Concept 2026 Learning Expectation Grade 2

LOOHCS REWOL

GRADE 2

LEARNING EXPECTATIONS

Muchness lives where curiosity

meets care Finding Muchness by Kobi

2026 Theme of the Year

Our mission Escola Concept offers an academically rigorous, challenging, inclusive, global education designed to develop happy and thoughtful human beings who positively impact the world we live in. The school's program is designed to nurture the dispositions of lifelong learners who collaborate to co-create, embrace an entrepreneurial mindset, understand the meaning of living sustainably, and are globally and digitally fluent. Learners apply habits of mind to their daily actions, use the language of thinking to communicate, and understand the elements of design thinking to problem solve and innovate. Learning is facilitated and assessed through relevant, project-based experiences. Upon graduation, learners will be prepared for their university of choice in Brazil, or elsewhere around the world.

FOUNDATIONAL LEARNING

EXPECTATIONS PER GRADE LEVEL Based on ou National Curriculum (Base Nacional Comum Curricular - BNCC and International Curriculum and Programs (Fieldwork Education, Illustrative Mathematics, Readers' and Writer's Workshop), learnings expectations in the Lower School are organized according to the following areas of knowledge:

English Language

Performing Arts

Portuguese Language

Artistic Design

Mathematics Social Sciences (History and Geography) Natural Sciences Body and Movement Sound and Exploration

ENGLISH LANGUAGE

READING

SKILLS To explore and recount stories from different cultures, identify the main lessons, and understand values.

To explore how characters react to major events and challenges.

To explore the structure of a story.

To compare and contrast different versions of the same story.

To ask and answer questions to demonstrate their understanding of key details in a story.

To identify the main purpose to answer, explain, or describe the main purpose of a text.

To describe how reasons support points the author makes in a text.

To compare and contrast the most important points by two texts.

To apply phonics skills by decoding words, recognizing vowel patterns, breaking words into syllables, and reading irregular words.

To read with sufficient accuracy and fluency to support comprehension.

WRITING

SKILLS To write opinion pieces where they state their opinion, give reasons, use words like "because" and "and" to connect ideas, and end with a conclusion.

To write texts that introduce a topic, explain it with facts, and end with a conclusion.

To write stories that describe events, show feelings and thoughts, use words to show the order, and end with a conclusion.

To participate in research and writing projects by exploring a topic and producing a report.

LANGUAGE

SKILLS

To learn and use irregular plural nouns.

To learn and use the past tense of irregular verbs.

To create simple and compound sentences.

To use apostrophes to make contractions.

To use spelling patterns to spell new words.

To learn the meaning of new words by adding known prefixes to familiar words.

To use a known root word to figure out the meaning of a new word.

To identify how words are used in real life.

LISTENING & SPEAKING

SKILLS

To engage in collaborative conversations by following discussion rules and sharing ideas respectfully.

To ask questions to clarify understanding during conversations.

To recount or describe important details or ideas from a story read aloud, or other media.

To ask and answer questions to gather information or clarify understanding.

PORTUGUESE LANGUAGE

PORTUGUESE

LANGUAGE ORAL SKILLS To recite rhymes, comics, tongue-twisters, among other texts.

To plan and produce interviews, curiosities, among other texts that can be oral.

To express yourself clearly, worrying about being understood by the interlocutor.

To listen carefully to statements by educators and colleagues.

To retell orally, with and without image support, literary texts read by you and/or by the educator.

PORTUGUESE

LANGUAGE READING SKILLS To understand the different purposes of reading.

To search, select and read, with the mediation of the educator (shared reading), texts that circulate in printed or digital media, according to the needs and interests.

To read considering reading strategies anticipation, inference, verification).

(selection,

To recognize writing as an element of communication and social insertion.

To recognize the role of texts used to present information collected in research activities (surveys, small interviews, records of experiments).

To explore, with the mediation of the educator, informative texts from different digital research environments, knowing their possibilities.

To read and understand, with a certain autonomy, literary texts of different genres, developing a taste for reading.

