40-Week Enrichment Curriculum
Scholar Studio.

Informational texts use features to help readers find information. Table of contents (chapters), headings (topic), captions (pictures), glossary (definitions), index (page numbers). Scavenger hunt: 'Find the table of contents. What chapters are there?' Read non-fiction mentor texts (animals, nature, science). Chart features and purposes together.

Represent 3 groups of 2 with counters. Record: 2 + 2 + 2 = 6. Introduce symbol: 3 × 2 = 6. Use arrays (rows and columns), number lines. Skip counting connection: counting by 2s (2, 4, 6) is the same as 3 × 2. Hands-on practice with objects and visual models.

Walk through your school gardens or grounds. Scholars sketch observations: plants (flower, leaf, tree), insects (ants, butterflies), weather (sun, clouds, wind). Label and write 1–2 sentences about what they see. Start 'Environmental Journal' notebook. Discussion: 'What living things share this space?'

Researchers ask questions to guide their search. Write on chart: 'Who? What? Where? When? Why? How?' Choose a topic: 'Butterflies.' Ask questions: 'What do butterflies eat? Where do they live?' Use non-fiction books, images, and teacher-provided resources to find answers. Record 3–4 facts on chart. Discuss: 'What did you learn?'

Array representation: 3 rows of 4 dots = 12. Can also read as 4 rows of 3 = 12. Commutative property: 3 × 4 = 4 × 3. Build arrays with counters, draw arrays on grid paper. Link: 4 rows of 2 is skip count by 2 four times (2, 4, 6, 8).

Conduct a 10-minute outdoor audit of your school grounds. Tally sheet: insects, birds, plants. Record: 'We saw 5 ants, 2 butterflies, 1 bird, 10 plants.' Create simple tally graph. Discuss: 'What was most common? What did we not see?'

Good note-takers write key words, not full sentences. Model: read a page about 'Butterflies.' Write notes: 'Butterfly — insect, four wings, colour patterns, eat nectar, live 2–6 weeks.' Use a simple note-taking template with headings: 'Topic,' 'Key Facts,' 'Picture.' Scholars take notes from read-aloud using template. Discuss: 'Did we write whole sentences? No! Just key words.'

Automatic recall: 2×1=2, 2×2=4, 2×3=6... to 2×10=20. Then 5× and 10× tables. Use skip counting songs, arrays, number lines. Repetition and fluency building games. Automaticity check: fluent recall of most facts.

Plant seeds (beans or sunflowers) in clear containers. Water regularly. Observe weekly: root growth (downward), shoot (upward), first leaves. Measure height weekly. Sketch and label parts. Record observations: 'Week 1: root appeared. Week 2: green shoot. Week 3: two leaves.' Discuss: 'What did the plant need to grow?'

Explanation answers 'How?' or 'Why?' Structure: opening (topic), steps/reasons, closing. Model: 'How do butterflies change? (1) A butterfly starts as an egg. (2) The egg hatches into a caterpillar. (3) The caterpillar becomes a chrysalis. (4) The chrysalis opens and a butterfly emerges.' Scholars write explanation (4–5 sentences) about their plant growth or chosen topic.

Sharing context: 12 cookies shared into 3 equal groups. Each group has 4. Record: 12 ÷ 3 = 4. Use counters, group into equal piles. Relate to array: if 3 × 4 = 12, then 12 ÷ 3 = 4. Multiple practice problems with concrete materials.

Observe rain and puddles on campus. Create water cycle in a sealed plastic bag: water droplets, tape to sunny window. Observe condensation. Discuss: 'Where did the water come from? Where is it going?' Label diagram: evaporation, condensation, precipitation, collection.

Procedure writing has numbered steps in order. Title and aim, then 1, 2, 3, 4 steps. Use time-order words: first, next, then, finally. Model: 'How to plant a seed.' (1) Fill pot with soil. (2) Make a hole in the soil. (3) Place seed in hole. (4) Water gently. (5) Put in sunlight. Scholars write procedure for a familiar task (making a snack, building, growing).

