Grade 2 Grade Level Guide 2013 - 2014
United Nations International School of Hanoi Grade 2 Grade Level Guide | 1
Message from the Elementary Principal Dear Parents The Grade 2 (G2) Level Team has prepared this guide to explain the Grade 2 curriculum and the procedures that are specific to Grade 2. You can use this handbook in addition to the general information provided in the Elementary School Parent and Student Handbook. Included in this information are samples of student learning outcomes for Grade 2. It is very important that you understand that these Student Learning Outcomes are part of a continuum – a continuing process of education – starting in Discovery and continuing through to Grade 5. The learning outcomes are based on the recognition that learning is a developmental process and that students within a single class will be operating at different levels of learning, understanding and achievement. This means, for example, that not all outcomes will be achieved by all students and some students will surpass these outcomes. The learning outcomes will, however, form a basis for planning units of work and for the assessment of student progress. If you would like further information about our curriculum, please do not hesitate to contact the school. We would be pleased to clarify and show you the continuum of learning that occurs from Discovery to Grade 5. Yours sincerely
Carole Denny Elementary Principal esprincipal@unishanoi.org
2 | UNIS Hanoi Elementary School
Message from the Grade 2 Team Dear Parents of Grade 2 Students Welcome to Grade 2. We trust that you will find this guide informative and helpful. It is intended to give you an overview of the Grade 2 area and some hints to help you and your child prepare for and to settle into this grade level. The grade level teachers will communicate with you on a regular basis throughout the year. We will also be inviting you to visit the school to celebrate your child’s learning and progress at regular intervals. This guide may not answer all the questions or help settle every anxiety or concern that you may have. So please do not hesitate to contact your child’s teachers or the Grade Level Team Leader if you have any need for clarification or further information. It is our hope that we can build a partnership this year through keeping all possible channels between the home and school as open as possible. We look forward to working closely with you this year. Yours sincerely The Grade 2 Team
Grade 2 Grade Level Guide | 3
Table of Contents 2
Message from The Elementary Principal and The Grade 2 Team
11 English
5
Who’s Who in Grade 2
11 Mathematics
6
Grade 2 Procedures
12 Science
What to Bring Home Folder Code of Conduct: Class Agreements Making Friends Expectations of Work Birthdays Communication
7
Homework Grade 2 Homework Responsibilities for all Grades
7
How Parents Can Help In The Class Field Trips
8
International Baccalaureate Primary Years Programme (IBPYP)
10 The Programme of Inquiry for Grade 2
4 | UNIS Hanoi Elementary School
Grade 2 Subjects
12 Social Studies 13 Visual Arts 13 Music 14 Drama 14 Vietnamese Foreign Language 15 Vietnamese Mother Tongue 16 French Language 17 English as an Additional Language: EAL 18 Physical Education 19 Information & Communication Technology(ICT)
Who’s Who in Grade 2 Grade Level/Subject Area
Name
Class
Class Teacher and Grade Leader
Melanie (Mel) Taylor
2MT
mtaylor@unishanoi.org
Class Teacher
John Cushing
2JC
jcushing@unishanoi.org
Class Teacher
Bronwyn McLure
2BM
bmclure@unishanoi.org
Class Teacher
Tabitha Bell
2TB
tbell@unishanoi.org
Teacher Assistant
Do Thi Thu Huong/ Bach Vu Tra My (Sub TA)
dtthuong@unishanoi.org bvtmy@unishanoi.org
Teacher Assistant
Nguyen Thi Thu Hang
nthang@unishanoi.org
English as an Additional Language (EAL)
Nicole Moodie
nmoodie@unishanoi.org
EAL Assistant
Le Thi Hoang Linh
lthlinh@unishanoi.org
Patricia Dingelstad
pdingelstad3@unishanoi.org
Krista Ramsay
kramsay@unishanoi.org
Alexis Ramsey
aramsey@unishanoi.org
Music
Grant Chamberlain (Sub Teacher)
gchamberlain@unishanoi.org
Art and Music Assistant
Nguyen Thi Thanh Mai
nttmai@unishanoi.org
Drama
Zippy Doiron
azdoiron@unishanoi.org
Information Technology
Michelle Luna Matias
mmatias@unishanoi.org
Information Tech Assistant
Nguyen Thi Thanh Nhan
nttnhan@unishanoi.org
David Cumming
dcumming@unishanoi.org
Cameron McHale
cmchale@unishanoi.org
Nguyen Van Pho
nvpho@unishanoi.org
Tran Kim Dung
tkdung@unishanoi.org
Tran Thi Xuan
ttxuan@unishanoi.org
Nguyen Thi Thu Huyen
ntthuyen@unishanoi.org
Clemence Barbier
cbarbier@unishanoi.org
Claire Holbein
cholbein@unishanoi.org
Laurie Rombaut-Pierlovsi
lrombaut@unishanoi.org
Julie Porter
jporter@unishanoi.org
Learning Support
Mary Pool (Speech and Language Specialist )
mpool@unishanoi.org
Learning Support Assistant
Dang Thanh Hoa
dthoa@unishanoi.org
Thomas Cole
escounselorcole@unishanoi.org
Andrea Fleming
escounselorfleming@unishanoi.org
Librarian
Julie Conroy
eslibrarian@unishanoi.org
Library Assistant
Le Bach Quynh
lbquynh@unishanoi.org
Visual Arts
Physical Education (PE) PE Assistant Vietnamese Foreign Language Vietnamese Mother Tongue French Language
Counsellor
Grade 2 Grade Level Guide | 5
Grade 2 Procedures What to Bring
• Hat. • Water bottle. • Full change of clothing clearly labelled with your child’s • •
name (this should be kept in the school bag or classroom locker and replaced when necessary). Good fitting shoes and sandals (not flip flops or slip on shoes). For Physical Education (PE): PE T-shirt, shorts and runners, hat, swimwear and towel for swimming lessons.
