IB PYP Grade 3 

Curriculum map

The Social Studies component of the Primary Years Programme (PYP) is characterized by concepts and skills.  The knowledge component is divided into the following Social Studies strands in the PYP:

Human systems and economic activities, Social Organization and culture, Continuity and change through time, Human and natural environments, Resources and the environment

Social Studies Strands:

• Human systems and economic activities

The study of how and why people construct organizations and systems; the ways in which people connect locally and globally; the distribution of power and authority.

• Social organization and culture

The study of people, communities, cultures and societies; the ways in which individuals, groups and societies interact with each other.

• Continuity and change through time

The study of the relationships between people and events through time; the past, its influences on the present and its implications for the future; people who have shaped the future through their actions.

• Human and natural environments

The study of the distinctive features that give a place its identity; how people adapt to and alter their environment; how people experience and represent place; the impact of natural disasters on people and the built environment.

• Resources and the environment

The interaction between people and the environment; the student of how humans allocate and manage resources; the positive and negative effects of this management; the impact of scientific and technological developments on the environment.

Students will increase their understanding of their world, focusing on themselves, their friends and families and their environment. They will appreciate the reasons why people belong to groups, the roles they fulfil and the different ways that people interact within groups. They will recognize connections within and between systems by which people organize themselves. 

They will broaden their sense of place and the reasons why particular places are important to people, as well as how and why people’s activities influence, and are influenced by, the places in their environment. Students will start to develop an understanding of their relationship with the environment. They will gain a greater sense of time, recognizing important events in their own lives, and how time and change affect people. They will become increasingly aware of how advances in technology affect individuals and the environment.

All learning and teaching provides an opportunity to utilise and develop the transdisciplinary skills. The social studies component of the curriculum also provides opportunities for students to develop a range of social studies skills and processes shared as below:

1. Formulate and ask questions about the past, the future, places and society

2. Use and analyse evidence from a variety of historical, geograpbical and societal sources

3. Orientate in relation to place and time

4. Identify roles, rights and responsibilities in society

5. Assess the accuracy, validity and possible bias of sources

The Social Studies overall expectations in phases will be addressed through the Units of Inquiry and will be scaffolded to support and extend learning as students build their understanding.

Overall Expectations for 7 to 9 years

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

The Science component of the Primary Years Programme (PYP) is characterized by concepts and skills.  The knowledge component is divided into the following science strands in the PYP.

Living things, Earth and Space, Materials and Matter and Forces and Energy.

Students will develop their observational skills by using their senses to gather and record information, and they will use their observations to identify patterns, make predictions and refine their ideas. They will explore the way objects and phenomena function, identify parts of a system, and gain an understanding of cause and effect relationships. Students will examine change over varying time periods, and will recognize that more than one variable may affect change. They will be aware of different perspectives and ways of organizing the world, and they will show care and respect for themselves, other living things and the environment. Students will communicate their ideas or provide explanations using their own scientific experience.

Science in the PYP provides opportunities for students to engage in scientific investigations by making accurate observations, handling tools, recording and comparing data, and formulating explanations using their own scientific experiences and those of others. Students will gain experience in testing their own assumptions and thinking critically about the perspectives of others in order to develop further their own ideas.

Science Strands

What do we want students to know?

Living things

The study of the characteristics, systems and behaviours of humans and other animals, and of plants; the interactions and relationships between and among them, and with their environment.

Earth and space

The study of planet Earth and its position in the universe, particularly its relationship with the sun; the natural phenomena and systems that shape the planet and the distinctive features that identify it; the infinite resources of the planet.

Materials and matter

The study of the properties, behaviours and uses of materials, both natural and human-made; the origins of human-made materials and how they are manipulated to suit a purpose.

Forces and energy

The study of energy, its origins, storage and transfer, and the work it can do; the study of forces; the application of scientific understanding through inventions and machines.

All curriculum areas provide an opportunity to utilise the approaches to learning. The science component of the curriculum also provides opportunities for students to:

1. Observe carefully in order to gather data

2. Use a variety of instruments and tools to measure data accurately

3. Use scientific vocabulary to explain their observations and experiences

4. Identify or generate a question or problem to be explored

5. Plan and carry out systematic investications, manipulating variables as necessary

6. Make and test predictions

7. Interpret and evaluate data gathered in order to draw conclusions

8. Consider scientific models and applications of these models (including their limitations)

The science overall expectations in phases will be addressed through the Units of Inquiry and will be scaffolded to support and extend learning as students build their understanding.

Overall expectations for 7 to 9 Years

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

The school offers specialist programmes in the following subjects:

Additional Languages, The Arts (Visual and Performing), Physical Education and Library

Additional languages

The school has an inbuilt additional language curriculum that follows the same strands as the English language arts.  Where possible, the topics from the Transdisciplinary Programme of Inquiry is integrated into the additional language learning.  However, clearly identified processes help students gain confidence in the functional use and knowledge about world languages.

Language permeates the world in which we live; it is socially constructed and dependent on the number and nature of our social interactions and relationships. 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. 

In Grade 3, we offer four additional language options: Hindi, French, Mandarin and Tamil.

In speaking and listening, we develop students’ oral skills  and focus on pronunciations and vocabulary. 

In writing, we focus on including a wider range of vocabulary, more elements of grammar.

We start to develop students’ sentences and simple paragraph writing skills. 

In reading, simple books are used to aid reading. Students attempt small comprehension passages.

In viewing and presenting, we continue developing skills through pictures, posters and videos. 

Personal, social and Physical education (PSPE)

In the PYP, personal, social and physical education (PSPE) is concerned with the individual’s well-being through the promotion and development of concepts, knowledge, attitudes and skills that contribute to this well-being.  The development of a student’s well-being can be implicitly and explicitly addressed through all areas of the PYP curriculum.  Therefore, every teacher has a responsibility to support each student’s personal, social and physical development through all learning engagements both within and outside of the programme of inquiry.

