International Academy Amman Curriculum Overview 2015-2016
Grade 3
Week
1. 23/8/15
English
Fiction: Arabic Stories In Translation
What famous Arabic stories do students know in
Arabic or in English languages?
Introduce Tales From the 1001 Arabian Nights.
Shared reading & comprehension questions on
story of Aladdin.
Mathematics
Unit 1: Working With 4-digit Whole Numbers G3
S1 (The world of tens, ones hundreds and
thousands)
Whole Numbers - ACMNA071, ACMNA072
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Is there a structure that helps make the story
memorable? Are there repeated phrases?
Grammar focus: When to use capital letter and
full stops. Know what proper nouns and
common nouns are.
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Investigate and use properties of odd and
even numbers.
Recognise, model, represent and order 5digit numbers
Reproduce numbers in words using their
numerical representations and vice versa
State the place value of digits in 5-digit
numbers
Guided reading starts in week 1
(Linked Hot Maths activities)
Grammar focus: punctuation; capitals, full stops
and proper nouns
Cross curricular link: Speaking and listening
related to class rules and school pillars.
International Primary School Curriculum
Discuss 4 Pillars of IAA. Show the class the 4
Pillars outside the school. Take photos. Divide the
class into 4 groups. Each group makes a collage
of their pillar and adds the meaning / what it
stands for.
Saving the world – Rainforests
Entry Point: Watch a DVD on Rainforests and
introduce the essential questions for the topic.
Knowledge harvest: Ask students questions
about where rainforests are located. Locate
rainforests in the world. Discuss climate zones in
relation to rainforests. Students will discuss the
climate of rainforests and compare the climate to
Jordan’s climate. Discuss and compare trees to
trees in Jordan.
Art: Children colour various animals from the 4
different layers of the rainforest to contribute to
the display in the shared area.
ICT: Discuss beginning of the year procedures for
ICT lab. (Do logins for: Hot Maths, Google docs,
Typing Club – Ongoing for the year)
Students will learn more about the library
resources that are available to help them with
their research projects.
2. 30/8/15
Fiction: Arabic Stories In Translation
Revisit the story of Aladdin.
Sequencing activities
Retelling speaking & listening activities.
Identify expressive and descriptive language in
the story.
Students write their own retelling of the story of
Aladdin, planning for the beginning, middle &
end.
Teach revising & proofreading students’ own
writing. Teach expected characteristics of
beginning, middle & end through guided
planning.
Grammar focus: revise punctuation; when to use
capitals, full stops, question marks and
exclamation marks
PM Testing for September begins.
Unit 1: Working With 4-digit Whole Numbers G3
S1 (The world of tens, ones hundreds and
thousands)
Whole Numbers - ACMNA071, ACMNA072
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Record numbers up to 5-digits using
expanded notation
Round numbers to the nearest ten,
hundred or thousand when estimating
Recognise and represent numbers to
hundreds of thousands
(Linked Hot Maths activities)
Diagnostic Test.
Ikan, etc
Saving the world - Rainforests
ICT: Research information on a particular animal
in the rainforest. Watch Rainforest Brain pop
video
Art: Children use a variety of information sources
and materials to create a large 3D rainforest
display.
Science: Students will investigate the ways in
which sunlight affects the growth of plants.
3. 6/9/15
Fiction: Arabic Stories In Translation
Learn about another story from 1001 Nights, e.g.
The Merchant and the Genie. Pause at a key
point in the story and discuss children's
predictions about how the main characters will
act. Do they think that the setting has an effect
on their actions? Would they act in the same
way? Note ideas in exercise book.
Finish watching the story and compare
predictions. Students to note responses to the
whole story in exercise books.
Unit 1: Working With 4-digit Whole Numbers G3
S1 (The world of tens, ones hundreds and
thousands)
Addition and Subtraction - ACMNA073
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Use mental strategies for addition and
subtraction of 3-digit numbers, including:
the compensation strategy; changing the
order of addends to form multiples of 10;
the jump strategy; the split strategy
(Linked Hot Maths activities)
Saving the world - Rainforests
ICT: Continue researching information on a
specific rainforest animal and prepare
appropriate card to match the animal
Science: Check the growth of plants in various
growing conditions
Students will pretend to be a scientist who’s just
discovered a new plant or animal and will
prepare a report for their discovery
Predict how a character will act. What
values/character traits are shown in the stories
we have read?
How does the story show the values of the
Middle Eastern culture?
ART: Students will create their own Rainforest
tribal mask using a wide range of materials.
(Study art work made by rainforest people and
others to help us make our own rainforest art.)
Look at images of rainforest tribal face painting.
Design your own tribal mask design.
Shared writing: Teacher models how to start a
story including who, where & when in 1st
sentence, then describing setting and character
in 1st paragraph.
Using recycled cardboard create tribal masks
based on designs.
Grammar focus: connectives of time; other
words for then, past & present tense
4. 13/9/15
Fiction: Arabic Stories In Translation
Read the story of Ali Baba from 1001 Nights
Consider how in a well written story, the author
gives clues to make readers understand why a
character does what they do. Select a character
from the story. Demonstrate character
motivation by asking questions about a character
in a ‘hot seating’ drama activity. Talk about
making deductions based on evidence from the
text and responding imaginatively when ‘in role’.
Unit 1: Working With 4-digit Whole Numbers G3
S1 (The world of tens, ones hundreds and
thousands)
Saving the world – Rainforests
Addition and Subtraction - ACMNA073
Art: Continue work on tribal mask
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Record mental strategies on an open
number line
Use a formal written algorithm and apply
place value to solve addition and
Science: Check the growth of plants in various
growing conditions
ICT: Who Wants to be a Millionaire
Game...rainforest questions
Devise interview questions to ask a partner.
Ask a character questions that explore their
motives and behaviour. Children answer
interview questions in role, inferring knowledge
from the text. Children use adjectives to
describe their feelings.
Discuss how the Arabic stories are the same or
different from Western ‘fairy stories’ the
students already know.