Grouping context: I have 12 counters. How many groups of 3 can I make? Make groups: 1, 2, 3, 4 groups. Record: 12 ÷ 3 = 4. Use repeated subtraction on number line: 12, -3, 9, -3, 6, -3, 3, -3, 0 (4 hops). Relate to multiplication: if 4 × 3 = 12, then 12 ÷ 3 = 4.

Create small compost bin (bucket with lid). Layer: leaves, food scraps (no meat), more leaves. Add water. Close. Check weekly for decomposition. Discuss: 'What happens to banana peel? Why?' Connect to sustainability: 'How does composting help the environment?' Predict timeline.

Connectives link ideas. Because (reason): 'I like butterflies because they have pretty wings.' So (result): 'The plant was thirsty, so I watered it.' But (contrast): 'The flower was pretty, but it was very small.' When (time): 'When it rains, the garden gets wet.' Read mentor texts and hunt for connectives. Expand sentences: 'The butterfly is colourful' → 'The butterfly is colourful because it has special patterns.'

Half: fold paper in half, cut pie into 2 equal pieces. 1/2 of 8 = 4. Quarter: fold in quarters, cut pie into 4 equal pieces. 1/4 of 12 = 3. Use concrete folding and cutting, then draw representations. Visual models: pie, bar, set of objects.

Create food chain cards: sun, grass, caterpillar, bird, cat. Arrange in sequence. Discuss energy flow: 'The sun gives energy to grass. The caterpillar eats grass. The bird eats the caterpillar.' Create simple food web: multiple food chains connected. Example: grass fed by sun, eaten by rabbit AND caterpillar; rabbit eaten by fox, caterpillar eaten by bird; bird eaten by fox.

Paragraph = group of sentences about one main idea. Topic sentence introduces the idea. Supporting details explain. Closing sentence wraps up. Model: 'Paragraph 1 is about butterflies. Topic: Butterflies are beautiful insects. Details: They have colourful wings. They drink nectar from flowers. Close: Butterflies help pollinate plants.' Scholars write 2-paragraph piece (topic + 2 supporting sentences + closing per paragraph).

Third: fold paper in thirds, divide objects into 3 equal groups. 1/3 of 9 = 3. Eighth: fold in eighths (fold, fold, fold). 1/8 of 16 = 2. Concrete materials, visual bar models. Compare: 1/2 > 1/3 > 1/4 > 1/8 (larger denominator = smaller piece).

Explore different habitats: garden (plants, insects), water (frogs, fish), dry (lizards, beetles). Discuss: 'What animals live here? Why? How are they suited to this place?' Create habitat dioramas: garden in a shoe box, rainforest in a tank. Include animals and plants. Label adaptations: 'The frog has wet skin to stay moist in water.'

Prefixes change a word's meaning. un- makes opposite (happy → unhappy, tie → untie). re- means again (read → reread, cover → recover). dis- means opposite or not (appear → disappear, obey → disobey). Use word building: 'What does unhappy mean?' Dictionary skills: look up words, find pronunciation, definition. Scholars build 10 words with prefixes and use in sentences.

Measure classroom objects in cm (pencil, book, ruler). Then measure longer distances in m (table, classroom width). Estimate first: 'I think this is about 20 cm.' Then measure with ruler or metre stick. Record: 'The pencil is 15 cm. The classroom is 8 metres wide.' Convert: 100 cm = 1 m. Compare lengths using > < =.

Bring in waste materials: plastic bottles, cardboard boxes, newspaper, tin cans. Sort into: paper, plastic, metal. Discuss: 'Where does our rubbish go?' Upcycle: create art, toys, or useful items. Example: decorate bottles to make lanterns, create collage from newspaper, build cardboard structure. Label: 'Made from upcycled ___.' Display and discuss sustainability.

Suffixes change word meaning. -ly changes verb to adverb (happy → happily, slow → slowly). -ful means 'full of' (joy → joyful, hope → hopeful). -less means 'without' (care → careless, hope → hopeless). -ness makes noun (happy → happiness, kind → kindness). Word building chart. Scholars build 12 words, use in sentences: 'She walked slowly. The puppy was very playful. The sky was cloudless. Her kindness helped everyone.'

