Grade 3 Curriculum Guide for Parents 2018-2019 - Raha International ...
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Grade 3
Curriculum Guide for Parents
2018-2019Dear 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
fou datio fo ou hild e s lea i g. As pa e ts ou a est suppo t ou hild e he ou ha e a
u de sta di g of the s hool s urriculum and approach to teaching and learning. After reading this
Curriculum Guide, please contact us at dtaylor@ris.ae if you have any further questions.
We wish you and your children all the best in the year ahead.
David Taylor
Deputy Head of Primary (PYP Curriculum Coordinator)
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2Contents
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) .................................................................................................................... 12
The Grade 3 Units of Inquiry ............................................................................................................... 12
Language - (English) ................................................................................................................................ 15
The Grade 3 Language Curriculum.......................................................................................................... 16
Arabic A Scope and Sequence ................................................................................................................. 24
Arabic A ................................................................................................................................................. 26
Scope and Sequence .......................................................................................................................... 26
Arabic B ................................................................................................................................................... 29
Mother Tongue ....................................................................................................................................... 32
Islamic Studies......................................................................................................................................... 33
Islamic A .................................................................................................................................................. 35
Islamic Studies B ..................................................................................................................................... 38
Arabic Social Studies A ............................................................................................................................ 39
Mathematics ........................................................................................................................................... 42
Grade 3 Mathematics Benchmarks..................................................................................................... 54
Mathematics – Shape and Space Benchmarks ................................................................................... 63
Social Studies and Science ...................................................................................................................... 66
Social Studies ...................................................................................................................................... 66
Science ................................................................................................................................................ 68
Visual Art ................................................................................................................................................. 69
Music ....................................................................................................................................................... 71
Personal, Social and Physical Education ................................................................................................. 73
Moral Education...................................................................................................................................... 74
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3Physical Education .................................................................................................................................. 75
De elop e tal ha a te isti s of a G ade hild
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 vigor. 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-centered
Untidy
Unwise in spending money
Great variety of interests (day dreaming common)
Sense of humor 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
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4Needs
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
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5The 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 Descriptor
Inquirers 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.
Knowledgeable 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.
Thinkers We use critical and creative thinking skills to analyse and take responsible action on
complex problems. We exercise initiative in making reasoned, ethical decisions.
Communicators 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.
Principled 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.
Open–minded 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.
Risk–takers 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.
Balanced 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.
Caring 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.
Reflective 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.
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6The Essential Elements of the PYP
العن صر الضر ري لبرن مج السن ا اإبتدائي
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
e isited th oughout the stude ts ti e i the PYP.
م نريد من الطا أن يعرف ه؟: المعرف
الدراس الت ني الع الري ضي ذل من خال ال غ، المحت ى الذ يتضمن الم هي التي نرغ أن يكتش الطا يعرف ن عن مع مراع ة خبرات الس ب
.التربي البدني التع ي ال رد الجم عي اإجتم عي ال ن ن المرئي الم سي
Who we are An inquiry into the nature of the self; beliefs and values; personal, physical,
من نك ن 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 An inquiry into orientation in place and time; personal histories; homes and
أين نحن من المك ن الزم ن 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 An inquiry into the ways in which we discover and express ideas, feelings,
كيف نعبر عن أن سن nature, culture, beliefs and values; the ways in which we reflect on, extend and
enjoy our creativity; our appreciation of the aesthetic.
How the world works An inquiry into the natural world and its laws; the interaction between the
كيف يعمل الع ل 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 An inquiry into the interconnectedness of human-made systems and
بتنظي أن سن كيف ن communities; the structure and function of organizations; societal decision-
making; economic activities and their impact of humankind and the
environment.
Sharing the planet An inquiry into rights and responsibilities in the struggle to share finite
المش رك في الك ك 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.
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7The 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? م ذا نريد من الطا أن ي م ه؟: الم هي
In order to develop a holistic approach to learning the PYP identifies key concepts that have relevance within and
a oss su je ts. These o epts ofte fo the asis of uestio s that a e used to d i e hild e s i ui a d lead
to a deeper understanding of what is being learned. These concepts include:
Form: What is it like? كيف يبد ؟:الشكل
Observing, identifying, describing and categorizing.