subtraction problems involving 3-digit
numbers
Use mental strategies for addition and
subtraction involving 4-digit numbers,
including the jump strategy, the split
strategy and the compensation strategy
Geography: Destruction of the Rainforests:
Students will learn about the ways in which
rainforests are being destroyed.
(Linked Hot Maths activities)
Students write descriptions of the different
characters in Ali Baba and write sentences to
describe their feelings at different points in the
story.
Grammar focus: adjectives to describe feelings
5. 20/9/15
Fiction: Arabic Stories In Translation
Read an episode from the adventures of Sinbad in
1001 Nights. E.g. Sinbad & the Roc
Consider the setting of the Sinbad episode. Use
adjectives to describe the setting and the
character. Consider what values the character of
Sinbad illustrates.
Students write own Sinbad adventure including
a fantastical animal.
Unit 1: Working With 4-digit Whole Numbers G3
S1 (The world of tens, ones hundreds and
thousands)
Addition and Subtraction - ACMNA073
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Grammar Focus: Past tense verbs regular and
irregular; writing stories in the past tense.
Add and subtract two 4-digit numbers,
with and without trading
Solve addition and subtraction using
known facts
Round addends to estimate addition
(Linked Hot Maths activities)
Summative Assessment: Write a story
using beginning, middle and end.
6. 27/9/15
Fiction: Arabic Stories In Translation
Focus on reading Tales Kalila wa Dimna in
translation. These are Arabic fables about
Unit 1: Working With 4-digit Whole Numbers G3
S1 (The world of tens, ones hundreds and
thousands)
Saving the world – Rainforests
Art: Create a rainforest diorama. Create a 3D
version of the layers of the rainforests as well as
an animal that camouflages. Present it to the
class along with interesting facts about the layers
and the animal.
ICT: Use ICT time to print require pictures and
text for diorama
Ongoing Assessment: Group work: Make
a diorama showing the layers of the
rainforests and animals that camouflage
themselves.
Saving the world – Rainforests
Science: Write up science investigation
Investigation question: What materials are best
animals. Do they have a message or moral?
Compare with one Fable of Aesop.
7. 4/10/15
Multiplication and Division - ACMNA075,
ACMNA076
Students stage dramatic reader’s theatre style
retellings of Tales Kalila wa Dimna. Focus on
voice projection.
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Grammar Focus: Commas for lists. E.g. lists of
adjectives; collective nouns, e.g. collective
nouns for groups of animals.
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Non Fiction: Non-chronological reports
How and why is non-fiction writing different from
fiction?
Know that paragraphs are group sentences about
the same subject grouped to help the reader.
Read examples of non-fiction texts/nonchronological reports (in 3rd person, contain facts,
not opinions). Discuss their similar features.
Explain how ideas are developed in nonchronological reports. Use knowledge of different
organisational features of texts to find
information effectively (headings, subheadings,
key words, glossary, and table of contents bullet
points, text boxes, illustrations, diagrams,
captions, labels).
Students create bullet points to summarise key
points in non-chronological reports about
rainforests.
Shared/guided reading of texts. Scan and skim
texts in print and on screen to locate key words,
headings, lists, bullet points, introduction,
Use mental strategies to recall
multiplication facts up to 10 x 10,
including the commutative property of
multiplication
Use known facts to work out unknown
facts
suitable for a tent in the rainforest?
Focus on hypothesis, variable and fair test as well
as how to record observations and results.
Discuss how the rainforest biome is a life cycle
and has many food webs within it. Using
knowledge of animals, students will create food
webs.
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(Linked Hot Maths activities)
Unit 1: Working With 4-digit Whole Numbers G3
S1 (The world of tens, ones hundreds and
thousands)
Multiplication and Division - ACMNA075,
ACMNA076
 Recognise and use division symbols to
indicate division
 Use mental strategies to divide by a 1digit number, including the inverse
relationship of multiplication and
division, and recall known division facts
relate to known multiplication facts
 Describe and record methods used in
solving multiplication and division
problems
 Describe the relationship between
multiplication facts
(Linked Hot Maths activities)
Assessment: Unit 1: Working With 4digit Whole Numbers G3 S1 (The world
of tens, ones hundreds and thousands)
Saving the world - Rainforests
Compare the way rainforest people live to the
way we live.
How and why rainforests are being destroyed?
Discuss deforestation and cash crops. How does
this affect the plants and animals in the
rainforest? What about people?
Discuss ideas of saving the Rainforests
ICT: Type relevant information for diorama
display
Guest Speaker: Royal Botanical Gardens / Wild
Jordan
conclusion, questions in the text and captions to
appraise their usefulness in supporting the reader
to gain information effectively.
Grammar focus: Past and present tenses. Note
that reports are written in the present tense.
Revise consonants and vowels and the use of ‘a’
and ‘an’. Identify long and short vowels.
8. 11/10/15
Non Fiction: Non-chronological reports
How can non-fiction be organised to make it
interesting and easier to read?
Students read model non-chronological report
about life in the rainforest.
Identify how paragraphs are used to organise and
sequence information. Children to research a
rainforest animal that they will write an
information text about next week. Teach
understanding of how to use underlining of key
words and phrases to find essential facts that
they can write in notes, selecting key words,
listing or in diagrammatic form. Give students
photocopied information pages to work from.
Students write a non-chronological report about
a rainforest animal. Ensure they include bullet
points and a glossary. Students also report orally
what they have found most interesting or
surprising. Convey information coherently for
listeners.
Grammar focus: Commas for lists.
Unit 2: Working with Fractions, Decimals and
percentages G3 S1 (The world of parts)
Fractions and Decimals - ACMNA077, ACMNA078
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Find equivalence between half, quarters
and eighths
Model and order mixed numerals
Find equivalence between fifths, tenths
and hundredths
Model mixed numerals and place them
on a number line
Find equivalence between thirds and
sixths
Convert mixed numerals to improper
fractions and vice versa
(Linked Hot Maths activities)
Saving the world - Rainforests
Essential questions are revisited and responses
orally given by students.
Art: Display the dioramas in the Grade Area.
Exit Point: Students present their collaborative
dioramas and answer related questions. Ensure
students discuss building methods and reason for
including various materials.
Complete Assessment: Group work:
Present diorama explaining the layers of
the rainforests and animals that
camouflage themselves.
9. 18/10/15
Non Fiction: Non-chronological reports
Prepare for factual research by reviewing what
is known, what is needed, what is available and
where one might search. What is the best way
to find information on the internet or in a
library? How can I record the information I get
from what I am reading? Link with Library.
Arrange a Library research lesson using Destiny
Quest.
Unit 2: Working with Fractions, Decimals and
percentages G3 S1 (The world of parts)
Fractions and Decimals - ACMNA079
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How can questions be used in a non-fiction text
to interest the reader. Ensure students
understand how they can use main headings,
sub-headings, paragraphs, bullet points, text
boxes, diagrams, illustrations with captions labels
and a glossary in a piece of non-fiction writing.
Revise features expected in a non-fiction text.
Discuss model text.
Students write own information text about an
electrical device. Research an electrical device
then write non-chronological report about it.
Link with IPC.

