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International Academy Amman Curriculum Overview 2015-2016

Grade 3

Week English Mathematics International Primary School Curriculum1. 23/8/15 Fiction: Arabic Stories In Translation

What famous Arabic stories do students know in Arabic or in English languages?Introduce Tales From the 1001 Arabian Nights.Shared reading & comprehension questions on story of Aladdin.

Is there a structure that helps make the story memorable? Are there repeated phrases?

Grammar focus: When to use capital letter and full stops. Know what proper nouns and common nouns are.

Guided reading starts in week 1

Grammar focus: punctuation; capitals, full stops and proper nouns

Cross curricular link: Speaking and listening related to class rules and school pillars.

Unit 1: Working With 4-digit Whole Numbers G3 S1 (The world of tens, ones hundreds and thousands)

Whole Numbers - ACMNA071, ACMNA072

Investigate and use properties of odd and even numbers.

Recognise, model, represent and order 5-digit numbers

Reproduce numbers in words using their numerical representations and vice versa

State the place value of digits in 5-digit numbers

(Linked Hot Maths activities)

Discuss 4 Pillars of IAA. Show the class the 4 Pillars outside the school. Take photos. Divide the class into 4 groups. Each group makes a collage of their pillar and adds the meaning / what it stands for.

Saving the world – Rainforests

Entry Point: Watch a DVD on Rainforests and introduce the essential questions for the topic.

Knowledge harvest: Ask students questions about where rainforests are located. Locate rainforests in the world. Discuss climate zones in relation to rainforests. Students will discuss the climate of rainforests and compare the climate to Jordan’s climate. Discuss and compare trees to trees in Jordan.

Art: Children colour various animals from the 4 different layers of the rainforest to contribute to the display in the shared area.

ICT: Discuss beginning of the year procedures for ICT lab. (Do logins for: Hot Maths, Google docs, Typing Club – Ongoing for the year)

Students will learn more about the library resources that are available to help them with their research projects.

2. 30/8/15 Fiction: Arabic Stories In Translation

Revisit the story of Aladdin.Sequencing activitiesRetelling speaking & listening activities.Identify expressive and descriptive language in the story.

Students write their own retelling of the story of Aladdin, planning for the beginning, middle & end.Teach revising & proofreading students’ own writing. Teach expected characteristics of beginning, middle & end through guided planning.Grammar focus: revise punctuation; when to use capitals, full stops, question marks and exclamation marks

PM Testing for September begins.


Whole Numbers - ACMNA071, ACMNA072

Record numbers up to 5-digits using expanded notation

Round numbers to the nearest ten, hundred or thousand when estimating

Recognise and represent numbers to hundreds of thousands


Diagnostic Test.Ikan, etc

Saving the world - Rainforests

ICT: Research information on a particular animal in the rainforest. Watch Rainforest Brain pop video

Art: Children use a variety of information sources and materials to create a large 3D rainforest display.

Science: Students will investigate the ways in which sunlight affects the growth of plants.


Learn about another story from 1001 Nights, e.g. The Merchant and the Genie. Pause at a key point in the story and discuss children's predictions


Addition and Subtraction - ACMNA073


ICT: Continue researching information on a specific rainforest animal and prepare

about how the main characters will act. Do they think that the setting has an effect on their actions? Would they act in the same way? Note ideas in exercise book.Finish watching the story and compare predictions. Students to note responses to the whole story in exercise books.

Predict how a character will act. What values/character traits are shown in the stories we have read?How does the story show the values of the Middle Eastern culture?

Shared writing: Teacher models how to start a story including who, where & when in 1st sentence, then describing setting and character in 1st paragraph.

Grammar focus: connectives of time; other words for then, past & present tense

Use mental strategies for addition and subtraction of 3-digit numbers, including: the compensation strategy; changing the order of addends to form multiples of 10; the jump strategy; the split strategy


appropriate card to match the animal

Science: Check the growth of plants in various growing conditionsStudents will pretend to be a scientist who’s just discovered a new plant or animal and will prepare a report for their discovery

ART: Students will create their own Rainforest tribal mask using a wide range of materials.(Study art work made by rainforest people and others to help us make our own rainforest art.) Look at images of rainforest tribal face painting. Design your own tribal mask design.

Using recycled cardboard create tribal masks based on designs.


