IB PYP Grade 2

Curriculum Overview

IB PYP Grade 2

Programme of Inquiry

GIIS EC PYP 2_POI 2025-26.docx

Through engaging in the units above the students aim to acquire the transdisciplinary skills as they work towards the outcomes detailed in subject areas below. All subjects are integrated within the programme of inquiry through the inquiry lines, the transdisciplinary theme and/or the concepts. The International Baccalaureate Primary Years Programme scope and sequence outcomes, define the curriculum practices within the school.

IB PYP Grade 2

Curriculum map

EC PYP 2 Curriculum Map 2025-2026.xlsx

English language

English is the medium of communication and instruction. Therefore, the programme’s English curriculum framework is implemented to develop communication skills both orally and in writing effectively, and listening with understanding.

It also encourages students to be enthusiastic, responsive and knowledgeable readers. The PYP has identified three strands – oral language, visual language, written language – that are learned across and throughout the curriculum, with each strand being an integral component
of language learning.

Oral Language- Listening and Speaking

Students learn to speak with confidence in a range of contexts, adapting their speech for a range of purposes and audiences. They explore and communicate ideas in a clear, succinct manner. Through relevant comments and questions, the students demonstrate that they have listened carefully. They begin to modify what they say to the needs of the listener, varying the use of the vocabulary and the level of detail.

Learners show an understanding that sounds are associated with objects, events and ideas, or with symbolic representations of them. They are aware that an object or symbol may have different sounds or words associated with it in different langauges. They are beginning to be cognizant abou the high degree of variability of language and its uses.

Written Language- Reading

Students read a range of materials and use their knowledge of words, sentences and texts to understand and respond to the meaning. They increase their ability to read challenging and longer texts with greater fluency and accuracy. Students learn to read independently using a variety of strategies.

In responding to fiction and non-fiction texts they reflect an understanding of the main points and express preferences. Both guided and shared reading regularly takes place. During the shared reading, the teacher reinforces skills in grammar, punctuation and vocabulary. Guided reading allows the teacher to focus on the individual progress of the students. Students usually work in small groups with texts matched at their reading level. At every level the focus is more on guided silent reading where the teacher questions the students to determine their level of understanding of the text read.

Learners show an understanding that language can be represented visually through codes and symbols. They are extending their data bank of printed codes and symbols and are able to recognize them in new contexts. They understand that reading is a vehicle for learning, and that the combination fo codes conveys meaning.

Written Language- Writing

The emphasis during the writing activities is on the planning, drafting, revising, editing and presentation of work depending on the competency level of a child. Sequences of sentences extend ideas logically and words are selected for variety and interest. Punctuation to mark sentence full stops, capital letters and question marks is used accurately. Students are making logical attempts at spelling unfamiliar words based on their knowledge of spelling patterns and word building. The focus is on handwriting being neat and legible.

Learners show an understanding that writing is a means of recording, remembering and communicating. They know that writing involves the use of codes and symbols to convey meaning to others; that writing and reading uses the same codes and symbols. They know that writing can describe the factual or the imagined world.

Visual Language- Viewing and Presenting

Viewing and presenting involve interpreting, using and constructing visuals and multimedia in a variety of situations and for a range of purposes and audiences. They allow students to understand the ways in which images and language interact to convey ideas, values and beliefs. Visual texts may be paper, electronic or live, observable forms of communication that are consciously constructed to convey meaning and immediately engage viewers, allowing them instant access to data. Examples of visual texts are: advertisements, brochures, computer games and programs, websites, movies, posters, signs, logos, flags, maps, charts, graphs, diagrams, illustrations, graphic organisers, cartoons and comics. Learning to interpret this data, and to understand and use different media, are invaluable life skills. Learning to understand and use different visual texts expands the sources of information and expressive abilities of students.

Learners identify, interpret and responds to a range of visual text prompts and show an understanding that different types of visual texts serve different purposes. They use this knowledge to create their own visual texts for particular purposes.

In PYP Grade 2, the genres covered include:

Fiction and Poetry:

Stories
Narratives
Acrostic poems
Diary entry
Designing blurbs
Character sketches

Non-Fiction:

Instructional writing
Recount writing
Information texts
Dictionaries, Thesauruses

mathematics

In the PYP, mathematics is viewed primarily as a vehicle to support inquiry, providing a global language through which we make sense of the world around us. It is intended that students become competent users of the language of mathematics, and can begin to use it as a way of thinking, as opposed to seeing it as a series of facts and equations to be memorised. The power of mathematics for describing and analysing the world around us is such that it has become a highly effective tool for solving problems.