Interpret decimal notation for tenths and
hundredths
Order decimals with the same number of
decimal places (to 2 decimal places) on a
number line
Round a number with 1 or 2 decimal
places to the nearest whole number
Use division by 10 to extend place value
system
(Linked Hot Maths activities)
Entry Point - Introduce the essential questions
for the topic.
“Amazing Electric Circuits” Visit from Children’s
Museum
Knowledge Harvest- KWL chart
Discuss natural versus artificial light
Watch Brainpop- Electricity Light up My Life and
discuss ways that we use Electricity
Art: Create light bulbs for outside display and
colour.
ICT: Record children’s knowledge on pad-let
Short Quiz: Unit 2: Working with
Fractions, Decimals and percentages G3
S1 (The world of parts)
Grammar focus: Revise punctuation; when to
use capital letter, question marks and
exclamation marks. The difference between a
question and a statement.
10. 25/10/15
Bright Sparks – Electricity
The Twits – Roald Dahl
Grammar Focus: Speech marks,
adjectives and adverbs. Activities centred
around the book.
Book Week
11. 1/11/15
Non Fiction: Non-chronological reports
Students get feedback on the information texts
they wrote and use this to set own targets.
Students focus on structuring non-chronological
reports with appropriate connectives. Add
connectives to prepared texts. Write a nonchronological report about an activity or hobby.
Focus on developing introduction and conclusion
paragraphs.
Unit 3: Working with units of Measurementconcepts and 2D & 3D shapes G3 S1 (Shapes and
Objects)
ICT: Electric circuit interactive
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12. 8/11/15
Non Fiction: Non-chronological reports
Students write non-chronological reports about
Electricity; what it is, what it is used for; how to
use it safely; how it has changed people’s lives.
Encourage them to think hard and add more
detail. Aim for paragraphs of at least 4 sentences.
Grammar focus: Revise past & present tense &
using present tense for reports. Revise
connectives to structure writing & use of
question marks and exclamation marks.
13. 15/11/15
Prepare for assessment by revising features of
non-chronological reports.
Grammar focus: Revise when to use capital
letters, full stops and the use of commas for
lists. Revise common nouns and proper nouns.
International Robotics Academy 1st of five
workshops - Introduction to electric circuits
Length - ACMMG084
Grammar focus: adjectives, recognising the use
of connectives, but, so, yet, or
PM Testing for November begins.
Bright Sparks– Electricity
Use a tape measure, ruler or trundle
wheel to measure lengths or distances
Record lengths or distances using
centimetres and millilitres
Record lengths or distances using decimal
notation to 2 decimal places
Science Lab: Create simple closed circuit and
draw them
(Linked Hot Maths activities)
Unit 3: Working with units of Measurementconcepts and 2D & 3D shapes G3 S1 (Shapes and
Objects)
Bright Sparks – Electricity
International Robotics Academy 2nd of five
workshops - Circuits
Length - ACMMG084

