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Primary School Grade 3 Grade Level Guide 2016 -2017
Transcript of · Web viewEarly Childhood 1/2. Teacher: ... Identify and describe the locations and movements of...
Primary School
Grade 3
Grade Level Guide
2016 -2017
Dear Families,
We would like to extend a warm welcome to all our families from the Primary School. Our Primary School is made up of students ranging from ages of 3 to 11 (Early Childhood 1 to Grade 5).
Our curriculum is based on the International Baccalaureate Primary Years Programme (IB PYP) and we are extremely enthusiastic and dedicated to its approach and philosophy as it supports our schools mission.
The PYP is a best practice educational framework that aims to develop inquiring, knowledgeable and caring young people; citizens who help to create a better and more peaceful world through intercultural understanding and respect. OWIS has been implementing the PYP since 2008 and received official re-authorisation in May 2016.
One of our defining attributes is the schools spirit and its friendly, community atmosphere. As a school, we have always worked hard to maintain and actively promote this, as we believe this is what makes One World International School a wonderful place for learning. OWIS is committed to fostering the development of responsible and caring future world citizens. Daily life in the school involves raising childrens awareness and appreciation of the IB learner profile attributes and attitudes. These are fundamental in building the foundation for values in an internationally minded person.
We have a House System in place. Each child is placed in Ubin (yellow), Brani (Red) Tembakul (green) or Satumu (purple) and siblings are placed in the same house. We use the house system to inspire students to work towards personal goals, work together in teams and promote citizenship. Merit points are given to students for effort, good work, sporting achievements and modeling the learner profile attributes and attitudes. As well as providing students with a strong academic education, we also value and promote active participation in sports and the arts. We bring the primary school together on a weekly basis to celebrate these. This time is also used to share appreciation for members of our school community.
At OWIS we have an open door philosophy. Parents are welcome to make arrangements to meet with their childs class teacher. Equally, teachers may request additional meetings with parents if they need to discuss their childs progress or experiences in school. We realise that when having discussions about a child, it can potentially be an emotional time. However, we believe that both parents and teachers always have your childs best interests at heart. Therefore we feel it is important to remember that during meetings everyone interacts in a positive, productive manner and that the focus is on target setting and/ or best solutions for your child.
Parental involvement at OWIS is always welcome. Throughout the school year you will receive invitations to participate in your childs learning experiences through end of unit celebrations, to watch performances, to help with field trips and to assist with classroom lessons and activities. Please contact your childs class teacher if you would like to assist with any activities in the classroom, either on a regular basis or when you have some spare time. Similarly, please contact your childs class teacher to offer your support to the Parents and Friends Association (PFA), whose purpose is to positively and actively support the aims of our school community.
Your childs class teacher will provide you with further information specific to their grade level during our Meet the Parents orientation evening and updates will be provided throughout the year. Please see our website for calendar dates and check regularly throughout the year. While your first point of contact is your childs class teacher, I am also always available and very happy to meet you.
We look forward to working with you and your child.
Kind regards,
Michelle Dickinson
Head of Primary
One World International School is an authorized school for The Primary Years Programme and is an IB World School. These are schools that share a common philosophy - a commitment to high quality, challenging, international education that One World believes is important for our students.
For further information about the IB and its programmes, visit http://www.ibo.org
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Message from the Grade 3 Class teacher
Dear Parents,
We would like to extend a very warm welcome to Grade 3 and the academic year, 2016-2017, at OWIS.
We are both passionate teachers from Australia and New Zealand and have over 30 years teaching experience between us. Myles, Grade 3A teacher, has been living in Singapore for 11 years and Genevieve, Grade 3B teacher, has been living here for a year.
Each Friday, we will be publishing class blogs. In these, you will receive information regarding the students achievements for the week and insight into the specific learning objectives that we will be working towards for the upcoming week. It will also include any additional information that will be useful to you.
Learning at Home tasks will begin in week 3. Tasks will be set on Mondays and due in on Friday mornings. We would like to encourage students to read regularly at home. Please refer to the respective timetables and take note of our Library and P.E. days - please ensure that your child comes to school wearing their full P.E. uniform on the required days, and brings their library bag on the appropriate day.
Water is readily available at school and your child will need to have a water bottle. They will also need to remember to bring their hat each day. Without a hat, they wont be able to play outside or take part in P.E.
