Beaumaris North PS

Year 2 Specialist News - Term 1

Art

Transdisciplinary Theme

 How we express ourselves   

Central idea

 Art expresses emotions and influences communication culturally   

Lines of Inquiry

  • The role of ceremonies and festivals in expressing emotions and inspiring creative artwork. 

  • Colour, symbols and objects that represent emotions in different cultures and how they inspire creative expression.   

Specified Concepts

perspective and connection  

Learner Profile Attributes

open-minded and caring  

  

Students will Create 

  • Designing their own Mandala to explore the emotion of happiness, inspired by the celebration of ‘Losar’ Tibetan New Year. Capturing effective pattern, use of symmetry and colour.  

  • Experimenting with a range of painting tools and a warm colour palette, creating a page of painted anger, after reading the book “The Red Beast.” Exploring the Japanese festival ‘Setsubun,’ using their anger painted paper to create their own Beast (Oni), demonstrating drawing and collage skills.  

  • Creating a collage piece to represent ‘Bravery,’ inspired by the elaborate headdress of Native America. Demonstrating a unique design enhanced with effective collage to illustrate bravery.  

  • Watching a traditional New Zealand Māori Haka, an ancestral dance and war cry, students design a Tiki symbol print to evoke the emotion of ‘Fear.’ Demonstrating a clear bold design and the application of the print making process.   

Science

Curriculum Strand

 Earth Science: waterworks 

Central Idea

Water is a precious resource 

 

Lines of Inquiry

  • The way we use water in our daily lives  

  • The different sources of water and how we rely on them

  • Ways to use water responsibly and ensure it is available for future generations

     

Specified Concepts

  •  change, responsibility 

Learner Profile Attributes

 knowledgeable, inquirers, thinkers 

 

Students Will 

  • Observe and describe responsible water use, identifying patterns in how water is used at school, home, and in the community. 

  • Explore the physical properties of water that determine how it is used in various settings like school, home, and the community. 

  • Observe the cycle of rainfall, exploring how water collects in natural bodies like creeks, rivers, and lakes, and how it can be transferred for use. 

  • Compare and collect data on water use at home, using surveys, graphs, and analysis to understand the patterns. 

  • Model how water moves across landscapes and how it is contained, particularly focusing on the piped delivery system of water from storage to tap. 

Music

Transdisciplinary Theme

How we express ourselves 

Central Idea

Composers use melody, rhythm and timbre to depict ideas, feelings, nature or beliefs

Lines of Inquiry

  • How music can represent different ideas, stories, and emotions. 

  • How musicians use elements of music (tempo, dynamics, pitch) to express emotions. 

  • How music makes us feel and why it affects our emotions. 

  • How we can create and perform music to express our own feelings. 

  • How different cultures use music to express identity and traditions.  

Specified Concepts 

perspective and reflective 

Learner Profile Attributes 

caring and open-minded 

 

Students Will

  • Actively listen to and respond to others’ musical ideas. 

  • Follow the teacher’s instructions to participate in musical activities. 

  • Identify and play the accent in a song using instruments or body percussion. 

  • Use musical vocabulary (beat, tempo, dynamics, pitch) accurately in conversation. 

  • Be encouraged to show care and respect when collaborating in music activities. 

  • Experiment and take risks while playing the chime bars. 

  • Read and perform the ‘tim-ka’ (dotted quaver) and ‘too-oo’ (minim) rhythmic patterns. 

  • Describe how musical elements (tempo, dynamics, pitch) contribute to different emotions in a song. 

  • Explain how emotions can influence the way we communicate through music. 

  • Select different pieces of music, connect them to emotions, and justify their choices. 

  • Demonstrate correct chime bar technique while playing. 

  • Identify and explain musical techniques that make a song sound ‘sad.’ 

  • Collaborate to create a short percussion performance that expresses an emotion. 

  • Reflect on an emotive song (I Wish) by writing, drawing, or sharing personal thoughts

Physical Education

Transdisciplinary Theme

How we express ourselves

Central idea

Fundamental Movement Skills (FMS) foster self-awareness, cooperation, appreciation of physical activity 

 

Lines of Inquiry 

  • The way we develop body awareness- exploring how Fundamental Movement Skills contribute to understanding our body and its capabilities.  

  • Different activities can foster cooperation, teamwork and communication among peers during activity.  

Specified Concepts  

Form 

Understanding how FMS serve a purpose in daily life and physical activities  

Responsibility

The importance of taking ownership of personal movement development and contributing positively to other team or class members   

Learner Profile Attributes  

principled and caring     

Students Will

  • Participate in team-building activities and exercises that enhance Fundamental Motor Skills (FMS). 

  • Engage in wellbeing focused "get-to-know-you" games, incorporating parachute activities for fun and cooperation. 

  • Be introduced to underarm throwing and rolling techniques through station-based activities and group work. 

  • Take part in engaging tag warm-ups while practicing spatial awareness, following rules, and staying within boundaries. 

  • Learn to care for sports equipment and develop personal organisational skills related to physical activities.