Year 3 Curriculum Guide 2015/16

A vibrant and caring community developing creative, enthusiastic, confident learners who will take action in an ever changing world.

Year 3 Curriculum Guide 2015/16

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Learner Profile

At International College Hong Kong Hong Lok Yuen, we use the Primary Years Programme (PYP) as the framework for our curriculum. The Learner Profile is a central component of the PYP and IB and provides the foundation for the development of internationally minded learners. We use the attributes of the Learner Profile as our common language, and look for opportunities to develop them authentically in all of our students. Inquirers: they develop a natural curiosity that allows them to become lifelong learners. Knowledgeable: they explore ideas of importance and dig deep into its meaning creating a balance of their learning. Thinkers: they apply thinking skills that allow them to tackle complex problems in creative ways. Communicators: they understand and can articulate information in confident, creative ways, including a second language. Principled: they are honest, fair, just and full of integrity. They strive to solve their own problems and to take responsibility for their own actions. Open-minded: they understand and embrace other cultures. They recognize and celebrate their own backgrounds and learn tolerance for others. Caring: they actively care about others and participate in service for the benefit of the community. Risk-Takers: they are brave in the face of new challenges. They strive to take on new roles and to defend their own beliefs. Balanced: they understand the need to be emotionally, physically and mentally balanced. They strive for this in themselves and others. Reflective: they reflect on their own learning. They are able to adjust for weaknesses and strengths.


Essential Elements of the Primary Years Programme (PYP) In the PYP a balance is sought between acquisition of knowledge and skills, development of conceptual understandings, demonstration of positive attitudes, and taking responsible action. The five essential elements are used to achieve this balance.

Communication Skills Social Skills

Research Skills Thinking Skills

Self-Management Skills

From Function Causation Change

Connection Perspective Responsibility Reflection

Key Concepts What do we want the

students to understand?

Transdisciplinary Themes

What do we want the students to know?

Who we Are Where We are in Place and Time

How we Express Ourselves How the World Works

How we Organise Ourselves Sharing the Planet

Transdisciplinary Skills

What do we want the students to be able to do?

Attitudes What do we want the students to

feel?

Appreciation Commitment Tolerance Curiosity Respect Appreciation Empathy Creativity Integrity Independence Cooperation Confidence

Action How will students show evidence of their new

learning through action?

Choose the action. Carry out their action. Reflect on the process.


Curriculum Overview Learning at ICHK HLY incorporates a broad range of social, personal and academic skills that students use across different subject areas and aspects of school life.

Mathematics Number

Shape and Space Measurement Data Handling

Pattern and Function

Language Reading and Interpreting

Writing and Creating Viewing and Presenting Speaking and Listening

Social Studies Human Systems

Social Organisation Continuity and Change

Human and Natural Environments Resources and the Environment

Science Living Things

Earth and Space Materials and Matter

Forces and Energy

Personal, Social and Physical Education

Identity Active Living Interactions

The Arts Music

Visual Art Drama

Information and Communication Technology (ICT)


Units of Inquiry – Year 3 The school uses a transdisciplinary approach to teaching and learning. It organizes Units of Inquiry under Transdisciplinary Themes. The Units of Inquiry allow the students to develop an understanding of each of the themes studied at this year level. The following information shares the order of each of the Units of Inquiry. These units provide the context for learning Science, Social Studies, and many aspects of Language, Mathematics, ICT and The Arts.

Who We Are

Central Idea: What people believe and value is part of who they are. Knowledge: Components of culture World religions & belief systems

Identity

Diversity

Beliefs and values.

Sharing the Planet

Central Idea: Different actions can change ecosystems. Knowledge: Descriptions of environments How and why environments change Impacts of human actions & decisions on an environment What an ecosystem is and how they can be changed.