Recognise the features of an object
associated with length that can be
measured
 Use the term ‘perimeter’ to describe the
total distance around a shape
 Estimate and measure the perimeter of
2D shapes
(Linked Hot Maths activities)
Unit 3: Working with units of Measurementconcepts and 2D & 3D shapes G3 S1 (Shapes and
Objects)
Shape 2-D - ACMMG088
ICT: Type Electric Circuits in the Home Document
and play electro bots and electricity games
Art: Create Collaborative Electricity Safety
Posters (5 Tips for Staying Safe while using
electricity)
Students will learn how to be safe around
electricity and will learn symbols for circuit
diagrams
Bright Sparks– Electricity
International Robotics Academy 3rd of five
workshops - Circuits
Summative Writing Assessment: Write a
non-chronological report on a topic using
the correct features of the text.
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Make representations of 2D shapes in
different orientations
Construct 2D shapes from a variety of
materials
Compare and describe 2D shapes that
result from combining and splitting
common shapes with and without the
use of digital technologies
Shape 3-D –
 Create nets from everyday packages
 Recognise nets of 3D objects
 Sketch 3D objects from different views
14. 22/11/15
Poetry: Similes, Metaphors & Personification
Reading poems & identifying adjectives and
figurative language. Writing poems that follow a
pattern and include adjectives in set places.
(Linked Hot Maths activities)
Unit 3: Working with units of Measurementconcepts and 2D & 3D shapes G3 S1 (Shapes and
Objects)
ICT: Learning circuits activity
(learningcircuits.co.uk); coverage of electricity
basics, simple circuits, diagrams, switches,
insulators and conductors
Science:
Collaborative use of circuit boards. Use of Bright
Sparks software to create simple circuits.
Students devise a fair test to learn about
conductors and insulators.
Bright Sparks – Electricity
International Robotics Academy 4th of five
workshops – Circuits
Area - ACMMG290, ACMMG084, ACMMG087
ICT: Continue work on learningcircuits.co.uk
Grammar focus: Adjectives and know that they
usually precede nouns.
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Recognise the need for a unit larger than
a square centimetre
Construct a square metre
Estimate, measure and compare areas in
square metres
Compare the areas of regular and
irregular shapes by informal means
Compare areas with metric units, such as
counting the squares required to cover
two areas by overlaying the areas with a
grid of centimetre squares
Record area and square metres
Calculate areas of squares and rectangles
and use the abbreviations for square
metre (m2) and square centimetre (cm2)
Art: Students will create a timeline of important
inventions related to electricity
Assessment: Create a simple circuit using
circuitry, draw a picture of the circuit and
then draw a diagram using appropriate
circuit symbols.
Assessment: Unit 3: Working with units of
Measurement-concepts and 2D & 3D shapes
G3 S1 (Shapes and Objects)Length, 2D & 3D
Shapes and Area only
(Linked Hot Maths activities)
15. 29/11/15
Poetry: Similes, Metaphors & Personification
Why do people write poems? How are poems
different from other types of writing? How are
poems punctuated?
Use the poetry with set pattern patterns to help
students write poems containing similes. Focus
on the use of similes and descriptive language.
Grammar focus: Adjectives are used for similes.
Understand that a simile needs to have an
adjective and a noun combined with as or like.
Know that the first letter of each line in a poem
usually starts with a capital letter.
Unit 3: Working with units of Measurementconcepts and 2D & 3D shapes G3 S1 (Shapes and
Objects)
Bright Sparks – Electricity
International Robotics Academy 5th of five
workshops
Transformation - ACCMMG091
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Make tessellating designs by reflecting
(flipping), translating (sliding) and
rotating (turning) a 2D shape
Create symmetrical patterns, pictures
and shapes with and without digital
technology
ICT: Create a comic about conservation of energy
using makebeliefcomix.net
Art / Science: Create a clown face with a nose
that lights up or a model of a house with a bulb
that lights up.
Students will learn about a variety of ways to
conserve energy
(Linked Hot Maths activities)
16. 6/12/15
Poetry: Similes, Metaphors & Personification
Read and write poems containing metaphors.
Grammar focus: Know that a verse in a poem
needs to end with a full stop.
Unit 3: Working with units of Measurementconcepts and 2D & 3D shapes G3 S1 (Shapes and
Objects)
Bright Sparks – Electricity
ICT: Students will create a word cloud using
relevant unit vocabulary
Volume and Capacity - ACMMG084, ACMMG290
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Recognise the need for a unit smaller
than the litre
Estimate, measure and compare volumes
and capacities using millilitres
Make a measuring device calibrated in
multiples of 100 millilitres
Use a measuring device calibrated in
Science: Students will experiment with using an
energy ball to learn about circuits and
conductors.
Art: Continue work on creating a clown face with
a nose that lights up or a model of a house with a
bulb that lights up.
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millilitres
Use the abbreviation for millilitre (mL)
Recognise that 1000 millilitres equal 1
litre
Convert between millilitres and litres
Compare the volumes of 2 or more
objects by marking the change in water
level when each is submerged in a
container
(Linked Hot Maths activities)
17. 13/12/15
Why do people learn poems by heart? What is
the difference between reading a poem to
yourself and hearing it performed?
Unit 3: Working with units of Measurementconcepts and 2D & 3D shapes G3 S1 (Shapes and
Objects)
Read poems containing personification, e.g. of
the sun and the moon, seasons and weather.
Learn some of these poems by heart. Prepare
readers’ theatre recitations. Be able to underline
similes, metaphors and the words that indicate
personification in different colours. Present
poems that have been learned by heart.
Grammar focus: adverbs
Mass - ACMMG084
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Compare mass of objects in grams
Measure and compare the masses of
objects in grams using a set of scales
Measure and compare the masses of
objects in kilograms using a set of scales
Recognise that 1000 grams equal 1
kilogram
Interpret commonly used fractions of a
kilogram and relate these to the number
of grams
(Linked Hot Maths activities)
Revision Activity: Unit 3: Working with units
of Measurement-concepts and 2D & 3D
shapes G3 S1 (Shapes and Objects)
Transformation, Mass and Volume &
Capacity
Bright Sparks – Electricty
Exit Point: Discussion of essential questions and
presentation of houses and clown faces/
completion of mind mapping sheet.
Students will create skits to demonstrate their
understanding of how to stay safe around
electricity.
18. 5/1/16
Non Fiction: Persuasive Texts
Winter Break (18th December-4th January)
Unit 4: Position-G3 (Where to go?)
Watch commercials. Create own persuasive
commercial. Consider what is fact & opinion in
advertising. Read a persuasive text and identify
introduction, main argument and conclusion.
Location - ACMMG090
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Read a range of persuasion texts and identify
main features. What is the main argument of the
text? Has the writer convinced you of their
opinion, and if so how?

