Primary Years Programme

Grade 2 - Unit #2
Learning Focus
 At VIS we strive to be:
We nurture our curiosity, developing skills for inquiry and research. We know how
Inquirers to learn independently and with others. We learn with enthusiasm and sustain our
love of learning throughout life.
ຄົນມັກຄົ້ົ ນຄວົ້ າຮ່ າຮຽນ ພວກເຮົາຮັກສາການຊອກຮູ້ ຮ່ າຮຽນ, ພັດທະນາທັກສະໃນການສອບຖາມ ແລະ ຄູ້ົ ນຄູ້ົ ວ.
ພວກເຮົາຮູ້ ວິທີການຮ່ າຮຽນດູ້ ວຍຕົວເອງ ແລະ ຮຽນຮູ້ ກັບຄົນອ່ ນ. ພວກເຮົາຮຽນດູ້ ວຍ
ຄວາມກະຕລລົູ້ນ ແລະ ຮັກສາຄວາມຮັກໃນການຮຽນຮູ້ ໄວູ້ ຕະຫຼອກຊີວິດ.

We develop and use conceptual understanding, exploring knowledge across a range

Knowledgeable of disciplines. We engage with issues and ideas that have local and global
significance.
ມີຄວາມຮອບຮົ້ ພວກເຮົາພັດທະນາ ແລະ ນາໃຊູ້ ຄວາມເຂູ້ົ າໃຈແນວຄວາມຄິດເພ່ ອຊອກຄວາມຮູ້ ໃນຫຼາກ
ຫຼາຍສາຂາວິຊາທ່ີ ແຕກຕ່ າງກັນ. ພວກເຮົາມີສ່ ວນຮ່ ວມກັບບັນຫາ ແລະ ແນວຄວາມຄິດທ່ີ
ມີຄວາມສາຄັນໃນລະດັບທູ້ ອງຖ່ີ ນ ແລະ ໃນລະດັບໂລກ.

We use critical and creative thinking skills to analyse and take responsible action
Thinkers on complex problems. We exercise initiative in making reasoned, ethical decisions.
ພວກເຮົາໃຊູ້ ທັກສະການຄິດຢ່າງມີວິຈາລະນະຍານ ແລະ ສູ້ າງສັນເພ່ ອວິເຄາະ ແລະ ແກູ້ ໄຂ
ຄົນມັກໃຊົ້ ຄວາມຄິດ
ບັນຫາທ່ີ ສັບຊູ້ ອນຢ່າງມີຄວາມຮັບຜິດຊອບ. ພວກເຮົາຝຶກຝົນຄວາມຄິດລິເລູ້ີ ມໃນການໃຊູ້
ເຫດຜົນ ແລະ ການຕັດສີນໃຈຢ່າງມີຈັນຍາບັນ.

We express ourselves confidently and creatively in more than one language and in
Communicators many ways. We collaborate effectively, listening carefully to the perspectives of
other individuals and groups.
ນັກສ່ ສານ ພວກເຮົາສະແດງອອກຄວາມເປັນຕົວເອງຢ່າງຫມັູ້ນໃຈ ແລະ ຢ່າງສູ້ າງສັນໃນຫຼາຍກວ່ າຫນຶ່ງ
ພາສາ ແລະ ໃນຫຼາຍວິທີທາງ. ພວກເຮົາເຮັດວຽກຮ່ ວມກັນຢ່າງມີປະສິດທິພາບ ແລະ ຮັບຟັງ
ຄວາມຄິດເຫັນຂອງບຸກຄົນ ແລະ ກຸ່ມຄົນອ່ ນໆຢ່າງຕູ້ັ ງອົກຕູ້ັ ງໃຈ.

