Year 3 Curriculum Handbook 2023-2024

YEAR 3 CURRICULUM HANDBOOK

reigategrammar.edu.vn

REIGATE GRAMMAR SCHOOL VIETNAM

CONTENTS Welcome from the Head of Preparatory

02

Our Mission, Vision and Values

03

Who’s who

04

Message from Classroom teacher

05

Year 3 procedures

06

Curriculum Design

07

PYP learner Profile

08

Transdisciplinary Learning

08

Program of Inquiry

09

Unit of Inquiry Parent letters

10

Subject Areas

11

Literacy and Languages

11

Mathematics

12

Social Studies

13

Science

14

Visual Art

15

Music

16

PSPE (Personal, Social and Physical Education)

17

LOTE (Languages Other Than English)

19

Co-Curricular Activities Assessment

01

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YEAR 3 CURRICULUM HANDBOOK

WELCOME FROM THE HEAD OF PRIMARY Choosing a school for your child is one of the most important decisions you will have to make. We recognise this at Reigate Grammar School Vietnam and so we put your child at the centre of our decision-making: your child’s success and happiness are our key motivators.

We believe that it is precisely because we nurture happy, confident, global-thinking children that we attain excellent academic results. Our school values, twinned with our Inquiry-based IB certified Primary Years Programme develop your children academically, pastorally and socially and so we think that we are best placed to offer an outstanding education for all students in our care.

Open the door to our world of possibilities and you will find children empowered to achieve through the outstanding teaching and learning opportunities provided by our talented team of teachers. Our unique, personalised approach blends the very best of contemporary British Education with that of the IB Primary Years Programme.

Our internationally-trained classroom teachers are all trained in our unique approach and receive regular high quality professional learning to ensure that standards are always excellent and we employ specialist teachers in a host of subjects to ensure that your child benefits from their first-class knowledge and skills. Our children also benefit from the support of assistant teachers and an EAL Teacher to support children for whom English is an additional language.

State-of-the-art technology ensures that pupils are prepared for the future and a range of rich academic resources complement our fabulous and modern campuses. All our classrooms are light, attractively furnished and air-conditioned with projectors, use of iPads and internet access. We have our own gym, swimming pools, library, media centre, playground and artificial turf pitch, as well as art, dance, music and performance spaces.

All of this guarantees that every child in our care receives the best possible education. The extra-curricular provision is outstanding, with a comprehensive sport, cultural and performing arts program beyond the school day as well as access to field trips, residentials and participation in local events.

Our Year 3 year book contains as much information as we can possibly give you to ensure that your time at RGSV’s Preparatory School is a happy, rewarding and productive experience for you and your children. I am extremely proud to lead the Preparatory School and I look forward to meeting you in person.

Best Wishes, Mr Brendan Finn Head of Preparatory

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REIGATE GRAMMAR SCHOOL VIETNAM

OUR VISION

OUR MISSION AND VALUES

Reigate Grammar School Vietnam aspires to nurture, empower and connect students with their local and global communities, to become international citizens who are active, compassionate and lifelong learners.

At Reigate Grammar School Vietnam we value community and connection; the relationships we have with one another are central to our happiness and success at School and beyond. Our mission is to care for and support each individual’s potential to become wellrounded, life-long learners with a strong sense of purpose based on their core values.

We empower and inspire our pupils by providing a challenging and diverse curriculum inside and outside the classroom that enables them to develop skills as reflective, brave, caring and principled learners.

We encourage our internationally-minded children to be inquisitive, collaborative and innovative by providing an inclusive and supportive environment.

We prepare our Reigatians to use their unique talents and abilities to make this world a better place by providing opportunities to give back to our community.

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YEAR 3 CURRICULUM HANDBOOK

WHO’S WHO As the Head of Primary at RGSV, it gives me great pleasure to welcome you to Year 3. We have a dedicated team of internationally trained teachers, along with highly experienced support staff committed to providing a high quality education for your child.

Let’s meet the team.

Primary Leadership Team

Head of Primary Brendan Finn brendan.finn@reigategrammar.edu.vn

IB Primary Years Programme (PYP) Coordinator Nikki Farrar nikki.farrar@reigategrammar.edu.vn

Language Learning Leader & EAL Coordinator Katy Gawne katy.gawne@reigategrammar.edu.vn

Digital Technology Leader Katie Ashcroft katie.ashcroft@reigategrammar.edu.vn

Year 3 Home Room Teacher

Year 3 Teacher Talia Setty talia.setty@reigategrammar.edu.vn

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REIGATE GRAMMAR SCHOOL VIETNAM

MESSAGE FROM THE CLASSROOM TEACHERS Dear Year 3 parents, I am Miss Talia. You may remember me from last year! I am from London, England and came to Hanoi in January. I taught for 3 years in London, before deciding to experience the other side of the world. I enjoy reading, running and have recently taken up dance and football in Hanoi.

We have had a great start to the year and look forward to everything that’s to come. Here is a short guide to Year 3, which I hope you find useful. If you have any further questions please contact me on Seesaw.

Communication: We use Seesaw to communicate what is happening in the classroom. This is where I will send our Unit of Inquiry letters, any reminders or messages and set home learning tasks.

Curriculum: Our classroom timetable can be found on Seesaw. Children will have daily Literacy and Mathematics lessons, covering topics inline with England’s national curriculum. We have five Unit of Inquiry lessons a week where we follow the PYP programme and the children will have specialist lessons daily. Our Unit of Inquiry letters will provide information for further learning at home, with fun tasks you can do with the children.

Extra Curricular Activities: The children will take part in these on Tuesdays and Thursdays weekly. They will choose two ECA’s that interest them at the beginning of the semester. Examples are football, art, yoga, and lego.

Expectations: In Year 3, children are expected to wear the correct uniform to school, including PE kit on PE days (Tuesdays and Fridays).

They need to bring their swimming kits in on Mondays. Furthermore, we visit the library on a Thursday, so please send the children in with their books so that they can change them and make the most of this session.