There is comprehensive information in the handbook with further details about life at OWIS. Obviously, it is easy to be overloaded with information... please, do just ask if you need a reminder about anything, have concerns or feedback. Alternatively, please feel free to contact us via email: [email protected] and [email protected]
Thank you in advance for your support this year and we look forward to your continued involvement and a great year ahead!
Kind Regards,
Myles Chapman and Genevieve De Santis
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Table of Contents
1 Message from the Head of Primary / Primary Years Coordinator
2 Message from the Grade 3 Class teacher
3 Table of Contents
4 OWIS Mission, Vision and Values
5 OWIS Teaching Staff
6-8 Grade 3 Routines:
Expectations;
What to bring to school;
Making friends and social expectations;
Code of Conduct - Essential Agreements;
Portfolios;
Timetable.
9-10 Learning at Home
11-12 Parental involvement
13-22 Grade 3 Programme of Inquiry:
English;
Mathematics;
Science;
Social Studies;
Physical, Social and Physical Education;
The Arts;
Mandarin.
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OWIS Mission, Vision & Values
Our Mission
One World International School aims to develop inquiring and independent lifelong learners whilst nurturing compassionate, accepting, internationally minded individuals, within the school and the wider community.
Our Vision
To provide the best learning community and create an environment where learning, values and relationships are at the heart of everything we do. This community will be collaborative, take action and be one with the world.
Our Values
The IB Learner Profile is the centre of our learning community.
Our school is an internationally minded community of learners with responsibilities as global citizens.
All individual members of our community are valued and have a right to be heard.
We encourage respect and open communication from everyone within our community.
We allow students to develop in a safe and caring learning environment.
We encourage collaboration and cooperation within our community in an inquiring and reflective environment.
We strive for dynamic growth and academic excellence for all members of our community.
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OWIS Teaching staff
OWIS is an international school, offering an international curriculum to international children. All our teachers come from a variety of cultures and we recognise the unique values they bring. OWIS teaching staff are qualified, experienced and dedicated to our students pastoral wellbeing and academic progress. Along with OWISs continuous professional development programme, this helps to ensure that your child receives an excellent international education.
Grade Level
Teaching staff
Early Childhood 1/2
Teacher: Reema Monk
Teacher Assistant: Ellie De Silva
Preparatory
Teacher: Francesca MacAlpine
Teacher Assistant: Gowri Kannan
Grade 1 A
Lesley Polson
Michelle Dickinson
Teacher Assistant: Ramapriya Rajagopalan
Grade 1 B
Carly Pearlman
Teacher Assistant: Ramapriya Rajagopalan
Grade 2
Mandy Ritchie
Grade 3 A
Myles Chapman
Grade 3 B
Genevieve De Santis
Grade 4
Gary Holland
Grade 5
Alice Nixon
Specialist Teachers
Mandarin (Coordinator)
Pan Caifeng
Mandarin
Yulin Zhang
Art
Kerry Hacking
Music
James Felix
Physical Education
Glyn Martin
Library
Anjana Sarda
English as an Additional Language
Niluka Rooke
Niluka Rooke
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Grade 3 Routines
Expectations
Grade 3 students will be collected from the auditorium at 8.25am by the Grade 3 Teachers (Mr Chapman and Mrs De Santis) and will leave promptly, as the bell sounds, in order to start the first session at 8.30am. It is imperative that students are punctual as arriving late interrupts lessons. Obviously, there are times when lateness is unavoidable in these circumstances, your child must report directly to the main office.
Students will be escorted to the auditorium at the end of the day, by myself, to be collected or to join their respective bus line. Should you wish for your child to leave school independently then we must receive explicit permission in writing to allow this to occur. If another adult is picking up your child, then we must receive notice of this too. If you arrive late for collection, please report to the office.
Students in Grade 3 are always expected to try their best at all times. Written work is expected to be titled with the lessons learning objective, dated and produced neatly. It is the students responsibility to ensure that any resources that they require for school each day are brought.
Timetabled library sessions occur once a week and it is the responsibility of the student to return and check out books on a weekly basis.
Frequently, letters are given to students to take home and it is the responsibility of the student and parent to ensure that these are dealt with accordingly. It is the students responsibility to give any notes from parents to their classroom teacher. It is also the students responsibility to find out about any Learning at Home tasks and class learning that has been missed due to an absence.
