Language
Students are encouraged to write for many purposes. They use the conventions of written language as they work through the writing process of planning, drafting, editing and publishing. They write in varied text forms such as reports, recounts, narratives, poetry, biographies, fairy tales, and journal letters.
The students are exposed to and read picture books, folk tales, novels, poetry, biographies and factual books. Guided reading helps to make connections to text and characters in the books they read. Students use a range of techniques to deliver talks and presentations on a variety of subjects.
Mathematics
The Year Three Mathematics curriculum helps students build on their understanding of number sense. They develop confidence in thinking and communicating mathematical strategies effectively. They further develop their problem solving skills and strategies to help them arrive at an answer efficiently and accurately. They consolidate their understanding of representing numbers and patterns in the number system. Students recognise and use commutative and associative properties of addition and multiplication, add and subtract whole numbers, explore fractions with like denominators and decimal to hundredths. They multiply and divide two-digit and three-digit numbers. They estimate and measure length, volume, capacity and perimeters. Students also explore and classify geometric shapes and angles, as well as describe the faces, edges and vertices of 3D shapes using equipment and diagrams. Students learn to express time in both analogue and digital forms, and read ‘past’ and ‘to’ the hour. Students collect, display and compare survey data using Venn diagrams and bar charts.
General Studies
Strong and Stable Structures
During this unit students explore various structures in their environment and the supporting framework of these structures such as trusses, arches and domes. Students have the opportunity to construct displays and experiment with suitable materials and shapes to make a structure that is both strong and stable. They use appropriate Science and Technology vocabulary including: experiment, explore, purpose, rigid, flexible, solid, stability, balance, and load in all oral and written communication. Various forms of forces are examined and what accommodations are made when designing a structure (weather, climate, terrain, etc.).
Light
During this unit students have the opportunity to explore how light travels from its source to our eyes. They investigate the characteristics and properties of light including how light travels in a straight line. They also investigate direction changes in light such as reflection and refraction. They inquire into how blocking of light leads to the formation of shadows. Students also inquire into how objects are seen by studying the parts of the eye such as pupil, lens and retina. Students plan, design and conduct hands on experiments throughout this unit.
Growth and changes in Plants
During this unit students plant their own gardens and observe, record and gather data on how different plants grow. Students investigate the different uses of plants such as food, homes, medicine and building materials. They identify significant parts of plants including the root, stem, flower, stamen, pistil, leaf, seed and fruit. Students assess ways in which plants have an impact on society and the environment and how human activity impacts on plants and plant habitats.
Respiratory and Circulatory Systems
During this unit students have the opportunity to explore the basic structure and function of the respiratory system. They inquire into how oxygen is obtained and made available to the rest of the body. Additionally, they explain how the respiratory system removes the waste product carbon dioxide from the body. Students become familiar with and use the scientific vocabulary of trachea, bronchus, bronchiole, alveoli and lungs. They also understand the factors that affect our breathing and how they can promote healthy living.
Students learn about the key components of the circulatory system such as arteries, veins, heart, blood vessels, and lungs. They demonstrate their knowledge of how blood travels through our body using computer-generated programmes to present their conclusions.
Ancient Civilisation: Egypt
This unit explores the geographical and social structures of Ancient Egypt. Students have the opportunity to explore Egyptian religious beliefs, including gods and goddesses they worshipped and their ceremonial burial system. Whilst inquiring into the various aspects of Ancient Egypt, students come to understand that the past cultures have a strong influence on our lives today. Students study the evolution of language; farming techniques past and present; engineering feats such as the pyramids at Giza, as well as food preparation. Students examine ancient Egyptian artefacts that have survived and what can be learned from them about ancient Egyptian society. Students are required to locate and use relevant information from a variety of sources to gather their knowledge. They organise and prepare this information for a formal presentation.
Biographies of Significant People
This unit explores the lives of significant people in Asia and how these people have influenced the lives of others and world events. Students explore what motivates or inspires people to change the world and the importance of voice and leadership. Students explore how and what we can learn from the lives of famous people because of their achievements.
Music
The German Swiss International School of Hong Kong offers a comprehensive and varied music programme, which is two-fold:
1. Classroom Programme
Every class in the English Primary Department has two music lessons per week with a specialist music teacher. These lessons are a balance of LISTENING, COMPOSING, PERFORMING (singing, playing and moving) and cover a wide variety of musical styles. The focus is always on the concepts of music.
The programme aims to extend the child’s musical experience, knowledge and understanding of a wide variety of musical styles from all over the world. At the same time opportunity is given for children to draw on their own musical experience and knowledge and use these skills to enhance their learning.
Year 3
- Focus is on concepts of beat, rhythm and pitch and the introduction to the pentatonic scale and simple harmony.
- Children use tuned and untuned percussion to consolidate the concepts and create their own music, using improvisation and simple notation.
- Music of other cultures
- Songs and listening works are chosen to reflect or relate to General Studies topics
2. Extra Curricular Activities
There are three performance groups that function as Extra Curricular Activities (ECA).