Home Folder
All Grade 2 students are given a Home Folder at the beginning of the year. The Home Folder is used to bring homework and contact book to and from school. The children are expected to take the Home Folder out of their bags in the morning and return books or notices to their teacher.
Code of Conduct: Class Agreements
This will be discussed by the teacher with students in the first week of school. The agreements about conduct – for example, listening to others, respecting property – will be on display in the classroom throughout the year. Children will be expected to honour these agreements.
Making Friends
If your child is new to UNIS, your child’s teacher will nominate a buddy to help your child settle into School.
Expectations of Work Handwriting We practice the New South Wales print script.
Recording Work In class students have books for specific subject areas; for example, Math or Language.
Portfolios Students and/or teacher select work to go into the Portfolios which will be shared with you throughout the year.
Spelling We use a variety of spelling techniques within the classroom. Students homework will include weekly spelling practice.
6 | UNIS Hanoi Elementary School
Birthdays
We love to celebrate birthdays in Grade 2. If your child is having a birthday and you would like to bring something to share, please send a note to your child’s teacher at least one day before. Sharing can take place during snack. Please have the cake (or other food such as cookies) delivered to the classroom by 09:20. Also send plates or napkins, forks, a knife to cut it, and candles along with the cake. We request that you do not send any soda or other drinks; the students all have water bottles. Also, please do not send candy or sweets. A cake or other snack will be sufficient. Please make sure that birthday food does not contain peanuts as some children are fatally allergic to nuts!
Communication Communication Book Grade 2 students are given a Communication Book at the beginning of the school year which is your way to communicate directly with the teachers and to maintain your child’s reading log. The Communication Book is a space for parents and teachers to communicate with each other. If you have something important to tell us, please write a note in this book and ask your child to hand this book directly to the teacher before class starts. Homeroom teachers prefer parents to communicate through the Communication Book, or directly by email which is received by mid-day.
Direct Contact If you would like to talk to your child’s teacher, please write a note with a suggested time outside school hours in the communication book or send an email. As you can understand, teachers cannot take phone calls during class time, so please don’t ring but feel free to email about any concerns or use the time at the Parent/Teacher Conference, scheduled in Semester 1, or the Student Led Conferences, scheduled in Semester 2.
Homework
How Parents Can Help
The purposes of homework are to practice newly taught skills, review previously mastered skills, develop independent study habits, or extend and enrich the curriculum.
Grade 2
For Grade 2, homework is set on Monday and should take students approximately 20 to 30 minutes per night. Daily reading should take up between 10 to 20 minutes of the 20 to 30 minutes your child should spend on homework. Spelling and/ or Maths should take about 10 minutes. On occasion, students may be asked to do subject specific work to support teaching and learning in that subject area; for example, music practice. EAL Students will have differentiated homework commitments.
Homework Responsibilities Students • Record homework assignment and ask for help if the assignment is not clear.
• Have and complete, neatly, a homework notebook. • Take responsibility for setting a time to complete homework. • Remember to take home all material needed for the suc• • • •
cessful completion of homework. Bring the completed homework back to school by the due date. Maintain a high quality of work. If absent, take responsibility for finding homework missed. Involve your parents – but don’t ask them to do the homework for you.