Draw and describe a path or route on a
simple map or plan
Use coordinates on simple maps to
describe position
Plot points at given coordinates
(Linked Hot Maths activities)
Write introduction & conclusion to go with a
main argument.
Grammar focus: Question marks & exclamation
marks & how they can be used in persuasive
writing.
Explorers and Adventurers
Entry Point:
Introduce the Essential Questions for the topic.
Powtoon Attention Grabber with information
about explorers and adventurers unit. Introduce
Ahmed and Alia as grade 3 explorers and show
locations that they have visited on a map.
Knowledge Harvest: Use pyramid discussion
strategy to activate students’ background
knowledge about explorers and adventurers.
Create a collaborative class list.
ICT: Introduce students to collaborative Google
mapping
Art: Introduce the various kinds of transportation
that explorers used. Students use a how-to-guide
to learn how to draw an airplane, which modern
day explorers use to explore the world.
Ongoing Assessment: Students are
assigned an explorer or adventurer to
research and prepare a poster at home.
19. 10/1/16
Non Fiction: Persuasive Texts
Unit 4: Position-G3 (Where to go?)
Explorers and Adventurers
Create a persuasive introduction and conclusion
to go with a main argument.
Use if, so and because in the middle of
sentences to link two statements.
Write a persuasive email to the head teacher to
argue for longer playtimes.
Why and when do people write persuasive texts
or use persuasive speech?
Location – ACMMG090
ICT: Students conduct preliminary research on
the explorer/adventurer that they have been
assigned using appropriate research guide.
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Use N, S, E and W to describe the location
of an object on a simple map, given an
arrow that represents north
Use a compass rose to indicate each of
the key directions
Determine the directions NE, NW, SE and
Students will use mapping skills to explore places
in Jordan. Students will create a collaborative
world map (on paper) showing various countries
that are important to them or people that they
Why are persuasive texts or persuasive speech
important?
How are persuasive texts organised? What is the
structure?
Introduce persuasive openers.
20. 17/1/16
Grammar: Using causal connective such as if, so
and because in the middle of sentences.
Non Fiction: Persuasive Texts
Writing persuasive texts using persuasive
openers. Synonyms for good and bad to
strengthen persuasive arguments.
Write a persuasive internet post to argue for or
against animals being kept in circuses.
Grammar focus: Comparative and superlative
adjectives.
21. 24/1/16
Non Fiction: Persuasive Texts
Write fun persuasive sentences using persuasive
openers.
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SW, given one of the directions
Use NE, NW, SE and SW to describe the
location of an object on a simple map,
given a compass rose
Identify the scale used on maps
Unit 5: Time and time calculations-G3-S1 (Where
are we in time?)
Time - ACMMG085
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Read analog and digital clocks to the
minute
(Linked Hot Maths activities)
Unit 5: Time and time calculations-G3-S1 (Where
are we in time?)
know.
Explorers and Adventurers
Art: Students will learn how to draw an explorer
ship
ICT: Students research to find an interesting
quote from an explorer that they like.
Students continue working on the collaborative
mapping activity.
In preparation for ISA, students will do reading
comprehension work related to exploration
“Sailing the Seas”
Explorers and Adventurers
Art: Continue work on Mayflower art project
Time - ACMMG085
Grammar focus: editing for correct use of capital
letters.
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Relate analog notation to digital notation
Convert between units of time
Summative Assessment of persuasive text
ICT: Students learn how to use shadows to tell
time
In preparation for ISA, students will do reading
comprehension work related to exploration
“Vikings” and “Explorers” articles
Semester 2
22. 31/1/16
ISA Revision
Revision of story structure; beginning middle and
end. Revise the use of the story planner. Know
that each story has a problem to be solved that is
the ‘why’ of the story. Know that the end of the
Unit 5: Time and time calculations-G3-S1 (Where
are we in time?)
Time - ACMMG085, ACMMG086
Explorers and Adventurers
Art: Continue discussion about ways that
explorers travel. Students will learn how to draw
a horse and will colour using colour pencils
story needs to contain the resolution.
Grammar focus: Adjectives to describe feelings.
Synonyms for happy, sad. The use of the ‘a’ and
‘an’.
PM testing for February begins.
23. 7/2/16
ISA Revision
Revise the use of speech marks in stories and
commas for lists of adjectives.
Practice writing beginnings for stories that
include who, where when.
In comprehension practice answer retrieval
questions, inferential questions and questions
asking for reflection on the text. Practice giving
reasons and quotations to back up answers.
Practice giving more than one example when
asked.
24. 14/2/16
Grammar focus: Adjectives to describe feelings.
Use thesaurus to find synonyms for happy, sad.
The use of the ‘a’ and ‘an’.
ISA week
Read and interpret simple timetables, timelines
and calendars
ICT: Students will explore Antarctica and look at
the pictures of when Ahmed visited Antarctica.
(Linked Hot Maths activities)
Assessment: Unit 5: Time and time
calculations-G3-S1 (Where are we in
time?)
Revision in preparation for ISA – Include all the
above units covered and including Data
Handling and Probability
In preparation for ISA, students will do reading
comprehension work related to exploration,
“Magellan was First”
Explorers and Adventurers
Teachers will use teacher version of Razz-kids for
whole class reading of explorer related
information texts including Expedition 25 and
Voyagers in Space.
ICT: Typing Club
Ongoing Assessment: Students spend
time practising their presentations in
preparation for the Explorers and
Adventurers Presentations.
ISA week
Explorers and Adventurers
Verbally discuss the essential questions for the
unit.
Complete Assessment: Exit Point:
Parents are invited to attend final
presentations. Students come to school
dressed in an appropriate costume.
February Break (19th-27th February)
25. 28/2/16
Stories with a Historical Setting
Introduce The Wreck of Zanzibar by Michael
Morpurgo. How is a story set in the past
(historical fiction) different from other stories?
Use evidence from text to support answers.
Where is the story set? Understand that stories
set in the past (historical fiction) needs to be
located in real places.
Ensure students understand the structure of the
story. The introduction written by Michael as he
is attending his Great Aunt Laura’s Funeral and
the diary written by Laura. Both are narratives in
the 1st person.
Grammar focus: verbs, present and past tense &
how this
Unit 6: Recording Data and working with
Probability G3 (How do we list data?)
Data - ACMSP096, ACMSP097





