Grade 3 Curriculum Guide 2020-2021 by Raha International School

Grade 3 Curriculum Guide for Parents 2020-2021

Dear Parents This Guide has been created to provide you with an overview of the curriculum offered in the Primary School at Raha International School (RIS), with a particular focus on the learning that will be happening in Grade 3. At Raha International School we offer a balanced and academically challenging education which is designed to develop individuals who are both independent learners and international citizens. Our curriculum in the Primary School is based on the International Baccalaureate (IB) Primary Years Programme (PYP). The PYP is an international framework which focuses on the development of the whole child addressing social, physical, emotional, cultural and academic needs for learners. RIS offers the PYP from Early Years 1 (EY1) up to Grade 5. The focus of the PYP is on student learning and developing an internationally educated person. The framework offers a comprehensive, inquiry-based approach to teaching and learning, providing opportunities for learners to construct meaning, principally through concept-driven inquiry. At RIS we focus on the development of skills and attitudes we would hope to find in a balanced, self-motivated, caring and ethical individual. RIS was officially authorized in the PYP by the IB in 2010 and had its first post-authorization IB Evaluation visit in March 2014. The school is committed to following and further developing the Programme to ensure that learning is engaging, relevant, challenging and significant and meets the diverse needs of the student. At RIS we believe that strong partnerships between the school and parents provide an important foundation for our children’s’ learning. As parents you can best support your children when you have an understanding of the school’s curriculum and approach to teaching and learning. After reading this Curriculum Guide, please contact us at vkeenan@ris.ae if you have any further questions. We wish you and your children all the best in the year ahead.

Vanessa Keenan Deputy Head of Primary & PYP Coordinator

RIS Grade 3 Curriculum Guide 2020-2021

Contents The IB Primary Years Programme (PYP) ......................................................................................................................... 6 Learner Profile ........................................................................................................................................................... 6 The Essential Elements of the PYP............................................................................................................................. 7 Knowledge: What do we want students to know? ............................................................................................... 7 Concepts: What do we want students to understand? ........................................................................................ 8 Skills: What do we want students to be able to do?............................................................................................. 9 Action: How do we want the students to act? ...................................................................................................... 9 Assessment ................................................................................................................................................................ 9 Programme of Inquiry (POI)..................................................................................................................................... 11 The Grade 3 Units of Inquiry ............................................................................................................................... 12 Language - (English) ................................................................................................................................................. 14 The Grade 3 Language Curriculum .......................................................................................................................... 15 Arabic A Scope and Sequence ................................................................................................................................. 22 Arabic A .................................................................................................................................................................. 24 Scope and Sequence ........................................................................................................................................... 24 Arabic B .................................................................................................................................................................... 27 Mother Tongue ........................................................................................................................................................ 30 Islamic Studies ......................................................................................................................................................... 31 Islamic A ................................................................................................................................................................... 32 Islamic Studies B ...................................................................................................................................................... 33 Arabic Social Studies A ............................................................................................................................................. 34 Arabic Social Studies B ............................................................................................................................................. 36 Mathematics ................................................................................................................................................................ 39 Grade 3 Mathematics Benchmarks ..................................................................................................................... 50 Mathematics â&#x20AC;&#x201C; Shape and Space Benchmarks ................................................................................................... 58 Social Studies and Science ....................................................................................................................................... 60 Social Studies ....................................................................................................................................................... 60 Science ................................................................................................................................................................. 62 Visual Art .................................................................................................................................................................. 63 Music ........................................................................................................................................................................ 65 Personal, Social and Physical Education .................................................................................................................. 67 Moral Education ...................................................................................................................................................... 68 Physical Education ................................................................................................................................................... 69 Information Fluency................................................................................................................................................. 69

RIS Grade 3 Curriculum Guide 2020-2021

Developmental characteristics of a Grade 3 child An appreciation of the developmental characteristics that can be anticipated of children at particular ages helps us as adults to empathise with their needs and behaviours, set appropriate expectations, and support all-round development and wellbeing. During this period of childhood there is a great physical vigour. Most children are very active and seem to be tireless. They are fond of rough and tumble play and are beginning to become interested in team play. They are growing and maturing at different rates and along different lines, making them appear quite different from others in the group. Children at this year level are eight turning nine. They need a careful balance between adult guidance and their own independent action. They will gain concepts of obedience much more easily if they find their parents and teachers firm but loving. Physical Growth • Slow, steady growth continues; girls commonly larger than boys • Great energy; daring • Permanent teeth continue to appear. • Eye-hand coordination good; crafts and shop work are suitable • Eyes almost adult size; capable of doing close work with less strain Actions and Reactions • Extremely interested in groups, clubs and teams • Interested in factual material • Scornful of opposite gender • Self-centred • Untidy • Unwise in spending money • Great variety of interests (daydreaming common) • Sense of humour may take form of much noise and giggling • Strong sense of justice — impressionable • Likes to collect items • Wants to do well, but interest is lost if discouraged or pressured • Strong desire for a pet • Individual differences and abilities are apparent • Longer attention span. works on his own • Great difference in reading ability • Less interest in fantasy; more in facts about people and their countries • Displays loyalty to their own country • Likes to talk; often criticizing adults • Argues over fairness in games • A delightful challenge to teachers

RIS Grade 3 Curriculum Guide 2020-2021

Needs • Active play • Plenty of rest and good food at regular intervals • Considerate answers to questions concerning the coming physiology changes • Opportunities to discuss respect for property, respect for others • Close brief friendship with same sex • Encouragement to try new activities as well as finish • Reasonable explanations • Opportunities to excel • Training in game skills • Opportunity for committee work, construction, dramatic play, club work • Some quiet activities • Definite responsibility • Praise, attention and sense of belonging How Adults Can Help • Provide opportunities for group planning and discussion • Make sure that disciplinary measures are consistent- be firm but loving • Provide games, or physical activities in which they can compete • Provide regular examinations by doctors and dentist • Develop good health habits • Encourage interest in various activities such as arts and crafts, collections, care for pets • Provide opportunities for child to associate with others of their own gender • Develop habits of tidiness • Give them a part in some aspects of family planning; responsibility at home • Encourage activities which will bring about spiritual and moral development • Learn how they feel about things • Praise them for good work and commendable behaviour • Give them an opportunity to earn an allowance • Set an example of thoughtfulness and kindness

RIS Grade 3 Curriculum Guide 2020-2021

The IB Primary Years Programme (PYP) Learner Profile The IB learner profile promotes education of the whole person for a life of active, responsible citizenship emphasizing intellectual, personal, emotional and social growth. The attributes and descriptions of the learner profile define the type of learner RIS hopes to develop through its programmes. All members of the RIS Community including students, teachers, administration, support staff and parents strive to develop these qualities.

Profile Inquirers

Knowledgeable Thinkers Communicators

Principled

Open–minded

Risk–takers

Balanced

Caring Reflective

Descriptor We nurture our curiosity, developing skills for inquiry and research. We know how to learn independently and with others. We learn with enthusiasm and sustain our love of learning throughout life. We develop and use conceptual understanding, exploring knowledge across a range of disciplines. We engage with issues and ideas that have local and global significance. We use critical and creative thinking skills to analyse and take responsible action on complex problems. We exercise initiative in making reasoned, ethical decisions. We express ourselves confidently and creatively in more than one language and in many ways. We collaborate effectively, listening carefully to the perspectives of other individuals and groups. We act with integrity and honesty, with a strong sense of fairness and justice, and with respect for the dignity and rights of people everywhere. We take responsibility for our actions and their consequences. We critically appreciate our own cultures and personal histories, as well as the values and traditions of others. We seek and evaluate a range of points of view, and we are willing to grow from the experience. We approach uncertainty with forethought and determination; we work independently and cooperatively to explore new ideas and innovative strategies. We are resourceful and resilient in the face of challenges and change. We understand the importance of balancing different aspects of our lives—intellectual, physical, (spiritual) and emotional—to achieve well-being for ourselves and others. We recognize our interdependence with other people and with the world in which we live. We show empathy, compassion and respect. We have a commitment to service, and we act to make a positive difference in the lives of others and in the world around us. We thoughtfully consider the world and our own ideas and experience. We work to understand our strengths and weaknesses in order to support our learning and personal development.

RIS Grade 3 Curriculum Guide 2020-2021

The Essential Elements of the PYP ‫العناصر الضرورية لبرنامج السنوات اإلبتدائية‬ The aim of the PYP, to create a curriculum that is engaging, relevant, challenging and significant, is achieved through structured inquiry and the development of five essential elements: knowledge, concepts, skills and action.

Knowledge: What do we want students to know? While the PYP acknowledges the importance of traditional subject areas (language, mathematics, social studies, science, personal, social and physical education, and arts), it also recognizes the importance of acquiring a set of skills in context and of exploring content which transcends the boundaries of the traditional subjects and is relevant to students. The PYP has six transdisciplinary themes that provide the framework for learning. These themes are globally significant and support the acquisition of knowledge, concepts and skills of the traditional subjects. They are revisited throughout the students’ time in the PYP. ‫ ما نريد من الطالب أن يعرفوه؟‬:‫المعرفة‬ ‫ وذلك من خالل اللغة والرياضيلت والعلوم والتقنيات والدراسات‬،‫المحتوى الذي يتضمن المفاهيم التي نرغب أن يكتشفها الطالب ويعرفون عنها مع مراعاة خبراتهم السابقة‬ .‫اإلجتماعية والفنون المرئية والموسيقى والتربية البدنية والتعليم الفردي والجماعي‬

Who we are ‫من نكون‬

Where we are in place and time ‫أين نحن من المكان والزمان‬

How we express ourselves ‫كيف نعبر عن أنفسنا‬

How the world works ‫كيف يعمل العالم‬

How we organize ourselves ‫كيف نقوم بتنظيم أنفسنا‬

Sharing the planet ‫المشاركة في الكوكب‬

An inquiry into the nature of the self; beliefs and values; personal, physical, 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 decisionmaking; economic activities and their impact of humankind and the environment. An inquiry into rights and responsibilities in the struggle to share finite resources with other people and with other living things; communities and the relationship within and between them; access to equal opportunities; peace and conflict resolution.

RIS Grade 3 Curriculum Guide 2020-2021

The PYP is both a curriculum framework and a philosophy that facilitates structured inquiry. Through inquiry, the students are encouraged to question, wonder, doubt, speculate and generalize as part of their learning journey to construct meaning about the world around them. Students are also encouraged to consider situations from multiple viewpoints and have the opportunity to explore significant local and global issues .

Concepts: What do we want students to understand?

‫ ماذا نُريدُ من الطالب أن يفهموه؟‬:‫المفاهيم‬

In order to develop a holistic approach to learning the PYP identifies key concepts that have relevance within and across subjects. These concepts often form the basis of questions that are used to drive children’s inquiry and lead to a deeper understanding of what is being learned. These concepts include: • • • •

•

Form: What is it like? ‫ كيف يبدو؟‬:‫الشكل‬ Observing, identifying, describing and categorizing. Function: How does it work? ‫ كيف يعمل؟‬:‫الوظيفة‬ analyse the function, role, behaviour and the ways in which things work. Causation: Why is it like it is? ‫ لماذا يبدو هكذا؟‬:‫السبب‬ Prompting students to ask “Why?” and of helping them to recognize that actions and events have reasons and consequences. Change: How is it changing? ‫ كيف يتغير؟‬:‫التغيير‬ Realization that we are growing up in a world in which the pace of change, both local and global, is accelerating. Connection: How is it connected to other things? ‫ كيف يتصل بأشياء أخرى؟‬:‫الصلة‬ helps focus on the relationships within and among systems are often complex, and that changes in one aspect of a system will have consequences, even though these may not be immediately apparent; that we must consider the impact of our actions on others, whether at the immediate, personal level or at the level of farreaching decisions affecting environments and communities. Perspective: What are the points of view? ‫ ما هي وجهات النظر؟‬:‫المنظور‬ Helping students reject simplistic, biased interpretations, towards seeking and considering the points of view of others, and towards developing defensible interpretations. Responsibility: What is our responsibility? ‫ ما هي مسؤوليتنا؟‬:‫المسؤولية‬ This concept was selected because of the need to develop in students the disposition towards identifying and assuming responsibility, and towards taking socially responsible action. This concept is directly linked to the action component, one of the essential elements in the PYP curriculum.

In addition to the above key concepts, children will inquire into related concepts in all curriculum areas. Instead of simply gaining knowledge and skills in mathematics, for example, they will deepen their understanding of concepts such as pattern, multiplication, place value and bias.

RIS Grade 3 Curriculum Guide 2020-2021

Skills: What do we want students to be able to do? In order to conduct purposeful inquiry and be prepared for life-long learning, students need to master a whole range of skills. The PYP framework identifies some skills which transcend the disciplines and are therefore called trans-disciplinary skills. ‫ ماذا نريد من الطالب أن يكونوا قادرين على إدائه؟ وهناك خمس مجموعات من المهارات التنظيمية التي يجب على‬:‫مهارات الموضوعات التنظيمية‬ ‫الطالب تغطيتها من خالل وحدات التساؤل؟‬ Thinking ‫التفْكير‬

Research ‫البحث‬

Social ‫إجتماعي‬

Acquiring knowledge ‫اكتِساب المعرف ِة‬ Comprehension ‫الفهم‬ Application ‫التطبيق‬ Analysis ‫التحليل‬ Synthesis ‫التركيب‬ Evaluation ‫التقييم‬ Dialectical thinking ‫التفْكير الجدلي‬ Meta-cognition ‫اإلدراك‬

Formulating questions ‫صياْغة األسئلة‬ Observation ‫المالحظة‬ Planning ‫التخطيط‬ Collecting data ‫ت‬ ِ ‫جمع البيانا‬ Recording data ‫تسجيل البيانات‬ Organizing data ‫ت‬ ِ ‫تنظيم البيانا‬ Interpreting data ‫ت‬ ِ ‫ترجمة البيانا‬ Presenting research ‫ث‬ ِ ‫تقديم البح‬

Accepting responsibility ‫قُبُول المسؤولي ِة‬ Respecting others ‫إحتِرام اآلخرين‬ Cooperating ُ‫التعاون‬ Resolving conflict ‫النزاع‬ ‫حل‬ ِ Group decision making ‫إتخاذ القرارات الجماعية‬ Adopting a variety of group roles. ‫تبني وتبادل األدوار المختلفة‬ .‫ضمن المجموعة‬

Communication ‫اإلتصال‬ Listening ‫االستماع‬ Speaking ‫المحادثة‬ Reading ‫القراءة‬ Writing ‫الكتابة‬ Non-verbal communication .‫التواصل الالشفهي‬

Self-management ‫اإلدارة ذاتية‬ Gross motor skills ‫مهارات التحرك الشامل‬ Fine motor skills ‫مهارات التحرك الدقيق‬ Spatial awareness ‫اإلدراك المكاني‬ Organization ‫التنظيم‬ Time management ‫إدارة الوقت‬ Safety ‫السالمة واألمان‬ Healthy lifestyle ‫أسلوب الحياة الصحي‬ Codes of behaviour ‫أسلوب التصرف‬ Informed choices ‫االختيارات المنظمة‬

Action: How do we want the students to act? ‫ كيف نريد من الطالب أن يتصرفوا؟‬:‫التصرف‬ In the PYP program, the students are challenged to take action and reflect on how they can make a difference to the world. In the PYP such action is student initiated and results from a genuine concern for and commitment to others.

Assessment Beliefs/philosophy RIS believes that assessment is an integral tool that drives learning and teaching. Assessment allows us to identify what students understand, know, can do and where they are in the learning process. Both students and teachers are involved in assessing progress as part of the development of their wider critical thinking and self-evaluation skills as well as demonstration of Learner Profile. We identify desired results, determine acceptable evidence and plan learning experiences and instruction to ensure success. A wide range of strategies and tools are used for assessment. By understanding our learners, we can adapt and change our instruction to help students and teachers reach expectations set forth by our programme.