Parents • Promote a positive attitude towards homework. • Understand and reinforce expectation for quality of work. • Provide a positive environment for the students to work. • Be available to support and supervise – without doing the
In the Class
We encourage parents to come into the classroom and share their experience in an activity that is relevant to what the children are studying. This could be a parent’s job or information about their home country. This helps the children see how learning that occurs in school is translated into the real world. If you have any knowledge/expertise please talk to your child’s teacher. Often one or two people become Class Parents. These parents are responsible for helping plan class celebrations, helping with special activities in the room and welcoming new families into the class. For more information, see the Elementary Parent and Student Handbook.
Field Trips
We shall be going on a number of field trips this year. Parents are asked to come to help with supervision and to facilitate learning. Usually parents volunteer for particular trips and are responsible for a group of children and function as the leader of that group.
work.
• Communicate with the teacher if it appears the work is causing problems.
• Check that you understand the requirements set by the •
school for homework: how much time, what type of work and what level of support. Learn how you can support your child with their homework.
Grade 2 Grade Level Guide | 7
International Baccalaureate Primary Years Programme (PYP) At UNIS Hanoi we are authorized to teach the International Baccalaureate Primary Years Programme (IBPYP). The IBPYP is an integrated curriculum that is relevant, challenging and engaging for learners from Discovery to Grade 5. It is a process-led, inquiry-based curriculum framework that actively encourages students to ask questions and seek answers about the world around them.
Inquiry-based learning involves:
• Exploring, Wondering And Questioning; • Experimenting And Playing With Possibilities; • Making Connections Between Previous Learning And Current Learning;
• Making Predictions And Acting Purposefully To See What • • • • • • •
Happens; Collecting Data And Reporting Findings; Clarifying Existing Ideas And Reappraising Perceptions Of Events; Deepening Understanding Through The Application Of A Concept; Making And Testing Theories; Researching And Seeking Information; Taking And Defending A Position; And Solving Problems In A Variety Of Ways.
Much of the curriculum is arranged and taught through large, cross-curricular units of study known as units of inquiry. Throughout the elementary school these units of inquiry are arranged under six themes. These same themes are repeated every grade level. The themes are:
• • • • • •
Who We Are Where We Are in Place and Time How We Express Ourselves How the World Works How We Organize Ourselves Sharing the Planet
8 | UNIS Hanoi Elementary School
All of the units of inquiry which the students learn about are together known as the Programme of Inquiry All curriculum areas are integrated where appropriate however single subject teaching also occurs separately. In Grade 2 the homeroom teacher teaches most of the subjects however the children attend specialist lessons for Art, The aim of all IB programmes is to develop internationally minded people who, recognizing their common humanity and shared guardianship of the planet, help to create a better and more peaceful world.
As IB learners we strive to be: Inquirers We nurture our curiosity, developing skills for inquiry and research. We know how to learn independently and with others. We learn with enthusiasm and sustain our love of learning throughout life.
Knowledgeable We develop and use conceptual understanding, exploring knowledge across a range of disciplines. We engage with issues and ideas that have local and global significance.
Thinkers We use critical and creative thinking skills to analyse and take responsible action on complex problems. We exercise initiative in making reasoned, ethical decisions.
Communicators We express ourselves confidently and creatively in more than one language and in many ways. We collaborate e-ectively, listening carefully to the perspectives of other individuals and groups.
Principled We act with integrity and honesty, with a strong sense of fairness and justice, and with respect for the dignity and rights of people everywhere. We take responsibility for our actions and their consequences.
Open-minded We critically appreciate our own cultures and personal histories, as well as the values and traditions of others. We seek and evaluate a range of points of view, and we are willing to grow from the experience.
Caring We show empathy, compassion and respect. We have a commitment to service, and we act to make a positive di-erence in the lives of others and in the world around us.
Risk-takers We approach uncertainty with forethought and determination; we work independently and cooperatively to explore new ideas and innovative strategies. We are resourceful and resilient in the face of challenges and change.
Balanced We understand the importance of balancing di-erent aspects of our lives -intellectual, physical, and emotional - to achieve well-being for ourselves and others. We recognize our interdependence with other people and with the world in which we live. Reflective We thoughtfully consider the world and our own ideas and experience. We work to understand our strengths and weaknesses in order to support our learning and personal development.
Grade 2 Grade Level Guide | 9
Programme of Inquiry: Grade 2
Overview During this ‘hands on’ scientific unit students investigate the different states of matter: solid liquid and gas. Students investigate the effect of heating and cooling on materials such as freezing water and melting chocolate. They investigate how some changes are irreversible (such as cooking biscuits) while others are reversible. Students design their own experiments and develop a range of scientific inquiry skills e.g. questioning, observing, making predictions and measuring.