Function: How does it work? كيف يعمل؟: ال ظي
analyse the function, role, behaviour and the ways in which things work.
Causation: Why is it like it is? لم ذا يبد هكذا؟: السب
P o pti g stude ts to ask Wh ? a d of helpi g the to e og ize that a tio s a d e e ts ha e easo s a d
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 ب شي ء أخرى؟: الص
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 far-
reaching decisions affecting environments and communities.
Perspective: What are the points of view? النظر؟ م هي ج:المنظ ر
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? م هي مس ليتن ؟: المس لي
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.
Reflection: How do we know? كيف نعرف؟:اإنعك س
Challenges the students to examine their evidence, methods and conclusions for potential bias or other
inaccuracy.
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.
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8Skills: 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.
م ذا نريد من الطا أن يك ن ا ق درين ع إدائه؟ هن خمس مجم ع من الم را التنظيمي التي يج ع: م را الم ض ع التنظيمي
الطا تغطيت من خال حدا التس ل؟
Thinking الت ْ كير Research البحث Social إجتم عي Communication Self-management
اإتص ل اإدارة ذاتي
Acquiring knowledge Formulating Accepting Listening ااستم ع Gross motor skills
اكتس المعرف questions responsibility Speaking المح دث م را التحر الش مل
Comprehension صي ْغ اأسئ قب ل المس لي Reading ال راءة Fine motor skills
ال Observation Respecting others Writing الكت ب م را التحر الدقي
Application الماحظ إحترا اآخرين Non-verbal Spatial awareness
التطبي Planning Cooperating communication اإدرا المك ني
Analysis التخطيط التع ن .الت اصل الاش ي Organization
التح يل Collecting data Resolving conflict التنظي
Synthesis جمع البي ن حل النزاع Time management
التركي Recording data Group decision إدارة ال ق
Evaluation تسجيل البي ن making Safety
الت يي Organizing data إتخ ذ ال رارا الجم عي السام اأم ن
Dialectical thinking تنظي البي ن Adopting a variety of Healthy lifestyle
الت ْ كير الجدلي Interpreting data group roles. الحي ة الصحي أس
Meta-cognition ترجم البي ن تبني تب دل اأد ار المخت Codes of behaviour
اإدرا Presenting research . ضمن المجم ع التصرف أس
ت دي البحث Informed choices
ااختي را المنظم
Action: How do we want the students to act?
كيف نريد من الطا أ 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.
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9By understanding our learners we can adapt and change our instruction to help students and teachers reach
expectations set forth by our programme.
Purpose
To collect data that drives planning, instruction and reflection
To understand our learners
To strengthen our learning process and practice as educators
To ide tif stude ts st e gths a d eak esses
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
measureable. All children should have their goals in a prominent place both at home and at school.
The Reporting Cycle
First Impressions Three Way Conferences Written Report 1 Student Led Conference Written Report 2
Parent-Teacher
Dec 4th & 5th 2018 Feb 6th 2019 April 30th 2019 July 3rd 2019
th
Sept 25 2018 Dec 4th is a student free Student free day
2pm-5:30pm day
& Dec 5th 4pm-7pm
Sept 26th 2018
3:30pm-6:00pm
Written reports
The written report is given twice during the academic calendar. The report follows a narrative format outlining the
stude ts a ade i p og ess a d so ial development over the term.
Parent- Tea he Fi st I p essio s Co fe e es
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10We 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
Ea h PYP stude t at ‘I“ de elops a ele t o i Lea i g Jou al usi g a platfo alled “eesa . 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.
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11Programme 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 U its of I ui in the primary school together constitute our P og a e of I ui (POI). Below is an
overview of the six Grade 3 Units of inquiry in the order they are to be taught.