PORTUGUESE

LANGUAGE WRITING SKILLS To use, when producing the text, correct spelling of known words or with already dominated syllabic structures, capital letters at the beginning of sentences and in proper nouns, segmentation between words, full stop, question mark and exclamation point.

To plan and produce notes and letters, in printed and/or digital media, among other genres in the field of everyday life.

To plan and produce small reports of observation of processes, facts, personal experiences, keeping the characteristics of the genre.

To plan and produce posters and flyers to publicize school or community events, using persuasive language and textual and visual elements (letter size, layout, images) appropriate to the genre.

To plan and produce, in collaboration with colleagues and with the help of the educator, small reports of experiments, interviews, children's encyclopedia entries, among other genres in the investigative field.

PORTUGUESE

LANGUAGE WRITING SKILLS To plan and produce, with some autonomy, small records of observation of research results, consistent with an investigated theme.

To rewrite literary narrative texts read by the educator.

To reread and revise the text produced with the help of the educator and the collaboration of colleagues, to correct and improve it, making cuts, additions, reformulations, spelling and punctuation corrections.

To edit the final version of the text, in collaboration with colleagues and with the help of the educator, illustrating, when appropriate.

LANGUAGE

USAGE To write, spontaneously or by dictation, words and phrases alphabetically – using letters/graphemes that represent phonemes.

To read new words accurately in decoding, in the case of frequently used words, read globally, by memorization.

To make correct use of uppercase and lowercase letters.

To correctly use the spelling rules worked.

To make use of the grammatical concepts worked in texts.

To segment words into syllables and remove and replace initial, medial or final syllables to create new words.

To read and write words with regular direct correspondences between letters and phonemes (f, v, t, d, p, b) and regular contextual correspondences (c and q; e and o, in unstressed position at the end of a word).

LANGUAGE

USAGE To read and write correctly words with syllables CV, V, CVC, CCV, identifying that there are vowels in all syllables.

To read and write correctly words with nasality marks (tilde, m, n).

To write words, sentences, short texts in print and cursive forms.

To recognize and properly use full stop, question mark and exclamation point.

To identify synonyms of words in read text and form antonyms of words found in read text by adding the negation prefix in-/im-.

To form the augmentative and diminutive of words with the suffixes -ão and -inho/-zinho.

To recognize the conflict that generates a fictional narrative and its resolution, as well as words, expressions and phrases that characterize characters and environments.

MATHE MATICS

NUMBERS To} compare} and} order} natural} numbers} nup} to} the} order} of hundreds} r} 999o} by} understanding} the} features} of} the decimal}numbering}system}npositional}value}and}the}role}of zeroob To}compose}and}to}decompose}natural}numbers}up}to}three orders} nhundredso]} with} the} support} of} manipulative material]}through}different}additionsb To} build} the} basic} facts} of} addition} and} subtraction} and} to use}them}in}mental}or}written}calculationsb To}solve}and}elaborate}problems}of}addition}and}subtraction] involving}numbers}of}up}to}three}orders}nhundredsob To}solve}and}to}elaborate}multiplication}problems}nby}2]}3] 4]} and} 5o} with} the} idea} of} repeated} addition} as} a} strategy and}form}of}personal}register]}using}or}not}using}the}images andhor}manipulable}materialb To}identify}equivalent}fractions}and}decimalsb To}round}to}the}nearest}100b

ALGEBRA To build sequences of natural numbers in ascending or descending order.

To describe a pattern (or regularity) of repetitive and recursive sequences, through words, symbols or drawings.

To describe missing elements in repetitive sequences and in recursive sequences of natural numbers, objects, or pictures.

To create and extend sequences following single-step rules.

GEOMETRY To sketch routes to be followed or blueprints of familiar environments, signalizing entrances, exits, and some reference points.

To recognize, name, and compare spacial geometric shapes (cube, rectangular prism, pyramid, cone, cylinder, and sphere), relating them to objects in the physical world.

To recognize, compare, and name flat figures (circle, square, rectangle, and triangle).

MEASUREMENT To estimate, measure and compare the length of a room and the length of a polygon.

To estimate, measure and compare capacity and mass.

To indicate the length of time intervals between two dates.

To compare the capacity of different containers.

