratively create a musical sequence using known musical elements (rhythm, melody, contrast), -create music and movement for different purposes

Learners:
-students will recognize and verbalize p/f, high/low, allegro/largo, staccato/legato

Learners:
-improvise upon basic patterns to reinforce the importance of the individual within the group, -read, write, and perform simple musical patterns and phrases -create and perform a movement sequence to studied music, -reflect upon how their music expresses their personal voice and the impact it has

Responding

-use voice to learn songs in unison -explore a musical response to a story

-improvisation using Pentatone Verbal Composition

-free Composition using Instruments Lyric Composition

-compare aspects of music from different times and places, -share performances with each other and give constructive criticism

-students will sing, listen and respond to a culturally diverse repertoire -students will sing and verbalize expressive markings

upon others

Drama and Dance

Creating

Learners:
-work individually or in groups with trust and confidence

Learners:
-explore basic bodily movements and the use of space

Learners:
-value and develop imaginary roles or situations

Learners:
-create a devised or scripted performance for a particular audience or purpose

Learners:
-manipulate a variety of different drama strategies and techniques to create informed scripts, characterizations and contexts -recognize and discuss how the consequences and actions of a performance teach audience members and performers life lessons

Learners:
-work individually or in groups with confidence

Responding

-compare varied styles of performance with their own culture

-recognize that dance plays an innovative role in communicating ideas within cultures and societies

-talk about ideas and feelings in response to dramatic performances

-understand the role and relevance of drama in their own society through exposure to a variety of performers and their perspectives

-investigate a cultural or historical dance form and identify how it communicates artistic, ritual or social issues, beliefs or values

ICT

Learners:
in development

Learners:

Learners:

Learners:

Learners:

Learners:

ELL Phase 2/3 push-in model

Learners phase 1:

Learners phase 1:

Learners phase 1:

Learners phase 1:

Learners phase 1:

Learners phase 1:

-pronounce, identify and use vocabulary in reading, written and oral responses. Also use words from the Grade 2 WORD WALL. -write a paragraph about role models.

-pronounce, identify and use mapping skills vocabulary in reading, written and oral responses. Also use words from the Grade 2 WORD WALL.. -write a paragraph

-pronounce, identify and use ANIMAL and HABITAT vocabulary in reading, written and oral responses. Also use words from the Grade 4 WORD WALL.. -use Past, Present and

-pronounce, identify and use vocabulary to describe feelings, to express emotions in oral and written form -read and analyse a variety of comprehension activities based on

-use question words (What, who, when where, how) -use plural nouns (including some irregular forms, -es, ies, -ves) -talk about a family and describe family

-pronounce, identify and use TRANSPORT, THINGS IN A TOWN and HOUSE vocabulary. -use verb to be questions, short answers, positive

-talk about their role models and how they are influential. -read non-fiction books for telling values and speaking practice. -write Simple descriptions(influentia l/brave, kind/principled, caring/leader) of people and generalized nouns, in relation to people

about any country. -talk about their (continents, country ,and cities) Bus tour Trip recount using a range of adjectives to express the directions and reflect on learning about the mapping skills

Future tense -describe Cause and Effect (ecosystems, life cycles and adaptations) recount using a range of adjectives to express the 5 senses and reflect on learning about the Eastern Mangroves cause and effect

different cultural traditions to express their values and heritage. -speak & Listen through activities videos and songs from other cultures compare and contrast - completing a Venn diagram

relations their own and the chosen context connected to PYP. -analyse clothes and appearances in a chosen context connected to inquiry

and negative sentences -use future tense making predictions I-use imperatives (must, should) -ask for and tell the time -use Can/ Cant (for ability and requests)

Library

Learners:
-distinguish between fiction and nonfiction books -learn how the Dewey Decimal System helps them find resources in the Library

Learners:
-listen to and view books about maps -use what they know to draw a map of the Library.

Learners:
-evaluate books about life cycles to determine the features of nonfiction texts and how they support our work as researchers

Learners:
-view books with different graphic features -determine what messages those features convey to the reader

Learners:
-research different habitats using database resources; -learn how to compile information from a variety of sources

Learners:
-evaluate picture books for different art methods and the effect that they have on the story and the reader