Grade 3

CURRICULUM GUIDE

2023 - 2024
Concept-driven: Students spend their
time at school exploring and learning about important concepts that have relevance in their
own lives, and that they can transfer to other contexts. Our aim is to develop students’
understanding of big ideas, n

As an International Baccalaureate (IB) World School, we at Bonn International School are

committed to the Primary Years Programme (PYP). This is the IB programme designed for
students aged 3–12 years. At BIS, students are in the PYP from Early Learning until Grade 5.
The PYP is the best preparation for the IB programmes that follow, the Middle Years
Programme (MYP) in Grades 6 - 10 and the Diploma Programme (DP) in Grades 11 and 12 .

The PYP is an international curriculum framework, based on best practice and research from
around the world. The programme focuses on the development of the whole child, both in the
classroom and in the world outside. We challenge students to excel in their learning and in
their personal growth, and we aim to inspire in them a quest for learning throughout life.

Learning in the PYP is:

Inquiry-based: We believe children learn best through structured, purposeful inquiry. Students
are expected to play an active role in, and take responsibility for, their own learning. Students
are encouraged to ask questions, investigate and find ways to answer these questions, and to
sustain this enjoyment of learning throughout life.

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BIS Grade 3 Programme Information and Curriculum
Collaborative: Learning is a social endeavour, and there is great emphasis on sharing, group
work and collaboration at our school. Students learn to communicate well, to encourage each
other, and to develop an open mind so they can learn from each other.

Differentiated: The learner is at the heart of our curriculum framework. Children come to school
with a range of experiences, backgrounds and prior knowledge. Teachers in the PYP aim to
design learning to suit children at all different levels of competence or experience, providing
support for those who need it, and extensions for those who need more challenge.
ot just their knowledge or skills.

The Learner Profile Attributes

International mindedness is defined by the IB in the attributes of the Learner Profile. The PYP
curriculum design supports students in developing these attributes, which are actively modeled
by all members of our learning community. The Learner Profile attributes help develop
internationally minded people. We want our learners to become:

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 analyze 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
forms. 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:

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BIS Grade 3 Programme Information and Curriculum
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.

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.

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, 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.

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.

Concepts
Our aim is for students to develop an understanding of big concepts, to explore these concepts
in different ways, and to be able to apply their understanding of these concepts to new and
unfamiliar situations. Our Units of Inquiry are organized in such a way that they offer
opportunities for students to explore the PYP key concepts multiple times and in lots of ways
throughout the PYP. These key concepts are:

Form (what is it like?)

Function (how does it work?)
Change (how is it changing?)
Connection (how is it connected to other things?)
Causation (why is it like it is?)
Responsibility (what is our responsibility?)
Perspective (what are the points of view?)

Approaches to Learning

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BIS Grade 3 Programme Information and Curriculum
Students develop a range of transdisciplinary skills throughout the PYP. These skills are
divided into the following sets of skills:

Communication skills
Social skills
Self-management skills
Research skills
Thinking skills

Action
We believe that real learning will lead to some action or some change in attitude or thinking.
Once something is learned and fully understood, it will lead to action of some kind. Student
action in the PYP can be big or small, happen at school or at home, and will develop over time.
Examples of student action might be: including more people on the playground, choosing
healthy foods, trying a new activity, turning off the lights when leaving a room, and lots more.

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BIS Grade 3 Programme Information and Curriculum
 The Programme of Inquiry in Grade 3

Each school year, students explore six different ‘Units of Inquiry’. Each unit of inquiry lasts for
approximately 6 weeks. The units are designed to be relevant, significant, engaging and
challenging, as well as developmentally appropriate. Our units provide the context for much of
the learning in Language and Mathematics, as well as all content within Science and Social
Studies. Units of Inquiry are transdisciplinary and, where appropriate and authentic,
connections are also made between the units and the single subjects Music, Visual Arts,
German and PE.

Grade 3 Units of Inquiry

Who we are Where we are in place How we express ourselves

and Time
An inquiry into the nature of An inquiry into the ways in which
the self; beliefs and values; An inquiry into orientation in place we discover and express ideas,
personal, physical, mental, and time; personal histories; feelings, nature, culture, beliefs and
social and spiritual health; homes and journeys; the values; the ways in which we
human relationships including discoveries, explorations and reflect on, extend and enjoy our
families, friends, communities, migrations of humankind; the creativity; our appreciation of the
and cultures; rights and relationships between and the aesthetic.
responsibilities; what it means interconnectedness of individuals
to be human. and civilizations, from local and
global perspectives.