At the beginning of the year, the children together, created and signed an Essential Agreement which they are expected to follow wherever they are in the school. We have shared the Learner Profile in class and the children are encouraged to develop these attributes throughout the year.

I look forward to the year ahead; all the learning we will be doing and all the fun we will have!

Miss Talia

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YEAR 3 CURRICULUM HANDBOOK

YEAR 3 PROCEDURES HOME LEARNING GUIDELINES A balanced, and timely home learning programme helps develop a deeper understanding of concepts and connects parents with our classroom curriculum, and helps prepare our students with the transition from Preparatory to secondary. That being said, we are acutely aware that a large proportion of our student population participates in ECA’s, after school music, art and language lessons.

It is critical that parents and students find a healthy balance that reflects the needs of the individual household.

Every week we would expect our students to complete 20 minutes of Personal Reading. Library books, or, online journals, articles or text should be explored everyday. This may occur while the evening meal is being prepared, or, 20 minutes before bedtime. It is important that students participate in this activity, and share with parents what they have read.

We have a range of online Maths resources and apps for our students to interact with. These online activities essentially consolidate learning and reiterate the need for practice of timetables, basic facts, place value and other numeracy related concepts and skills. On occasions, our classroom teachers may post an activity via seesaw for students to work through.

Our Units of Inquiry may, at times, require students to unpack questions, or research topics to support ideas being unpacked in the classroom. These questions or tasks usually require our students to ask parents, and family members their opinions and perspective on topics of interest. There may be times when students are asked to research ideas using various search engines, and or websites.

This kind of activity is designed to get our students researching and arming themselves with ideas and questions before a concept or topic is introduced.

Ultimately our intention and goal for homework is to encourage our students to read, participate in online maths applications, and investigate themes and topics that support our PYP, units of inquiry.

This shouldn’t be a cause for tension or conflict in the home, more so an opportunity for students and parents to share in the learning process.

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REIGATE GRAMMAR SCHOOL VIETNAM

CURRICULUM DESIGN We are proud to be an IB PYP (Primary Years Programme) school, and believe in developing young students as caring, inquisitive and active participants in a lifelong journey of learning. We offer an inquiry-based curriculum that builds conceptual understanding through exploration and application of their knowledge in all curriculum areas.

“The International Baccalaureate® aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect.

To this end, the organization works with schools, governments and international organizations to develop challenging programmes of international education and rigorous assessment.

These programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right.”

The IB mission statement Much of our relevant, engaging and creative curriculum is organised and delivered through expansive, interdisciplinary Units of Inquiry, which serve as the primary method of instruction.

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YEAR 3 CURRICULUM HANDBOOK

PYP LEARNER PROFILE

TRANSDISCIPLINARY LEARNING

At RSGV, we ensure our students are ready to meet their future life challenges by learning through the transdisciplinary nature of the International Baccalaureate Primary Years Program. This inquiry-driven concept-based curriculum framework encourages innovation, creativity, and problem-solving. We assist children in developing conceptual understanding within real-world contexts, whilst building on the robust foundations of knowledge and skills developed through our British Literacy and Mathematical programs of study. Literacy and mathematical knowledge and skills are applied to develop deeper understandings and our Unit of Inquiries provides relevant and engaging contexts for children to develop these important skills. Our students are well-rounded individuals who are developing creativity, resilience and confidence.

In the IB Primary Years Programme (PYP), learning extends beyond individual subjects; it thrives in the interconnectedness of transdisciplinary learning and concept-driven inquiry. Through this approach, children explore concepts that transcend disciplinary boundaries, fostering a holistic understanding of the world. It’s crucial for children to make authentic connections throughout their learning journey as it cultivates a deeper comprehension of concepts.

This transdisciplinary learning involves weaving together various subjects such as Literacy, Mathematics, Social Studies, Science, PSPE (Physical, Social, and Personal Education), The Arts, and Languages other than English into meaningful contexts. For instance, when studying a concept like “change,” children might explore it through literature by examining characters’ transformations, in mathematics by understanding patterns, in science by investigating natural processes, and in the arts by expressing personal growth through creative mediums. This approach ensures that children not only grasp individual subjects but also see the intricate connections between them, fostering a more profound and enduring understanding of the world around them.

INQUIRY BASED LEARNING Inquiry-based learning in the IB PYP (Primary Years Programme) is an educational approach that emphasises student-led exploration, curiosity, and critical thinking. It is a student-centred approach that encourages students to ask questions, investigate real-world problems, and actively engage in the learning process.

CHARACTERISTIC OF INQUIRY-BASED LEARNING IN THE IB PYP Inquiry: students actively participate in the learning process and take ownership of their learning.

Transdisciplinary curriculum: The PYP curriculum is organised around transdisciplinary themes that integrate multiple subject areas.

This encourages students to make connections between different disciplines and develop a holistic understanding of concepts.

Conceptual understanding: Inquiry-based learning in the PYP focuses on building conceptual understanding rather than just rote memorization. Students explore big ideas and develop a deep understanding of key concepts.

Student agency: Students are encouraged to take an active role in their learning, asking questions, making connections, and investigating real-world problems. They are given opportunities to explore their interests, make choices, and take responsibility for their learning.

Teacher facilitation: Teachers play a crucial role as facilitators in the inquiry-based learning process. They guide and support students in their investigations, provide resources and guidance, and help students develop their critical thinking and research skills.

Collaborative learning: Inquiry-based learning in the PYP often involves collaborative group work, where students learn from and with each other. This encourages the development of communication, collaboration, and teamwork skills.

Reflection and metacognition: Inquiry-based learning in the PYP emphasises reflection and metacognition, where students think about their thinking and reflect on their learning process. This helps them develop a deeper understanding of their own learning and thinking strategies.

Year 3 Children at RGSV will spend the following recommended hours per week developing their subject discipline knowledge, skills and understanding through transdisciplinary or stand-alone learning opportunities.