RIS Grade 3 Curriculum Guide 2020-2021

Purpose • • • • • • • • •

To collect data that drives planning, instruction and reflection To understand our learners To strengthen our learning process and practice as educators To identify students’ strengths and weaknesses To personalise/differentiate instruction To track progress and growth within a community of learners To evaluate teaching and student inquiry To provide information to all stakeholders To promote consistency in articulation of the written curriculum

Feedback Teachers at RIS are aware of the importance feedback plays in the learning process of a child. Feedback is given so children can reflect on their work and further refine and develop their skills. Teachers at RIS are aware of the importance feedback plays in the learning process of a child. Feedback is given so children can reflect on their work and further refine and develop their skills.

Learning Goals An important part of the PYP is the setting of personal goals by the students; these goals should be achievable and measurable. All children should have their goals in a prominent place both at home and at school.

Written reports The written report is given twice during the academic calendar. The report follows a narrative format outlining the students’ academic progress and social development over the term.

Parent- Teacher ‘First Impressions’ Conferences We hold a Parent Teacher Conferences after the first few weeks of the new school year. These provide an opportunity for the homeroom teacher and parents to discuss how the child is settling emotionally, socially and academically in their new class. Three Way Conferences In December we hold our Three Way Conferences (TWC). Three Way conferences involve the student, parents and teacher. Students discuss their learning and understanding with their parents and teacher, who are responsible for supporting the student through this process. Prior to the end of the conference new goals SMART goals are set, with all determining how they can support the achievement of the goals. Student Led Conferences On April 30th we will hold our Student Led Conferences (SLCs). All students participate and are responsible for leading the conference between themselves and their parents. The conferences enable parents to gain a clear insight into the work their child is doing through discussion with them. Learning Journals at RIS

RIS Grade 3 Curriculum Guide 2020-2021

Each PYP student at RIS develops an electronic Learning Journal using a platform called ‘Seesaw’. The Journal will contain transdisciplinary work that reflects the development of the Essential Elements of the PYP as well as the Learner Profile. The Learning Journals will represent elements of learning from the whole academic year and show evidence of student learning and reflection. Parents can see student learning as soon as it is posted, making it an effective real time reporting tool.

Programme of Inquiry (POI)

Inquiry is the primary pedagogical approach of the PYP. Inquiry learning means students are actively involved in their own learning and to take responsibility for that learning. The PYP curriculum model is built from a framework of Transdisciplinary Themes that help teachers and students to explore and acquire essential knowledge and skills and to take socially responsible action. The PYP sets out six themes to offer continuity and progression of learning. All grade levels from Kindergarten onwards study one Unit of Inquiry under each theme (Pre-K address four of the six themes). All the ‘Units of Inquiry’ in the primary school together constitute our ‘Programme of Inquiry’ (POI). Below is an overview of the six Grade 3 Units of inquiry in the order they are to be taught.

RIS Grade 3 Curriculum Guide 2020-2021

The Grade 3 Units of Inquiry WHO WE ARE

Central Idea Children worldwide should have access to equal rights and opportunities. Key Concepts Form, Causation, Responsibility

An inquiry into the nature of the self; beliefs and values; personal, physical, mental, social and spiritual health; human relationships including families, friends, communities, and cultures; rights and responsibilities; what it means to be human.

WHERE WE ARE IN PLACE AND TIME

Related Concepts Consequences, Impact, Rights Play, Education Lines of Inquiry • Children's rights and responsibilities • Equality and inequality for children • Consequences of our actions Central Idea Past civilizations shape present day life. Key Concepts Causation, Connection, Perspective

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.

HOW WE EXPRESS OURSELVES

Related Concepts Progress, Technology, Currency, Number, Measurement, Transport, Time, Alphabet, Diplomacy, Systems, Technology, Creativity Lines of Inquiry • Evidence of past civilizations • Reasons these systems and technologies developed • Implications for the future Central Idea Our need to share our feelings and ideas drives us to develop effective ways to communicate. Key Concepts Perspective, Form, Function

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.

Related Concepts Communication, System, Notation, Signs, Symbols, Disabilities, Technology, Innovation, Non-verbal Communication, Body language, Greetings, Social media, Representation Lines of Inquiry • Reasons for the development of communication systems • Different communication systems • How people communicate in challenging situations

RIS Grade 3 Curriculum Guide 2020-2021

HOW THE WORLD WORKS

Central Idea Understanding of the natural laws can help us to manipulate the world around us. Key Concepts Function, Connection Form

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.

HOW WE ORGANIZE OURSELVES

Related Concepts Observation, Forces, Motion Lines of Inquiry • Types of forces • How forces work • How forces are used in our daily lives Central Idea Production is a varied and organised process which can be affected by multiple factors. Key Concepts Function, Causation, Responsibility

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.

SHARING THE PLANET

Related Concepts Production, Processes, Manufacturing Lines of Inquiry • Origins and stages of production • Factors that affect production • Sustainable production Central Idea Water is an essential element of life and is not equally available to everyone. Key Concepts Causation, Function, Responsibility

An inquiry into rights and responsibilities in the struggle to share finite resources with other people and with other living things; communities and the relationships within and between them; access to equal opportunities; peace and conflict resolution.

Related Concepts Equality, Cycles, Access, Finite resources, Equity, Conservation, Water cycle Lines of Inquiry • Properties and importance of water • Global water usage • Water conservation

RIS Grade 3 Curriculum Guide 2020-2021

Language - (English)

Introduction The learning process simultaneously involves learning language—as learners listen to and use language with others in their everyday lives; learning about language—as learners grow in their understanding of how language works; and learning through language—as learners use language as a tool to listen, think, discuss and reflect on information, ideas and issues (Halliday 1980). Effective language teaching and learning are social acts, dependent on relationships with others, with context, with the environment, with the world, and with the self. Such learning is relevant, engaging, challenging and significant. Exposure to and experience with languages, with all their richness and diversity, creates an inquisitiveness about life and learning, and a confidence about creating new social interactions. At RIS we believe that learners’ needs are best served when they have opportunities to engage in learning within meaningful contexts, rather than the learning of language as an isolated series of skills to be acquired. Fragmenting learning into the acquisition of isolated skill sets can create difficulties for learners—for example, learners may be able to read, write and spell words correctly in isolation but may not be able to read, write or spell those same words in other contexts. Our teachers plan learning experiences that enable learners to develop language within meaningful and enjoyable contexts, learners are able to make connections, apply and transfer their learning to different situations. The programme of inquiry provides an authentic context for learners to develop and use language.

RIS Grade 3 Curriculum Guide 2020-2021

PYP Language Strands The PYP has identified three strands—oral language, visual language, written language—that are learned across and throughout the curriculum, with each strand being an integral component of language learning. Each strand has been considered from both the receptive aspect—receiving and constructing meaning, and expressive aspect—creating and sharing meaning

Strand

Receptive – receiving and constructing meaning

Expressive – creating and sharing meaning

Oral Language

Listening

Speaking

Visual Language

Viewing

Presenting

Written Language

Reading

Writing

The Grade 3 Language Curriculum Within the Grade 3 classroom, the language profile of every student is unique. This is typical in any school, but particularly so in an international school where students come with such varied experiences of English, many as second language English learners. At RIS the range of learning needs is recognized, and we differentiate our programme accordingly. Language in the Primary School is supported by the First Steps frameworks for reading and Writing and the IB PYP continuums for Oral Language and Visual Language. Both the First steps frameworks and the IB PYP continuums are designed as diagnostic tools to assist teachers in planning learning experiences for students, and in monitoring students’ development throughout the primary years. Overall expectations and outcome are therefore presented in developmental phases rather than by age range.

Oral Language – Listening and Speaking (In Grade 3 the majority of students will be working predominantly within Phases 3 and 4 for Listening and Speaking.)

Overall Expectations Phase 1 Learners show an understanding of the value of speaking and listening to communicate. They recognize that sounds are associated with objects or with symbolic representations of them. They are using language to name their environment, to get to know each other, to initiate and explore relationships, to question and inquire. Phase 2 Learners show an understanding that sounds are associated with objects, events and ideas, or with symbolic representations of them. They are aware that an object or symbol may have different sounds or words associated with it in different languages. They are beginning to be cognizant about the high degree of variability of language and its uses.

RIS Grade 3 Curriculum Guide 2020-2021

Phase 3 Learners show an understanding of the wide range of purposes of spoken language: that it instructs, informs, entertains, reassures; that each listenerâ&#x20AC;&#x2122;s perception of what they hear is unique. They are compiling rules about the use of different aspects of language. Phase 4 Learners show an understanding of the conventions associated with speaking and listening and the value of adhering to those conventions. They are aware that language is a vehicle for becoming knowledgeable, for negotiating understanding and for negotiating the social dimension. Phase 5 Learners are able to understand the difference between literal and figurative language and how to use language differently for different purposes. They are aware that they are building on their previous experiences and using language to construct new meaning.

Visual Language â&#x20AC;&#x201C; Viewing and Presenting (In Grade 3 the majority of students will be working predominantly, within Phases 3 and 4 for Viewing and Presenting)

Overall expectations Phase 1 Learners show an understanding that the world around them is full of visual language that conveys meaning. They are able to interpret and respond to visual texts. Although much of their own visual language is spontaneous, they are extending and using visual language in more purposeful ways.

Phase 2 Learners identify, interpret and respond to a range of visual text prompts and show an understanding that different types of visual texts serve different purposes. They use this knowledge to create their own visual texts for particular purposes.

Phase 3 Learners show an understanding that visual text may represent reality or fantasy. They recognize that visual text resources can provide factual information and increase understanding. They use visual text in a reflective way to enrich their storytelling or presentations, and to organize and represent information.

Phase 4 Learners show an open-mindedness about the use of a range of visual text resources to access information. They think critically and are articulate about the use of visual text to influence the viewer. They are able to use visual imagery to present factual information, or to tell a story.

RIS Grade 3 Curriculum Guide 2020-2021

Phase 5 Through inquiry, learners engage with an increasing range of visual text resources. As well as exploring the viewing and presenting strategies that are a part of the planned learning environment, they select and use strategies that suit their learning styles. They are able to make connections between visual imagery and social commentary. They show more discernment in selecting information they consider reliable. They are able to use visual imagery to support a position.

Written Language – Reading and Writing For reading and writing the First Steps Maps of Development provide the developmental continuums used by teachers to determine appropriate learning outcomes and track student progress. The most relevant phases for Grade 3 are detailed below,

Reading The majority of students in Grade 3 will be working within either Phase 3 ‘Early’ or Phase 4 ‘Transitional’ As a benchmark, a student who has demonstrated all of the key indicators for Phase 3 ‘Early’ and has started Phase 4 ‘Transitional’ at the end of Grade 2 is considered to be ‘meeting’ Grade level standard.

Overview of Reading Phase 3: ‘Early’ Global Statement Early readers recognise a bank of frequently used words and use a small range of strategies to comprehend texts. These include short literary texts and structured informational texts that have familiar vocabulary and are supported by illustrations. Reading of unfamiliar texts is often slow and deliberate as they focus on reading exactly what is on the page, using sounding out as a primary word-identification strategy. CONCEPTUAL UNDERSTANDINGS • Different types of texts serve different purposes. • What we already know enables us to understand what we read. • Applying a range of strategies helps us to read and understand new texts. • Wondering about texts and asking questions helps us to understand the meaning. • The structure and organization of written language influences and conveys meaning. USE OF TEXTS CONTEXTUAL UNDERSTANDING • Reads and demonstrates comprehension of texts by: • Expresses and justifies personal responses to texts, e.g. - recalling key information explicit in a text “I didn’t like … because…” - identifying the main idea explicit in a text • Understands that authors and illustrators select - selecting events to retell a text, sometimes including information to suit a purpose and audience. unnecessary events or information • Recognises how characters, people and events are - linking explicit ideas in a text, e.g. comparing a represented and offers suggestions for alternatives. character at different points in the text. • Locates and selects texts appropriate to purpose, interest and readability, e.g. uses library systems, skims contents page. CONVENTIONS PROCESSES AND STRATEGIES • Recognises a bank of frequently used words in different • Draws upon a small knowledge base to comprehend, contexts, e.g. high frequency words, personally e.g. sight vocabulary, concept and text structure

RIS Grade 3 Curriculum Guide 2020-2021

• •

significant words. Recognises all letters by name and their regular sound. Explains how known text forms vary by stating: - purpose, e.g. procedures instruct - some elements of organisation, e.g. procedures have headings - some elements of structure, e.g. procedures list materials and steps.

knowledge. Uses a small range of strategies to comprehend, e.g. self-questioning, adjusting reading rate. Determines unknown words by using wordidentification strategies, e.g. decoding using phonemes, onset and rime. Focuses on decoding words accurately when reading an unfamiliar text, which may result in limited fluency, expression and loss of meaning.

• •

•

Overview of Reading Phase 4: ‘Transitional’ Global Statement In this phase readers are beginning to integrate strategies to identify unknown words and to comprehend text. These strategies, combined with an increasing bank of sight words, enable readers to read texts such as novels, newspapers and websites with familiar content, fluently and with expression. Transitional readers reflect on strategies used and are beginning to discuss their effectiveness. CONCEPTUAL UNDERSTANDINGS • Reading and thinking work together to enable us to make meaning. • Checking, rereading and correcting our own reading as we go enable us to read new and more complex texts. • Identifying the main ideas in the text helps us to understand what is important. • Knowing what we aim to achieve helps us to select useful reference material to conduct research. USE OF TEXTS CONTEXTUAL UNDERSTANDING • Reads and demonstrates comprehension of texts • Recognises own interpretation may differ from by: that of other readers or the author/s. - identifying the main idea(s) citing supporting • Recognises devices that authors, and illustrators detail use to influence construction of meaning, e.g. - selecting events from a text to suit a specific visual clues, omissions. purpose • Recognises that authors and illustrators attempt - linking ideas, both explicit and implicit, in a text, to position readers. e.g. cause and effect. • Recognises how characters or people, facts and • Locates and selects texts appropriate to purpose events are represented and can speculate about and audience, e.g. uses search engines, checks the author’s choices. currency of information. CONVENTIONS • Recognises an increasing bank of words in different contexts, e.g. subject specific words, less common words. • Explains how known text forms vary by using knowledge of: - purpose, e.g. to persuade - text structure, e.g. problem and solution - text organisation, e.g. headings, subheadings, an index, glossary - language features, e.g. conjunctions.

PROCESSES AND STRATEGIES • Draws upon an increasing knowledge base to comprehend, e.g. text structure and organisation, grammar, vocabulary. • Uses an increasing range of strategies to comprehend, e.g. creating images, determining importance. • Determines unknown words by using wordidentification strategies, e.g. reading on, rereading

RIS Grade 3 Curriculum Guide 2020-2021

Writing The majority of students in Grade 3 will be working within either Phase 3 ‘Early’ or beginning Phase 4 ‘Transitional’. As a benchmark, a student who has demonstrated all of the key indicators for Phase 3 at the end of Grade 3 is considered to be ‘meeting’ Grade level standard.