Students work on the following strands of Mathematics:

Numbers, Pattern and Function, Shape and Space, Measure and Data Handling.

Key learning outcomes for PYP Grade 2:

Data Handling

Data handling allows us to make a summary of what we know about the world and to make inferences about what we do not know.

Data can be collected, organized, represented and summarized in a variety of ways to highlight similarities, differences and trends; the chosen format should illustrate the information without bias or distortion.
Probability can be expressed qualitatively by using terms such as “unlikely”, “certain”, or “impossible”. It can be expressed quantitatively on a numerical scale.

Learners will understand how information can be expressed as organized and structured data and that this can occur in a range of ways. They will collect and represent data in different types of graphs, interpreting the resulting information for the purpose of answering questions. The learners will develop an understanding that some events in daily life are more likely to happen than others and they will identify and describe likelihood using appropriate vocabulary.

When constructing meaning learners:

Understand that sets can be organized by different attributes
Understand that information about themselves and their surroundings can be obtained in different ways
Understand the concept of chance in daily events (impossible, less likely, maybe, most likely, certain)

When transferring meaning into symbols learners:

Collect and represent data in different types of graphs, for example, tally marks, bar graphs
represent the relationship between objects in sets using tree, Venn and Carroll diagrams
Express the chance of an event happening using words or phrases (impossible, less likely, maybe, most likely, certain)

When applying with understanding learners:

Collect, display and interpret data for the purpose of answering questions
Create a pictograph and sample bar graph of real objects and interpret data by comparing quantities (for example, more, fewer, less than, greater than)

Measurement

To measure is to attach a number to a quantity using a chosen unit. Since the attributes being measured are continuous, ways must be found to deal with quantities that fall between numbers. It is important to know how accurate a measurement needs to be or can ever be.

Learners will understand that standard units allow us to have a common language to measure and describe objects and events, and that while estimation is a strategy that can be applied for approximate measurements, particular tools allow us to measure and describe attributes of objects and events with more accuracy. Learners will develop these understandings in relation to measurement involving length, mass, capacity, money, temperature and time.

When constructing meaning learners:

Understand the use of standard units to measure, for example, length, mass, money, time, temperature
Understand that tools can be used to measure
Understand that calendars can be used to determine the date, and to identify and sequence days of the week and months of the year
Understand that time is measured using universal units of measure, for example, years, months, days, hours, minutes and seconds

When transferring meaning into symbols learners:

estimate and measure objects using standard units of measurement: length, mass, capacity, money and temperature
Read and write the time to the hour, half hour and quarter hour
Estimate and compare lengths of time: second, minute, hour, day, week and month

When applying with understanding learners:

Use standard units of measurement to solve problems in real-life involving length, mass, capacity, money and temperature
Use measures of time to assist with problem solving in real- life situations

Shape and Space

The regions, paths and boundaries of natural space can be described by shape. An understanding of the interrelationships of shape allows us to interpret, understand and appreciate our two-dimensional (2D) and three- dimensional (3D) world.

Learners will continue to work with 2D and 3D shapes, developing the understanding that shapes are classified and named according to their properties. They will understand that examples of symmetry and transformations can be found in their immediate environment. Learners will interpret, create and use simple directions and specific vocabulary to describe paths, regions, positions and boundaries of their immediate environment.

When constructing meaning learners:

Understand that there are relationships among and between 2D and 3D shapes
Understand that 2D and 3D shapes can be created by putting together and/or taking apart other shapes
Understand that examples of symmetry and transformations can be found in their immediate environment
Understand that geometric shapes are useful for representing

When transferring meaning into symbols learners:

Sort, describe and compare 3D shapes
Describe position and direction, for example, inside, outside, above, below, next to, behind, in front of, up, down
Sort, describe the relationships between 2D and 3D shapes

When applying with understanding learners:

Explore and describe the paths, regions and boundaries of the immediate environment (inside, outside, above, below) and their position (next to, behind, in front of, up, down)
Analyse and use what they know about 3D shapes to describe and work with 2D shapes
Recognize and explain symmetrical designs in the environment

Pattern and Function

To identify pattern is to begin to understand how mathematics applies to the world in which we live. The repetitive features of patterns can be identified and described as generalized rules called “functions.” This builds a foundation for the later study of algebra.