The Grade 3 Units of Inquiry
HOW WE EXPRESS OURSELVES Central Idea
Our need to share our feelings and ideas drives us to develop effective ways
to communicate
Key Concepts
Form, Function, Perspective
Related Concepts
An inquiry into the ways in which we Communication, System,
discover and express ideas, feelings, Notation, Signs, Symbols, Disabilities, Technology, Innovation, Non-verbal
nature, culture, beliefs and values; the Communication, Body language, Greetings, Social media, Representation
ways in which we reflect on, extend
and enjoy our creativity; our Lines of Inquiry
appreciation of the aesthetic. Reasons for the development of communication systems
Different communication systems
How people communicate in different or difficult situations
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12HOW WE ORGANIZE OURSELVES Central Idea
Production is a varied and organized process which can be affected by
multiple factors.
Key Concepts
Function, Causation, Responsibility
Related Concepts
An inquiry into the interconnectedness Production, Processes, Manufacturing
of human-made systems and
communities; the structure and function
Lines of Inquiry
of organizations; societal decision-
making; economic activities and their Origins and stages of production
impact on humankind and the Factors that affect production
environment. Sustainable production
WHERE WE ARE IN PLACE AND TIME Central Idea
Past civilizations shape present day life.
Key Concepts
Perspective, Change, Causation
Related Concepts
An inquiry into orientation in place and Progress, Technology, Currency, Number, Measurement, Transport,
time; personal histories; homes and Time, Alphabet, Diplomacy, Systems, Technology, Creativity
journeys; the discoveries, explorations
and migrations of humankind; the Lines of Inquiry
relationships between and the Aspects of past civilizations that contribute to modern society
interconnectedness of individuals and
Reasons these systems and technologies developed
civilizations, from local and global
perspectives. Implications for the future
HOW THE WORLD WORKS Central Idea
Force and motion affect the world around us.
Key Concepts
Causation, Function, Connection, Form
Related Concepts
Observation, Forces, Motion
An inquiry into the natural world and its
laws; the interaction between the
Lines of Inquiry
natural world (physical and biological)
and human societies; how humans use Types of forces
their understanding of scientific How forces work
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13principles; the impact of scientific and How forces are used in our daily lives
technological advances on society and
on the environment.
SHARING THE PLANET Central Idea
Water is an essential element of life and is not equally available to everyone.
Key Concepts
Causation, Responsibility, Function
Related Concepts
Equality, Cycles, Access, Finite resources, Equity, Conservation, Water cycle
An inquiry into rights and
responsibilities in the struggle to share
finite resources with other people and Lines of Inquiry
with other living things; communities
Properties and importance of water
and the relationships within and
between them; access to equal Global water usage
opportunities; peace and conflict Water conservation
resolution.
WHO WE ARE Central Idea
Children worldwide should have access to equal rights and opportunities.
Key Concepts
Responsibility, Form, Causation
Related Concepts
Consequences, Impact, Rights, Play, Education
An inquiry into the nature of the self;
beliefs and values; personal, physical, Lines of Inquiry
mental, social and spiritual health; Children's rights and responsibilities
human relationships including families,
Equality and inequality for children
friends, communities, and cultures;
rights and responsibilities; what it Consequences of our actions
means to be human.
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14Language - (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 lea e s eeds a e est se ed he the ha e oppo tu ities to e gage i lea i g ithi
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.
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
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15Receptive – receiving and Expressive – creating and
Strand
constructing meaning 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,
a di o ito i g stude ts de elop e t th oughout the p i a ea s. 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.
Phase 3
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16Learners show an understanding of the wide range of purposes of spoken language: that it instructs, informs,
e te tai s, eassu es; that ea h liste e s pe eptio of hat the hea is u i ue. The a e o pili g ules a out
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 – 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.
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
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17suit 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 o ki g ithi eithe Phase Ea l o Phase T a sitio al
As a benchmark, a student who has demonstrated all of the key indicators for Phase Ea l and has started Phase
T a sitio al at the end of Grade 2 is o side ed to e eeti g G ade le el sta da d.
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,
- recalling key information explicit in a text e.g.“I did t like … e ause…
- 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
significant words. knowledge.
• Recognises all letters by name and their regular sound. • Uses a small range of strategies to comprehend, e.g. self
• Explains how known text forms vary by stating: questioning, adjusting reading rate.