Where we Are in Place and Time

Central Idea: Explorations can lead to discoveries and change. Knowledge: The different forms of exploration. Chronological steps in journeys Methods of navigation Past explorers from different fields. Reasons for exploration & invention


How We Express Ourselves

Central Idea: Cultures are expressed through different forms of visual art Knowledge: Representations of culture Types of visual art Different media used in visual

art.

How We Organise Ourselves

Central Idea: people create systems to work towards a shared goal and success Knowledge: Systems develop to meet human needs Purpose of systems within an organisation Roles & responsibilities in an organisation How people cooperate successfully

How the World Works

Central Idea: Forces are everywhere and they can be changed. Knowledge: Impacts of discoveries & inventions on understanding of forces Changes of objects from forces Motion & friction Push/pull forces


Mathematics

Our mathematics program is divided in five (5) key strands of learning. Mathematical concepts, skills and knowledge are taught through the units of inquiry or stand alone, as appropriate. Students are taken through a process of learning in which they; construct meaning, transfer meaning, understand and apply.

Overview

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Whole Number Count, read, model, write & order numbers 4-digit numbers Round to nearest 10 or 100 Apply place vale to partition, combine & rename 4-digit numbers (Thousands, Hundreds, Tens, Units) Identify value of a digit in a 4-digit number Addition & Subtraction Recall number facts & to 100 Add/subtract 2-digit numbers using materials & appropriate strategies Multiplication & Division Model multiplication & division using groups & arrays Recall 2x, 3x, 5x, 10x tables & equivalent division facts Solve multiplication & division problems using appropriate written & mental strategies Finance Know value of different monetary combinations using HK dollars Identify whether sufficient funds are available for a purchase Calculate change in simple transactions Fractions Model, represent, compare & order fractions Understand & use fractional language (eg: numerator, denominator) Find fractions of shapes Model equivalent fractions Add & subtract fractions with the same denominator using materials & pictures

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Shape

Sort, describe, compare, label & analyse 2D & 3D shapes

Begin to construct 3D objects from 2D nets

Create symmetrical designs

Identify lines of reflective symmetry in simple shapes

Position & Movement

Begin to use grid coordinates

Begin to identify cardinal directions

Combine & transform 2D shapes to create new shapes


Me

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Understand the difference between non-standard & standard units

Length, Perimeter & Area

Estimate, compare, order & measure length using non-standard units (eg: hand), metres &

centimetres

Use a ruler to nearest centimetre

Begin to use appropriate vocabulary for length

Measure perimeter

Explore area using non-standard units

Volume & Capacity

Estimate, compare, order & measure capacity using non-standard units (eg: hand),

millilitres & litres

Begin to use appropriate vocabulary for capacity

Mass

Estimate, compare, order & measure mass using grams & kilograms

Angles

Identify, describe, compare & create acute, right & obtuse angles

Identify right angles in 2D shapes

Recognise that a straight one is equivalent to 2 right angles

Time

Use a calendar

Tell time to the hour, half-hour & quarter hour (analogue & digital)

Compare duration of events in relation to 1 minute

Calculate and record time elapsed to 1 hour

Identify & compare lengths of time: second, minute & hour

Temperature

Being to measure temperature with a thermometer using Celsius

Develop awareness of temperature

Da

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Collecting, Organising & Interpreting Data

Collect, organise & represent data using bar graphs, pictograms, Venn diagrams & tally

charts

Interpret & draw conclusions bar by comparing more than one data representation

Probability

Describe likelihood of activities & events using appropriate vocabulary (eg; certain, likely)

Identify & describe possible outcomes & recognise variations in results of chance experiments

Patte

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Investigate, describe, predict & represent patterns using numbers & other symbols

Use manipulatives to prove predictions

Explore & describe number patterns in multiplication facts

Identify missing elements in patterns

Identify & describe the inverse relationship between addition & subtraction

Identify & describe patterns in odd & even numbers


Language (English)

Our English Language program is divided in four (4) key strands of learning. Language is fundamental to learning, thinking and communicating. These four strands of learning below are taught across and throughout the subject areas.