Area = how much space a shape covers. Use square tiles or 1 cm squares. Cover rectangle: count squares. 'This rectangle is 3 cm long and 2 cm wide. It holds 6 squares. Area = 6 square cm.' Relate to length × width: 3 × 2 = 6. Calculate area of classroom objects, draw on grid paper.

Over 2–3 weeks, record all plants and animals observed on your school grounds. Create field guide page per species: common name, description, habitat, sketch or photo. Example: 'Magpie — black and white bird, lives in trees, eats insects and seeds.' Compile into shared 'your school Campus Field Guide.' Discuss: 'What species are common? What did we not see?'

Characters speak in unique ways. A young child uses simple words. An old person might use formal language. A brave character uses confident words. Read dialogue examples aloud, discussing how each character sounds different. Scholars choose a character (from a book or their imagination) and write: 'Hi, I'm ___. I like ___. I'm good at ___.' in that character's voice.

Name 2D shapes: triangle (3 sides, 3 corners), square (4 equal sides, 4 right angles), circle (no sides or corners, curved), rectangle (4 sides, 4 right angles, opposite sides equal). Handle shape cards, sort by properties. Describe: 'This triangle has 3 sides and 3 corners.'

Introduce Kodaly hand signs: do (hand at belt), re (chest), mi (mouth), fa (forehead), sol (above head). Sing simple familiar songs (Twinkle Twinkle) using hand signs. Rhythm patterns: clap long and short notes. Body percussion: clap (loud), snap (medium), tap (quiet). Create rhythm patterns for scholars to copy: clap-snap-clap-tap.

Dialogue punctuation rules: 'Speech starts with inverted commas and a capital letter. It ends with punctuation (. ? !) inside the inverted commas. Then the speaker tag and period.' Example: 'I love chocolate,' said Maya. 'Do you like chocolate?' asked Sam. Model with mentor texts. Scholars write dialogue between two characters (6–8 lines total) with correct punctuation.

Name 3D objects: cube (6 square faces, 12 edges, 8 vertices), sphere (1 curved surface, no edges), cylinder (2 circular faces, 1 curved surface, 2 edges), cone (1 circular face, 1 curved surface, 1 vertex). Handle real objects. Describe properties. Identify 2D faces on 3D objects: 'A cube has 6 square faces.'

Move to music using whole body. Fast music = running/skipping movements. Slow music = stretching/swaying. High notes = reach up. Low notes = crouch down. Play upbeat and calm pieces. Scholars respond with improvised movement. Introduce basic steps: march, skip, gallop. Link physical movement to musical expression.

Settings are where and when stories happen. Use five senses to describe: See (colours, shapes), Hear (sounds), Smell (scents), Touch (textures), Taste (flavours). Model: 'The forest was dark and cool. We heard birds singing. Leaves crunched under our feet. The air smelled fresh.' Scholars choose a setting and write 4–5 sensory sentences describing it.

Line of symmetry divides a shape into two mirror-image halves. Fold paper on line of symmetry and cut: unfold to see symmetric shape. Identify symmetry in nature (butterfly, leaf), architecture (buildings), and patterns. Draw symmetric designs on grid paper: draw one half, then reflect to complete.

Create characters through movement and voice. How does a shy character walk? How does a confident character stand? Act out scenarios: 'You meet a friend. Show you're happy.' Improvise responses without a script. Build emotional expression and physical awareness. Create 2–3 character types and perform for peers.

Rhyming words have the same ending sound: cat/bat, moon/spoon, day/way. Read rhyming poems aloud and clap the rhythm. Create couplets (two-line poems): 'The cat sat on the mat / And that was that!' Scholars write 2–3 couplets. Rhythm: read aloud with emphasis on stressed syllables. Create rhythm with clapping or percussion.

Positional language: above (over), below (under), left, right, behind (back), in front (forward). Play games: 'Put the toy above the box.' Create simple maps: classroom layout or treasure map with landmarks. Follow and give directions: 'Turn left, go forward two steps, stop.'

Scholars write simple song lyrics (4–8 lines). Use familiar tunes: 'Twinkle Twinkle Little Star,' 'Baa Baa Black Sheep,' or melodies they know. Create rhyming couplets for verses. Sing together as class ensemble. Select 2–3 songs to perform in Term 3 Concert. Practice for confidence and blend.

