Primary 3 AY 2024/2025 Semester 1 Area of coverage

Unit of inquiry Themes Content

Unit of Inquiry 1 Who We Are Central idea:

Children worldwide deal with different rights and responsibilities.

Key concepts: Change, Perspective, Responsibility

Related concepts: children's rights, responsibilities,

organisations, movement

Lines of inquiry:
1. RIghts and responsibilities of children
2. Children face different challenges and opportunities
3. Ways nations work to protect children

Approaches to Learning (ATL) skills:

● Research skills
● Thinking skills
Unit of Inquiry 2 How The World Central idea:
Works Discovery and understanding of the natural laws allows humans
to innovate.

Key concepts: Form, Function, Connection

Related concepts: discoveries, inventions, technology,

innovation, advancements

Lines of inquiry:
1. Discovering natural laws
2. How innovations are made
3. Impact of innovations on society

Approaches to Learning (ATL) skills:

● Research skills
● Communication skills
Unit of Inquiry 3 How We Express Central idea:
Ourselves People experience and define art differently for various
purposes.

Key concepts: Form, Change, Perspective

Related concepts: evolution, aesthetic , appreciation, techniques

Lines of inquiry:
1. Different forms of arts
2. Evolution of arts through time
3. Art as a form of expression

Approaches to Learning (ATL) skills:

● Self Management skills
● Communication skills
● Social skills
Subject Strands Content / Descriptors

Science Living Things ● identify similar parts of the skeleton in some other
species
● list similarities eg they all have spines (or backbones)
and skulls, and differences eg the cat’s bones are much
smaller than the human bones
● describe the characteristics of bones as materials eg the
bones are hard, strong and identify differences between
bones from different animals eg the fishbones are much
smaller and easier to break -locate and name some
bones eg ribs, spine, skull
● state that their skeleton grows from birth to adulthood
● explain that all bodies need support, but that not all
animals have an internal skeleton to do this
● explain that in order to move eg their arms and legs a
muscle, attached to a bone, has to contract
● relate this to other parts of their bodies eg the face
(smiling and eating) and the back (bending and
stretching)
● explain that as one muscle relaxes another contracts
and this results in movement
● give descriptions showing they understand that their
muscles work harder during exercise than when they
are sitting still
Forces and Energy ● use a force meter to measure forces, reading the scale
accurately
● explain that a bigger reading on the force meter shows it
is more difficult to get an object moving than a smaller
reading
● group surfaces into ‘high friction’ and ‘low friction
● given an everyday context eg holding the handlebars on
a bicycle or pulling a drawer out of a desk decide
whether it is important for friction to be high or low
● identify which shapes move easily through water and
explain this in terms of reduction of resistance
● explain in terms of forces why you need to pull hard on
a large surface, eg a kite, an umbrella, a sail to hold it
steady on a windy day eg the air/wind is pushing the
umbrella up so I have to pull hard to hold it steady
● draw a circuit diagram of a working circuit
● construct circuits that match the descriptions given
● identify the purpose of components in a circuit
● explain that with some materials the bulb did not light
because the circuit was not complete
Human systems ● Differentiate between what is wrong and what is right
Social Studies and economic and expresses oneself.
activities ● Expresses personal responsibility to follow rules (e.g.
classroom rules, school rules etc.) by following rules
● Becomes actively involved with creating and observing
rules to protect their rights and the rights of others in the
class and at school.
● Identifies ways in which a government and community
can give equal opportunity to all
 Social Organisation ● Explores how to work together in regard to personal
and Culture differences (E.g. how to share, take turns, help others
and cooperate with others irrespective of personal
differences.)
● Expresses personal opinion & preferences and explores
opinions & preferences of others.
● Gives examples of things people do in order to live
together peacefully in groups (e.g.: say “please”and
“thank you”, take turns, be considerate of others, help
when asked, not laughing at people when they make
mistakes)
● Respects for the rights and decisions of others."d.
Practices the five themes of citizenship. (i.e.: honesty,
compassion, respect, responsibility and courage)
● Recognise that other countries/cultures have enhanced
art, and literature of our nation, e.g., Asian, Arabic
English Language Listening and ● Use relevant strategies to build their vocabulary
Speaking ● Participate in discussions, presentations, performances,
role play, improvisations and debates
● Ask relevant questions to extend their understanding
and knowledge
● Speak audibly and fluently with an increasing command
of Standard English
● Give well-structured descriptions, explanations and
narratives for different purposes, including for
expressing feelings
● Consider and evaluate different viewpoints, attending to
and building on the contributions of others.
Viewing and ● Identify factors that influence personal reactions to
Presenting visual texts; design visual texts with the intention of
influencing the way people think and feel
● Show their understanding that visual messages
influence our behaviour
● Observe and discuss the choice and composition of
visual presentations and explain how they contribute to
meaning and impact, for example, facial expressions,
speech bubbles, word images to convey sound effects
Reading ● Using dictionaries to check the meaning of words that
they have read
● Identifying themes and conventions in a wide range of
books
● Identifying main ideas drawn from more than one
paragraph and summarising these
● Reading books that are structured in different ways and
reading for a range of purposes
● Asking questions to improve their understanding of a
text
● Participate in discussion about both books that are read
to them and those they can read for themselves, taking
turns and listening to what others say
● Discussing words and phrases that capture the reader’s
interest and imagination
● Identifying how language, structure, and presentation
contribute to meaning
● Recognising some different forms of poetry [for
example, free verse, narrative poetry]
 Writing Plan their writing by:
● Discussing writing similar to that which they are
planning to write in order to understand and learn from
its structure, vocabulary and grammar
● Discussing and recording ideas