Central idea Central idea Central idea

Understanding who we are as Discoveries and explorations Cultures express creativity in many
individuals and as a throughout time have changed ways.
community empowers us to the world.
grow as learners. Lines of Inquiry:
Lines of Inquiry: ● What culture means to me
● How values influence ● Reasons for exploration ● Different symbolism within
our choices ● The discoveries and cultures
● How multiculturalism experiences of trailblazers ● Artistic representation of
affects our perspective ● The impact of exploration beliefs and cultures
● Developing empathy and discoveries on
through learning about cultures, communities,
others and the environment

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BIS Grade 3 Programme Information and Curriculum
 How the world works How we organize Sharing the planet
ourselves
An inquiry into the natural world An inquiry into rights and
An inquiry into the
and its laws; the interaction responsibilities in the struggle to
interconnectedness of
between the natural world share finite resources with other
human-made systems and
(physical and biological) and people and with other living things;
communities; the structure and
human societies; how humans communities and the relationships
function of organizations; societal
use their understanding of within and between them; access
decision-making; economic
scientific principles; the impact to equal opportunities; peace and
activities and their impact on
of scientific and technological conflict resolution.
humankind and the environment.
advances on society and on
the environment.

Central idea Central idea Central idea

Human survival is connected to In a workplace people share Water usage can cause conflict
understanding the continual responsibility towards a common amongst communities.
changing nature of the Earth. purpose.
Lines of Inquiry:
Lines of Inquiry: Lines of Inquiry:
● How the different ● The purposes of ● The importance of water as
components of the workplaces a finite resource
Earth are interrelated ● How workplaces are ● Causes of conflict
● Why the Earth has organized ● Different views on how to
changed and is ● How people work manage water
continuing to change together to achieve a ● Our responsibility as global
● Human responses to common purpose citizens
the Earth’s changes

Languages
Language
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 BIS come from a wide range of language and cultural backgrounds,
which we view as a major asset to our learning community.

In a PYP language classroom:

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BIS Grade 3 Programme Information and Curriculum
 - Students and teachers appreciate language diversity
- All students feel supported in taking risks in language learning
- There are close connections with the Media Centre, other classrooms and single
subject teachers
- Students connect to the broader world through technology
- Students have many opportunities to engage with high-quality literature

Students develop skills in the following strands of language learning:

- Written Language: Reading and Writing
- Oral Language: Listening and Speaking

Our English programme encompasses a readers’ and writers’ workshop model, as well as
offering opportunities to develop speaking and listening skills within an integrated programme.

Students develop skills and understandings across the four areas of language learning.

Reading ● Different types of texts serve different purposes

● The structure and organization of written language influences and conveys
meaning
● Reading and thinking work together to enable us to make meaning
● Applying a range of strategies helps us to read and understand new and
more complex texts
● Identifying the main idea in a text helps us to understand what is important

Writing ● 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 to appreciate it
● Rereading and editing our own writing enables us to express what we want
to say more clearly
● The structure of different types of texts includes identifiable features
● We write in different ways for different purposes

Speaking and ● Taking time to reflect on what we hear and say helps us to make informed
Listening judgments and form new opinions
● Spoken communication is different from written communication - it has its
own set of rules
● Thinking about the perspective of our audience helps us to communicate
more effectively and appropriately
● Spoken language varies according to the purpose and audience

Readers and Writers Workshop:

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BIS Grade 3 Programme Information and Curriculum
We work with the Readers and Writers Workshop model, based on the resources developed
by the Columbia University Teacher’s College Reading and Writing Project. The workshop
model consists of several components each day, allowing for teachers to teach specific skills
and for students to have time to practice and apply the skills taught. The workshop model also
allows teachers to support and challenge all students, no matter their level of competence.
Each year, we teach four Writing Units of Study and four Reading Units of Study.

Writing Units of Study in Grade 3:

● ‘Small moments’ - writing personal narratives
● ‘The Art of Information Writing – Expository Nonfiction’
● ‘Once Upon a Time’ - adapting and writing fairy tales
● ‘Changing the World’ – Persuasive writing

Reading Units of Study in Grade 3:

● ‘Building a Reading Life’ - developing routines as a reader, building stamina
● ‘Navigating Nonfiction in Expository text’ - determining importance
● ‘Following Characters into Meaning’ - developing comprehension and analysis skills
● ‘Solving the Mystery before the Detective’ - reading mysteries

Spelling:
We work with the spelling programme ‘Read Write Inc.’. Students take part in short, focused
sessions which are based on structured and cumulative activities exploring rules and concepts,
enabling the students to become confident at spelling familiar and unfamiliar words.