Samples of independent student writing - within Phase 3

Sample of independent student writing – within Phase 4 ‘Transitional’

RIS Grade 3 Curriculum Guide 2020-2021

Overview of Writing Phase 3: ‘Early’ GLOBAL STATEMENT Early writers produce a small range of texts that exhibit some of the conventions of writing. Texts such as retells, reports and emails are composed to share experiences, information or feelings. Early writers have a small bank of frequently used words they spell correctly. When writing unknown words, they choose letters on the basis of sound, without regard for conventional spelling patterns. CONCEPTUAL UNDERSTANDINGS • We write in different ways for different purposes. • The structure of different types of texts includes identifiable features. • Applying a range of strategies helps us to express ourselves so that others can enjoy our writing. • Thinking about storybook characters and people in real life helps us to develop characters in our own stories. • When writing, the words we choose and how we choose to use them enable us to share our imaginings and ideas. USE OF TEXTS CONTEXTUAL UNDERSTANDING • Attempts a small range of familiar texts, either • Explains the purpose of a small range of familiar text teacher-directed or self-selected. forms, e.g. jokes are to entertain. • With assistance, finds information in texts and • Talks about the purpose of a piece of writing and the records through drawing or writing key words. ideas that need to be included. • Explains why characters or events are represented in a particular way when composing literary texts. • Explains why people or ideas are represented in a particular way when composing informational texts. • Imitates the use of simple devices used in texts, e.g. print size, colour. CONVENTIONS PROCESSES AND STRATEGIES • Experiments with words drawn from a variety of • Draws upon semantic, graphophonic and syntactic sources, e.g. literature, media, oral language of knowledge when writing, e.g. text organisation, word peers. order. • Spells and uses a small bank of known words • Uses a small range of strategies throughout the writing correctly. process, e.g. self-questioning. • Knows all letters by name and their common • Uses a small range of strategies to spell unknown sounds. words, e.g. chunking, sounding out. • Knows simple letter patterns and the sounds they • Talks or draws as a means of planning before writing. represent, e.g. sh, ch, ee. • Begins to proofread and edit own writing when • Writes simple sentences using correct punctuation. directed, e.g. deleting words, adding punctuation. • Creates a published text that is beginning to reflect the intended purpose.

RIS Grade 3 Curriculum Guide 2020-2021

Overview of Writing Phase 4: ‘Transitional’ GLOBAL STATEMENT Transitional writers show increasing control over the conventions of writing such as punctuation, spelling and text organisation. They consider audience and purpose when selecting ideas and information to be included in texts. They compose a range of texts, including explanations, narratives, brochures and electronic presentations. Writing shows evidence of a bank of known words that are spelt correctly. Transitional writers are moving away from a heavy reliance on sounding out and are beginning to integrate visual and meaning-based strategies to spell unknown words. CONCEPTUAL UNDERSTANDINGS • • • •

Writing and thinking work together to enable us to express ideas and convey meaning. Asking questions of ourselves and others helps to make our writing more focused and purposeful. The way we structure and organize our writing helps others to understand and appreciate it. Rereading and editing our own writing enables us to express what we want to say more clearly.

USE OF TEXTS • Composes a range of texts but may not fully control all elements. • Composes texts by finding, recording and organising information appropriate to purpose.

CONVENTIONS • Varies vocabulary to add interest. • Spells and uses an increasing bank of known words correctly. • Knows less common letter patterns and the sounds they represent, e.g. tion, ph. • Writes a variety of simple and compound sentences using correct punctuation. • Groups related information sometimes without regard for paragraphing conventions.

CONTEXTUAL UNDERSTANDING • Explains the purpose and audience of a range of text forms. • Selects ideas to include in own text to suit purpose and audience. • Discusses alternatives about how to represent characters and events when composing literary texts. • Discusses alternatives about how to represent people and ideas when composing informational texts. • Experiments with the use of devices, e.g. repetition of words or phrases. PROCESSES AND STRATEGIES • Draws upon semantic, graphophonic and syntactic knowledge when writing Uses an increasing range of strategies throughout the writing process, e.g. determining importance. • Uses an increasing range of strategies to spell unknown words, e.g. using visual memory. • Begins to organise ideas before writing, e.g. brainstorming, drawing, jotting. • Proofreads, edits, and revises own writing when directed. • Plans for and creates a published text that reflects the intended purpose and needs of the audience.

For more information please find a copy of the Raha Writing Scope and Sequence learning outcomes and the Raha Reading Scope and Sequence learning outcomes on the RIS website.

RIS Grade 3 Curriculum Guide 2020-2021

‫‪Arabic A Scope and Sequence‬‬

‫رؤية تعليم المواد العربية‬ ‫تحرص مناهج المواد العربية على توفر الفرص لتطوير قدراتنا كأفراد وطالبين للعلم مدى الحياة‪ .‬فاللغة‬ ‫هي صلة الوصل بين الطالب والمدرسين والمجتمع بأجمعه‪ ،‬وكل فرد من أفراد مجتمعنا يعتبر طالب علم‬ ‫و معلم في آن واحد‪ ،‬فاللغة متداخلة في جميع المجاالت وتشجع على التفكير بعقلية منفتحة على العالم‪،‬‬ ‫وتسهم في التطور العقلي واالجتماعي والعاطفي‪.‬‬ ‫وتؤكد مناهج المواد العربية على تعزيز الهوية العربية واالنتماء الوطني من خالل توظيف اللغة للتعرف‬ ‫على المفاهيم االجتماعية ودراسة المجتمع اإلماراتي بوصفه مجتم ًعا عرب ًّيا مسل ًما‪ ،‬باإلضافة إلى الشعور‬ ‫بحب الوطن والدفاع عنه وتمثل الطالب لصفات المواطن الصالح وربطها بصفات المتعلم في برنامج‬ ‫السنوات االبتدائية‪.‬‬ ‫ويعتبر تعزيز القيم األخالقية الحميدة وكيفية اكتسابها وممارستها لتصبح أسلوب حياة لدى المتعلم‪،‬‬ ‫وبناء شخصية متماسكة أخالقيًّا ومتزنة سلوكيًّا تسعى لخدمة مجتمعها ووطنها‪ ،‬وتحرص على احترام‬ ‫اآلخرين والتسامح واالعتدال ومحاسبة الذات والثبات على المبدأ وتحمل المسؤولية من أهم المبادئ التي‬ ‫تقوم عليها هذه المناهج‪ ،‬باإلضافة إلى غرس القناعة والرضى والقدرة عى التحكم بالنفس‪ ،‬وإتقان إدارة‬ ‫الوقت واالنضباط في العمل‪ ،‬والمبادرة بالتطوع المسؤول تجاه المجتمع واالستفادة من الفرص المتاحة‬ ‫واالنفتاح على العالم من منطلق اإليمان بأننا جميعًا بشر متساوون في هذا الكون الذي يسعنا كلنا‪ ،‬وأن‬ ‫علينا أن نتقبل بعضنا دون تعصب‪ ،‬كما أن لكل منا دور في عمارة األرض بما يحقق التنمية المستدامة‬ ‫ورخاء البشرية‪.‬‬

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‫محتوى برنامج اللغة العربية‬ ‫المادة المقررة من وزارة التربية والتعليم‪.‬‬ ‫وحدات التساؤل (‪.)UOI‬‬ ‫خالل تعاملنا مع المادة المقررة من وزارة التربية والتعليم فإننا نركز على الكيف وليس على الكم بمعنى أننا‬ ‫نحرص على تغطية جميع المهارات اللغوية المتوقع تغطيتها في كل مرحلة والتي تؤهل الطالب لالنتقال للمرحلة‬ ‫التالية مع التصرف في المادة بالتقديم والتأخير‪.‬‬

‫مـ ـح ــاور مهـ ـ ــارات اللغـ ـ ـ ــة الع ـ ـ ـ ــربية‬

‫االستماع‬ ‫‬‫‬‫‬‫‪-‬‬

‫اداب اإلستماع‬ ‫اإلنتباه للرسائل‬ ‫السمعية‬ ‫فهم المسموع‬ ‫وتحليله‬ ‫تذوق المسموع‬ ‫ونقده‬

‫المحادثة‬ ‫‬‫‬‫‬‫‪-‬‬

‫القراءة‬ ‫‪-‬‬

‫اداب المحادثة‬ ‫التحدث بما يناسب‬ ‫المقام‬ ‫تنظيم الحديث‬ ‫التعبير عن‬ ‫المشاهدات‬ ‫والوحدات‬

‫‬‫‬‫‬‫‬‫‪-‬‬

‫الكتابة‬

‫تعرف الرموز‬ ‫المكتوبة ونطقها‬ ‫أداء الرموز‬ ‫المكتوبة وتمثل‬ ‫المعنى‬ ‫فهم المقروء‬ ‫وتحليله‬ ‫اإلستراتيجيات‬ ‫القرائية‬ ‫تذوق المقروء‬ ‫ونقده‬ ‫استراتيجيات البحث‬

‫‬‫‬‫‬‫‬‫‪-‬‬

‫الرسوم والنسوخ‬ ‫الكتابة من الذاكرة‬ ‫القريبة‬ ‫الكتابة من الذاكرة‬ ‫البعيدة‬ ‫التعبير الكتابي‬ ‫استراتيجيات بناء‬ ‫المكتوب‬

‫اجملال والتسلسل للغات‬ ‫الشكل‬ ‫اللغة الشفهية‬ ‫اللغة المرئية‬ ‫اللغة المكتوبة‬

‫المتلقي – تلقي المعنى وتركيبه‬

‫التعبير‪-‬إنشاء المعنى ومشاركته‬

‫اإلستماع – التحدث‬ ‫المشاهدة – العرض‬ ‫القراءة‬

‫كيف نعلم اللغة؟‬ ‫ تعلم اللغة عبر االستماع اليها والتحدث بها‬‫ التعلم عن اللغة عبر فهم كيفية عملها‬‫‪ -‬التعلم من خالل اللغة عبر استخدامها كأدة لالستماع والتفكير والمناقشة والتأمل‬

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‫الكتابة‬

‫‪Arabic A‬‬ ‫‪Scope and Sequence‬‬

‫مهارات مادة اللغة العربية للناطقين بها ‪ -‬الصـــف الثالث‬ ‫ما يتـــوقع من الطــالب إنجــازه في الصـــف الثالث ( المستوى المتقدم) في مادة اللغة العربية‬ ‫التهيئة اللغوية‪:‬‬ ‫ التحية ( تواصل شفوي)‪.‬‬‫ التعريف بالنفس‪ :‬االسم –العمر – الجنسية – الهواية ( قراءة وكتابة)‪.‬‬‫ الطلب المهذب واالعتذار ( تواصل شفوي)‪.‬‬‫ مراج عة المهارات اللغوية األساسية التي تضمنها منهج الصف الثاني‪.‬‬‫سيتم تناول الدروس المقررة والمهارات اللغوية الخاصة بالمادة بأساليب متنوعة مراعاة لفروقهم الفردية‪ ،‬وتصميم أنشطة مختلفة‬ ‫تضمن االرتقاء بمستوى الطالب بالتواصل مع أولياء األمور‪.‬‬

‫االستماع‬ ‫‬‫‬‫‬‫‬‫‬‫‬‫‬‫‬‫‬‫‬‫‪-‬‬

‫‪-‬‬

‫االستماع بانتباه للمتحدث‪.‬‬ ‫االستماع لتحديد الهدف والمغزى‪.‬‬ ‫االستجابة للتساؤالت والتوجيهات اللفظية‪.‬‬ ‫التفاعل مع ما يتم االستماع إليه من شعر ونثر‪.‬‬ ‫مراعاة آداب االستماع‪.‬‬ ‫التمييز بين الرأي والحقيقة‪.‬‬ ‫االقبال على المتحدث إقباالً يدل على المتابعة واالهتمام‪.‬‬ ‫استخالص األفكار الرئيسة من النص‪.‬‬ ‫وضع االستنتاجات بناء على تقرير شفوي‪.‬‬ ‫المقارنة بين وجهات نظر مختلفة وإصدار األحكام‪.‬‬ ‫تنظيم األفكار إلى أساسية وثانوية وجانبية‪.‬‬ ‫القدرة على اختيار المعلومات ذات األهمية والتي تضيف خبرات جديدة‪.‬‬

‫المحادثة‬ ‫‬‫‬‫‬‫‬‫‬‫‬‫‬‫‬‫‬‫‪-‬‬

‫التحدث بصوت واضح‪.‬‬ ‫استخدام اللغة العربية في المحادثة‪.‬‬ ‫التعبير شفهيا ً عن الصور أو القصص المصورة بلغة سليمة وبجمل تامة‪.‬‬ ‫التعبير عن حدث أو موقف بجمل واضحة وتامة‪.‬‬ ‫التعلم من األخطاء التركيبية والصياغية للجمل وعدم تكرارها‪.‬‬ ‫احترام األدوار‪ ،‬وتقبل آراء اآلخرين‪.‬‬ ‫طرح أسئلة تُعبر عما يريده بوضوح‪.‬‬ ‫توظيف األنماط والتراكيب اللغوية التي تعلمها شفويًّا توظيفًا صحيحًا‪.‬‬ ‫تقديم عرض درامي مفصل لقصة أو مسرحية‪.‬‬ ‫ترتيب األفكار زمنيًّا بالترتيب الذي حدثت فيه‪.‬‬

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‫‬‫‬‫‬‫‪-‬‬

‫تلخيص مقال أو قصة قصيرة بأسلوب شيق مع ذكر التفاصيل‪.‬‬ ‫التعليق على الصور والمواقف بجمل تتصف بالفهم العميق‪.‬‬ ‫تحديد وجهة نظر الكاتب وتأكيدها باألدلة والشواهد‪.‬‬ ‫إدراك عالقة السبب بالنتيجة‪.‬‬

‫القراءة‬ ‫‬‫‬‫‬‫‬‫‬‫‬‫‬‫‬‫‬‫‬‫‬‫‬‫‬‫‬‫‪-‬‬

‫قراءة نص مكون من ثالث فقرات أو أكثر‪.‬‬ ‫القراءة الجهرية الممثلة للمعنى‪.‬‬ ‫مراعاة صحة الوصل وسالمة الوقف فيما يقرأ‪.‬‬ ‫فهم وجهة نظر الكاتب‪.‬‬ ‫تحديد المغزى من النص‪.‬‬ ‫قراءة الشعر المناسب لمستواه قراءة معبرة‪.‬‬ ‫مالحظة اإليقاع اللفظي في جملة أو عدة جمل‪.‬‬ ‫توضيح معاني بعض الكلمات من خالل التضاد أو الترادف أو التجانس الصوتي‪.‬‬ ‫مالحظة االيقاع اللفظي في الجملة أو في عدة جمل‪.‬‬ ‫استخدام بعض مصادر المعلومات للقراءة‪.‬‬ ‫تحديد عناصر القصة وتتابع األحداث‪.‬‬ ‫تذكر النقاط المهمة في القصة مع التفاصيل‪ ،‬والتنبوء بما سيحدث‪.‬‬ ‫القراءة بهدف البحث والتوصل للمعلومات والحقائق‪.‬‬ ‫توظيف القراءة الحرة اليومية لزيادة طالقته بمعدل ‪ 3‬قصص في األسبوع‪.‬‬ ‫قراءة مجالت األطفال وعناوين الجرائد للحصول على التفاصيل والمعلومات‪.‬‬

