AUSTRALIAN INTERNATIONAL SCHOOL

Leading to a Bright Future

Year 3 Curriculum Overview

Unit of Inquiry 1
WHO WE ARE: 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
Central Idea
Relationships are enhanced by learning about other peoples perspectives and understanding our own.
Concepts
Form, Perspective, Reflection

Related concepts
Communication, Open Mindedness, Empathy

Lines of Inquiry

Social interactions (form)

Understanding your own perspective (perspective)

Acknowledging other perspectives (perspective)

Managing and resolving conflict (reflection)

Language
Phonics, Spelling and Vocabulary

Use effective strategies to tackle blending unfamiliar words to read, including sounding out, separating into
syllables, using analogy, identifying known suffixes and prefixes, using context.

Use effective strategies to tackle segmenting unfamiliar words to spell, including segmenting into individual
sounds, separating into syllables, using analogy, identifying known suffixes and prefixes, applying known spelling
rules, visual memory, mnemonics.

Use a dictionary or electronic means to find the spelling and meaning of words.

Organise words or information alphabetically using first two letters.

Identify misspelt words in own writing and keep individual spelling logs.
Grammar and Punctuation
Reading

Use knowledge of punctuation and grammar to read age-appropriate texts with fluency, understanding and
expression.

Collect examples of nouns, verbs and adjectives, and use the terms appropriately.

Identify pronouns and understand their function in a sentence.

Writing

Maintain accurate use of capital letters and full stops in showing sentences.

Continue to improve consistency in the use of tenses.

Ensure grammatical agreement of pronouns and verbs in using standard English.

Use a wider variety of sentence types including simple, compound and some complex sentences.

Reading

Fiction and Poetry

Read aloud with expression to engage the listener.
Understand and use the terms fact, fiction and non-fiction.
Answer questions with some reference to single points in a text.

Begin to infer meanings beyond the literal, e.g. about motives and character.
Non-fiction
Locate books by classification.

Writing

Fiction
Write first-person accounts and descriptions based on observation.
Non-fiction
Write book reviews summarising what a book is about.
Establish purpose for writing, using features and style based on model texts.
Presentation
Ensure consistency in the size and proportion of letters and the spacing of words.

Speaking and Listening

Take turns in discussion, building on what others have said.

Listen and respond appropriately to others views and opinions.

Develop sensitivity to ways that others express meaning in their talk and non-verbal communication

Maths
Number

Numbers & The Number System

Recite numbers 100 to 200 and beyond
Read and write numbers to at least 1000
Count on and back in ones, tens and hundreds from two- and three-digit numbers
Count on and back in steps of 2, 3, 4 and 5 to at least 50
Understand what each digit represents in three-digit numbers and partition into hundreds, tens and units
Find 1, 10, 100 more/less than two- and three-digit numbers

Calculation
Add several small numbers

Measure
Length, mass and capacity

Choose and use appropriate units and equipment to estimate, measure and record measurements
Time

Read a calendar and calculate time intervals in weeks or days

Handling data

Organising, categorising and representing data

Answer a real-life question by collecting, organising and interpreting data, e.g. investigating the population of
mini-beasts in different environments
Use tally charts, frequency tables, pictograms (symbol representing one or two units) and bar charts (intervals
labelled in ones or twos)
Use Venn or Carroll diagrams to sort data and objects using two criteria

Using understanding and strategies in solving problems

Use ordered lists and tables to help to solve problems systematically
Describe and continue patterns which count on or back in steps of 2, 3, 4, 5, 10, or 100
Identify simple relationships between numbers, e.g. each number is three more than the number before it

Explain methods and reasoning orally, including initialVietnamese

thoughts Vietnamese
about
National
possible
Curriculum
Language
answers
(VNC)
and
toCulture
a problem
(VLC)

In unit 1, *Language
year 3 VNCfocus:
will be SOCIAL
focused on
INTERACTIONS
the 3 topics: (Collaborate)
Em l hc
Year
sinh3 VLC
I amwill
a student/
collaborate
Bn
with
b-friends/
home room classes to inquire
Trng hcinto the
school
central
. Through
idea of this
these
term.
students
Duringwill
VLC lessons, the
have chances
students
to learn
will focus
new vocabulary,
on two linesnew
of inquiry Social interaction
grammatical
and points,
Acknowledging
how to write
other
a paragraph
perspective.
as
They will learn how to
well as review
address
thepeople
phonics.
probably according to their ages and genders
(thy, c, anh, ch ,em, c, ch, ng, b, ba, m). Year 3 will
also explore
the cultural
differences between Vietnamese and
Physical
Education
Western in term of greeting.
MOON
FESTIVAL
During the*Culture
first unit focus:
of inquiry,
students
in Physical
-Moon
Festival
focus
on
common
activities and children
Education will be involved in Adventure Based
songs.
Learning with a focus on the learner profile and team
work. Students will be actively engaged in a range of
activities that will encourage them to Music
develop
The
year
3 students inquire
intoasthe
history and varieties of
confidence
and
communication,
as well
improve
Xylophones
and
thea fundamentals
playing the instrument.
motor skills
associated
with
range of teamof
games
work through a graded repertoire choosing rote or
includingThey
basketball.
reading and then reflect on their results.
Chinese (Mandarin)

Jeremy Fitzpatrick
IB Primary
Years Programme (PYP)
School uniform

Coordinator

-Daily school wearing and colours.

-Describe what one wears
-Talk about ones likes/dislikes about colour and
Alexandra
Kellie Packer
Andrews
clothes
Year
Year
3
3
TD
TT
Campus
-Read and write key words and
sentences in characters
-Radicals study
Ben
Mansell
Royce
Madigan

Year
Year 3
3 TD
TT Campus
Campus