Our Grade 2 Blog

March 22, 2018
by louiserambaud

Term 1 Week 8

This week the Year 2 students participated in a music incursion with Musica Viva. A trio of musicians visited the school and taught the students about how important breathing was whilst playing wind instruments, and how to use a breath create different sounds. They heard the different sounds of the bassoon, flute and the clarinet. These instruments are all in the woodwind family. 


The students also learnt that they can tell stories through music using instruments in the role of a character. The students listened to Musica Viva play a song from Beauty and the Beast. The clarinet was high and sweet and sounded like the Beauty, whereas the bassoon was much lower and sounded like the Beast.


The students all seemed to have a great time! 


March 15, 2018
by meaganr

Term 1 Week 7

There has been a lot of excitement in the Year 2 classrooms this week with the arrival of our much anticipated book boxes. Students have been busy filling their individual book boxes with ‘Just Right’ books to read during independent reading time. Teachers have been conducting conferences with students about the books they have chosen, ensuring they include a range of reading genres.  We have had discussions about the importance of being responsible for their own book box, and treating it with respect. It has been great to see students so engaged in independent reading and building up their reading stamina over the last few weeks.

Here are some very happy students with their new book boxes!


  • Music and Art incursion permission slips
  • Hands On Science incursion permission slips
  • Responsible use of Technology agreements
  • Twilight Sports 23rd March at 5:30pm

March 8, 2018
by debbieoates

Term 1 Week 6

As mentioned last week, there is a buzz around the school as all classrooms set up their own class libraries. The students have been involved with the decision making process, deciding on the best location for their libraries and what books should be included. The students have been focussing on extending the time spent reading during Independent Reading lessons.
The students have been learning about what their role is while reading independently.
The students role is to:
• stay in one spot
• start to read straight away
• read quietly
• read from their book box/class library.
• use the learning intention to help them practise their reading
• enjoy reading
Students are looking forward to having their own book boxes next week.

Just a reminder that school photos will be taken on Thursday 15th March. Please make sure that your child/children bring their photo envelope to school on that day.
Year 2 team.

March 1, 2018
by louiserambaud

Term 1 Week 5

Blog Week 5

This week has been tons of fun in Year 2. We have started talking about Independent reading and how we use it to improve our reading. The students have loved practicing how to read independently.

We have also been looking at time in Maths. The students have been learning about telling the time using the quarter to and quarter past language.  It would be great if you could also use this language at home!


  • Music incursion notice due
  • Art incursion notice due
  • Acceptable Use of Technologies Agreement due
  • Twilight sports on the 23rd of March

February 22, 2018
by debbieoates

Term 1, Week 4


This week the students have been focusing on counting patterns and time.

We have been looking at a range of counting patterns such as counting by 2s, 3s, 5s and 10s, developing the skills to recognise and complete the sequence. We have also explored odd and even numbers. A great example of this was discussing how house numbers are allocated on a street and that even and odd numbers are on opposite sides of the road. We all wrote down our house numbers and sorted them into their appropriate positions on a street.

In time, we have created our own clocks to help us tell the time. Helping your child to recognise the time on analogue and digital clocks would be a great support as we start to apply time to everyday situations and problem solve.

Once again, it was lovely to meet all of you one on one during our ‘Meet the Teacher’ interview nights. We look forward to working with your children throughout the year.

Thank you,
Year 2 Team.

February 15, 2018
by louiserambaud

Term 1, Week 3

This week the Year 2 students have started their reading rotations, which are part of our English block. The activities focus on reading strategies and develop students comprehension, fluency and expression. Activities are completed independently, with a partner, in a small group or as part of a teacher led focus group.

In addition to class based reading sessions, our take home reading program started this week. We encourage you to listen to your child read each night and ask them questions about the text. This will continue to aid their comprehension, an important aspect of reading progression. Lists of possible questions to ask are available from your child’s teacher. Students are given the opportunity to change their take home reading book each day.

Thank you to everyone who was able to attend the Year 2 Information Evening on Tuesday. Additional information about Year 2 is now available on this blog.

We are looking forward to meeting you during our ‘Meet the Teacher Interviews’ next week.

Thank you for your support,

The Year 2 Teachers


February 15, 2018
by debbieoates

Specialist Information


YEAR 2 – 2018

ARTS – Music
Across the year in Music, the following areas will be covered:
Beat and Rhythm (tone, colour, long and short sounds and rhythms, rhythm patterns, ostinatos)
Pitch and Melody (single, two-note and three-note ostinatos, three-note melodic patterns)
Music All around Us (music from different times, lands, music for different purposes, music for dancing and music/dance that tells a story)

Levels 1 and 2 Achievement Standard
By the end of Level 2 students use imagination, their voices and instruments to improvise, compose, arrange and perform music. They explore and make decisions about ways of organising sounds to communicate ideas. They achieve intended effects and demonstrate accuracy when performing and composing.
They describe ways contrasts and effects can be created in music they listen to, compose and perform and their understanding of the purposes of music in different social and cultural contexts.