Learners will understand that whole numbers exhibit patterns and relationships that can be observed and described, and that the patterns can be represented using numbers and other symbols. As a result, learners will understand the inverse relationship between addition and subtraction, and the associative and commutative properties of addition. They will be able to use their understanding of pattern to represent and make sense of real-life situations and, where appropriate, to solve problems involving addition and subtraction.

When constructing meaning learners:

Understand that patterns can be found in everyday situations, for example, sounds, actions, objects, nature
Understand that patterns can be found in numbers, for example, odd and even numbers, skip counting

When transferring meaning into symbols learners:

Describe patterns in various ways, for example, using words, drawings, symbols, materials, actions, numbers
Describe number patterns, for example, odd and even numbers, skip counting by 2s

When applying with understanding learners:

Extend and create patterns
Extend and create patterns in numbers, for example, odd and even numbers, skip counting

Number

Our number system is a language for describing quantities and the relationships between quantities. For example, the value attributed to a digit depends on its place within a base system.

Numbers are used to interpret information, make decisions and solve problems. For example, the operations of addition, subtraction, multiplication and division are related to one another and are used to process information in order to solve problems. The degree of precision needed in calculating depends on how the result will be used.

Learners will develop their understanding of the base 10 place value system and will model, read, write, estimate, compare and order numbers to hundreds or beyond. They will have automatic recall of addition and subtraction facts and be able to model addition and subtraction of whole numbers using the appropriate mathematical language to describe their mental and written strategies. Learners will have an understanding of fractions as representations of whole-part relationships and will be able to model fractions and use fraction names in real-life situations.

When constructing meaning learners:

Understand one-to-one correspondence
Understand that, for a set of objects, the number name of the last object counted describes the quantity of the whole set
Understand that numbers can be constructed in multiple ways, for example, by combining and partitioning
Understand conservation of number*
Understand the relative magnitude of whole numbers
Recognize groups of zero to five objects without counting (subitizing)
Model numbers to hundreds or beyond using the base 10 place value system **
Estimate quantities to 100 or beyond
Use the language of addition and subtraction of whole numbers
Develop strategies for memorizing addition and subtraction number facts
Estimate sums and differences
Use the language of mathematics to compare quantities, for example, more, less, first, second
Understand whole and part relationship

When transferring meaning into symbols learners:

Connect number names and numerals to the quantities they represent
Read and write whole numbers up to hundreds

When applying with understanding learners:

Count to determine the number of objects in a set
Use number words and numerals to represent quantities in real-life situationUse the language of mathematics to compare quantities in real-life situations, for example, more, less, first, second, subitize in real-life situations
Use simple fraction names in real-life situations
Use fast recall of addition and subtraction number facts in real-life situations

*Should students master these concepts quickly, they are provided with enrichment and extension activities to consolidate and further develop their skills.

social Studies

The Social Studies component of the Primary Years Programme (PYP) is characterized by concepts and skills. The knowledge component is divided into the following Social Studies strands in the PYP:

Human systems and economic activities, Social Organization and culture, Continuity and change through time, Human and natural environments, Resources and the environment

Social Studies Strands:

Human systems and economic activities

The study of how and why people construct organizations and systems; the ways in which people connect locally and globally; the distribution of power and authority.

Social organization and culture

The study of people, communities, cultures and societies; the ways in which individuals, groups and societies interact with each other.

Continuity and change through time

The study of the relationships between people and events through time; the past, its influences on the present and its implications for the future; people who have shaped the future through their actions.

Human and natural environments

The study of the distinctive features that give a place its identity; how people adapt to and alter their environment; how people experience and represent place; the impact of natural disasters on people and the built environment.

Resources and the environment

The interaction between people and the environment; the student of how humans allocate and manage resources; the positive and negative effects of this management; the impact of scientific and technological developments on the environment.

They will broaden their sense of place and the reasons why particular places are important to people, as well as how and why people’s activities influence, and are influenced by, the places in their environment. Students will start to develop an understanding of their relationship with the environment. They will gain a greater sense of time, recognizing important events in their own lives, and how time and change affect people. They will become increasingly aware of how advances in technology affect individuals and the environment.

All learning and teaching provides an opportunity to utilise and develop the transdisciplinary skills. The social studies component of the curriculum also provides opportunities for students to develop a range of social studies skills and processes shared as below:

Formulate and ask questions about the past, the future, places and society
Use and analyse evidence from a variety of historical, geograpbical and societal sources
Orientate in relation to place and time
Identify roles, rights and responsibilities in society
Assess the accuracy, validity and possible bias of sources

The Social Studies overall expectations in phases will be addressed through the Units of Inquiry and will be scaffolded to support and extend learning as students build their understanding.