Overview

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Word Level

Read sight words (including in continuous text)

Use strategies to read unknown words

blend phonemes

identify segment syllables (eg: Jon-a-than)

use beginning, middle & end sounds

re-read & read on

self correct & confirm

Understand notion of acronyms & identify

examples

Grammatical Awareness

Read aloud with intonation & expression, taking

account for punctuation

Understand how pronouns in 1st, 2nd or 3rd person

are used

Understand how dialogue is punctuated & laid out

Read dialogue with appropriate expression

Recognise the function of the apostrophe

Pronounce contracted words appropriately

Text Level

Understand & use features of non-fiction texts

Apply comprehension strategies: skim, scan,

predict, monitor, clarify, question, infer, retell,

make connections, visualise

Locate & understand direct & rephrased

information

Retell main details of a text

Context Level

Know how language is used to create effect

Interpretation & Response

Explore themes & ideas, referring to text

When reading fiction:

show awareness of different voices

discuss character actions, using text to justify

views

When reading non-fiction:

identify main points

summarise content orally & with notes

evaluate usefulness of information

distinguish between fact & opinion


Writ

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Sentence

Write simple & compound sentences

Begin to use subordinators (eg: if so, while)

Punctuation

Use capital letters, full stops, question marks &

exclamation marks accurately

Begin to use speech marks

Use commas in lists

Grammar

Consolidate knowledge of & secure use of nouns,

verbs, adjectives, pronouns & adverbs

Purpose & Organisation

Vary story openings to create effect

Begin to address the reader

Use 1st or 3rd person consistently

Maintain appropriate tense

Use a range of connectives that signal time (eg:

then)

Sequence sentences to extend ideas logically

Organise ideas in short, simple paragraphs in

logical order

Write a story using a beginning, complication & a

defined end

Begin to use basic non-fiction structures

Writing Process

Plan writing

generate & collect suitable words before

writing

begin to use different planning formats

make & use notes

identify & consider audience

Mentally rehearse writing

Start to re-read, making adaptations &

corrections

Begin to develop editing routines without

prompt

Language Effects

Vary use of adjectives & verbs for impact

Select specific nouns

Use appropriate terminology

Try using evaluative language

Try using simple similes

Spe

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Speaking

Begin to use a range of specific vocabulary in

different situations

Begin to verbalise thinking & explain reasoning

clearly

Begin to adapt language according to situation

Elaborate & add detail to recounts

Begin to initiate questions to gain clarification or

further information

Begin to add evaluative comments to enhance

presentations

Process

Become more aware of using oral language

appropriately, confidently & accurately

Begin to consciously organise own thoughts &

feelings before speaking

Listening & Responding

Present own point of view & respect view of

others

Listen to stories & identify structures & ideas

Listen for a specific purpose in a variety of

situations

Follow complex sets of instructions

Group Discussion & Interaction

Begin to understand that there is a purpose to

a talk & keep on track

Be aware of social conventions that help group

interaction

Use intonation, facial expressions & gestures

Language Awareness

Develop awareness that grammar helps make

language clear & supports intended meaning

Understand that language can be figurative


Vie

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Recognise & name familiar visual texts (eg: logos)

Observe & discuss visual messages, making

judgement about effectiveness

Use actions & body language to reinforce

presentations

Use suitable shapes, colours, symbols & layout for

presentations

Practice & develop own handwriting style

Understand that text & illustrations work together

to convey information

Use appropriate terminology to discuss visual

texts (eg: foreground, font)

View a range of visual formats & discuss their

effectiveness (eg: film, posters)

Understand that effects are selected to create

impact (eg: music, lighting)

Observe, discuss & evaluate visual

presentations

Understand the audience & purpose of visual

presentations

Use a range of visual organisers

Year 3 Curriculum Guide 2015/16

Documents

Transcript of Year 3 Curriculum Guide 2015/16