Grade 3: Long term
Cross
curricular units |
Topics | Learning objectives |
Term 1 | ||
Animals | Animal types | 3.1.5.1- distinguish between phonemically distinct words;
3.2.1.1- make basic statements which provide personal information on a limited range of general topics; 3.5.5.1- use interrogative pronouns including: which, what, where, whose, how many, what kind of … on a limited range of familiar topics; 3.5.14.1- use prepositions of location and position: at, behind, between, in, in front of, near, next to, on, under, above to describe where people and things are; 3.5.14.2- use prepositions of time: on, in, at to talk about days and times and no preposition last week etc. |
Body parts | 3.1.6.1- understand some specific information and detail of short,
supported information or talk on a limited range of general and some curricular topics; 3.2.1.1- make basic statements which provide personal information on a limited range of general topics; 3.3.1.1- recognise, identify and sound with support a limited range of familiar words in simple sentences |
|
Animal Song and Dance | 3.1.2.1- understand a limited range of short supported questions
which ask for personal information; 3.1.9.1- recognise short basic words that are spelt out; 3.4.1.1- plan, write and check short sentences with considerable support on a limited range of personal, general and some curricular topics; 3.5.4.1- use determiners a, an, the, some, any, this, these, that, those to refer to things on a limited range general and some curricular topics; 3.5.10.1- use common present continuous forms, including short answers and contractions, to talk about what is happening now |
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Craft project | 3.1.1.1- understand short supported classroom instructions in an
increasing range of classroom routines; 3.2.6.1- take turns when speaking with others in a limited range of short, basic exchanges |
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Light & Dark | Day & Night | 3.1.6.1- understand some specific information and detail of short,
supported information or talk on a limited range of general and some curricular topics; 3.1.7.1- use contextual clues to predict content in short, supported talk on a limited range of general and some curricular topics; 3.2.4.1- respond to questions on a limited range of general and some curricular topics; 3.3.5.1- understand the main points of short simple texts on a limited range of familiar general and some curricular topics by using contextual clues |
Sources of
light |
3.1.6.1- understand some specific information and detail of short,
supported information or talk on a limited range of general and some curricular topics; 3.2.3.1- make basic statements which provide personal information on a limited range of general topics; 3.3.3.1- begin to read with rereading and usual support very short simple fiction and non-fiction texts on a limited range of general and |
curricular topics;
3.5.3.1- use adjectives, including possessive adjectives, on a limited range of general and some curricular topics to describe things; use simple one-syllable and some two-syllable adjectives [comparative form] to make comparisons; 3.5.13.1- use can to make requests and ask permission; 3.5.13.2- use must / mustn’t / have to to talk about obligation |
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Out at night | 3.1.5.1- distinguish between phonemically distinct words;
3.1.8.1- understand short, narratives on a limited range of general and some curricular topics; 3.2.3.1- give short, basic description of people and objects; 3.2.3.2 — begin to describe past experiences on a limited range of general and some curricular topics; 3.2.6.1- take turns when speaking with others in a limited range of short, basic exchanges; 3.4.5.1- link with support words or phrases using basic coordinating connectors ; 3.4.7.1- spell a growing number of familiar high-frequency words accurately during guided writing activities |
|
Term 2 | ||
Time | Times of my
day |
3.1.8.1- understand short, narratives on a limited range of general and
some curricular topics; 3.2.1.1- make basic statements which provide personal information on a limited range of general topics; 3.2.2.1- ask questions to find out about present experiences on a limited range of general and some curricular topics; 3.2.4.1- respond to questions on a limited range of general and some curricular topics; 3.4.1.1- plan, write and check short sentences with considerable support on a limited range of personal, general and some curricular topics; 3.5.2.1- use cardinal numbers 1 -100 to count and ordinal numbers 1 – 10; 3.5.14.1- use prepositions of location and position: at, behind, between, in, in front of, near, next to, on, under, above to describe where people and things are; 3.5.14.2 — use prepositions of time: on, in, at to talk about days and times and no preposition last week etc. |