‫الكتابة ( الخط واإلمالء)‬ ‫‬‫‬‫‬‫‬‫‬‫‬‫‬‫‬‫‬‫‬‫‬‫‬‫‬‫‬‫‬‫‬‫‬‫‪-‬‬

‫‬‫‪-‬‬

‫نسخ الكلمات والجمل بطريقة صحيحة بخط النسخ ( اإلمالء المنقول)‪.‬‬ ‫الكتابة بطريقة اإلمالء المنظور واإلمالء االختباري‪.‬‬ ‫التعبير عن الصور بجمل وصفية تامة‪.‬‬ ‫توظيف المفردات الجديدة في جمل من إنشائه‪.‬‬ ‫تحديد عناصر الفقرة‪ :‬المقدمة ( الجملة الرئيسة) – المحتوى (المعلومات والحقائق) – الخاتمة ( الرأي والتوصيات)‪.‬‬ ‫التخطيط للعمل الكتابي بطريقة األسئلة‪.‬‬ ‫استخدام الرسومات التخطيطية والخرائط التوضيحية للتخطيط للكتابة‪.‬‬ ‫البناء على الحقائق و المعلومات‪.‬‬ ‫كتابة موضوع يتكون من (‪ )80 – 60‬كلمة‪.‬‬ ‫جمع األفكارمن كتب ومجالت لكتابة قصة أو نص قصير‪.‬‬ ‫كتابة جمل مقفاة‪.‬‬ ‫توظيف الحاسوب لإلنشاء وثيقة بسيطة‪.‬‬ ‫تعرف بعض مصادر المعلومات ( الموسوعات‪ ،‬شبكة المعلومات‪ ،‬المجالت)‪.‬‬ ‫كتابة أنماطًا كتابية محددة الهدف كتابة إبداعية‪:‬‬ ‫( البطاقات – الرسائل – التلخيصات – القصة القصيرة ‪ -‬التعليقات على الصور والمواقف)‪.‬‬ ‫التعليق الكتابي على الصور والمواقف بعرض الرأى ووجهة النظر بدقة إمالئية عالية‪.‬‬ ‫توظيف األسلوب اإلنشائي والخبري والتنويع بينهما في الكتابة‪.‬‬ ‫كتابة نهايات مختلفة للقصص‪.‬‬ ‫كتابة معلومات وحقائق حول موضوع محدد في موضوع متعدد الفقرات‪.‬‬ ‫تكثيف الكتابة اإلبداعية الحرة والتقليل من الكتابة الموجهة‪.‬‬

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‫القواعد اللغوية‬ ‫‬‫‬‫‬‫‬‫‬‫‬‫‬‫‬‫‬‫‬‫‬‫‬‫‬‫‬‫‬‫‬‫‪-‬‬

‫التمييز بين صيغة المذكر والمؤنث‪.‬‬ ‫التمييز بين صيغة المفرد والمثنى والجمع‪.‬‬ ‫التعرف على بعض ظروف المكان ودالالتها‪.‬‬ ‫التعرف على بعض أدوات االستفهام ودالالتها وكيفية استخدامها‪.‬‬ ‫التعرف على األفعال األساسية وتمثيلها وصياغتها للمذكر والمؤنث‪.‬‬ ‫التعرف على بعض الصفات وصياغتها للمذكر والمؤنث‪.‬‬ ‫التعرف على الالم القمرية والالم الشمسية‪.‬‬ ‫التعرف على أنواع التاء‪.‬‬ ‫التعرف على أنواع التنوين‪.‬‬ ‫جملة كان‪.‬‬ ‫جملة إنَّ‪.‬‬ ‫جملة النداء‪.‬‬ ‫الماضي في حالتي التذكير و التأنيث‪.‬‬ ‫المبني للمعلوم والمبني للمجهول‪.‬‬ ‫حروف الجر‪.‬‬ ‫حروف العطف‪.‬‬ ‫األفعال الخمسة‪.‬‬

‫نظام التقييم في قسم المواد العربية‬ ‫ماهية التقييم في المرحلة االبتدائية‬ ‫•‬ ‫•‬ ‫•‬ ‫•‬ ‫•‬ ‫•‬ ‫•‬ ‫•‬ ‫•‬ ‫‬‫‪-‬‬

‫التركيز على إكساب الطالب المهارات والمعارف والخبرات األساسية في كل مادة دراسية‪.‬‬ ‫تقييم أساليب التدريس التي تؤدي إلى تجسيد الفهم الحقيقي لمحتوى المادة دراسيًّا ‪.‬‬ ‫العناية بالجانب التطبيقي باعتماد أسلوب تقييم األداء الذي يتم فيه التأكد من تمكن الطالب من المهارة أو المعرفة‪.‬‬ ‫تجنــب اآلثــار النفســية الســلبية التــي قــد يتعــرض لهــا الطالــب وارتباطهــا بتجربتــه الدراســية مثل‪:‬الشــعور بــالقلق‬ ‫والخوف‪.‬‬ ‫غرس العادات والمواقف اإليجابية في نفوس الطالب تجاه التعليم‪.‬‬ ‫إيجاد الحافز اإليجابي للنجاح والتقدم بحيــث يكــون الــدافع للتعلــيم والــذهاب إلــى المدرســة هــو الرغبــة فــي النجــاح‬ ‫وليس الخوف من اإلخفاق‪.‬‬ ‫تجنيب األطفال اآلثار النفسية الناتجة عن التركيز على التنافس والشعور بأن درجات أدوات التقويم هي الهدف مــن‬ ‫التعليم‪.‬‬ ‫إشراك ولي أمر الطالب في التقويم وذلــك بتزويــده بمعلومــات وافيــة ومحــددة عــن الصــعوبات التــي تعتــرض ابنــه‬ ‫وطلب معونته في التغلب عليها‪.‬‬ ‫مبكرا والعمل على عالجها والتعامل معها بطريقة تربوية صحيحة‪.‬‬ ‫الطالب‬ ‫لدى‬ ‫اكتشاف حاالت صعوبات التعلم‬ ‫ً‬ ‫أنواع التقييم‪:‬‬ ‫نظام التقييم الفصلي‪:‬‬ ‫ج‪ -‬اختبار نهاية العام‬ ‫ب‪ -‬اختبار منتصف العام‬ ‫أ‪ -‬اختبار بداية العام‬ ‫‪RIS Grade 3 Curriculum Guide 2020-2021‬‬

‫‪26‬‬

:‫ اختبارات مستمرة خاصة بالوحدات المقررة ومهارات المادة وتتضمن‬-‫ج‬ ‫ النحو‬‫ األساليب اللغوية‬‫ الكتابة‬‫ القراءة‬‫االستماع‬ ‫مشروع الوحدة‬ :‫أدوات التقييم‬ - ‫ لوائح التدقيق‬- ‫ السالسل المتصلة‬- ‫ ساللم التقييم‬- ‫ سجل المالحظات‬- ‫ االختبارات الشفوية والكتابية‬‫النماذج‬ .) ‫ ملف أعمال الطالب ( ملف اإلنجاز‬:)‫االختبارات التشخيصية ( تحديد المستوى‬ ‫يخضع جميع الطالب في بداية العام الدراسي الختبار تحديد المستوى ويتم إعداد االختبار استنادًا على ما هو متوقع‬ .‫من الطالب إنجازه في كل صف دراسي‬ :‫** الخروج عن النمط التقليدي للتقييم باستخدام أساليب متنوعة وحديثة كــــ‬ ‫ – تقييم مهارات‬.‫ – استخدام أسلوب حل المشكالت‬.‫توظيف الحاسوب والتقنيات الحديثة عند تقييم مهارات اللغة‬ ‫ التقييم عن طريق الزمالء‬- ‫ التقييم الذاتي‬- ‫التفكير العليا كالتحليل والتقييم‬

Arabic B

Within Grade 3 there are students who have joined the school with no prior experience of learning Arabic and students who have been learning Arabic for several years. Our Arabic B programme offers three levels of classes enabling us to provide instruction at a suitable level for each child. Arabic B PYP Phase 1 classes: for students learning Arabic for the first time and students needing consolidation of basics. Arabic B PYP Phase 2 classes: for students with previous experience learning Arabic who have demonstrated proficiency in Phase 1 Arabic B PYP Phase 3 classes: for students with previous experience learning Arabic who have demonstrated proficiency in Phases 1 and 2. Students who are ready to move beyond Phase 3 will receive further extension in these classes. RIS Grade 3 Curriculum Guide 2020-2021

Students will be assigned Arabic classes at the start of the academic year. There may also be movement between classes during the year based on the changing needs of the student.

Arabic B Scope and Sequence The school’s Arabic B scope and sequence provides a developmental continuum of phases for each strand.

Strand

Receptive – receiving and constructing meaning

Expressive – creating and sharing meaning

Oral Language

Listening

Speaking

Visual Language

Viewing

Presenting

Written Language

Reading

Writing

Overall Expectations by phase Phase 1 Learners demonstrate an understanding of short simple sentences spoken texts and vocabulary. They are able to pronounce the letters correctly with the short and long sounds. They are able to use common greetings, give and follow basic instructions in Arabic. They are able to use oral language for short period of time. Phase 2 Learners demonstrate a higher level of understanding of short simple spoken texts and vocabulary. Students are able to pronounce studied words correctly and clearly. They start to use simple phrases to express their needs. They start to arrange in order the ideas they want to communicate about. Phase 3 Learners start to communicate confidently with peers using a variety of phrases and sentences structures. They can ask and answer questions about familiar and new topics with confidence. In this phase they are able to prepare and deliver short presentations and topics of interests to peers. Learners can identify materials they can use to support a spoken presentation and give reasons for choices.

RIS Grade 3 Curriculum Guide 2020-2021

Viewing and presenting Phase 1 The students view and react to simple messages or factual information and start to describe what they see. They can make connections between the real and the imaginary. They can understand that signs and symbols carry meaning and begin to read a range of signs in the environment. They are able to search for, record and present information using a variety of media as well as make choices about what is useful to them. The students can use body language in mime and role play to communicate ideas and feelings visually. Phase 2 The students are able to view and respond to media verbally and nonverbally. They start using a variety of media to plan and create projects including use of the internet (with guidance). The students are able to select and use suitable shapes, colours and layout for presentations and develop writing different styles of Arabic Calligraphy. They start developing their presentation skills and use body language to add meaning to oral presentation. Phase 3 The students respond to viewing experiences orally and in writing, using specific vocabulary and terminology. They are able to use a variety of media to plan and create projects. They can present oral reports on familiar and unfamiliar topics in target language. They can provide more detailed presentations (2-3 minutes) on topics to inform, presentation skills, addressing an audience.

Written languageâ&#x20AC;&#x201D;Reading

Phase 1 Learners can recognise basic aspect of format and style of the language. They can differentiate between the long and the short sounds of the letters. They can read their own writing or words written by the teacher. They can identify repetitive words and letter patterns in sentences when reading familiar texts. They demonstrate understanding of simple sentences. Phase 2 Learners can read a range of new words related to the topics. They begin to read simple sentences with some support. They respond to simple written directions. The students are able to retell main events in sequence with guidance. Phase 3 Learners can use a range of different strategies to decode texts. They demonstrate understanding of meaning and relationships between sentences in a paragraph. They start to follow ideas in and between paragraphs making use of a range of conjunction. In this phase, learners can recall and summarize main ideas from fiction and non- fiction texts.

RIS Grade 3 Curriculum Guide 2020-2021

Written languageâ&#x20AC;&#x201D;Writing Phase 1 Learners understand that written texts convey meaning. They start demonstrating understanding of letter/sound relationships. They begin to use studied vocabulary to form meaningful words and simple sentences. They can generate own ideas for writing and make use of grammar with guidance. The students in this phase begin to form sentences with the right structure. Phase 2 Learners begin to write more independently and develop criteria for effective writing with guidance. They begin to use short paragraphs with details to support their ideas. They start to use a mixture of tenses within one text. They can provide detail to a written text. They learn how to translate literally from first language to Arabic language. They begin to use punctuation with different tenses. Phase 3 In this phase, learners begin to set goals and identify strategies to improve their writing. They begin to spell some complex words and increase the use of visual strategies, spelling rules and knowledge of word parts to spell correctly. They can use complex punctuation correctly.

Mother Tongue The language profiles of students at Raha may be complex and diverse; however, the influence of mother-tongue development is significant for all learners. It is acknowledged that development of mother tongue language is crucial for cognitive development, and in maintaining cultural identity. Success in mother-tongue development is a strong predictor of long-term academic achievement, including acquisition of other languages. We encourage parents to regularly read, write and speak with their child in their mother tongue. At RIS we currently host mother tongue schools for: - French - Spanish - Arabic - Finnish - Swedish - Greek We are actively looking to extend our provision to other languages and cultures. Contact Vanessa Keenan, vkeenan@ris.ae for further details.

RIS Grade 3 Curriculum Guide 2020-2021

Islamic Studies

The Islamic Studies programme is based on a scheme of work produced by the Ministry of Education and is integrated into the PYP curriculum. The Islamic Studies curriculum is a sequential programme from Grade 1 to Grade 12. At Raha International School the Muslim students from Grade 1 onwards attend Islamic Studies. The programme aims to enrich the learner with a strong foundation of knowledge and values. At every Grade level the curriculum draws on the seven cornerstones: the values and goals of Islam, Islamic teachings and laws, direct divine teachings (from the holy Qur'an and the teachings of Prophet Mohammed), religious intuition, Islamic characters, identity, belonging and the universe. The students will work towards developing their understandings about what it means to be a Muslim citizen and to live in the complexities and hardships of our modern age with a strong system of belief that draws upon the true teachings of Islam, Islamic doctrine, belief, and characters aimed at spreading good and peace all over the world. Learning in Islamic Studies also happens outside the classroom through the library, researching on the Internet and possible excursions into the local community. Assessment in the Islamic Studies programme continues throughout the year and includes diagnostic, formative and summative tasks. This may include oral and written presentations, investigations and tests. At RIS we provide: Islamic Studies A classes: for first language Arabic speakers (instruction is in Arabic) Islamic Studies B classes: for non-Arabic speaking students (instruction is in English)

RIS Grade 3 Curriculum Guide 2020-2021

‫‪Islamic A‬‬ ‫التربية اإلسالمية للناطقين باللغة العربية ‪ -‬الصف الثالث‬

‫المعيار‬ ‫سورا من جزء تبارك‪،‬ويظهر فه ًما‬ ‫يسمع الطالب‬ ‫ً‬ ‫عا ًما لمعاني سوره وأحكامها‪،‬وتطبيقًا آلداب تالوته‪.‬‬

‫المحور‬ ‫القرآن الكريم وعلومه‬ ‫(الوحي اإللهي)‬ ‫الحديث الشريف وعلومه‬

‫يظهر الطالب وعيًا وإيمانًا بأسس اإليمان باهلل تعالى‬ ‫وصفاته ومالئكته وكتبه ورسله‪.‬‬ ‫يظهر الطالب قدرة مالئمة على االستدالل على‬ ‫وجود هللا تعالى واإليمان به مستخد ًما أدوات البحث‬ ‫والتفكير‪.‬‬ ‫ً‬ ‫وتمثال لقيم اإلسالم الفردية‬ ‫يظهر الطالب فه ًما‬ ‫والجماعية في سلوكه‪.‬‬ ‫يظهر الطالب فه ًما وتطبيقًا آلداب اإلسالم‪.‬‬ ‫يظهر الطالب معرفة بأحكام العبادات ويؤديها‬ ‫بطريقة صحيحة‪.‬‬ ‫يظهر الطالب معرفة بسيرة النبي صل هللا عليه‬ ‫سيَّا‬ ‫وسلم من مولده وحتى هجرته‪،‬ويظهر تأ ّ‬ ‫بمواطن االقتداء من شخصيته‪.‬‬ ‫يظهر الطالب معرفة واقتدا ًء بشخصيات إسالمية‬ ‫بارزة لها دورها في خدمة اإلسالم والمسلمين‪.‬‬ ‫يظهر الطالب اعتزازه بشخصيته وهويته‬ ‫ووطنه‪،‬وتقديره لتراثه وثقافته‪،‬والتزامه بثوابته‬ ‫وعاداته وتقاليده‪.‬‬ ‫يظهر الطالب فه ًما للقضايا والتحديات‬ ‫المعاصرة‪،‬وقدرة على تحليلها‪،‬وإيجاد حلول‬ ‫لها‪،‬معتمدًا على المبادىء واألحكام اإلسالمية‪.‬‬

‫العقيدة اإليمانية‬ ‫(العقيدة اإلسالمية)‬ ‫العقلية اإليمانية‬ ‫(قيم اإلسالم وآدابه)‬

‫قيم اإلسالم‬ ‫آداب اإلسالم‬

‫( أحكام اإلسالم ومقاصدها)‬

‫أحكام العبادات‬ ‫السيرة النبوية‬

‫(السيرة النبوية‬ ‫والشخصيات)‬ ‫الشخصيات اإلسالمية‬ ‫(الهويه والقضايا‬ ‫المعاصرة)‬