Free verse poems don't need to rhyme or have regular rhythm. They focus on imagery (word pictures) and emotion. Examples: haiku (nature in 5-7-5 syllable pattern), list poems ('The colours of autumn: red, gold, brown'), shape poems (words form a picture). Scholars write free verse poem about nature, emotion, or a moment. Use rich sensory language.

Collect data: 'What's your favourite fruit?' Create tally sheet: mark each response with tallies (||||). Count tallies. Create picture graph with key: 1 symbol (🍎) = 1 person. Read graph: 'How many chose apples?' Compare: 'Which fruit was most popular?'

Intensive Term 3 Concert preparation: sing together in unison and harmony. Learn group choreography. Some scholars perform solos, duets. Practice stage presence: posture, eye contact, projection. Costume decisions and simple staging. Build confidence through repetition and ensemble support. Celebration of all scholars' voices and talents.

Persuasive writing shares an opinion and gives reasons. Structure: 'I think ___ because ___.' Example: 'I think recess should be longer because we need more time to play. It helps us be happy and healthy.' Read mentor opinion texts. Scholars write persuasive piece: state opinion (1 sentence), give 2–3 reasons with explanations, closing sentence.

Transfer tally data to column graph. Draw vertical columns with uniform height. Label axes: horizontal (categories), vertical (frequency). Title: 'Favourite Fruits.' Read graph: 'How many chose each?' Compare data: 'Which is most popular? Least popular? How many more chose apples than bananas?'

Technical run-through: sound levels for singers, microphone testing, entrance/exit staging, lighting cues. Full dress rehearsal in costume. Performance etiquette: respectful audience behaviour, how to bow, receive applause. Final confidence-building and ensemble check. All scholars feel prepared and proud.

Strong persuasive writing has multiple reasons with evidence. Example: 'Recess should be longer. First reason: children need exercise. Second reason: fresh air improves focus. Third reason: time to play with friends builds friendships. Therefore, recess should be longer.' Scholars expand persuasive piece to 2–3 paragraphs: opening opinion, 2–3 reason paragraphs, closing paragraph restating opinion.

Tell time to quarter hour. Quarter past (15 minutes after): hands at 3 and 12. Quarter to (45 minutes, 15 minutes before next hour): hands at 9 and 12. Analogue clock practice with moveable hands. Digital time: 3:15, 3:45. Match analogue to digital. Real-world: 'School starts at 9 o'clock. What time is quarter past nine?'

Scholars perform for parents, families, and community. Showcase songs, movement pieces, and ensemble performances developed over Term 3. Each scholar contributes (solos, group singing, movement, ensemble numbers). Celebrate growth in confidence, musical skill, and creative expression. Post-concert celebration and recognition of all performers. Term 3 learning documented in portfolios.

CUPS editing checklist: Capitalisation (start of sentences, names, 'I'), Use of words (HFW correct, word choice), Punctuation (periods, question marks, exclamation marks, commas), Spelling (HFW correct, phonetically plausible). Scholars edit their persuasive pieces or poetry using CUPS checklist. Peer editing: trade pieces with a partner, mark errors kindly, discuss improvements. Polish final drafts for portfolio.

Duration = how long something takes. Elapsed time = time from start to end. Start time: 2:00. End time: 3:15. Elapsed time: 1 hour 15 minutes. Use time intervals (count by 5s on clock). Real-world: 'School starts at 9:00. It ends at 3:00. How long is school?'

Reflect on Concert: 'How did you feel performing? What are you proud of? What challenged you?' Discuss Term 3 learning. Select 3–4 best pieces from each area (literacy, numeracy, creative). Write artist statement for each: 'I chose this because ___. I learned ___. This shows growth in ___.'

Author's Chair: a celebration of writing. Scholars sit in special chair and read aloud their best piece (poem, story, persuasive piece). Audience listens respectfully. Peers give appreciative feedback: 'I liked ___ because ___.' Focus on strengths and positive comments. Each scholar gets a turn to shine. Celebrate creative voices and writing growth over Year 2.

