IB

PYP 3

PYP 3
PYP 3 PoI 2021-2022

The Primary Years Programme (PYP) presents schools with a comprehensive plan for high quality, international education.

It provides schools with a curriculum framework of essential elements — the knowledge, concepts, skills, attitudes, and action that young students need to equip them for successful lives, both now and in the future.

Schools work with the five elements to construct a rigorous and challenging primary curriculum for international education.
The PYP aims to create a curriculum that is engaging, relevant, challenging and significant for learners in the 3–12 age range. The curriculum is transdisciplinary, meaning that it focuses on issues that go across subject areas.

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Primary Years 3 – English Language

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Primary Years 3 – English Language

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English is our shared language of instruction and communication. In a PYP school the focus is not just on learning language in isolation, but also on the application of language skills across the subject areas and throughout the Programme of Inquiry. Some language is taught as ‘stand-alone’, while other aspects of language are taught in the context of our Units of Inquiry.

We believe students learn best when they have opportunities to learn within meaningful contexts, and when the teaching is in response to students’ needs, interests and previous experiences. Students at OurPlanet come from a wide range of language and cultural backgrounds, which we view as a major asset to our learning community.

Students develop skills in the following strands of language learning :

Oral Language

Listening and Speaking

Visual Language

Viewing and Presenting

Written Language

Reading and Writing

What will students will be working on this year?

  • View visual information and show understanding by asking relevant questions and discussing possible meaning
  • Realize that visual information reflects and contributes to the understanding of context
  • Recognize and name familiar visual texts, for example, advertising, logos, labels, signs, ICT iconography
  • Observe and discuss familiar and unfamiliar visual messages; make judgments about effectiveness
  • Discuss personal experiences that connect with visual images
  • Use actions and body language to reinforce and add meaning to oral presentations
  • Select and use suitable shapes, colours, symbols and layout for presentations; practise and develop writing/calligraphy styles
  • Realize that text and illustrations in reference materials work together to convey information, and can explain how this enhances understanding
  • With guidance, use the internet to access relevant information; process and present information in ways that are personally meaningful
  • Use appropriate terminology to discuss visual texts, for example, logos, font, foreground, background, impact
  • View a range of visual language formats and discuss their effectiveness, for example, film/video, posters, drama
  • Realize that effects have been selected and arranged to achieve a certain impact, for example, the way in which colour, lighting, music and movement work together in a performance
  • Observe and discuss visual presentations; make suggestions about why they have been created and what the creator has been aiming to achieve

  • Develop personal preferences, selecting books for pleasure and information
  • Read texts at an appropriate level, independently, confidently and with good understanding
  • Recognize a range of different text types, for example, letters, poetry, plays, stories, novels, reports, articles
  • Identify and explain the basic structure of a story—beginning, middle and end; may use storyboards or comic strips to communicate elements
  • Make predictions about a story, based on their own knowledge and experience; revise or confirm predictions as the story progresses
  • Realize that there is a difference between fiction and non-fiction and use books for particular purposes, with teacher guidance
  • Recognize and use the different parts of a book, for example, title page, contents, index
  • Read multisyllable words using letters and their phonemes
  • Use a range of strategies to self- monitor and self-correct, for example, meaning, context, rereading, reading on, cross- checking one cue source against another
  • Discuss personality and behaviour of storybook characters, commenting on reasons why they might react in particular ways
  • Discuss their own experiences and relate them to fiction and non- fiction texts
  • Participate in collaborative learning experiences, acknowledging that people see things differently and are entitled to express their point of view
  • Wonder about texts and ask questions to try to understand what the author is saying to the reader

  • Use feedback from teachers and other students to improve their writing
  • Use a dictionary, a thesaurus and word banks to extend their use of language
  • Keep a log of ideas to write about
  • Use graphic organizers to plan writing, for example, Mind Maps, storyboards
  • Use familiar aspects of written language with increasing confidence and accuracy, for example, spelling patterns, high frequency words, high- interest words
  • Write legibly, and in a consistent style
  • Over time, create examples of different types of writing and store them in their own writing folder
  • Participate in teacher conferences with teachers recording progress and noting new learning goals; self-monitor and take responsibility for improvement
  • With teacher guidance, publish written work, in handwritten form or in digital format
  • Engage confidently with the process of writing • write about a range of topics for a variety of purposes, using literary forms and structures modelled by the teacher and/or encountered in reading
  • Organize ideas in a logical sequence, for example, write simple narratives with a beginning, middle and end
  • Use appropriate writing conventions, for example, word order, as required by the language(s) of instruction
  • Use increasingly accurate grammatical constructs
  • Proofread their own writing and make some corrections and improvements

Primary Years 3 – Social Studies

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Primary Years 3 – Social Studies

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The social studies component of the PYP is characterized by concepts and skills rather than by content. Therefore, OurPlanet ensures that a breadth and balance of social studies content is covered through the units of inquiry. The knowledge component of social studies in the PYP is arranged into five strands: 

  • Human Systems and Economic Activities
  • Social Organization and Culture
  • Continuity and Change through Time

  • Human and Natural Environments
  • Resources and the Environment 

These strands are concept-driven and are inextricably linked to each other. They also provide links to other subject areas of the PYP curriculum model.

What will students will be working on this year?

  • Explain people’s responsibilities regarding the use of resources from the environment
  • Describe the relationships between the location of water and population distribution

  • Formulate and ask questions about the past, the future, places and society
  • Use and analyse evidence from a variety of historical, geographical and societal sources
  • Orientate in relation to place and time
  • Identify roles, rights and responsibilities in society
  • Assess the accuracy, validity and possible bias of sources

Primary Years 3 – Mathematics

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Primary Years 3 – Mathematics

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In the IB Primary Years Programme (PYP), mathematics is also viewed as a vehicle to support inquiry, providing a global language through which we make sense of the world around us. It is intended that students become competent users of the language of mathematics, and can begin to use it as a way of thinking, as opposed to seeing it as a series of

facts and equations to be memorized. The aim of our Mathematics programme is to develop students into confident mathematical thinkers, with a sound knowledge of number and the creativity to apply this knowledge to solve problems in many ways.