‫يظهر الطالب حف ً‬ ‫ظا لألحاديث النبوية الشريقة‪،‬‬ ‫وفه ًما لمعانيها‪،‬وتطبيقًا ألحكامها‪.‬‬

‫الهوية واالنتماء‬ ‫القضايا المعاصرة‬

‫‪RIS Grade 3 Curriculum Guide 2020-2021‬‬

‫‪32‬‬

Islamic Studies B Islamic Studies B - Overview of Grade 3 Units Unit 1

Unit 2

Unit 3

Unit 4

Unit 5

Unit 6

• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •

Honouring the parents The Etiquette of Recitation The Revelation of the Quran to Prophet Muhammad, peace be upon him Surat Al- Alaq Khadijah Bint Kuwailid- May Allah be pleased with her Good Morals Prophet Solomon, peace be upon him, and the hoopoe Belief in Angels Surah al- Bayyinah The Conditions and Nullifiers of Prayer The Virtues of Reciting the Holy Qur’an The Call to prayer )Adhan) and the Second Call to Prayer(Iqamah) The Expiations for the Sins The Memorizer (Hafiz)of the Holy Quran The Morals of visit and Hospitality Fasting Surat AL- Humazah The Qualities of the Believer Surat Al-Layl Tolerance The Owners of the Orchard Learning and knowledge Abu Bakr As- siddeeq Surat Al- Fajr Truthfulness Belief in Prophets(Moses and Jesus ‫)عليهما السالم‬ The Search for knowledge Surat Al-Balad Cooperation is the Secret behind Success Mutual Mercy Care for the Needy Surat At – Teen Ties of Kinship The Grace of Water Surat Az-Zalzalah The Prophets( ‫ )صلى هللا عليه وسلم‬Loves His Neighbours The Taste of Faith Surat Al-Qari’ah An Enriching story: The young Innovator

RIS Grade 3 Curriculum Guide 2020-2021

‫‪Arabic Social Studies A‬‬ ‫منهج مادة التربية الوطنية‬ ‫الرؤيا العامة لتعلم الدراسات االجتماعية‬ ‫تعد رؤية مادة الدراسات االجتماعية والتربية الوطنية مجاالً تكامليا ً الغنى عنه في تكوين المتعلم معرفيا ً‬ ‫وعقليا ً ووجدانياً‪ ،‬والجدير بالذكر أن المحور الرئيس لمادة الدراسات االجتماعية والتربية الوطنية هو‪:‬‬ ‫( اإلنسان – األرض ) التي يعيش عليها وما يتصل بحياته من تاريخ واقتصاد ومجتمع وثقافة وتفاعالت‬ ‫مع الجوار‪ ،‬ومع اإلنسان المسلح بقيم اإلسالم والتسامح والتعاون والمحبة والحوار والسالم‪ ،‬هي الدعامة‬ ‫األساسية الستخالف هللا اإلنسان في األرض‪ ،‬كما تسعى هذه المادة لترسيخ والء المتعلم وانتمائه ‪،‬‬ ‫وعالقته بمجتمعه وبدستوره وحكومته‪ ،‬وبالعالم المتغير‪.‬‬ ‫مرفق نموذد أدوات التقييم السنوية من قبل وزارة التعليم‪.‬‬

‫مهـــــــمات أداء ‪60‬‬

‫مجموع االختبارات‬ ‫‪40‬‬

‫‪RIS Grade 3 Curriculum Guide 2020-2021‬‬

‫‪34‬‬

‫مجموع‬ ‫مهمات األداء‬ ‫‪60‬‬

‫اسماء الطالب‬ ‫اختبار‬ ‫الصف‬ ‫اختبار ‪1‬‬ ‫‪2‬‬ ‫والشعبة‪......................:‬‬ ‫‪20‬‬ ‫‪20‬‬

‫األنشط‬ ‫التعليمية‬ ‫األنشطة‬ ‫( الكتابية التعليمية‬ ‫– القرائية ( األدائية )‬ ‫‪30‬‬ ‫)‬ ‫‪30‬‬

‫المجموع الكلي‬ ‫‪100‬‬

‫سجل تقييم مادة الدراسات االجتماعية من‬ ‫أول لخامس‬

‫أدوات التقييم‬ ‫الصف األول الى الخامس‬

‫ماهية التقييم في المرحلة االبتدائية في مادة الدراسات االجتماعية من األول الخامس إلى الخامس‬

‫•‬ ‫•‬ ‫•‬ ‫•‬ ‫•‬ ‫•‬

‫التركيز على إكساب الطالب المهارات والمعارف والخبرات األساسية في كل مادة دراسية‪.‬‬ ‫تقييم أساليب التدريس وتعزيز التي تؤدي إلى تجسيد الفهم الحقيقي لمحتوى المادة دراسيًّا ‪.‬‬ ‫العناية بالجانب التطبيقي باعتماد أسلوب تقييم األداء الذي يتم فيه التأكد من تمكن الطالب من المهارة أو المعرفة‪.‬‬ ‫تجنــب اآلثــار النفســية الســلبية التــي قــد يتعــرض لهــا الطالــب وارتباطهــا بتجربتــه الدراســية مثل‪:‬الشــعور بــالقلق‬ ‫والخوف‪.‬‬ ‫غرس العادات والمواقف اإليجابية في نفوس الطالب تجاه التعليم‪.‬‬ ‫إشراك ولي أمر الطالب في التقويم وذلــك بتزويــده بمعلومــات وافيــة ومحــددة عــن الصــعوبات التــي تعتــرض ابنــه‬ ‫وطلب معونته في التغلب عليها‪.‬‬

‫‪-‬‬

‫أنواع التقييم‪:‬‬

‫‪-‬‬

‫نظام التقييم الفصلي‪:‬‬ ‫ج‪ -‬اختبار نهاية العام‬ ‫ب‪ -‬اختبار منتصف العام‬ ‫ب‪ -‬اختبار بداية العام‬ ‫ج‪ -‬اختبارات مستمرة خاصة بالوحدات المقررة ومهارات المادة وتتضمن‪:‬‬ ‫أدوات التقييم‬ ‫الصف األول الى الخامس‬

‫‪-‬‬

‫مجموع االختبارات‬

‫اختبار‬ ‫‪1‬‬

‫اختبار‬ ‫‪2‬‬

‫مهـــــــمات أداء ‪6‬‬ ‫األنشط التعليمية‬ ‫( الكتابية – القرائية )‬

‫األنشطة التعليمية‬ ‫( األدائية )‬

‫أدوات التقييم‪:‬‬ ‫ االختبارات الشفوية والكتابية ‪ -‬سجل مالحظة الطالب ‪ -‬لوائح التدقيق – النماذج>‬‫ ملف أعمال الطالب ( ملف اإلنجاز )‪.‬‬‫** الخروج عن النمط التقليدي للتقييم باستخدام أساليب متنوعة وحديثة كــــ‪:‬‬ ‫توظيف الحاسوب والتقنيات الحديثة عند تقييم مهارات الفهم واالستيعاب – تقييم مهارات التفكير العليا كالتحليل‬ ‫والتقييم ‪ -‬التقييم الذاتي ‪ -‬التقييم عن طريق الزمالء‪.‬‬

‫‪RIS Grade 3 Curriculum Guide 2020-2021‬‬

‫‪35‬‬

‫مهارات مادة الدراسات االجتماعية‬

‫مهارة قراءة الجداول وتحليلها – مهارة قراءة الخريطة والصور والرسوم البيانية وتحليلها – مهارة قراءة النص وتحليله‬ ‫– مهارة تلخيص المعلومات على شكل الخريطة الذهنية – مهارة حل المشكالت وإيجاد األسباب والحلول – مهارة‬ ‫التصنيف والمقارنة – مهارة استخالص الحقائق التاريخية – مهارة إبداء الرأي واتخاذ القرار المناسب – تفسير المفاهيم‬ .‫واستخدام المصطلحات التاريخية‬

Arabic Social Studies B Unit Unit 1: The Emirates throughout History Main Ideas: - Instability prevailed in the Emirates at all political, economic and social levels before the union.

Concepts - The tribe - Pearl diving - The tent - The fort - Al Areesh - Accomplishments - Tourism sights

- After the Union the UAE raced in a steady pace in the field of progress and development lead by a wise leadership to achieve a prestigious place in all fields amongst other countries.

Unit 2: Emirati Figures

The Sheikh The Ruler

Main Ideas: - The Union constitution

Learning Outcomes - Recognize the names of the tribes that settled in the UAE before the union. - Classify the crafts (jobs) people in the UAE Practiced before the union. - Expresses his/her opinion on people’s way of living before the union. - Locate on the UAE map each of the seven Emirates. - Concludes the most important developments in the Emirati after the union. - Appreciates the efforts of the rulers of the UAAE in developing the country. - Know the seven rulers of the Emirates. - Express his/her opinions about the achievements fulfilled by the rulers.

RIS Grade 3 Curriculum Guide 2020-2021

acknowledged a ruler for each emirate who is selected to be a member of the Supreme Council and a representative of his emirate. - Fathers who truly loved their homeland. They established its lofty unity. The homeland immortalized their reputation. Those are the founding fathers. Unit 3: Geographical Areas Main Ideas: - The natural prevailing surface features vary in the United Arab Emirates. There are mountains, plains, sand dunes, oases and islands. - The UAE has about 200 islands, all in the Arabian Gulf. The most significant are: Delma, Das, Saadiyat, Anu Al-Abyad, Siniya, Abu Musa, Freater and Lesser Tonb and the island of Sir Bani Yas.

Terrain Mountains The Desert The Plains The Oasis Island Environment Natural Reserve Hinterland plain Aflaj Mountains Wadis

- There are many cities and regions that are located in the Hinterland plains (pebble plains) and mountainous areas in the UAE, which is characterized by its beautiful tourist areas. There are plenty of palm trees in it.

Unit 4: Human Settlements Main Ideas: - There are many areas of human settlements that are densely inhibited by the UAE people in the

Hinterland Environment The Soil The Bedouins Culture The UNESCO

RIS Grade 3 Curriculum Guide 2020-2021

Know the seven founding fathers of the union. Appreciate the role of founding fathers of the union.

Identify the most prominent natural features (terrain) prevailing in the UAE. Locate on the topographic map the main prevailing terrain of the UAE. Name the well-known UAE islands. Locate on the UAE map Sir Bani Yas Island. Recognize the characteristics and features of Sir Bani Yas Island. Recognize the geographical distribution of the Hinterland plains and mountainous areas in the UAE. Locate on the UAE map cities and areas in the plains and the Hinterland mountainous areas. Discover the characteristics of cities and areas in the Hinterland plains and in the mountainous areas between Sharjah and Fujairah. Locate on the UAE map the most important areas where people settled in the UAE. Infer the factors that helped the establishing of human settlements in the

hinterland environment such as oases and hinterland areas of pebble plains, while the hinterland areas of human settlement become less in mountainous and sand dunes areas.

- Sharjah City is a historic city known for its commercial; relations with the ports of the Arabian Gulf, India and East Africa. Its area is 2950km which makes it the third emirate in terms of area after Abu Dhabi and Dubai.

Unit 5: Culture and Heritage Main Ideas: - In the past, the profession of pearl diving was the primary was the primary source of income for the people of the Arabian Gulf. - The month of Ramadan is the month in which the Holy Quran was revealed. The Emirati family celebrate it by spending its nights in worship. A gift from Allah â&#x20AC;&#x201C;the Almighty- after completing the month of the fast is the joy of the Eid for both the young and the elders.

Pearl diving Nokhitha Breaking the Fast Suhoor Taraweeh Prayers The Gift on the Eid day (Eidiyah) The Youla Performance The Yaweel (dancer) Ghaliy Alsilah (casting the weapon upward and catching it again)

- The Youla Performance is an important aspect of the heritage of the UAE.

RIS Grade 3 Curriculum Guide 2020-2021

internal environment of the UAE. Locate Liwa Oasis on the UAE map. Discover the features of the Liwa oasis. Appreciate the stateâ&#x20AC;&#x2122;s efforts to provide perfect service to residents of the oases. Find the geographical location of Sharjah city on the UAE map. Recognize the characteristics and features of the city of Sharjah. Appreciate the efforts made by the government for the development of cities. Recognize the concepts of pearl diving. Recognize the names of the participants in the profession of diving and pearl diving. Name old diving equipment. Discover that a diving career is a difficult and a dangerous profession through pictures. Recognize the manifestations of the holy month of Ramadan in the UAE. To be keen on spending the nights of Ramadan in worship and prayers. Respect the Ramadan customs of the people of the UAE. Clarify aspects of Ramadan celebrations. Explain the concept of Youla. Know how to perform the Youla.

Appreciate the popular Arts of the Arts.

Mathematics

At Raha, we see mathematics as a way of thinking rather than simply a body of knowledge to be delivered. ‘An exemplary mathematics classroom consists of a very active and busy community of learners’ )IB, 2003). Our approach to teaching and learning reflects this.

• • •

• • • •

•

The teacher inquires with the students. Tasks set are purposeful and engaging. Teachers facilitate the developmental stages of learning through appropriate learning experiences. Opportunities are provided for: i) constructing meaning, ii) transferring meaning to signs and symbols and iii) understanding and applying knowledge and skills to different situations. Learning is an interactive process, where discussion of processes and different approaches are a regular part of daily lessons. Students have opportunities to work individually, with partners, in small groups and as a whole class. Throughout the year teachers make meaningful conceptual links to Units of Inquiry. A range of accessible resources provide students opportunities to record their mathematical thinking and understanding. White boards, ICT programmes, plain paper and a range of dotted and squared papers supplement the mathematics exercise books. Also, children have access to a range of mathematical dictionaries, encyclopaedias, literature and textbooks. ICT plays an integral role in the teaching and learning of mathematics. Through computers and iPads, students access a wide range of mathematical programmes covering the full breadth of the curriculum. Teachers make use of interactive teaching programmes via classroom projectors to explore and model skills and concepts with students.

RIS Grade 3 Curriculum Guide 2020-2021

Mathematics Strands There are five strands in the PYP mathematics programme: • • •

Data handling Measurement Shape and space

• •

Pattern and function Number

Mathematics in Grade 3 Building a strong conceptual understanding of the number system in the Primary years will support our children throughout their lives. Regular practice is required for learners to grasp key concepts, acquire knowledge and master and apply skills so, at RIS the Number and Pattern and Function strands of the mathematics curriculum are taught every day. As a school, we have identified a core of key visual models, manipulative tools and mental calculation strategies that will best support learners.

Key models and strategies to teach number concepts in Grade 3 Bead strings and hundred squares

Beadstrings and 100 squares provide visual models of 100, organized in divisions of ten lots of ten. They reinforce the concept of ‘cardinal’ number – the understanding that a number represents how many in a set and also build understanding of the ‘ordinal’ concept of number – numbers used to denote the position in an ordered sequence.

RIS Grade 3 Curriculum Guide 2020-2021

Base 10 Equipment By the end of Grade 3 most children will have extended their understanding of place value (the understanding that the value of each numeral in a written number is dependent on its position) to numbers up to 10,000. Base ten equipment allows students to make models of three and four digit numbers, helping them to appreciate that ten units is equal to one ten; ten tens are equal to a hundred; and ten hundreds are equal to one thousand.

Students will practice expressing numbers in standard form and â&#x20AC;&#x2DC;partitionâ&#x20AC;&#x2122; them into their expanded form.

e.g. standard 4276

expanded =

4000 + 200 + 70 + 6

Numberlines Numberlines represent numbers in a linear order. They can be provided with all or some of the numbers already on, but children will also learn to create their own when calculating. On a numberline the numbers increase from left to right. Ordering several numbers on an empty or partially completed numberline requires learners to consider the proximity of the numbers they are comparing as well as the order. In this example a numberline has been used to order six numbers between 0-1000.