DATA

HANDLING To read and compare research information presented through double entry tables and graphs of single columns or bars.

To sort and classify objects using more than one criterion.

To construct and interpret simple pictograms, tally charts, bar graphs, and tables.

To classify random everyday events as "unlikely," "very likely," "unlikely," and "impossible."

SOCIAL SCIENCES

GEOGRAPHY To describe the history of migrations in the neighborhood or community.

To compare habits and traditions of different populations recognizing the importance of respect for differences.

To compare different means of transportation and communication.

To identify similarities and differences in habits, in relation to nature and in the way people live in different places.

To compare images of the same place at different times.

To relate day and night to different types of social activities (school hours, working hours, sleep, etc.).

To describe the extractive activities (minerals, agricultural and industrial) of different places, identifying environmental impact.

To identify and elaborate different forms of representation (drawings, mental maps, models) to represent components of the landscape of places from experience.

To identify objects and places of experience (school and housing) in aerial images and maps (vertical view) and photographs (oblique vision).

GEOGRAPHY To apply principles of location and position of objects (spatial references, like front and back, left and right, up and down, inside and out) through space representations of the classroom and school.

To recognize the importance of soil and water for life, identifying their different uses (planting and extraction of materials, among other possibilities) and the impacts of these uses in the daily life of the city and the field.

HISTORY To recognize spaces of sociability and identify the reasons that approximate and separate people into different social or kinship groups.

To identify and describe practices and social roles that people exercise in different communities.

To select everyday situations that refer to the perception of change, belonging, and memory.

To select and understand the meaning of personal objects and documents such as sources of memories and stories in the personal, family, school, and community spheres.

To select and understand the function of personal objects and documents and Groups .

To identify and organize, temporally, facts of everyday life, using notions related to time (before, during, at the same time, and after).

NATURAL SCIENCES

NATURAL SCIENCES Identify what materials (metals, wood, glass, etc.) that the everyday life objects are made of, how these objects are used and with which materials they were made of in the past.

Propose the use of different materials for the construction of everyday objects, considering some of their properties (flexibility, strength, transparency, etc.).

Describe characteristics of plants and animals that are part of their daily lives and are related to the environment in which they live.

Investigate the importance of water and light for the maintenance of plant life in general.

Identify as the main parts of a plant (root, stem, leaves, flower, and fruits) and their functions, and analyze the relationships between plants, the environment, and the other living beings.

Describe the positions of the Sun in different times of the day and associate it with the size of the shadow projected.

Compare the effect of different solar radiation (heating and reflection) on different surface types (water, sand, soil, dark, light and metallic surfaces, etc.)

BODY AND MOVEMENT

BODY AND MOVEMENT To experience, enjoy and recreate different games and popular culture games present in the community and regional context, recognizing and respecting the individual differences in the performance of colleagues.

To experiment and enjoy, valuing collective work and protagonism, the practice of branded and precision sports, identifying the common elements of these sports.

To discuss the importance of observing the norms and rules of branded and precision sports to ensure their own integrity and that of other participants.

To try, enjoy and identify different basic elements of gymnastics (balances, jumps, turns, rotations, acrobatics, with and without materials) and general gymnastics, individually and in small groups.

To explain, through multiple languages (body, visual, oral and written), the plays and popular games of the community and regional context, recognizing and valuing the importance of these games and games for their cultures of origin.

To plan and use strategies to solve challenges of plays and popular games in the community and regional context, based on the recognition of the characteristics of these practices.

BODY AND MOVEMENT To discuss the importance of observing the norms and rules of branded and precision sports to ensure their own integrity and that of other participants.

To participate in general gymnastics, identifying the potential and limits of the body, and respecting individual differences and body performance.

SOUND EXPLORATION

CONTEXT AND

PRACTICES To identify and critically appreciate different forms and genres of musical expression, recognizing and analyzing the uses and functions of music in different contexts of circulation, especially those of everyday life.

To experience and appreciate different forms of dance manifestations present in different contexts, cultivating perception, imagination, the ability to symbolize and body repertoire.

