Grade 2

Curriculum Guide

Child Protection Program

The International School of the Sacred Heart promotes a safe and welcoming environment in which each person is valued, cared for and respected. Schools fill a special institutional role in society as protectors of children. Schools need
to ensure that all children in their care are afforded a safe and secure environment in which to grow and develop, both at school and away.

Program’s Main Ideas:
We all have the right to feel safe all of the time 
Nothing is so awful we can’t talk about it

  • Lesson 1: Feeling Safe
  • Lesson 2: Nothing is so awful we can’t talk
  • about it with someone
  • Lesson 3: Let’s Practice Safety Steps
  • Lesson 4: Touching Rule and Safety Steps

Creative and Performing Arts

Art
The Junior School Art curriculum introduces students to a variety of creative experiences. The curriculum encourages personal expression using a variety of techniques and materials. Students are introduced to art of different cultures and the
works of master artists, their lives, techniques and styles. Subjects taught in the grade level classes are integrated throughout the art curriculum. The Art program develops students’ abilities to:

  • Recognize a variety of lines and shapes
  • Identify different color groups, telling how they are made and how they can be used to enhance artwork
  • Use media and materials in a safe and responsible way
  • Recall specific works of art belonging to different artists, places, cultures and times
  • Respond and express their personal feelings, memory and imagination through their own artwork
  • Recognize and implement the elements and principals of design 

Music
Music in the Kindergarten and Junior School focuses on developing a love and  appreciation of music through song, dance, movement and instrumental performance.

At all levels, music is taught as a language, with the aural and physical experiences preceding the cognitive. From the very first days in the music classroom, the foundation to music literacy is laid using visual icons and manipulatives, melodic hand signs and “stick” notation. Students progress towards fluency with standard music notation in the later grades.

The music program also strives to address a number of other skill areas. By taking part in musical games and activities, children develop self‐confidence, effective  communication skills and conflict resolution strategies. Music also develops the intellectual faculties; discerning patterns and variations brings the child’s cognitive abilities into play, and learning the words, melody and actions of a song aids memory development. Developing proper technique on classroom instruments (drums, xylophones, recorder) promotes physical coordination and manual dexterity. Additionally, musical experiences awaken the child’s imagination, relieve internal tension and pave the way for more abstract thought processes.

Above all, students are instilled with a realization that music is a natural human expression that celebrates the richness and beauty of the world around them.

More specifically, students in Grade Two:
Singing

  • Increase repertoire by learning 30‐35 new folk songs, games, canons and simple two‐part song arrangements
  • Know by memory 15‐20 songs and be able to sing these with solfege and rhythm names
  • Perform all songs with accurate intonation, clear diction and clear head tone

Melody

  • Perform solfege hand signs for patterns including la, so, mi, re, do, low la, low so
  • Recognize new melodic material from stick notation and staff notation
  • Recognize steps and skips

Rhythm

  • Know names and written symbols for ta‐a (half note), ta‐a‐a (dotted half note), ta‐a‐a‐a (whole note) and ti‐ri‐ti‐ri (four sixteenth notes)
  • Perform ostinatos, exercises and canons using new rhythmic material
  • Conduct in 4/4 meter

Reading and Writing

  • Read and write well‐known rhythmic or melodic patterns from hand signs, stick notation or staff notation
  • Write 4‐beat rhythmic patterns from memory or dictation
  • Write melodic patterns from memory or dictation using stick or staff notation
  • Sight‐read in unison

Part Work

  • Accompany a song with a rhythmic or melodic ostinato

Improvisation

  • Improvise rhythms in a chain around the classroom
  • Improvise question and answer motives using known rhythm or melody patterns, or both
  • Improvise rhythmic accompaniments to familiar songs

Listening

  • Recognize tempos (allegro, adagio)
  • Recognize dynamics (forte, piano, crescendo, decrescendo)

ESL

English as a Second Language (ESL) classes are offered by the ESL specialist for those students whose first language or mother tongue is a language other than English. The school offers two ESL programs in Junior School:

  • Modified Program ‐ students with limited English attend intensive English language lessons in the ESL classroom
  • In‐Class Support – the ESL specialist will work with ESL students in the mainstream classroom to provide assistance during language‐based activities

These programs are designed to provide both survival English as well as English for academic purposes. They are generally designed for those students who have little to no English and the number of classes provided per week will depend on the student's English language level. A student new to using English on a daily basis will often be placed in both programs at the same time. As their language develops they will then exit the modified program, but continue to receive in‐class support when necessary.