Read the story of Ali Baba from 1001 NightsConsider how in a well written story, the author gives clues to make readers understand why a character does what they do. Select a character from the story. Demonstrate character motivation by asking questions about a character in a ‘hot seating’ drama activity. Talk about making deductions based on evidence from the text and responding imaginatively when ‘in role’.Devise interview questions to ask a partner.Ask a character questions that explore their motives and behaviour. Children answer interview questions in role, inferring knowledge from the text. Children use adjectives to



Record mental strategies on an open number line

Use a formal written algorithm and apply place value to solve addition and subtraction problems involving 3-digit numbers

Use mental strategies for addition and subtraction involving 4-digit numbers, including the jump strategy, the split


Science: Check the growth of plants in various growing conditions

Art: Continue work on tribal mask

ICT: Who Wants to be a Millionaire Game...rainforest questions

Geography: Destruction of the Rainforests: Students will learn about the ways in which rainforests are being destroyed.

describe their feelings.Discuss how the Arabic stories are the same or different from Western ‘fairy stories’ the students already know.

Students write descriptions of the different characters in Ali Baba and write sentences to describe their feelings at different points in the story. Grammar focus: adjectives to describe feelings

strategy and the compensation strategy



Read an episode from the adventures of Sinbad in 1001 Nights. E.g. Sinbad & the RocConsider the setting of the Sinbad episode. Use adjectives to describe the setting and the character. Consider what values the character of Sinbad illustrates.Students write own Sinbad adventure including a fantastical animal.

Grammar Focus: Past tense verbs regular and irregular; writing stories in the past tense.

Summative Assessment: Write a story using beginning, middle and end.



Add and subtract two 4-digit numbers, with and without trading

Solve addition and subtraction using known facts

Round addends to estimate addition



Art: Create a rainforest diorama. Create a 3D version of the layers of the rainforests as well as an animal that camouflages. Present it to the class along with interesting facts about the layers and the animal.

ICT: Use ICT time to print require pictures and text for diorama


Focus on reading Tales Kalila wa Dimna in translation. These are Arabic fables about animals. Do they have a message or moral? Compare with one Fable of Aesop.

Students stage dramatic reader’s theatre style retellings of Tales Kalila wa Dimna. Focus on


Multiplication and Division - ACMNA075, ACMNA076

Use mental strategies to recall multiplication facts up to 10 x 10,


Science: Write up science investigationInvestigation question: What materials are best suitable for a tent in the rainforest?Focus on hypothesis, variable and fair test as well as how to record observations and results.

Discuss how the rainforest biome is a life cycle

Ongoing Assessment: Group work: Make a diorama showing the layers of the rainforests and animals that camouflage themselves.

voice projection.

Grammar Focus: Commas for lists. E.g. lists of adjectives; collective nouns, e.g. collective nouns for groups of animals.

including the commutative property of multiplication

Use known facts to work out unknown facts


and has many food webs within it. Using knowledge of animals, students will create food webs.

7. 4/10/15 Non Fiction: Non-chronological reports

How and why is non-fiction writing different from fiction?

Know that paragraphs are group sentences about the same subject grouped to help the reader.

Read examples of non-fiction texts/non-chronological reports (in 3rd person, contain facts, not opinions). Discuss their similar features.Explain how ideas are developed in non-chronological reports. Use knowledge of different organisational features of texts to find information effectively (headings, subheadings, key words, glossary, and table of contents bullet points, text boxes, illustrations, diagrams, captions, labels).

Students create bullet points to summarise key points in non-chronological reports about rainforests.

Shared/guided reading of texts. Scan and skim texts in print and on screen to locate key words, headings, lists, bullet points, introduction, conclusion, questions in the text and captions to appraise their usefulness in supporting the reader to gain information effectively.

Grammar focus: Past and present tenses. Note


Multiplication and Division - ACMNA075, ACMNA076

Recognise and use division symbols to indicate division

Use mental strategies to divide by a 1-digit number, including the inverse relationship of multiplication and division, and recall known division facts relate to known multiplication facts

Describe and record methods used in solving multiplication and division problems

Describe the relationship between multiplication facts



Compare the way rainforest people live to the way we live.

How and why rainforests are being destroyed?Discuss deforestation and cash crops. How does this affect the plants and animals in the rainforest? What about people?

Discuss ideas of saving the Rainforests

ICT: Type relevant information for diorama display

Guest Speaker: Royal Botanical Gardens / Wild Jordan

Assessment: Unit 1: Working With 4-digit Whole Numbers G3 S1 (The world of tens, ones hundreds and thousands)

that reports are written in the present tense. Revise consonants and vowels and the use of ‘a’ and ‘an’. Identify long and short vowels.

8. 11/10/15 Non Fiction: Non-chronological reportsHow can non-fiction be organised to make it interesting and easier to read?Students read model non-chronological report about life in the rainforest.Identify how paragraphs are used to organise and sequence information. Children to research a rainforest animal that they will write an information text about next week. Teach understanding of how to use underlining of key words and phrases to find essential facts that they can write in notes, selecting key words, listing or in diagrammatic form. Give students photocopied information pages to work from.