ARTS – Visual Arts
Across the year in Visual Arts, the following areas will be covered:
Clay techniques with a focus on form (imagined and observed), colour (primary and secondary), textiles and construction with a focus on textures (real and simulated), drawing and painting with a focus on tone (light and dark), space (crowded and empty). Students will also learn about various artists and art appreciation.

Levels 1 and 2 Achievement Standard
By the end of Level 2, students make artworks using different materials, techniques and processes to express their ideas, observations and imagination.
Students describe artworks they make and view, including where and why artworks are made and viewed.
All levels – Visual Arts is excited to have ceramic artist ‘Rhonda Nadesdy’ work with the students during their art lesson over the last week of this term. She will share new techniques which the Art teachers will continue using and teaching throughout the year.
Throughout the year we will see each level 3 out of 4 terms and explore a variety of mediums, techniques, tools and artists.

Across the year in Library, the following areas will be covered:
Library procedures, fiction, nonfiction and picture story book features, blurbs and author websites
Introduction to Bibliotech for research, text to text connections, author study and character profiles, create story book front cover using Word
2018 shortlisted books as awarded by the Children’s Book Council of Australia, author study

Achievement Standard
Library is assessed as part of the English curriculum. Comments will be provided on participation in Library once a year

Language – Spanish
Across the year in Spanish, the following areas will be covered:
Greetings, numbers 11-20, personal details, family, Spanish speaking world, likes and dislikes, days of the week and feelings

Phase of learning: 1

The first phase of learning introduces students to studies of Languages.

Communicating in a language other than English

On completion of the first phase of learning students should typically be able to:
• Repeat teacher-modelled use of the language
• Participate in choral use of the language
• Identify the names of visible objects and items from aural/visual cues
• Introduce themselves, greet and farewell the teacher
• Follow simple classroom directions
• Recognise some culturally-specific gestures and body language, and demonstrate how these are used
• Observe the process of interpreting and perform some of its simple features using single words or phrases

Physical Education
Students will have Physical Education sessions with either Mrs Eden Ralph or Mr Edmund Connor this term. In addition the Year 2 teachers will assist with Year 2 sport once a week.
Across the year in Physical Education classes, the following areas will be covered: Basketball (bounce), soccer (kicking), fundamental motor skills ((catch, kick, run, vertical jump, overhand throw, ball bounce, leap, dodge, punt, forehand strike and 2 handed strike), soccer, invasion games, dance, game application (catch and bounce), athletics, golf, cricket, bocce, and parachute games.

Levels 1 and 2 Achievement Standard
By the end of Level 2, students describe changes that occur as they grow older. They recognise how strengths and achievements contribute to identities. They understand how emotional responses impact on others’ feelings. They examine messages related to health decisions and describe how to help keep themselves and others healthy, safe and physically active. They identify areas where they can be active and how the body reacts to different physical activities.
Students demonstrate positive ways to interact with others. They select strategies at home and/or school to keep themselves healthy and safe and are able to ask for help with tasks or problems. They demonstrate fundamental movement skills in different movement situations and test alternatives to solve movement challenges. They perform movement sequences that incorporate the elements of movement.

February 15, 2018
by debbieoates

Information Night



Dear Parents,

The following is an outline of the Year 2 learning for 2018. It is hoped that this will assist you to understand the range of learning tasks and activities your child will be involved in at school, and the ways in which you can assist them.

In Year 2 we are expecting a higher level of independence, responsibility and initiative from students. We will endeavour to provide opportunities that foster growth in friendships, resilience and cooperation. Teamwork is a vital for skill to be able to maintain positive relationships inside and outside the classroom. In Year 2 we use goal setting and reflection to assist in raising expectations and encouraging students to be more accountable for their learning.

A daily focused 100-minute English session is an essential feature of the classroom program and is carefully balanced and structured in order to cater for the literacy needs of all students.
At any given time during the literacy block the children will be working with the teacher, in groups or individually on a range of learning tasks designed to consolidate and extend their literacy understandings. Such tasks include, but are not confined to, shared and guided reading, writing & spelling; responding to texts; listening posts to further develop an understanding of fluency and expression; digital technology tasks to become more familiar and independent at using iPads; personal reading and comprehension tasks to strengthen important skills.

