Year 3 Curriculum Overview Academic Year 2015

Year 3 Curriculum Overview ... and cultural needs in addition to academic welfare. ... varying the use of the vocabulary and the level of detail...

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Year 3 Curriculum Overview Academic Year 2015 - 2016

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EtonHouse International Primary School and Pre-School Year 3 Curriculum Overview Primary Years Programme (PYP) EtonHouse is an accredited school for the International Baccalaureate 'Primary Years Programme'. This programme, designed for students between the ages of 3 to 12 years, focuses on the development of the whole child - it encompasses social, physical, emotional and cultural needs in addition to academic welfare. Through engaging in inquiry based units throughout the year, students become:  Inquirers

 Communicators

 Thinkers

 Risk-takers

 Knowledgeable

 Principled

 Caring

 Open-minded

 Balanced

 Reflective

Students explore all subject areas including Languages, Mathematics, Art, Music, Social Studies, Science, Information Communication Technology, Personal, Social and Physical Education through 6 transdisciplinary themes that provide the framework for the exploration of knowledge. Through the inquiry-based approach students develop an understanding of important concepts, acquire essential skills and knowledge, develop particular attitudes and learn to take socially responsible action. Year 3 Programme of Inquiry Transdisciplinary Central Idea Theme Listening to Who We Are other people’s perspectives and communicating their own points of view helps people work and live in harmony.

Inquiry into 







Factors affecting harmony (Causation) Causes of conflict (Causation) Differences in perspective (Perspective) Strategies for conflict resolution (Reflection)

Subject Focus PSPE, Social Studies

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Where we are in place and time

How we express ourselves

All places on Earth have special • The unique features that distinguish them geographical features from other places. of a place (Form) • The unique sociocultural features of a place (Form) • How places change (Change) • Connection between places (Connection) Communication influences the • Different ways of way people interact in the communication society. (Form) • The need to communicate (Function) • Interpretation of communication (Perspective)

How the world works

Designs of buildings and structures are influenced by the properties of materials used.

How we organise ourselves

People create organizations to solve problems and support human endeavour and enterprise.

• Properties of construction materials (Form) • Design of buildings and structures (Form) • The considerations that need to be taken into account when building a structure (Causation) • Impact on Earth in relation to the choice of material (Responsibility)  Purpose of organisations (Function)  How organisations are structured (Form)  How roles in an organisation are connected (Connection)

Social Studies, Art

Arts, Languages

Science, Social Studies, Arts

Social Studies, PSE

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Choices made by human beings  What constitutes an Science, impact the balance of the ecosystem (Form) Social ecosystem.  How living things are Studies connected (Connection)  Responsibility of humans towards the survival of living things (Responsibility) 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. Sharing the planet

English Language The English Curriculum should develop students' abilities to communicate effectively in speech and writing and to listen with understanding. It should also enable them to be enthusiastic, responsive and knowledgeable readers. There are three strands of English: Speaking and Listening; Reading and Writing; Viewing and Presenting Speaking and Listening In Year 3 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. Reading Students in Year 3 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 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. Students at this level use their knowledge of the alphabet to locate books and find information. Both guided and shared reading regularly takes place. During 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 this 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. Writing In Year 3 the emphasis during writing activities is on the planning, drafting, revising, editing and presentation of work. The main features of different forms of writing are investigated and students apply these frameworks to their own writing attempts. Sequences of sentences extend ideas logically and words are selected for variety and interest. Punctuation to mark

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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. Handwriting is joined and legible. In Year 3 the genres covered include: Fiction and Poetry: Stories with familiar settings  Stories with related themes  Poetry based on observations and the senses  Oral and performance poetry from different cultures  Humorous poetry - riddles, puns, word puzzles  Role Plays and drama Non-fiction:  Reports  Information texts  Dictionaries, thesauruses  Instructions  Encyclopedias  Letters (written for a range of purposes) 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. Mathematics In Year 3 students begin to use the number system more confidently. They move from counting reliably to calculating fluently with all four number operations. They learn to try to tackle a problem with mental methods before using any other approach. Students explore features of shape and space and develop their measuring skills in a range of contexts. They discuss and present their methods and reasoning using a wider range of mathematical language, diagrams and charts.

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Key Outcomes for Year 3:  Count, read, write and order whole numbers to at least 1000; know what each digit represents  Count on or back in tens or hundreds from any two or three digit number  Recognise unit fractions such as 1/2, 1/3, 1/4, 1/5, 1/10 and use them to find fractions of shapes and numbers  Rapidly recall all addition and subtraction facts for each number to at least 20  Add and subtract mentally a 'near multiple of 10' to or from a two digit number  Automatically recall the 2, 3, 5, and 10 multiplication tables  Understand the operation of division and recognize it is the inverse of multiplication Use units of time and know the relationships between them  Explore real-life problems involving money  Choose and use appropriate operations to solve word problems, explaining methods and reasoning  Identify right angles  Identify lines of symmetry in simple shapes and recognize shapes with no lines of symmetry  Solve a problem by organizing and interpreting numerical data in simple lists, tables and graphs 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

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 organisation 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.

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Resources and the environment

The interaction between people and the environment; the study 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.

Students are provided learning opportunities throughout their learning in the Primary Years Programme to develop the essential Social Studies skills detailed below: a. b. c. d. e.

Formulate and ask questions about the past, the future, places and society Use and analyse evidence from a variety of historical, geographical 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 organize 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, 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. 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. Science strands 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.

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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 and finite 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.