Students write a non-chronological report about a rainforest animal. Ensure they include bullet points and a glossary. Students also report orally what they have found most interesting or surprising. Convey information coherently for listeners.

Grammar focus: Commas for lists.

Unit 2: Working with Fractions, Decimals and percentages G3 S1 (The world of parts)

Fractions and Decimals - ACMNA077, ACMNA078

Find equivalence between half, quarters and eighths

Model and order mixed numerals Find equivalence between fifths, tenths

and hundredths Model mixed numerals and place them

on a number line Find equivalence between thirds and

sixths Convert mixed numerals to improper

fractions and vice versa



Essential questions are revisited and responses orally given by students.

Art: Display the dioramas in the Grade Area.

Exit Point: Students present their collaborative dioramas and answer related questions. Ensure students discuss building methods and reason for including various materials.


Prepare for factual research by reviewing what is known, what is needed, what is available and where one might search. What is the best way

Unit 2: Working with Fractions, Decimals and percentages G3 S1 (The world of parts)

Fractions and Decimals - ACMNA079

Bright Sparks – Electricity

Entry Point - Introduce the essential questions for the topic.“Amazing Electric Circuits” Visit from Children’s

Complete Assessment: Group work: Present diorama explaining the layers of the rainforests and animals that camouflage themselves.

to find information on the internet or in a library? How can I record the information I get from what I am reading? Link with Library. Arrange a Library research lesson using Destiny Quest.

How can questions be used in a non-fiction text to interest the reader. Ensure students understand how they can use main headings, sub-headings, paragraphs, bullet points, text boxes, diagrams, illustrations with captions labels and a glossary in a piece of non-fiction writing. Revise features expected in a non-fiction text. Discuss model text.Students write own information text about an electrical device. Research an electrical device then write non-chronological report about it. Link with IPC.

Grammar focus: Revise punctuation; when to use capital letter, question marks and exclamation marks. The difference between a question and a statement.

Interpret decimal notation for tenths and hundredths

Order decimals with the same number of decimal places (to 2 decimal places) on a number line

Round a number with 1 or 2 decimal places to the nearest whole number

Use division by 10 to extend place value system


Museum

Knowledge Harvest- KWL chart

Discuss natural versus artificial light

Watch Brainpop- Electricity Light up My Life and discuss ways that we use Electricity

Art: Create light bulbs for outside display and colour.

ICT: Record children’s knowledge on pad-let

10. 25/10/15 The Twits – Roald DahlGrammar Focus: Speech marks,adjectives and adverbs. Activities centredaround the book.

Book Week


Students get feedback on the information texts they wrote and use this to set own targets.Students focus on structuring non-chronological

Unit 3: Working with units of Measurement-concepts and 2D & 3D shapes G3 S1 (Shapes and Objects)

Length - ACMMG084

Bright Sparks– Electricity

International Robotics Academy 1st of five workshops - Introduction to electric circuits

reports with appropriate connectives. Add connectives to prepared texts. Write a non-chronological report about an activity or hobby.Focus on developing introduction and conclusion paragraphs.

Grammar focus: adjectives, recognising the use of connectives, but, so, yet, or

PM Testing for November begins.

Use a tape measure, ruler or trundle wheel to measure lengths or distances

Record lengths or distances using centimetres and millilitres

Record lengths or distances using decimal notation to 2 decimal places


ICT: Electric circuit interactive

Science Lab: Create simple closed circuit and draw them


Students write non-chronological reports about Electricity; what it is, what it is used for; how to use it safely; how it has changed people’s lives. Encourage them to think hard and add more detail. Aim for paragraphs of at least 4 sentences.

Grammar focus: Revise past & present tense & using present tense for reports. Revise connectives to structure writing & use of question marks and exclamation marks.


Length - ACMMG084

Recognise the features of an object associated with length that can be measured

Use the term ‘perimeter’ to describe the total distance around a shape

Estimate and measure the perimeter of 2D shapes



International Robotics Academy 2nd of five workshops - Circuits

ICT: Type Electric Circuits in the Home Document and play electro bots and electricity games

Art: Create Collaborative Electricity Safety Posters (5 Tips for Staying Safe while using electricity)

Students will learn how to be safe around electricity and will learn symbols for circuit diagrams

13. 15/11/15 Prepare for assessment by revising features of non-chronological reports.Grammar focus: Revise when to use capital letters, full stops and the use of commas for lists. Revise common nouns and proper nouns.

Summative Writing Assessment: Write a non-chronological report on a topic using the correct features of the text.