- Orchestra – Open to any child from Years 3 – 6 . This does not require an audition but the children must play an orchestral instrument and be of an advanced enough level to cope with the music. The Orchestra meets once a week.
- Junior Choir – open to any child from Years 3 and 4. This does not require any audition. The choir rehearses once a week.
- Recorder Ensemble – Open to any child from Years 3-6. There are two ensembles, advance and beginner. These do not require an audition but children will be guided into the appropriate level.
All the Music ECA groups work towards a programme of public performances. They are featured in some or all of the concerts throughout the year: Christmas Concerts, Spring Concert, Assemblies, and Special Celebrations etc.
Library
The library programme aims to deepen understanding and appreciation of literature and to develop information literacy skills. Learning is more powerful when skills are contextualised and not taught in isolation. The library programme is taught by a Teacher Librarian, in collaboration with class teachers, to target specific learning outcomes related to units of work being studied in class. Students learn new ways to think about, and critically analyse texts and develop a range of transferable skills, strategies and understandings.
Briefly, the aim of the Information Literacy programme is to develop skills to enable students to locate information for a purpose, use a variety of strategies to record and think about the information, and then share their new knowledge. Information Literacy is often taught cooperatively with the ICT teacher, to integrate 21st Century skills and learning technologies.
The Literature Skills programme exposes students to a wide range of carefully selected, high quality texts across a variety of genres, to broaden their experience with literature. Students develop abilities to distinguish between realism and fantasy and discuss elements of plot, setting, character, theme, emotions and the relationship between text and illustrations.
Weekly timetabled sessions in the Library Information Resource Centre, can incorporate shared reading, teaching new skills and a focused task to complete. There is also time for browsing and home borrowing.
Learning Technology
Learning Technology is a digital tool which supports cognitive development, problem solving and thinking skills; it enables students to construct, represent and remix their own and others knowledge from the vast amounts of information available to them.
Learning Technology is represented by a combination of hardware and software solutions. In the EPD students are exposed to a range of hardware solutions such as laptops, video recorders, data-loggers, sound recorders and GPS. The majority of software solutions used will be Free and Open Source and browser based – examples can be seen in the Learning Technology room on LEO.
The main purpose of Learning Technology is to support learning skills such as enquiry, reflection and communication. It enhances our students’ learning capacity by making them more independent and creative learners. Learning Technology give students more choice and enable them to be more creative about how they represent and express their ideas and understandings. Particular emphasis is placed on developing Information and Digital Literacy skills.
Inquiring with Learning Technology
Students use Learning Technology for inquiry and research. They identify information needs, locate and access information. They organise, use and interpret information to improve their understanding.
Creating with Learning Technology
Students use Learning Technology to be creative in the way they extend and represent their thinking skills. They use Learning Technology to analyse problems and information needs, develop strategies and evaluate solutions. They make decisions about appropriate use of Learning Technology solutions They use Learning Technology to generate ideas and plans and to monitor and reflect on their learning.
Communicating with Learning Technology
Students use Learning Technology to enhance communication. They learn to communicate and apply Learning Technology to present information, engage with diverse audiences and collaborate. They communicate face-to-face and remotely with individuals and networks. Students experience and share alternate views, construct new understanding and develop empathy with others.
Operating Learning Technology
Students gain an understanding of the systems they are operating. Skills in operating one system can be transferred and built upon when operating other systems. They learn to apply Learning Technology standards and conventions. They apply preventative strategies to protect systems and data and solve basic Learning Technology-related problems.
Year Three Programme Outline
The children learn how to access and manage files in their own cyber locker. Their use of technology is directly linked to class based learning activities – usually from General Studies. They learn how to use additional tools from Textease such as borders, text types, colours, tables, columns to create well designed displays or stories. They learn how to represent data as graphs and charts as well as learn how conduct simple searches on the Internet. They make more use of sound – learning how to edit and publish multiple sound tracks ( linked to Ancient Egypt Topic) and publish podcasts; they also learn how to use animations to represent their understanding of Body Systems ( using 2Animate) and integrate these with video presentations. By the end of the year they have begun to create simple portfolios on LEO, adding text and graphics. After camp they learn how to use Photostory to learn how to create a multi-media account of their experiences.
Physical Education
The Year Three Physical Education Programme focuses on leading a healthy and active lifestyle. Students explores basic gymnastics, dance, swimming, running and jumping activities. They have the opportunity to develop teamwork and sport-specific skills through netball, basketball, handball, and hockey and volleyball cricket and rounders. There are matches with other schools in swimming, hockey and football.
Various types of assessment are used such as peer assessment and also the use of dartfish technology, which allows them to perform and then watch their own performance on a screen. ASA swimming distance badges are taken in mid November. They have the opportunity to exhibit their athletic skills at Sports Day where they compete in long jump, mini hurdles, high jump, sprint, relay, throwing and jogging.
