January 25

Dear Parents,

I hope you and your family had a lovely weekend! Here is some information about our learning. 



Our new unit has started, to develop the understanding  that ‘We learn about the past from evidence that is left behind’. We looked at our own personal history using our parents and artefacts as resources. We also watched videos about paleontologists and archaeologists and discussed the difference, as well as how they contribute to find out interesting facts from the past. We also visited the National Museum of Nature & Science. We had the opportunity to see a lot of artefacts and fossils and made connections to what we had learned. Thank you very much for coming with us Mrs. Fishburn, Ms. Lecybil and Mrs. Godwin!

Overview of our Poetry Unit 

We have started our poetry unit. The early part of the unit introduces the students to the sounds and feelings of poetry by having them read poems aloud. The brevity and music of poetry invites repeated readings and by reading poems again and again children will begin to internalise the varied rhythms of this genre. They will experiment with line breaks as they come to understand that a poem is different from a story.

As the unit progress, children will recognise that in a poem, choice and placement of words matter more than ever. They will experiment with metaphors, deepening their ability to see like poets. We will focus on meaning and crafting through repetition, metaphor, white space, and language (how poets choose precise words and convey feelings). Lastly, children will explore various natural structures of poems such as story poems, poems with a back and forth structure and list poems.


This week, we learned the word ‘attribute’ and described attributes of objects and sorted objects by attributes. We also deepened our understanding through games.


  • Jan 31: Fun day (and Bake Sale)
  • Feb 7: 2F assembly (You are of course invited!)

unit4 family letter

Dear Parents,

Next week, we will start a new Maths unit: Data Analysis. This unit is about data analysis and probability. The students will develop skills collecting, representing, describing, and interpreting data.

This unit has five mathematical foci:

  1. Sorting and classifying data 
  • Grouping data into categories based on similar attributes 
  • Sorting the same set of data in different ways 
  • Sorting a set of data by two attributes at one time

The students will look at similarities and differences among individuals in a group and decide which of many attributes to attend to as they engage in sorting. Then they will apply these ideas to work with categorical data. By classifying these data they will use the same data to see a variety of information. 


  1. Representing data
  • Representing data sorted into categories 
  • Comparing representations of a set of data 
  • Using equation to show how the sum of the responses in each category equals the total responses collected 
  • Using Venn diagrams
  • Ordering, representing and describing a set of numerical data
  • Representing data on a line plot

The students will use a variety of representations. They will pay attention to what the data mean and how to organise the data so that they can describe them. The students will also be introduced to line plots and other frequency distributions in which each piece of data is represented by one symbol e.g., an X, a square. 


  1. Describing data
  • Describing what the data show 
  • Interpreting a data
  • Describing important features of a data set
  • Comparing two sets of data
  • Developing a hypothesis based on a set of data 

Second graders will begin to describe the data set as a whole rather than only the counts at each value. They are encouraged to notice what is going on in a data set overall.


  1. Designing and carrying out a data investigation 
  • Making a plan for collecting data
  • Making predictions about data to be collected 
  • Collecting and recording data from a survey 
  • Interpreting and sharing results from a data investigation 

Data are collected in context and with authentic purpose – to learn how maths applies to the real  world. By making predictions and then collecting their own data, the students see how data are used – to answer a question or to cite evidence about an issue.


  1. Knowing addition combinations to 10+10
  • Achieving fluency with the Plus 10 combinations 

To develop efficient computation strategies the students need to become fluent with the addition combinations up to 10+10 and the plus 10 Combinations e.g., 10+3, 10+4

For more information, please refer to the family letter 1 and 2.

Thank you.

January 10

Dear parents, 

Happy New Year ! I hope you all had a wonderful holiday and are energised for the latter half of the semester! We will have another busy, yet exciting semester. Your support is much appreciated!


New friend

Grade Two has welcomed a new friend, Pauline (2F). We are very excited to have her in G2! 

International Primary Curriculum (IPC) 

We have started a new unit named Footprint. We aim to discover that we learn about the past from evidence that is left behind. We will use these inquiry questions to guide our investigation: 

  • How do we know what happened in the past?
  • Where do we find this information?
  • What form can information take?

We have undertaken a provocation activity, called Garbage Archaeology. 

I hope you have had a chance to read the mail regarding this unit that I sent to you on January 7 (titled ‘IPC Unit 3 Footprints from the past’). If not please could you do so. I appreciate your support at home. 



This week, we worked on addition and subtraction with 2 addends. We have been trying to choose the best strategy available to solve problems efficiently. The students are encouraged to read questions carefully and multiple times before asking for help and also to avoid errors. We also tackled story problems trying not to misunderstand the questions. Next week, we are scheduled to start a new unit: Data Analysis. 


We have started our poetry unit. Poetry is a type of writing that expresses ideas, imagination or emotions. Poets do this by carefully choosing and arranging words for its meaning, sound, and rhythm. We tried to understand this by investigating some example poems. We also played with rhyming words to understand that rhyming is a great tool utilising repeating patterns that bring rhythm or musicality to poems (fun!) We experimented with line breaks to hear different ‘music.’ 


We have been working on our information books with two chapters including a lot of information. It is essential to plan carefully to make sure there will be enough to write about for each chapter before starting to write. It is also very important to keep referring to our writing plan to write a lot and not to sidetrack. We are also using a checklist to self-assess our writing to improve it. Next week, we will continue working on our information books to publish. 

We have also started a poetry unit as well and have learned that poets look at objects in fresh, new ways and make comparisons. We tried to describe what an object looks like, what the object might do and what the object  sounds like (we used classroom objects). Then, we thought about what the object reminds us of reminds us of e.g., scissors… a fish with a big eye? butterfly? Or hungry shark!? It’s sneaking up on its prey and then… snap!

Upcoming Events

  • Field trip to Ueno Science Museum on Wednesday, January 22. For more details, please refer to the field trip form. 
  • Assembly from 8: 20 (scheduled) on February 7 (Parents are welcomed!)
  • Student-led conference on February 11 (details to be announced later)

Thank you!