RIS Grade 3 Curriculum Guide 2020-2021

The scale of the numberlines and the start and finish points can be varied depending on the required level of precision. This makes it a particularly effective tool for modelling larger number.

e.g. 3425

Mental Strategies for Addition and Subtraction At RIS we explicitly teach and practice different mental calculation strategies. As students progress through the school they will develop their own preferred strategies and recognize that many problems can be efficiently solved without pencil and paper. There is not one right way to solve a problem however for each calculation some strategies are likely to be more efficient than others. We ask students to think about which is the best strategy for solving their problem. The Key addition and subtraction strategies developed in Grades 3 build on strategies taught in earlier grades and are explained below Strategy Reordering Sometimes a calculation can be more easily worked out by changing the order of the numbers. The way in which children rearrange numbers in a particular calculation will depend on which number facts they can recall or derive quickly.

Example

Partitioning It is important for children to know that numbers can be partitioned into, for example, hundreds, tens and units, so that 326 = 300 + 20 + 6. In this way, numbers are seen as wholes, rather than as a collection of single digits in columns. This way of partitioning numbers can be a useful strategy for adding and subtracting pairs of numbers and is the precursor for more formal algorithm methods.

Addition e.g.

e.g. for 70 + 50 + 30 it is easier to add the 70 and 30 first as this is a number bond of 100 70 + 30 =100 100 + 50 = 150

In addition, numbers are partitioned )or â&#x20AC;&#x2DC;splitâ&#x20AC;&#x2122;) into tens and units, or

RIS Grade 3 Curriculum Guide 2020-2021

hundreds, tens and units etc to make them easier to work with. Then the numbers are added together. Both numbers can be partitioned, although it is often helpful to keep the first number as it is and to partition just the second number. In subtraction the second number is partitioned )or ‘split’) before subtracting from the larger number.

Subtraction e.g. 37 – 25 (25 is portioned into 20 and 5) 37 - 20 = 17 17 - 5 = 12 e.g.124-47 count back 40 to 84, then 4 to 80 and then 3 to 77. This can be shown on a numberline

-3 -4

-40

77 80 84

Bridging through multiples of 10 An important aspect of having an appreciation of number is to know how close a number is to the next or the previous multiple of 10 or 100: to recognise, for example, that 47 is 3 away from 50, or that 47 is 53 away from 100. In mental addition or subtraction, it is often useful to count on or back in two steps, ‘bridging’ at a multiple of 10 or 100. The empty number line, with multiples of 10 or 100s as ‘landmarks’, is helpful, since children can visualise jumping to them. For example, 70 + 47 is worked out in two jumps, first to 100, then to 117. The answer is the last point marked on the line, 117. Subtraction, the inverse of addition, can be worked out by counting back from the larger number. But it can also be represented as the difference or ‘distance’ between two numbers. The distance is often found by counting up from the smaller to the larger number, again bridging through multiples of 10 or 100. The empty number line can give an image for this method.

124

Students learn to model using a number line e.g. 70 + 47 +30

+17

100 117

For subtraction count back or count on bridging at 100 e.g. 143 – 54

-11 89

-43 100

143

…or count on to find the difference

+ 46 54

Compensating This strategy is useful for adding and subtracting numbers that are close to a multiple of 10, such as numbers that end in 1 or 2, or 8 or 9. The number to be added or subtracted is rounded to a multiple of 10 plus or minus a small number. For example, adding 9 is carried out by adding 10, then

100

143

The difference between 54 and 143 is a jump of 46 to get to 100 and another jump of 43to reach 143. 43 + 46 = 89 e.g. 56 + 29 = 56 + 30 – 1 = 85

+ 30 -1 56

RIS Grade 3 Curriculum Guide 2020-2021

+ 43

85 86

subtracting 1; subtracting 18 is carried out by subtracting 20, then adding 2.

or 306 –199 = 306–200 + 1 = 107

-200 +1 106 107 Partitioning: using ‘near’ doubles If children have instant recall of doubles, they can use this information when adding two numbers that are very close to each other. So, knowing that 6 + 6 = 12, they can be encouraged to use this to help them find 7 + 6, rather than use a counting on strategy or bridging through 10.

Bridging through 60 to calculate a time interval Time is a universal non-metric measure. A digital clock displaying 9.59 will, in two minutes time, read 10.01 not 9.61. When children use minutes and hours to calculate time intervals, they have to bridge through 60. So, to find the time 20 minutes after 8.50am, for example, children might say 8.50am plus 10 minutes takes us to 9.00am, then add another 10 minutes.

306

e.g. 18+16 = 16+16+2 or 18+18-2 60+70 = 60+60+10 or 70+70-10

e.g. What is the time 50mins before 1:10pm?

-40mins 12:20pm

-10mins 1pm

1:10pm

It is 4:25pm. My party starts at 5:05pm. How long do I have to get there? +35mins 4:25pm

+5mins 5pm

5:05pm

35mins + 5mins = 40mins

Written methods of Addition and Subtraction Learners are only introduced to written algorithm methods once they have demonstrated a secure grasp of the place value in numbers to 1000 and can add and subtract two digit numbers using mental strategies. Written methods of addition and subtraction can then be taught alongside mental strategies in Grade 3. Once secured, the formal written methods should not become the sole strategy used by students. Rather, when faced with a calculation, we continue to encourage children to decide which method is most appropriate. Formal written methods become one of the many strategies available to our students.to the child.

RIS Grade 3 Curriculum Guide 2020-2021

Column Addition Algorithm For students who are already proficient in using partitioning as a mental strategy for addition, the traditional column addition method simply provides a more formal layout for a process they already understand. Expanded Column Addition At RIS we introduce column addition in an expanded form. It is an important step as the place value of each digit is emphasised. e.g. 366 + 458 14 110 700 824

Standard column addition In the standard form recording is reduced further. Carry digits are recorded below the line, e.gs

Column Subtraction Algorithm As with addition, we introduce column subtraction in an expanded form, ensuring that the place value of each digit is emphasised.

Expanded method

Standard method

=322 Expanded method e.g. with ‘borrowing’ and adjustment 563 - 271

Standard Method e.g. with ‘borrowing’ and adjustment 563 – 271

=292

When progressing to the standard methods, to ensure that students continue to think about the size of the numbers they are adding, they should always start with an estimation of the answer and use the language that refers to the place value of the digits they are working with e.g. ‘carry ten’ or ‘borrow one hundred’,

Multiplication and Division In grade 3 students consolidate their conceptual understanding of multiplication and division. A child might be able to tell you that 4 x 6 is 24, but a much more revealing question to ask is – ‘how do you know that 4 x 6 is 24?’.

RIS Grade 3 Curriculum Guide 2020-2021

Arrays Arrays are a key visual model we use at RIS for building conceptual understanding of multiplication and division. Multiplication is essentially repeated addition, e.g. 4 x 6 means six lots of four, or 4 + 4 + 4 + 4 + 4 + 4. Arrays show this by setting out repeated rows of a particular number Students can make arrays using counters, cubes and squared paper .e.g.

The above arrays can all be seen as four rows of six or six columns of four demonstrating the commutative property of multiplication (4 x 6 = 6 x 4)

The array model also demonstrates the inverse relationship between multiplication and division. The same 4 by 6 array can be used to explain that:

24 ÷ 4 = 6

24 ÷ 6 = 4

Doubling and Halving The ability to double numbers is also useful for multiplication. Historically, multiplication was carried out by a process of doubling and adding. Most people find doubles the easiest multiplication facts to remember, E.g. we can find 4 x a number by doubling it twice 4 x 5 = is ‘double’ 2 x 5 This can be clearly demonstrated with an array

Once students fully understand multiplication, they need to memorize times table facts and derive corresponding division facts. By the end of Grade 3 most children should have committed all times table facts up to 10 x 10 to memory. It is crucial that students have regular opportunities in class and at home for practice, and that practice involves as wide a variety of activities, situations, questions and language as possible. The ability to multiply a single digit number by a multiple of ten is an essential precursor to multiplying with larger numbers.

RIS Grade 3 Curriculum Guide 2020-2021

Traditionally many children have been taught to ‘add a zero’, when multiplying by 10, however this explanation is not based on understanding, moreover when learners progress to multiplying decimals by a multiple of ten, adding a zero does not work. Rather children need to understand how the value of each digit changes when multiplied by ten.

Students learn to combine their understanding of place value and times table knowledge to solve e.g.

Students can make sense of this process using base 10 equipment. e.g. in this model they can find 40 x 3 by making ‘four tens x 3’

When transferring understanding to symbols learners in Grade 3 will explore how the place value of digits changes when a number is multiplied by ten is affected.

2 by 1 digit multiplication In Grade 3 students will explore 2 digit by one digit multiplication A problem such as 13 x 5 can be solved by partitioning the calculation into 10 x 5 and 3 x 5. e.g. 13 10 + 3 ↓ ↓ x5 50 + 15 = 65 or...

Modelling these calculations with arrays helps students visualize how partitioning a multiplication works.

14  3 = (10 + 4)  3 = (10  3) + (4  3) = 30 + 12 = 42

RIS Grade 3 Curriculum Guide 2020-2021

An expanded method which uses a grid can be used is introduced in Grade 3 as an alternative way of recording multiplication through partitioning e.g. 38 x 7

2 by 1 digit Division methods One way to work out division mentally is to repeatedly add or subtract ‘groups of the divisor’. When faced with a problem like 81 ÷ 3 learners ask how many 3s are in 81? (or 3 x __= 81). E.g. For 81 ÷ 3, the dividend of 81 is split into 60, the highest multiple of 3 that is also a multiple 10 and less than 81, to give 60 + 21. Each number is then divided by 3. As several steps are involved many students will benefit from jotting down their thinking e.g. 81 ÷ 3 = (60 + 21) ÷ 3 = (60 ÷ 3) + (21 ÷ 3) = 20 + 7 = 27

e.g. on a numberline

This mental strategy fully understood provides the basis for understanding the short division written algorithm. The short division method is recorded like this in its expanded form:

Only once students have a very secure understanding of the partitioning process, should it be shortened to:

RIS Grade 3 Curriculum Guide 2020-2021

Fractions In Grade 3 students consolidate their understanding that Fractions are ways of representing whole-part relationships. They further build on their understanding of equivalent fraction; explore the concept of improper fractions and mixed numbers; and use mental strategies to calculate fractions of quantities. Students develop their understanding through modeling concepts with manipulatives and visual models. Two key manipulative tools we use to support fractions learning at RIS are Cuisenaire Rods and Fraction blocks. Cuisenaire Rods

Pattern Blocks

Both cuisenaire rods and pattern blocks can be used to model all of the conceptual understandings involving fractions explored in Grade 2 E.g. Cuisenaire rods can be used to mixed numbers E.g. pattern blocks can be used to model equivalent and improper fractions fractions.

RIS Grade 3 Curriculum Guide 2020-2021

Double Numberlines The double number provides a powerful tool to indicate where fractions live amongst whole Numbers. The scale on top represents the whole numbers. The scale on the bottom shows the build-up of fractional parts. (In this example halves)

Grade 3 Mathematics Benchmarks The schoolâ&#x20AC;&#x2122;s Grade level benchmarks provide an indicator or attainment in line with international standards. However, in the PYP it is understood that students learn at different rates and so these indicators may not represent an appropriate level of expectation for all. Students will be given the opportunity to work beyond the Grade 3 benchmarks if ready to do so, or work towards the Grade 3 level if they do not yet have the foundations in place to achieve the Grade level benchmark.

Mathematics â&#x20AC;&#x201C; Number Benchmarks

Reading and writing number

Counting

Grade 2

Grade 3 â&#x20AC;&#x201C;

Grade 4

)Working towards)

(Working within)

)Working beyond)

Read, and write whole numbers to at least 1000 and know what each digit represents

Read, and write whole numbers up to 10,000 and know what each digit represents

Read, and write whole numbers up to 100,000 and know what each digit represents Use decimal notation for tenths and hundredths and know what each digit represents

Count on and back from a given number to 1000

Count on and back from a given number to 10,000 Count on by tenths from a given whole number

Count on and back from a given number to 100,000 Count on and back in tenths from a given decimal number

RIS Grade 3 Curriculum Guide 2020-2021

Compare and order numbers to 1000 Compare and order

Compare, order and estimate quantities up to 10,000 Understand the value of tenths

Compare, order and estimate quantities up to 100,000 Compare and order decimals numbers to 1 decimal place

Understand the value of tenths.

Rounding

Be able to round any positive Round any positive integer less than 1000 to the nearest integer less than 100 to the 10 or 100 nearest 10

Grade 2

Grade 3 –

Grade 4

)Working towards)

(Working within)

)Working beyond)

Recall addition and subtraction facts for all numbers to 20, e.g. 9 + 8, 17 – 9, drawing on knowledge of inverse operations

Recall sums and differences of multiples of 10, e.g. 50 + 80, 120 – 90 Mental Addition and Subtraction (recall)

Round any number with one or two decimal places to the nearest integer

Recall pairs of two-digit numbers with a total of 100, e.g. 32 + 68, or 32 +__ = 100

Recall sums and differences Recall sums and differences of pairs of multiples of 10, of decimals (whole number 100 or 1000 and tenths) Recall doubles and halves of Recall addition doubles of decimals (whole number numbers 1 to 100, e.g. 38 + and tenths) 38, and the corresponding Recall what must be added halves to any four-digit number to make the next multiple of Pairs of fractions that total 1000? , e.g. 4087 +__ = 5000 1. Recall what must be added to a decimal with units and tenths to make the next whole number? e.g. 7.2 +__= 8

Recall addition doubles for multiples of 10 to 100, e.g. 90 + 90

RIS Grade 3 Curriculum Guide 2020-2021

Mathematics – Number Benchmarks continued Grade 2

Grade 3 –

Grade 4

)Working towards)

(Working within)

)Working beyond)

Calculation Add and subtract groups of small numbers, e.g. 5 – 3 + 2 Add or subtract a two-digit number to or from a multiple of 10, e.g. 50 + 38, 90 – 27

Calculation Add or subtract any pair of two-digit numbers, including crossing the tens and 100 boundary, e.g. 47 + 58, 91 – 35

Add and subtract two-digit numbers e.g. 34 + 65, 68 – 35

Mental Addition and Subtraction (Calculation)

Add or subtract a near multiple of 10, e.g. 56 + 29, Add near doubles, e.g. 18 + 16, 86 – 38 60 + 70 Add near doubles of two-digit numbers, e.g. 38 + 37 Add or subtract two-digit or three-digit multiples of 10, e.g. 120 – 40, 140 + 150, 370 – 180

Calculation Add or subtract a pair of twodigit numbers or three-digit multiples of 10

Add or subtract a near multiple of 10 or 100 to any two-digit or three-digit Find the difference between near multiples of 100, Add or subtract any pairs of decimal fractions each with ones and tenths,

What must be added to any three-digit number to make the next multiple of 100, e.g. 521 + ??=600 Recall multiplication facts for the 2, 5 and 10 times-tables, and corresponding division facts Multiplication and division facts to 10 X 10

Recognise multiples of 2, 3, 4, 5, 6 and 10 up to the tenth multiple

Recall multiplication facts to Recall division facts 10 × 10 and the corresponding corresponding to tables up to division facts 10 × 10 and factor pairs Recognise multiples of 2, 3, 4, 5, 6, 7, 8, 9 and 10 up to the tenth multiple Recall factor pairs for known multiplication facts e.g. identify that if 7 x 4 = 28 then 28 has the factor pair 7 and 4 Identify the remainder when dividing by 2, 5 or 10