What to Bring to School
Library bag should be brought each Tuesday and Friday for Grade 3A for the timetabled library session;
Water bottle should be at school each day and taken home regularly to be washed;
Hat should be brought to school each day;
Snack and lunch should be packaged appropriately;
Swimming bag to be advised, as per school calendar swimming sessions;
PE kit should be worn on Wednesday and Thursdays;
Permission slips each letter has its own submission date for responses;
Completed Learning at Home tasks should be brought to school each Friday.
Medication this should be given directly to the Nurse with clear instructions;
Instrument tuition (if your child has subscribed to these) instrument and books.
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Making Friends and Social Expectations
One World International School prides itself on its inclusive ethos. Friendships and positive relationships are important and form a significant part of our Mission and Values. All students assist in the pastoral care and social development of each other. New students are allocated a class buddy. Students are made aware that the welfare of all students is everyones responsibility.
Code of Conduct - Essential Agreement
At the beginning of each academic year, each class students and Class teacher - collaboratively agree to a set of rights and responsibilities. These are referred to as an Essential Agreement. These rights and responsibilities are created, reviewed and decided upon by the Grade 3 students and teacher. They are then displayed in the classroom as reminders of agreed behavioural expectations. Playground rules are agreed as a collaborative whole school approach.
Portfolios
Portfolios are an accumulation of your childs work that is designed to demonstrate successes, growth, higher order thinking, creativity, assessment strategies and reflection. Within the portfolio, pieces are included that have been teacher selected and also student selected. Pieces in the portfolio are collected throughout the school year from all subject areas. The portfolio is designed to show progress in the transdisciplinary skills and attitudes.
Seesaw
Seesaw empowers students of any age to independently document what they are learning at school.
Students capture learning with photos and videos of their work, or by adding digital creations. Everything gets organized in one place and is accessible from any device.
The students work will be shared with classmates and parents. Seesaw gives students a real audience for their work and offers parents a personalized window into their child's learning. This will work in conjunction with the school portfolio to provide a comprehensive picture of your childs learning.
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Timetable
OWIS Timetable
Grade 3A
2016/17
Period
1
2
3
Break
4
5
6
Lunch
7
8
Pickup
8.00-8.25
8.30-9.10
9.10-9.50
9.50-10.30
10.30-10.50
10.50-11.30
11.30-12.10
12.10-12.50
12.50-1.30
1.30-2.10
2.10-2.50
2.50-3.00
EC1-Grade 110.00-10.30 break
Grade 2-9 break
EC1-Grade 1 lunch
Grade 2-9 lunch
Monday
Library
Maths
Maths
English
PE
English
UOI
UOI
Tuesday
English
Maths
Music
UOI
Mandarin
English
Maths
PSPE
Wednesday
English
PE
Maths
UOI
Mandarin
UOI
Art
Art
Thursday
Library
Maths
Maths
Music
Mandarin
Action & Values
PSPE
UOI
Friday
Assembly
UOI
UOI
Maths
Mandarin
English
English
UOI
Timetables are subject to change in various circumstances. Reasons may include preparation for events; school sports events; public holidays.
Resources available may also affect the timetable in that the order of lessons may change.
In any of the above circumstances other than specialist sessions, it will be ensured that the allocated ratio of subjects is not compromised.
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Learning at Home
Teachers set tasks that are specifically required to be undertaken outside of curriculum time; these tasks form an essential part of OWISs curriculum expectations from Prep to Grade 9. This weekly expectation is valuable to promoting independent learners, as well as providing an opportunity to share learning with parents.
Grade Level
Amount per week
Preparatory
Ten minutes per night (Mon-Thurs), plus daily reading with an adult.
Grade 1 3
One hour and thirty minutes, plus daily personal reading.
Grade 4
Two hours and thirty minutes, plus daily personal reading.
Grade 5
Two hours and thirty minutes, plus daily personal reading.
During the Grade 5 Exhibition Unit, no teacher-initiated tasks will be set.
Grade 6
Five hours, plus personal reading.
Grade 7
Six hours and fifteen minutes, plus personal reading.
Grade 8 9
Seven hours and thirty minutes, plus personal reading.