In Year 2 there is a large shift towards growing student’s comprehension of their reading rather than just decoding.
The two main forms of comprehension students need are:
– LITERAL questions: Where students can find the answer directly in the text. To answer them well they need to read the text very carefully and find the exact words that tell them what the question asks.

– INFERENTIAL questions: Where the text does not actually tell them, but they can work out the answer by considering the hints and clues in the text in the light of their own knowledge and experience. To answer it well they need to read the text very carefully and draw conclusions of their own from the hints and clues they are given (but not completely make things up, or jump to conclusions not supported by the text).

– ‘Take-home’ reading is also an integral part of the program. Take-home books provide opportunities for children and parents to share reading time, and in particular they provide the opportunity for children to practise the smooth orchestration of all the reading behaviours necessary for effective reading. This will begin by the end of week 3. We will soon be asking for volunteers to help with reading at school, in consultation with parent representatives and classroom teachers.

In Year 2 students move from being exposed to persuasive text types of Expositions and Response to these becoming a major writing focus. They will create slogans and posters to try and persuade an audience. Students will also begin to attempt writing simple information reports and they will learn the structure and language needed.

Writing in the classroom includes a whole class focus on writing through modelled or shared writing, and a small group focus using interactive, guided and independent writing sessions. Through these sessions children learn how to plan, compose, record, revise and publish their writing using a range of text types. Such text types include: Recounts, Narratives, Procedural texts, Reports and Explanations. As spelling is a subset of writing, much of what the children learn about spelling is taught during these writing sessions, both formally and informally.
In Year 2 students will have three 20 minute spelling sessions a week. They may be working with the teacher on strategies and applying these in their everyday situations.

The classroom spelling program facilitates the natural progression of children through the stages of development in spelling by assisting them to learn more about the nature of conventional spelling and by helping them to develop strategies for correct spelling. They are fostered through the following practices:
 Providing purposeful and varied writing experiences daily
 Modelling conventional spelling through writing tasks
 Learning how to apply spelling strategies that will help them to correctly represent written English Encouraging children to take risks with spelling
 Developing an interest in words through word investigations

Through these practices Year 2 students will be taught spelling components, including: sounds, spelling patterns, syllabification, contractions, compound words, homophones, plurals, prefixes and suffixes and high frequency words.
Spelling is more than just learning words. Competent spellers use many strategies in tackling unfamiliar words. The growth in the range of these becomes obvious in the children’s independent writing.

Speaking and Listening
Opportunities for speaking and listening occur throughout the day, regardless of the learning area being investigated or the specialist class being taken. The Year 2 program has children working toward achieving some of the following outcomes:
 Listening to and producing sustained spoken texts that deal with familiar topics
 Adjusting own speaking and listening for different familiar situations (i.e. small and large groups)
 Asking questions of clarification and making comments that expand or clarify ideas for listeners

Handwriting is taught formally with attention to correct grip, starting point, direction and formation. Neatness and presentation are encouraged at all times.
In Year 2 distinct focus on the flicks in the letters is important to help prepare them for joining when in Year 3.

The Early Years classroom provides a common framework for daily mathematics sessions of 50 minute duration. The time is structured into three sections:
 Whole class focus – introduction of the topic and explicit modelling
 Small group focus – explicit instruction of skills and strategies at targeted needs
 Whole class share time – reflection and celebration of student learning

In the table below is an outline of the topics to be covered this year.

At Laburnum Primary School we believe that children learn best when they are able to integrate all areas of the curriculum to ensure that it is relevant and meaningful to the students. In Year 2 we continue to use an Inquiry based approach to learning and teaching delivered through a thinking curriculum that engages students, encourages independent and collaborative learning and supports students and teachers as life-long learners. Learning areas are based on the Victorian curriculum – http://victoriancurriculum.vcaa.vic.edu.au/ . Inquiry includes History, Geography, Science and Design technology.
In Year 2 teachers and students focus on the development of skills associated with Inquiry based learning, such as; comparing, analysing, discussing and reflecting. Also, these skills involve the capacity to formulate questions, gather data, organise and critique data, communicate information to others and take action.

Homework is intended to provide children with the chance to build on their learning and development at school. It also helps parents to follow their children’s progress. Prescribed homework will be very closely linked to the Year 2 classroom program.

The type and amount of homework may vary from one week to the next (e.g. Maths, English, Inquiry, etc.), but will always have a very clear purpose, and within the child’s knowledge and capabilities. Take-home reading will form the majority of the student’s homework.
We actively encourage all children to read their take-home book each week-night as it provides the opportunity for children to practise the smooth orchestration of all the reading behaviours necessary for effective reading. It would be appreciated if approximately ten minutes could be set aside each day to hear your child read, and to help establish a lifelong habit of regular reading – especially for enjoyment.
Where prescribed homework appears beyond a child’s understanding (e.g. If a child is unable to explain “how to do it”), or conflicts with other family commitments, family upsets should be avoided and a brief note from a parent will ensure that the child is excused.
In accordance with the Department of Education and Training (DET), Laburnum’s homework guidelines (as per Laburnum Primary School Homework Policy), indicate that children working in Year 2 should complete no more than one hour per week on other homework tasks.