‘I“ G ade Cu i ulu Guide -
18- purpose, e.g. procedures instruct • Determines unknown words by using word-
- some elements of organisation, e.g. procedures have identification strategies, e.g. decoding using phonemes,
headings onset and rime.
- some elements of structure, e.g. procedures list • Focuses on decoding words accurately when reading an
materials and steps. 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 to position readers.
text, 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 autho s hoi es.
currency of information.
CONVENTIONS PROCESSES AND STRATEGIES
Recognises an increasing bank of words in Draws upon an increasing knowledge base to
different contexts, e.g. subject specific words, comprehend, e.g. text structure and organisation,
less common words. grammar, vocabulary.
Explains how known text forms vary by using Uses an increasing range of strategies to
knowledge of: comprehend, e.g. creating images, determining
- purpose, e.g. to persuade importance.
- text structure, e.g. problem and solution Determines unknown words by using word-
- text organisation, e.g. headings, subheadings, an identification strategies, e.g. reading on, re-
index, glossary reading
- language features, e.g. conjunctions.
‘I“ G ade Cu i ulu Guide -
19Writing
The majority of students in Grade 3 will be working within either Phase Ea l o egi i g Phase T a sitio al .
As a benchmark, a student who has demonstrated all of the key indicators for Phase 3 at the end of Grade 3 is
o side ed to e eeti g G ade le el sta da d.
Samples of independent student writing - within Phase 3
Sample of independent student writing – ithi Phase T a sitio al
‘I“ G ade Cu i ulu Guide -
20Overview 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.
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21 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 words,
sounds. 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 directed,
Writes simple sentences using correct punctuation. e.g. deleting words, adding punctuation.
Creates a published text that is beginning to reflect the
intended purpose.
‘I“ G ade Cu i ulu Guide -
22Overview 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 CONTEXTUAL UNDERSTANDING
Composes a range of texts but may not fully control Explains the purpose and audience of a range of text
all elements. forms.
Composes texts by finding, recording and Selects ideas to include in own text to suit purpose and
organising information appropriate to purpose. 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.
CONVENTIONS PROCESSES AND STRATEGIES
Varies vocabulary to add interest. Draws upon semantic, graphophonic and syntactic
Spells and uses an increasing bank of known words knowledge when writingUses an increasing range of
correctly. strategies throughout the writing process, e.g.
Knows less common letter patterns and the sounds determining importance.
they represent, e.g. tion, ph. Uses an increasing range of strategies to spell unknown
Writes a variety of simple and compound sentences words, e.g. using visual memory.
using correct punctuation. Begins to organise ideas before writing, e.g.
Groups related information sometimes without brainstorming, drawing, jotting.
regard for paragraphing conventions. 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.
‘I“ G ade Cu i ulu Guide -
23Arabic A Scope and Sequence
ر ي تع ي الم اد العربي
تحرص من هج الم اد العربي ع ت فر ال رص لتط ير قدراتن ك فراد ط لبين ل ع مدى الحي ة .ف ل غ
هي ص ال صل بين الطا المدرسين المجتمع ب جمعه ،كل فرد من أفراد مجتمعن يعتبر ط ل ع
مع في آن احد ،ف ل غ متداخ في جميع المج ا تشجع ع الت كير بع ي من تح ع الع ل ،
تس في التط ر الع ي ااجتم عي الع ط ي.
ت كد من هج الم اد العربي ع تعزيز ال ي العربي اانتم ء ال طني من خال ت ظيف ال غ ل تعرف
عربي مس ًم ،ب إض ف إل الشع رً مجتمع
ً ع الم هي ااجتم عي دراس المجتمع اإم راتي ب ص ه
بح ال طن الدف ع عنه تمثل الط ل لص الم اطن الص لح ربط بص المتع في برن مج
السن ا اابتدائي .