IPC

The International Primary Curriculum (IPC) is an international program aimed at K3‐Grade 4 children growing up in the 21st Century. At the Sacred Heart, the IPC encompasses Science and Social Studies topics that are developmentally linked to reflect the growing complexity in thinking as children mature, as well as the rapidly changing world we live in.
One important and overarching principle that defines the IPC is its objective to encourage international‐mindedness in the student body.
This can be defined further as engaging in learning that fosters universal values, intercultural understanding and non‐violent conflict resolution.
Through student centered inquiry based learning a love of learning is encouraged and the necessary key skills and personal qualities that will enable children to be successful in life are introduced and expanded upon.

Currently IPC themes for Grade 2 are:

  • Different Places, different lives: An inquiry into the similarities and differences between cultures and countries
  • Painting, Pictures and Photographs: An inquiry into how we record our lives visually using visual media and how we interpret and appreciate the artistic work of others
  • They made a difference: An inquiry into the achievements of famous women and significant people
  • Clean Water, Dirty Water: An inquiry into the properties and uses of water, resource management and conservation

Japanese Language and Culture

Japanese is the language of the host country of our school. Through the study of Japanese language, students not only develop the ability to use the language effectively for purposes of practical communication, but also provide insights and appreciation of the Japanese people and their culture.
In Grade 2, girls proficient in Japanese will begin formal language study during Japanese Culture lessons. This language program begins at grade two and goes through grade twelve.

Japanese Culture
In this course students are introduced to the Japanese culture and language in young people’s everyday life through music, arts, language and performing arts. Through the study of the cultures, students will also discover and reflect on their own culture and language and compare those of other people in the world.

Language Arts

Language is an integral part of every subject in the curriculum, affecting children s ability to form concepts, access information and to develop and maintain relationships. The ultimate purpose of the Language Arts curriculum is to teach students the language abilities they need to communicate effectively as individuals and as contributing members of society. In Grade Two, the focus of our Language Arts program is to further develop and extend reading and writing skills so that students become confident readers and writers.
Our Language Arts program provides rich and varied experience in each of the four interrelated language skills: reading, writing, listening and speaking.
 

Reading:
Gr 2 students learn to:

  • use a variety of strategies to help locate information, retell stories and make connections
  • develop their accuracy skills by matching sounds to letter clusters and patterns
  • read fluently a variety of “good fit” books of various genres
  • use a variety of strategies to build their knowledge of vocabulary and recognise the meaning of words in context

Writing:
Gr 2 students learn to:

  • write pieces that describe and explain familiar objects, events, and experiences
  • demonstrate an awareness of the audience and purpose of writing
  • demonstrate an understanding of different types of texts; such as: Narratives, Response, Poetry, Explanations, Biographies and Information Reports
  • reread their own writing and use a range of editing resources to revise and clarify meaning
  • compose writing pieces by following the writing process
  • accurately spell frequently used words, and make use of known spelling patterns to make plausible attempts at spelling unfamiliar words
  • write upper and lower case letters legibly with consistent size, slope and spacing

Listening and Speaking:
Gr 2 students learn to:

  • listen and respond appropriately to what is being said
  • speak using proper phrasing and pitch
  • deliver brief oral presentations about familiar experiences or interests

Mathematics

The mathematics curriculum provides a rich, exploratory program in which basic skills are learned and applied. It is based on using a “hands‐on” approach using concrete
materials.and emphasises practical problem solving. We aim to develop mathematical
thinkers who can make connections to real life situations. Students apply their knowledge through practice, reflection, analysis and synthesis.
All mathematical investigations are incorporated into the following strands.