Shape 2-D - ACMMG088

Make representations of 2D shapes in different orientations

Construct 2D shapes from a variety of materials

Bright Sparks– Electricity

International Robotics Academy 3rd of five workshops - Circuits

ICT: Learning circuits activity (learningcircuits.co.uk); coverage of electricity basics, simple circuits, diagrams, switches, insulators and conductors

Compare and describe 2D shapes that result from combining and splitting common shapes with and without the use of digital technologies

Shape 3-D – Create nets from everyday packages Recognise nets of 3D objects Sketch 3D objects from different views


Science:Collaborative use of circuit boards. Use of Bright Sparks software to create simple circuits.

Students devise a fair test to learn about conductors and insulators.

14. 22/11/15 Poetry: Similes, Metaphors & Personification

Reading poems & identifying adjectives and figurative language. Writing poems that follow a pattern and include adjectives in set places.

Grammar focus: Adjectives and know that they usually precede nouns.


Area - ACMMG290, ACMMG084, ACMMG087

Recognise the need for a unit larger than a square centimetre

Construct a square metre Estimate, measure and compare areas in

square metres Compare the areas of regular and

irregular shapes by informal means Compare areas with metric units, such as

counting the squares required to cover two areas by overlaying the areas with a grid of centimetre squares

Record area and square metres Calculate areas of squares and rectangles

and use the abbreviations for square metre (m2) and square centimetre (cm2)


International Robotics Academy 4th of five workshops – Circuits

ICT: Continue work on learningcircuits.co.uk

Art: Students will create a timeline of important inventions related to electricity

Assessment: Create a simple circuit using circuitry, draw a picture of the circuit and then draw a diagram using appropriate circuit symbols.

Measurement-concepts and 2D & 3D shapes G3 S1 (Shapes and Objects)Length, 2D & 3D Shapes and Area only


15. 29/11/15 Poetry: Similes, Metaphors & Personification

Why do people write poems? How are poems different from other types of writing? How are poems punctuated?Use the poetry with set pattern patterns to help students write poems containing similes. Focus on the use of similes and descriptive language.

Grammar focus: Adjectives are used for similes. Understand that a simile needs to have an adjective and a noun combined with as or like. Know that the first letter of each line in a poem usually starts with a capital letter.


Transformation - ACCMMG091

Make tessellating designs by reflecting (flipping), translating (sliding) and rotating (turning) a 2D shape

Create symmetrical patterns, pictures and shapes with and without digital technology



International Robotics Academy 5th of five workshops

ICT: Create a comic about conservation of energy using makebeliefcomix.net

Art / Science: Create a clown face with a nose that lights up or a model of a house with a bulb that lights up.

Students will learn about a variety of ways to conserve energy

16. 6/12/15 Poetry: Similes, Metaphors & PersonificationRead and write poems containing metaphors.

Grammar focus: Know that a verse in a poem needs to end with a full stop.


Volume and Capacity - ACMMG084, ACMMG290

Recognise the need for a unit smaller than the litre

Estimate, measure and compare volumes and capacities using millilitres

Make a measuring device calibrated in multiples of 100 millilitres

Use a measuring device calibrated in millilitres

Use the abbreviation for millilitre (mL) Recognise that 1000 millilitres equal 1

litre Convert between millilitres and litres


ICT: Students will create a word cloud using relevant unit vocabulary

Science: Students will experiment with using an energy ball to learn about circuits and conductors.

Art: Continue work on creating a clown face with a nose that lights up or a model of a house with a bulb that lights up.

Measurement-concepts and 2D & 3D shapes G3 S1 (Shapes and Objects)Length, 2D & 3D Shapes and Area only

Compare the volumes of 2 or more objects by marking the change in water level when each is submerged in a container


17. 13/12/15 Why do people learn poems by heart? What is the difference between reading a poem to yourself and hearing it performed?

Read poems containing personification, e.g. of the sun and the moon, seasons and weather. Learn some of these poems by heart. Prepare readers’ theatre recitations. Be able to underline similes, metaphors and the words that indicate personification in different colours. Present poems that have been learned by heart.Grammar focus: adverbs


Mass - ACMMG084

Compare mass of objects in grams Measure and compare the masses of

objects in grams using a set of scales Measure and compare the masses of

objects in kilograms using a set of scales Recognise that 1000 grams equal 1

kilogram Interpret commonly used fractions of a

kilogram and relate these to the number of grams


Bright Sparks – Electricty

Exit Point: Discussion of essential questions and presentation of houses and clown faces/ completion of mind mapping sheet.

Students will create skits to demonstrate their understanding of how to stay safe around electricity.