Identify patterns: number (2, 4, 6, 8 — rule: +2), colour (red, blue, red, blue — alternating), shape (triangle, square, triangle, square). Extend patterns: 'What comes next?' Create own patterns using numbers, colours, or shapes. Discuss: 'What's the rule?' Predict and describe pattern growth.

Assemble final Year 2 portfolio (spanning all 3 terms). Include: table of contents, selected best pieces (literacy, numeracy, visual arts), artist statements, growth reflections, decorated cover, personal self-portrait or collage cover. Prepare for portfolio exhibition: display in classroom/library with cards explaining each piece. Invite parents/community to view and celebrate learning.

Scholars choose self-selected books (from classroom library or school library) at their independent reading level. Each scholar creates reading log: title, author, number of pages, favourite part, rating (stars). Set personal reading goal: 'I want to read ___ books by end of Term 4.' Track progress weekly. Discuss preferences: 'What kinds of books do you like?'

Problem-solving steps: (1) Understand — read and restate the problem. (2) Plan — decide strategy (use counters, draw, number line). (3) Solve — work through it. (4) Check — does the answer make sense? Example: 'Maya has 5 apples. She buys 3 more. How many now?' Solve using counters or drawing. Check: 5 + 3 = 8. Does it make sense? Yes.

Digital citizenship: how to be safe and kind online. Topics: passwords (keep private), privacy (don't share personal information), appropriate sharing (think before you post), netiquette (online kindness). Discuss real scenarios: 'A friend sends you a mean message online. What do you do?' Practice respectful digital communication.

Author study: investigate a writer's body of work. Scholars choose one author (e.g., Julia Donaldson, Eric Carle, Dr. Seuss, Mem Fox). Read 3–4 of their books over the week. Discuss: What is the author's style (funny, serious, rhyming)? Favourite story and why? What do all their books have in common? Create poster: author name, picture, favourite books, fan statement.

Count coins (1c, 5c, 10c, 20c) and notes ($1, $2, $5, $10) to $10. Make exact amounts: '$3.47 — use $2 note, $1 note, 4 dimes, 7 pennies.' Calculate change: 'Item costs $2. I pay with $5. Change = $3.' Real shopping scenarios and problem-solving.

Scholars use iPad or computer design tools (e.g., Canva, Google Drawing) to create digital poster. Options: book cover for their favourite book, author profile poster, reading campaign ('Read More Books!'). Learn basic design: layout, colour, font choice, balance. Export and save. Share with class.

Book review structure: (1) Title and author. (2) Brief summary: 'This book is about ___.' (3) Opinion: 'I liked/disliked it because ___.' (4) Rating: ⭐⭐⭐⭐⭐ (5 stars). (5) Recommendation: 'I would/wouldn't recommend this to ___.' Scholars write reviews for books they've read. Discuss story elements (characters, setting, plot, theme).

Combine operations: 23 + 15 - 8 = 30. 4 × 3 + 5 = 17. Use problem-solving steps and visual models. Work left to right (introduce order of operations informally). Multiple practice problems with word contexts.

Scholars create simple e-book or digital story using tools like Google Slides, Book Creator, or Canva. Combine text and images. Story based on personal experience, imagination, or retelling. Include title page and 5–8 pages. Share as PDF or link. Celebrate digital creations.

Scholars create digital texts combining words and visuals: infographic (facts with icons/images), comic (speech bubbles, scenes), interactive story (links, choices). Use tools: Google Drawing, Canva, Comic Life, or similar. Explore how digital texts communicate differently than traditional texts. Discuss design choices: colour, layout, font. Share creations with class.

Budget: plan how to spend money. Example: monthly allowance $10. Expenses: book ($3), toy ($5), save ($2). Discuss wants (nice to have) vs. needs (necessary). Make financial decisions: 'If I want item X, what else do I give up?' Real-world context: pocket money, school spending, saving for a goal.

Teach safe online research: use school search tools and approved websites. Evaluate sources: Is this from a trusted organisation? Is information recent? Discuss fake news vs. real news: 'How do you know if something is true?' Practice citation: author, title, date. Discuss privacy and online safety (don't share personal information).