Days of the
week |
3.1.7.1- use contextual clues to predict content in short, supported talk
on a limited range of general and some curricular topics; 3.2.2.1- ask questions to find out about present experiences on a limited range of general and some curricular topics; 3.2.6.1- take turns when speaking with others in a limited range of short, basic exchanges; 3.3.1.1- recognise, identify and sound with support a limited range of familiar words in simple sentences; 3.3.1.1- write with support short basic sentences with appropriate spaces between words; 3.4.6.1- use upper and lower case letters accurately when writing names, places and short sentences during guided writing activities; 3.5.2.1- use cardinal numbers 1 -100 to count and ordinal numbers 1 – 10; 3.5.9.1- use common present simple forms [positive, negative, question] and contractions to talk about what you want and like, habits and facts, simple future timetabled events; |
3.5.17.1- use me, too and I don’t to give short answers | ||
At the right
time |
3.1.7.1- use contextual clues to predict content in short, supported talk
on a limited range of general and some curricular topics; 3.1.8.1- understand short, narratives on a limited range of general and some curricular topics; 3.1.9.1- recognise short basic words that are spelt out; 3.2.6.1- take turns when speaking with others in a limited range of short, basic exchanges; 3.3.3.1- begin to read with rereading and usual support very short simple fiction and non-fiction texts on a limited range of general and curricular topics; 3.3.6.1- understand with considerable support, some specific information and detail in short, simple texts on a limited range of general and some curricular topics; 3.5.2.1- use cardinal numbers 1 -100 to count and ordinal numbers 1 – 10; 3.5.14.1- use prepositions of location and position: at, behind, between, in, in front of, near, next to, on, under, above to describe where people and things are; 3.5.14.2- use prepositions of time: on, in, at to talk about days and times and no preposition last week etc. |
|
Buildings | Four walls | 3.1.1.1- understand short supported classroom instructions in an
increasing range of classroom routines; 3.1.6.1- understand some specific information and detail of short, supported information or talk on a limited range of general and some curricular topics; 3.2.3.1- give short, basic description of people and objects; 3.2.3.2- begin to describe past experiences on a limited range of general and some curricular topics; 3.3.4.1- use with some support a simple picture dictionary; 3.3.5.1- understand the main points of short simple texts on a limited range of familiar general and some curricular topics by using contextual clues; 3.5.11.1- use has got / have got there is / are statement and question forms including short answers and contractions |
Our town | 3.5.11.1- spell a growing number of familiar high-frequency words
accurately during guided writing activities; 3.5.1.1- use singular nouns, plural nouns – including some common irregular plural forms; 3.5.1.2- use possessive forms ‘s/s’ with proper names and nouns to talk about ownership; 3.5.3.1- use adjectives, including possessive adjectives, on a limited range of general and some curricular topics to describe things; use simple one-syllable and some two-syllable adjectives [comparative form] to make comparisons; 3.5.9.1- use common present simple forms [positive, negative, question] and contractions to talk about what you want and like ,habits and facts, simple future timetabled events; 3.5.14.1- use prepositions of location and position: at, behind, between, in, in front of, near, next to, on, under, above to describe where people and things are; 3.5.14.2- use prepositions of time: on, in, at to talk about days and times and no preposition last week etc. |
|
Around the
house |
3.1.4.1- understand a limited range of short supported questions on
general and some curricular; 3.2.2.1- ask questions to find out about present experiences on a |
limited range of general and some curricular topics;
3.3.3.1- begin to read with rereading and usual support very short simple fiction and non-fiction texts on a limited range of general and curricular topics; 3.4.1.1- plan, write and check short sentences with considerable support on a limited range of personal, general and some curricular topics; 3.4.2.1- write with support short basic sentences with appropriate spaces between words ; 3.5.4.1- use determiners a, an, the, some, any, this, these, that, those to refer to things on a limited range general and some curricular topics |