Winter Break (18th December-4th January)18. 5/1/16 Non Fiction: Persuasive Texts

Watch commercials. Create own persuasive commercial. Consider what is fact & opinion in

Unit 4: Position-G3 (Where to go?)

Location - ACMMG090

Explorers and Adventurers

Entry Point:Introduce the Essential Questions for the topic.

Revision Activity: Unit 3: Working with units of Measurement-concepts and 2D & 3D shapes G3 S1 (Shapes and Objects)

Transformation, Mass and Volume & Capacity

advertising. Read a persuasive text and identify introduction, main argument and conclusion.

Read a range of persuasion texts and identify main features. What is the main argument of the text? Has the writer convinced you of their opinion, and if so how?

Write introduction & conclusion to go with a main argument.

Grammar focus: Question marks & exclamation marks & how they can be used in persuasive writing.

Draw and describe a path or route on a simple map or plan

Use coordinates on simple maps to describe position

Plot points at given coordinates


Powtoon Attention Grabber with information about explorers and adventurers unit. Introduce Ahmed and Alia as grade 3 explorers and show locations that they have visited on a map.

Knowledge Harvest: Use pyramid discussion strategy to activate students’ background knowledge about explorers and adventurers. Create a collaborative class list.

ICT: Introduce students to collaborative Google mapping

Art: Introduce the various kinds of transportation that explorers used. Students use a how-to-guide to learn how to draw an airplane, which modern day explorers use to explore the world.

19. 10/1/16 Non Fiction: Persuasive Texts

Create a persuasive introduction and conclusion to go with a main argument.Use if, so and because in the middle of sentences to link two statements.Write a persuasive email to the head teacher to argue for longer playtimes.Why and when do people write persuasive texts or use persuasive speech?Why are persuasive texts or persuasive speech important?How are persuasive texts organised? What is the structure?Introduce persuasive openers.

Unit 4: Position-G3 (Where to go?)

Location – ACMMG090

Use N, S, E and W to describe the location of an object on a simple map, given an arrow that represents north

Use a compass rose to indicate each of the key directions

Determine the directions NE, NW, SE and SW, given one of the directions

Use NE, NW, SE and SW to describe the location of an object on a simple map, given a compass rose

Identify the scale used on maps


ICT: Students conduct preliminary research on the explorer/adventurer that they have been assigned using appropriate research guide.

Students will use mapping skills to explore places in Jordan. Students will create a collaborative world map (on paper) showing various countries that are important to them or people that they know.

Grammar: Using causal connective such as if, so and because in the middle of sentences.

20. 17/1/16 Non Fiction: Persuasive Texts

Writing persuasive texts using persuasive openers. Synonyms for good and bad to strengthen persuasive arguments.Write a persuasive internet post to argue for or against animals being kept in circuses.

Grammar focus: Comparative and superlative adjectives.

Unit 5: Time and time calculations-G3-S1 (Where are we in time?)

Time - ACMMG085

Read analog and digital clocks to the minute



Art: Students will learn how to draw an explorer ship

ICT: Students research to find an interesting quote from an explorer that they like.

Students continue working on the collaborative mapping activity.

In preparation for ISA, students will do reading comprehension work related to exploration “Sailing the Seas”

21. 24/1/16 Non Fiction: Persuasive TextsWrite fun persuasive sentences using persuasive openers.

Grammar focus: editing for correct use of capital letters.

Summative Assessment of persuasive text


Time - ACMMG085

Relate analog notation to digital notation Convert between units of time


Art: Continue work on Mayflower art project

ICT: Students learn how to use shadows to tell timeIn preparation for ISA, students will do reading comprehension work related to exploration “Vikings” and “Explorers” articles

Semester 2

22. 31/1/16 ISA RevisionRevision of story structure; beginning middle and end. Revise the use of the story planner. Know that each story has a problem to be solved that is the ‘why’ of the story. Know that the end of the story needs to contain the resolution.

Grammar focus: Adjectives to describe feelings. Synonyms for happy, sad. The use of the ‘a’ and ‘an’.


Time - ACMMG085, ACMMG086

Read and interpret simple timetables, timelines and calendars



Art: Continue discussion about ways that explorers travel. Students will learn how to draw a horse and will colour using colour pencils

ICT: Students will explore Antarctica and look at the pictures of when Ahmed visited Antarctica.

In preparation for ISA, students will do reading

PM testing for February begins. comprehension work related to exploration, “Magellan was First”

23. 7/2/16 ISA Revision

Revise the use of speech marks in stories and commas for lists of adjectives.Practice writing beginnings for stories that include who, where when.In comprehension practice answer retrieval questions, inferential questions and questions asking for reflection on the text. Practice giving reasons and quotations to back up answers. Practice giving more than one example when asked.

