Learning Outcomes Y2


Since registering for home education in September 2014 Robin has continued to improve his reading and writing; completing the 2015 Premier’s Reading Challenge for grade 3-4 and completing hand written work in his day-book (Science, English comprehension, Latin etc). He continues to improve in mathematics, and has worked through his Miquon Math workbooks at a steady pace. He is on schedule to finish the 4th book (of 6) in December 2015. Robin has continued swimming lessons and moved up to the next level. In term 4 of 2015, Robin will join the YMCA to take advantage of their after-school programme which includes cooking classes, soccer, circus skills and craft. We joined the Maritime Museum and have enjoyed their exhibits, especially about transport, exploration and Antarctica. He has been learning about the history of science; seeing how ideas are refined over time and with more information. Robin enjoyed visits to the Easter Show, Opera House, Nicholson Museum, Dr Seuss Gallery (QVB), Disney on Ice, Stardust Circus, local street fair & Maclay Museum. He has also begun violin lessons and is hoping to perform at our church’s open mic night in September. Robin has continued to attend Sunday School and was involved with creating decorations for the Holiday Kids’ Club that was held in July 2015.

2016: Stage One continued…


In Stage One 2016 we will continue to develop proficiency in the areas of Reading, Talking and Listening, and Writing.


We will continue to examine a variety of texts, becoming familiar with their style, purpose, audience and subject matter. We will read and discuss newspaper articles, poems, fables and folktales, informational texts and other materials. We will compare different works by the same author and research some favourite authors. We will compare works on the same topic by different authors or sources. Robin will continue to choose his own reading material from our collection and our local library. He will continue to read aloud and independently. Once again, he will be encouraged to complete the Premier’s Reading Challenge, most likely reading from the Grade 3-4 list again, with greater emphasis on chapter books. Robin will also be encouraged to complete the MS Read-a-thon in August of 2016.


Outcomes addressed:

  • EN1-4A draws on an increasing range of skills and strategies to fluently read, view and comprehend a range of texts on less familiar topics in different media and technologies
  • EN1-5A uses a variety of strategies, including knowledge of sight words and letter–sound correspondences, to spell familiar words
  • EN1-8B recognises that there are different kinds of texts when reading and viewing and shows an awareness of purpose, audience and subject matter


Talking and Listening:

We will continue to explore the use and purposes of spoken language. Robin will be required to follow instructions, give clear explanations, listen to a variety of spoken language (audiobooks, conversation, speeches) and produce work in various spoken styles (e.g.; a demonstration video, learn and perform a poem, discuss something he’s read, create and perform a puppet show). We may attend some kind of performance (e.g.: puppet show, play, keeper/curator talk).


Outcomes addressed:

  • EN1-1A communicates with a range of people in informal and guided activities demonstrating interaction skills and considers how own communication is adjusted in different situations
  • EN1-6B recognises a range of purposes and audiences for spoken language and recognises organisational patterns and features of predictable spoken texts


In 2016, Robin will practice producing original work, capturing his ideas and understanding with writing. He will work on spelling, grammar and punctuation through work sheets, word games (Scrabble Dash, Bananagrams, puzzle books) and by producing written work for various purposes (letters, creative writing, instructions/recipes, research projects, journal). We will continue working through Jessie Wise’s “First Language Lessons”.


Outcomes addressed:

  • EN1-2A plans, composes and reviews a small range of simple texts for a variety of purposes on familiar topics for known readers and viewers
  • EN1-3A composes texts using letters of consistent size and slope and uses digital technologies
  • EN1-7B identifies how language use in their own writing differs according to their purpose, audience and subject matter
  • EN1-9B uses basic grammatical features, punctuation conventions and vocabulary appropriate to the type of text when responding to and composing texts
  • EN1-10C thinks imaginatively and creatively about familiar topics, ideas and texts when responding to and composing texts
  • EN1-11D responds to and composes a range of texts about familiar aspects of the world and their own experiences
  • EN1-12E identifies and discusses aspects of their own and others’ learning



Robin has been working through the Miquon Maths series of workbooks. In 2015 we would expect him to complete the 3rd and 4th books from that series. The 5th and 6th books will be completed in 2016. Robin will continue to engage in everyday mathematics through cooking, baking, programming, shopping, travelling, art making, Kano computing, board games, Lego building and reading mathematics themed books.