RIS Grade 3 Curriculum Guide 2020-2021

Recall square numbers to 10 × 10

Mathematics – Number Benchmarks continued

Doubling and Halving

Multiplying and dividing by multiples of 10

Grade 2

Grade 3 –

Grade 4

)Working towards)

(Working within)

)Working beyond)

Recall doubles of multiples of Double any two-digit 10 to 100, e.g. double 90, and number and find the corresponding halves corresponding halves, e.g. double 47, half of 94 Calculate the double of any multiple of 5 up to 100 and Double multiples of 10 and find the corresponding halves 100 and find the , e.g. double 85, halve 170 corresponding halves, e.g. double 800, double 340, half of 1600, half of 680

Multiply two-digit numbers by 5 or 20, e.g. 320 × 5, 14 × 20

Multiply one-digit or twoMultiply and divide digit numbers by 10 or 100, numbers e.g. 7 × 100, 46 × 10, 54 x 100 to 1000 by 10 and then 100 (whole-number answers), e.g. 325 × 10, 42 × 100, 120 ÷ 10, 600 ÷ 100, 850 ÷ 10

Multiply and divide whole numbers and decimals (two decimal places) by 10, 100 or 1000,

Double three-digit multiples of 10 to 500, and find the corresponding halves, e.g. 760 ÷ 2 Multiply and divide twodigit numbers by 4 or 8,

Multiply pairs of multiples of 10, e.g. 60 × 30, and a multiple of 100 by a single Multiply a multiple of 10 to digit number, e.g. 900 × 8 100 by a single-digit number, Divide a multiple of 10 by a e.g. 40 × 3 single-digit number (whole number answers)

RIS Grade 3 Curriculum Guide 2020-2021

Mathematics – Number Benchmarks continued Grade 2

Grade 3 –

Grade 4

)Working towards)

(Working within)

)Working beyond) Find the remainder after dividing a two-digit number by a single-digit number,

Multiplying and dividing by single-digit numbers and multiplying by two digit numbers

Written Addition and Subtraction

Factorise composite numbers to 50

Develop and use written methods to record, support or explain addition and subtraction of two-digit and three-digit numbers

Calculate 2 by 1 digit multiplication problems with Written Multiplication 1 ten E.g. 16 x 4 and Division

Refine and use efficient written methods to add and subtract two-digit and three-digit whole numbers (and decimals in the context of money)

Use efficient written methods to add and subtract whole numbers to tens of thousands and decimals with up to two places

Calculate 2 by 1 digit multiplication problems E.g. 36 x 4 Calculate 2 by 1 digit division problems (without remainders) E.g. 69 ÷ 3

Calculate 3 by 1 digit multiplication problems Calculate 2 by 1 digit And 3 by 1 digit division problems (with remainders) Solve equations involving brackets and one other operation according to BODMAS

Multi-operational equations Representing fractions Identify and estimate as a part of a whole: fractions of shapes (halves, thirds, quarters and eights) Read and write proper fractions understanding the numerator and denominator (halves, thirds, quarters and eights)

Model improper fractions and mixed numbers

Use mental strategies to find fractions of numbers and quantities including several parts of a whole e.g. 3/5 of 30

Find unit fractions of numbers and quantities (one half, one third, one quarter

RIS Grade 3 Curriculum Guide 2020-2021

Model improper fractions and mixed Numbers and convert these using symbols Identify fractional parts of an area Read write and interpret decimal fractions in tenths and hundredths Understand percentages as the number of parts in every 100 and express tenths and hundredths as percentages

and one eighth). Use mental and written strategies to find fractions of numbers and quantities including several parts of a whole e.g. 5/6 of 360

Mathematics – Number Benchmarks continued

Comparing fractions

Calculating with fractions

Grade 2

Grade 3 –

Grade 4

)Working towards)

(Working within)

)Working beyond)

Use diagrams and manipulatives to compare fractions that are ‘more than’, ‘less than’, or ‘equivalent’ to a half. (halves, thirds, quarters and eighths)

Use diagrams and manipulatives to compare fractions and establish equivalence

Model addition and subtraction of fractions with the same denominator. (halves and quarters)

Use representations to Add and subtract fractions combine fractions involving by finding a common related denominators e.g. denominator (halves-quarters-eighths; thirds-sixths; fifths-tenths)

Order fractions with like denominators

Find combinations of fractions that are equal to 1 and other fractions e.g. 3/6 + ½ = 1; 1/6 + 1/6 = 1/3

RIS Grade 3 Curriculum Guide 2020-2021

Find equivalent fractions using symbols Order fractions with like and unlike denominators Relate fractions to decimal equivalents

Mathematics â&#x20AC;&#x201C; Pattern and Function Benchmarks Grade 2

Grade 3 â&#x20AC;&#x201C;

Grade 4

)Working towards)

(Working within)

)Working beyond)

Identify and describe repeating patterns using two or more attributes, growing and shrinking patterns Analyse, recognize, describe and extend more complex patterns in numbers Understand and use the relationship between addition and subtraction and multiplication and division )with manipulatives) Understand and use number patterns to solve problems

Identify patterns and rules for multiplication and division e.g. Fact families

Understand and use the relationship between multiplication and addition

Understand and use the relationship Understand and use the relationship between addition and subtraction between division and subtraction number facts

Model with manipulatives the relationship between multiplication and division (repeated addition)

Use real life problems to create a number pattern following a rule

Find a missing number in an equation. Model with manipulatives the relationship between division and subtraction. (repeated subtraction)

Model multiplication as an array Understand and use number patterns to solve problems

RIS Grade 3 Curriculum Guide 2020-2021

Mathematics – Measurement Benchmarks Grade 2

Grade 3 –

Grade 4

)Working towards)

(Working within)

)Working beyond)

Understand the relationship between days, weeks, months and years

Estimate, measure and compare using standard units of measurement )length, time)

Estimate, measure and compare using non-standard units of measurement )mass, capacity, perimeter, temperature)

Single step word problems using money )simple addition and subtraction)

Independently identify, sort and order coins and notes

Estimate, measure, label and compare using formal methods and standard units of measurement: Capacity, length, mass, time and temperature know the meaning of “kilo”, “centi” and “milli”

Select and use appropriate standard units of measurement when estimating, describing comparing and measuring Convert millimetres to centimetres; centimetres to metres and vice versa

Be introduced to formal procedures Select appropriate tools and units of for finding area and perimeter using measurement standard units Describe measures that fall between Use measuring tools with increased numbers on a measure scale accuracy Estimate, measure, label and compare perimeter and area using non-standard units Model addition and subtraction using money Identify coins and notes and compare their values

Read and write analogue and digital Read and write time to the minute time to the nearest quarter hour, using intervals of 10 minutes, 5 half-hour, hour minutes and 1 minute Find elapsed time using seconds, minutes or hours

Use decimal notation to record measurement to one decimal place Use decimal notation to record money to two decimal points Read and write time to the second (analogue and digital) Use and construct timetables on 12 and 24 hour clocks and time lines Find elapsed time using combinations of seconds, minutes and hours Identify time zone differences using a map

Read and comprehend calendars

RIS Grade 3 Curriculum Guide 2020-2021

Mathematics â&#x20AC;&#x201C; Shape and Space Benchmarks Grade 2

Grade 3 â&#x20AC;&#x201C;

Grade 4

)Working towards)

(Working within)

)Working beyond)

Sort, describe and model regular and irregular 2-d polygons and 3-d figures by geometric properties )number of sides, vertices, number and shape of faces) Identify, describe and model congruency in 2-D shapes and combine and transform 2-d shapes to make another shape

Recognise and use whole, half and quarter turns )clockwise and anti-clockwise) Identify and create symmetrical patterns Locate features on a grid using coordinates

Identify and describe the attributes of 2-D shapes

Use knowledge of 2-D shapes to transform and make other shapes )2-D, 3-D)

Classifying 3-D shapes Identify right angles and angles greater than and less than Understand an angle as a measure of rotation by comparing and describing rotations: whole turn, half turn, quarter turn, north, south, east and west on a compass Create symmetrical patterns, including tessellation Identify lines and axes of reflective and rotational symmetry Locate and plot features on a grid using coordinates Understand and use the vocabulary of the types of angle: right, obtuse, acute and straight

Identify, describe and constructing 3-D shapes Understand and use the vocabulary of lines, parallel and perpendicular

Know that angles are measured in degrees and that one whole turn is 360 degrees and apply rotational knowledge to practical situations Use the language and notation of bearing to describe position Read and plot coordinates in one quadrants Consolidate knowledge of reflective, rotational and translational movement Find and use scale )ratios) to enlarge and reduce shapes

RIS Grade 3 Curriculum Guide 2020-2021

Mathematics â&#x20AC;&#x201C; Data Handling Benchmarks Grade 2

Grade 3 â&#x20AC;&#x201C;

Grade 4

)Working towards)

(Working within)

)Working beyond)

Sort and label objects into sets of two or more attributes and records this using pictures/symbols/ numbers. Discuss and compare data represented in teacher generated frequency tables and single line graphs. Create a Venn diagram and tree diagram.

Discuss compare and create sets from data that has subsets using Venn and tree diagrams. Collect and display data in bar graphs, frequency tables and single line graphs and interpret results. Use probability to determine mathematically fair games and to explain possible outcomes.

Design a survey process and Use everyday comparative language interpret the data. and number to describe selfgenerated data (more, fewer, equal, Compare two related sets of data. less than, greater than, most, least) Use IT to create simple graphs. Determine fair and unfair games.

Interpret stem and leaf plots, pie graphs and scatter graphs. Create a pictograph involving a key. Discuss and compare data displays including how well they communicate information Set up a spreadsheet using simple formulas to manipulate data and to create graphs to draw conclusions and identify further questions to ask. Use a numerical probability scale 0-1 or 0% to 100% to determine the probability of events. Identify the range and mode when analysing statistical data.

To recognise situations where outcomes are certain, impossible or unpredictable. Describe possible outcomes for particular events and use everyday language to describe the likelihood of the outcomes occurring.

RIS Grade 3 Curriculum Guide 2020-2021

Social Studies and Science

Science and social studies are relevant to all the transdisciplinary themes and all planned science and social studies learning take place within this framework of the Programme of Inquiry

Social Studies In the Primary Years Programme, social studies learning guides students towards a deeper understanding of themselves and others, and of their place in an increasingly global society. It provides opportunities for students to look at and think about human behaviour and activity realistically, objectively, and with sensitivity. Exposure to and experience with social studies therefore opens doors to key questions about life and learning. Raha International School has developed its Programme of Inquiry to meet the needs of its students growing up in Abu Dhabi. Key themes have been identified from the Arabic Social Studies curriculum and integrated into our Programme of Inquiry. Many of our units of inquiry start from a local perspective, enabling students at RIS to develop their knowledge and understanding of their host country and gain an appreciation of Arab culture and perspectives. By teaching Arabic Social Studies within the Units of Inquiry students learn about Arabic culture and traditions within meaningful and significant contexts and use their knowledge and understanding to consider important conceptual ideas and local and global issues. Whenever possible we look to utilize resources available in the local community in order to provide a meaningful context for inquiry (e.g. field trips, artefacts and visiting speakers). Social Studies Strands The social studies component of the PYP is characterized by concepts and skills rather than by content, however a breadth and balance of social studies content is covered through the units of inquiry. The knowledge component of social studies in the PYP is arranged into five strands: human systems and economic activities, social organization and culture, continuity and change through time, human and natural environments, and resources and the environment.

RIS Grade 3 Curriculum Guide 2020-2021

SOCIAL STUDIES STRANDS Human systems and economic activities

Social organization and culture Continuity and change through time

Human and natural environments

Resources and the environment

DESCRIPTION The study of how and why people construct organizations and systems; the ways in which people connect locally and globally; the distribution of power and authority. The study of people, communities, cultures and societies; the ways in which individuals, groups and societies interact with each other. The study of the relationships between people and events through time; the past, its influences on the present and its implications for the future; people who have shaped the future through their actions. The study of the distinctive features that give a place its identity; how people adapt to and alter their environment; how people experience and represent place; the impact of natural disasters on people and the built environment. The interaction between people and the environment; the study of how humans allocate and manage resources; the positive and negative effects of this management; the impact of scientific and technological developments on the environment.

Social studies skills The social studies component of the curriculum also provides opportunities for students to develop a range of social studies skills and processes. The PYP identifies five key social studies skills to be developed and built on throughout the primary years.

a. Formulate and ask questions about the past, the future, places and society b. Use and analyse evidence from a variety of historical, geographical and societal sources c. Orientate in relation to place and time d. Identify roles, rights and responsibilities in society e. Assess the accuracy, validity and possible bias of sources

Overall Expectations for the 7-9 year old age range Students will extend their understanding of human society, focusing on themselves and others within their own community as well as other communities that are distant in time and place. They will investigate how and why groups are organized within communities, and the ways in which communities reflect the cultures and customs of their people. They will recognize the interdependency of systems and their function within local and national communities. They will increase their awareness of how people influence, and are influenced by, the places in their environment. Students will explore the relationship between valuing the environment and protecting it. They will extend their understanding of time, recognizing important events in peopleâ&#x20AC;&#x2122;s lives, and how the past is recorded and remembered in different ways. They will broaden their understanding of the impact of advances in technology over time, on individuals, society and the environment.

RIS Grade 3 Curriculum Guide 2020-2021

Science In the PYP science is viewed as the exploration of the biological, chemical and physical aspects of the natural world, and the relationships between them. Our understanding of science is constantly changing and evolving. The inclusion of science within the PYP leads learners to an appreciation and awareness of the world as it is viewed from a scientific perspective. It encourages curiosity and ingenuity and enables the student to develop an understanding of the world. Reflection on scientific knowledge also helps students to develop a sense of responsibility regarding the impact of their actions on themselves, others and their world. The science component of the PYP is characterized by concepts and skills rather than by content, however we do ensure that a breadth and balance of science content is covered through the units of inquiry. The knowledge component of science in the PYP is arranged into four strands: living things, Earth and space, materials and matter, and forces and energy. SCIENCE STRAND Living things

Earth and space

Materials and matter Forces and energy

DESCRIPTION The study of the characteristics, systems and behaviours of humans and other animals, and of plants; the interactions and relationships between and among them, and with their environment. The study of planet Earth and its position in the universe, particularly its relationship with the sun; the natural phenomena and systems that shape the planet and the distinctive features that identify it; the infinite and finite resources of the planet. The study of the properties, behaviours and uses of materials, both natural and humanmade; the origins of human-made materials and how they are manipulated to suit a purpose. The study of energy, its origins, storage and transfer, and the work it can do; the study of forces; the application of scientific understanding through inventions and machines.

The science component of the curriculum also provides opportunities for students to develop a range of science skills and processes. The PYP identifies eight key science skills to be developed and built on throughout the primary years.

Science skills a. Observe carefully in order to gather data b. Use a variety of instruments and tools to measure data accurately c. Use scientific vocabulary to explain their observations and experiences d. Identify or generate a question or problem to be explored e. Plan and carry out systematic investigations, manipulating variables as necessary f. Make and test predictions g. Interpret and evaluate data gathered in order to draw conclusions h. Consider scientific models and applications of these models

RIS Grade 3 Curriculum Guide 2020-2021

Overall Expectations for the 7-9 year old age range Students will develop their observational skills by using their senses and selected observational tools. They will gather and record observed information in a number of ways, and they will reflect on these findings to identify patterns or connections, make predictions, and test and refine their ideas with increasing accuracy. Students will explore the way objects and phenomena function, identify parts of a system, and gain an understanding of increasingly complex cause and effect relationships. They will examine change over time and will recognize that change may be affected by one or more variables. They will examine how products and tools have been developed through the application of science concepts. They will be aware of different perspectives and ways of organizing the world, and they will be able to consider how these views and customs may have been formulated. Students will consider ethical issues in science-related contexts and use their learning in science to plan thoughtful and realistic action in order to improve their welfare and that of other living things and the environment. Students will communicate their ideas or provide explanations using their own scientific experience and that of others.

