What does it mean to have a Guaranteed and Viable Curriculum?
A Guaranteed and Viable Curriculum (GVC) ensures that all students have an equal opportunity to learn. Each student will have access to a highly effective teacher, and access to the same content, knowledge and skills in each class.
What is a Guaranteed Curriculum? Every student is provided the opportunity to learn a core curriculum which provides them with the probability of success in school.
What is a Viable Curriculum? Schools make sure that the necessary time is available and protected so students will be able to learn the guaranteed curriculum.
Creating a horizontal sequence of what needs to be learned across individual grade levels or courses as well as a vertical sequence from grade level to grade level or from course to course. Teachers align the curriculum with the Victorian Standards
Preparing a Guaranteed Curriculum requires that teachers have adequate time to prepare, instruct and assess, and that students have adequate time to receive, process, and retain new information. Viable Curriculum means that the Essential Learning Statements, pacing guide and daily instruction are all manageable and can be realistically taught to mastery levels in the year.
Year Two Essential Learning Statements
Reading and Viewing
Know some features of text organisation including page and screen layouts, alphabetical order, and different types of diagrams
Recognise all standard Australian English phonemes and most letter sound matches. They read texts that contain various sentence structures
Identify literal and implied meaning, main ideas and supporting details.
Monitor meaning and self correct using context, prior knowledge, punctuation, lang and phonic knowledge
Understand how similar texts share characteristics by identifying text structures and language features used to describe characters, settings and events or communicate factual information
Use punctuation accurately.
Accurately spell words with regular spelling patterns and can write words with less common long vowels, trigraphs and silent letters.
Not referenced in the writing curriculum
Create texts that show how images support the meaning of the text.
Fluently and legibly writes all upper and unjoined lower case letters
Speaking and Listening
Listen for a particular purpose and use a variety of strategies to engage in group and class discussions.
Use everyday language features and topic- specific vocabulary to engage in group and class discussions and make presentations.
Listen for and manipulate sound combinations and rhythmic sound patterns
Explains preferences for aspects of texts using other texts as comparisons.
Creates texts that show how images support the meaning of the text, drawing on their own experiences, their imagination and information they have learned.
Number and Algebra
Read, model, write and order numbers to at least 1000.
Count to and from 0 up to 1000 and recognise increasing and decreasing number sequences involving 2’s, 3’s, 5’s and 10’s.
Solve addition problems using a range of mental and written strategies including place value for larger numbers.
Solve subtraction problems using a range of mental and written strategies including place value for numbers up to 1000.
Represent multiplication by grouping into sets.
Represent division by grouping into sets.
Divide collections and shapes into halves, quarters and eighths.
Find the total value of simple collections of Australian notes and coins.
Measurement and Geometry
Order shapes and objects, using informal units for a range of measures.
Tell time to the quarter hour and use a calendar to identify the date, days, weeks and months included in seasons and other events.
Draw two-dimensional shapes, specify their features and recognise the features of three-dimensional objects. Explain the effects of one-step transformations.
Interpret simple maps of familiar locations.
Statistics and Probability
Collect data from relevant questions to create lists, tables and picture graphs with and without the use of digital technology. Interpret data in context and use everyday language to describe outcomes of familiar events.