Number Concepts and Computations:

  • understand place value of numbers from 0 to 1000
  • add and subtract up to three digit numbers with and without regrouping
  • describe and calculate simple multiplication as groups of
  • understand division as a form of sharing, such as 8 shared between 4
  • describe simple fractions such as one half, one third and one quarter
  • order money amounts in yen and carry out simple calculations

Measurement and Geometry

  • describe and compare measurements of length, area, volume, mass and 
  • time using informal/non standard units
  • recognise the key elements of the calendar and place in sequence of days,weeks and months
  • tell the time at hours and half‐hours using an analogue clock, and to hours and minutes using a digital clock
  • recognise properties of common 2D shapes (lines/angles/sides)
  • identify properties of common 3D shapes (corners/edges/faces)
  • specify the location of a position on simple diagrams and maps

Probability and Data

  • predict the outcome of chance events
  • collect simple data and present this data using pictographs and simple bar graphs

Algebra and Pattern

  • form patterns based on simple criteria such as odd and even numbers
  • solve simple open number sentence involving operations on whole numbers 
  • eg (2+_=5) (2x_=10)

Media

Library
The K/JS Library Media Center is fundamental to the Language Arts Curriculum and to the promotion of reading. Reading for enjoyment and pleasure can be a lifelong joy to a student in addition to facilitating all other school endeavors. Knowledge of the library
media center and associated library skills enhance students’ powers of observation,
critical thinking, and growth in appreciation of other cultures and realization of the many opportunities and ideas in the world today. Reading can open doors to a tremendous wealth of creativity and ideas for the future. Our Mission is to provide a vibrant environment in which students and staff can read for enrichment and use
information and technology ethically, creatively and critically thereby being empowered to become lifelong learners. 

Parents as encouraged to check out books to support their children’s reading and research. The K/JS Library serves both a classroom and a library; therefore we are not open to parents and staff during library classroom hours. The hours the library is open for parent use will be posted. Parents who are interested in checking out books need to register for a “library account” with the K/JS Teacher Librarian.

Computer
Technology is integrated throughout the curriculum, and students are taught to
use computers, software, and the Internet responsibly.

Physical Education

The Physical Education Curriculum is designed to develop and refine the students’ basic gross and fine motor skills. It introduces games and activities relevant to the students’ age and ability. 
Each unit places an emphasis on particular motor skills as well as general fitness principles and social skills. The curriculum provides opportunities for the students to develop a positive self‐image. The importance of sharing, working with one another, and good sportsmanship is stressed at each grade level.

It is our goal that each Sacred Heart student should be able to:

  • Demonstrate a competency in many movement forms and proficiency in some movement forms
  • Apply movement concepts and principles to the learning and development of motor skills
  • Exhibit a physically active lifestyle
  • Achieve and maintain a health‐enhancing level of physical fitness
  • Demonstrate understanding and respect for differences among people in physically active settings
  • Demonstrate responsible personal and social behavior in physical activity settings
  • Understand that physical activity provides opportunities for enjoyment, challenge, self‐expression, social  interactions and sports participation
  • Apply rules, strategies, techniques and safety measures in a variety of physical activities

The curriculum will aim to achieve these objectives through the following activities:

  • Gymnastics
  • Large Ball Skills
  • Small Ball Skills
  • Striking Skills
  • Body Awareness
  • Skipping
  • Athletics

Values

The Values program deals with issues such as rights and responsibilities, friendships and relationships, and festivals of some of the world’s major religions.
The aims of the program are:

  • To foster a spirit of love, forgiveness, patience, tolerance, compassion, respect
  • To reflect communally/personally
  • To share their experiences with others
  • To learn about God who loves each one of us
  • The goals and criteria of all Sacred Heart schools
  • History of the society of the Sacred Heart
  • Celebrate Sacred Heart schools’ feast days
  • Celebrate Catholic feast days: Advent/Christmas, Lent/Easter
  • Celebrate feast days of other religions

Throughout the Junior School, we emphasize our ‘Be Attitudes’ – Be Respectful, Be Responsible, and Be Your Best. The children are encouraged to be respectful of self, others and the environment. They are guided to be responsible and independent
contributors to their class, family, school, and community. The children are expected to be their best in their every thought, action and deed.