German
All students at BIS study the German Language. Students enter either German Language and
Literature (for students who speak German at a native language level) or German Language
Acquisition (for students learning German as an additional language). German Language
Acquisition is further divided into three phases of language acquisition. Students are carefully
assessed and monitored to ensure accurate grouping of students. Students of all classes
within the grade level have German at the same time, as we have three different groups with
three German teachers. As in the English language, students work on written and oral
communication skills in German. Aspects of German culture are explored through our host
country celebrations such as St. Martin in November and Karneval in February. Students in the
German programme also learn other aspects about Germany within some topics/Units of
Inquiry in their language programme.

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BIS Grade 3 Programme Information and Curriculum
Mathematics
We believe that students learn best through purposeful, structured inquiry. 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. Our main resource for teaching mathematics is the New Zealand Numeracy
Framework, an inquiry-based model for teaching mathematics. This framework involves a clear
outline of progression in number knowledge and strategies, as well as rigorous assessment
tools for tracking students’ development. Mathematics lessons are usually differentiated, with
students working on a variety of tasks in various different flexible groupings, in order to
challenge and support all students, regardless of their level of competency or experience. For
more information on the NZ Numeracy Framework, follow this link to the parent section of the
website (please note that Grade 3 at BIS is the equivalent of Year 4 in New Zealand):
http://nzmaths.co.nz/families

The different strands of Mathematics are:

- Number (Addition and Subtraction, Multiplication and Division, Proportion and Ratios)
- Geometry and Measurement
- Statistics and Probability

In Grade 3, students work within the Number Strand for about 60/70% of the mathematics
teaching time. Students typically work through Stage 5 of the Numeracy Framework, though of
course some students may work in a higher or lower stage. The expectation is that students
have mastered all outcomes within Stage 5 at the end of Grade 3. The strategies and
knowledge in this phase will take about two years to develop completely, and some aspects
might be consolidated earlier or later than other aspects.

Specific outcomes in Stage 5 are:

Number Knowledge
● Identify numbers on the range 0-1000
● Say the forwards and backwards number word sequence by ones, tens and hundreds in
the range 0-1000
● Order the numbers in the range 0-1000
● Recall doubles to 20
● Recall addition and subtraction facts to 20
● Recall groupings within 100
● Recall the number of tens and hundreds in 100s and 1000s
● Round three digit whole numbers to the nearest 10, or 100
● Identify the symbols for halves, quarters, thirds, fifths and tenths
● Order fractions with the same denominator

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BIS Grade 3 Programme Information and Curriculum
 ● Know the number 1, 10, 100 before and after a given number in the range 0-1000

Number Strategies
● Solve addition and subtraction problems by using doubles
● Solve addition problems by using compatible numbers
● Solve addition and subtraction problems by going through tens
● Solve addition and subtraction problems by using place value partitioning
● Solve addition and subtraction problems by compensating with tidy numbers
● Solve multiplication problems by using repeated addition
● Solve 5 times tables by doubling and halving
● Find unit fractions of sets
● Find unit fractions of regions
● Solve division problems by sharing

Geometry in Grade 3
● Describe the difference between movement and direction
● Order a set of movement and direction instructions
● Create a set of instructions
● Use a map to identify views from a location
● Use compass directions to describe the direction of landmarks
● Describe pathways between map locations
● Make shapes with tessellations
● Investigate shapes that tessellate
● Make geometric patterns by translating, reflecting and rotating
● Create simple tessellations
● Identify repeating elements in simple tessellations

Measurement in Grade 3
● Recognize the need for a standard unit of area
● Measure surfaces using square centimetres
● Estimate the measure of surfaces using square cm
● Recognize the need for a standard unit of volume
● Measure to the nearest litre and half litre
● Make sensible estimates about the volume of given objects
● Carry out conversions between ml and liters
● Estimate volume using litres and millilitres
● Accurately measure using litres and millilitres
● Estimate weight in kg and grams
● Measure accurately using kg and grams
● Record measurements in kg and g using decimal notation

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BIS Grade 3 Programme Information and Curriculum
 ● Discuss the need a standard measure of mass
● Make sensible estimates about the mass of given objects
● Understand clockwise and anticlockwise directions
● Estimate and measure angles using other angles

Statistics and Probability in Grade 3

● Make statements about probabilities shown on a spinner and evaluate others’
statements, providing reasons
● Play probability games and discuss all possible outcomes
● Compare and order the likelihood of simple events
● Discuss the fairness of games and adjust rules to make the game fairer

Personal, Social and Physical Education (PSPE)

Personal and Social Education
The development of a student’s well-being is addressed through all areas of the PYP
curriculum. Therefore students’ social, personal and emotional development is the shared
responsibility of all teachers at BIS. Children are given guidance to help develop positive
attitudes and behaviours in order to meet challenges, make healthy lifestyle choices, and
become successful learners.