We critically appreciate our own cultures and personal histories, as well as the
Open-minded values and traditions of others. We seek and evaluate a range of points of view, and
we are willing to grow from the experience.
ເປິດໃຈຮັບສິ່ງໃຫມ່ ໆ ພວກເຮົາຮູ້ ຄຸນຄ່ າຢ່າງສງຂອງປະຫວັດຄວາມເປັນມາ ແລະ ວັດທະນະທາ
ຂອງພວກເຮົາເອງເຊ່ັ ນດຽວກັບຮູ້ ຄຸນຄ່ າແລະວັດທະນະທາຮີດຄອງປະເພນີຂອງບຸກຄົນອ່ ນ.
ພວກເຮົາຄູ້ົ ນຄູ້ົ ວຮ່ າຮຽນ, ປະເມີນຄວາມຄິດເຫັນທ່ີ ຫຼາກຫຼາຍ ແລະ ພູ້ ອມທ່ີ ຈະເຕິບໂຕ ແລະ
ຮຽນຮູ້ ຈາກປະສົບການຕົວຈິງດູ້ ວຍຄວາມເຕັມໃຈ.
 We act with integrity and honesty, with a strong sense of fairness and justice,
Principled and with respect for the dignity and rights of people everywhere. We take
responsibility for our actions and their consequences.
ມີລະບຽບວິໃນ ພວກເຮົາປະພຶດຕົນດູ້ ວຍຄວາມຊ່ ສັດຊຸດຈະຫລິດ, ຢຶດຫມັູ້ນໃນຄວາມເປັນທາ ແລະ
ຢຸດຕິທາຢ່າງຫນຽວແຫນູ້ ນ ແລະ ມີຄວາມເຄົາລົບຕ່ ສັກສີ ແລະ ສິດທິຂອງຄົນອ່ ນຢ່ ທຸກ
ສະຖານທ່ີ . ພວກເຮົາມີຄວາມຮັບຜິດຊອບຕ່ ການກະທາ ແລະ ຜົນການກະທາຂອງພວກ
ເຮົາເອງ.

We show empathy, compassion and respect. We have a commitment to service,

Caring and we act to make a positive difference in the lives of others and in the world
around us.
ການເອົາໃຈໃສ່ ຜ່ ອ່ ນ ພວກເຮົາສະແດງຄວາມເມດຕາ, ຄວາມເຫັນອົກເຫັນໃຈ ແລະ ຄວາມເຄົາລົບນັບຖ.
ສ່ິ ງຂອງ ພວກເຮົາມີຄວາມມຸູ້ງຫມູ້ັ ນຕ່ ການໃຫູ້ ຄວາມຊ່ ວຍເຫຼອ ແລະ ສູ້ າງຄວາມແຕກຕ່ າງໃນແງ່
ບວກໃຫູ້ ຊີວິດຂອງຜ່ ອ່ ນໆ ແລະ ໃນໂລກອອູ້ ມຂູ້ າງຕົວເຮົາ.

We approach uncertainty with forethought and determination; we work

Risk-takers independently and cooperatively to explore new ideas and innovative strategies.
We are resourceful and resilient in the face of challenges and change.
ຄົນມີຄວາມກົ້ າທ່ີ ຈະສ່ ຽງ ພວກເຮົາກູ້ າປະເຊີນກັບຄວາມບ່ ແນ່ ນອນດູ້ ວຍຄວາມສຸຂມ ແລະ ຄວາມມຸູ້ງຫມູ້ັ ນ; ພວກ
ເຮົາເຮັດວຽກດູ້ ວຍຕົນເອງຢ່າງມີອິດສະຫຼະ ແລະ ມີການຮ່ ວມມກັບຄົນອ່ ນໃນການຮຽນຮູ້
ຄວາມຄິດ ແລະ ຍຸດທະວິທີໃນການຮຽນໃຫມ່ ໆ. ພວກເຮົາເປັນແຫຼ່ງຄວາມຮູ້ ແລະ ຍດຍຸ່ນ
ໃນການປະເຊີນກັບຄວາມທູ້ າທາຍ ແລະ ການປ່ຽນແປງ.

We understand the importance of balancing different aspects of our lives -

Balanced intellectual, physical, emotional and spiritual - to achieve well-being for
ourselves and others. We recognize our interdependence with other people and
ມີຄວາມສົມດຸນ with the world in which we live.
ພວກເຮົາເຂູ້ົ າໃຈເຖິງຄວາມສາຄັນຂອງຄວາມສົມດຸນໃນດູ້ ານຕ່ າງໆຂອງຊີວິດຂອງພວກ
ເຮົາເຊັ່ນ: ທາງດູ້ ານສະຕິປັນຍາ, ທາງດູ້ ານຮ່ າງກາຍ, ທາງດູ້ ານອາລົມແລະຈິດວີນຍານ
ເພ່ ອໃຫູ້ ພວກເຮົາ ແລະ ຄົນອ່ ນໆມີຄວາມເປັນຢ່ ທ່ີ ດີ. ພວກເຮົາຄານງເຖິງການເພ່ີ ງ
ພາກັນຂອງພວກເຮົາກັບຄົນອ່ ນໆ ແລະ ກັບໂລກທ່ີ ພວກເຮົາອາໄສຢ່ .