Tasks from the Class teacher will be set on Monday and is expected to be returned on Friday;
Occasional weekend tasks may be set;
Reading should take place every week night for 15 minutes;
Students who have been recognised as having English as an Additional Language are likely to have additional/different tasks.
Students who undertake musical instrument tuition will be expected to undertake the amount of practising prescribed by their tutor.
Students are expected to have internet access at home. If this is a problem then please do discuss this with me at the earliest opportunity.
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Learning at Home - Responsibilities
It is an expectation in Grade 3 that homework be returned on time and to a standard that reflects the ability evident in class-based work. This includes presentation and representation of thinking processes.
Tasks set by teachers are important when gauging the degree to which your child has grasped a concept or skill. Please be aware of this and encourage your child to approach the teacher who set the task if they do not understand, or need further consolidation.
Students:
Record the details of the task;
Maintain a neat and well-presented Learning at Home notebook;
Take responsibility for their own time-management;
Communicate with the teacher if the task is causing problems;
Remember to take home all material needed for the successful completion of the task;
Submit the completed task to school by its due date;
Maintain a high quality of work;
If absent, take responsibility for finding homework missed;
Involve your parents but dont ask them to do the task for you!
Parents :
Promote a positive attitude towards homework;
Be available to support and supervise, if needed, without taking control of the task;
Check that you understand the requirements set by the school for Learning at Home;
Learn how you can support your child with their homework;
Understand and reinforce expectation for quality of work;
Provide a positive environment for the students to complete their tasks;
Encourage your child to communicate with the teacher if the work is causing problems;
Support the procedures put in place for non-submission of tasks.
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How Parents Can Help
Classroom Assistance
OWIS fully appreciates the involvement of the community in enhancing and enriching the students learning and pastoral experience.
Without doubt, the best way that you can assist your child and the classroom environment is to offer your feedback and maintain a three-way dialogue between your child, yourself and the Class teacher.
In Grade 3, there will be several opportunities throughout the year for parents to view and participate in classroom presentations. We would welcome any parents expertise in adding value to our units of inquiry.
A further step in the involvement of your childs grade would be to undertake the role of Class Representative. A very rewarding role; you will be directly involved in the organisation of class and school events. Class Representatives also assist the teacher with communication between themselves and the other parents. It is a role that Class teachers and the students are fully appreciative of and value immensely.
Units of Inquiry are topic-based. As a parent, you may be able to share your expertise or knowledge or know of someone who can - with the students. Please do keep in touch with what is happening in your childs classroom so that we can work together to enhance learning for all.
At Home
Allow and assist your child to take on the next stage of responsibility and independence. Encourage them to remember their own resources for school each day.
Maintaining a dialogue with your child is extremely important. As a parent you can follow up on your childs learning. For example, ask What questions did you ask today?, What inspired you? but do not worry if you dont get the response you wanted; the important thing is that they are encouraged to think and reflect.
Most of all, encourage communication!
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Communication
Please refer to the class site every week for details of approaching dates and events. Classroom teachers and the head of School post regularly on a Friday to provide information and to inform of upcoming learning and school events.
Classroom teachers are contactable via email and we would welcome dialogue with you regarding your child and their pastoral and academic progress. Please be aware that there may be a delay between the receiving of a message and a subsequent response. The school day is often very busy and, if the matter is urgent, it may be advisable to contact the main office as an alternative.
If necessary, teachers can meet with parents to discuss any concerns or issues. Please liaise with the office or myself to arrange a mutually convenient time.
Letters are sent home periodically. It is the responsibility of the child to pass these on to the parents. Please take note of the return dates for permission slips.
Classroom teachers will provide information via their blog before every Unit of Inquiry. This will contain: a brief outline of the Central Idea; Key aspects of the inquiry; Numeracy outcomes; Literacy outcomes; Useful vocabulary to be discussed and learned.
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Programme of Inquiry: Grade 3
Transdisciplinary Theme
Who We Are (WWA)
Where we are in time and place (WWAITAP)
How we express ourselves (HWEO)
How the world Works (HTWW)
How we organize ourselves (HWOO)
Sharing the Planet (STP)
Descriptions
An inquiry into the nature of the self; beliefs and values; personal, mental, social and spiritual health; human relationships including families, friends, communities and cultures; rights and responsibilities; what it means to be human.