Main Concepts Changes of state, solid, liquid, gas, melting, freezing condensation, evaporation., materials & their properties
Central Idea Matter exists in many forms and can be changed
A unit focused on investigative Science
CHANGING MATERIALS
An inquiry into: How the world works
UNITS OF INQUIRY – GRADE 2 An inquiry into: How we express ourselves
WIDER WORLD A unit focused on The Arts.
An inquiry into: Where we are in place and time
LET’S SOCIALIZE A unit focused on Social Studies (Geography). Central Idea Art can be appreciated in different ways depending on what connection you make to it.
An inquiry into: Who we are
A unit focused on Personal Social and Emotional Learning. Central Idea There are connections (similarities) between local physical geography and global physical geography
THROUGH THE EYES OF AN ARTIST
Central Idea Having an awareness of our personal social strengths and challenges helps us to learn, socialise and be happy. Main Concepts Geography, location, landscape, aerial view, direction, key/legend.
Main Concepts Communication, friendship, happiness, personal strength, personal challenge, social skill, respect, cooperation, conflict resolution, sharing. Overview During this unit students investigate the physical geography of Vietnam and other countries including rivers, mountain ranges and seas. Using map reading skills such as plan views, using coordinates cardinal directions (N.S.E.W.) and mapping keys, students investigate major world geography such as oceans, continents and the Equator.
Main Concepts Perspective, expression, fact, opinion, reflection, intention, colour, shape, form, texture, line, purpose, audience, interpretation.
Overview During this unit students investigate the different sorts of social behaviour which help humans to socialize effectively. Using cooperative games and group challenges as a vehicle, students become familiar with their new classmates and uncover some of their own strengths and areas for growth. They reflect on the challenges of working in groups. Students learn about some of the social skills which help people to get along (e.g. taking turns, being polite and including everyone in decision making.)
Overview During this unit students investigate different forms of art and the messages and purposes behind them. Students are given the opportunity to respond to a wide range of artwork. They are asked to consider the intended audience and the feeling the art conveys. Students take inspiration from the artwork they have seen to create their own exciting original works of art.
An inquiry into: How we organize ourselves
CHANGING TRANSPORT
A unit focused on Social Studies.
Central Idea The change of transport over time affects how humans live.
Main Concepts cause & effect, transportation, chronology, change, system, connection, function, goods, innovation,
Overview During this unit students investigate the effect of transport on people’s lives and how this effect has changed over time. Students research the range of different forms of transportation and they consider the effects of different forms on the environment.
An inquiry into: Sharing the planet
WATER CHALLENGE!
A unit focused on Social Studies and Earth Science.
Central Idea The way humans use and treat water presents challenges for themselves and the environment.
Main Concepts Limited resources, cycle (water cycle), scarcity, availability, pollution, conservation, cycles evaporation, states of matter, precipitation, consumption, cause and effect, mismanagement,
Lines of inquiry During this unit students investigate how humans use and treat water and how humans affect the availability of clean water. Students carry out scientific investigations to investigate each stage of the water cycle. They investigate water pollution and undertake environmental challenges such as filtering dirty water.
10 | UNIS Hanoi Elementary School
English
Mathematics
The strands of the UNIS Hanoi English curriculum are Listening and Speaking, Reading, Writing and Viewing and Presenting.
The strands of the UNIS Hanoi Mathematics are Number, Pattern and Function, Measurement, Data Handling and Space and Shape The following outcomes have been drawn from the UNIS Hanoi Mathematics curriculum:
The following outcomes have been drawn from the UNIS Hanoi English curriculum.
The outcomes for English in Grade 2 include: Listening and Speaking • Works and cooperates in pairs and groups in informal and formal situations
• Organises thoughts and feelings before speaking • Takes conversational turns as speaker and listener Reading • Reads aloud with fluency, expression and with regard to punctuation
• Uses a range of strategies when reading • Reads for pleasure, instruction and information • Understands and responds to the ideas and feelings in various texts by maintaining reflections in a reading
Writing • Writes independently and with confidence • Accurately spells high frequency and familiar words and applies their knowledge of spelling patterns
• Uses appropriate punctuation to support meaning • Writes within a range of genres including stories, reports, procedures, expositions
• Rereads written work, uses a range of strategies to revise and publish their own work
Viewing and Presenting • Searches for records and presents information from a variety of texts
• Begins to select the appropriate presentation format for their work.
For more information about the English programme in Grade 2 contact your child’s teacher.