Overall Expectations for 5 to 7 years

Students will increase their understanding of their world, focusing on themselves, their friends and families and their environment. They will appreciate the reasons why people belong to groups, the roles they fulfill and the different ways that people interact within groups. They will recognize connections within and between systems by which people organise themselves. They will broaden their sense of place and the reasons why particular places are important to people, as well as how and why people’s activities influence, and are influenced by, the places in their environment.

Students will start to develop an understanding of their relationship with the environment. They will gain a greater sense of time, recognising important events in their own lives, and how time and change affect people. They will become increasingly aware of how advances in technology affect individuals and the environment.

science

The Science component of the Primary Years Programme (PYP) is characterized by concepts and skills. The knowledge component is divided into the following science strands in the PYP.

Living things, Earth and Space, Materials and Matter and Forces and Energy.

Students will develop their observational skills by using their senses to gather and record information, and they will use their observations to identify patterns, make predictions and refine their ideas. They will explore the way objects and phenomena function, identify parts of a system, and gain an understanding of cause and effect relationships. Students will examine change over varying time periods, and will recognize that more than one variable may affect change. They will be aware of different perspectives and ways of organizing the world, and they will show care and respect for themselves, other living things and the environment. Students will communicate their ideas or provide explanations using their own scientific experience.

Science in the PYP provides opportunities for students to engage in scientific investigations by making accurate observations, handling tools, recording and comparing data, and formulating explanations using their own scientific experiences and those of others. Students will gain experience in testing their own assumptions and thinking critically about the perspectives of others in order to develop further their own ideas.

Science Strands

What do we want students to know?

Living things

The study of the characteristics, systems and behaviours of humans and other animals, and of plants; the interactions and relationships between and among them, and with their environment.

Earth and space

The study of planet Earth and its position in the universe, particularly its relationship with the sun; the natural phenomena and systems that shape the planet and the distinctive features that identify it; the infinite resources of the planet.

Materials and matter

The study of the properties, behaviours and uses of materials, both natural and human-made; the origins of human-made materials and how they are manipulated to suit a purpose.

Forces and energy

The study of energy, its origins, storage and transfer, and the work it can do; the study of forces; the application of scientific understanding through inventions and machines.

All curriculum areas provide an opportunity to utilise the approaches to learning. The science component of the curriculum also provides opportunities for students to:

Observe carefully in order to gather data
Use a variety of instruments and tools to measure data accurately
Use scientific vocabulary to explain their observations and experiences
Identify or generate a question or problem to be explored
Plan and carry out systematic investications, manipulating variables as necessary
Make and test predictions
Interpret and evaluate data gathered in order to draw conclusions
Consider scientific models and applications of these models (including their limitations)

The science overall expectations in phases will be addressed through the Units of Inquiry and will be scaffolded to support and extend learning as students build their understanding.

Overall expectations for 5 to 7 Years

Students will develop their observational skills by using their senses to gather and record information, and they will use their observations to identify patterns, make predictions and refine their ideas. They will explore the way objects and phenomena function, identify the parts of a system, and gain an understanding of cause and effect relationships. Students will examine change over varying time periods, and will recognize that more than one variable may affect change.They will be aware of different perspectives and ways of organizing the world, and they will show care and respect for themselves, other living things and the environment. Students will communicate their ideas or provide explanations using their own scientific experience.

Specialists

The school offers specialist programmes in the following subjects:

Additional Languages, The Arts (Visual and Performing), Physical Education and Library

Additional languages

The school has an inbuilt additional language curriculum that follows the same strands as the English language arts. Where possible, the topics from the Transdisciplinary Programme of Inquiry is integrated into the additional language learning. However, clearly identified processes help students gain confidence in the functional use and knowledge about world languages.

Language permeates the world in which we live; it is socially constructed and dependent on the number and nature of our social interactions and relationships. The learning process simultaneously involves learning language – as learners listen to and use language with others in their everyday lives; learning about language – as learners grow in their understanding of how language works; and learning through language – as learners use language as a tool to listen, think, discuss and reflect on information, ideas and issues.

In Grade 1, we offer four additional language options: Hindi, French, Mandarin and Tamil.

In speaking and listening, we develop students’ oral skills and focus on pronunciations and vocabulary.

In writing, we focus on including a wider range of vocabulary, more elements of grammar.

We start to develop students’ sentences and simple paragraph writing skills.

In reading, simple books are used to aid reading. Students attempt small comprehension passages.