Draft and write by:

● Composing and rehearsing sentences orally (including
dialogue), progressively building a varied and rich
vocabulary and an increasing range of sentence
structures
● Organising paragraphs around a theme
● In non-narrative material, using simple organisational
devices [for example, headings and sub-headings]
● Select vocabulary and supporting details to achieve
desired effects

Evaluate and edit by:

● Proposing changes to grammar and vocabulary to
improve consistency, including the accurate use of
pronouns in sentences
● Proof-read for spelling and punctuation errors
● Assessing the effectiveness of their own and others’
writing and suggesting improvements
Grammar and ● Using the present perfect form of verbs in contrast to the
Punctuation past tense
● Using and punctuating direct speech
● Indicating possession by using the possessive
apostrophe with plural nouns
● Figurative Language (Onomatopoeia)
● Use further prefixes and suffixes and understand how to
add them
Mathematics Number ● Identify, represent and estimate numbers using
different representations
● Read and write numbers up to 10000 in numerals
and in words
● Find 1000 more or less than a given number
● Order and compare numbers beyond 10000
● Count in steps of 2, 3, and 5 from 0, and in tens
from any number, forward and backward
● Recognise the place value of each digit in a
four-digit number (thousands, hundreds, tens,
ones)
● Solve number problems and practical problems
involving these ideas.
● Round any number to the nearest 10, 100, 1000,
10000
● Read Roman numerals to 10 (I to X) and know that
over time, the numeral system changed to include
the concept of zero and place value
● Add and subtract numbers with up to 4 digits using
the formal written methods of columnar addition
and subtraction where appropriate
● Solve problems with addition and subtraction
● Applying their increasing knowledge of mental and
written methods
● Recall and use addition and subtraction facts to
1000 fluently, and derive and use related facts up
to 10000
● Estimate and use inverse operations to check
answers to a calculation
 ● Solve addition and subtraction two-step problems
in contexts, deciding which operations and
methods to use and why
● Recall and use multiplication and division facts for
the 5,6,7,8 multiplication tables
● Multiply two-digit and three-digit numbers by a
one-digit number using formal written layout
● Solve problems involving multiplying and adding,
including using the distributive law
● To multiply two digit numbers by one digit, integer
scaling problems and harder correspondence
problems such as n objects are connected to m
objects.
● Divide numbers up to 3 digits by a one-digit
number using the formal written method of short
division