The outcomes for Mathematics in G2 include: Number, Pattern and Function) • Counts, compares and orders numbers to 1000 • Reads and writes whole numbers to 1000’s • Understands the relationship between addition and • • • • • •
subtraction Begins to use estimation, approximation and rounding to 10 to check answers Is able to add and subtract 2 digit numbers (horizontally and vertically) including exchanging to 100 Explores multiplication and division using the terms “groups of” and “sharing between” Knows and uses the 2, 5, and 10 times tables Recognises and uses simple fractions that are several parts of a whole Recognises, describes and extends patterns in numbers to 100
Data Handling • Collects and displays data in a bar graph and interprets results • Creates and compares sets from data using diagrams • Identifies, predicts and places outcomes in order of likelihood; impossible to certain
Measurement • Estimates, measures, labels and compares standard • •
measurement units of length, mass, and capacity Understands that 1 metre is equivalent to 100 cm and 1000 metres is equivalent to 1 km Estimates, measures and compares lengths of time; seconds, minutes and hours
Shape and Space • Sorts, describes and models 2D and 3D shapes using ap•
propriate mathematical vocabulary Identifies lines of symmetry
This subject area is currently being reviewed by the curriculum review team and will be updated throughout the year. For more information about the Mathematics programme in Grade 2 contact your child’s teacher.
Grade 2 Grade Level Guide | 11
Science
Social Studies The strands of the UNIS Hanoi Social Studies curriculum are Human Systems and Economic Activities, Social Organization and Culture, Continuity, Change Through Time, Human and Natural Environments, Resources and the Environment.
In Grade Two the outcomes for Social Studies include
• Explore how systems influence lifestyle and environment • Compare transportation systems within the local community to those in other communities
• Explain how and why changes in transport have occurred The strands of the UNIS Hanoi Science curriculum are Science Understanding (Biological, Chemical, Physical, Earth and Space), Science as a Human Endeavour and Science Inquiry Skills
over time
• Examine the impact of technological advances in transport on the environment.
• Demonstrate a positive attitude towards learning • Exhibit skills and strategies for organizing groups
The outcomes for Science in G2 include:
•
Science Understanding • Everyday materials can be physically changed in a variety
• •
• Solids, liquids and gases have different observable prop-
•
• A change of state between solid and liquid can be caused
•
Science as a Human Endeavour • Science involves asking questions about, and describ-
•
of ways
erties and behave in different ways by adding or removing heat
ing changes in, objects and events People use science in their daily lives including when caring for their environment and living things
Science Inquiry Skills • Participate in different types of guided investigations to • •
explore and answer questions, such as manipulating materials, testing ideas, and accessing information sources Use informal measurements in the collection and recording of observations, with the assistance of digital technologies as appropriate Through discussion, compare observations with predictions
12 | UNIS Hanoi Elementary School
• •
through playing games Recognize how his or her choices and behaviours affect learning in and out of the classroom Demonstrate an understanding of safety during fair play Recognise that rules are required for playing and learning Locate on a globe or map his or her place in the world, and its relationship to various other places Use a variety of resources and tools to gather and process information about various regions and different ways of representing the world Explain how people’s perceptions and representations of place have changed over time Explore the evidence that helps people learn about places and their inhabitants. Recognise physical and political features of the world
Visual Arts
Music The music curriculum is intended to help students develop understanding and appreciation of music, as well as practical skills, so that music can provide a life-long source of enjoyment and personal satisfaction. Music is a fundamental form of both personal and cultural expression. Music allows us to express our feelings and ideas about ourselves and our place in the world. Through music students can appreciate and understand aspects of their own culture as well as the culture of others.
The visual arts programme plays a fundamental part in the education of the whole child. It provides students with a unique means of communicating what they see, think and feel whereby students come to know and appreciate the world around them. The visual arts curriculum is arranged into subject specific strands. The visual art strands are: Creative Processes, Elements of Art and Design, Visual Arts in Society, Reflection and Appreciation. Through these strands students will develop their imagination and creativity, learn about theoretical and practical aspects of art and design, study and appreciate a range of work. They will understand the role that visual art plays in society and in diverse cultures both historical and contemporary. Whenever possible and appropriate the arts programme supports or is integrated into the programme of inquiry. However there are times when the visual arts programme offers independent inquiry into art related ideas and concepts or skill based teaching.
The outcomes for Grade 2 include: Creative Processes • Create artwork that communicates ideas for a specific purpose
Techniques and Processes • Demonstrate controlled use of art tools and materials Reflection and Appreciation • Demonstrate skills in interpreting and evaluating work Teacher Contact Patricia Dingelstad pdingelstad3@unishanoi.org
Students are encouraged to consider music as a means of communication and as an expressive language with creativity at its heart.