Presentation skills: (1) Eye contact — look at audience. (2) Clear voice — speak loud enough. (3) Posture — stand tall, confident. (4) Pacing — not too fast. (5) Engagement — be enthusiastic. Model with teacher presentation. Scholars present 2–3 minute speech on chosen topic (book, author, hobby, learning experience). Peer feedback: 'I liked ___ because ___.' Build speaking confidence.

Mass: measure objects using scales (kg, g). Example: pencil weighs 10g, book weighs 500g. Capacity: measure liquids (litres, ml). Example: water bottle holds 500ml, bucket holds 5 litres. Compare: 'Which is heavier? Which holds more?' Practical activities with real objects.

Scholars plan and lead a small community project: reading buddy programme (teach Reception students), kindness campaign (create posters), tutoring (help younger scholar with maths), environmental project (plant trees). Develop leadership, initiative, service. Reflect: 'How did you help your community? How did it feel?'

Reflection on Year 2: 'My Year 2 learning journey. What I learned in literacy: ___. How I've grown as a reader/writer: ___. Favourite learning memory: ___. Challenge I overcame: ___.' Goal-setting for Year 3: 'I want to learn ___ next year. My reading goal is ___. My writing goal is ___.' Scholars write 1–2 page reflection and goals.

Scholars design measurement projects: create garden layout (measure plot, plant spacing), design room (measure dimensions, layout furniture), build structure (measure materials, plan construction). Apply place value, length, area, capacity. Present project with measurements and reasoning. Celebrate real-world maths applications.

Scholars share community leadership projects: outcomes, learning, impact. Example presentations: 'We read with Reception scholars. They learned ___ and felt ___.' Discuss: 'How did you help? How did you feel? What will you do next year to serve your community?' Celebrate service and leadership growth.

Scholars write letter to themselves in Year 3: 'Dear Year 3 Me, I hope you will ___. You should remember that ___. I advise you to ___. You are ___.' Future-focussed writing with goals, reflections, encouragement. Seal letter. Deliver at end of Year 3 for opening and reflection on growth.

Scholars design data question: 'What's scholars' favourite lunch? How many Year 2 scholars wear glasses? How many pets does each family have?' Collect data, create graphs (picture or column), interpret: 'Most popular is ___. Least popular is ___.' Draw conclusions and present findings.

Compile Year 2 digital citizenship learning: passwords (keep safe), online kindness, privacy, source evaluation, ethical sharing. Create digital citizenship pledge: 'I will ___ online. I will not ___. I will report ___.' Poster or manifesto format. Celebrate responsible digital citizenship.

Finalise Year 2 portfolio (spanning all 4 terms): select 8–12 best pieces (literacy, numeracy, enrichment), write artist statement for each, create decorated cover with self-portrait or collage, table of contents, introduction letter to reader. Include reflections on growth. Portfolio becomes treasured keepsake and documentation of Year 2 learning journey.

Solve challenging, multi-step word problems and reasoning tasks. Explain thinking verbally and in writing: 'How did you solve this? What strategy did you use?' Celebrate mathematical communication. Review Year 2 skills: place value, operations, fractions, measurement, data, time, geometry. Reflect on growth.

Scholars prepare 2-minute showcase speech: reflect on Year 2, share learning highlights, present portfolio samples, express gratitude. Practice delivery: clear voice, eye contact, confident posture. Rehearse with teacher and peers. Build confidence and polish presentation for Year 2 Showcase event.

Final rehearsals of showcase speeches. Scholars present in small groups, receive peer encouragement. Celebrate literacy achievements: reading milestones (books read, reading fluency growth), writing development (narrative, poetry, non-fiction), speaking confidence. Reflect: 'What am I most proud of?' Build anticipation for full Year 2 Showcase event.

Play collaborative maths games reviewing Year 2: addition/subtraction races, multiplication fluency games, shape identification challenges, data interpretation games, money puzzles, time-telling races. Celebrate numeracy growth and skill development. Have fun while reviewing!

Celebrate Year 2 scholar community. Circle discussion: favourite moments, proudest achievements, kindest acts. Play celebration games. Recognition: certificates, applause, photos. Express gratitude to teachers, parents, peers. Reflection: 'Being a Year 2 Scholar Studio scholar means ___.' Build strong sense of community and joy.