Measurement ● Measure, compare, add and subtract: lengths

(m/cm/mm); mass (kg/g); volume/capacity (l/ml)
● Problem solving using money with four operations
up to 10000
● Measure and calculate the perimeter of a rectilinear
figure (including squares) in centimetres and
metres
● Find the area of rectilinear shapes by counting
squares
● Read, write and convert time between analogue
and digital 12- and 24-hour clocks
● Solve problems involving converting from hours to
minutes; minutes to seconds; years to months;
weeks to days

Pattern and ● Understand that patterns can be found in numbers

Function for example odd and even numbers, skip counting
in ones tens, and hundreds from 2 and 3 digit
numbers
● Understand that multiplication is repeated addition
and that division is repeated subtraction

Mandarin Listening and ● Join in with poems, rhymes, songs and repeated
Language Speaking phrases in shared books
● Repeat/echo single words and phrases
Phase 1 ● Recognise familiar signs, labels and logos, for example,
pedestrian walking sign, emergency exit sign, no dogs
allowed; identify similarities and differences
● Select and incorporate colours, shapes, symbols and
images into visual presentations
● Name classmates, teachers and familiar classroom and
playground objects
● Follow classroom directions and routines, using context
cues
Viewing and ● Observe visual cues that indicate context; show
Presenting understanding by matching pictures with context
● Recognise familiar signs, labels and logos, for example,
pedestrian walking sign, emergency exit sign, no dogs
allowed; identify similarities and differences
● Select and incorporate colours, shapes, symbols and
images into visual presentations
● Reveal their own feelings in response to visual
presentations, for example, by showing amusement,
curiosity, surprise
 ● Observe visual cues that indicate context; show
understanding by matching pictures with context
Reading ● Enjoy listening to stories
● Choose and “read” picture books for pleasure
● Locate and respond to aspects of interest in
self-selected texts (pointing, examining pictures closely,
commenting)
● Participate in shared reading, joining in with rhymes,
refrains and repeated text they gain familiarity
● Make connections to their own experience when
listening to or “reading” texts
Writing ● Experiment with writing using different writing
implements and media
● Differentiate between illustrations and written text
● Begin to discriminate between letters/characters,
numbers and symbols
● Use their own experience as a stimulus when drawing
and “writing”
● Show curiosity and ask questions about written
language
Mandarin Listening and ● Memorise and join in with poems, rhymes and songs
Language Speaking ● Distinguish beginning, medial and ending sounds of
words with increasing accuracy
Phase 2 ● Describe personal experiences
● Talk about the stories, writing, pictures and models they
have created
● Use oral language to communicate during classroom
activities, conversations and imaginative play
● Use language to address their needs, express feelings
and opinions
Viewing and ● Attend to visual information showing understanding
Presenting through discussion, role play, illustrations
● Locate familiar visual texts in magazines, advertising
catalogues, and connect them with associated products
● Talk about their own feelings in response to visual
messages; show empathy for the way others might feel
● Connect visual information with their own experiences to
construct their own meaning, for example, when taking
a trip
● Realise that shapes, symbols and colours have
meaning and include them in presentations
● Observe visual images and begin to appreciate, and be
able to express, that they have been created to achieve
particular purposes
Reading ● Select and reread favourite texts for enjoyment
● Understand that print is permanent, for example, when
listening to familiar stories, notices when reader leaves
out or changes parts
● Read and understand the meaning of self-selected and
teacher-selected texts at an appropriate level
● Participate in shared reading, posing and responding to
questions and joining in the refrains participate in guided
reading situations, observing and applying reading
behaviours and interacting effectively with the group
● Make connections between personal experience and
storybook characters
● Participate in learning engagements involving reading
aloud—taking roles and reading dialogue, repeating
refrains from familiar stories, reciting poems
 Writing ● Create illustrations to match their own written text
● Write to communicate a message to a particular
audience, for example, a news story, instructions, a
fantasy story
● Form letters/characters conventionally and legibly, with
an understanding as to why this is important within a
language community
● Discriminate between types of code, for example,
letters, numbers, symbols, words/characters
● Write informally about their own ideas, experiences and
feelings in a personal journal or diary, initially using
simple sentence structures, for example, “I like …”, “I
can …”, “I went to …”, “I am going to …”
