Grade 2 Scope

How to read this scope

Each unit_id in the frontmatter resolves to a unit file under units/. start_day/end_day map the unit onto the 180-day school year; the list is a continuous sequence from day 1 to day 180 with no gaps or overlaps. domain and pillar name the primary domain(s) and pillar(s) each unit serves. domain_weighting expresses the intended balance of instructional time across the ten domains, in percent of the year. lesson_count counts the core lessons; the days between lessons carry flex time, assessment, integration, and celebration. assessment_plan describes how a child’s growth is seen and recorded at this level.

Year at a glance

The Grade 2 year is a spiral that deepens what came before. It begins inward — with a growing feeling-vocabulary, the story of our strengths, and the first steps of self-regulation (My Feelings & My Strengths) and with the body as a home to sense, move, and read (My Body, My Senses & Movement) — then turns outward into the practice of caring and cooperation (Caring & Working Together). Where Kindergarten named happy, sad, angry, and scared, and Grade 1 added proud, lonely, and excited, Grade 2 asks children to tell similar feelings apart, notice where a feeling lives in the body, and pause before they act. Where Grade 1 learned to share and take turns, Grade 2 learns to give real encouragement, resolve a disagreement with words, and work together on a task no one could finish alone.

The heart of the year is given to the two great tools of formal school, now in their second year of real work. Reading, Writing & Many Languages builds fluency: children read common and regularly spelled words with growing ease, answer who, what, where, when, and why questions, write a short story with first, next, and last, and write an opinion or an explanation with a reason — always in the learner’s home language first, with other languages alongside. Numbers, Shapes, Patterns & Data grows from Grade 1’s counting to 120 and adding within 20 into place value of tens and ones, adding and subtracting within 100, growing patterns, shapes with given attributes, halves, thirds, and fourths, measuring with standard units, and reading picture and bar graphs — mathematics as sense-making with real things, drawn from many traditions, for everyone.

From there the year looks out at the living world through wonder that now becomes prediction and test (Wondering & Testing: The Living World), and gives the whole body and the imagination to making, song, and movement (Making, Music & Movement), then returns to the body with growing independence for health and safety (Healthy, Safe & Strong). The final third steps into the wider human story — how people live across time and place, now on simple timelines (People, Places & Long Ago), what it means to be fair and to decide together (Fairness & Our Shared Rules), and the tools, media, and living Earth we are stewards of (Tools, Media & Our Earth Home). The year closes by gathering all of it together in a celebration of self and belonging (All of Me, All of Us), looking ahead to Grade 3.

Throughout, the four pillars are interwoven. Intellectual awareness (P3) carries the most weight, because fluent reading and writing and a firm hold on number are the year’s central work — but emotional and social awareness (P1) and physical and somatic awareness (P2) remain strong, for a known, cared-for, and capable body-and-self is the ground all formal learning stands on. Contextual and ecological awareness (P4) grows a little this year — history begins to move from “then and now” toward simple timelines, science toward prediction and test, and fairness toward children’s rights and the difference between being treated the same and being treated fairly. No high-stakes tests anywhere: a child’s growth is seen through reading aloud, writing, number work with real things, and a portfolio of what they make, say, and do.