In viewing and presenting, we continue developing skills through pictures, posters and videos.

Personal, social and Physical education (PSPE)

In the PYP, personal, social and physical education (PSPE) is concerned with the individual’s well-being through the promotion and development of concepts, knowledge, attitudes and skills that contribute to this well-being. The development of a student’s well-being can be implicitly and explicitly addressed through all areas of the PYP curriculum. Therefore, every teacher has a responsibility to support each student’s personal, social and physical development through all learning engagements both within and outside of the programme of inquiry.

Individual Pursuits

The development of basic motor skills and the body’s capacity for movement through locomotor and manipulative skills and/ or experiences; the techniques, rules and purpose of a range of athletic activities; recognizing a high level of achievement and how to improve a performance.

Movement Composition

Recognizing that movements can be linked together and refined to create a sequence of aesthetic movements. Movements can be in response to stimuli or performance elements and/ or criteria and can communicate feelings, emotions and ideas.

Games

Recognizing the challenges presented by games, the importance of manipulating space; the categorizing of games; identifying and developing appropriate skills and strategies; recognizing the importance of rules and how they define the nature of a game; modifying existing games and creating new games; teamwork.

Adventure Challenges

A variety of tasks requiring the use of physical and critical thinking skills by individuals and/or groups; challenges that require groups to work together collaboratively in order to solve problems and accomplish a common goal; recognizing the role of the individual in group problem solving.

Health- related fitness

Recognizing and appreciating the importance of maintaining a healthy lifestyle; the body’s response to exercise, including the interaction of body systems and the development of physical fitness.

library

Students have one library session each week. They may borrow one book at a time. Books may be exchanged throughout the week as needed. Students will be learning library etiquette and procedures using the IB Learner Profile attributes. Story elements, author and illustrator studies, and an inquiry into different genres of fiction will be explored. Research skills for the Units of Inquiry are strengthened through collaboration between the teacher librarian and homeroom teacher.

visual arts

The Arts scope and sequence at GIIS offers extended skills development and opportunities for learners, who will be involved in the programme through the two strands of creating and responding. Learner will look into various art elements including line, direction, shape, size, colour, tone and texture as they are engaged in different art experiences. Students will develop a better understanding of their art inquiry tasks and demonstrate skills required to operate effectively in the art room. The students will exhibit greater control and purpose in their use of media and respond effectively to their own and other students’ artworks. The students will reflect on their prior knowledge of drawn and painted works and express creatively understandings of their inquiry units. They will concentrate on the correct use of different media both effectively and efficiently. Connections with the classroom Units of Inquiry will be made and students will be encouraged to respond reflectively to the work of others.

music, dance and movement

As music plays an important role in society, it brings people and communities together. PYP Music classroom develops an internationally minded skilled musician with integration of other subjects and transdisciplinary themes. Children will be involved in the programme through two strands of Creating and Responding where children are exposed to understand the language of Music which supports them to respond to it effectively.

Similarly, students also have opportunities to explore other forms of expression like music, dance, movement and drama. With the same strands: Creating and Responding, students explore different concepts. In a week, they have music and dance and movement twice a week for fifty minutes per session. These lessons are planned to be integrated with the Units of Inquiry when applicable. Students consolidate their rhythmic and aural skills as they explore rhythm, pitch, patterns, form and appropriate vocabulary through various genres of music. Students sing rounds in large and small groups.

Students in the PYP learn to develop confidence in their personal physicality through body awareness, balance, coordination, flexibility and strength. Teachers offer students experiences that may provoke and inspire them through exposing them to dance and singing performances. By creating a safe environment for students to express themselves, teachers draw on their students’ creativity with movement.

Students create music using simple tuned and untuned percussion instruments while applying their knowledge of solfage and formal notation. Students are given opportunities to perform through the year. Students will:

Use vocal sounds, rhythms and instruments to express feelings or ideas
Sing with accuracy and control focusing awareness on the musical elements
Analyse different compositions describing how the musical elements enhance the message
Deliver a musical message to different audiences
Create and perform a movement sequence using known musical elements
Improvise upon a basic pattern to reinforce the importance of the individual within the group
Express themselves as individuals through musical composition
Describe the ideas and feelings communicated through body movement
Respond to word, rhythm and/or music through movements
Communicate and express feelings through body movements
Explore the dynamic flow of body movements such as fast, slow, big, small, strong, smooth, sharp, tension and relaxation
Move freely through the space to show levels of low, medium and high and change of direction

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