Classroom Programme
Each level from Discovery to Grade 5 has its own set of music process outcomes reached through the following content: • Singing • Playing instruments • Creating/composing • Listening to and appreciating a variety of music including music from many cultures.
Grade 2 Outcomes Include
• Sings with others developing ensemble skills • Creates and performs music • Identifies the sounds, names and family groups of orchestral instruments
Grade 2 students have the opportunity to have individual piano lessons as part of the UNIS Music Academy. Lessons are held after school or on Saturday mornings. For more information or registration please contact Ms. Tran Thi Cham umaofficer@unishanoi.org.
Teacher Contact Sally Oxenberry soxenberry@unishanoi.org Alexis Ramsey aramsey@unishanoi.org Grant Chamberlain (Sub Teacher) gchamberlain@unishanoi.org
Krista Ramsay kramsay@unishanoi.org
Grade 2 Grade Level Guide | 13
Drama
Vietnamese Foreign Language At UNIS Hanoi in the Elementary School, Vietnamese is an optional language choice from Grade 1 to Grade 5. The Vietnamese Language Programme is offered to all students, except those enrolled in EAL I. In the Elementary School at UNIS Hanoi the Grade Two Vietnamese Foreign Language programme focuses on Vietnamese language programme focuses on listening and speaking using Vietnamese language. The aim of studying Vietnamese is not only acquiring language, but also developing thinking skills that reflect the IB Learner Profile.
Drama explores how we express ourselves physically and vocally. Within the IB PYP Drama is an element of the Arts and it is based on two strands; creating and responding. In creating, students explore the use of facial expressions, gestures, movement, posture and vocal techniques to convey emotional or cultural meaning to both characters and stories. Students are exposed to a variety of dramatic forms including creative movement, impersonation, improvisation, mask work, mime, musical, role play, pantomime, puppetry, re-enactment, scripted drama, and skit.
The Vietnamese Foreign Language Programme in Grade Two includes:
In responding, students experience a wide variety of scripts and stories from different times, cultures and places and, where possible, access live theatre performances and presentations. Students have opportunities to present their creative work to an audience, to witness their peers in performance and through this become critically aware audience members.
• A specialist Vietnamese teacher. • A language programme with diverse communicative ac-
Teacher Contact
•
Zippy Doiron azdoiron@unishanoi.org
tivities (e.g. role-plays, games, songs, creative work) give the students the opportunity to develop listening and speaking skills, as well as reading and writing skills. A cultural studies component which allow students opportunities to explore different aspects of Vietnamese culture (food, clothing, lifestyle, traditional celebrations, performing arts, customs, religions, and fieldtrips to significant places).
The outcomes in Grade Two include: Speaking and listening: • Responds to simple instructions • Pronounces words clearly and audibly • Applies learned language in classroom situations
14 | UNIS Hanoi Elementary School
Reading : • Gains specific vocabulary related to the Unit studied • Associates simple Vietnamese words with their meaning in familiar situations
Writing: • Writes simple words within unit studied • Forms simple sentences using familiar words
The units studied allow students to engage in conversations on everyday life. The following units will be covered throughout the year; Healthy Vegetables, Tet Trung Thu - Moon Festival Celebration, My Birthday, Transportation and Direction, Animals’ Habitats, and Vietnam - our host country.
Teacher Contacts Tran Kim Dung tkdung@unishanoi.org
Tran Thi Xuan ttxuan@unishanoi.org
Vietnamese Mother Tongue At UNIS Hanoi in the Elementary School, Vietnamese Mother Tongue is an optional language choice for Vietnamese students from Grade 1 to Grade 5. We believe that the Vietnamese Mother Tongue Programme plays an important part of a child’s education. It is necessary for students to not only learn their mother tongue, but also maintain culture and traditions. The students will focus on listening, speaking, reading and writing skills. Through their learning they will understand and respect the beauty of language and be able to apply their learning. The aim of studying Vietnamese Mother Tongue is not only acquiring language, but also developing thinking skills that reflect the IB Learner Profile.
The Vietnamese Mother Tongue Programme in Grade 2 includes:
• A specialist Vietnamese teacher. • A mother tongue programme with diverse communi-
•
•
cative activities (e.g. role-plays, games, songs, creative work) give the students the opportunity to develop listening and speaking skills, as well as reading and writing skills. A cultural studies component which allow students opportunities to explore different aspects of Vietnamese culture (food, clothing, lifestyle, traditional celebrations, performing arts, customs, religions, and fieldtrips to significant place). Whenever possible and appropriate the programme supports or is integrated into the programme of inquiry. However there are times when the programme offers
independent inquiry into related ideas and concepts or skill based teaching.