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Term 3 | ||
Art & Music | Musical
instruments |
3.1.8.1- understand short, narratives on a limited range of general and
some curricular topics; 3.2.3.1- give short, basic description of people and objects; 3.2.3.2- begin to describe past experiences on a limited range of general and some curricular topics; 3.2.5.1- pronounce familiar words and short phrases intelligibly when reading aloud; 3.2.8.1- recount very short, basic stories and events on a limited range of general and some curricular topics; 3.3.1.1- recognise, identify and sound with support a limited range of familiar words in simple sentences; 3.3.2.1- read and follow with limited support familiar instructions for classroom activities; 3.5.12.1- use adverbs of time and frequency: sometimes, often, always, never to indicate when and how often; 3.5.12.2- begin to use simple adverbs of manner e.g. well, badly |
Drawing
chairs |
3.1.1.1- understand short supported classroom instructions in an
increasing range of classroom routines; 3.1.3.1- understand the main points of short, slow, carefully articulated talk on a limited range of general and some curricular topics; 3.1.4.1- use with some support a simple picture dictionary; 3.5.11.1- use has got / have got there is / are statement and question forms including short answers and contractions |
|
My music | 3.1.5.1- distinguish between phonemically distinct words;
3.2.4.1- respond to questions on a limited range of general and some curricular topics; 3.4.3.1- write short phrases to identify people, places and objects; 3.4.5.1- link with support words or phrases using basic coordinating connectors ; 3.5.17.1- use me, too and I don’t to give short answers |
|
Shadow
puppet show |
3.1.7.1- understand short, narratives on a limited range of general and
some curricular topics; 3.4.1.1- plan, write and check short sentences with considerable support on a limited range of personal, general and some curricular topics; 3.4.6.1- use upper and lower case letters accurately when writing names, places and short sentences during guided writing activities; 3.4.8.1- include appropriate use of a full stop during guided writing of short, familiar sentences |
|
Explorers &
Inventors |
Exploring space | 3.1.2.1- understand a limited range of short supported questions which
ask for personal information; |
3.1.8.1- understand short, narratives on a limited range of general and
some curricular topics; 3.2.8.1- recount very short, basic stories and events on a limited range of general and some curricular topics; 3.3.5.1- understand the main points of short simple texts on a limited range of familiar general and some curricular topics by using contextual clues; 3.3.6.1- understand with considerable support, some specific information and detail in short, simple texts on a limited range of general and some curricular topics; 3.4.1.1- plan, write and check short sentences with considerable support on a limited range of personal, general and some curricular topics; 3.4.2.1- write words and phrases of regular size and shape; 3.5.3.1- use common present simple forms [positive, negative, question] and contractions to talk about what you want and like, habits and facts, simple future timetabled events; use common past simple forms to describe actions and feelings |
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Marco Polo | 3.1.6.1- understand some specific information and detail of short,
supported information or talk on a limited range of general and some curricular topics; 3.2.3.1- give short, basic description of people and objects; begin to describe past experiences on a limited range of general and some curricular topics; 3.2.4.1- respond to questions on a limited range of general and some curricular topics; 3.2.5.1- pronounce familiar words and short phrases intelligibly when reading aloud; 3.3.6.1- understand with considerable support, some specific information and detail in short, simple texts on a limited range of general and some curricular topics; 3.4.2.1- write words and phrases of regular size and shape; 3.4.3.1- write short phrases to identify people, places and objects; 3.4.6.1- use upper and lower case letters accurately when writing names, places and short sentences during guided writing activities |
|
Bright ideas | 3.1.3.1- recognise short basic words that are spelt out;
3.2.2.1- ask questions to find out about present experiences on a limited range of general and some curricular topics; 3.5.3.1- use adjectives, including possessive adjectives, on a limited range of general and some curricular topics to describe things; 3.5.3.2- use simple one-syllable and some two-syllable adjectives [comparative form] to make comparisons; 3.5.6.1- use demonstrative pronouns this, these, that, those in open and closed questions; 3.5.7.1- use personal object pronouns [indirect] in conjunction with direct object nouns to describe actions and events |