LANGUAGE

ELEMENTS To understand and explore the constitutive elements of music (pitch, intensity, timbre, melody, rhythm, etc.), through games, games, songs and various practices of composition/creation, performance and musical appreciation.

MATERIALITIES To explore different sound sources, such as those existing in the body itself (clapping, voice, body percussion), in nature and in everyday objects, recognizing the constitutive elements of music and the characteristics of various musical instruments.

MUSICAL NOTATION

RECORDING

To explore different forms of unconventional musical recording (graphic representation of sounds, creative scores, etc.), as well as audio and audiovisual recording procedures and techniques, and recognize conventional musical notation.

CREATION

PROCESSES To experiment with improvisations, compositions and storytelling, among others, using voices, body sounds and/or conventional or unconventional musical instruments, individually, collectively and collaboratively.

To create and improvise danced movements individually, collectively and collaboratively, considering the structural, dynamic and expressive aspects of the movement's constitutive elements, based on dance codes.

To discuss, with respect and without prejudice, personal and collective experiences in dance at school, as a source for the construction of their own vocabularies and repertoires.

PERFORMING ARTS

CONTEXT AND

PRACTICES To experience and appreciate different forms of dance manifestations present in different contexts, cultivating perception, imagination, the ability to symbolize and body repertoire.

To recognize and appreciate different forms of theater manifestations present in different contexts, learning to see and hear dramatized stories and cultivating perception, imagination, the ability to symbolize and the fictional repertoire.

LANGUAGE

ELEMENTS To establish relationships between the parts of the body and these with the whole body in the construction of danced movement.

To experiment with different forms of orientation in space (displacements, planes, directions, paths, etc.) and movement rhythms (slow, moderate and fast) in the construction of dance movement.

To discover theatricality in everyday life, identifying theatrical elements (varied intonations of voice, different physicalities, diversity of characters and narratives, etc.).

CREATION

PROCESSES To create and improvise danced movements individually, collectively and collaboratively, considering the structural, dynamic and expressive aspects of the movement's constitutive elements, based on dance codes.

To discuss, with respect and without prejudice, personal and collective experiences in dance at school, as a source for the construction of their own vocabularies and repertoires.

To experience collaborative, collective and authorial work in theatrical improvisations and creative narrative processes in theater, exploring from the theatricality of everyday gestures and actions to elements of different aesthetic and cultural matrices.

To exercise imitation and make-believe, resignifying objects and facts and experiencing oneself in the place of the other, when composing and staging scenic events, through music, images, texts or other starting points, in an intentional and reflective way.

ARTISTIC DESIGN

CONTEXT AND

PRACTICES To identify and appreciate different forms of traditional and contemporary visual arts, cultivating perception, imagination, the ability to symbolize and the imagery repertoire.

LANGUAGE

ELEMENTS To explore and recognize constitutive elements of the visual arts (point, line, shape, color, space, movement, etc.).

CREATION

PROCESSES To recognize and experiment, in thematic projects, the procedural relationships between different artistic languages.

To experience creating visual arts individually, collectively and collaboratively, exploring different spaces in the school and community.

To dialogue about your creation and those of your colleagues, to reach plural meanings.

CULTURAL AESTHETICS

MATRICES

To characterize and experiment with toys, games, dances, songs and stories from different aesthetic and cultural matrices.

To recognize and analyze the influence of different aesthetic and cultural matrices of the visual arts in the artistic manifestations of local, regional and national cultures.

MATERIALITIES To experiment with different forms of artistic expression (drawing, painting, collage, comics, folding, sculpture, modeling, installation, video, photography, etc.), making sustainable use of conventional and unconventional materials, instruments, resources and techniques.

CULTURAL

HERITAGE To know and value the cultural, material and immaterial heritage of different cultures, especially the Brazilian one, including its indigenous, African and European matrices, from different times, favoring the construction of vocabulary and repertoire related to different artistic languages.

ART AND

TECHNOLOGY To explore different technologies and digital resources (multimedia, animations, electronic games, audio and video recordings, photography, software, etc.) in artistic creation processes.

LANGUAGE

SYSTEMS To recognize some categories of the visual arts system (museums, galleries, institutions, artists, artisans, curators, etc.).