Grammar focus: Adjectives to describe feelings. Use thesaurus to find synonyms for happy, sad. The use of the ‘a’ and ‘an’.

Revision in preparation for ISA – Include all the above units covered and including Data Handling and Probability


Teachers will use teacher version of Razz-kids for whole class reading of explorer related information texts including Expedition 25 and Voyagers in Space.

ICT: Typing Club

24. 14/2/16 ISA week ISA week Explorers and Adventurers

Verbally discuss the essential questions for the unit.

February Break (19th-27th February)

Ongoing Assessment: Students spend time practising their presentations in preparation for the Explorers and Adventurers Presentations.

Complete Assessment: Exit Point: Parents are invited to attend final presentations. Students come to school dressed in an appropriate costume.

Assessment: Unit 5: Time and time calculations-G3-S1 (Where are we in time?)

25. 28/2/16 Stories with a Historical Setting

Introduce The Wreck of Zanzibar by Michael Morpurgo. How is a story set in the past (historical fiction) different from other stories? Use evidence from text to support answers. Where is the story set? Understand that stories set in the past (historical fiction) needs to be located in real places.Ensure students understand the structure of the story. The introduction written by Michael as he is attending his Great Aunt Laura’s Funeral and the diary written by Laura. Both are narratives in the 1st person.

Grammar focus: verbs, present and past tense & how this

Unit 6: Recording Data and working with Probability G3 (How do we list data?)

Data - ACMSP096, ACMSP097

Interpret information presented in column graphs and picture graphs

Mark equal spaces on axes, label axes and name the display

Represent the same data in more than one way

Create a two-way table to organise data Interpret information presented in two-

way tables


On Tap-Water/Science Fair

Entry Point:Introduce the Essential Questions.Watch a video relating to the water shortage in Africa. Students wear heavy backpacks and walk around football field to experience what it is like to carry water for long distances.

ICT: Use a whole class collaborative Google doc so children can record preliminary understandings of essential questions before unit commences (Knowledge Harvest)

Science: Students will learn about the scientific method and complete the experiment “What Makes Objects Float or Sink?”

Students will be assigned science fair partners and one of 14 science fair projects related to the study of water.

Students will learn about the stages of the water cycle.

26. 6/3/16 Fiction: Stories with a historical setting

Continue to read The Wreck of Zanzibar by Michael Morpurgo.Look at pictures of Bryher in Scilly Isles. Discuss how to start a story with who, where, when in 1st sentence. Then include description of place setting. Practice starting a retelling of Zanzibar introducing characters and then describing the place.Look at other pictures of the sea & video of tide. Students describe these. Laminated colour pictures needed.

Unit 6: Recording Data and working with Probability G3 (How do we list data?)

Chance – ACMSP094

Order events from least likely to most likely

Use the language of chance in everyday contexts

Identify everyday events where one cannot happen if the other happens

Identify events where the chance of one will not be affected by the occurrence of


ICT: Students use Google docs to type up investigation question and materials.

Science: Students receive their respective investigation questions and list of materials and have a chance to “mess about” with the materials.

Grammar focus: direct speech and that the first word in direct speech starts with a capital letter, using adjectives to describe places

the other


27. 13/3/16 Fiction: Stories with a historical setting

Continue to read The Wreck of Zanzibar by Michael Morpurgo.Writing Task: Write a short version of the story so far (only based on Laura’s Diary). Include who where, when. Describe the place and the characters.Grammar focus: continued direct speech, synonyms for ‘said’ and ‘know’ what a strong verb is; adjectives to describe people and feelings

Unit 7: Working With 4-digit Whole Numbers-G3-S2(The world of tens, ones hundreds and thousands)


Use mental strategies, concrete materials and the formal algorithm to solve addition and subtraction problems involving 3-, 4- and 5-digit numbers by applying place value

Apply place value to partition, rearrange and regroup numbers to assist calculations and solve problems



ICT: Students use Google docs to type up investigation question, materials, method, and hypothesis

Science: Students will use time in the Science lab to complete their experiment using the appropriate method

Art: Students continue working on Water Cycle Collage

Students continue learning about the water cycle using a variety of resources and videos. Students learn about water shortages using the article “Water Woes”

Ongoing Assessment: Art: Water Cycle Collage. Students begin day one of working on the project.

Students receive direction / instruction in the water cycle.Assessment: Unit 6: Recording Data and

working with Probability G3 (How do we list data?)

28. 20/3/16 Stories with a Historical SettingContinue to read The Wreck of Zanzibar by Michael Morpurgo.Revise using adjectives to describe places and people.

