Foundation modules 11-20 (second year at school)
Equivalent school years
Australian years 2 / New Zealand year 3
Numbers now increase a place value to include up to 1000. The four processes of addition, subtraction, multiplication and division become more formed and reflect these larger numbers. Doubling and halving numbers in 10’s are introduced along with skip counting and using tidy tens strategies. The measurement and geometry strands are more formally introduced with comparisons of sizes, weights, lengths and shapes. These are also used for pattern identification. Tactile resources are still used for all maths concepts.
Continuing on from the previous year, the class now have an understanding of how to form all the numerals up to 100, and how to write the upper and lower case alphabet letters independently. They can hear a sound and form a letter to match and use that phonetic method to spell out unfamiliar words. These words (CVC, CCVC, CVCC and CCVCC) can then be formed into simple sentences with capital letters and full stops. The child can now generate some of their own writing from stories told in class, and understands the use of capital letters for familiar proper nouns. Sentences now contain correct noun and verb relationships. Reading is becoming more prevalent as the child read’s back the stories they are writing.
All subjects are delivered with an artistic approach to learning. Stories are told and pictures, paintings and models are created to retell the story by the children. Daily movement activities balance the body and awaken the brain and poems are learned by heart to build memory capacity and clear drama speech. There are daily music lessons, beginning with rhythm and beat patterns before the introduction of the recorder instrument.
Phenomena of the natural world is still the focus of science at this level. Developing powers of observation for the world surrounding the child and for them to begin to question why, how, who and where. This then leads to the formation of conclusions as to how things have come to be and how they interact and connect with one another. There is a focus on kaitiakatanga and a respect for the natural environment and all who inhabit it.
The fine motor skills are still developing and working with tools continues to be a focus. Independent cutting, gluing, colouring in and problem solving are the main focus points. For the child it is the ability to follow a task from start to finish and undertake each step of the process without assistance which is now developing. The ability to look at a situation, know the outcome desired and come up with solutions of how to obtain that end result.
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