حي ة لدى المتع ، يعتبر تعزيز ال ي اأخاقي الحميدة كي ي اكتس ب مم رست لتصبح أس
طن ،تحرص ع احترا كي تسع لخدم مجتمع أخاقي متزن س ً
ً بن ء شخصي متم سك
اآخرين التس مح ااعتدال مح سب الذا الثب ع المبدأ تحمل المس لي من أه المب د التي
ت ع ي هذه المن هج ،ب إض ف إل غرس ال ن ع الرض ال درة ع التحك ب لن س ،إت ن إدارة
ال ق اانضب ط في العمل ،المب درة ب لتط ع المس ل تج ه المجتمع ااست دة من ال رص المت ح
جميع بشر متس ن في هذا الك ن الذ يسعن ك ن ،أن ً اان ت ح ع الع ل من منط اإيم ن ب نن
ع ين أن نت بل بعضن د ن تعص ،كم أن لكل من د ر في عم رة اأرض بم يح التنمي المستدام
رخ ء البشري .
‘I“ G ade Cu i ulu Guide -
24محت ى برن مج ال غ العربي
التع ي . الم دة الم ررة من زارة التربي
حدا التس ل (.)UOI
خال تع م ن مع الم دة الم ررة من زارة التربي التع ي ف نن نركز ع الكيف ليس ع الك بمعن أنن
نحرص ع تغطي جميع الم را ال غ ي المت قع تغطيت في كل مرح التي ت هل الط ل لانت ل ل مرح
الت لي مع التصرف في الم دة ب لت دي الت خير.
مـ ـح ــاور مهـ ـ ــارات اللغـ ـ ـ ــة الع ـ ـ ـ ــربية
الكت ب ال راءة المح دث ااستم ع
النس خ الرس - تعرف الرم ز - ادا المح دث - ادا اإستم ع -
الكت ب من الذاكرة - المكت ب نط التحدث بم ين س - اإنتب ه ل رس ئل -
ال ريب أداء الرم ز - الم السمعي
الكت ب من الذاكرة - المكت ب تمثل تنظي الحديث - ف المسم ع -
البعيدة المعن التعبير عن - تح ي ه
التعبير الكت بي - ف الم ر ء - المش هدا تذ المسم ع -
استراتيجي بن ء - تح ي ه ال حدا ن ده
المكت اإستراتيجي -
ال رائي
تذ الم ر ء -
ن ده
استراتيجي البحث -
المجال والتسلسل للغات
مش ركته التعبير-إنش ء المعن تركيبه المت ي – ت ي المعن الشكل
اإستم ع – التحدث ال غ الش ي
المش هدة – العرض ال غ المرئي
الكت ب ال راءة ال غ المكت ب
كيف نعلم اللغة؟
التحدث ب -تع ال غ عبر ااستم ع الي
كي ي عم -التع عن ال غ عبر ف
‘I“ G ade Cu i ulu Guide -
25الت مل -التع من خال ال غ عبر استخدام ك دة لاستم ع الت كير المن قش
Arabic A
Scope and Sequence
م را م دة ال غ العربي ل ن ط ين ب -الصـــف الث لث
م يتـــ قع من الطــ ل إنجــ زه في الصـــف الث لث ( المست ى المت د ) في م دة ال غ العربي
ال غ ي : الت يئ
التحي ( ت اصل ش ). -
التعريف ب لن س :ااس –العمر – الجنسي – ال اي ( قراءة كت ب ). -
الط الم ذ ااعتذار ( ت اصل ش ). -
مراجع الم را ال غ ي اأس سي التي تضمن من ج الصف الث ني. -
ال ردي ،تصمي أنشط مخت سيت تن ل الدر س الم ررة الم را ال غ ي الخ ص ب لم دة ب س لي متن ع مراع ة ل ر ق
تضمن اارت ء بمست ى الط ل ب لت اصل مع أ لي ء اأم ر.