Outline of study

Lessons per week

Literacy

9

LOTE (Languages other than English) (with specialist teachers)

3

Mathematics PSPE (with specialist teachers)

5 4 3

Science, Social Studies, the Arts, PSPE (with homeroom teacher)

11

The Arts (with specialist teachers)

08

REIGATE GRAMMAR SCHOOL VIETNAM

PROGRAM OF INQUIRY YEAR 3 Transdisciplinary Who we are Theme Central Idea

Balanced choices contribute to our well-being.

Lines of inquiries

1. Balanced lifestyles

We are inquiring into

Key Concepts

How the world works

Where we are in Sharing the place and time planet

The Earth is part Past civilizations of a complex continue to be universe. relevant today.

1. The relationship between Earth and celestial bodies in our solar system

How we express ourselves

Living things sustain life on Earth and play a role in our lives.

1. Characteristics 1. Characteristics of civilisations of living things

Artistic expression can promote identity and diversity.

1. How culture affects artistic expression

2. How past 2. Life cycles civilizations help us to understand the present

2. Changes in culture, identity, and diversity over time

2. Effects of choices on health

2. How individual 2. The Earth’s needs and wants physical are met properties and its movements

3. Impact of environment on well-being

3. Legacy of past civilizations

3. Factors that affect survival

3. How we maintain culture, identity, and diversity over time

Responsibility Perspectives Community Service

3. Technology we use to study the universe (function, astronomy and exploration) Function Connection Magnetism Gravity

Causation Connection Significance

Thinking skills

Research skills

Research skills

Form Change Classification Transformation Interdependence Thinking skills

Connection Perspective Identity Diversity Culture Communication skills

Form Responsibility Learner Profiles Choice Impact Balance Approaches to Self-management Learning skills Social skills

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How we organize ourselves Communities respond to the wants and needs of the people.

1. Why community services are established

YEAR 3 CURRICULUM HANDBOOK

UNIT OF INQUIRY PARENT LETTERS At the beginning of each Unit of Inquiry, parents are sent a UoI letter. This letter is to inform and engage parents in their child’s learning journey during a specific Unit of Inquiry. The letter includes details about the central theme of the unit, the key concepts and questions that will be explored and the specific lines of inquiry that will guide the student’s investigations. This information helps parents to understand and support their child’s learning and provides a context for discussions at home. The letter will suggest ways in which parents can support their child’s learning at home, such as providing resources, participating in discussion or engaging in related activities. Through these letters we aim to create a collaborative learning environment that extends beyond the classroom. RSGV welcomes collaboration with parents and invite parents to contribute to the learning

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REIGATE GRAMMAR SCHOOL VIETNAM

SUBJECT AREAS LITERACY AND LANGUAGES

AT RGSV WE EMPHASISE THE IMPORTANCE OF LEARNING LITERACY AND LANGUAGE THROUGH • making culturally diverse reading material available • focusing on meaning when reading and writing • encouraging appropriate cooperative discussion in the classroom • students engaged in spontaneous writing students • a variety of scaffolded learning experiences - with the teacher providing strategies for the student to build on his or her own learning activities • writing as a process • a range of independent spelling strategies • nurturing appreciation of the richness of language • using language for creative problem solving and information processing

The IB describes the development of language as fundamental to the instinctive human need to communicate. Language learning includes the development of the home and family languages, the languages of the school, additional languages and the development of literacy. This is integral to exploring and sustaining cognitive and personal development and cultural identity. Language learning and teaching are social acts, dependent on relationships with the self and others, with context, with the environment, and with the world. The Primary Years Programme (PYP) beliefs and values about language are embedded implicitly throughout the learner school and and grades.

Translanguaging and the creating languageof profiles correspond to our as belief profile explicitly through attribute “communicator”, ofwell inclusion. as in the IB’s approaches to learning. Through an IB education, OVERALL EXPECTATIONS IN LITERACY FOR PYP learning communities use language to build a better and more YEAR 3 STUDENTS Language is also a foundational aspect of identity. As such, we promote all languages of the peaceful world.

Learners show an understanding that sounds are associated with learning community, by encouraging mother tongue classes, by using translanguaging objects, events and ideas, or with symbolic representations of them. techniques in classrooms, and by promoting culture and language through events. Our small They are aware that an object or symbol may have different sounds A culture ofandlanguage learning foundational a PYPsection learning library is growing we aim to expand it to is also include a foreignto language in it. community. Language has the power to bring the learning community or words associated with it in different languages. They are beginning of authoringand this policy, ISK’s community language It profiles include English, Atcloser the timetogether overcome boundaries. excites and invites to be cognizant about the high degree of variability of language Swedish, Danish, Icelandic, Telugu, Chinese, Russian, Azerbaijani, German, Turkish, and its uses. Learners identify, interpret and respond to a range of communication in Hindi, many ways, supporting and strengthening Spanish, Portuguese, Tamil, Bengali, Urdu, Arabic, Greek, Marathi, Latvian, and more. relationships and the building of international-mindedness. Language visual text prompts and show an understanding that different types learning is located in both local and communities.

Swedish culture and language are respected and global promoted through SwedishStudents literature and of visual texts serve different purposes. They use this knowledge through embracing local celebrations and traditions suchmobile as celebrating Lucy’s Day. We to create their own visual texts for particular purposes. Learners are able to flourish in an interconnected, globalSaint community community by doing trips relationships. in and around Karlskrona interact the wider Swedish using with technologies to communicate and field sustain At theand show an understanding that language can be represented visually bysame invitingtime, guest speakers from the community around us. they are rooted in local communities through cultural through codes and symbols. They are extending their data bank of printed codes and symbols and are able to recognize them in new and linguistic knowledge and skills. contexts. They understand that reading is a vehicle for learning, and Language Learning in the PYP committed toismultilingualism as a means of affirming InIB theschools PYP, the are medium of instruction English. English is integrated into the units of inquiry that the combination of codes conveys meaning. Learners show an and developing international-mindedness.