We thoughtfully consider the world and our own ideas and experience. We work
Reflective to understand our strengths and weaknesses in order to support our learning
and personal development.
ທົບທວນກ່ ຽວກັບໂຕເອງ ພວກເຮົາຄິດຄານຶງເຖິງໂລກ, ຄວາມຄິດ ແລະ
ປະສົບການຂອງພວກເຮົາເອງຢ່າງເລິກເຊ່ິ ງ. ພວກເຮົາພະຍາຍາມເຂົ້ົ າໃຈຈຸດດີ
ແລະ ຈຸດອ່ ອນຂອງພວກເຮົາເພ່ ອສະຫນັບສະຫນນການຮຽນຮົ້ ແລະ
ພັດທະນາພວກເຮົາເອງ.
 Dear Grade 2 Parents,

We are delighted to commence our second unit because it’s all about exploring our imagination! You child
will discover what inspires their creativity by becoming storytellers, actors/actresses, prop designers, and
costume creators.

Throughout this unit your child will discover what inspires them to be creative, so during this unit we’ll be
collaborating with performing arts, visual arts, and the makerspace.

If you are looking for ways to connect our learning at home, we encourage you to read your child’s
favourite story to them and ask them to change the characters, settings, or events from the story to create
a new story using their imagination. If you are making something at home then speak to your child about
the process while you create it or better yet, create it together!

If you have any questions please ask your child’s homeroom teacher.

Warm regards,

Grade 2 Team

Running Order for Units of Inquiry

Start: 8 August - Conclusion: 31 May

Who we are Unit #1

Start Date: 5 September Start Date: Start Date: Start Date:

Conclusion: 19 October Conclusion: Conclusion: Conclusion:

How we express ourselves Where we are in time How the world works Sharing the planet
and place
Unit #2 Unit #3 Unit #4 Unit #5

How we express ourselves

Central Idea

Imagination inspires creativity.

 Lines of Inquiry Key Concepts
An inquiry into... Looking at the learning through...

● What inspires us; ● Connection

● The process of creating; ● Function
● How we interpret and respond to creativity ● Perspective

Learning Descriptor

During this unit, we will be focusing on how our imagination feeds our creativity. We will explore creativity through
narrative writing and we will be using our performing and visual arts skills to make our stories more interesting. In
literacy, we will be investigating the “Talk for Writing” technique using a well-known story titled “Where the WIld
Things Are”. Your child will come to know this story extremely well through various retelling techniques. At the end of
this unit, your child will recreate this story adding their own imaginative characters, settings, sequence of events, and
props. Throughout the unit, we will examine the process of creating through role play, prop design, and puppet making,
which will help your child express their story to the class.

Approaches to Learning
Social Skills Self-management Research Skills Communication Skills Thinking Skills
Skills

● Respecting ● Gross motor ● Observing ● Listening ● Application

Others ● Spatial ● Planning ● Speaking ● Synthesis
● Cooperating awareness ● Writing
● Resolving ● Non Verbal
Conflict Communication
● Group Making
Decisions
● Accepting a
variety of group
roles

Attitudes ‘We will show’ IB Learner Profile ‘We will be’