Outcomes addressed:

  • MA1-1WM describes mathematical situations and methods using everyday and some mathematical language, actions, materials, diagrams and symbols
  • MA1-2WM uses objects, diagrams and technology to explore mathematical problems
  • MA1-3WM supports conclusions by explaining or demonstrating how answers were obtained
  • MA1-4NA applies place value, informally, to count, order, read and represent two- and three-digit numbers
  • MA1-5NA uses a range of strategies and informal recording methods for addition and subtraction involving one- and two-digit numbers
  • MA1-6NA uses a range of mental strategies and concrete materials for multiplication and division
  • MA1-7NA represents and models halves, quarters and eighths
  • MA1-8NA creates, represents and continues a variety of patterns with numbers and objects
  • MA1-9MG measures, records, compares and estimates lengths and distances using uniform informal units, metres and centimetres
  • MA1-10MG measures, records, compares and estimates areas using uniform informal units
  • MA1-11MG measures, records, compares and estimates volumes and capacities using uniform informal units
  • MA1-12MG measures, records, compares and estimates the masses of objects using uniform informal units
  • MA1-13MG describes, compares and orders durations of events, and reads half- and quarter-hour time
  • MA1-14MG sorts, describes, represents and recognises familiar three-dimensional objects, including cones, cubes, cylinders, spheres and prisms
  • MA1-15MG manipulates, sorts, represents, describes and explores two-dimensional shapes, including quadrilaterals, pentagons, hexagons and octagons
  • MA1-16MG represents and describes the positions of objects in everyday situations and on maps
  • MA1-17SP gathers and organises data, displays data in lists, tables and picture graphs, and interprets the results
  • MA1-18SP recognises and describes the element of chance in everyday events




In 2016 we would be looking to further develop Robin’s skills in data collection, assessment and communication; using a structured design process to address problems and test ideas. We will continue learning how humans use and adapt their environment. We will continue learning about the history of science using “Science in the Ancient World” by Jay Wile. We would also continue building a base of scientific knowledge incorporating categorization, matter, properties and states of matter, energy, living and non living things. This will be guided by the material in “Building Foundations of Scientific Understanding” by Bernard J. Nebel. Robin’s observations and predictions about weather, plant lifecycles and insects will be tested in our vegetable garden.


Outcomes addressed:

  • ST1-1VA shows interest in and enthusiasm for science and technology, responding to their curiosity, questions and perceived needs, wants and opportunities
  • ST1-2VA demonstrates a willingness to engage responsibly with local, national and global issues relevant to their lives, and to shaping sustainable futures
  • ST1-3VA develops informed attitudes about the current and future use and influence of science and technology based on reason
  • ST1-4WS investigates questions and predictions by collecting and recording data, sharing and reflecting on their experiences and comparing what they and others know
  • ST1-5WT uses a structured design process, everyday tools, materials, equipment and techniques to produce solutions that respond to identified needs and wants
  • ST1-14BE describes a range of places and spaces in the local environment and how their purposes influence their design
  • ST1-15I describes a range of familiar information sources and technologies and how their purposes influence their design
  • ST1-16P describes a range of manufactured products in the local environment and how their different purposes influence their design



Our focus for Stage One HSIE will on our family, community and locality. We will construct a family history book detailing important events, and other incidents from the lives of Robin’s great-grandparents, grandparents and other relatives. This will include a record of our customs, traditions, responsibilities and celebrations.

We will investigate how lifestyles have changed through technology by comparing Robin’s lived experience to that of his elders. We will read historical fiction (e.g.: “Our Australian Girl” or “Audrey of the Outback” Series) and visit Fairfield Museum (livingmuseum.com.au) to deepen this experience. We will use our local library to research the historical events that our family members experienced (e.g.: Great Depression, WW2, immigration, steam railway). We will use Hurstville library’s history section to see what was happening in our local area during the same time period, and to find out about its Indigenous history. We will prioritise books on the Premier’s Reading Challenge lists that feature traditions, situations and practices different to our own.

Our studies of the built environment will expand on the material covered in Science, linking it to design and technology in the context of historical change e.g.: development of our rail network, changes from steam to diesel to electric trains and changes to signalling and ticketing systems (including how to use the current system). We will also investigate changes we could make to our home to improve its sustainability and reduce its environmental impact.


Outcomes Addressed:

  • identifies and describes significant people, events, places and sites in the local community over time HT1‑2
  • describes the effects of changing technology on people’s lives over time HT1‑3
  • demonstrates skills of historical inquiry and communication HT1‑4
  • 1 Communicates the importance of past and present people, days and events in their life, in the lives of family and community members and in other communities.
  • 2 Identifies changes and continuities in their own life and in the local community.
  • 3 Identifies customs, practices, symbols, languages and traditions of their family and other families.
  • 4 Describes the cultural, linguistic and religious practices of their family, their community and other communities.
  • 5 Compares and contrasts natural and built features in their local area and the ways in which people interact with these features.
  • 6 Demonstrates an understanding of the relationship between environments and people.
  • 7 Explains how people and technologies in systems link to provide goods and services to satisfy needs and wants.
  • 8 Identifies roles and responsibilities within families, schools and the local community, and determines ways in which they should interact with others.


So far, most of the geography Robin has learnt has been related to topics we’ve read about in other KLAs, Premier’s Reading Challenge, or his own interest. Robin has made maps of our home, suburb and garden. He can find and name the continents on a map or globe, he has coloured and labelled maps of the locations we have studied. He understands where particular animals, plants or habitats can be found. Through learning our family history, and asking our friends about their histories, Robin has an appreciation of “home” as something more than the building you live in and he is developing an appreciation for the special features that characterise different places (eg: food, traditions, style of education, music, language, weather & environment, safety & stability).