The term understanding that writing is a means of recording, remembering orcultural organizedidentity into stand-alone ELA (English Language Arts) lessons. “multilingualism” in the PYP refers to linguistic ability in more than and communicating. They know that writing involves the use of Swedish is taught to students in all grades that from PYP 1 toof PYPa6student’ for three 30-45 minutes long codes and symbols to convey meaning to others; that writing and one language, and recognizes each s languages lessons eachdeveloped week. Swedishto is different taught in a transdisciplinary fashion different where appropriate. may be levels, and within contexts, reading uses the same codes and symbols. They know that writing depending on their social and academic experiences. At RGSV, our can describe the factual or the imagined world.

Both Swedish and English language learning are informed by IB’s ‘Primary Years Programme Year 3 students have 3 periods a week in languages other than Language scope and sequence’, in which separate continuums have been developed. It is English including Vietnamese, Korean and French. acknowledged that language refers to more than reading and writing. Visual communication such as, for example, communicating through body language or images are also means of THE LITERACY STRANDS FOR YEAR 3 communication.

Please refer to Figure 1 below.

Figure 1

Receptive and expressive aspects of language strands IB, ‘Primary Years Programme Language scope and sequence’, 2009 (updated 2018)

The PYP has identified three strands - oral language, visual language, written language - that are learned across and throughout the curriculum, with each strand being an integral component of language International School of Karlskrona , Language Policy, version 2, October, 2021, Page 6 learning.

Each strand has been considered from both the receptive aspect - receiving and constructing meaning, and expressive aspect - creating and sharing meaning.

At RGSV we integrate clearly defined objectives from the National Curriculum for English to ensure an in-depth coverage of skills and concepts needed for our pupils.

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YEAR 3 CURRICULUM HANDBOOK

MATHEMATICS In the PYP, mathematics is viewed primarily 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 memorised. The power of mathematics for describing and analysing the world around us is such that it has become a highly effective tool for solving problems. It is also recognized that students can appreciate the intrinsic fascination of mathematics and explore the world through its unique perceptions. In the same way that students describe themselves as “authors” or “artists”, a school’s programme should also provide students with the opportunity to see themselves as “mathematicians”, where they enjoy and are enthusiastic when exploring and learning about mathematics. The IB learner profile is integral to learning and teaching mathematics in the PYP because it represents the qualities of effective learners and internationally minded students. The learner profile, together with the other elements of the programme - knowledge, concepts, skills and action - informs planning and teaching in mathematics.

At RGSV, our Mathematics program is strengthened by integrating learning developed using the learning outcomes, resources and teaching materials from the English National Curriculum. This ensures that the content and progression of our students’ learning are in line with the English National Curriculum, providing them with the skills and knowledge necessary to succeed in transdisciplinary, inquirybased, concept-driven learning. This helps to provide a structured and coherent approach to teaching mathematics, alongside and within our Units of Inquiry ensuring that students cover the necessary mathematical topics and skills at each stage of their education.

THE MATHEMATICS STRANDS FOR YEAR 3 What do we want the students to know and understand?

NUMBER Learners will develop their understanding of the base 10 place value system and will model, read, write, estimate, compare and order numbers to hundreds or beyond. They will have automatic recall of addition and subtraction facts and be able to model addition and subtraction of whole numbers using the appropriate mathematical language to describe their mental and written strategies. Learners will have an understanding of fractions as representations of whole-part relationships and will be able to model fractions and use fraction names in real-life situations.

SHAPE AND SPACE Learners will continue to work with 2D and 3D shapes, developing the understanding that shapes are classified and named according to their properties. They will understand that examples of symmetry and transformations can be found in their immediate environment.

Learners will interpret, create and use simple directions and specific vocabulary to describe paths, regions, positions and boundaries of their immediate environment.

DATA HANDLING Learners will understand how information can be expressed as organised and structured data and that this can occur in a range of ways. They will collect and represent data in different types of graphs, interpreting the resulting information for the purpose of answering questions. The learners will develop an understanding that some events in daily life are more likely to happen than others and they will identify and describe likelihood using appropriate vocabulary.

PATTERN AND FUNCTION Learners will understand that whole numbers exhibit patterns and relationships that can be observed and described, and that the patterns can be represented using numbers and other symbols. As a result, learners will understand the inverse relationship between addition and subtraction, and the associative and commutative properties of addition. They will be able to use their understanding of pattern to represent and make sense of real-life situations and, where appropriate, to solve problems involving addition and subtraction.

AT RGSV WE EMPHASISE THE IMPORTANCE OF LEARNING MATHEMATICS THROUGH • connecting mathematical concepts and applications to learning • to make mathematics understandable to students • real-life problem solving using mathematics • instruction built on what students know, what they want to know, and how they best might find out • a variety of strategies for possible multiple solutions • students being encouraged to speculate and pursue hunches • a broad range of topics • investigating, questioning, discussing, justifying and journaling their mathematics • students and teachers engaged in mathematical discourse

MEASUREMENT Learners will understand that standard units allow us to have a common language to measure and describe objects and events, and that while estimation is a strategy that can be applied for approximate measurements, particular tools allow us to measure and describe attributes of objects and events with more accuracy. Learners will develop these understandings in relation to measurement involving length, mass, capacity, money, temperature and time.

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SOCIAL STUDIES In the PYP, social studies is viewed as the study of people in relation to their past, their present and their future, their environment and their society. Social studies encourages curiosity and develops an understanding of a rapidly changing world. Through social studies, students develop an understanding of their personal and cultural identities. They develop the skills and knowledge needed to participate actively in their classroom, their school, their community and the world: to understand themselves in relation to their communities. The aim of social studies within the PYP is to promote intercultural understanding and respect for individuals and their values and traditions. In support of the IB mission statement, the social studies component of the PYP curriculum will encourage students to “understand that other people, with their differences, can also be right”. Therefore, there is a strong emphasis on the reduction of prejudice and discrimination within the classroom, the school, the community and the world.