Laburnum Primary School has a long history of active parent involvement and actively encourages this positive link between school and home.
There are many ways in which parents can be of assistance in the classroom program, particularly in the Early Years P – 2 where they can provide valuable assistance during the literacy block. To ensure consistency of approach and continuity for the children, we expect all parents who wish to assist in the classroom to undertake the Classroom Helpers Course, offered during Term 1/2.
Other ways that you may be able to assist are: on excursions, sports days, working bees, Parents’ Group, special themes days, or during other classroom sessions (as per individual teacher’s needs).
Please note that if you wish to be involved in any of these activities you will require a ‘Working with Children’ certificate, as required by DET.
Details of how to apply online can be found on our website, under ‘Our Community’

An important part of our classroom practice is to actively encourage the children to take increasing responsibility for their own learning and personal organisation. Parents can assist in this process by ensuring children:
 Pack/unpack their own bags
 Return notices about excursions, book club, etc.
 Are responsible for their own sunhats, jumpers, personal items, etc.
 Responsible for their reading and homework
 Meet at a designated spot giving children responsibility to meet you
 Letting children walk to line-up by themselves.

Please take the time to ensure that all your child’s clothing is named so that should it be misplaced it can readily be returned to its owner.

Parent – Teacher Communication
As always, Laburnum Primary School has an open door policy with regard to parent-teacher communication. In providing the best possible outcomes for your child it is crucial that this two-way communication is maintained. If you wish to speak to the classroom teacher with regard to your child, or any other issues that may arise, we ask that you make an appointment time with the teacher at a mutually acceptable time. This appointment can be made via a letter, phone or personally before or after school.

Personal Information
Should there be any changes in circumstances, please ensure you update any information kept at school, eg.
Emergency contact numbers, parents’ work phone numbers and any medical information pertinent to your child.

If your child is unwell, school is not an appropriate place for them. Not only are they unable to perform the necessary tasks to the best of their ability, but they also place the health of the other children, and the teacher at risk.
If your child is away for any reason please send along an explanatory note which can be kept to match against recorded absences. In accordance with DET regulations we are required to maintain such records.

Early Leavers/Late arrivals
As there are occasions when you need to either drop your child off late, or pick your child up from school early, could you please complete the ‘Late Arrivers’ or ‘Early Leavers’ form at the General Office before bringing your child to the classroom, or conversely, collecting your child. This is a DET requirement.

The Year 2 teachers look forward to a rewarding and productive year in 2018. It is our aim to meet the learning and social needs of all students and we look forward to working with the students and families of our school community.

The Year 2 Teachers
Louise Rambaud, Debbie Oates, Jayme-Lea Jamieson, Meagan Relf and Prue Ainsworth

February 8, 2018
by meaganr

Term1 – Week 2

This week we have been establishing our class agreement based on what we would like our classrooms to look like, sound like and feel like and looking at our school values.  We have had fun collaborating and deciding on the most important rules for our class so that we can be the best learners we can be. We have signed our class rules showing that we understand how we are going to behave and treat each other both in the classroom and in the playground.

We really enjoyed making our gardens of strengths where we chose adjectives that best describe us. Recognising our strengths and recognising how we can help others is important.  Here are some pictures of our work. Don’t they look fabulous!



  • Grade 2 Parent Information Night – Tuesday 13thFebruary 7.15pm – to 8.00pm in the staffroom/community centre
  • Keep an eye out for information about the up-and-coming Parent Teacher Interviews via the newsletter, blog or notices
  • Curriculum Day – Monday 19th February

Cheers, Year 2 teachers!

February 1, 2018
by meaganr

Term 1 Week 1

The Year 2s have had an excellent start to 2018!

This week the teachers have been learning more about the students through our Learning to Learn program. This involves a range of activities that are designed to get to know each other, build routines and classroom guidelines, and build a level of respect for one another. The students are settling in nicely, and quickly adjusting to the routines and expectations.  It has also been great to meet so many parents and family members before and after school.

Thank you for the time you spent over the holidays labelling books, it is of great assistance to the teachers and ensures a smooth transition into book work.

We are looking forward to a fantastic year with the terrific 2s!

Many thanks

Louise Rambaud, Debbie Oates, Meagan Relf, Jayme-Lea Jamieson & Prue Ainsworth

Skip to toolbar