|
Inventions in
Kazakhstan |
3.1.7.1- use contextual clues to predict content in short, supported talk
on a limited range of general and some curricular topics; 3.1.8.1- understand short, narratives on a limited range of general and some curricular topics; 3.2.2.1- ask questions to find out about present experiences on a limited range of general and some curricular topics ; 3.4.5.1- link with support words or phrases using basic coordinating connectors |
Term 4 | ||
Water, water
everywhere |
Rain, rain | 3.2.5.1- pronounce familiar words and short phrases intelligibly when
reading aloud; 3.3.1.1- recognise, identify and sound with support a limited range of familiar words in simple sentences; 3.3.2.1- read and follow with limited support familiar instructions for classroom activities |
By the sea | 3.1.4.1- understand a limited range of short supported questions on
general and some curricular; 3.1.5.1- distinguish between phonemically distinct words; 3.5.7.1 spell a growing number of familiar high-frequency words accurately during guided writing activities; 3.5.10.1- use common present continuous forms, including short answers and contractions, to talk about what is happening now |
|
A beach story | 3.1.1.1- understand short supported classroom instructions in an
increasing range of classroom routines; 3.3.2.1- read and follow with limited support familiar instructions for classroom activities; 3.3.5.1- understand the main points of short simple texts on a limited range of familiar general and some curricular topics by using contextual clues; 3.3.6.1- understand with considerable support, some specific information and detail in short, simple texts on a limited range of general and some curricular topics; 3.4.8.1- include appropriate use of a full stop during guided writing of short, familiar sentences |
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Having fun | Fun places | 3.1.7.1- use contextual clues to predict content in short, supported talk
on a limited range of general and some curricular topics; 3.2.8.1- recount very short, basic stories and events on a limited range of general and some curricular topics; 3.3.3.1- begin to read with rereading and usual support very short simple fiction and non-fiction texts on a limited range of general and curricular topics; 3.3.5.1- understand the main points of short simple texts on a limited range of familiar general and some curricular topics by using contextual clues; 3.3.6.1- understand with considerable support, some specific information and detail in short, simple texts on a limited range of general and some curricular topics; 3.5.7.1- spell a growing number of familiar high-frequency words accurately during guided writing activities; 3.5.9.1- use common present simple forms [positive, negative, question] and contractions to talk about what you want and like, habits and facts, simple future timetabled events; 3.5.9.2- use common past simple forms to describe actions and feelings ; 3.5.17.1- use me, too and I don’t to give short answers |
Number games | 3.1.1.1- understand short supported classroom instructions in an
increasing range of classroom routines; 3.2.6.1- understand with considerable support, some specific information and detail in short, simple texts on a limited range of general and some curricular topics; 3.5.2.1- use cardinal numbers 1 -100 to count and ordinal numbers 1 – |
10;
3.5.8.1- use imperative forms [positive and negative] to give short instructions on limited range of familiar topics; 3.5.11.1- use has got / have got there is / are statement and question forms including short answers and contractions |
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Flying kites | 3.1.6.1- understand some specific information and detail of short,
supported information or talk on a limited range of general and some curricular topics 3.2.4.1- respond to questions on a limited range of general and some curricular topics 3.3.4.1- use with some support a simple picture dictionary 3.5.3.1- use adjectives, including possessive adjectives, on a limited range of general and some curricular topics to describe things; use simple one-syllable and some two-syllable adjectives [comparative form] to make comparisons 3.5.8.1- use imperative forms [positive and negative] to give short instructions on limited range of familiar topics 3.5.10.1- use common present continuous forms, including short answers and contractions, to talk about what is happening now 3.UE16 use conjunctions and, or, but to link words and phrases |