THE SOCIAL STUDIES STRANDS FOR YEAR 3 What do we want students to know and understand?

HUMAN SYSTEMS AND ECONOMIC ACTIVITIES The study of how and why people construct organisations and systems; the ways in which people connect locally and globally; and the distribution of power and authority. Related concepts: communications, conflict, cooperation, education, employment, freedom, governments, justice, legislation, production, transportation, truth.

SOCIAL ORGANISATION AND CULTURE The study of people, communities, cultures and societies; the ways in which individuals, groups and societies interact with each other.

Related concepts: artefacts, authority, citizenship, communication, conflict, diversity, family, identity, networks, prejudice, religion, rights, roles, traditions.

CONTINUITY AND CHANGE THROUGH TIME The study of the relationships between people and events through time; the past, its influences on the present and its implications for the future; people who have shaped the future through their actions. Related concepts: chronology, civilizations, conflict, discovery, exploration, history, innovation, migration, progress, revolution.

HUMAN AND NATURAL ENVIRONMENTS The study of the distinctive features that give a place its identity; how people adapt to and alter their environment; how people experience and represent a place; the impact of natural disasters on people and the built environment. Related concepts: amenities, borders (natural, social and political), dependence, geography, impact, landscape, locality, ownership, population, regions, settlements.

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AT RGSV WE EMPHASISE THE IMPORTANCE OF LEARNING SOCIAL STUDIES THROUGH • A transdisciplinary and guided inquiry process within the Program of Inquiry • Authentic learning experiences examining local and global issues • Supporting students to be responsible and to take actions in our world today • Using multiple sources and presenting multiple perspectives (Global, social, cultural and gender) • Using factual information as a vehicle to conceptual development within units of inquiry • Focussing on constructing meaning, expanding and deepening knowledge and understanding of the world around them OVERALL EXPECTATIONS IN SOCIAL STUDIES FOR YEAR 3 STUDENTS Students will extend their understanding of human society, focusing on themselves and others within their own community as well as other communities that are distant in time and place. They will investigate how and why groups are organised within communities, and the ways in which communities reflect the cultures and customs of their people. They will recognize the interdependency of systems and their function within local and national communities. They will increase their awareness of how people influence and are influenced by the places in their environment. Students will explore the relationship between valuing the environment and protecting it. They will extend their understanding of time, recognizing important events in people’s lives, and how the past is recorded and remembered in different ways. They will broaden their understanding of the impact of advances in technology over time, on individuals, society and the environment.

WHAT ARE THE SOCIAL STUDIES SKILLS WE WANT STUDENTS TO BE ABLE TO DO? • 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

YEAR 3 CURRICULUM HANDBOOK

SCIENCE In the PYP, science is viewed as the exploration of the biological, chemical and physical aspects of the natural world, and the relationships between them. Our understanding of science is constantly changing and evolving. The inclusion of science within the PYP leads learners to an appreciation and awareness of the world as it is viewed from a scientific perspective. It encourages curiosity and ingenuity and enables the student to develop an understanding of the world. Reflection on scientific knowledge also helps students to develop a sense of responsibility regarding the impact of their actions on themselves, others and their world. Inquiry is central to scientific investigation and understanding. Students actively construct and challenge their understanding of the world around them by combining scientific knowledge with reasoning and thinking skills. Scientific knowledge is made relevant through its innumerable applications in the real world. The science process, by encouraging hands-on experience and inquiry, enables the individual to make informed and responsible decisions, not only in science but also in other areas of life.

THE SCIENCE STRANDS FOR YEAR 3 What do we want the students to know and understand?

LIVING THINGS The study of the characteristics, systems and behaviours of humans and other animals, and of plants; the interactions and relationships between and among them, and with their environment. Related concepts: adaptation, animals, biodiversity, biology, classification, conservation, ecosystems, evolution, genetics, growth, habitat, homeostasis, organism, plants, systems (digestive, nervous, reproductive, respiratory).

EARTH AND SPACE The study of planet Earth and its position in the universe, particularly its relationship with the sun; the natural phenomena and systems that shape the planet and the distinctive features that identify it; the infinite and finite resources of the planet. Related concepts: atmosphere, climate, erosion, evidence, geography, geology, gravity, renewable and non-renewable energy sources, resources, seasons, space, sustainability, systems (solar, water cycle, weather), tectonic plate movement, theory of origin.

MATERIALS AND MATTER The study of the properties, behaviours and uses of materials, both natural and human-made; the origins of human-made materials and how they are manipulated to suit a purpose. Related concepts: changes of state, chemical and physical changes, conduction and convection, density, gases, liquids, properties and uses of materials, solids, structures, sustainability.

FORCES AND ENERGY The study of energy, its origins, storage and transfer, and the work it can do; the study of forces; the application of scientific understanding through inventions and machines. Related concepts: conservation of energy, efficiency, equilibrium, forms of energy (electricity, heat, kinetic, light, potential, sound), magnetism, mechanics, physics, pollution, power, technological advances, transformation of energy.

WHAT ARE THE SCIENCE SKILLS WE WANT STUDENTS TO BE ABLE TO DO? • Observe carefully in order to gather data • Use a variety of instruments and tools to measure data accurately • Use scientific vocabulary to explain their observations and experiences • Identify or generate a question or problem to be explored • Plan and carry out systematic investigations, manipulating variables as necessary • Make and test predictions • Interpret and evaluate data gathered in order to draw conclusions • Consider scientific models and applications of these models (including their limitations) OVERALL EXPECTATIONS IN SCIENCE FOR YEAR 3 STUDENTS Students will develop their observational skills by using their senses to gather and record information, and they will use their observations to identify patterns, make predictions and refine their ideas. They will explore the way objects and phenomena function, identify parts of a system, and gain an understanding of cause and effect relationships.