● Enthusiasm ● Risk-taker
● Creativity ● Thinker
● Confidence ● Communicator

Subjects
Personal, Participation in a group can require
Social and group members to take on different roles
Physical and responsibilities.
Education.
Conceptual Understanding
Thinking about storybook
characters and people in real
life helps us to develop
characters in our own stories.
Emphasis
Teaching Approach
Writing Focus
Conceptual Understanding
The words we see and hear
Knowledge Base
Strand Learning Territories
● Recognize the different group roles and
responsibilities;
● Assume responsibility for a role in a group;
● Cooperate with others.
Language - Writing
Learning Territories
● With teacher guidance, publish written work, in handwritten form or in digital
format;
● Organize ideas in a logical sequence, for example, write simple narratives with a
beginning, middle and end;
● Engage confidently with the process of writing;
● Use graphic organizers to plan writing, for example, Mind Maps, storyboards;
● Participate in teacher conferences with teachers recording progress and noting
new learning goals; self-monitor and take responsibility for improvement;
● Proofread their own writing and make some corrections and improvements.
Expose Teach Consolidate
Expose means that Teach means that time will be Consolidate means that the
students will be spent explicitly teaching students will have
encountering that aspects of this text type. opportunities to practice this
text type, but not text type.
producing it.
Procedure Recount Exposition
Explanation Report Narrative and Description
Language - Reading
Learning Territories
● Make connections between personal experience and storybook characters;
enable us to create pictures in ● Understand that print is permanent, for example, when listening to familiar
our minds. stories, notices when the reader leaves out or changes parts;
● Participate in learning engagements involving reading aloud - taking roles and
reading dialogue, repeating refrains from familiar stories, reciting poems;

Language - Speaking and Listening

Conceptual Understanding Learning Territories

Spoken language varies
according to the purpose and
audience.
● Talk about the stories, writing, pictures and models they have created
● Retell familiar stories in sequence;
● Recognize patterns in language(s) of instruction and use increasingly accurate
grammar;
● Participate in a variety of dramatic activities, for example, role play, puppet
theatre, dramatization of familiar stories and poems;

Language - Viewing and Presenting

Conceptual Understanding Learning Territories

People use static and moving
images to communicate ideas
and information.
● View different versions of the same story and discuss the effectiveness of the
different ways of telling the same story, for example, the picture book version
and the film/movie version of a story;
● Use body language in mime and role play to communicate ideas and feelings
visually;
● Attend to visual information showing understanding through discussion, role
play, illustrations.

This unit of inquiry will be integrating with the following single-subject(s)

Visual Arts Performing Arts Physical Education Language Social and Emotional
Education

Learning Descriptor

Performing Arts: Students will collaborate to create some sound effects as well as dance moves and actions which will represent the story
“Where the wild things are.” Each move and sound will represent an emotion or message. The dances and sounds will be combined to create a
routine unique to each class. Students will present their performance to each other; interpreting the message and responding in an
appropriate fashion.
 During this unit of inquiry these single-subject(s) will be taught as stand-alone units

Visual Arts Performing Arts Physical Education Language Social and Emotional
Education

x x x

Learning Descriptor

Visual Arts: Students explore their creativity through active expression. During this unit of inquiry, students will explore the
relationship between artist and audience. They will ideate and create personal visions of character, attempting to communicate a
message. Grade 2 students will also contribute to a mural design done in collaboration with and in celebration of the school
community and our host / home country.

French / Chinese Language B: (Until October) In this Unit students will focus on how people use different eating habits. How to
express like and dislike related to food and the senses of taste and smell. They will work on how food can reflect different cultural
diversity. Students will make connection with their own cultural eating habit.

Physical Education: Blindfold Challenges - The students will work in pairs, small and large groups to complete a variety of
obstacles courses whilst blindfolded. Students will need to work cooperatively, create and agree upon forms of communication
that are clear, trust one-another and adopt a variety of group roles to ensure they are successful.

Mathematics - Number Unit of Inquiry (stand-alone)

Conceptual Understanding An inquiry into . . .

Whole numbers exhibit patterns ● The operations of addition and subtraction;

and relationships that can be ● The many mental methods that can be applied for exact and approximate
observed and described. computations.

Learning Territories

● Use the language of addition and subtraction, for example, add, take away,
plus, minus, sum, difference;
● Model addition and subtraction of whole numbers;
● Develop strategies for memorizing addition and subtraction number facts;
● Describe mental and written strategies for adding and subtracting two-
digit numbers;
● Use fast recall of addition and subtraction number facts in real-life
situations.
 You are next invited into school to learn more about your child’s learning and areas of growth on 12th of
October for Unit #2.

Unit #2 Unit #3 Unit #4 Unit #5 Unit #1

How we express Where we are in place How the world works Sharing the planet Who we are
ourselves and time

12 October 4 December 8 February 30 April 28 May

3 Way Conference Student-led Parent Teacher Student-led Student-led
Conference Conference Conference Conference

19 October 14 December 15 February 10 May 31 May

Report Card Report Card Report Card Report Card Report Card

Warm regards,

Grade 2 Team