An inquiry into orientation in place and time; personal histories, homes and journeys; the discoveries, explorations and migrations of humankind, the relationships between and the interconnectedness of individuals and civilizations, from local and global perspectives.
An inquiry into the ways in which we discover and express ideas, feelings, nature, culture, beliefs and values; the ways in which we reflect on, extend and enjoy our creativity; our appreciation of the aesthetic.
An inquiry into the natural world and its laws, the interaction between the natural world (physical and biological) and human societies, how humans use their understanding of scientific principles, the impact of scientific and technological advances on society and on the environment
An inquiry into the interconnectedness of human-made systems and communities; the structure and function of organizations; societal decision- making; economic activities and their impact on humankind and the environment.
An inquiry into rights and responsibilities in the struggle to share finite resources with other people and other living things, communities and their relationships within and between them, access to equal opportunities, peace and conflict resolution
Central idea
The effective interactions between human body systems contribute to health and survival.
The Earths physical geography has an impact on human interactions and settlements.
People use music to communicate ideas and express emotions
The design of buildings and structures is dependent upon environmental factors, human ingenuity, and available materials.
Public areas strengthen communities and provide people with opportunities to connect
Materials can undergo permanent or temporary changes poses challenges and provides benefits for society and the environment.
Key Concepts
function,connection, Responsibility
form, causation, connection
Reflection,perspectivecausation
change function,connection
Function,change connection.
causationperspectiveResponsibility
Related Concepts
systems, interdependence, health, homeostasis
geography, settlement, modification
Patternrhythmbeatsociety
design, technology, sustainability
Cooperation, ownershipsocial change
change, materials, environment
Lines of Inquiry
Body systems and how they workHow body systems are interdependentImpact of lifestyle choices on the body
Variability of physical geography around the worldThe relationship between location and settlementImpact of human interaction on the physical environment
Ways of making musicPurposes of MusicResponse to music
Considerations to take into account when building a structureThe impact of buildings and structures on the environmentLocal architecture and its connection with the needs of the community and availability of materials
Different public spaces and their functionsThe development care and upkeep of public areasOppourtinuites provided by public spaces
Nature of chemical and physical changesPractical applications and implications of change in materialsEthical dilemmas associated with manufacturing processes and by- products
Learner Profile and Attitude focus
Knowledgeable,balanced, reflective
Knowledgeable, Open Minded
creativitytoleranceReflective
Open mindedness,knowledgeable
Respect, reflective
Inquirer, Knowledgeable, Thinker
TD Skill focus
Self management skills,Thinking skills
Research skills
Social skills,Communication skills
Research skills, Communication skills
Social skills self management skills
Communication skillsResearch Skills
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English
The strands of the One World International English curriculum are Listening and Speaking, Reading, Writing and Viewing and Presenting. The following outcomes have been drawn from the One World International Scope and Sequence.
The outcomes for English in Grade 3 include:
Listening and Speaking
Reading
Writing
Viewing and Presenting
Listen to and enjoy stories read aloud; show understanding by responding in oral, written or visual form
Can identify, initially with support and direction, the speaker and the point of view presented in a text and suggest one or two possible alternative endings
Is able to communicate a message to a particular audience, for example a news story, instructions, a fantasy story
Attends to visual information showing understanding through discussion, role play, illustrations
Can follow multi-step directions
Use stated and implied information and ideas in texts, initially with support and direction, to make simple inferences and reasonable predictions about them
Write an increasing number of frequently used words or ideas independently
Realizes that shapes, symbols and colours have meaning and include them in presentations
Anticipate and predict experiences when listening to text read aloud
Will automatically read and understand many high frequency words, some words with common spelling patterns, and words of personal interest or significance, in a variety of reading contexts
Will engage confidently with the process of writing
Is able to view different versions of the same story and discuss the effectiveness of the different ways of telling the same story, for example, the picture book version and the film/movie version of a story
Express thoughts, ideas and opinions and discuss them, respecting contributions from others
Develops personal preferences, selecting books for pleasure and information
Can write about a range of topics for a variety of purposes, using literary forms and structures modelled by the teacher and/or encountered in reading
Can describe how different audiences might respond to specific media texts
Can use increasingly accurate grammar
Can recognize a range of different text types, for example, letters, poetry, plays, stories, novels, reports, articles
Can use a variety of graphic organizers to plan writing, for example, Mind Maps, storyboards