Students will examine change over varying time periods, and will recognize that more than one variable may affect change. They will be aware of different perspectives and ways of organising the world, and they will show care and respect for themselves, other living things and the environment. Students will communicate their ideas or provide explanations using their own scientific experience.

AT RGSV WE EMPHASIS THE IMPORTANCE OF LEARNING SCIENCE THROUGH • hands-on learning experiences to ensure that students experience and learn science process skills; high level of student involvement in a flexible learning environment • units of inquiry that lend themselves to transdisciplinary investigations • challenging students to answer open-ended questions with investigations so that they can abandon/modify their misconceptions by observations, measurements or experimentation (teacher as facilitator) • a wider and responsible use of technology in all its forms as a tool for science learning • accepting uncertainty and ambiguity or the possibility of more than one acceptable solution/ hypothesis • more than one approach, model or process one scientific model to approach investigations discussion, dialogue, elaboration and interpretation of data gathered, with students proposing explanations and conclusions • challenging students to find applications for, and take action on, what they have learned • instruction that recognises that process and content are interdependent • providing students with the opportunities to explore a science interest when it arises • a concept-driven curriculum using a wide variety of materials and manipulatives

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REIGATE GRAMMAR SCHOOL VIETNAM

VISUAL ART

• A way to express their creativity and what makes them unique • Daily problem-solving skills and responsibility In the Visual Art Department we will be using Seesaw as our primary source for sharing the learning.

We will be updating the Online Gallery regularly,

Whole School Head of Art Liz Schulze liz.schulze@reigategrammar.edu.vn Reigate Grammar School Vietnam has a set of curriculum standards for Visual Arts which are taught within the PYP framework. Our standards are drawn from the English national curriculum and are aligned with the PYP Arts scope and sequence.

Visual Arts plays a fundamental part in the education of the whole child. It provides students with a unique means of communicating what they see, think and feel whereby students come to know and appreciate the world around them. In the RGSV Visual Arts Dept, our motto is Direction through inspiration, communicating through Art. Lessons are designed to develop student interest and awareness of the world of art, to find inspiration, and then use this inspiration to convey and communicate a message through the art-making process.

The Visual Arts curriculum is arranged into two strands: Creating and Responding. Through these, students will explore different media and begin to innovate in arts. Through the art-making process, students will recognize that creating in the arts provides a sense of accomplishment, not only in the process but also in providing them with a way to understand the world.

Whenever possible and appropriate the Arts subjects support or are integrated into the Programme of Inquiry. However, there are times when these subjects offer independent inquiry into arts-related knowledge, concepts and skills.

Creating • Through exploring arts across cultures, places and times we can appreciate that people innovate.

• People communicate across cultures, places and times through arts.

• The arts provide us with multiple perspectives.

Responding • Arts have the power to influence thinking and behaviour.

• We make connections between our artwork and that of others to extend our thinking.

• We can explore our personal interests, beliefs and values through arts.

Visual arts play a crucial role in the education and development of the whole child. Visual art classes at Reigate Grammar School Vietnam include the development and skills to use many different types of art mediums as well as an art history education and appreciation.

Our program provides students with: • Opportunities to develop and refine fine motor skills • Inspiration and the means to enhance their creativity • The ability to rejoice in building confidence and self-esteem • A unique way of communicating what they see, think, and feel • An appreciation of the world around them • Opportunities to reach higher levels of thinking and learning through creation and critical thinking 15

https://reigategrammar.edu.vn/the-school-in-pictures.htm as well as the school newsletter to celebrate success. Throughout the year we will be running competitions and events to enable students to develop their creative skills. We are excited to be working alongside our school community to develop our young artists.

YEAR 3 CURRICULUM HANDBOOK

MUSIC

Orchestra RGSV is aiming to develop a high-quality school orchestra featuring all the instrumental families, playing challenging pieces from across the orchestral repertoire.

Whole School Head of Music Daniel Hewitt daniel.hewitt@reigategrammar.edu.vn

RGSV is currently in collaboration with Intro Art Education, an established musical centre, in order to provide students with specialist music teachers as part of our main program and give our students the opportunity to study and be introduced to various instruments.

We are working with Intro Art via the classroom program, ECAs, and private lessons to establish and develop the RGS Vietnam Orchestra.

In the IB PYP, music is often integrated into transdisciplinary units of inquiry. This means that music is not taught in isolation but is connected to other subject areas and real-world contexts.

By integrating music with other disciplines, students can make connections and see the relevance of music in different aspects of their learning. The objectives of music in the IB PYP are to develop students who are musically literate, creative, and expressive. Through music education, students are encouraged to explore different musical traditions, styles, and genres, and develop their musical skills and techniques. The learning outcomes in music may include: • Developing an understanding of basic music theory, including elements such as rhythm, melody, harmony, and form • Developing skills in playing musical instruments, singing, and composing music • Developing an appreciation for different types of music from various cultures and historical periods. Exploring the role of music in society and its cultural significance • Developing listening and critical thinking skills through analysing and responding to music

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REIGATE GRAMMAR SCHOOL VIETNAM

PSPE (PERSONAL, SOCIAL AND PHYSICAL EDUCATION)

Athletic Director and ECA Coordinator Hayden Schulze hayden.schulze@reigategrammar.edu.vn Physical Education at RGSV encompasses a wide range of sporting and activity opportunities. Throughout the programme pupils should be involved in a range of activities including: • Individual pursuits: The development of basic motor skills and the body’s capacity for movement through locomotor and manipulative skills and/or experiences; the techniques, rules and purpose of a range of athletic activities (for example, track and field, swimming, skating, skiing); recognizing a high level of achievement and how to improve performance.

• Movement composition: Recognizing that movements can be linked together and refined to create a sequence of aesthetic movements. Movements can be in response to stimuli or performance elements and/or criteria and can communicate feelings, emotions and ideas (for example, gymnastics, dance*, martial arts).