Physical Education
Physical Education at BIS is about more than just student participation in sports and games. Its
purpose is to develop a combination of transferable skills promoting physical, intellectual,
emotional and social development. During the PYP, we endeavor to provide meaningful
opportunities for learning about movement and through movement in a range of contexts.

Students in Grade 3 have PE lessons in the Sports Hall two periods per week. Depending on
the time of year, some lessons take place outside on our fields.

PE units in Grade 3 include:

● Floor Hockey
● Parkour and Gymnastics
● Movement Composition: Cultural elements
● Paralympics: inclusion, determination
● Invasion games: Basketball, capture the flag
● Adventure challenge - Team Building, game creation

The Arts

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BIS Grade 3 Programme Information and Curriculum
Learning about and through the Arts is fundamental to the development of the whole child. It
promotes creativity, critical thinking, problem-solving skills and social interactions. Through our
Arts Programme students develop attitudes such as appreciation, empathy and Learner Profile
attributes such as being a communicator and a risk-taker.

At BIS students have three periods of Visual Arts and three periods of Music over a ten-day
cycle. Lessons take place in the Primary Art Room and the Primary Music Room.

Visual Art units in Grade 3 include:

● Shadow Art: Scherenschnitte & Silhouettes
● Purposes of Art
● Careers in Art & Package Design
● Wildlife Watercolours
● Rocks & Minerals

Music units in Grade 3 include:

● Exploring the recorder (sound, notes, fingering technique)
● Musical notation
● Singing (as part of the Upper Primary School Choir)
● Musical elements: Timbre
● Music appreciation: Poetry and Music

Seesaw
Students are involved in learning how to assess, and reflect on, their own and others’ work.
Seesaw is an online assessment, journal and portfolio tool. Seesaw is used to record student
progress, to plan for their next steps in learning and to document the learning journey. Parents
log on to see and respond to examples of their children’s learning.

Assessment and Reporting

In the PYP, assessment is integral to all teaching and learning. We use assessment data to
inform our planning. This enables us to differentiate our programme so that each student is
included, engaged and challenged at their own level.

Teachers use a range of assessment strategies and tools for formative (assessment FOR
learning) and summative (assessment OF learning) assessments.

We also use a range of standardized assessment tools to keep track of children’s progress, in
Grade 2 these include:

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BIS Grade 3 Programme Information and Curriculum
 - Developmental Reading Assessment (DRA) - administered at least twice a year to give
an indication of reading level
- On demand writing samples using the Lucy Calkins Scaled Score Rubric - administered
twice a year
- GloSS (Global Strategy Stage) Mathematics Assessment - administered at least twice
a year to track student progress through the New Zealand Numeracy Framework

Annual Reporting Cycle

There are several opportunities each year for parents to be informed about their child’s
progress at school. In addition to the scheduled conferences, parents are encouraged to
engage in open conversations with their child’s teachers throughout the year, and can make
appointments to speak with the teachers whenever they so wish. Teachers may also request
additional meetings with parents if needed. Parents are also kept up to date through regular
posts on the digital portfolios, Seesaw and Tapestry.

Scheduled reporting times are:

October Students in Grade One - Grade Five will participate in a

three-way meeting with the teacher and parent to
establish learning goals for the year.

January Parent/teacher conferences are scheduled where you

can discuss the progress your child is making.

March Parents are invited in for a student-led conference

whereby each student will talk through their learning
progress with their parents.

June At the end of the year, parents receive a formal written

report for the academic year.

Students in Grades 3 - 5 will carry out the International Schools Assessment. This is primarily
used by the school to document growth and to track patterns across time.

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BIS Grade 3 Programme Information and Curriculum
Student Support
At BIS, we have a range of ways in which we support our students. We believe that sound
relationships between teachers, support staff and students, as well as between students, are
vital to ensure a good learning environment. Our aim is for all our students to feel safe, to feel
accepted, to feel included and to feel cared about. We have a Primary School Counselor, who
works with those students who might need some additional emotional or social support. She
also works with whole classes on issues that might impact all children, such as bullying or
safety issues.

The philosophy of the Learning Support Department at BIS is to empower students with
learning differences to become confident, independent, well-balanced, responsible global
citizens who can self-advocate and find their own path to success. Our Learning Support
Programme is designed for students with mild to moderate learning difficulties. The LS
teachers work in collaboration with homeroom teachers and parents to ensure that these
students can make progress and show academic growth.

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BIS Grade 3 Programme Information and Curriculum