Is beginning to identify, with support and direction, whose point of view is presented in a simple media text and suggests a possible alternative perspective
Understand and use specific vocabulary to suit different purpose
Can identify and explain the basic structure of a story beginning, middle and end; may use storyboards or comic strips to communicate elements
Uses familiar aspects of written language with increasing confidence and accuracy, for example, spelling patterns, high- frequency words, high- interest words
Realizes that visual information reflects and contributes to the understanding of context
Can make predictions about a story, based on their own knowledge and experience; revise or confirm predictions as the story progresses
Can locate and independently use reference material like a dictionary, thesaurus and word banks to extend their use of language
Discusses personal experiences that connect with visual images
Understand soundsymbol relationships and apply reliable phonetic strategies when decoding print
Can use knowledge of simple abbreviations
Uses a range of strategies to self-monitor and self-correct, for example, meaning, context, rereading, reading on, cross- checking one cue source against another
Can write with joined letters
Wonders about texts and ask questions to try to understand what the author is saying to the reader
Can distinguish between fiction and nonfiction and select books appropriate to specific purposes
Understand and respond to the ideas, feelings and attitudes expressed in various texts, showing empathy for characters
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Mathematics
The strands of the One World International Mathematics curriculum are Number, Pattern and Function, Measurement, Shape and Space and Data Handling. The following outcomes have been drawn from the One World International School Scope and Sequence.
The outcomes for Mathematics in Grade 3 include:
Number
Pattern and Function
Measurement
Shape and Space
Data Handling
Skip count in 2s, 3s, 4s, 5s, 6s, 7s, 8s, 9s, and 10s and 11s
Make predictions based on a geometric or numeric pattern
Estimate, measure and record (draw in cm) in millimetres, centimetres, metre and kilometre
Use tools to identify and compare right angles and to describe angles as greater than, equal to, or less than a right angle
Demonstrate an ability to organize objects into categories, by sorting and classifying objects using two or more attributes simultaneously
Identify the words to numerals up to 10,000
Determine the missing number in equations involving simple multiplication
Select and justify the most appropriate standard unit and compare and order to determine relationships (cm, kg and L)
Be able to compare various polygons and sort them by their properties
Collect data by conducting a simple survey
Add and subtract 3-digit numbers using manipulatives, using a range of algorithms or strategies
Identify and describe a number pattern involving addition, subtraction or multiplication
Compare and order various shapes by area using congruent shapes
Compare and sort prisms and pyramids by their properties.
Collect, organize and display data in charts, tables and graphs with appropriate titles and labels
Multiply and division facts up to 10 x 10, solving real life problems using a variety of tools and strategies
Understands the properties of zero in division
Estimate, determine and problem solve elapsed time in 5 minute intervals (hours, days, months or years and decades and centuries)
Construct and describe properties of rectangular prisms
Read and describe charts, tables and graphs and describe the data using comparative language (high, low, more, less)
Times tables 1, 2, 3, 4, 5, 6, 7,8, 9, 10s are proficient
Determine missing numbers in equations involving addition and subtraction using one or two digit numbers and a variety of tools and strategies
Represent time intervals to the nearest minute
Explain the relationships between different types of quadrilaterals
Interpret and draw conclusions from data presented in charts, tables and graphs
Rounding to the nearest 10 and 1000
Identify and describe the two-dimensional shapes that can be found in a three dimensional figure
Demonstrate an understanding of mode
Represent, compare and order whole numbers to 1000, using a variety of tools
Be able to describe and name prisms and pyramids by the shape of their base
Predict the frequency of an outcome of a simple probability experiment or game and then perform the experiment to compare the
Identify and represent a value of a digit and a number up to 1000, and solve problems that arise from real-life situations
Identify and describe the locations and movements of shapes and objects: from one location to the other and identifying flips, slides and turns
results with the predictions
Perform operations using place value up to thousands
Create nets for cuboids
Demonstrate and understanding of fairness in a game through investigation
Multiply and divide two digit numbers by a one digit number using a variety of tools
Describe personal locations and give directions, using simple maps
Conduct an investigation using an inquiry model, pose more complex questions and answer them; gather, sort and display category
Represent, compare and order decimals to tenths, using a variety of tools
Sort two- and three-dimensional shapes, considering the presence and/or absence of features simultaneously
and whole-number data, communicating their findings based on the data
Addition/subtraction of fractions with like denominators
Complete and describe designs and pictures of images that have a vertical, horizontal, or diagonal line of symmetry
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Science
The strands of the One World International Science curriculum are Scientific Inquiry, Living Things, Materials and Matter, Forces and Energy, and Earth and Space.The following outcomes have been drawn from the One World International School Scope and Sequence.