ااستم ع
ااستم ع ب نتب ه ل متحدث. -
ااستم ع لتحديد ال دف المغزى. -
ال ظي . ااستج ب ل تس ا الت جي -
الت عل مع م يت ااستم ع إليه من شعر نثر. -
مراع ة آدا ااستم ع. -
التمييز بين الرأ الح ي . -
ااقب ل ع المتحدث إقب اً يدل ع المت بع ااهتم . -
استخاص اأفك ر الرئيس من النص. -
ضع ااستنت ج بن ء ع ت رير ش . -
إصدار اأحك . نظر مخت الم رن بين ج -
تنظي اأفك ر إل أس سي ث ن ي ج نبي . -
ال درة ع اختي ر المع م ذا اأهمي التي تضيف خبرا جديدة. -
المح دث
اضح. التحدث بص -
استخدا ال غ العربي في المح دث . -
التعبير ش ي ً عن الص ر أ ال صص المص رة ب غ س يم بجمل ت م . -
التعبير عن حدث أ م قف بجمل اضح ت م . -
التع من اأخط ء التركيبي الصي غي ل جمل عد تكراره . -
احترا اأد ار ،ت بل آراء اآخرين. -
طرح أسئ ُتعبر عم يريده ب ض ح. -
‘I“ G ade Cu i ulu Guide -
26صحيح .
ً ت ظيف اأنم ط التراكي ال غ ي التي تع م ش ًي ت ظي ً -
ت دي عرض درامي م صل ل ص أ مسرحي . -
ً
زمني ب لترتي الذ حدث فيه. ترتي اأفك ر -
شي مع ذكر الت صيل. ت خيص م ل أ قص قصيرة ب س -
التع ي ع الص ر الم اقف بجمل تتصف ب ل العمي . -
تحديد ج نظر الك ت ت كيده ب أدل الش اهد. -
إدرا عاق السب ب لنتيج . -
ال راءة
قراءة نص مك ن من ثاث ف را أ أكثر. -
ال راءة الج ري الممث ل معن . -
مراع ة صح ال صل سام ال قف فيم ي رأ. -
ج نظر الك ت . ف -
تحديد المغزى من النص. -
قراءة الشعر المن س لمست اه قراءة معبرة. -
ماحظ اإي ع ال ظي في جم أ عدة جمل. -
ت ضيح مع ني بعض الك م من خال التض د أ الترادف أ التج نس الص تي. -
ماحظ ااي ع ال ظي في الجم أ في عدة جمل. -
استخدا بعض مص در المع م ل راءة. -
تحديد عن صر ال ص تت بع اأحداث. -
تذكر الن ط الم م في ال ص مع الت صيل ،التنب ء بم سيحدث. -
الح ئ . ال راءة ب دف البحث الت صل ل مع م -
ت ظيف ال راءة الحرة الي مي لزي دة طاقته بمعدل 3قصص في اأسب ع. -
قراءة مجا اأط ل عن ين الجرائد ل حص ل ع الت صيل المع م . -
الكت ب ( الخط اإماء)
الجمل بطري صحيح بخط النسخ ( اإماء المن ل). نسخ الك م -
الكت ب بطري اإماء المنظ ر اإماء ااختب ر . -
التعبير عن الص ر بجمل ص ي ت م . -
ت ظيف الم ردا الجديدة في جمل من إنش ئه. -
الت صي ). الح ئ ) – الخ تم ( الرأ تحديد عن صر ال رة :الم دم ( الجم الرئيس ) – المحت ى (المع م -
التخطيط ل عمل الكت بي بطري اأسئ . -
استخدا الرس م التخطيطي الخرائط الت ضيحي ل تخطيط ل كت ب . -
المع م . البن ء ع الح ئ -
كت ب م ض ع يتك ن من ( ) 80 – 60ك م . -
جمع اأفك رمن كت مجا لكت ب قص أ نص قصير. -
كت ب جمل م ة. -
ت ظيف الح س لإنش ء ثي بسيط . -
تعرف بعض مص در المع م ( الم س ع ،شبك المع م ،المجا ). -
كت ب أنم ًط كت بي محددة ال دف كت ب إبداعي : -
( البط ق – الرس ئل – الت خيص – ال ص ال صيرة -التع ي ع الص ر الم اقف). -
التع ي الكت بي ع الص ر الم اقف بعرض الرأى ج النظر بدق إمائي ع لي . -
‘I“ G ade Cu i ulu Guide -
27التن يع بين م في الكت ب .اإنش ئي الخبر ت ظيف اأس -
كت ب ن ي مخت ل صص. -
ح ئ ح ل م ض ع محدد في م ض ع متعدد ال را . كت ب مع م -
تكثيف الكت ب اإبداعي الحرة الت يل من الكت ب الم ج . -