The outcomes in Grade 2 include: Listening and speaking: • Listens attentively, responsively and is aware of audience • Listens and retells texts using pictures • Expresses their feelings, thoughts toward texts, different situations
Reading: • Read aloud texts clearly with regard to punctuation • Understands and responds to what has been read • Shows an interest in fiction and non- fiction literature Writing: • Writes in a consistent, legible style • Begins to use appropriate punctuation to support meaning
• Is able to write short, simple texts The units studied allow students to engage in conversations on everyday life. The following topics will be covered throughout the year. The units are: Being a student, People around us, Famous people, Animals
Teacher Contact Nguyen Thi Thu Huyen ntthuyen@unishanoi.org
Grade 2 Grade Level Guide | 15
French Language The outcomes in Grade 2 include: Listening and speaking: • Understand a small presentation and recognize simple words • Understand instructions about situations in class and act consequently
• Make small sentences to talk about themselves or somebody else with simple words
• Answer simple questions • Ask for useful things to work in the classroom • Speak with correct pronunciation At UNIS Hanoi in the Elementary School, French is an optional language choice from Grade 1 to Grade 5. The French Language Programme is offered to all EAL students, except those enrolled in EAL I. In the Elementary School at UNIS Hanoi the Grade 2 French Language programme focuses on listening and speaking, reading and writing using French language. The aim of studying French is not only acquiring the language, but also developing thinking skills that reflect the IB learner profile.
The French Language Programme in Grade 2 includes:
• A specialist French teacher, native speaker. • A language programme with diverse communicative
•
activities (e.g. role-plays, games, songs, photo stories, creative work) that give the students the opportunity to develop listening and speaking skills. A cultural studies component which allow students opportunities to explore different aspects of French or Francophone culture (food, clothing, lifestyle, geography, traditional celebrations, arts).
Whenever possible and appropriate the French programme supports or is integrated into the programme of inquiry. However there are times when the French programme offers independent inquiry into related ideas and concepts or skill based teaching.
16 | UNIS Hanoi Elementary School
Reading: • Recognize words in a text • Understand a small presentation with simple words • Read basic sentences with a correct pronunciation Writing: • Write small sentences about themselves or somebody they know
• Spell correctly the words learnt The topics studied allow students to engage in conversation on everyday life. Topics are personal information, classroom environment, weather, nature and daily activities.
Teacher Contacts Clemence Barbier cbarbier@unishanoi.org Claire Holbein Laurie lrombaut@unishanoi.org Rombaut-Pierlovsi cholbein@unishanoi.org
English as an Additional Language (EAL) What is the Aim of the EAL Programme?
As a programme committed to excellence in EAL education, the ES EAL Programme will provide each EAL student with the English language support they need to be academically and socially successful at UNIS Hanoi while striving to respect the integrity of each student’s cultural identity and promoting the use of the mother tongue.
What is the EAL Methodology?
The EAL Programme will reach its aim through a ‘wholeschool’ approach to the education of EAL students based on current theories of additional language learning for the specific needs of the UNIS Hanoi ES EAL school population.
How are students identified and placed in the EAL Programme?
The majority of students whose mother tongue is not English must sit for standardized English language testing. These test results and student background information provide the data used to determine English language proficiency and placement within or out the EAL Programme.
What are the levels of EAL Support? EAL I EAL I students, ‘Beginning’ to ‘early intermediate’ levels, attend regularly scheduled EAL I classes during the week. EAL I classes are self-contained, but the activities and materials are directly related to those being used in the grade-level classroom. In general, the goal of EAL I is to develop each EAL learner’s survival and basic social and academic English skills as related to supporting success in the mainstream classes and the social environment of the school. In addition, EAL teachers also support EAL I students in the grade-level classes during the day.
EAL II EAL II students, ‘intermediate’ to ‘proficient’ levels, often receive special English language support both in the grade-level class and in special ‘pull-out’ classes to meet their specific English language needs, as determined by the EAL teacher. In general, the goal of EAL II is to provide students with specialized academic English support that targets higher-level language instruction focusing on the development of academic reading and writing skills as they directly relate to the taught curriculum of the respective grade levels.
EAL Monitoring This phase of support is for students who have exited the EAL Programme or for new students who have been assessed to be above ‘proficient’ but still may be in need of minor EAL services. In this phase of support EAL teachers monitor these students’ English language usage within the mainstream grade-level class and provide minor academic English support on an individual basis as needed. If a student appears to be in need of greater support, beyond the monitoring level, they may be asked to enroll in to the EAL II class.