Instruction and assessment of Mathematics is organised around 4 strands/skills:

  • Number
  • Pattern and Function
  • Data Handling

  • Measurement
  • Shape and Space

What will students will be working on this year?

  • Understand that patterns can be analysed and rules identified
  • Understand that multiplication is repeated addition and that division is repeated subtraction
  • Understand the inverse relationship between multiplication and division
  • Describe the rule for a pattern in a variety of ways
  • Represent rules for patterns using words, symbols and tables
  • Use number patterns to make predictions and solve problems

  • Select appropriate graph form(s) to display data
  • Understand that scale can represent different quantities in graphs
  • Collect, display and interpret data using simple graphs, for example, bar graphs, line graphs
  • Design a survey and systematically collect, organize and display data in pictographs and bar graphs
  • Select appropriate graph form(s) to display data
  • Understand that data can be collected, displayed and interpreted using simple graphs, for example, bar graphs, line graphs
  • Understand that one of the purposes of a database is to answer questions and solve problems
  • Identify, read and interpret range and scale on graphs

  • Use standard units of measurement to solve problems in real-life situations involving length, mass, capacity, money and temperature
  • Understand the use of standard units to measure, for example, length, mass, money, time, temperature
  • Understand that tools can be used to measure
  • Understand that time is measured using universal units of measure, for example, years, months, days, hours, minutes and seconds
  • Read and write digital and analogue time on 12-hour and 24-hour clocks
  • Use timelines in units of inquiry and other real-life situations

  • Understand the properties of regular and irregular polygons
  • Understand congruent or similar shapes
  • Sort, describe and model regular and irregular polygons
  • Describe and model congruency and similarity in 2D shapes analyse and describe 2D and 3D shapes, including regular and irregular polygons, using geometrical vocabulary
  • Identify, describe and model congruency and similarity in 2D shapes

Primary Years 3 – Science

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Primary Years 3 – Science

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The science component of the PYP is characterized by concepts and skills rather than by content. Therefore, OurPlanet ensures that a breadth and balance of science content is covered through the units of inquiry. The knowledge component of science in the PYP is arranged into four strands:  

  • Living things
  • Earth and Space

  • Materials and Matter
  • Forces and Energy

What will students will be working on this year?

  • Investigate how buildings and other structures stand up (for example, piles, buttresses, I-beam girders)
  • Investigate the construction of a building or structure and identify the materials used
  • Critique the impact of a structure on the natural environment
  • Explain people’s responsibility regarding the use of materials from the environment

  • Observe carefully in order to gather data
  • Identify or generate a question or problem to be explored
  • Use a variety of instruments and tools to measure data accurately
  • Plan and carry out systematic investigations, manipulating variables as necessary
  • Make and test predictions
  • Interpret and evaluate data gathered in order to draw conclusions

Primary Years 3 – Arabic A

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Primary Years 3 – Arabic A

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Primary Years 3 – Arabic B

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Primary Years 3 – Arabic B

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Primary Years 3 – Arts

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Primary Years 3 – Arts

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At OurPlanet we offer Music, Visual Arts and Drama. Each of these arts is a significant discipline in its own right, but the transdisciplinary nature of arts gives them relevance throughout the curriculum. Arts promote attitudes such as empathy and appreciation, and skills such as analysis, that help us to see the uniqueness of each person as well as explore the commonalities that connect us.

Work in arts is a way of conveying meaning, sharing a culture, developing one’s sense of self, and expanding knowledge. It provides opportunity to reflect on aesthetic experience, to engage the imagination and explore what is uncertain. Through engaging with and creating artworks, learners are encouraged to reconsider familiar concepts and think about issues of culture and identity.

What will students will be working on this year?

  • Express one or more moods/feelings in a musical composition
  • Create music to represent different cultures and styles
  • Create a soundscape based on personal experiences
  • Collaboratively create a musical sequence using known musical elements (for example, rhythm, melody, contrast)

  • Compare, contrast and categorize artworks from a range of cultures, places and times
  • Provide constructive criticism when responding to artwork
  • Recognize that different audiences respond in different ways to artworks

  • Create artwork for a specific audience

Use a range of strategies to solve problems during the creative process.

Primary Years 3 – Physical Education

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Primary Years 3 – Physical Education

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Physical education in a PYP school is more than just student participation in sports and games. Its purpose should is:

  • To develop a combination of transferable skills promoting physical, intellectual, emotional and social development
  • To encourage present and future choices that contribute to long-term healthy living 
  • to understand the cultural significance of physical activities for individuals and communities

The development of overall well-being is defined through three common strands that have relevance to all teachers: 

  • Identity
  • Active Living 
  • Interactions

These strands are concept driven and have been designed to interact with each other, working together to support the overall development of students. 

What will students will be working on this year?

  • Identify ways to live a healthier lifestyle
  • Understand that there are substances that can cause harm to health
  • Demonstrate an understanding of the principles of training in developing and maintaining fitness
  • Demonstrate greater body control when performing movements

  • Describe similarities and differences between themselves and others through the exploration of cultures, appearance, gender, ethnicity, and personal preferences
  • Express hopes, goals and aspirations
  • Recognize others’ perspectives and accommodate these to shape a broader view of the world
  • Reflect on inner thoughts and self-talk

Curriculum