Visual Art

At Raha International School we value the creativity and imagination. In the PYP Visual Arts programme students see themselves as the makers and viewers in the creative process. Students will explore the relationship between the elements of art and design and investigate the properties of materials and media and use tools and technologies to develop skills in a range of techniques. Students will reflect on, test, clarify, and regenerate ideas, as well as solve problems, individually and collaboratively, while making objects and images. Assessment in Visual Arts will be ongoing and may include observations, portfolios, selfevaluation and peer assessments. Our transdisciplinary programme will provide students with opportunities to inquire into Art and inquire through Art. PYP VISUAL ART STRANDS Responding The process of responding provides students with opportunities to respond to their own and other artistsâ&#x20AC;&#x2122; works and processes, and in so doing develop the skills of critical analysis, interpretation, evaluation, reflection and communication. By responding to their own artwork and that of others, students become more mindful of their own artistic development and the role that arts play in the world around them.

RIS Grade 3 Curriculum Guide 2020-2021

Creating

The process of creating provides students with opportunities to communicate distinctive forms of meaning, develop their technical skills, take creative risks, solve problems and visualize consequences. Students are encouraged to draw on their imagination, experiences and knowledge of materials and processes as starting points for creative exploration.

Grade 3 Visual Art Learning Outcomes Responding

Creating

Conceptual Understandings • People explore issues, beliefs and values through the arts. • We are receptive to art practices and artworks from different cultures, places and times (including our own). • We can reflect on and learn from the different stages of creating.

Conceptual Understandings • We solve problems during the creative process by thinking critically and imaginatively. • We can communicate our ideas, feelings and experiences through our artwork. • We make connections between our artwork and that of others to extend our thinking. Outcomes • Demonstrate control of tools, materials and processes • Combine a variety of formal elements to communicate ideas, feelings and/or experiences • Identify the stages of their own and others’ creative processes. • Make connections between the ideas they are exploring in their artwork and those explored by other artists through time, place and cultures. • Demonstrate control of tools, materials and processes • Show awareness of the affective power of the visual arts

Outcomes • Use their knowledge and experiences to make informed interpretations of artworks • Reflect on their own and others' creative processes to inform their thinking • Sharpen their powers of observation • Describe similarities and differences between artworks • use appropriate terminology to discuss artwork • Use appropriate terminology to discuss artwork

•

Identify the formal elements of an artwork Art Skills • Recognise and name the warm (red, orange, yellow) and cool (purple, green, blue) colours and describe their emotional impact. • Identify symmetrical and asymmetrical shapes in both the human-made environment and the natural world. • Label the foreground, middle ground, and background, and identify objects in each of these areas of a work. • Identify characteristics of a variety of lines (ex. Thick, thin, broken, dotted) • Describe textures that are real in art works and illusory. • Identify elements of design in a variety of natural and human-made objects.

RIS Grade 3 Curriculum Guide 2020-2021

â&#x20AC;˘

Use art tools, materials, and techniques correctly to create different effects.

Music

Music at RIS enables students to communicate in ways that go beyond their oral language abilities. Music delights and stimulates, soothes and comforts us; music allows students to communicate in a unique way. Musical experiences and learning begin with the voice. It is important that students are given opportunities to discover a broad range of music experiences including classifying and analysing sounds, composing, exploring body music, harmonizing, listening, playing instruments, singing, notation, reading music, song writing and recording. The PYP Music Scope and Sequence is organized under two strands: Creating and Responding. In creating, students use their imagination and musical experiences to organize soundsâ&#x20AC;&#x201D;natural and technologicalâ&#x20AC;&#x201D;into various forms that communicate specific ideas or moods. In responding, students are given the opportunity to respond to different styles of music, as well as to music from different times and cultures. Individually and collaboratively, students will have the opportunity to create and respond to music ideas. By exposing students to a wide and varied repertoire of musical styles, they can begin to construct an understanding of their environment, their surroundings and structures, and begin to develop personal connections with them. Music is a part of everyday life. Listening to and performing music can be a social activity. The development of listening skills, an important aspect of all learning, is constantly reinforced. Music also plays an important part in the language learning process. Through songs and rhymes, students can hear patterns and develop a sense of the rhythm that applies to languages. This can be especially apparent when learning a new language because the meaning of the words is not necessarily understood, and so students concentrate on the rhythms and patterns they hear.

RIS Grade 3 Curriculum Guide 2020-2021

Music is both an active and reflective process when making and listening to it. Students will draw on a wide range of sources in their music learning: music composed by themselves and other students; music composed by musicians; literature; paintings; dance; their own imagination; real-life experiences; feelings; values and beliefs. They will be exposed to live performances as well as recordings. Additionally, opportunities to participate in live performances—informal as well as formal— will allow students to work collaboratively and gain awareness of the audience. At RIS our PYP music classrooms provide an environment that stimulates and challenges students. They are well resourced with an extensive range of music recordings, videos and instruments. Students have the opportunity to explore home-made as well as manufactured instruments from a variety of countries and cultures.

Grade 3 Music Learning Outcomes The school’s Grade level learning outcomes provide an indicator of attainment in line with international standards. However, in the PYP it is understood that students learn at different rates and so these indicators may not represent an appropriate level of expectation for all. Students will be given the opportunity to work beyond the Grade learning outcomes if ready to do so, or work towards the Grade 3 levels if they do not yet have the foundations in place to achieve the Grade level benchmark.

STRANDS with LEARNING OUTCOMES

Responding

Creating

• • •

•

• • • • • • • • •

Sing individually and in unison Sing partner songs Compare aspects of music from different times and places Express responses to music from different cultures and styles Create and perform a movement sequence accompanied by music Create a musical composition to match the mood of an image Distinguish the sounds of different instruments in music Explore individually or collectively a musical response to a narrated story Reflect on and communicate personal reactions to music using musical vocabulary Share and compare personal experiences as an audience member at various performances Explore body and untuned percussion instrument sounds Recognize different sources of music in daily life

• • • • • • • • • • •

Explore vocal sounds, rhythms, instruments, timbres to communicate ideas and feelings Express one or more moods/feelings in a musical composition Create and accompany music using a variety of sounds and instruments Play untuned percussion instruments in time with a beat Use the voice and body to create musical patterns Explore sound as a means of expressing imaginative ideas Recreate sounds from familiar experiences Participate in performing and creating music both individually and collectively Record personal, visual interpretation of elements of sound Create music to represent different cultures and styles Create a soundscape based on personal experiences Collaboratively create a musical sequence using

RIS Grade 3 Curriculum Guide 2020-2021

• •

•

Recognize that sound can be notated in a variety of ways Describe the process used to create one’s own music and compare it with others, in order to improve the composition Share performances with other performers and give constructive criticism

• • •

known musical elements (rhythm, melody, contrast, etc.) Read, write and perform simple musical patterns and phrases Create music for different purposes Read and write music using non-traditional notation

Personal, Social and Physical Education In the PYP, personal, social and physical education (PSPE) is concerned with the individual’s well-being through the promotion and development of concepts, knowledge, attitudes and skills that contribute to this well-being. Wellbeing is intrinsically linked to all aspects of a student’s experience at school and beyond. It encompasses physical, emotional, cognitive, spiritual and social health and development, and contributes to an understanding of self, to developing and maintaining relationships with others, and to participation in an active, healthy lifestyle. PSPE is integral to teaching and learning in the PYP and is embodied in the IB learner profile that permeates the programme and represents the qualities of internationally minded students and effective lifelong learners. The development of a student’s well-being is addressed through all areas of the PYP curriculum. Therefore, all teachers at RIS take on a shared responsibility for support each student’s personal, social and physical development. The development of overall well-being in the PYP is defined through three common strands that have relevance to all teachers: identity, active living and interactions) These strands are concept driven and have been designed to interact with each other, working together to support the overall development of students

Identity

Active Living

Interactions

An understanding of our own beliefs, values, attitudes, experiences and feelings and how they shape us; the impact of cultural influences; the recognition of strengths, limitations and challenges as well as the ability to cope successfully with situations of change and adversity; how the learner’s concept of self and feelings of self-worth affect his or her approach to learning and how he or she interacts with others. An understanding of the factors that contribute to developing and maintaining a balanced, healthy lifestyle; the importance of regular physical activity; the body’s response to exercise; the importance of developing basic motor skills; understanding and developing the body’s potential for movement and expression; the importance of nutrition; understanding the causes and possible prevention of ill health; the promotion of safety; rights and the responsibilities we have to ourselves and others to promote well-being; making informed choices and evaluating consequences, and taking action for healthy living now and in the future. An understanding of how an individual interacts with other people, other living things and the wider world; behaviours, rights and responsibilities of individuals in their relationships with others, communities, society and the world around them; the awareness and understanding of similarities and differences; an appreciation of the environment and an understanding of, and commitment to, humankind’s responsibility as custodians of the Earth for future generations.

PSPE in Grade 3

RIS Grade 3 Curriculum Guide 2020-2021

In Grade 3 learners explore and reflect on the strategies they use to manage change, approach new challenges and overcome adversity. They analyse how they are connected to the wider community and are open to learning about others. They are aware that developing self-reliance and persisting with tasks independently will support their efforts to be more autonomous learners. Learners understand that they can enhance their participation in physical activities through developing and maintaining physical fitness, refining movement skills, and reflecting on technique and performance. They develop their understanding that there are potential positive and negative outcomes for risk-taking behaviours and are able to identify these risks in order to maximize enjoyment and promote safety. Learners understand that group work can be enhanced through the development of a plan of action and through identifying and utilizing the strengths of individual group members. Learners reflect on the perspectives and ideas of others.

Moral Education

The UAEâ&#x20AC;&#x2122;s Moral Education Programme )MEP) has been introduced to all schools in Abu Dhabi this year. The programme covers four pillars of teaching and learning: character and morality, the individual and the community, civic studies and cultural studies. The topics and outcomes complement the goals and approach of our PSPE programme and have been integrated into our Units of inquiry. Grade 3 Topics and Outcomes: The topics and outcomes of the (MEP)

Individual and the Community

Character and Morality

Cultural Studies

Me and my world Self-worth: you and your world, what things matter to you Community awareness: looking after your environment

Equality, appreciation What equality means. Appreciation â&#x20AC;&#x201C; what we value and why.

Understanding UAE culture (part 1) Emirati heritages and culture in UAE

Thoughtfulness, co-operation What it means to be thoughtful and cooperative.

Understanding UAE culture (part 2) Emirati heritages and culture in UAE

Being brave and staying safe Self-worth: being brave and staying safe (keeping physically and emotionally safe) Community awareness: tackling difficult things, such as bullying, social media; support within your community

Morality in the context of communities The notion of community and the idea that all people are members of several, overlapping social groups Social cohesion; moral claims that

RIS Grade 3 Curriculum Guide 2020-2021

communities place on people who belong to them Morality in the context of states The nature of state as a form of government, compared with tribes, kingdoms and empires. The role of state in enhancing social cohesion and justice

Theme Character and Morality

Unit Unit 1: Equality and Appreciation

Personality and Morals

Unit 2: Me and My World

Cultural Studies

Unit 3: Understanding UAE Culture (Part 1: Uniqueness) Unit 4: Thoughtfulness and Cooperation

Character and Morality The Individual and the Community Cultural Studies

Unit 5: Being Brave and Being Safe

Unit 6: Understanding UAE Culture (Part 2)

Learning Questions What does it mean to treat people equally? How can equality be ensured, and appreciation expressed? What do I know about my place in the world? Whatâ&#x20AC;&#x2122;s my role in protecting my world? What is culture and why is it important to people? How can we treat others with thoughtfulness, consideration, cooperation and compassion? How can I stay safe and help others stay safe? What is cultural diversity and how do we meet the challenges and benefits of cultural diversity?

Physical Education

RIS Grade 3 Curriculum Guide 2020-2021

As part of our PSPE curriculum at RIS we have develop an ongoing, balanced physical education programme, drawing on the conceptual understandings and learning outcomes from all three strands of PSPE to provide meaningful, connected learning experiences for students.

Strands Movement Composition

Games

Adventure Challenge

Health Related Fitness

Essential Understandings Recognizing that movements can be linked together and refined to create a sequence of aesthetic movements. Movements can be in response to stimuli or performance elements and/or criteria and can communicate feelings, emotions and ideas. Recognizing the challenges presented by games; the importance of manipulating space; the categorizing of games; identifying and developing appropriate skills and strategies; recognizing the importance of rules and how they define the nature of a game; modifying existing games and creating new games; teamwork. A variety of tasks requiring the use of physical and critical-thinking skills by individuals and/or groups; challenges that require groups to work together collaboratively in order to solve problems and accomplish a common goal; recognizing the role of the individual in group problem solving. Recognizing and appreciating the importance of maintaining a healthy lifestyle; the bodyâ&#x20AC;&#x2122;s response to exercise including the interaction of body systems and the development of physical fitness.

During Grade 3 students will engage in a variety of different physical activities for Individual Pursuits, Adventure challenges and Games.

PE Strand Individual Pursuits

G3 PE Outcomes (Note - some outcomes are revisited and built on in multiple units) Athletics â&#x20AC;˘ Engage in a variety of different physical activity â&#x20AC;˘ Plan, perform and reflect on movement sequences in order to improve

RIS Grade 3 Curriculum Guide 2020-2021

• • •

Assess peers performance and provide appropriate feedback Demonstrate greater body control when performing movements Demonstrate the need to act responsibly to help ensure the safety of themselves and others

Swimming • Engage in a variety of different physical activity • Demonstrate greater body control when performing movements • Self-assess performance and respond to feedback on performance from others • Demonstrate the need to act responsibly to help ensure the safety of themselves and others Adventure Challenge

Games

• Engage in a variety of different physical activity • Apply different strategies when attempting to resolve conflict • Apply innovative and creative thinking in solving movement challenges • Demonstrate the need to act responsibly to help ensure the safety of themselves and others • Recognize personal qualities, strengths, and limitations Net/Wall • Engage in a variety of different physical activity • Practice and apply movement concepts and strategies with and without equipment • Adopt inclusive practices when participating in physical activities • Apply basic rules and scoring systems, and demonstrate fair play when participating in physical activities • Develop plans to improve performance through technique refinement and practice • Demonstrate greater body control when performing movements • Develop a shared plan of action for group work that incorporates each individual’s experiences and strengths Striking/Fielding • Engage in a variety of different physical activity • Practice and apply movement concepts and strategies with and without equipment • Adopt inclusive practices when participating in physical activities • Apply basic rules and scoring systems, and demonstrate fair play when participating in physical activities • Develop plans to improve performance through technique refinement and practice • Demonstrate greater body control when performing movements • Develop a shared plan of action for group work that incorporates each individual’s experiences and strengths

Information Fluency

RIS Grade 3 Curriculum Guide 2020-2021

In Grade 3, students are aware of the regulations of the BYOD (bring your own device) policies and understand the agreement they are buying into when they sign their BYOD contracts. They are supported with digital citizenship education with a focus on engaging in a positive, safe, legal and ethical behaviour when using technology, which includes social interactions. As Knowledge constructors, they evaluate the accuracy, perspective, credibility and relevance of information. As Creative communicators, they will create original works or repurpose or remix digital resources into new creation. Students in grade 3 will continue to develop in Information Literacy with a closer look into the selection of information and relevance for their personal inquiries with a focus on decision making, problem-solving and the acquisition of knowledge. Students will have a greater experience with Seesaw with their developing digital skills which will allow them to begin experimenting with the extensive Seesaw student response tools. Students will create customised presentations through various applications like PowerPoint and Keynote but will begin to develop their digital skills in more complex applications like iMovie and Wix to create websites.

RIS Grade 3 Curriculum Guide 2020-2021