Interpret information presented in
column graphs and picture graphs
Mark equal spaces on axes, label axes
and name the display
Represent the same data in more than
one way
Create a two-way table to organise data
Interpret information presented in twoway tables
(Linked Hot Maths activities)
On Tap-Water/Science Fair
Entry Point:
Introduce the Essential Questions.
Watch a video relating to the water shortage in
Africa. Students wear heavy backpacks and walk
around football field to experience what it is like
to carry water for long distances.
ICT: Use a whole class collaborative Google doc
so children can record preliminary
understandings of essential questions before unit
commences (Knowledge Harvest)
Science: Students will learn about the scientific
method and complete the experiment “What
Makes Objects Float or Sink?”
Students will be assigned science fair partners
and one of 14 science fair projects related to the
study of water.
Students will learn about the stages of the water
cycle.
26. 6/3/16
Fiction: Stories with a historical setting
Continue to read The Wreck of Zanzibar by
Michael Morpurgo.
Look at pictures of Bryher in Scilly Isles. Discuss
how to start a story with who, where, when in 1st
sentence. Then include description of place
setting. Practice starting a retelling of Zanzibar
Unit 6: Recording Data and working with
Probability G3 (How do we list data?)
Chance – ACMSP094


Order events from least likely to most
likely
Use the language of chance in everyday
On Tap-Water/Science Fair
ICT: Students use Google docs to type up
investigation question and materials.
Science: Students receive their respective
investigation questions and list of materials and
have a chance to “mess about” with the
introducing characters and then describing the
place.
Look at other pictures of the sea & video of tide.
Students describe these. Laminated colour
pictures needed.
Grammar focus: direct speech and that the first
word in direct speech starts with a capital letter,
using adjectives to describe places


contexts
Identify everyday events where one
cannot happen if the other happens
Identify events where the chance of one
will not be affected by the occurrence of
the other

(Linked Hot Maths activities)
Assessment: Unit 6: Recording Data and
working with Probability G3 (How do we
list data?)
27. 13/3/16
Fiction: Stories with a historical setting
Continue to read The Wreck of Zanzibar by
Michael Morpurgo.
Writing Task: Write a short version of the story
so far (only based on Laura’s Diary). Include who
where, when. Describe the place and the
characters.
Grammar focus: continued direct speech,
synonyms for ‘said’ and ‘know’ what a strong
verb is; adjectives to describe people and
feelings
Unit 7: Working With 4-digit Whole NumbersG3-S2(The world of tens, ones hundreds and
thousands)
Addition and Subtraction - ACMNA073


Use mental strategies, concrete materials
and the formal algorithm to solve
addition and subtraction problems
involving 3-, 4- and 5-digit numbers by
applying place value
Apply place value to partition, rearrange
and regroup numbers to assist
calculations and solve problems
(Linked Hot Maths activities)
materials.
Ongoing Assessment: Art: Water Cycle
Collage. Students begin day one of working
on the project.
Students receive direction / instruction in
the water cycle.
On Tap-Water/Science Fair
ICT: Students use Google docs to type up
investigation question, materials, method, and
hypothesis
Science: Students will use time in the Science lab
to complete their experiment using the
appropriate method
Art: Students continue working on Water Cycle
Collage
Students continue learning about the water cycle
using a variety of resources and videos. Students
learn about water shortages using the article
“Water Woes”
28. 20/3/16
Stories with a Historical Setting
Continue to read The Wreck of Zanzibar by
Michael Morpurgo.
Revise using adjectives to describe places and
people.
Grammar focus: Continued direct speech,
synonyms for ‘said’ and ‘know’ what a strong
verb is; adjectives & adverbs.
Summative Assessment: Write a story set in
the past.
Unit 7: Working With 4-digit Whole NumbersG3-S2(The world of tens, ones hundreds and
thousands)
Multiplication and Division - ACMNA076