ال اعد ال غ ي
التمييز بين صيغ المذكر الم نث. -
التمييز بين صيغ الم رد المثن الجمع. -
التعرف ع بعض ظر ف المك ن داات . -
داات كي ي استخدام . التعرف ع بعض أد ا ااست -
صي غت ل مذكر الم نث. التعرف ع اأفع ل اأس سي تمثي -
صي غت ل مذكر الم نث. التعرف ع بعض الص -
التعرف ع الا ال مري الا الشمسي . -
التعرف ع أن اع الت ء. -
التعرف ع أن اع التن ين. -
جم ك ن. -
جم إنَ . -
جم النداء. -
الم ضي في ح لتي التذكير الت نيث. -
المبني ل مج ل. المبني ل مع -
حر ف الجر. -
حر ف العطف. -
اأفع ل الخمس . -
نظ الت يي في قس الم اد العربي
م هي الت يي في المرح اابتدائي
التركيز ع إكس الطا الم را المع رف الخبرا اأس سي في كل م دة دراسي .
ً
دراسي . ت يي أس لي التدريس التي ت د إل تجسيد ال الح ي ي لمحت ى الم دة
ت يي اأداء الذ يت فيه الت كد من تمكن الط ل من الم رة أ المعرف . العن ي ب لج ن التطبي ي ب عتم د أس
تجن اآث ر الن سييييييي السيييييي بي التي قد يتعرض ل الط ل ارتب ط بتجربته الدراسييييييي مثل:الشييييييع ر ب ل
الخ ف.
غرس الع دا الم اقف اإيج بي في ن س الطا تج ه التع ي .
إيج د الح فز اإيج بي ل نج ح الت د بحيث يك ن الدافع ل تع ي الذه إل المدرس ه الرغب في النج ح ليس
الخ ف من اإخ .
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28أد ا الت ي هي ال دف من التن فس الشع ر ب ن درج تجني اأط ل اآث ر الن سي الن تج عن التركيز ع
التع ي .
افي محددة عن الصيييييييع ب التي تعترض ابنه إشيييييييرا لي أمر الط ل في الت ي ذل بتز يده بمع م
ط مع نته في التغ ع ي .
مبكرا العمل ع عاج التع مل مع بطري ترب ي صحيح . ً اكتش ف ح ا صع ب التع لدى الطا
-أن اع الت يي :
-نظ الت يي ال ص ي:
ج -اختب ر ن ي الع -اختب ر منتصف الع أ -اختب ر بداي الع
ج -اختب را مستمرة خ ص ب ل حدا الم ررة م را الم دة تتضمن:
-النح -اأس لي ال غ ي -الكت ب -ال راءة -ااستم ع
مشر ع ال حدة
-أد ا الت يي :
-ااختب را الش ي الكت بي -سجل الماحظ -سال الت يي -الساسل المتص -ل ائح التدقي -
النم ذج
-م ف أعم ل الط ل ( م ف اإنج ز ).
-ااختب را التشخيصي ( تحديد المست ى):
-يخضع جميع الطا في بداي الع الدراسي اختب ر تحديد المست ى يت إعداد ااختب ر استن ًدا ع م ه مت قع
من الط ل إنج زه في كل صف دراسي.
** الخر ج عن النمط الت يد ل ت يي ب ستخدا أس لي متن ع حديث كــــ:
حل المشكا – .ت يي م را الت ني الحديث عند ت يي م را ال غ – .استخدا أس -ت ظيف الح س
الت كير الع ي ك لتح يل الت يي -الت يي الذاتي -الت يي عن طري الزماء.
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.
‘I“ G ade Cu i ulu Guide -
29Arabic 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.
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 s hool s A a i B s ope a d se uence provides a developmental continuum of phases for each strand.
Receptive – receiving and Expressive – creating and
Strand
constructing meaning 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.
‘I“ G ade Cu i ulu Guide -
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