• Games: Recognizing the challenges presented by games; the importance of manipulating space; the categorising of games; identifying and developing appropriate skills and strategies; recognizing the importance of rules and how they define the nature of a game; modifying existing games and creating new games; and teamwork.

• Adventure challenges: A variety of tasks requiring the use of physical and critical-thinking skills by individuals and/or groups; challenges that require groups to work together collaboratively in order to solve problems and accomplish a common goal; recognizing the role of the individual in group problem-solving.

• Health-related fitness: Recognizing and appreciating the importance of maintaining a healthy lifestyle; the body’s response to exercise including the interaction of body systems and the development of physical fitness.

The overall goal of a PYP PE lesson or unit is to promote conceptbased learning which supports the development of inquiry learning.

The concepts should be the building blocks for the unit or lesson and the experience of the vehicle in which to deliver the concept.

STUDENT RESPONSIBILITIES Within Pe lessons students are responsible for allowing students to learn to the best of their ability. Students will help students when needed and will always be part of the team WHAT TO BRING FOR PE Students need to: • Wear the RGSV PE kit for PE lessons • Wear appropriate shoes for the learning environment, e.g sports shoes for the gym • Bring a water bottle for PE lessons • Bring a hat to wear when outside, if required

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YEAR 3 CURRICULUM HANDBOOK

WHAT TO BRING TO SWIMMING LESSONS Students need to: • Wear an appropriate swimsuit, 1 piece for girls, shorts for boys • Bring a swimming shirt, if they wish • Bring goggles • Bring a swim cap • Bring a water bottle, full of water • Bring slippers, if they wish • A Plastic bag, or swim bag for the gear In the PYP, personal, social and physical education (PSPE) is concerned with the individual’s well-being through the promotion and development of concepts, knowledge, attitudes and skills that contribute to this well-being. Well-being is intrinsically linked to all aspects of a student’s experience at school and beyond. It encompasses physical, emotional, cognitive, spiritual and social health and development, and contributes to an understanding of self, to developing and maintaining relationships with others, and to participation in an active, healthy lifestyle. PSPE is integral to learning and teaching in the PYP and is embodied in the IB learner profile that permeates the programme and represents the qualities of internationally minded students and effective lifelong learners.

As lifelong learners we strive to make sense of our lives and the world around us by constructing meaning, exploring concepts and revising understandings. Lifelong learners adopt a positive attitude to learning, develop and apply strategies for critical and creative thinking, engage in inquiry, make connections, and apply new learning and skills in different contexts. In order to become successful learners, it is necessary for students to feel empowered by their learning, to value and take responsibility for their learning, to demonstrate resilience and to develop independence. Such learners are able to reflect on themselves, their experiences, and the process of learning in order to support personal growth and their ongoing commitment to personal, social and physical well-being.

EXTRA-CURRICULAR ACTIVITIES AND SPORT At RGSV we work hard to ensure your child has access to a large array of extra-curricular activities, designed to educate and nurture the whole child and connect them with our whole school.

From Music, Art and Drama to ICT and sports, your child can explore a wide variety of after-school activities throughout their years at RGS Vietnam. Each year we offer a diverse range of activities for our students, which vary each term, offered at lunchtimes, after school and even on weekends. Allowing your child to get involved in extracurricular activities at school is a wise choice and it can be very important in helping them to develop the skills, character and leadership to thrive in the future.

AT RGSV WE EMPHASISE THE IMPORTANCE OF LEARNING PSPE THROUGH • concept-driven and transdisciplinary teaching taking place both inside and outside the programme of inquiry • every teacher as a personal and social education teacher • flexible inquiries including issues initiated by the students • celebrating differences • personal and social education activities taking place throughout the school • parents’ involvement in personal and social education learning experiences and issues empowered students taking action • teaching about responsibility and the need to take action • discovering students’ prior or existing beliefs • challenging students to find applications for, and take action on, what they have learned

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REIGATE GRAMMAR SCHOOL VIETNAM

LOTE (LANGUAGES OTHER THAN ENGLISH)

Whole School Head of Vietnamese Hien Phan Thi Thu hien.phan@reigategrammar.edu.vn VIETNAMESE MOTHER TONGUE PROGRAM IN RGSV LEARNERS OF THE PROGRAM At RGSV, in the Preparatory Section, Vietnamese lessons will be offered to students from Nursery to Year 6. Vietnamese Mother Tongue is a compulsory language choice for Vietnamese students who hold Vietnamese passports.

Students with additional passports (Vietnamese and another/ additional nationality) can choose to take Vietnamese Mother Tongue, Vietnamese for Foreign Learners or French, based on the family’s wish and the student’s level and background of learning Vietnamese. The choice will be made at the beginning of the school year and should continue for at least one year. It is strongly advised that language choices are not changed more than twice during a child’s preparatory years to ensure that the necessary time is provided for students to engage with and develop their understanding of the language.

The Vietnamese Mother Tongue Program continues into the Secondary school at RGSV for native speakers as per the requirements of the Government.

For multinationals (Vietnamese and another additional nationality), there are two options: • Students who have studied Vietnamese Mother Tongue since Preparatory (or for at least three years) and wish to continue learning in Secondary, may be required to complete an entrance test for placement into the correct Vietnamese language level.

• Vietnamese is not currently offered as an additional language for non - native speakers in the Secondary school. Therefore, students who chose to learn Vietnamese for Foreigners or French in Preparatory will learn French in Secondary.

THE AIMS OF THE PROGRAM The learning of Vietnamese Mother Tongue aims to not only develop students’ knowledge and skills, but also give students confidence and fluency in their communication in real life situations. Moreover, lessons about culture, history and geography help students to strengthen the connection with their roots and to be proud of their identity as well as to build up their international mindedness.

The program bases on the set of the “Kết nối tri thức với cuộc sống’’ textbooks. It includes stand alone units and collaboration units with form group classes which reflect well the transdisciplinary learning of the PYP. Students have great opportunities to explore concepts, the learner profile and lines of inquiry which effectively support their learning progress in both their mother tongue language and the language used at school.