Use mental strategies to multiply a 2-digit
number by a 1-digit number, including:
use known facts; multiplying the tens and
then the units; the relationship between
multiplication facts; factorising
Describe and record methods used in
solving multiplication and division
problems
On Tap-Water/Science Fair
ICT: Use Google docs to type up all parts of
science fair experiment, including results and
conclusion.
Science: Students have another opportunity to
complete their science fair experiments.
Emphasis is put on ensuring students have
recorded results and conclusion.
Art: Continue working on Water Cycle Collage
Students will learn how to draw an appropriate
diagram for their science fair posters.
(Linked Hot Maths activities)
29. 27/3/16
Stories with a Historical Setting
Consider how the job of the writer is different
when writing stories set in the past. Answer this
based on events in story.
Understand that the author needs do research in
order to get details about life in the period the
story is set in correct. Understand that the author
may include real people and events along with
the fictional (made–up) ones. Which person in
The Wreck of Zanzibar do we know is real? How is
that person included in the book?
Unit 7: Working With 4-digit Whole NumbersG3-S2 (The world of tens, ones hundreds and
thousands)
Multiplication and Division - ACMNA 074,
ACMNA075, ACMNA076



List multiples for a given number
Find square numbers using concrete
materials and diagrams
Determine factors for a given number
(Linked Hot Maths activities)
On Tap-Water/Science Fair
ICT: Ensure that all slides for science fair project
are finalised.
Science: Practise presenting for the science fair
using appropriate materials
Ongoing Assessment: Complete Water
Cycle Collage Project
Grammar Focus: adverbs
30. 3/4/16
Stories with a Historical Setting
Continue to read The Wreck of Zanzibar by
Michael Morpurgo.
Unit 7: Working With 4-digit Whole NumbersG3-S2 (The world of tens, ones hundreds and
thousands)
Patterns and Algebra - ACMNA074, ACMNA081
On Tap-Water/Science Fair
ICT: There are a wide variety of water cycle
interactives to be completed. Students have a
choice as to which interactives they choose to
Write a diary entry using past and present tense
appropriately.
Write dialogue based on an episode in The
Wreck of Zanzibar.


Grammar Focus: Revision of direct speech.

Create, with materials or a calculator, a
variety of patterns using whole numbers,
fractions or decimals
Describe a simple number pattern in
words
Identify examples of number patterns in
everyday life
complete.
Art: Students will learn about the causes of water
pollution and the process that water takes before
it gets to our taps.
Science: Practise presenting for the science fair
using appropriate materials
(Linked Hot Maths activities)
31. 10/4/16
Stories with a Historical Setting
Write a play based on an episode in The Wreck
of Zanzibar.
Grammar Focus: Contractions and when to use
them.
Unit 7: Working With 4-digit Whole NumbersG3-S2 (The world of tens, ones hundreds and
thousands)
Patterns and Algebra - ACMNA076, ACMNA082,
ACMNA083



Apply the associative property of addition
and multiplication to aid mental
Computation
Complete number sentences involving
one operation by calculating missing
values
Use equivalent number sentences
involving addition and subtraction to find
unknown quantities
On-Tap Water
ICT: Continue with water cycle interactives.
Complete Assessment: Students will
present their Water Cycle Collage
projects to their peers. The presentation
aspect and ability to describe what
happens in the water cycle will be
assessed.
(Linked Hot Maths activities)
32. 17/4/16
Speaking and listening focus: Prepare for Science
Fair presentations.
Grammar Focus: Verb tenses, past present
future; the verb to be. Conditional verbs; could,
should, might.
Unit 7: Working With 4-digit Whole NumbersG3-S2 (The world of tens, ones hundreds and
thousands)
Science Fair Week:
Fractions and Decimals - ACMNA079
Exit Point: Students will use large paper cut-outs
in the shapes of water drops, taps, and clouds to
collaboratively share the learning from the unit.

Recognise that the symbol % means ‘per
Final preparation for science fair.


cent’
Relate a common percentage to a
fraction or decimal
Equate 10% to 1/10, 25% to ¼ and 50% to
½
(Linked Hot Maths activities)
33. 3/5/16
Fiction: Stories Set in Imaginary Worlds
(Charlie and the Chocolate Factory by Roald
Dahl)
Easter (22nd April-2nd May)
Unit 7: Working With 4-digit Whole NumbersG3-S2 (The world of tens, ones hundreds and
thousands)
Financial Maths - ACMNA080
Consider what a fantasy setting is. What stories
do students know that are in a fantasy setting.
How is a story set in an imaginary world different
from other stories?
Watch extracts from Alice in Wonderland (Disney
cartoon) & Phantom Tollbooth by Norton Juster
& the Lorax by Dr Seuss.

Solve problems involving purchases and
the calculation of change to the nearest
five cents with and without digital
technologies
(Linked Hot Maths activities)
Grammar Focus: A comma is used after yes and
no in a sentence and to separate a person
spoken to from the rest of the sentence. Revise
adverbs.
Ongoing Assessment: ICT: Students begin
preliminary research on chocolate research
assignment using several different research
questions. Some appropriate sites are given
for reference.
Chocolate /Enterprise
Entry Point:
Introduce the Essential Questions
Short Video Introduction
Taste three different kinds of chocolate (white,
dark, and milk). Students complete a checklist
based on smell and tasting. Discuss the
differences and make a bar graph of favourite
kinds of chocolate
Knowledge Harvest: Willy Wonka Chocolate Bar
Wrapper Game with Interesting Facts.
Enterprise: Explain Enterprise and that G3 will be
designing chocolate bars that will be sold.
PM testing for May begins
34. 8/5/16
Fiction: Stories Set in Imaginary Worlds
(Charlie and the Chocolate Factory by Roald
Dahl)
Unit 7: Working With 4-digit Whole NumbersG3-S2(The world of tens, ones hundreds and
thousands)
Chocolate /Enterprise
Visit to The Royal Academy of Culinary Arts:
Discuss visit afterwards
Financial Maths - ACMNA080
What is the imaginary word in this story?
History:

Students draw their own imaginary world and
characters. Annotate drawings with adjectives
and write stories based on these drawings.
Grammar focus: Revise speech marks; introduce
the use of a comma after a person’s name and
then description e.g. Charlie Bucket, the nephew
of Uncle Joe.
35. 15/5/16
Fiction: Stories Set in Imaginary Worlds
(Charlie and the Chocolate Factory by Roald
Dahl)

Recognise that not all countries use
dollars and cents
Carry out calculations in another currency
as well as in dollars and cents, and
identify both as decimal systems
(Linked Hot Maths activities)
Unit 7: Working With 4-digit Whole NumbersG3-S2(The world of tens, ones hundreds and
thousands)

Solve addition and subtraction problems
that involve money by using a variety of
strategies
(Linked Hot Maths activities)
Summative Assessment: Write a story set in
an imaginary world
Science:
Students will begin learning about cacao trees
and will be able to compare them with other
kinds of trees. They will look about what a cacao
tree looks like and its conditions for growth.
Enterprise: Discuss market research. Begin
thinking of questions for students to ask primary
students to find out what kinds of chocolate
consumers prefer. (As a class create a Google
form for the survey.) Speaker to talk about
running a chocolate bar selling business.
Financial Maths - ACMNA073, ACMNA080
Review the endings to the stories written last
week. In pairs the students revise & rewrite and
include more explanation and description of
feelings.
Discuss the history of chocolate.
Chocolate/Enterprise
Science: Students investigate which chocolate
melts faster in the palms of their hands. Students
will record the order and time of melting in bar
chart.
Geography: Students will know about where
cacao trees grow and will be able to find the
Equator on a map. They will compare the
weather in those countries with the weather in
Jordan.
ICT: Students complete Google presentation
using the facts and information that have been
collected. Google presentation must include title
page, question, 2 slides with simple facts, and a
reference page. Students are encouraged to use
speaker notes.
Enterprise: Students examine several different
wrappers and work with a partner to design a
chocolate bar, including name, catchphrase and
wrapper design
36. 22/5/16
Fiction: Stories Set in Imaginary Worlds
(Charlie and the Chocolate Factory by Roald
Dahl)
Begin to read Charlie and the Chocolate Factory
by Roald Dahl.
Unit 8: Angles and Temperature G3 (Shapes,
Objects and Heat)
Geometric Reasoning - ACMMG089


Students write diary entries for characters from
Charlie, e.g. Violet writes a diary entry after
turning into a giant blueberry. Revise when to
use present and past tense for diary entries.
Watch excerpts from the film as a stimulus.
Compare angles using informal means,
such as an angle tester
Describe angles using everyday language
and the term ‘right’ to describe the angle
formed when perpendicular lines meet
(Linked Hot Maths activities)
Chocolate/Enterprise
Science Lab:
Why are chocolate wrappers made of a special
material?
An investigation to test different types of
wrappers for chocolate and how it could affect
the taste or texture.
Using plastic wrap, wax paper and foil-wrap an
onion on the side-see which one takes on the
flavour and discuss how chocolate companies
decide on which wrapping products to use.
Discuss which ingredients can be added to the
various kinds of chocolate.
Grammar focus: Colons may be used to
introduce a list.
Assessment: Unit 7: Working With 4digit Whole Numbers-G3-S2(The world
of tens, ones hundreds and thousands)
Enterprise: Each section of the grade has a
winning design for a label for a chocolate bar. G3
Students visit primary classrooms to advertise
their chocolate bar label and give the homeroom
teacher an order form.
Complete Assessment: ICT: Research and
Google presentations must be finished.
Students present to the class.
37. 29/5/16
Fiction: Stories Set in Imaginary Worlds
(Charlie and the Chocolate Factory by Roald
Dahl)
Continue to read Charlie and the Chocolate
Factory by Roald Dahl.
Unit 8: Angles and Temperature G3 (Shapes,
Objects and Heat)
Geometric Reasoning - ACMMG089

Draw angles of various sizes by tracing
along the adjacent sides of shapes and
describe the angle drawn
Chocolate/Enterprise
Enterprise: Orders for chocolate bars are
collected. Supplier begins labelling the chocolate
bars with winning labels.
Science Lab:
Does chocolate cause tooth decay, why? Design
Group work: Design a new Wonka chocolate bar
and create a poster and commercial to advertise
it.
(Linked Hot Maths activities)
Speaker: Dentist to talk about effects of
chocolate on teeth
Grammar focus: Imperative verbs, finite verbs,
comparative & superlative adjectives.
38. 5/6/16
Fiction: Stories Set in Imaginary Worlds
(Charlie and the Chocolate Factory by Roald
Dahl)
Create a cartoon version of a chosen episode
from Charlie. Watch excerpts from the film as a
stimulus.
Unit 8: Angles and Temperature G3 (Shapes,
Objects and Heat)
Temperature – ACMMG084, ACMSP097


Use a thermometer to measure and
compare temperature
Read and interpret the graduated scales
on a thermometer to the nearest
gradation
(Linked Hot Maths activities)
A highlighted date denotes a short week.
experiment: look at the effects of chocolate on
one’s teeth compared to fruit or vegetables.
Chocolate/Enterprise
Fair trade chocolate, why is it important?
What other fair trade products are there?
Enterprise: Chocolate bars are distributed to
each homeroom and are given out at the end of
the school day.
Exit Point: Reflect on the enterprise/chocolate
business project? How did the market research
inform our decision making?