How is English language progress assessed?
An EAL student’s language learning progress is measured systematically through a variety in-class performance assessments and standardized testing on a regular basis. When a student has demonstrated that they have the requisite benchmarked skills to advance within or exit out of the EAL Programme, they are promoted to the next level of support which can occur at any time in the academic year.
Teacher Contacts Nicole Moodie nmoodie@unishanoi.org Grade 2 EAL Teacher & Elementary EAL Coordinator
Grade 2 Grade Level Guide | 17
Physical Education • Identify physical activities they feel they do well • Demonstrates a variety of swimming and water safety skills • Explores basic athletics skills, including throwing, jumping and running
Movement Skills • Move through general space while maintaining control • • • Physical education (PE) offers students the opportunity to discover the capabilities of their bodies in a variety of ways. Students will engage in a number of activities that will develop gross motor skills that will be applied in various sports in future. Students will develop skills that they may apply in a variety of contexts within and beyond the school setting. These skills include the use of proper safety precautions when engaging in physical activities, recognition of the importance of fair play, use of cooperative behaviors and the ability to function as part of a group or team. Students will be introduced to some of the elements of a healthy lifestyle. The Physical Education curriculum is arranged into subject specific strands. These strands are: Adventure challenge, Athletics, Movement to Music, Games, Gymnastics, Health related activities, and Swimming.
The outcomes for Grade 2 include: Active Living • Describe benefits of regular participation in physical activity (e.g., it’s fun, it’s good for their bodies, it
• Provides opportunities to make new friends) • Identify the parts of the body that can work together during physical activity (e.g., heart, lungs, legs,
• Arms, feet, hands) • Identify choices they can make to be more physically active • Describe the importance of choosing healthy food as fuel for physical activity
18 | UNIS Hanoi Elementary School
(e.g., walking in a circle in the same direction) Demonstrate proper technique for performing specific manipulative movement skills Change level of body position while maintaining control (e.g., high, medium, low) Demonstrate proper technique for performing specific locomotor movement skills
Safety, Fair Play and Leadership • Describe why safety guidelines for physical activity are important
• Respond appropriately to instructions and safety guide•
lines when participating in physical activity Work co-operatively with others during physical activity (e.g., taking turns, encouraging others)
What to Wear PE kit should include: • Appropriate Sport shoes (sandals or flip flops are not acceptable PE Shoes). • A UNIS T-shirt, or House t-shirt. • Shorts or Sports Pants (Jeans and slacks are not acceptable PE clothes). • Layers of clothing during cooler months so students can take a layer off after they start running around and warm up. • A hat for sun protection. (sun screen) and a rain coat when required • A Water-bottle.
Information and Communication Technology (ICT) UNIS Hanoi recognizes the impact of information and communication technology (ICT) in the educational process. We believe that when used appropriately, technology provides opportunities to support, engage, enhance and transform student learning. The Elementary school strives to create learning experiences where technology is integrated through all curriculum areas and are learned in meaningful ways in the context of classroom learning. Using a variety of multimedia resources such as laptops, digital/video cameras and other mobile devices, the students are equipped with the skills and knowledge they need as they prepare to learn and live productively in an increasingly digital world. The ICT skills and knowledge are evaluated using the following NETS Standards for students: • Creativity and Innovation • Communication and Collaboration • Research and Information Fluency • Critical Thinking, Problem Solving, and Decision Making • Digital Citizenship • Technology Operations and Concepts
UNIS Hanoi Elementary has adopted a flexible learning model that encourages teachers to collaboratively identify and agree on the aims and uses of ICT before integrating technology in the classrooms. To provide more student support, the homeroom teachers work together with the Technology Coordinator in integrating technology into the curriculum.
ICE Block: Innovation, Creativity, Expression Students learn The Arts through a holistic learning by inquiry approach rotating through a rich variety of mediums including Visual Art, Drama, Dance, Media Arts and Music. The learning experience is collaborative, broad and flexible through a quarterly block schedule in The Arts. Students will have an opportunity throughout the year to present their exploratory findings to Parents and the UNIS Community.
Teacher Contact Michelle Luna Matias mmatias@unishanoi.org
Grade 2 Grade Level Guide | 19
G9 Ciputra Lac Long Quan Road, Tay Ho District Hanoi, Vietnam 20 | UNIS Hanoi Elementary School
Phone: (84 4) 3758 1551 Fax: (84 4) 3758 1542 E-mail: info@unishanoi.org
www.unishanoi.org