Outcomes Addressed:

  • describes features of places and the connections people have with places GE1‑1
  • identifies ways in which people interact with and care for places GE1‑2
  • communicates geographical information and uses geographical tools for inquiry GE1‑3
  • pose geographical questions  (ACHGS007, ACHGS013)
  • collect and record geographical data and information, for example, by observing, by interviewing, or using visual representations  (ACHGS008, ACHGS014)
  • represent data by constructing tables, graphs or maps  (ACHGS009, ACHGS015)
  • draw conclusions based on the interpretation of geographical information sorted into categories  (ACHGS010, ACHGS016)
  • present findings in a range of communication forms  (ACHGS011, ACHGS017)
  • reflect on their learning and suggest responses to their findings  (ACHGS012, ACHGS018)



In Stage One we aim to increase Robin’s appreciation and use of creative and performance arts techniques to communicate ideas. We will seek out opportunities to experience performance arts (dance, theatre, plays, puppets, live music) in order to examine them for purpose, intent and interaction (the role of performer, choreographer, audience, conductor etc.). We will use drama, dance, music and visual art techniques to record, reinforce and reinterpret content from other KLAs and other source material. There will be some study of Australian art alongside Robin’s HSIE work. Robin will continue violin lessons, or experiment with other instruments we own (drums, ukulele, guitar, bass). Robin will likely continue to work on creative arts projects, using techniques learnt from DIY.org and “Discovering Great Artists” by Kohl and Solga. We will visit the NSW Art Gallery, MCA and Fairfield Museum to see a range of artworks.


Outcomes Addressed:

  • VAS1.1 Makes artworks in a particular way about experiences of real and imaginary things.
  • VAS1.2 Uses the forms to make artworks according to varying requirements.
  • VAS1.3 Realises what artists do, who they are and what they make.
  • VAS1.4 Begins to interpret the meaning of artworks, acknowledging the roles of artist and audience.
  • MUS1.1 Sings, plays and moves to a range of music, demonstrating an awareness of musical concepts.
  • MUS1.2 Explores, creates, selects and organises sound in simple structures.
  • MUS1.3 Uses symbol systems to represent sounds.
  • MUS1.4 Responds to a range of music, expressing likes and dislikes and the reasons for these choices.
  • DRAS1.1 Takes on roles in drama to explore familiar and imagined situations.
  • DRAS1.2 Conveys story, depicts events and expresses feelings by using the elements of drama and the expressive skills of movement and voice.
  • DRAS1.3 Interacts collaboratively to communicate the action of the drama with others.
  • DRAS1.4 Appreciates dramatic work during the making of their own drama and the drama of others.
  • DAS1.1 Performs dances demonstrating expressive qualities and control over a range of locomotor and non-locomotor movement.
  • DAS1.2 Explores and selects movement using the elements of dance to make dance express ideas, feelings or moods
  • DAS1.3 Gives personal opinions about the dances and their purpose that they view and/or experience



Robin will continue to take swimming lessons, learning about being safe in the water and developing some swimming skills. He will continue to contribute to the planning and making of meals in our household, practicing his communication skills, problem solving and decision-making processes. As Robin does his household chores he will contribute to the health and wellbeing of our household, demonstrating his care for others (Robin does basic cleaning jobs, takes the recycling and rubbish to the correct bins, looks after his possessions, keeps his bedroom and workspaces tidy, plants, weeds and harvests from our garden). In HSIE we will look at our family identity, traditions and responsibilities, we will also clarify and practice appropriate forms of communication and standards for behaviour. We will look at movement and performance of dance as part of Creative Arts, noting that it covers some of the outcomes for PDHPE. Robin will continue to be involved in Sunday School and our wider church community; building relationships with children and adults from different backgrounds (educational, financial and cultural diversity) and having the opportunity to be helpful to others in practical ways (helping to set up activities, making morning/afternoon tea, etc.). Robin will join in the sport, cooking and craft activities held at our local YMCA.


Outcomes Addressed:

  • COS1.1 Communicates appropriately in a variety of ways.
  • DMS1.2 Recalls past experiences in making decisions.
  • INS1.3 Develops positive relationships with peers and other people.
  • MOS1.4 Demonstrates maturing performance of basic movement and compositional skills in a variety of predictable situations.
  • PSS1.5 Draws on past experiences to solve familiar problems.
  • ALS1.6 Participates in physical activity, recognising that it can be both enjoyable and important for health.
  • DAS1.7 Performs simple dance sequences incorporating basic movement skills and patterns.
  • GSS1.8 Performs fundamental movement skills with equipment in minor games.
  • GDS1.9 Describes the characteristics that make them both similar to others and unique.
  • GYS1.10 Follows a simple sequence that links basic movement patterns.
  • IRS1.11 Identifies the ways in which they communicate, cooperate and care for others.
  • PHS1.12 Recognises that positive health choices can promote wellbeing.
  • SLS1.13 Recognises that their safety depends on the environment and the behaviour of themselves and others.