Grammar focus: Continued direct speech, synonyms for ‘said’ and ‘know’ what a strong verb is; adjectives & adverbs.

Summative Assessment: Write a story set in the past.


Multiplication and Division - ACMNA076

Use mental strategies to multiply a 2-digit number by a 1-digit number, including: use known facts; multiplying the tens and then the units; the relationship between multiplication facts; factorising

Describe and record methods used in solving multiplication and division problems



ICT: Use Google docs to type up all parts of science fair experiment, including results and conclusion.

Science: Students have another opportunity to complete their science fair experiments. Emphasis is put on ensuring students have recorded results and conclusion.

Art: Continue working on Water Cycle Collage

Students will learn how to draw an appropriate diagram for their science fair posters.


Consider how the job of the writer is different when writing stories set in the past. Answer this based on events in story.

Understand that the author needs do research in order to get details about life in the period the story is set in correct. Understand that the author may include real people and events along with the fictional (made–up) ones. Which person in The Wreck of Zanzibar do we know is real? How is that person included in the book?

Grammar Focus: adverbs

Unit 7: Working With 4-digit Whole Numbers-G3-S2 (The world of tens, ones hundreds and thousands)

Multiplication and Division - ACMNA 074, ACMNA075, ACMNA076

List multiples for a given number Find square numbers using concrete

materials and diagrams Determine factors for a given number



ICT: Ensure that all slides for science fair project are finalised.

Science: Practise presenting for the science fair using appropriate materials


Continue to read The Wreck of Zanzibar by Michael Morpurgo.


Patterns and Algebra - ACMNA074, ACMNA081


ICT: There are a wide variety of water cycle interactives to be completed. Students have a choice as to which interactives they choose to

Ongoing Assessment: Complete Water Cycle Collage Project

Write a diary entry using past and present tense appropriately.Write dialogue based on an episode in The Wreck of Zanzibar.

Grammar Focus: Revision of direct speech.

Create, with materials or a calculator, a variety of patterns using whole numbers, fractions or decimals

Describe a simple number pattern in words

Identify examples of number patterns in everyday life


complete.Art: Students will learn about the causes of water pollution and the process that water takes before it gets to our taps.

Science: Practise presenting for the science fair using appropriate materials


Write a play based on an episode in The Wreck of Zanzibar.

Grammar Focus: Contractions and when to use them.


Patterns and Algebra - ACMNA076, ACMNA082, ACMNA083

Apply the associative property of addition and multiplication to aid mental Computation

Complete number sentences involving one operation by calculating missing values

Use equivalent number sentences involving addition and subtraction to find unknown quantities


On-Tap Water

ICT: Continue with water cycle interactives.

32. 17/4/16 Speaking and listening focus: Prepare for Science Fair presentations.

Grammar Focus: Verb tenses, past present future; the verb to be. Conditional verbs; could, should, might.


Fractions and Decimals - ACMNA079

Recognise that the symbol % means ‘per

Science Fair Week:

Final preparation for science fair.

Exit Point: Students will use large paper cut-outs in the shapes of water drops, taps, and clouds to collaboratively share the learning from the unit.

Complete Assessment: Students will present their Water Cycle Collage projects to their peers. The presentation aspect and ability to describe what happens in the water cycle will be assessed.

cent’ Relate a common percentage to a

fraction or decimal Equate 10% to 1/10, 25% to ¼ and 50% to

½


Easter (22nd April-2nd May)33. 3/5/16 Fiction: Stories Set in Imaginary Worlds

(Charlie and the Chocolate Factory by Roald Dahl)

Consider what a fantasy setting is. What stories do students know that are in a fantasy setting. How is a story set in an imaginary world different from other stories?Watch extracts from Alice in Wonderland (Disney cartoon) & Phantom Tollbooth by Norton Juster & the Lorax by Dr Seuss.

Grammar Focus: A comma is used after yes and no in a sentence and to separate a person spoken to from the rest of the sentence. Revise adverbs.


Financial Maths - ACMNA080

Solve problems involving purchases and the calculation of change to the nearest five cents with and without digital technologies


Chocolate /Enterprise

Entry Point:Introduce the Essential QuestionsShort Video IntroductionTaste three different kinds of chocolate (white, dark, and milk). Students complete a checklist based on smell and tasting. Discuss the differences and make a bar graph of favourite kinds of chocolate

Knowledge Harvest: Willy Wonka Chocolate Bar Wrapper Game with Interesting Facts.

Enterprise: Explain Enterprise and that G3 will be designing chocolate bars that will be sold.