FRENCH LANGUAGE It takes time and dedication to learn a new language. Learning a new language involves being a risk-taker and having a growth mindset.

Through purposeful and fun activities, which are centred on students’ 19

interests and levels, learning a new language can be an enriching experience. Learning together, students have the opportunity to explore not only French culture but also to share aspects of their own culture and to become more internationally-minded.

FRENCH OVERALL EXPECTATIONS LISTENING AND SPEAKING Learners show an understanding of the conventions associated with speaking and listening and the value of adhering to those conventions. They are aware that language is a vehicle for becoming knowledgeable; for negotiating understanding; and for negotiating the social dimension.

CONCEPTUAL UNDERSTANDINGS LISTENING AND SPEAKING Taking time to reflect on what we hear and say helps us to make informed judgments and form new opinions. Thinking about the perspective of our audience helps us to communicate more effectively and appropriately. The grammatical structures of a language enable members of a language community to communicate with each other.

OVERALL EXPECTATIONS FOR READING Learners show an understanding of the relationship between reading, thinking and reflection. They know that reading is extending their world, both real and imagined and that there is a reciprocal relationship between the two. Most importantly, they have established reading routines and relish the process of reading.

KOREAN LANGUAGE Language is a means of affirming and expressing cultural identity and developing international-mindedness. RGSV provides students with multiple, authentic opportunities to learn language, learn about language, and learn through language.

At RGSV Prep, LOTE Korean is an optional choice for Korean students from Year 1 to Year 6. Korean students can choose either Korean, Vietnamese foreign language, or French.

The IB language scope and sequence are aligned with the Korean national curriculum to support students in developing the knowledge, skills, and attitudes they need to be successful learners, communicators, thinkers, and inquirers. Students are encouraged to use the Korean government-certified textbook as the primary resource. There is also a strong collaboration between homeroom UOIs to enhance students’ understanding of the LOIs and central ideas in depth.

In addition to academic skills, students develop their cultural identity and appreciation for their heritage through participating in school events to present Korean traditional culture. They also develop an agency to contribute to our local and global society to make the world a better place.

YEAR 3 CURRICULUM HANDBOOK

CO-CURRICULAR ACTIVITIES LOCAL FIELD TRIPS AND VISITORS

In the Primary Years Programme (PYP), local trips and visitors play a pivotal role in enriching your child’s learning journey. These experiences are more than just field trips—they’re invaluable opportunities for children to connect classroom learning with the world around them. Through visits to local museums, parks, and businesses, and interactions with experts or community members, children gain a deeper understanding of concepts taught in class.

They witness firsthand how their learning relates to real-life situations, fostering curiosity, critical thinking, and a broader perspective.

These experiences encourage cultural appreciation, environmental awareness, and the development of essential social skills. By engaging with the local community, children not only learn about the world but also become active participants in it, fostering a sense of belonging and responsibility. We value these experiences as they contribute significantly to your child’s holistic development within the PYP framework.

SWIMMING

Reigate Grammar School Vietnam has two indoor swimming pools.

One of the pools is a learner pool, while the other is a competition pool. These pools are designed to cater to the needs of students and provide them with opportunities for both learning and recreational activities. Swimming is an important part of the school’s curriculum, as it promotes physical fitness and overall well-being. The swimming pools at Reigate Grammar School Vietnam are likely used for swimming lessons, aquatic sports, and general recreational activities.

Having two swimming pools allows the school to accommodate different age groups and skill levels. The learner pool is likely used for younger students or those who are still developing their swimming abilities. The competition pool, on the other hand, is likely used for more advanced swimmers or for hosting swimming competitions and events.

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REIGATE GRAMMAR SCHOOL VIETNAM

ASSESSMENT At Reigate Grammar School Vietnam, we recognise the importance of formative assessment and the integral role it has to play in creating a learning culture. Formative assessment is used to track the progress of individual pupils. It involves identifying each child’s progress in each area of the curriculum, determining what each child has learned and what therefore should be the next stage in his/her learning. There are four key elements: • Sharing learning goals; • Effective questioning; • Self and peer evaluation; • Effective feedback.

In-school formal summative assessment is carried out in the following ways • Upon entry to ascertain an entry profile of pupils’ learning • GL Standardised Progress Tests are carried out for English and Mathematics in Years 3,4, 5 & 6 towards the end of every year and a report provided to parents • Cognitive Ability Testing (CAT 4) is undertaken upon entry and in Years 3 & 5 and a report provided to parents • The New Group Reading Test is administered to children on a termly basis • In Early Years, Year 1 and Year 2 children’s phonic knowledge is summatively assessed every term

REPORTING TO PARENTS The primary purpose of reporting to parents is to provide information regarding a child’s performance. It also works to empower parents with the accurate knowledge they require to be true partners in the continuing education of their children. Two written reports, completed by teachers at the end of each semester, are available to parents via the ManageBac platform.

Portfolios and reports will give parents a clear indication of how their children are doing against the learning outcomes expected in each year group. Reporting to parents is completed twice a year through a written report. and there are two opportunities for consultation, one of which is pupil-led. However, we encourage parents and teachers to initiate conferences on an “as-needed” basis.

Full details of the Programme of Inquiry are provided in each Year Group Brochure and parents are also encouraged to read our full Preparatory Curriculum and Assessment Policy which can be found here https://reigategrammar.edu.vn/.

Our Year 3 Curriculum Handbook acknowledges the following sources of information • IB PYP Curriculum Framework • PYP Scope and Sequence • English Common Curriculum • RGSV - Parent Handbook

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Reigate Grammar School Vietnam, No 6-7 Nguyen Cong Thai Street, Dai Kim New Urban Area, Hoang Mai District, Hanoi, Vietnam +84 (0) 2435 409 1831 inquiry@reigategrammar.edu.vn reigategrammar.edu.vn