Students are provided learning opportunities throughout their learning in the Primary Years Programme to develop the essential Science skills detailed below: a. Observe carefully in order to gather data b. Use a variety of instruments and tools to measure data accurately c. Use scientific vocabulary to explain their observations and experiences d. Identify or generate a question or problem to be explored e. Plan and carry out systematic investigations, manipulating variables as necessary f. Make and test predictions g. Interpret and evaluate data gathered in order to draw conclusions h. 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 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

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environment. Students will communicate their ideas or provide explanations using their own scientific experience. Specialists The school offers specialist programmes in the following subjects: Information and Communication Technology (ICT) During Year 3 students use a wider range of ICT tools and information sources to support their work. They develop research skills and decide what information is appropriate for their work. Students learn how to:  identify the information they are seeking  prepare information using ICT, including selecting suitable sources, locating information, classifying it, checking it for accuracy /authenticity and giving necessary credits for the information used in their work.  interpret information  develop and refine ideas by bringing together, organizing and reorganizing text, tables, images and sound (for example desktop publishing, multi-media presentations)  create, test, improve and refine sequences of instruction to make things happen and to monitor events  use simulations and models in order to answer questions, to investigate and evaluate the effect of changing values and to identify patterns and relationships (for example simulation software, spreadsheet models)  share and exchange information in a variety of forms, including e-mail Students will be introduced to Digital Citizenship – rights and responsibilities of the digital citizens. Additional Languages Students participate in additional language sessions four times for forty five minutes each week. Students can learn Mandarin, Hindi and Japanese. For those students joining the school with limited English skills English as an additional language is offered daily as part of the Languages programme. Music Students in Year 3 have a 45 minute music lesson once a week. Music lessons are planned to be integrated with the Units of Inquiry. Students consolidate their rhythmic and aural skils. Students will explore rhythm, pitch, patterns, form and appropriate music vocabulary through various genres of music. Students sing rounds in large and small groups. Students create music using simple tuned percussion instruments while applying their knowledge of solfage and formal notation. Students are given opportunities to perform throughout the year.

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Students will:  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 Art The EtonHouse revised Arts scope and sequence document offers extended skills development and opportunities for learners, who will be involved in the programme through the four strands of exploring, creating, responding and presenting. 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 artroom. The students will exhibit greater control and purpose in their use of media and respond reflectively 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. Each week students have a 1 hour session. Physical Education Students have a 45 minute session of Physical Education each week and every second week will participate in Inter-House Sports activities (starting week 4) and every other week will have swimming starting from week 3. Students will participate in the following learning experiences: Health and Values – Students will inquire into Healthy Lifestyles, Personal Development and Relationships. Ball Games – Students will build on the essential skills and rules to participate in Ball games through Netball, Basketball, Soccer, Auskick. Striking Games – Students will inquire into striking games through activities such as throwing, catching, fielding, striking/batting while being involved in a range of activities including modified games of floor hockey, T-ball, cricket. Sports Day – Students will inquire into Athletics consisting of shot put, long jump, javelin, sprinting and distance running and tabloid games. Swimming is part of the PE curriculum throughout the year and is conducted with Specialist Swimming coaches.

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Library Students have a one hour library session each week when they may borrow two books at a time. Books may be exchanged throughout the week as needed. Students will be taught library etiquette and procedures using the IB Learner Profile Attributes and PYP Attitudes. Library arrangement using the Dewey Decimal Classification System will be introduced as students learn to find books to enhance both research and personal reading. 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 classroom teacher. Assessments and Reporting Assessments are an integral part of teaching and learning. All primary school students will be assessed using standardized test in English and Mathematics in August/September, January and May/June, which will help the teachers understand individual as well as group needs for the students. Regular assessments will be reflected upon by the students and teachers to help scaffold as well as help the students take greater ownership of their learning and develop autonomy. Assessments are done during the class time as part of regular teaching and learning. Assessment practices can include pre- assessment, formative and/or summative assessments, along with diagnostic assessment if required. A range of strategies and tools are used to gather information about students’ learning. These may include regular observations, documentation and analyses of learning journeys through discussions, projects and/or other classroom work, written tests, portfolios etc. Each Unit of Inquiry will end with a summative assessment to determine the students’ growth and understanding of the unit specific concepts, knowledge, skills and attitude. Action is an important component of the PYP and students’ action will be encouraged and celebrated as they apply their learning to meaningful contexts. Parents are encouraged to share actions taken at home by their children as a result of the learning, with the teachers. The students’ learning journeys are shared with the parents through portfolios in Semester 1 and 2, Parent-teacher conference in Semester 1, ‘Next steps in learning’ reflection session in Term 3 and Student-led conference in Term 4. Progress reports are issued twice a year in December and June. The teachers would like parents to regularly review and reflect on their child’s learning by encouraging discussions and conversations at home with the child. Teachers’ fortnightly newsletters will help parents develop an understanding of the class programme. Parents are encouraged to hold regular conversations with their children which will help provide an insight into their child’s abilities, strengths and possible areas of support. These insights may be shared through the class email or the communication book as and when required by the parents and/or by the teachers. It is vital to keep in mind that not all students may be at the same starting point in their learning journeys and the distance covered by the individuals is as important as the milestones reached. The detailed Assessment policy is available with the Vice-principal and PYP Coordinator and available on request.

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51 Broadrick Road, Singapore 439501 Tel: 6346 6922 Fax: 6342 7043/6346 6522 www.etonhouse.com.sg Email: [email protected]

Updated as at August 17, 2015