The outcomes for Science in Grade 3 include:
Life Science
Materials and Matter
Forces and Energy
Earth and Space
Living things have structural features and adaptations that help them to survive in their environment
predicting the effect of heat on different materials
Heat can be produced in many ways and can move from one object to another
Earths surface changes over time as a result of natural processes and human activity
simple functions of teeth
compare and group materials together, according to whether they are solids, liquids or gases
describing how heat can be produced such as through friction or motion, electricity or chemically (burning)
collecting evidence of change from local landforms, rocks or fossils
Recognising characteristics of living things such as growing, moving, sensitivity and reproducing
observe that some materials change state when they are heated or cooled, and measure or research the temperature at which this happens in degrees Celsius (C)
identifying changes that occur in everyday situations due to heating and cooling
exploring a local area that has changed as a result of natural processes, such as an eroded gully, sand dunes or river banks
identify that humans and some other animals have skeletons and muscles for support, protection and movement.
dentify the part played by evaporation and condensation in the water cycle and associate the rate of evaporation with temperature.
exploring how heat can be transferred through conduction
investigating the characteristics of soils
The basic functions of the circulatory, respriatory and digestive systems and names of major organs and how they work together
Natural and processed materials have a range of physical properties; These properties can influence their use
recognising that we can feel heat and measure its effects using a thermometer
considering how different human activities cause erosion of the Earths surface
describing a range of common materials, such as metals or plastics, and their uses
identify how sounds are made, associating some of them with something vibrating
considering the effect of events such as floods and extreme weather on the landscape,
investigating a particular property across a range of materials
recognise that vibrations from sounds travel through a medium to the ear
Sudden geological changes or extreme weather conditions can affect Earths surface
selecting materials for uses based on their properties
find patterns between the pitch of a sound and features of the object that produced it
investigating major geological events such as earthquakes, volcanic eruptions and tsunamis in Australia, the Asia region and throughout the world
considering how the properties of materials affect the management of waste or can lead to pollution
recognise that sounds get fainter as the distance from the sound source increases.
considering the effect of drought on living and non-living aspects of the environment
recognising that earthquakes can cause tsunamis
Social Studies
The strands of the One World International Social Studies curriculum are Human Systems, and Economic Activities, Social Organization and culture, Continuity and Change over time, Human and natural environments, Resources and the environment. The following outcomes have been drawn from the One World International School Scope and Sequence.
The outcomes for Social Studies in Grade 3 include:
Human Systems and Economic Activities
Human and Natural Environments
Resources and the environment
describe the impact of communications technology on everyday communication
The impact of a significant development or event on a society
The influence people have on the human characteristics of places and the management of spaces within them
demonstrate how non- verbal communication allows people to transcend language barriers.
Lands natural and man made features
The impact of natural disasters can have on environments and communities, and how people can respond
identify the services and the users of these services in the local community
The main climate types of the world and the similarities and differences between the climates of different places
compare the design of structures in various locations in relation to the natural environment
compare availability of services in two or more different communities
understand geographical similarities and differences through the study of human and physical geography
identify geographical and environmental factors that influence the design of structures in various locations
analyse the reasons for different services in place in a community
compare the design of structures in various locations in relation to the natural environment
critique the impact of a structure on the natural environment
make connections between different services in the community
identify geographical and environmental factors that influence the design of structures in various locations
gather data (for example, survey) in order to identify current and future needs to support the community
critique the impact of a structure on the natural environment
apply his or her knowledge to plan services for the local community.
explain peoples responsibilities regarding the use of resources from the environment
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Personal, Social and Physical Education (PSPE)
The strands of the One World International PSPE curriculum are Identity, Active Living and Interactions. The following outcomes have been drawn from the One World International School Scope and Sequence.