● Enjoy writing and value their own efforts
Malay Language Listening and ● Use gestures, actions, body language and / or words to
Speaking communicate needs and to express ideas.
Phase 1 ● Repeat /echo single words
● Use single words and two word phrases in context.
Viewing and ● Attend to visual information showing understanding
Presenting through play, gestures, facial expression
● Observe visual cues that indicate context; show
understanding by matching pictures with context
● Reveal their own feelings in response to visual
presentation, for example by showing amusement,
curiosity, surprise
Reading ● Distinguish between pictures and written text, for
example, can point to a picture when asked
● Show curiosity and ask questions about pictures or text.
● Enjoy listening to stories
Writing ● Show an awareness of sound–symbol relationships and
begin to recognise the way that some familiar sounds
can be recorded
● Listen and respond to shared books (enlarged texts),
observing conventions of print, according to the
language(s) of instruction
● Show curiosity and ask questions about written
language
Malay Language Listening and ● Listen to and enjoy stories read aloud; shows
Speaking understanding by responding in oral, written or visual
Phase 2 form
● Understand simple questions and respond with actions
or words
● Use gestures, actions, body language and / or words to
communicate needs and to express ideas
Viewing and ● Able to engage with the text or picture by identifying
Presenting ideas, opinions and attitudes in the text or picture
● Make personal connections to visual texts, for example,
a picture book about children making friends in a new
situation
Reading ● Engage with the text by making connections with your
own experiences and attitudes.
● Choose and “read” picture books for pleasure
Writing ● Enjoy writing and value their own efforts
● Use a basic range of vocabulary, grammatical structures
and conventions
● Use their own experience as a stimulus when drawing
and "writing"
Music Creating Use the voice and body to create musical patterns
● Use variety of rhythm learnt to clap while singing the
song Being Responsible
● Keeping a steady sense of tempo while clapping and
singing
Explore vocal sounds, rhythms, instruments, timbres to
communicate ideas and feelings.
● Create a 1 minute vocal performance in group
mimicking nature situation given
Play untuned percussion instruments in time with a beat.
● Performing on percussion instrument as
accompaniment to a marching song and a waltz song
Responding Use voice to imitate sounds and learn songs
● Develop listening skill to imitate songs.
● Sing Being Responsible according to pitch and rhythm
Describe how music makes them feel.
● Reflection on how natural sound around the students
make them feel
Recognise music from a basic range of cultures and styles.
● Demonstrating understanding of music style by
accenting the correct first beat of the each bar of a
marching song and a waltz song
Visual Arts Creating Proportionate and Human Figure Drawing, Pop Art, Dry and
Wet Media
● To collect visual and other information to help them
develop ideas
● To apply their experience of materials and processes,
including drawing, developing their control of tools and
techniques
● To investigate and combine visual and tactile qualities of
materials and processes and to match these qualities to
the purpose of their work
Responding ● To record from first-hand observation and collect visual
and other information to help them develop their ideas,
including using a sketchbook
● To explore ideas
● To adapt their work according to their views and
describe how they might develop it further
● To question and make thoughtful observations about the
starting points for their work
● To compare ideas, methods and approaches in their
own and others’ work and say what they think and feel
about them
● To explore and investigate about the roles and purposes
of art, craft and design in different times and cultures
Physical Identity ● Identify how their attitudes, opinions and beliefs affect
Education the way they act and how those of others also impact on
their actions
● Use understanding of their own emotions to interact
positively with others
● Reflect on their own cultural influences, experiences,
traditions and perspectives, and are open to those of
others
● Examine different factors (heritable and non-heritable)
that shape an identity (for example, gender, sexuality,
nationality, language group)
Active Living ● Understand how daily practices influence short- and
long-term health
● Understand that there are substances that can cause
harm to health
● Identify ways to live a healthier lifestyle
● Display creative movements in response to stimuli and
express different feelings, emotions and ideas
Interaction ● Reflect on shared and collaborative performance
● Identify individual strengths that can contribute to
shared goals
● Develop a shared plan of action for group work that
incorporates each individual’s experiences and
strengths
● Adopt a variety of roles for the needs of the group, for
example, leader, presenter