Grade 2 Curriculum Overview

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Religious Education
York Catholic District School Board uses the Canadian Born of the Spirit series which invites children
to journey in their faith and develop a meaningful relationship with God. The focus of the Grade
program! We Belong to the Lord Jesus, invites children to meet and e"perience #esus in
$econciliation and the %ucharistic ena&ling them to develop an understanding of &elonging to God.
Family Life
Fully Alive is a 'amily (ife %ducation program developed for )ntario Catholic schools.
Fully Alive is organi*ed into five themes+ Created and Loved by God, Living in Relationshi,
Created !e"ual, Growing in Commitment, Living in the #orld.
Language
The curriculum organi*es the knowledge and skills that students need to &ecome literate in four
strands! or areas of learning+
Oral Communication
listen in order to understand and respond appropriately ,e.g.! identify important ideas-
use speaking skills and strategies appropriately ,e.g.! ask .uestions or e"plore solutions-
reflect on and identify their strengths and ne"t steps as listeners and speakers ,e.g.! How does
listening make you a better speaker?)
Reading
read and demonstrate an understanding of a variety of te"ts ,e.g.! poetry! folk tales! fairy tales!
maps! charts- using a range of strategies to make meaning ,e.g.! identify the main idea-
recogni*e a variety of te"t forms! te"t features! and stylistic elements and demonstrate
understanding of how they help communicate meaning ,e.g.! plot! characters! setting-
use knowledge of words and cueing systems to read fluently ,e.g.! Can you make your reading
sound just as if you are talking?)
reflect on and identify their strengths and ne"t steps as readers ,e.g.! How do discussions
before reading help you get ready to read about new topics?)
#riting
generate! gather! and organi*e ideas and information to write for an intended purpose and
audience ,e.g.! the procedure for fire drills to inform the class-
draft and revise their writing ,e.g.! add linking words to connect ideas-
use editing! proofreading! and pu&lishing skills and strategies ,e.g.! Are the ideas and
information presented in a logical order?)
reflect on and identify their strengths and ne"t steps as writers ,e.g.! What helps you get
organied for writing?)
$edia Literacy
demonstrate an understanding of a variety of media te"ts ,e.g.! D/Ds0videos! toy packaging-
identify some media forms and e"plain how the conventions and [Link] associated with
them are used to create meaning ,e.g.! images! &old type-
create a variety of media te"ts ,e.g.! advertisement for a healthy snack-
reflect on and identify their strengths and ne"t steps as media interpreters and creators ,e.g.!
What skills did you use to understand this !nternet site?)
Core French
'rench oral language communication skills are developed and reinforced through oral activities.
Students &uild their voca&ulary and understanding of 'rench through activities such as+
following &asic classroom instructions ,e.g leve"vous# ouvre la porte)
ask and answer simple .uestions ,e.g. $uel temps fait"il?)
recite a familiar te"t ,e.g. song! rhyme-
$athematics
The curriculum organi*es the knowledge and skills that students need to &ecome numerate in five
strands! or areas of learning%
&umber !ense and &umeration% representing and ordering num&ers to 1223 representing money
amounts to 12243 decomposing and composing two5digit num&ers3 investigating fractions of a
whole3 counting &y 16s! 6s! 76s! 126s! and 76s3 adding and su&tracting two5digit num&ers in a
variety of ways3 relating e.ual5si*ed groups to multiplication and relating sharing [Link] to division
$easurement% measuring length using centimetres and metres3 telling time to the nearest
.uarter5hour3 measuring perimeter! area! mass! and capacity using non5standard units3 descri&ing
and esta&lishing temperature change3 choosing personal referents for the centimetre and the
metre3 comparing the mass and capacity of o&jects using non5standard units3 relating days to
weeks and months to years
Geometry and !atial !ense% distinguishing &etween attri&utes that are geometric properties and
attri&utes that are not geometric properties3 classifying two5dimensional shapes &y geometric
properties ,num&er of sides and vertices-3 classifying three5dimensional figures &y geometric
properties ,num&er and shape of faces-3 locating a line of symmetry3 composing and decomposing
shapes3 descri&ing relative locations and paths of motion
'atterning and (lgebra% identifying and descri&ing repeating patterns and growing and shrinking
patterns3 developing the concept of [Link] using the addition and su&traction of num&ers to 18
and the [Link] sign3 using the commutative property and the property of *ero in addition to facilitate
computation
)ata $anagement and 'robability% organi*ing o&jects into categories using two attri&utes3
collecting and organi*ing categorical and discrete data3 reading and displaying data using line
plots and simple &ar graphs3 descri&ing pro&a&ility! in simple games and e"periments! as the
likelihood that an event will occur
!cience and *echnology
The curriculum organi*es the knowledge and skills that students need to [Link]! demonstrate and
apply into four strands! or areas of learning+
9nderstanding of (ife Systems+ Growth and Changes in (nimals
9nderstanding Structures and :echanisms+ $ovement
9nderstanding :atter and %nergy+ 'roerties of Li+uids and !olids
9nderstanding %arth and Space Systems+ (ir and #ater in the Environment
!ocial !tudies
The curriculum organi*es the knowledge and skills that students need to [Link]! demonstrate and
apply into two strands! or areas of learning+
;eritage and Citi*enship+ *raditions and Celebrations
Canada and <orld Connections+ Features of Communities (round the #orld
'hysical Education
The curriculum organi*es knowledge and living skills that students need to [Link]! demonstrate and
apply into two strands! or areas of learning+ (ctive Living, $ovement Cometence% !,ills,
Cometence, !trategies.
-ealth Education
The curriculum organi*es knowledge and living skills that students need to [Link]! demonstrate and
apply into three strands! or areas of learning+ .nderstanding -ealth Concets, $a,ing -ealthy
Choices, $a,ing Connections for -ealthy Living.
*he (rts
%ducation in the arts is essential to students6 intellectual! social! physical! and emotional
growth and well5&eing. %"periences in the arts 5 dance, drama, music! and visual arts 5
play a valua&le role in helping students to achieve their potential as learners! make connections with
other su&jects and the world around them.