The outcomes for PSPE in Grade 3 include:
Identity
Active Living
Interactions
monitor their progress towards personal goals
-identify new capabilities and other benefits that may result from improved cardiorespiratory fitness
remind others about safety rules in a positive and supportive way;
identify some of the characteristics that make them unique
-assess their degree of physical exertion during cardiorespiratory fitness activities, using simple self-assessment methods
talk with a partner to decide which piece of equipment to use and what distance to stand apart from each other in order to practise throwing and catching successfully; ,
think about things they may have done or said that acknowledged the unique characteristics of others in a positive way or that were disrespectful or hurtful to others
-Develop and act on personal goals related to physical activity
explain to a friend the difference between fictional violence and real violence and try to persuade that friend to choose a less violent option
Engaging in activity when they feel anxious or unhappy, to help make them feel better;
-demonstrate behaviours and apply procedures that maximize their safety and that of others during physical activity
be willing to be anyones partner for physical activities
experiment with adopting a positive attitude if they are not feeling confident as they learn a new skill, and describe how doing so affects their skill development;
-describe how to respond to accidents or injuries incurred while participating in physical activity
be accepting of everyone when working in small groups;
getting enough sleep and eating healthy food will help them learn, grow and be more positive
-apply their understanding of good safety practices by developing safety guidelines for a variety of places and situations outside the classroom
interact positively with others when sharing space
reflect on what they could have done differently to make a difficult situation smoother;
-perform controlled transitions between static positions, using different body parts and shapes and different levels, with and without equipment
show leadership in identifying and avoiding peer pressure
-demonstrate the ability to jump for distance or height, using two-foot and one-foot take-offs, while remaining in control
describe various types of bullying and abuse (e.g., social, physical, verbal) and identify appropriate ways of responding
-perform a variety of locomotor movements with and without equipment, alone and with others, moving at different levels, using different pathways, and travelling in different directions
- apply a variety of simple tactics to increase their chances of success during physical activities
-demonstrate an understanding of how the origins of food affect its nutritional value and environmental impact
-demonstrate an understanding of different types of legal and illegal substance abuse and the impacts of abusing these substances on themselves and others
-demonstrate an understanding of the importance of good oral health to overall health, and assess the effect of different food choices on oral health
-apply decision-making strategies to make healthy choices about behaviours and the use of various substances in ways that could lead to dependencies, identifying factors that shouldbe considered
-explain how local fresh foods and foods from different cultures can be used to expand their range of healthy eating choices
-explain how the portrayal of fictional violence in various media (e.g., television dramas, video games, Internet, movies) can create an unrealistic view of the consequences of real violence
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Art and Music
The strands of the One World International Arts Curriculum are Reflecting and Creating. The following outcomes have been drawn from the One World International School Scope and Sequence.
The outcomes for the Arts in Grade 3 include:
to create sketch books to record their observations and use them to review and revisit ideas
to improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials
about great artists, architects and designers in history
The strands of the One World International Music Curriculum are Responding and Creating. The following outcomes have been drawn from the One World International School Scope and Sequence.
The outcomes for the Music in Grade 3 include:
Responding
Creating
Discuss music that relates to social issues and/or values
Create a musical composition expressing their own ideas and feelings on a social issue
Create and perform a movement sequence accompanied by music that they have created
Deliver a musical message to different audiences, e.g. peace message to parents, kindergarten, children, friends
Share and compare their experiences as audience members at various performances
Improvise upon a basic pattern to reinforce the importance of the individual within the group
Describe the process used to create their own music and compare it with others, in order to improve their compositions
Create and record a composition focusing on form, structure and style to give more meaning to their message
Analyse different compositions describing how the musical elements enhance the message
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Mandarin
The strands of the One World International Mandarin curriculum are Language Acquisition and Cultural Understanding. The following outcomes have been drawn from the One World International School Scope and Sequence.
The outcomes for Mandarin in Grade 3 include:
The Grade 3 Mandarin curriculum is based on the textbook series Chinese Made Easy For Kids (Book 3). It is presented in four content areas. Listening, speaking, reading and writing relate to use of Mandarin language.
Reading and writing skills are developed by topics learning.
The content areas include:
1. Classroom and stationery
2. Clothing
3. Weather
4. Body parts and appearance
5. Food, drinks, fruits and vegetables
6. Animals
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