1 Year 3 Content Summary Academic Year 2014 Weeks 1 9 Subject: English Subject Code: EN13101 Unit One: A Helping Hand Vocabulary Using vocabulary Reading, Writing, Grammar and Oral Interaction dust mop tidy fold paint clear throw wash clean chore should list interview journal responsible organised I you he she it we they him me her them us you rules How can we help people at home? Make a list of chores to help our parents, and to keep the house tidy. How can we help people at school? Be responsible for our own jobs to keep our classroom and the school organised and tidy. We also need to follow class and school rules. What doing? First line: am, are, is Second line: I, you, he, she, it, we, they Construct simple sentences using appropriate grammar to demonstrate required understandings/concepts. Independently write a list ready to be used at home. Make inferences based on what information is provided in the text that they will read. Develop speaking skills in an informal role play interview and presentation situation. Separate words into chunks and use this as a word attack skill for unknown words. Can you help? (him, me, her, them, us, yourself) Unit Two: Feelings Vocabulary Using vocabulary Reading, Writing, Grammar and Oral Interaction happy How do you feel? Construct simple sentences using appropriate surprised grammar to demonstrate required I feel. worried understandings/concepts. glad What can you do if you scared feel? Independently write in the structure and format of ill a holiday postcard, using appropriate language. What emotion is the character excited experiencing? Why? Make inferences based on what information is frightened provided in the text that they will read. tired When I am feeling, I can pleased to feel better. Develop speaking skills in an informal and afraid Why would he/she be feeling this supportive class presentation. angry way? Separate words into chunks and use this as a word shy embarrassed What can we do to make him/her attack skill for unknown words. patient feel better? shocked
2 Unit Three: Animal World Vocabulary Using vocabulary Reading, Writing, Grammar and Oral Interaction slimy hard web den soft rough hole coop cave spiky smooth sticky sea burrow wet nest shell rocks Identify animals and their habitats. This is a bird. A bird lives in a nest. Describe how animals feel when they are touched. The fish is wet; The snail is slimy. Reading Make inferences based on what information is provided in the text that they will read. Recognise initial consonant clusters (br and cr). Writing Independently write a list of rules for use in a wildlife environment. where who brown bright brush broom bread break what creep crawl crayon crown crab crook Use question words such as what, who and where correctly in a sentence with regards to animals and their habitats. What animal lives in a nest? Who lives in a den? Where does a bear live? Identify and use words that begin with br and cr. brown, bread, crown, crab. Construct and finish sentences using newly acquired vocabulary. Use initial consonant clusters (br and cr) in written work. Grammar Use an apostrophe correctly with possessive nouns and plural possessive nouns. Construct simple sentences using appropriate grammar to demonstrate required understandings/concepts. Oral Interaction Develop speaking skills in an informal role play interview and presentation situation. Unit Four: The World of Plants Vocabulary Using vocabulary Reading, Writing, Grammar and Oral Interaction branch(es) leaf/leaves twig roots trunk petal stem soil mango(es) vegetable carrot cabbage sunflower lily rose orchid rake spade wheelbarrow watering can very much some any first next then finally Naming the parts of a tree Naming things in a garden Identifying vegetables and flowers Do you have any? Yes, I have some. No, I don t have any. Do/does (you/they/he/she/it) like? Yes, (I/they/he/she/it) like/likes very much. Reading and Writing Write a set of simple instructions. Read and follow a set of instructions. Make inferences based on what information is provided in the text that they will read. Grammar Correctly use the irregular plural form of certain nouns. Use Very much to express degree. Use Some and any to show quantity. Oral Interaction Sequence a set of instructions. Practice giving and following instructions in an informal role play situation.
3 Subject: Mathematics Subject Code: MA13101 Unit One: Numbers to Recognise, model, represent and order numbers to at least Represent numbers of up to four digits using objects, words, numerals and digital displays. Make the largest and smallest number from four given digits (Communicating). Identify the number before and after a given two-, three- or four-digit number. Describe the number before as 'one less than' and the number after as 'one more than'. Count forwards and backwards by tens and hundreds on and off the decade, e.g. 1220, 1230, 1240, (on the decade); 423, 323, 223, (off the decade). Arrange numbers of up to four digits in ascending and descending order. Use place value to compare and explain the relative size of four-digit numbers. Vocabulary: ones, tens, hundreds, thousands, greater than, less than, smaller, count, pattern, skip, expanded numbers, value, digit and order. Unit Two: Addition to Relate the word sum to addition operations. Add within 1000 with or without regrouping. Add numbers lining up place values vertically starting at the ones place and moving left. Add two 4-digit numbers with regrouping in ones, tens and hundreds. Vocabulary: sum, add, addition, altogether, total, place value, base ten blocks, regrouping and vertical. Unit Three: Subtraction of numbers within Relate the word difference to subtraction operations. Subtract two 4-digitnumbers without regrouping. Use vertical column subtraction lining up place values starting in the ones place and moving to the left. Subtract two 4-digit numbers with regrouping in the hundreds and thousands. Subtract two 4-digit numbers with regrouping in ones, tens, hundreds and thousands. Subtract two 4-digit numbers with double or triple regrouping. Subtract numbers containing zeros. Vocabulary: subtract, difference, take away, how many more, how many less, greater, smaller, regrouping and zero. Unit Four: Solving Word Problems using Addition and Subtraction Learning to identify the correct operation, based on the vocabulary used in a word problem. Solving word problems that reflect real life situations. Solving word problems involving one or more units: $ and Cents, m and cm, kg and g. Solving multistep word problems involving more than one operation. Constructing one and two step word problems, using the correct vocabulary. Vocabulary: plus, add, together, and join, come, total sum, and altogether.
4 Subject: Science Subject Code: SC13101 Unit One: Our Senses Identify the five senses. Predict which senses living things need. Identify the senses we use to survive. Classify the different senses and how they are used. Predict, investigate and evaluate why other animals use different senses for the same role. Use critical thinking to guess which senses we use in conjunction and why. Know how to take care of our senses. Investigate and survey the uses of senses outside the classroom. Vocabulary: sense, organs, world, listen, taste, feel, taste, smell, tongue, skin, cornea, iris, pupil, lens, retina, outer, middle, inner, pinna, canal, eardrum, cochlea, sound, sensitive, nostrils, together, shelter, sour, spicy, and sweet. Unit Two: Our Amazing Bodies Identify the skeletal, muscular, digestive, respiratory, circulatory, nervous and urinary systems in our bodies. State the basic functions of each organ system. Recognise how these systems interact. Vocabulary: skeletal, muscular, digestive, respiratory, circulatory, nervous, urinary systems, bodies, protect, backbone, skull, muscles, stomach, intestine, lungs, windpipe, heart, blood vessels, brain, spinal cord, nerves, control, kidneys, bladder and function. Unit Three: Living Things Identify living and nonliving things around us. State that living things need air, water and food to stay alive. State the characteristics of living things Classify living things into the groups: animals, plants, fungi, and micro-organisms. Predict what happens if living things needs are not met. Evaluate whether micro-organisms can be useful or harmful. Vocabulary: living, nonliving, alive, groups, needs, air, water, food, grow, move, respond, stimuli, reproduce, die, shelter, sunlight, young, animals, plants, fungi, micro-organisms, mushrooms, microscope, bacteria, useful, yeast, harmful and sick.
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