34. 8/5/16 Fiction: Stories Set in Imaginary Worlds


What is the imaginary word in this story?


Financial Maths - ACMNA080

Recognise that not all countries use

Chocolate /Enterprise

Visit to The Royal Academy of Culinary Arts:Discuss visit afterwards

History:Discuss the history of chocolate.

Ongoing Assessment: ICT: Students begin preliminary research on chocolate research assignment using several different research questions. Some appropriate sites are given for reference.

PM testing for May begins

Students draw their own imaginary world and characters. Annotate drawings with adjectives and write stories based on these drawings.

Grammar focus: Revise speech marks; introduce the use of a comma after a person’s name and then description e.g. Charlie Bucket, the nephew of Uncle Joe.

dollars and cents Carry out calculations in another currency

as well as in dollars and cents, and identify both as decimal systems


Science:Students will begin learning about cacao trees and will be able to compare them with other kinds of trees. They will look about what a cacao tree looks like and its conditions for growth.

Enterprise: Discuss market research. Begin thinking of questions for students to ask primary students to find out what kinds of chocolate consumers prefer. (As a class create a Google form for the survey.) Speaker to talk about running a chocolate bar selling business.



Review the endings to the stories written last week. In pairs the students revise & rewrite and include more explanation and description of feelings.

Summative Assessment: Write a story set in an imaginary world


Financial Maths - ACMNA073, ACMNA080

Solve addition and subtraction problems that involve money by using a variety of strategies


Chocolate/Enterprise

Science: Students investigate which chocolate melts faster in the palms of their hands. Students will record the order and time of melting in bar chart.

Geography: Students will know about where cacao trees grow and will be able to find the Equator on a map. They will compare the weather in those countries with the weather in Jordan.

ICT: Students complete Google presentation using the facts and information that have been collected. Google presentation must include title page, question, 2 slides with simple facts, and a reference page. Students are encouraged to use speaker notes.

Enterprise: Students examine several different wrappers and work with a partner to design a chocolate bar, including name, catchphrase and

wrapper design



Begin to read Charlie and the Chocolate Factory by Roald Dahl.

Students write diary entries for characters from Charlie, e.g. Violet writes a diary entry after turning into a giant blueberry. Revise when to use present and past tense for diary entries. Watch excerpts from the film as a stimulus.

Grammar focus: Colons may be used to introduce a list.

Unit 8: Angles and Temperature G3 (Shapes, Objects and Heat)

Geometric Reasoning - ACMMG089

Compare angles using informal means, such as an angle tester

Describe angles using everyday language and the term ‘right’ to describe the angle formed when perpendicular lines meet



Science Lab:Why are chocolate wrappers made of a special material?An investigation to test different types of wrappers for chocolate and how it could affect the taste or texture.Using plastic wrap, wax paper and foil-wrap an onion on the side-see which one takes on the flavour and discuss how chocolate companies decide on which wrapping products to use.

Discuss which ingredients can be added to the various kinds of chocolate.

Enterprise: Each section of the grade has a winning design for a label for a chocolate bar. G3 Students visit primary classrooms to advertise their chocolate bar label and give the homeroom teacher an order form.



Continue to read Charlie and the Chocolate Factory by Roald Dahl.

Group work: Design a new Wonka chocolate bar


Geometric Reasoning - ACMMG089

Draw angles of various sizes by tracing along the adjacent sides of shapes and describe the angle drawn



Enterprise: Orders for chocolate bars are collected. Supplier begins labelling the chocolate bars with winning labels.

Science Lab:Does chocolate cause tooth decay, why? Design experiment: look at the effects of chocolate on

Complete Assessment: ICT: Research and Google presentations must be finished. Students present to the class.

Assessment: Unit 7: Working With 4-digit Whole Numbers-G3-S2(The world of tens, ones hundreds and thousands)

and create a poster and commercial to advertise it.

Grammar focus: Imperative verbs, finite verbs, comparative & superlative adjectives.

one’s teeth compared to fruit or vegetables.

Speaker: Dentist to talk about effects of chocolate on teeth


(Charlie and the Chocolate Factory by Roald Dahl)Create a cartoon version of a chosen episode from Charlie. Watch excerpts from the film as a stimulus.


Temperature – ACMMG084, ACMSP097

Use a thermometer to measure and compare temperature

Read and interpret the graduated scales on a thermometer to the nearest gradation



Fair trade chocolate, why is it important?What other fair trade products are there?

Enterprise: Chocolate bars are distributed to each homeroom and are given out at the end of the school day.

Exit Point: Reflect on the enterprise/chocolate business project? How did the market research inform our decision making?

A highlighted date denotes a short week.

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