Visual Art

Term 1 Unit of Inquiry is called “Expressing Emotions in Art”, which integrates with the Transdisciplinary theme- “How we express ourselves”. The Line of Inquiry is -The creative ways to explore our emotions. Students were inspired by cultural celebrations and their different art forms.

Students Participate In-

Designing their own Mandala to explore the emotion of happiness, inspired by the celebration of ‘Losar’ Tibetan New Year. They captured 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”. They explored the Japanese festival ‘Setsubun’, the students used their anger painted paper to create their own Beast, demonstrating drawing and collage skills.

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

Watching a traditional New Zealand Maori 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.

Japanese

Term Focus

Greetings, Classroom instructions, Classroom objects, Feelings and Emotions, Onomatopoeia PYP Unit of Inquiry - 'How We Express Ourselves' - Communication is influenced by feelings and emotions.

The students will be able to:
Do Japanese animal YOGA with SENSEI.
Say names of animals in the YOGA in Japanese.
Describe their summer holidays using an adjective: TANOSHE DES (It was fun.)
Spell HIRAGANA characters in the right stroke order.
Spell their name in KATAKANA characters.

Say greeting words. (KONNICHIWA, SAYONARA, OHAYO GOZAIMAS, MATANAY, MATA LYE SHOE)
Read/ write the greeting words in HIRAGANA characters.
Say classroom instructions (SHE ZOO KANI, MOO ICHIDO, DOUGH ZO, HAI, IIE, IMAS)
Read and spell the classroom words in HIRAGANA characters.
Describe what HINAMATSURI (dolls festival) is, as well as why, when, how Japanese people celebrate the festival.
Say classroom objects (stationery). (IISU, TSUKUE, EMPITS, KESHEGOMU, HASAMI, NOLEE, COO DASAI)
Read and spell the classroom objects in HIRAGANA characters.
Say feelings/ emotions words to express how they are feeling now (happy, excited, sad, nervous)

Music

Unit of Inquiry ' 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 their emotions through group performances with percussion instruments. Students will increase their music knowledge as they investigate tone colour, long and short sounds, long and short rhythms and ostinato patterns.

The Children Will:

Sing songs: promoting respect and a positive attitude e.g. The Middle
Make choices about sound: recognizing and playing rhythms in 2/4, 3/4, 4/4 (thinker)
Manipulate chants and simple songs to express ideas and emotions. They will do this by changing the different elements in music.
Explore body movements as a means of expression. eg. raps, 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.

Library

Revise and build on the children’s knowledge of the different locations in the library – picture fiction, easy fiction, fiction and non-fiction.

Revise the public access system, focussing mainly on a keyword search and remind students to observe the status of the book first (whether it is available).

Revise where a call number is when using the access system and NOT to confuse it with the barcode number.

Discuss the importance of library bags.

Refer to the essential agreement regularly when needed.

Incorporate the Unit Of Inquiry ‘How We Express Ourselves’ – “Communication is expressed by feelings and emotions” by reading ‘Worries Are Like Clouds’, ‘The Way I Feel” by Janan Cain and ‘The Giving Tree’ by S Silverstein.

Physical Education

The term one unit we are focusing on is “Who we Are”.

Focus: Parachute, team work and underarm throwing

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

This is achieved through the following -

Team Building Activities / Parachute / Fundamental Motor Skills.

Developing basic movement skills and more complex movement skills.

Continuing to practice, control and master Fundamental Motor Skills of Rolling, Under/Overarm Throw and Catching.

Looking after sports equipment and personal organization.

Concepts: Responsibility- looking after equipment, listening to instructions and understanding what the activity is and being able to participate to the best of their ability.

Learner Attributes: Caring and Open minded

Beaumaris North PS

Year 2 Specialist News - 2023 · 24 Feb 2023

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