Individual Pursuits

The development of basic motor skills and the body’s capacity for movement through locomotor and manipulative skills and/ or experiences; the techniques, rules and purpose of a range of athletic activities; recognizing a high level of achievement and how to improve a performance.

Movement Composition

Recognizing that movements can be linked together and refined to create a sequence of aesthetic movements.  Movements can be in response to stimuli or performance elements and/ or criteria and can communicate feelings, emotions and ideas.

Games

Recognizing the challenges presented by games, the importance of manipulating space; the categorizing of games; identifying and developing appropriate skills and strategies; recognizing the importance of rules and how they define the nature of a game; modifying existing games and creating new games; teamwork.

Adventure Challenges

A variety of tasks requiring the use of physical and critical thinking skills by individuals and/or groups; challenges that require groups to work together collaboratively in order to solve problems and accomplish a common goal; recognizing the role of the individual in group problem solving.

Health- related fitness

Recognizing and appreciating the importance of maintaining a healthy lifestyle; the body’s response to exercise, including the interaction of body systems and the development of physical fitness.

library

Students have one library session each week.  They may borrow one book at a time.  Books may be exchanged throughout the week as needed.  Students will be learning library etiquette and procedures using the IB Learner Profile attributes.  Story elements, author and illustrator studies, and an inquiry into different genres of fiction will be explored.  Research skills for the Units of Inquiry are strengthened through collaboration between the teacher librarian and homeroom teacher.

Arts are important aspects of the PYP.  They are the means with which students communicate their thoughts, ideas, understandings and feelings.  Through the arts, students explore and construct a sense of self and develop an understanding of the world around them.  Arts provide students with a wide range of opportunities and means to respond to their experiences and engage with historical, social and cultural perspectives.

What we want students to know?

Responding

The process of responding provides students with opportunities to respond to their own and other artists' works and processes, and in so doing develop the skills fo critical analysis, interpretation, evaluation, reflection and communication.  Students will demonstrate knowledge and understanding of the concepts, methods and elements of dance, music and visual arts, including using specialized language. By responding to their own artwork and that of others, students become more mindful of their own artistic development and the role that arts play in the world around them.  

Learners show an understanding that ideas, feelings and experiences can be communicated through arts.  They recognize that their own art practices and artwork may be different from others.  They are beginning to reflect on and learn from their own states of creating artworks.  They are aware that arts may be created with a specific audience in mind.

Creating

The process of creating provides students with opportunities to communiate distinctive forms of meaning, develop their technical skills, take creative risks, solve problems and visualize consequences.  Students are encouraged to draw on their imagination, experiences and knowledge of materials and processes as starting points for creative exploration.This provides opportunities for students to explore their personal interests, beliefs and values and to engage in a personal artistic journey.

Learners show an understanding that they can use arts to communicate their ideas, feelings and experiences.  They use strategies in their work to enhance the meaning conveyed and to make it more enjoyable for others.  They are aware that their work can provoke different responses from others.  They understand the value of working individually and collaboratively when creating different art forms.

visual arts

The Arts scope and sequence at GIIS offers extended skills development and opportunities for learners, who will be involved in the programme through the two strands of creating and responding.  Learner will look into various art elements including line, direction, shape, size, colour, tone and texture as they are engaged in different art experiences.  Students will develop a better understanding of their art inquiry tasks and demonstrate skills required to operate effectively in the art room.  The students will exhibit greater control and purpose in their use of media and respond effectively to their own and other students’ artworks.  The students will reflect on their prior knowledge of drawn and painted works and express creatively understandings of their inquiry units.  They will concentrate on the correct use of different media both effectively and efficiently.  Connections with the classroom Units of Inquiry will be made and students will be encouraged to respond reflectively to the work of others. 

music, dance and movement

As music plays an important role in society, it brings people and communities together. PYP Music classroom develops an internationally minded skilled musician with integration of other subjects and transdisciplinary themes. Children will be involved in the programme through two strands of Creating and Responding where children are exposed to understand the language of Music which supports them to respond to it effectively.

Similarly, students also have opportunities to explore other forms of expression like music, dance, movement and drama.  With the same strands:  Creating and Responding, students explore different concepts.  In a week, they have music and dance and movement twice a week for fifty minutes per session.  These lessons are planned to be integrated with the Units of Inquiry when applicable.  Students consolidate their rhythmic and aural skills as they explore rhythm, pitch, patterns, form and appropriate vocabulary through various genres of music.  Students sing rounds in large and small groups.

Students in the PYP learn to develop confidence in their personal physicality through body awareness, balance, coordination, flexibility and strength.  Teachers offer students experiences that may provoke and inspire them through exposing them to dance and singing performances.  By creating a safe environment for students to express themselves, teachers draw on their students’ creativity with movement.

Students create music using simple tuned and untuned percussion instruments while applying their knowledge of solfage and formal notation.  Students are given opportunities to perform through the year.  Students will:

• Use vocal sounds, rhythms and instruments to express feelings or ideas

• Sing with accuracy and control focusing awareness on the musical elements

• Analyse different compositions describing how the musical elements enhance the message

• Deliver a musical message to different audiences

• Create and perform a movement sequence using known musical elements

• Improvise upon a basic pattern to reinforce the importance of the individual within the group

• Express themselves as individuals through musical composition

• Describe the ideas and feelings communicated through body movement

• Respond to word, rhythm and/or music through movements

• Communicate and express feelings through body movements

• Explore the dynamic flow of body movements such as fast, slow, big, small, strong, smooth, sharp, tension and relaxation

• Move freely through the space to show levels of low, medium and high and change of direction